Social Networking Sites Usage

and Its effects to Students’

Behavior in Tandaay High
School

In Partial Fulfillment of the requirements for

practical research II

Members:
Llagas Zildjian
Sta. Cruz Marie
Mediado Kristine
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Tandaay High School of Nabua Camarines, Sur is situated in a rural area, in a western
part of the municipality. In comparison with students in the Poblacion area, cities or urban area,
most of the students are having cellphones and others are not using it in a proper way. Based on
researchers’ observation, they are oftentimes told and reminded by their teachers to have
discipline on the proper use of their gadgets specifically cellphones.

As primary concern, the administration together with the parents and teaching staff
implemented the No Cellphone Policy during Class hours in which the purpose is to increase
students’ attention and to have effective students’ participation in class.

It is a worldwide concern that students are using cellphones and are using them in
browsing social networking sites.

Social networking has made an enormous impact on the lifestyle of individuals around
the globe. It has already been a huge contribution to the daily social routine of the people in
various types of communities. High and middle class society is now into social networking sites
like Facebook, Twitter, My Space, Tumblr and etc. Even low-class people are into these social
networking sites as well. Actually, these social networking sites have played a big part to the
global community in terms of communication purposes.

Some use those sites in order to communicate to their loved ones across the globe, in
different countries as possible. Companies and business people use it for selling and advertising
products and for gaining customers. Some also use it as a media for gaining friends and for
engaging in relationships and others use these internet sites for gaming purposes. But what is
other some today is the way students use these networking sites.

Social Networking is helpful among students in ways such as communicating about

projects and tasks in school but some students cross the boundaries of using such sites. They use
it for sexual and intimacy purposes. Some use it for gambling purposes. Misuse of such sites are
what makes the social networking world hazardous to all people involved in it especially to
students of minor ages. What’s more harmful is that it seldom leads to the destruction of the
student’s foundation for their future – which is education.
 Currently education is making a move toward the use of more technology within

classrooms ranging from elementary to the collegiate level. In high schools and colleges, devices

being used most commonly for educational purposes are tablets (iOS/Android), smartphones

(iOS/Android), and laptops (Windows/Macintosh) (Dietz & Henrich, 2014). These devices are

being used in hopes of enhancing students’ overall educational performance; students are using

devices for activities such as answering questions, examining visualizations, note taking,

researching, and communicating (e.g., email) (“Integrating Tech in High School,” 2012).

Although the intended purposes of these devices are to improve educational experiences for the

student, there have also been negative consequences from the introduction of modern technology

in the classroom (Junco, 2012). Research has been conducted on the negative effects of cell phone

usage in the classroom on students, but the effect of increased cell phone use by students in the

classroom on teachers has not been examined. Although there is a lack of understanding of how

student cell phone usage affects teachers, there is research demonstrating how cell phones

negatively affect the students using them and how usage could also lead to side effects that

negatively impact the teacher. The following. paragraphs discuss the negative side effects of

student cell phone use, the belief of “multitasking,” and how distraction can affect cognitive

processes.

Research has extensively shown that there are negative effects for students in the

classroom when they use their cell phones for non-educational purposes. Junco (2012) found that

53% of undergraduate students at a university reported text messaging during class. Dietz and

Henrich (2014) examined 99 college students during a 20-minute lecture, which was part of the

experiment, and the average amount of texts sent and received among each student was 26.29

(14.10 sent, 12.69 received).

 Dietz and Henrich (2014) found that since the increase of technology in the classroom

(e.g., use of cell phones), there has been an increased report of a decline in overall grades and

decrease in seat work. Using cell phones in the classroom has been connected with lower recall

and a decrease in student satisfaction with instruction (Dietz

Henrich, 2014); comprehension has also lessened when students use electronic devices

for non-educational purposes. Alarmingly, research shows that even students in proximity to

other students using this technology are more likely to perform poorer in the classroom, even

when they were not personally using technology (Sana, Weston, & Cepeda, 2013).

When looking at why students use cell phones for non-educational purposes, it was found

that students find their devices more exciting and stimulating than what is happening in their class

(Sana et al., 2013); students have also been found to continue to use cell phones for non-

educational purposes during class instruction, even when they are aware of the negative side-

effects of cell phone usage in the classroom. Another reason students use their cell phones in class

(e.g., messaging, looking at social media, gaming) is because they believe they can “multitask.”

A study by Sana, Weston and Cepada (2013) found that college undergraduate students were

observed to be “multitasking” 42% of the time during class. A study by Wood et al. (2012) found

that students who used Facebook during a classroom lecture had significantly lower scores on

tests of the lecture material than students who only used notes taken with paper and pencil.

There has been plenty of research done about “multitasking” and how the view of

students being able to “multitask” is a myth. The ability to truly process two streams of

independent information at the same time is nearly impossible; what most people refer to as

multitasking is actually considered serial tasking, which is the action of shifting back and forth

from one task to another (Fischer & Plessow, 2015)

 Knowing the students’ belief of multitasking is important because it needs to be

compared to teachers’ beliefs of multitasking. Students who believe they can multitask may be

more likely to believe they can use their cell phones and pay attention during class (Kuznekoff,

Munz, & Titsworth, 2015). If teachers see that students are using their cell phones during class

and do not believe the students have the ability to multitask, it could then distract the teacher.

Becoming distracted while teaching may then affect other cognitive processes and harm the

teacher’s ability to instruct his or her class.

One of the teacher’s cognitive processes that could be negatively affected by the

distraction of student cell phone usage in the classroom is working memory, which is one of the

most important cognitive processes for a teacher. Working memory is defined as, “the brain

system that provides temporary storage and manipulation of the information necessary for such

complex cognitive tasks such as language, comprehension, learning, and reasoning” (Baddeley,

1992, p. 3) Everyone uses working memory to work more efficiently and effectively; however, it

has a limited amount of storage in which information can be processed. Working memory is also

important for teachers because it is used for staying focused while performing a complex task,

such as giving a lecture, attempting to block out distractions (e.g., cell phone use), and

maintaining awareness of activities that are going on within the classroom (Eysenck & Keane,

2015).

The example of a teacher attempting to block out the distraction of student cell phone

use, delivering his or her lecture, and monitoring students to make sure they are understanding

what is being taught could also be considered divided attention. Divided attention is the act of

attempting to execute one or more actions at a time, while simultaneously trying to pay attention

to two or more channels of information. When people are performing a number of tasks in
parallel, they must divide their attention, which can lead to weakened performance (Craik et al.,

1996).

If one’s working memory is negatively impacted, and a teacher is trying to divide his or

her attention among multiple stimuli, it can increase cognitive load. Cognitive load consists of

the total amount of mental effort being used in the working memory (Sweller, 1994). When there

is a high amount of cognitive load that is placed on an individual (such as a teacher who is trying

to teach a lesson and deal with a student using a cell phone during class), research shows that

decision making strategies become less effective, and even impaired (Beilock & Decaro, 2007).

A study conducted by Neisser and Becklen (1975) provides an example of the effects of

divided attention and cognitive load. In this study, participants were shown two videos that were

superimposed (i.e., laid over top of each other). One of the videos showed two people who were

playing a hand game, with the object of the game to slap the opponent’s hand; the other video

was of three people playing basketball. When participants were told to pay attention to one of the

two games, the participants were successful at recalling the events. Next, participants were asked

to keep track of both games in the superimposed video, and it was deemed almost impossible as

being able to recall events from both of the videos.

When teachers have to focus on delivering the information to the students that are paying

attention, their mental effort may be working at full capacity. However, if a teacher witnesses a

student using his or her cell phone during classroom instruction it could be considered distracting

and be connected to the teacher to delivering a lesson of a lesser quality. Therefore, cell phone

policies may need to reflect and take into account the negative outcomes that derive from student

use of cell phones.

Summary and Critique

Using cell phones for non-task related purposes during class time has been shown to have negative
outcomes on student learning; it also has a negative effect on the students in close proximity.
However, there is little to no research on how non-educational uses of cell phones by the students
affect teachers’ performances. When a teacher sees a student texting, or using his or her phone
inappropriately, it may have a negative impact on the teacher’s ability to teach. Thus, there is a
need for research that examines the effect of non-educational cell phone usage by students on
teachers.

BACKGROUND OF THE STUDY

The researchers/students as part of Tandaay High School Community are concerned

about the issue of rampant usage and misuse of cellphones and wants to determine the
effectiveness of No Cellphone Policy and its significance to academic performance of students if
it is a way of gaining back their interests in their studies and school activities.

OBJECTIVES OF THE STUDY

This study aims to know the social factors that affect the Tandaay National High School
Senior High School Students to become addicted to social networking sites like Facebook,
Twitter and etc. This study also aims to know how this addiction affects the lack of interest of
students in school works and activities.

STATEMENT OF THE PROBLEM

This study determines the social factors that cause the Tandaay National High School Senior
High School Students to get addicted to social networking that result to habitual absenteeism and
poor class performance. Specifically, answers to the following are sought:

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

a. Gender d. with or without

b. Religion cellphone
c. Academic Grades s/y e. Age
2018-2019 f. Strand
2. What are the social factors that cause the Tandaay National High School Senior High School
Students to get addicted to social networking that result to habitual absenteeism and poor class
performance in terms of:

a. Attitude towards study

b. Family involvement and concern

c. Peer pressure

SIGNIFICANCE OF THE STUDY:

The study wants to identify the social factors that cause the Tandaay National High
School Senior High School Students in getting addicted to social networking that result to
poor class performance.

This study is for:

The students of Tandaay National High School, 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 education.

The teacher/s and/ or faculty members of Tandaay High School, that they may read
and be aware of the changes of the students and even the effects of social networking to
their students, so that they can educate their students about the limitations of using the
social networking sites. This may help them in planning their own tactics in making their
students avoid social networking addiction.

The school's guidance councilor, that she/he may use this data to be able to reach out to
students and inform them about the factors that can cause such problems and how these
problems can be resolved.

The future students of Tandaay High School, that they can avoid it and realize that this
computer gaming may lead them to computer addiction and might lead them to an
unproductive future.

The community possessing the same kind of case, that they can read about the study
and make it as a guide on understanding how this problem emerged and how would they
deal with the problem itself.

Scope and Delimitations

The respondents of the study are 60 selected Senior High School students of
Tandaay High School and is only limited within the Grade 11 and 12year level both male
and female between the ages 16-21 years old including all sections. We do not include
other year levels to this study because of their self-control in terms of social networking.
This aims to identify the students who are addicted in social networking resulting in poor
class performance. The researchers do not intend to include all kinds of factors that may
affect student's poor class performance, but is only focused on the social factors (the
factors that affect our direct or daily lifestyle).
Theoretical Background

These days the most commonly utilized method of communication is social media

and it is being used by individuals belonging to every walk of life. Due to this, social media

has become pervasive thus impacting the behaviors of the people using it. It has

revolutionized the way we communicate, interact and socialize. Also, this new approach

to consuming and creating information is in particular attractive to youth as a platform and

space for activities not possible in the face-to-face context (Leea, Chena, Lia & Lin, 2015).

With social media providing flexibility in learning, stimulate innovative ideas, and

increase interpersonal relationships among student, these tools, however, can have

negative impacts on students as they might distract their attention from the learning

process, reduce their physical social interaction and make them potentially addictive. The

excessive use of social media tools by students has led to the changed in shape and

structure of students’ social behavior and academic practices. With such a high rate of

students using social media networking on daily basis, there is a strong need to analyze

the extent to which social media is having its impact on students. Thus, this research will

seek to have conclusions on the effects of social media addiction to the behaviors and

academic performance of selected Senior High School students in Tandaay High School.

Certainly, coming up with theories is the heart of its scientific process that needs

thorough study, evidences and investigation to support the research. Hence, in order to

know the effects of social media addiction to the participants’ behavior, the researchers

used a specific theory which is the Uses and Gratification that explains why they use social

media. The theory of uses and gratifications was first introduced by an American
sociologist Elihu Katz in 1959 in an article in which he explained that communication

research was near extinction because researchers only focused on the effects the media

had on people. He therefore suggested that researchers’ focus must be on how media is

used.

Elihu Katz first introduced the Uses and Gratification Approach, when he came up

with the notion that people use the media to their benefit. The perspective emerged in the

early 1970’s as Katz and his two colleagues, Jay Blumler and Michael Gurevitch continued

to expand the idea. This theory was contemporary because it contradicted older views

that assumed the audience was a passive group. The Uses and Gratifications Approach

views the audience as active, meaning that they actively seek out specific media and

content to achieve certain results or gratifications that satisfy their personal needs.

According to Ruggerio (2000), internet users choose activities online that satisfy

needs like “entertainment, information and social interaction.” Uses and Gratification

theory therefore shows an affirmative relationship between the choice of using social

media and the gratification users get when they use it. Ruggerio again states that “the

Uses and Gratification theory is important for internet related research because of its

ability to examine new technologies with regards to its strengths in evaluating new media

because of their characteristics”. This assertion is backed by Severin &Tankard (2001)

who admit that the uses and gratifications theory is extremely effective as technology

moves the universe into the electronic information age.

Additionally, different studies have been found by the researchers which uses the

Uses and Gratification theory and one of which is “Social Media Addiction among Students
of the University of Ghana” conducted by Akua Adoasi Otu last October 2015. This study

is a quantitative analysis of the level of social media addiction among students of the

University of Ghana. Using the Uses and Gratification theory as the theoretical framework,

which looks at people’s choice of specific media to satisfy specific pleasures sought from

the media they choose. This theory assume that users of media rely on it to fulfil specific

needs and in the process develop preoccupations with it and will explain how students of

the University of Ghana use social media and whether they have developed dependencies

on the media they use.

The researchers choose the Uses and Gratification Theory for the reason that this

explains why students look for different social media platforms to meet their interests and

entertainment. Also, this theory focuses on what people do with media, as opposed to

what media does to people. Thus, the Uses and Gratification Theory will be a great help

for this research for it seeks to know the effects of social media addiction to the students’

behavior in school.
THEORETICAL FRAMEWORK

This study is anchored on theories propounded by Albert Bandura, B. F. Skinner and Abraham
Maslow. Bandura's Social Learning Theory, as social media made inroads into our living rooms,
much of social learning has been influenced by it, especially among the impressionable minds of
children and adolescents. Adolescents have the most impressionable minds, which explains their
ability to learn and comprehend and quickly pick up behaviors from their surrounding environment.
Behavior patterns do not necessarily have to be taught to them - they are highly receptive to learning
through social networking.

As media and its various forms have gradually intruded into most households, social learning
theories have identified the influence of media in shaping the social behavior of adolescent and
children. Social networking sites are virtual worlds for the internet users. Spending so much time
in the virtual worlds affects the academic learning abilities of young minds and the behavior of
these youths. It is from the constant exposure to and interaction in the virtual world as well as
through chatting and video sharing that students pick up many of their characteristics traits. There
behavioral traits, learned as young adults, continue throughout adulthood. These are potential
influences of social learning patterns seen in grownups.

B. F. Skinner Operant Conditioning Theory is based upon the idea that learning is function of
change in overt behavior. Changes in behavior are the result of an individual's response to events
that occur in the environment. In the case of students who are engaging in social networking sites,
the reason why students are addicted to modern social media is the stimulus or the environment
that drive them to practice such.

Psychological theory of needs theorized by Abraham Maslow pointed out that humans need to feel
a sense of belonging and acceptance, whether it comes from a large social group, such as clubs,
office culture, religious groups, professional organizations, sports teams, gangs, small social
connections or even social networking sites. They need to be love and be loved by others. In the
absence of these elements, many people become susceptible to loneliness, social anxiety, and
clinical depression.

Behaviorist theorized that learning occurs through interactions with the environments. Two other
assumptions of this theory are that the environment shapes behavior and that taking internal mental
states such as thoughts, feelings and emotions into considerations is useless in explaining behavior.

The Theoretical Framework is best presented in Figure 1.

Figure1. Theoretical Framework of the Study
CONCEPTUAL FRAMEWORK

This study conceptualized that socio-demographic characteristics of the respondents and social
networking site usage are related to the academic performance and behavioral alterations of the
students. The theories cited in this research such reached a common point in supporting the
variables indicated.

As mentioned, respondents' academic performance and behavioral alterations are determined by

their socio-demographic characteristics. Age which is affected bt individual's maturity, gender, and
civil status and family income has something to do with their participation in modern social media.

Social networking site usage is conceived to be related with respondents' participation in social
networking. Socialization through cyber media could spell great significance in this study. All
aforementioned variables significantly affect the academic performance and low study habits of the
students. The Conceptual Framework of the study is best presented in figure 2.

Figure2. Conceptual Framework of the study

Scope and Delimitation

This study focused mainly on the social factors that cause the Tandaay National High

School Senior High School Students in getting addicted to social networking that result to

poor class performance.

The students’ background of social media was limited only to the specific social

media platform they use such as Facebook, Youtube, Instagran, Pinterest, Snapchat,

LinkedIn and Twitter and their frequency in using the platform. Furthermore, the effects of

social media in the behaviors of students are limited only to procrastination of participants,

depression and withdrawal of personal interactions.

This study only evolves in Tandaay High School in Tandaay, Nabua, Camarines

Sur. Also, the study only focuses the Grades 11 and 12 Senior High School students of

the institution.
 CHAPTER II

Review of Related Literature

The Review of Related Studies is among the essential part in the chapter when

conducting a research. This mainly serves as a foundation for the researchers’ proposed

study. It also serves as a guide in pursuing the research as well. It is essential for the

researchers when conducting a research as it provides a framework, more valid

information that supports and carry importance of the researchers study.

The realm of social media is increasingly rising as the technology is emerging in today’s

time. Thus, researchers begun to investigate the various aspects of social media and its

effects to students’ behavior in school. Many studies have been conducted around the

world to investigate how these sites may influence issues of identity, privacy, social capital,

youth culture, education and interpersonal relationships. Therefore, an attempt has been

made in this chapter to review literature and articles related to the theme of the research.

It is evident that there exists a relation between social media and their impact on the

youth‘s change in behaviour. Consequently, messages can reach audiences and target

groups in real time and they can generate changes and tendencies.

This study mainly tackles about the participant’s background of social media and

the possible behaviors of participants from the usage of social media. Social media has

become a part and parcel of everyone’s life. The participant’s background of social media

has become a norm. Despite all the beneficial aspects of the uses of the social media, it

has negative impacts especially if they do not know how to handle or use social media in
a responsible way. It affects their behavior, relationships with others, students easily get

distracted thus it leads to procrastination.

The first main variable of this study is the student’s background of social media

use. Social media and social networks, from Facebook to Snapchat to Twitter and beyond,

are an increasingly important part of how we communicate and connect day to day. They

are a key for staying in touch and up-to-date as well as contributing to our world and being

creative. Many students look for social networking sites to expand their personal learning

network and to discover resources. Social media access and usage has grown rapidly in

the past several years. In academia, social media is a new pedagogical tool that may be

used to engage students both inside and outside the economics classroom, and impact

their overall success (Al-Bahrani, et.al,.2015, p. 36-50).

The sub-variable include the specific platform they use such as Facebook, You

tube, Instagram, Pinterest, Snapchat, LinkedIn and Twitter and their frequency in using

the platform. People use social media platforms to keep in touch with friends, to fill spare

time, to share some ideas and makes life easier. In the journal written by Aaron Smith and

Monica Anderson (2018), a new Pew Research Center survey of U.S. adults, found that

the social media landscape in early 2018 is defined by a mix of long-standing trends and

newly emerging narratives. As has been the case since the Center began surveying about

the use of different social media in 2012, Facebook and YouTube dominate this

landscape, as notable majorities of U.S. adults use each of these sites. At the same time,

younger Americans (especially those ages 18 to 24) stand out for embracing a variety of

platforms and using them frequently. Some 78% of 18- to 24-year-olds use Snapchat, and

a sizeable majority of these users (71%) visit the platform multiple times per day. Similarly,
71% of Americans in this age group now use Instagram and close to half (45%) are Twitter

users. People spend so much time on different sites and they were not able to handle the

social media revolution that it begins to interfere with their lives. Psychologists are referring

to this as a social networking compulsion or addiction. On the article of Dr. Wilson (2015),

it states that spending more than one hour daily at social media sites is a sign of social

media addiction. Pew Research asked users of each platform how often they engage with

the site, whether on a daily, weekly or less frequent basis. Facebook users are highly

engaged with the platform. Fully 70% say they use Facebook daily (including 45% who do

so several times a day). Some 17% visit Facebook weekly, while 12% of users log on less

often. Some 36% of Twitter users visit the site daily, with 22% saying they go on Twitter

several times a day. Another 24% say they visit a few days a week, while 40% say they

check Twitter less often. Some 17% of Pinterest users visit the site daily, including 9%

who visit several times a day. Some 29% of users go on Pinterest weekly, while 52% say

they visit the site less often. Lastly some 13% of LinkedIn users visit the site every day,

including 7% who say they visit LinkedIn several times a day, stated by Duggan, M, &

Ellison, N. et.al, 2013)

. According to Melissa Leiter (2014), students have the strongest presence in

different platforms: First, Facebook it is a website that allows registered users to create

profiles, upload photos and video, send messages and keep in touch with friends, family

and colleagues. Second, YouTube allows users to upload, view, rate, share, add to

favorites, report, comment on videos, and subscribe to other users. It offers a wide variety

of user-generated and corporate media videos. Third, Instagram an online photo-sharing

application and social network platform that allows users to edit and upload photos and
short videos through a mobile app. Fourth, Pinterest where we go to be inspired and get

ideas, be it for style, for cooking, for design or for words of wisdom for day-to-day life. Fifth,

Snapchat focused on private, person-to-person photo sharing, you can now use it for a

range of different tasks, including sending short videos, live video chatting, messaging,

creating caricature-like Bitmoji avatars, and sharing photos and videos. Sixth, LinkedIn is

typically where people go to look for jobs and/or connect with other business

professionals. and lastly, Twitter people use it to connect with their immediate social

network, it's typically a place where people go for niche content that interests them.

Today, young generations grow up having great contact with different kinds of

social media. It is evident that there exists a relation between social media and their impact

on the youth‘s change in behaviour. Thus, another variable of this research is the possible

behaviors of students from the usage of social media. Richtel (2010) states that lure of

these technologies, while it affects adults too, is particularly powerful for young people.

The risk, they say, is that developing brains can become more easily habituated than adult

brains to constantly switching tasks — and less able to sustain attention. Thus, this affects

the behaviors of the students on their day-to-day life. In a book titled Social Media: Usage

and Impact written by Al-Deen (2012), it states that within the past ten years, social media

such as Twitter, Facebook, My Space, YouTube, Flickr, and others have grown at a

tremendous rate, enlisting an astronomical number of users. Also, it explores the emerging

role and impact of social media as they evolve. The contributors examine the

implementation and effect of social media in various environments, including educational

settings, strategic communication, politics, and legal and ethical issues.

 The sub-variables include the procrastination of participants, depression and

withdrawal of personal interactions (Richtel, 2010). Richtel (2010) defines procrastination

as to put off something until another day or time. He expanded that “students have always

faced distractions and time-wasters. But computers and cellphones, and the constant

stream of stimuli they offer, pose a profound new challenge to focusing and learning”.

According to the book of Timothy Pychyl (2010) titled Solving the Procrastination Puzzle,

the basic notion of procrastination as self-regulation failure is clear, you know what you

ought to do and you’re not able to bring yourself to do it. It’s that gap between intention

and action. The author clarified that procrastination is a matter of choice, having the

freedom to choose whether to do the certain task or not. Despite being able to do the task,

the control of our own behavior, emotions or thoughts altering with the demands of the

situation does not go along with our intention. On the article of The Huntington News

written by Morford (2014), the social media is cited as the largest source of procrastination.

Procrastination is by no means a new invention, but its survey shows that social media

takes time from studying and projects the most. The second sub-variable, depression, is

defined by Richtel (2010) as an illness wherein it significantly affects the way someone

feels, causing a persistent lowering of mood. Depression is more than just a low mood –

it's a serious condition that affects your physical and mental health. The book titled Social

Networking and Depression written by Feinstein, et. al. (2015) reviews the theoretical

basis for a potential association between social networking sites (SNS) use and

depression as well as the empirical literature on this association and its underlying

mechanisms. Also, it states that research on social media use and mental health has

important implications for the users themselves as well as those who interact with other
social media users. Also, according to the article titled “Does social media cause

depression?” by Waldemar (2018), as the popularity of the internet grew, depression and

mood disorders among adolescents have steadily risen, becoming the most lethal affliction

to young people in the developed world. Research on social media use has concluded

over and over again that as social media use rises, so does the number of cases of

depression and mood disorders. Lastly, the third sub-variable is the withdrawal of personal

interactions. Richtel (2010) states that social media has led us to have fewer interactions

with the people that they associate with. The majority of people have access to social

media at any time they please via their smartphones, so this only worsens as more people

begin to acquire smartphones. According to the article of Jeff Nalin titled Social Media and

Teen Depression: The Two Go Hand-In-Hand, when it comes to the dangers of social

media, it's critical one can understand the impact that it can have on a teenager's social

skills. Interacting with peers is about more than the words you use, and learning to read

body language and understand vocal tonality is a critical part of the puzzle that you can't

overlook. Because teenagers often rely on social media to stay in touch, they don't have

many real interactions with others. This isolation can prevent them from learning the

critical social skills that they will need in life.

All the above literature reviews suggest that social media addiction exists. The

review also revealed that various scales for measuring addiction to Internet and certain

social media platforms especially Facebook exist and have been used in measuring

addiction in other studies in other parts of the world. Also having reviewed literature on

social media addiction, it appears that in University of Cebu Lapu-Lapu and Mandue

(UCLM), the social media addiction phenomenon has not been explored therefore this
study will look at social media addiction in the said school. The study focuses on the effects

of social media among students of the UCLM, determine the social media platforms they

use and the reasons behind the usage.

Transition in behavior has led the youth to explore new patterns of information and perform

multitasking. Though, this multitasking has to affect the time utility and distribution in both

positive and negative ways. One significant effect of these channels is on the student’s

academic performance and several empirical studies have reported that the excessive

unproductive time spent on social networking sites have affect the students grades.

(Facebook and Academic Performance)

Similarly, a preliminary analysis of the “Effects of Facebook usage” by undergraduate

students at Lulea University of Technology in Sweden. The research model used for this

study tests the perceived affect of self regulation, trust and personality traits on student

achievements. The research model suggests the negative mediating affects of the Social

Networking Sites such as Facebook, Twitter and Skype etc. The concluding remarks are

that, a decrease occurs in the student’s academic performance but a positive effect on the

satisfaction with life. (Impact of SNS usage on Students Academic Achievements)

Similarly, SNS do affect one’s academic performance adversely. It causes the gradual

drop in the grades of the students directly. It affects the student’s academic performance

if he/she invests his/her time in SNS instead in his studies. Time wasting is a major issue

in this regard. SNS are highly addictive to those people who cannot control themselves

into constantly using these sites, prioritize entertainment over work and gives to much

attention to social acceptance and affiliation. The situation is that if a student gives too
much time to SNS, there is an ultimately decrease in its academic performance. (SNS

affects one’s academic performance adversely)

According to recent studies, Facebook has negative effect on the academic performance.

The Britain School study which was about the Facebook and its effect. Testing was done

for a period of three months, the first two months access to Facebook was denied and the

third month access to Facebook was allowed. In this study, it was noticed slight decline of

grades, but what is even more important is lack of concentration and poor knowledge

acceptance. The problem does not occur only in case when students were actually logged

on to Facebook and didn’t pay attention to what teacher says. The problem is in the fact

that current event on the Facebook divert them also in the time when they are not

connected to it. The students do not concentrate on their studies because their

concentration is divided into study and Facebook both. The test showed that the use of

social networks in school has a negative impact on grades.

(http://ezinearticles.com/?Facebook-Has-a-Negative-Impact-on-the-Concentration-of-

Students&id=5692798 )

Similarly, FACEBOOK users may feel socially successful in e-world but they are more

likely to perform poorly in exams, according to new research into the academic impact of

the social networking website. Mostly students spend a lot of time on these sites during

exams instead of on preparation for their exams. The Karpinski research shows that

students who used Facebook had a “significantly” lower grade point average – than those

who did not use the site. The majority of students who use Facebook every day are

underachieving by as much as an entire grade compared with those who shun the site.
Researchers have discovered how students who spend their time accumulating friends,

gossiping and poking others on the site may devote as little as one hour a week to their

academic work. Karpinski says she isn’t surprised by her findings but clarifies that the

study does not suggest that Facebook directly causes lower grades, merely that there’s

some relationship between the two factors. May be Facebook users are just prone to

interruption.

(http://www.timesonline.co.uk/tol/news/uk/education/article6078321.ece)

Same as mentioned above, Social networking site like Facebook becomes an issue as

people relates this with academic performance. Many researchers are working to explore

the correlation between social networking sites and academic performance. Those

students, who use Facebook and twitter, have shorter span of attention in classrooms.

Such sites create many problems for teachers because abbreviations commonly used on

sites such as Twitter and Facebook are also making it into coursework, essays and

experiment write-ups. The study conducted with 500 teachers reveals many interesting

fact. Teacher believed that these sites shaping student’s attitude. The report concludes

that the children with the poorest grades at school are the ones who spent most time on

social networking. Unfortunately, 58 per cent of teachers believe mobile phones and

computers are responsible for children being unable to spell as well as previous

generations. And 54 per cent say children can’t write as well as they should because they

are more used to keyboards and touch pads. It is obvious that if children are spending

hours at night on social media than teachers will see the negative results of poor

concentration.
(http://www.telegraph.co.uk/education/educationnews/8142721/Social-networking-

teachers-blame-Facebook-and-Twitter-for-pupils-poor-grades.html)

Similarly, Researchers focused on the relationship between time spend on facebook and

the academic performance of students. The overall findings indicated more time on

facebook equals slightly lower grades. The average facebook users have a GPA of 3-3.5

while the non-facebook users have a GPA of 3.5-4. Also the average facebook user

studied for 1-5 hour per week while non-facebook would studied 11-15 hour per week.

Researcher revealed that who multi-task between SNS and homework are likely to have

20% lower grades than a student who doesn`t have a SNS in visual range. Students who

work tends to use SNS less than those students who are more activities based within

campus.

( https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2254235/.)

Same as mentioned above, prior studies have examined the relationship between

Facebook use and college grade point average (GPA). For instance, previous studies

used non-continuous measures of time spent on Facebook and self-reported GPA. This

paper fills a gap in the literature by using a large sample of college students to examine

the relationship among multiple measures of frequency of Facebook use, participation in

Facebook activities, and time spent preparing for class and actual overall GPA. Linear

regression analysis revealed that time spent on Facebook was strongly and significantly

negatively related to overall GPA, while only weakly related to time spent preparing for

class. Furthermore, using Facebook for collecting and sharing information was positively
predictive of the outcome variables while using Facebook for socializing was negatively

predictive.

(journal homepage: www.elsevier.com/locate/comphumbeh )

Similarly, Facebook is a source of education for student. Almost 75% of student

respondents said that they would like to have online collaboration for class. Social media

is a source for students to prove themselves in the society. SNS user students have much

more good communication skills than their peers. Some negative effects are also there.

Students try to do multitasking by simultaneously opening their assignments and

entertainment sites and they ultimately loose grades. According to the survey, 25% college

students showed depression signs in their status updates.

( http://mashable.com/2011/04/27/facebook-effect-students/)

Similarly, A study was presented at the annual meeting of the American Education

Research Association on April 16, surveyed 219 undergraduate and graduate students

and found that GPAs of Facebook users typically ranged a full grade point lower than

those of nonusers — 3.0 to 3.5 for users versus 3.5 to 4.0 for their non-networking peers.

It also found that 79% of Facebook members did not believe there was any link between

their GPA and their networking habits. Oxford University neuroscientist Susan

Greenfield expressed that social networks like Facebook, Twitter and Yahoo etc are

“infantilizing the brain into the state of small children” by shortening the attention span and

providing constant instant satisfaction. It is in the hands of students, in consultation with

their parents, to define preferences and decide how to spend their time.
(http://www.time.com/time/business/article/0,8599,1891111,00.html#ixzz1umHlCJ1e))

Similarly, the emphasis of this review will be upon empirical findings rather than opinion

or theoretical explanations. Review is organized into three sections that cover the major

topics of current research: (a) students’ Facebook usage profile or extent of Facebook use

(e.g., time students spend on Facebook each day, students’ motives for using

Facebook,as well as various factors that may affect these usage profiles) (b) the effects

of Facebook use (e.g. effects

of Facebook self-disclosure on teacher credibility, effects of Facebook use on student

social presence and discussion, and effects of Facebook on students’ academic

performance) and (c) students’ attitudes toward Facebook. The conclusions overall

suggest that Facebook thus far has very little educational use, that students use Facebook

mainly to keep in touch with known individuals, and that students tend to disclose more

personal information about themselves on Facebook.

(Students’ and teachers’ use of Facebook By: Khe Foon Hew National Institute of

Education, Singapore)

Same as mentioned above, social networking among college students has become more

and more popular. Facebook has over 500 million members and it is still growing.

Approximately 85% of undergraduate students are Facebook users. the average

Facebook user had a GPA of 3.0 to 3.5, while the non-Facebook user had a GPA of 3.5-

4.0. Also, the average Facebook user studied for 1-5 hours per week, while the non-

Facebook user would student 11-15 hours per week. Many researchers are aware that
Facebook is not the only thing that could possibly be taking away study time. However,

55% of those surveyed “access their pages several times a day or at least once a day for

a long period of time”. This time has to eat away at study time. Social networking is here

to stay. As demonstrated above, its use has an impact on how students interact with

others, and on grades.

(http://www.asbbs.org/files/2011/ASBBS2011v1/PDF/S/StollakM.pdf)

Similarly, SNSs are currently the most popular online activity. With the number of users

on Facebook surpassing 500 million, the impact of social networking sites on society is

beginning to attract many people’s attention. Every week undergraduates spend multiple

hours on Facebook, from updating their status to posting a funny picture they took

yesterday. This habit has forced some to put limits on their Facebook usage. It is amazing

what students will do in order to prevent themselves from going on time demanding

websites like Facebook. In the United Kingdom, an employment website polled a group of

employees and found that 6% spent more than an hour on social networking sites every

day. It first looks an insignificant amount, but according to MyJobGroup.co.uk this small

fraction accounts for more than 22 billion dollars’ worth in lost time. At Cal’s internet usage

limitation is mostly related to campus funding, but it is not too far to say that one day

colleges or universities may endorse rules to ban excessive use of Facebook and other

networking sites to improve student performance.

(Social Networking and Student Performance)

Similarly, students are a main class of Facebook users who spend long hours on the social

network, which has worried parents and educational authorities about their academic

performance. The students themselves argue that their presence on Facebook, as a

leisure activity, does not hinder their academic efforts, though some evidence suggests

that their grades decline after they join Facebook. The results show that students’

presence on and cognitive absorption in Facebook do not immediately threaten their

academic performance but gradually drops it. A student’s interest in school and his

performance goal orientation represent strong determinants of academic achievement.

(Impacts of Facebook Hedonic Usage on Students’ Academic Achievement)

Unlike to the above mentioned situations, this study implies the investigation of

relationship between SNSs usage and educational performance of the student users. A

sample of one thousand students was selected from different universities of Pakistan. In

first step of Multistage Sampling Technique, simple random sampling technique was used

to select 6 universities i.e. 2 from private sector and 4 from public sector. To form clusters,

these universities were further divided and each cluster consisted of four faculties i.e.

faculty of social sciences, faculty of engineering, faculty of business/management

sciences and faculty of natural sciences. Simple random sampling was done at last stage

of multistage sampling. Personally administrated questionnaires were used as data

collection tool and 73% students responded back. Conclusion drawn is that student

manage their time efficiently and fulfill their study requirements effectively, hence use of

SNSs does not have an adverse impact on their academic performance.

(A look out for academic impacts of SNSs: A student based perspective)

Likewise, Parents know that computers are important for their children’s school work, but

may worry that the attraction of social networking pulls students away from studies. Those

students who are heavily engaged with social networking sites, those students do just

academic discussion as well, those students are less interested with other activities. The

professor of University of New Hampshire Chuck Martin, said that the College students

have grown up with social networks. The research shows that there is no correlation

between the amount of time students spend using social media and their grades. The

study indicates that social media is being integrated with rather than interfering with

students’ academic lives. SNSs are now simply part of how students interact with each

other with no apparent impact on grades. Sixty-three percent of heavy users received high

grades, compared to 65 percent of light users. Researchers found similar results with

lower grades. While 37 percent of heavy users of social media received what were defined

as lower grades, 35 percent of light users received fell into that same category.

(Social Networking does not Harm Student Performance: By Lucy Belnora)

Similarly, this study provides that the social networking sites like FaceBook, Twitter etc

can play a vital role to increase the engagement of students and increase the desired

grades which can be helpful in future. This study provides the evidence that students and

faculty members were highly related to increase the learning process through

communication and connection. It helps to share the new ideas between the students and

faculty who gives the different suggestions that how to develop the new ideas. So this

study gives the evidence that social networking sites have the positive effects on students.
It helps for active learning, co-ordination among students, emphasizing on task and

respecting diversity.

(http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2010.00387.x/full)

Same as mentioned above, a 2011 study found that the social networking sites effects the

students. It seems that only large amounts of time spent on Facebook produce the

greatest effect on outcome measures such as GPA and time spent studying. This study

also tell that there is no strong link between students and study those who use the

facebook. Ninety-two percent of students said that spending at least some time on

Facebook. Facebook users in this sample spent a substantial amount of time on

Facebook, tell that by a mean of 106 minutes on the site per day. So 106 minutes spend

on the facebook slightly effects on the student grades. It is definitely a distraction during

class but Study says it depends on the person whether how much time spend on the

Facebook. Sharing links and checking to see what friends are up to are positive predictors

of GPAs, the study found. Checking to see what friends are up to may be related to the

construct of student engagement leading to greater academic gains.

(http://www.dailytargum.com/news/facebook-slightly-affects-student-grades-study-

says/article_75cdde4a-4584-11e1-84aa-001a4)

Similarly, a study was sought to determine the feasibility of using a social networking site,

specifically Facebook, as a study supporter for a biology content course for elementary

education majors at a comprehensive Midwestern university. One hundred and ten

students were surveyed as to their current social network usage and their possible use of

such sites in an educational setting. While initial survey results proved favorable, there
were considerable comments regarding aspects of privacy, and possible distractions using

such social networking sites for school work.

(Exploring the Potential Perceptions of Social Networking Systems in University Courses)

Likewise, It is away to connect the people not only in the campus but with friends outside

the colleges and universities. Smart phones increase the usage of social networking sites

because in smart phones facebook application are amended and also Wi-Fi technology.

In 2009 27 per cent students buy the smart phones but in 2010 49 per cent students buy

the smart phones because they want to online every time. In that particular topic lot of

studies made some study give the evidence that there is no correlation between the usage

of social networking sites and student grades. It is also uses for the education purpose.

Northwestern university recently conducted the research and their conclusion that SNS

no effect on student grades.

(http://asbbs.org/files/2011/ASBBS2011v1/PDF/S/StollakM.pdf)
 CHAPTER III

METHODOLOGY

Research Design

The study employed the quantitative research method since it will be looking for

numerical datas on how many students are addicted on social media. It will also be using

the non-experimental research design specifically the descriptive and correlational design

in order to know the effects of social media addiction to senior high school students of

Tandaay High School

Research Environment

The main locale of our study is the Tandaay High School. The school is situated
at barangay Tandaay since it is considered to be in the geographical and urban center of
the area. Its feeders include San Vicente Gorong-Gorong, Duran, Dolorosa, San Roque
Sagumay, Aro-Aldao, Tandaay and part of Topas and Inapatan. The researchers chose
this location since the study focuses on the said institution. Also, it gives convenience to
the researchers as they can easily conduct surveys about the effects of social media
addiction to their behaviors in school.

Research Respondents

The respondents of the study are 60 selected Senior High School students of

Tandaay High School and is only limited within the Grade 11 and 12 year level both male

and female between the ages 16-21 years old including all sections on the said institution.
Research Instruments

A well-constructed survey questionnaire will be used to get the desired information

from the students. The questionnaire will be divided in to 3 parts. The first part is a Yes or

No type, second part is a Recognition Type where in it contains close ended questions

only, and the last part is the Subjective type where in the respondents are free to state

their opinions regarding the question.

Research Procedures

Gathering of Data. In gathering data the researchers will conduct the study

through room to room process in which the researchers will go to the respondents’ room.

The transmittal letter will be given to the teacher providing the recipient with a specific

context that describe why it is being sent or given as well as the purpose for sending it.

Before handing the questionnaires to the respondents we will ask them if it is okay for

them to answer the questionnaires and explain what our topic is all about so that they will

have an idea when answering. After, we will give the questionnaires to each student and

wait for them until they are all finished answering.

Definition of Terms

For a clear presentation of this research proposal, some terms are defined operationally.

Social Networking the use of dedicated websites and applications to interact with

other users, or to find people with similar interests to oneself.

Alarming This refers to a warning of danger or to be alarmed.

Depression This refers to an emotional state wherein a person feels sad

and is not in their normal state.

Frequency This refers to the number of times the participant use the

social media in a period of time.

Global Phenomenon This refers to an event observed worldwide or globally.

Pervasive This refers to the bad or pessimistic influence that reflects

people’s behaviors.

Procrastination This refers to the state of delaying something that should be

done such as school works.

Senior High This refers to the specific students going through the last two

years of high school.

Social Media This refers to the websites wherein people can receive, send

or share information and communicate with various people.

Bibliography

Griffiths, M. (2013). Social Networking Addiction: Emerging Themes and Issues. J Addict

Res Thar 4: e118. doi:10.4172/2155-6105.1000e118.

Hashim, K. & Al-Sharqi, L., et.al. (2016). Perceptions of Social Media Impact on Social

Behavior of Students: A comparison between Students and Faculty. International

Journal of Virtual Communities and Social Networking (IJVCSN), 2016, vol. 8,

issue 2, 1-11.

Khurana, N. (2015). The Impact of Social Networking Sites on the Youth. Jmass

Communicat Journalism.

Mushtaq, J & Benraghda, A. (2018). The Effects of Social Media on the Undergraduate

Students’ Academic Performances. Library Philosophy and Practice.

Nakaya, A. (2015). Interest and Social Media Addiction. References Point Press,

Incorporated.

Steers, M. & Morena, M., et.al. (2016). The Influence of Social Media on Addictive

Behaviors in College Students. Journal of Current Addiction Reports, 2016, 3(4):

343-348.

Smith, A. & Anderson., M. (2018). Social Media Use. Pew Research Center.
APPENDICES
Social Networking Sites/ Social Media Obsession and Its effects to Students’ Behavior in
Tandaay High School

Survey Form

Name (optional): _________________________________________Section: ____________

Academic Grade s/y 2019 -2020

65-69 70-74 75 – 79 80-84 85 -89 90-94 95 -up

Do you have own a cellphone: _____ Yes, or ______ No

Answer the questions as honest as possible.

5 most of the time

4 often times

3 sometimes

2 rarely

1 Never

5 4 3 2 1

Do you use social

media?

Do you consider
yourself addicted to
social media?

Do you use social

media during class
hours?

Do think social
media usage can be
one of the reason
why students
procrastinate?

Do you think that

there is a withdrawal
of personal inter
actions between you
and your friends
 when using it at
school?

II. Encircle the letter of your answer.

1. How many social media accounts do you have?

a.1-3 b.4-6 c.7-9. d.10 above

2. What specific social media platforms do you use?

a. Facebook B. Instagram c. Twitter d. others, specify:

______________

3. How many times a day do you open your social media accounts?

a. not everyday b. 1-3 times a day c. 4-10 times a day d. above 10 times a
day

4. Approximately how many hours do you use social media everyday?

a. 1-2 hours b. 3-4 hours c. 5-6 hours d. 6 hours above

5. When do you access social media?

a. during class hours b. during free time c. social occasions d.meal times