The Notre Dame of Esperanza, Inc.

Brgy. Saliao, Esperanza

Sultan Kudarat
Research 1

“THE EFFECTS OF SOCIAL NETWORKING SITES ON

THE ACADEMIC PERFORMANCE OF
THE GRADE 9 STUDENTS AT
THE NOTRE DAME OF
ESPERANZA, INC.
SY 2018-2019”

Name: Dorothy Joy V. Viado

Date: February ___, 2019

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 CHAPTER I
INTRODUCTORY PART
a) Introduction

Social networking websites are currently being used regularly by millions of

people. The internet is more than just a means of seeking information. People discovered that the
internet could be used to connect with other people, whether for business or commercial purpose,
make new friends, reawaken old friends and long lost relatives. The use of social networking sites
has been widespread that they have not only caught the attention of academic and industry
researchers worldwide but also us, in particular. Social networking sites are now being
investigated by numerous social science researchers and in increasing number of academic
commentators are becoming more and more interested in studying Facebook, twitter, and other
social networking services, because of their probable impact on academic performances.
While the social networking sites have the same key aspects, the cultures and
responses around them that become apparent are varied. Most sites help strangers connect with
others based on based on shared personal interest, political and economic views, or simply
recreational activities. Some sites accommodate distinct viewers, while others attract language or
shared religious, racial, sexual or nationality-based identities. Nonetheless, social networking sites
have only one common goal. It is to communicate and share information.
Many students always log in to their account on Facebook, Twitter, etc. as a part
of their everyday routine. Could you ever imagine the number of all the students logging in to
these social networking sites, everyday? That would be millions of students logging. That’s why
many students have been blaming various social networking sites for their decrease in grade point
averages. This emergent phenomenon aroused us to look into social networking sites and why they
affect fellow students academic performances.
For the past years, social networking has been very popular for people worldwide.
Social networking is a great form of entertainment. It is like going to new school, on your first day
you have no friends but as days pass you will meet new friends and eventually you will form
groups or circle of friends.

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 At first, you don’t have much interest in your new school but when you begin to
learn and enjoy more about your time in school with your friends, teachers and etc. It is open for
all kinds of people, all ages, and all races. A purpose of social networking is we meet people,
maybe people we met before like old classmates or schoolmates or new people from different races
and countries, we just have same interest with.

On the point of academic performance or excellence, Tuckman (1975) posted that,

performance is used to label the observable manifestation of knowledge, skills, concepts, and
understanding and ideas. Thereby, performance is the application of a learning product that at the
end of the process provides mastery. It is the acquisition of particular grades on examinations
indicates candidate’s ability, mastery of the content, skills in applying learned knowledge to
particular situations. A student’s success is generally judged on examination performance. Success
on examinations is a crucial indicator that a student has benefited from a course of study (Wiseman,
1961).

In educational institutions, success is measured by academic performance, or how

well a student meets standards set out by local government and the institution itself. As career
competition grows ever fiercer in the working world, the importance of students doing well in
school has caught the attention of parents, legislators and government education department alike.
Therefore, when the term “low” is used with the term “academic performance”, it is the inability
to acquire particular grades on examinations that indicates the individual’s mastery of the content,
and skills in applying learned knowledge to specific circumstances.

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 b.) Statement of the problem
This paper aims to answer “THE EFFECTS OF SOCIAL NETWORKING SITES
ON THE ACADEMIC PURPOSES OF THE GRADE 9 STUDENTS AT THE NOTRE DAME
OF ESPERANZA INC. SY 2018-2019” The questions are:

1. What are the profiles of the respondents in terms of age, gender, and religion?
2. What social networking site tools do you use?
3. How many hour/s did you spend in using social networking sites?
4. Do you think social networking sites have a positive effect in your academic performance?
5. What purposes do you use online social networking sites?
6. What are the possible effects of using social networking sites that can affect to your academic
performances?

b) Purpose of the study

For the students, they are the center of this study. For the teacher, they study will
give information to the teachers of the Notre Dame of Esperanza, Inc. about the effects of social
networking sites. The researchers, this paper can be a future reference of the future researchers
who will study the same or related things. This study will also benefit the community of Esperanza
for this will raise answers about the effects of social networking sites.

c) Scope and Limitation

The scope of this study is only in the Junior High School, particularly the Grade 9
students of the Notre Dame of Esperanza, Inc. and this perception about the role of effects of the
social networking sites. Their response to this survey does not define the perception of the entire
Junior High School Department of the Notre Dame of Esperanza, Inc.

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d) Methods of study
This study is quantitative conducted using non-verbal interview survey
questionnaire with Junior High School Grade 9 students at the Notre Dame of Esperanza, Inc. Also
the researchers used Internet websites and scan some tools for additional information of this study.

f.) Locale of study

The study will be conducted at the Notre Dame of Esperanza, Inc. the researchers
chose the place because this place will give the needed information for the study.

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 CHAPTER 2
REVIEW OF RELATED LITERATURE
a) Foreign Concept
Transition in behaviour 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. (Rouis, Liamjem, and Esmail, 2011)
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.

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 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.
(Vojatuvic, 2011)
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. (Karpinski, 2009)
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.

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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. (Bloxhom, 2010)
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. (Cain, 2007)
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. (Guitton, 2009)
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.

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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. (O’Dell, 2011)
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. (Hamilton, 2009)
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. (Hew, 2011)
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.

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 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. (Rouis, 2012)
Unlike to the above mentioned situations, this study implies the investigation of
relationship between SNSs usage and educational performance of the student users.

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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 fulfil their study requirements effectively, hence use of SNSs does not
have an adverse impact on their academic performance.
(Ahmed and Qazi, 2011)
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.
(Belnora, 2009)
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

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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.
(Co and Heiberger, 2010)
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 favourable, there were considerable
comments regarding aspects of privacy, and possible distractions using such social networking
sites for school work. (Ophus and Abbit, 2009)
Likewise, It is away to connect the people not only in the campus but with friends
outside the colleges and universities.

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 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. North
Western 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)

b) Local concept
People all over the world have been enjoying the benefits of using technology
nowadays. In the past, communicating and free sharing of thought between people are restricted
by long distance, race, and even religion. But now these barriers can no longer stop the flow of
information and knowledge because now the new world of social networking allows free sharing
of thoughts through online social networking sites such as Facebook, Instagram, Twitter, and the
like.
Since students are highly motivated to using social media sites the majority of
them use these to satisfy their social needs more than their academic needs. They have the freedom
to do whatever they want – they can upload or download data, they can make new friends and
comment on other people’s lives, and they can even create other online identities the real world
does not allow. It has been observed too that the majority of the students nowadays, particularly
those in the secondary level, spend most of their time chatting with their acquaintances, playing
online games, and watching videos instead of reading their lessons, making their assignments, and
other academic requirements. The main reason is when they work or search their materials online
they get attracted to social networking sites to kill boredom during study time, diverting their
attention from their work. The darker side of this that has gained the attention of many parents is
that some students are getting lazier and are no longer interested in going to school. This is
probably due to being extensively indulged to get global access and therefore leading them to
perform less academically.

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 As a result, almost 85 percent of them were able cope with their academic
difficulties and at least 65 to 75 percent of the class obtained the average level of performance.
However, students should be encouraged to limit the time they spend on social media sites and be
advised to rather substitute those hours with reading some learning materials – short stories,
novels, etc. to improve their vocabulary. Since the use of social media sites had affected the
academic performance of students negatively, there is a need to introduce the students other
Information resources or materials that would motivate and help them performed well in their
academics.
We can’t deny the fact as years pass by the demand for internet usage keeps
increasing because it is already a necessity among end users, particularly to students. Developers
have created online social media sites where people can have more advanced, more reliable, and
more creative ways of communicating. This shows we, humans, are social animals. We always
want to belong in a group where we also prefer what the group does.
According to a survey conducted by Pew Research Center, as of 2015 the largest
social networking company, Facebook for example, has 1.49 billion active users and the number
of users is increasing every year. As part of the said survey, 72 percent of high school students and
78 percent students spend time on these social networking sites – Facebook, Instagram, Twitter,
YouTube, Viber, E-mail, etc. These numbers evidently indicate how much the student community
is involved in this virtual world of networking. Students prefer social media sites as reliable
sources of information because everything is a package. A research conducted by Gagne sometime
in 2003 defined media in general as some kind of components in a students’ environment that can
stimulate them to study better. Researchers also found that the use of some types of social media
has beneficial effects to students, not only on their academic needs but also to help them establish
a sense of identity and build and enhance networking skills. (Rejie D. Astodello)
Social networking sites serves as the Internet to majority of Filipino online users.
Over 80% of the Philippine Internet population uses social media. In Universal McCann’s 2008
Wave 3 study on social media, the Philippines has the highest penetration of social networking
among Internet users at 83%, compared with the global average of 58%.

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 Among the available social media platforms, Filipino online users prefer using
Facebook over Twitter, Tumbler, Pinterest among others, with 92% having profile and with
women as the most active users. For Filipino online users, Facebook is the easiest and cheapest to
access. Mobile networks in the Philippines offer it for free as package for data plan or as an
incentive for subscribing to their network.
The pervasive use of social media in the Philippines greatly affected the manner
by which Filipinos interact and communicate. Many live in the “always available mode”. While
the Philippines is not an information based society, it is very much a networked culture. This
development in information and communications technology (ICT) impacted Filipinos conception
of privacy. The concept of privacy is not, as we like to imagine, a universal one.
Privacy is hard to define as it is set differently in different jurisdiction.
Traditionally, the right to privacy is concisely defined as the right to be left alone. It has also been
defined as the right of a person to be free from undesired publicity or disclosure and as the right to
live without unwarranted interference by the public in matters with which the public is not
necessarily concerned. In the Philippines, privacy is traditionally viewed as a person’s right against
unreasonable seizure which is the person’s right over his/her house, office or any place where
he/she has expectation of privacy wherein the state/government cannot enter without warrant.
However, developments in technology brought about informational privacy – the
person’s right to control information about him/her. In the context of social media this refers to a
person’s selective control over who accesses his/her personal information, including contact
information and personal communication, and control over the contexts in which the information
can be use.
(For this paper social media or social networking sites refers to Facebook, Twitter, Tumbler,
Instagram etc.)

Social Media Education and Etiquette

Being considered social media capital of the world, there is a need to stress for
social media education and etiquette. The interview conducted with parents and teachers of high
school students underscored the need to use social media responsibly.

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 All agreed for the inclusion of social media etiquette in the education curriculum
either as a separate subject or integrated in good manners and right conduct. Social media can
attain many can things in terms of social good. How can social media be use to affect positive
change?
“Protection of teens is a parental responsibility. But the education of teens and
their parents to the growing privacy problem will require an educational effort that involves
schools, social networking organizations, and government agencies.”
What are the benefits a student can get by using Social Networking Sites? Here
are some points:
 Get in touch with your loved ones, relatives, and friends
 Get to know the latest news and issues
 Participate in online discussions
 Communicate with your classmates
 Be reminded of assignments, projects, and quizzes
 Conduct group meetings for group projects and announcements
 Get the latest status and messages of your friends through the News Feed
Obviously, social sites have a lot of uses for people with their exceptional functionalities. Even
without meeting in person, people can now interact with each other and make a productive
Gathering.
However, despite the fact that Social Media are extremely helpful, it is still not
perfect because there are still some negative points we can encounter while using it.
Some of the bad effects are:
 It invades your privacy
 It distracts you in everything you do
 Too much attachment to it may lead to spending too much time in it without doing your
tasks
 There are some wrong information released by unauthorized people that causes fear
The mentioned good and bad effects were only partial and it also varies depending on the person
involved.

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 Though some people still makes the best out of Social Media, we can’t still forget
the negative side of it. Maybe, we should just ask ourselves on what is our current position in the
Social Networking World. The ever-growing technology helps us make our life easier and better
but we must be sure that we should treat it with moderation. (Parnala, 2012)

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c.) Theoretical framework

According to the literature review sections, the research is anchored on two theories: The
Uses and Gratification theory and the Connectivism theory. As was previously mentioned, social
media offers today’s youth a portal for entertainment and communication and it is becoming one
of the main platforms for accessing information and news. This study aims to explore the
undergraduate students’ perception of using social media on their academic performance and relate
it to their actual academic performance, the results will reveal whether they have control over their
social media consumption or not. Uses and gratification approach identifies the needs and motives
behind online media usage. According to Olise & Makka, (2013) the theory was developed by
Elihu Katz in the early 1970’s Uses and gratification theory suggests that social media users have
power over their media consumption and assume an active role in interpreting and integrating
media into their own lives and that they are responsible for choosing media to meet their desires
and needs to achieve gratification (Olise & Makka, 2013). Uses and gratification of the social
media approach focuses on why and how people use social media to satisfy their needs (Larose,
Mastro, & Eastin, 2001). This study aims to explore to what extent do undergraduate students
using social media in academic related purposes and whether it affects them positively or
negatively. Connectivism learning approach emphasizes the role of social media context in how
learning occurs and explains how Internet technologies have created new opportunities for people
to learn and share information across the World Wide Web and among themselves (Siemens,
2005). The theory was developed by Stephen Downes and George Siemens (Transue, 2013).
Connectivism theory suggests that students are encouraged to seek out information on their own
online and express what they find and that learning may reside in non-human appliances.
Connectivism suggests that the use of technology to help individuals to be connected with
knowledge and information ought to improve the learning process not vice versa (Evans, 2014).

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d.) Conceptual framework

The figure below is a schematic diagram showing the relationship between the effects of
social networking sites and academic performance. Effects of using social networking sites the
dependent variable and academic performance as the independent variable

EFFECTS OF USING SOCIAL

NETWORKING SITES
 Students spend time in using ACADEMIC
Social Networking Sites
PERFORMANCE
 Students awareness
 Students experience in using
Social Networking sites

Figure 1. Schematic diagram showing the relationship between the independent and dependent
variable.

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 CHAPTER 3
METHODOLOGY

This part of the study shows the set of methods or procedures used by the researcher to sustain
the principles of inquiry subjected to the study.
Procedure
This research is conducted through a quantitative method of study. The data were
collected during the School Year: 2018-2019 with the request letter being attached, the survey
questionnaires were personally distributed to the student participants subjected in the study. To
assure the confidentiality of the participants, the survey questionnaires were personally retrieved
by the researcher. The collected data intended for the study was then encoded, summarized and
analysed.
Instruments
The researcher used survey questionnaires, as a tool to gather the data needed to
support the study; past researches, as a basis and guide, website articles related to the research and
with the help of the modern technology such as cell phones, laptops and computers to compile the
required information that will supplement the study.
Participants
For the participants included in the study, in the Grade 9A St Jude, there are 54
students. But due to some of the student participants were absent; there are only thirty-three (33)
participants who were included in the study. In the Grade 9B Queen of the Most Holy Rosary there
are. In the Grade 9C St Jude, there are 49 students. But also due to some participants were absent,
there are only thirty two (32) participants who were included in the study. In the Grade 9D ST.
Michael, there are fifty-four students, but also due to some participants were absent, there are only
twenty-to (22) participants who were included in the study
The participants were asked to fill some personal information about their selves such as
their age, and expected to sustain the needed information related to the study. The researcher
assured that the confidentiality of the respondents were kept and intended to use for purely
research’s purposes only.

20
 CHAPTER 4
PRESENTATION OF DATA

This chapter presents the data gathered regarding the “the effects of Social networking on
the Academic Performance of Grade 9 Students at the Notre Dame of Esperanza, Inc. SY. 2018-
2019.” The data gathered are from the total number of 214 Grade 9 students (A- St. Jude, B- Queen
of the Most Holy Rosary, C- St. Jude, D- St. Michael,). Absents during the day that the survey was
conducted were excluded as a respondents. Each table shows the answers of the present students
to the various questions asked the conduct of survey.

Table 1
Profile of the respondents in the Grade 9-A, St. Jude in terms of their gender and number of
students in the said class.
Gender No. of Respondents Percentage
Male 12 36%
Female 21 64%
Grade and Section No. of Students Percentage
Grade 9-A, St. Jude 33 100%

As shown in the table no. 1, majority of the students which is 64% are female and only 36% are
male.
Table 2
Profile of the respondents in the Grade 9-A, St. Jude in terms of their age.
Age No. of Respondents Percentage
13 0 0%
14 9 27%
15 22 67%
16 1 3%
17 1 3%

21
 This graph shows that out of 33 respondents in Grade 9A students, 67% are in the age of
15. Then 27% are in 14. While, 3% are in the age of 14 and 17.

Table 3
Profile of the respondents in the Grade 9-A, St. Jude in terms of their religion.
Religion No. of Respondents Percentage
Roman Catholic 29 88%
Islam 3 9%
Non-Catholic 1 3%

This table shows that out of 33 respondents in Grade 9-A, St. Jude, 88% are Roman
Catholic, 9% are Islam and 3% are Non-Catholic.

Table 4
PROMINENT EXAMPLE OF SOCIAL NETWORKING SITES
No. of respondents Percentage

Facebook 27 81.82%

Google 21 63.64%

Twitter 14 42.4%

Instagram 12 36.4%

Online games 8 24.2%

Wattpad 7 21.2%

YouTube 8 24.2%

Other social networking sites 1 3.03%

22
 From Table 4 above, the researcher allowed multiple responses to the question because
respondents could find themselves in one or two situations. So it shows that, out of 33 respondents,
27 students are using Facebook with the equivalent of 81.82%, 21 students are using Google with
Pthe equivalent of 63.64%, 14 students are using Twitter with the equivalent of 42.4%, 12 students
are using Instagram with the Equivalent of 36.4%, 8 students are using Online Games with the
equivalent of 24.2%, 7 students are using Wattpad with the equivalent of 21.2%, 8 students are
using YouTube with the equivalent of 24.2%, and lastly, 1 student is using other Social
Networking Sites with the equivalent of 3.03%.

Table 5

HOURS THEY SPENT IN USING SOCIAL NETWORKING SITES

No. of respondents Percentage

1 hour 8 25%
2-6 hours 23 73%
12 hours 1 3%
24 hours 0 0%

From table 5 above, it shows that a high number of respondents 23 (73%) spent 2-6 hours
on social networking sites, 8 respondents (25%) says that they spent 1 hour in using their social
networking sites, 1 respondent (3%) says that they spent 12 hours in using social networking sites.

Table 6

SOCIAL NETWORKING SITES HAVE A POSITIVE EFFECT ON THEIR ACADEMIC

PERFORMANCE

No. of respondents Percentage

Yes 29 71%
No 12 29%

23
 From table 6 above, it shows that out of 33 respondents 29 respondents say yes, that the
Social Networking Sites has a positive effects on their Academic performance which is equivalent
to 71%, then the other 4 respondents says that there is no possible effects on their academic
performance which is equivalent to 29%.

Table 7

PURPOSE IN USING SOCIAL NETWORKING SITES

No. of respondents Percentage

Academics 18 55%
Socializing 15 45%

From table 7 above, it shows that out of 33 respondents 18 respondents say that the purpose
of social networking sites is in Academics, which is equivalent to 55%, and the other 15
respondents says that the purpose of social networking sites is through socializing, which is
equivalent to 45%.

Table 8

POSSIBLE EFFECTS OF SOCIAL NETWORKING SITES

No. of respondents Percentage

Got lower grades 7 21.2%
It distracts my studies 23 69.71%
Lack of sleep 26 78.79%
Sleep inside the classroom 10 30.3%

From table 8 above, it shows that out of 32 respondents 7 respondents with the equivalent
to 21.2% says that when they are using their social networking sites they can experience to get
lower grades, 23 respondents with the equivalent of 69.71% says that when they are using their
social networking sites they are getting distracted in their studies, 26 respondents with the
equivalent of 78.79% says that when they are using their social networking sites they are lack of

24
sleep, and lastly the other 10 respondents with the equivalent to 30.3% says that when they are
using their social networking sites they can sleep inside of their classroom.

Table 1

Profile of the respondents in the Grade 9-B, Queen of the Most Holy Rosary in terms of their
gender and number of students in the said class.
Gender No. of Respondents Percentage
Male 16 50%
Female 16 50%
Grade and Section No. of Students Percentage
Grade 9-B, Queen of the
32 100%
Most Holy Rosary

As shown in the table no. 1, 50% are female and only 50% are male.
Table 2
Profile of the respondents in the Grade 9-B, Queen of the Most Holy Rosary in terms of their age.
Age No. of Respondents Percentage
13 0 0%
14 17 53%
15 15 47%
16 0 0%
17 0 0%

This graph shows that out of 32 respondents in Grade 9B, Queen of the Most Holy Rosary, 53%
are in the age of 14. Then 47% are in the age of 15.

Table 3
Profile of the respondents in the Grade 9-B, Queen of the Most Holy Rosary in terms of their
religion.
Religion No. of Respondents Percentage
Roman Catholic 24 75%

25
 Islam 6 18.75%
Non-Catholic 2 6.25%

This table shows that out of 32 respondents in Grade 9-B, Queen of the Most Holy Rosary, 75%
are Roman Catholic, 18.75% are Islam and 6.25% are Non-Catholic.

Table 4
PROMINENT EXAMPLE OF SOCIAL NETWORKING SITES
No. of respondents Percentage

Facebook 28 87.5%

Google 19 59.38%

Twitter 8 25%

Instagram 6 18.75%

Online games 12 37.5%

Wattpad 10 31.25%

YouTube 12 37.5%

Other social networking sites 1 3.13%

From Table 4 above, the researcher allowed multiple responses to the question because
respondents could find themselves in one or two situations. So it shows that, out of 32 respondents,
28 respondents are using Facebook with the equivalent of 87.5%, 19 respondents are using Google
with the equivalent of 59.53%, 8 respondents are using Twitter with the equivalent of 25%, 6
respondents are using Instagram with the Equivalent of 18.75%, 12 respondents are using Online
Games with the equivalent of 37.5%, 10 respondents are using Wattpad with the equivalent of
31.25%, 12 respondents are using YouTube with the equivalent of 37.5%, and lastly, 1 student is
using other Social Networking Sites with the equivalent of 3.13%.

26
 Table 5

HOURS THEY SPENT IN USING SOCIAL NETWORKING SITES

No. of respondents Percentage

1 hour 6 18.75%
2-6 hours 24 75%
12 hours 0 0%
24 hours 2 6.25%

From table 5 above, it shows that a high number of respondents 24 (75%) spent 2-6 hours on social
networking sites, 6 respondents (18.75%) says that they spent 1 hour in using their social

networking sites, 2 respondents (6.25%) says that they spent 24 hours in using social networking
sites.

Table 6

SOCIAL NETWORKING SITES HAVE A POSITIVE EFFECT ON THEIR ACADEMIC

PERFORMANCE

No. of respondents Percentage

Yes 25 78%
No 7 22%

From table 6 above, it shows that out of 32 respondents 25 respondents say yes, that the Social
Networking Sites has a positive effects on their Academic performance which is equivalent to
78%, then the other 7 respondents says that there is no possible effects on their academic
performance which is equivalent to 22%.

27
 Table 7

PURPOSE IN USING SOCIAL NETWORKING SITES

No. of respondents Percentage

Yes 16 50%
No 16 50%

From table 7 above, it shows that out of 32 respondents 16 respondents say that the purpose
of social networking sites is in Academics, which is equivalent to 50%, and the other 16
respondents says that the purpose of social networking sites is through socializing, which is
equivalent to 50%.

Table 8

POSSIBLE EFFECTS OF SOCIAL NETWORKING SITES

No. of respondents Percentage

Got lower grades 7 21.88%
It distracts my studies 23 71.88%
Lack of sleep 22 68.75%
Sleep inside the classroom 12 37.5%

From table 8 above, it shows that out of 32 respondents, 7 respondents with the equivalent
to 21.88% says that when they are using their social networking sites they can experience to get
lower grades, 23 respondents with the equivalent of 71.88% says that when they are using their
social networking sites they are getting distracted in their studies, 22 respondents with the
equivalent of 68.75% says that when they are using their social networking sites they are lack of
sleep, and lastly the other 12 respondents with the equivalent to 37.5% says that when they are
using their social networking sites they can sleep inside of their classroom.

28
 Table 1

Profile of the respondents in the Grade 9-C St. Jude, in terms of their gender and number of
students in the said class.
Gender No. of Respondents Percentage
Male 11 55%
Female 9 45%
Grade and Section No. of Students Percentage
Grade 9-C 20 100%

As shown in the table no. 1, 45% are female and only 55% are male.
Table 2
Profile of the respondents in the Grade 9-C St. Jude in terms of their age.
Age No. of Respondents Percentage
13 1 5%
14 9 45%
15 9 45%
16 1 5%
17 0 0%

This graph shows that out of 20 respondents in Grade 9C St. Jude, 5% are in the age of 13, both
45% are in the age of 14 and15, and 5% are in the age of 16.
Table 3
Profile of the respondents in the Grade 9-C St. Jude in terms of their religion.
Religion No. of Respondents Percentage
Roman Catholic 8 40%
Islam 12 60%
Non-Catholic 0 0%

This table shows that out of 20 respondents in Grade 9-C St. Jude, 40% are Roman Catholic, 60%
are Islam.

29
 Table 4
PROMINENT EXAMPLE OF SOCIAL NETWORKING SITES
No. of respondents Percentage

Facebook 19 95%

Google 8 40%

Twitter 10 50%

Instagram 8 40%

Online games 7 35%

Wattpad 4 20%

YouTube 4 20%

Other social networking sites 0 0%

From Table 4 above, the researcher allowed multiple responses to the question because
respondents could find themselves in one or two situations. So it shows that, out of 20 respondents,
19 respondents are using Facebook with the equivalent of 95%, 8 respondents are using Google
with the equivalent of 40%, 10 respondents are using Twitter with the equivalent of 50%, 8
respondents are using Instagram with the Equivalent of 40%, 7 respondents are using Online
Games with the equivalent of 35%, 4 respondents are using Wattpad with the equivalent of 20%,
and lastly, 4 respondents are using YouTube with the equivalent of 20%.

Table 5

HOURS THEY SPENT IN USING SOCIAL NETWORKING SITES

No. of respondents Percentage

1 hour 10 50%
2-6 hours 8 40%

30
 12 hours 1 5%
24 hours 1 5%

From table 5 above, it shows that a high number of respondents 10 (50%) spent 1 hour on social
networking sites, 8 respondents (40%) says that they spent 2-6 hours in using their social
networking sites, 1 respondent (5%) says that they spent 12 hours in using social networking sites,
and lastly, the other 1 respondent (5%) say that they spent their 24 hours in using their social
networking sites.

Table 6

SOCIAL NETWORKING SITES HAVE A POSITIVE EFFECT ON THEIR ACADEMIC

PERFORMANCE

No. of respondents Percentage

Yes 18 90%

No 2 10%

From table 6 above, it shows that out of 20 respondents, 18 respondents say yes, that the
Social Networking Sites has a positive effects on their Academic performance which is equivalent
to 90%, then the other 2 respondents says that there is no possible effects on their academic
performance which is equivalent to 10%.

Table 7

PURPOSE OF SOCIAL NETWORKING SITES

No. of respondents Percentage

Academics 7 35%
Socializing 13 65%

From table 7 above, it shows that out of 20 respondents, 7 respondents say that the purpose
of social networking sites is in Academics, which is equivalent to 35%, and the other 13

31
respondents says that the purpose of social networking sites is through socializing, which is
equivalent to 65%.

Table 8

POSSIBLE EFFECTS OF SOCIAL NETWORKING SITES

No. of respondents Percentage

Got lower grades 8 40%
It distracts my studies 14 70%
Lack of sleep 11 55%
Sleep inside the classroom 7 35%

From table 8 above, it shows that out of 20 respondents, 8 respondents with the equivalent
to 40% says that when they are using their social networking sites they can experience to get lower
grades, 14 respondents with the equivalent of 70% says that when they are using their social
networking sites they are getting distracted in their studies, 11 respondents with the equivalent of
55% says that when they are using their social networking sites they are lack of sleep, and lastly
the other 7 respondents with the equivalent to 35% says that when they are using their social
networking sites they can sleep inside of their classroom.

Table 1

Profile of the respondents in the Grade 9-D St. Michael, in terms of their gender and number of
students in the said class.
Gender No. of Respondents Percentage
Male 7 68.2%
Female 15 31.8%
Grade and Section No. of Students Percentage
Grade 9-C 22 100%

As shown in the table no. 31% are female and 68.2% are male.

32
 Table 2
Profile of the respondents in the Grade 9-D St. Michael in terms of their age.
Age No. of Respondents Percentage
13 1 4.54%
14 5 22.7%
15 14 63.6%
16 2 9.19%
17 0 0%

This graph shows that out of 22 respondents in Grade 9D St. Michael, 4.54% are in the age of 13,
22.7% are in the age of 14, 63.6% are in the age of 15, and 9.19% are in the age of 16.

Table 3
Profile of the respondents in the Grade 9-D St. Michael in terms of their religion.
Religion No. of Respondents Percentage
Roman Catholic 14 63.6%
Islam 8 36.4%
Non-Catholic 0 0%

This table shows that out of 22 respondents in Grade 9-D St. Michael, 63.6% are Roman Catholic,
and 36.4% are Islam.

Table 4
PROMINENT EXAMPLE OF SOCIAL NETWORKING SITES
No. of respondents Percentage

Facebook 19 86.4%

Google 8 36.4%

Twitter 7 31.8%

33
 Instagram 9 40.9%

Online games 5 22.7%

Wattpad 5 22.7%

YouTube 13 59.1%

Other social networking sites 0 0%

From Table 4 above, the researcher allowed multiple responses to the question because
respondents could find themselves in one or two situations. So it shows that, out of 22 respondents,
19 respondents are using Facebook with the equivalent of 86.4%, 8 respondents are using Google
with the equivalent of 36.4%, 7 respondents are using Twitter with the equivalent of 31.8%, 9
respondents are using Instagram with the Equivalent of 40.9%, 5 respondents are using Online
Games with the equivalent of 22.7%, 5 respondents are using Wattpad with the equivalent of
22.7%, and lastly, 13 respondents are using YouTube with the equivalent of 59.1%.

Table 5

HOURS THEY SPENT IN USING SOCIAL NETWORKING SITES

No. of respondents Percentage

1 hour 11 50%
2-6 hours 10 45.5%
12 hours 1 4.5%
24 hours 0 0%

From table 5 above, it shows that a high number of respondents 11 (50%) spent 1 hour on social
networking sites, 10 respondents (45.5%) says that they spent 2-6 hours in using their social
networking sites, and lastly, 1 respondent (4.5%) says that they spent 12 hours in using social
networking sites.

34
 Table 6

SOCIAL NETWORKING SITES HAVE A POSITIVE EFFECT ON THEIR ACADEMIC

PERFORMANCE

No. of respondents Percentage

Yes 18 81.8%

No 4 18.2%

From table 6 above, it shows that out of 22 respondents, 18 respondents say yes, that the
Social Networking Sites has a positive effects on their Academic performance which is equivalent
to 81.8%, then the other 4 respondents says that there is no possible effects on their academic
performance which is equivalent to 18.2%.

Table 7

PURPOSE IN USING SOCIAL NETWORKING SITES

No. of respondents Percentage

Academics 13 59.1%
Socializing 9 40.9%

From table 7 above, it shows that out of 22 respondents 13 respondents say that the purpose
of social networking sites is in Academics, which is equivalent to 59.1%, and the other 9
respondents says that the purpose of social networking sites is through socializing, which is
equivalent to 40.9%.

Table 8

POSSIBLE EFFECTS OF SOCIAL NETWORKING SITES

No. of respondents Percentage

Got lower grades 15 68.2%
It distracts my studies 14 63.6%

35
 Lack of sleep 7 31.8%
Sleep inside the classroom 8 36.4%

From table 8 above, it shows that out of 22 respondents, 15 respondents with the equivalent
to 68.2% says that when they are using their social networking sites they can experience to get
lower grades, 14 respondents with the equivalent of 63.6% says that when they are using their
social networking sites they are getting distracted in their studies, 7 respondents with the equivalent
of 31.8% says that when they are using their social networking sites they are lack of sleep, and
lastly the other 8 respondents with the equivalent to 36.4% says that when they are using their
social networking sites they can sleep inside of their classroom.

36
 CHAPTER 5
SUMMARY OF RESULTS

In this part of the study, the summary of the overall results of the data gathered through, in
which the researcher used questionnaires as a tool to conduct the data needed to stabilize the study
shows that there is a total of one hundred seven (107) student respondents in the overall Grade
Nine students. So, out of one hundred seven (107) respondents, it shows the profile of the
respondents in terms of Gender, and out of one hundred seven (107) respondents, sixty-one (61)
or 57% of the participants were female, and the remaining forty-six (46) or 43% were male
respondents. In the Table (2), out of one hundred seven (107) respondents, two (2) or 2% of them
was thirteen (13) years old, 37% or forty (40) of them were fourteen (14) years old, sixty (60) or
56% of the respondents were at the age of fifteen (15), four (4) or 4% of the respondents was in
the age of sixteen, and the remaining 1% or one (1) respondents was in the age of seventeen (17).
On the Table (3), it shows the profile of the respondents in terms of their Religion, and out of one
hundred seven (107) respondents, seventy-five (75) or 72% of the participants were Roman
Catholic, twenty-nine (29) or 28% were Islam, and the remaining three (3) or 3% were Non-
Catholic. In the Table (4), it exhibits the tallied data for the question #2: ‘What social networking
sites do you use?’ in this question the researcher tells to the respondents to choose three social
networking sites, so out of one hundred seven (107) respondents, ninety-three (93) or 87% chose
Facebook, fifty-six (56) or 52% chose Google, thirty-nine (39) or 39% chose Twitter, thirty-five
(35) or 35% chose Instagram, thirty-two (32) or 33% chose online games, twenty-six (26) or 24%
chose Wattpad, thirty-seven (37) or 35% chose YouTube, and the remaining two (2) or 2% chose
other online social networking sites. The table (5) display the data gathered from the question #3
‘How many hour/s did you spend in using social networking sites, thirty-five (35) or 33% says that
they spend 1 hour in using social networking sites, sixty-five (65) or 61% says that they spend 2
to 6 hours in using social networking sites, and three (3) or 3% says that they spend 12 hours in
using social networking sites, and the remaining three (3) or 3% says that they spend 24 hours in
using social networking sites. The table (6) display the data gathered from the question #4 ‘Do you
think social media have a positive effects in your academic performance?’ it shows that 78% or
ninety (90) respondents stated ‘Yes’, and the remaining 22% or twelve (25) respondents stated
‘No’. The table (7) display the data gathered from the question #5 ‘What purposes do you use

37
online social networking sites?’ It shows that 50% or fifty-four (54) respondents stated that it is
used for Academics, and the remaining 50% or fifty-three (53) respondents stated that it is used
for Socializing. The table (8) display the data gathered from the question #6 ‘Choose two (2)
possible effects of using social networking sites that can affect to your academic performance.’
17% or thirty-seven (37) stated that they got lower grades, 35% or seventy-four (74) stated that it
distracted to their studies, 31% or sixty-six (66) respondents stated that they are lack of sleep, and
lastly 7% or thirty-seven (37) respondents stated that they can sleep inside their classroom.

38
 CONCLUSION

In this paper, a result of the survey of impact of social networking sites has been presented
and discussed. It is found that students are very fond of using Facebook, Twitter, YouTube, and
other social networking sites. Paying attention to their academic progress and addressing any issue
will go a long towards keeping the negative aspects of social media from influencing their studies.
The students are getting addicted day by day, the number of users is on the rise. This proves that
e-world is taking its toll over the real word. For the sake of numbers, they have many friends, but
in reality, they are devoid of good friends. Students are becoming individualistic. Social values are
vanishing. Finally, I would like to conclude my paper by appropriate, balanced and socially
approved use of social networking sites. With wisdom along with rational thinking, too much of
anything is good for nothing. This is a universal truth, one should be cautious when using new
technology

39
 GENERAL CONCLUSION

The result from the findings of this study showed that, though social networking sites have
negative effects on students such as lack of privacy, distracting studies from their academic work,
taking most productive time, and such like, they also have benefits and can be used appropriately.
For instance, students can form online communities in order to plan for a project, have group
discussions about class material, or use social networking sites (SNS) as a way to keep contact
when a student who has been absent needs to be updated on current academic information.

The finding of this study and earlier ones showed some noteworthy results. The first
independent variable influencing the academic performance of students, that I, social networking
sites participation was negatively related with students’ outcome. The results of this study suggest
that lectures should come up with a template on how their students can maximize the benefits of
social networking sites, the school management should incorporate rules and regulations on the
use of social networking sites in the school and, that the government should put in place adequate
control measures to regulate their use among students and lectures.

40
 RECOMMENDATION

The recommendation in this research paper can be defined as a critical suggestion

regarding the best course of action in a certain situation. The whole idea of the recommendations
is to provide a beneficial guide that will not only resolve certain issues, but result in a beneficial
outcome. The recommendation is based on certain data and cannot be speculated due to the fact
that it is not a hypothesis.

1. Students should be educated on the influence of social networking sites on their

academic performance.
2. Students should be monitored by teachers and parents on how they use these sites.
3. Teachers should ensure they use social networking as a tool to improve the academic
performance of students in school.
4. Students should better manage their study time in and prevent distractions that can be
provide by the social networking sites. There should be a decrease in the number of time
spent by students when surfing the net.
5. Social networking sites should be expanded and new pages should be created to enhance
academic activities and avoid setbacks in the student’s academic performance.
6. The students should create a balance between chit-chatting and academic activities. More
attention should be directed to research.
7. The use of social networking sites by students should focus on the academic relevance of
those sites instead of using them for negative purpose.

41
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