Thesis 2K20

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EFFECTS OF FACEBOOK TO STUDENTS’ SOCIAL RELATIONSHIP

AND PSYCHOLOGICAL WELL-BEING
_________________________________________________________
A Research
Presented to the Faculty of
CANDIJAY NATIONAL HIGH SCHOOL
Tugas,Candijay, Bohol
_________________________________________________________
In Partial Fulfilment of
The Requirements for
Senior High School
__________________________________________________________
Mirejoy M. Eludo
Annie Flor F. Obcial
Elliamae C. Bagotchay
Cristy M. Orapa
MARCH 2020
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CHAPTER I
THE PROBLEM AND ITS SCOPE
Background of the Study
Social networking sites have become popular among youth in latest
years. Facebook’s birth in 2014 allowed people around the world to connect,
interact, create and keep relationships with each other. Facebook is the
cheapest and most convenient way to interact with a social network, known
today as the most popular social network service in the world.
According to Gulyagcis (2013), a Turkish research disclosed that
Facebook addiction was more than twice as prevalent in males as in females.
Facebook addicts were more likely to have difficulty in recognizing and
describing emotions, depression, anxiety and novelty-seeking behaviors; they
were less likely to be self- directed and cooperative.
In the Philippines, particularly at Samar State University, it was reported
that Facebook use intensity is not directly linked to adverse emotional states.
However, time spent on using Facebook, improves ratings of depression and
anxiety (Labrague, 2014).
In Candijay National High School, the researchers noticed that some of
the students spent long time in using Facebook than concentrating in their
studies that resulted to some problems encountered by students such as
lacking of personal interactions. Students prefer a media communication than

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taking it personally. They tend to rely most in Facebook causing students to be
lazy in different aspects of their lives.
The research aims to know the effects of Facebook to students’ social
relationship and psychological well-being. Students level of using Facebook
has either positive and negative impact on the students’ relationship and
psychological well-being.
Theoretical Background
This study was anchored on several theories.
Theory of Online Addiction by Scott Caplan (2010). It is the theory of
social skills generalized problem Internet use. This theory says that people
who prefer to interact in an online setting are at higher danger of having
adverse internet use-related results. These people who show deficient self-
regulation of Internet use tend to participate in internet social communication
as a way to escape negative mood states such as loneliness and anxiety.
Online communication soothes adverse moods (known as modification of
moods), which then reinforces online use. Individuals who used Facebook
more frequently developed a higher affinity with the site, particularly when
using it to escape adverse feelings. The use of internet mood modification
apps is correlated with deficient self-regulation and negative results. This part
of the social skill model of widespread problem internet use may therefore be
applicable to Facebook use; more thorough study is needed to support this

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hypothesis. It is plausible that people who are lonely or social anxious may
feel more linked to others when checking the news feed for latest updates or
getting friends’ emails or remarks. If so, this may lead such users to frequently
inspect the sites to achieve negative mood alteration strengthening.
Dialogic Communication Theory by Michael Kent & Maureen
Taylor (1998). This theory is a helpful structure for understanding how
organizations are building and maintaining their internet social relations. It
describes how improving social media interactivity builds social relationships,
increases communication frequency, enhances customer satisfaction through
higher transparency and involvement, and strengthens confidence between
organizations and their stakeholders. The Dialogic Communication Theory has
been validated over the last 15 years and is now a main theoretical framework
for the establishment of internet social ties.
Dual-Factor Model by Ashwini Nadkarni & Stefan Hofmann (2012).
This theory had suggested to explain the main drivers of Facebook use:
belonging and self- presented. The social networking sites, Facebook, has
achieved enormous popularity. A model indicating that the use of Facebook is
driven by two main requirements: (1) belonging requirements and (2) self-
presentation needs. Demographic and cultural factors contribute to the needs
to belong, whereas neuroticism, narcissism, shyness, self- esteem and self-
worth contribute to the need for self- presentation.

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Belongingness Theory by Roy Baumeister & Mark Leary (1995).
Human beings are a social species with many survival benefits accruing from
our relationships with others. Because people have a basic need to feel that
they belong to a community, by meeting these requirements, social interact
should enhance well- being. If the communication is with powerful links,
satisfaction will be highest. This is because social interaction alone does not
satisfy the need to belong, but also needs stable interpersonal relationships
that are characterized by beneficial concern and care. If this theory version
were right, people would expect an aggregate measure of the Facebook
communication of an individual with powerful links to predict better well- being
than communication with wicker ties.
Relationship Maintenance Theory by Sam Roberts & Robin Dunbar
(2011). This theory emphasizes that assisting individuals retain their inventory
of relationships, online communication can affect psychological well- being.
Social ties have been operationalized throughout the research in many
aspects, including the amount of close friends and families, marital status, and
religious and voluntary association affiliation. Social links require periodic
effort to remain alive.

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Legal Bases
This study is supported with some legal bases, to wit:
Republic Act No. 10175 otherwise known as Cybercrime
Prevention Act of 2012 penalizes acts like cybersex, child pornography,
identity theft and unsolicited electronic communication in the Philippines, thus,
internet users could be sentenced up to 12 years in prison for posting
defamatory comments on Facebook and twitter.
Republic Act No. 11036 otherwise known as Mental Health Act of
2018 secures the rights and welfare of persons with mental health needs,
provides mental health services down to the barangays; integrate psychiatric,
psychosocial and neurologic services in regional, provincial and tertiary
hospitals; improves the country’s mental health care facilities, and promote
mental health education in schools and workplaces.
Republic Act No. 10173 otherwise known as Data Privacy Act of
2012 protects individual personal information in Information Communications
Systems in the government and the private sector, indeed, the public and
private institutions are mandated to protect and preserve the integrity and
confidentiality of all personal data that they might gather including the
processing of personal information.

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Moreover, it also sets the parameters on when and on what premise
data processing of personal information can be allowed with basic premise
when a data subject has given direct consent.
Review of Related Literature
Emotion is a complicated consciousness experience, body feeling, and
behavior that represents a thing, an event, or a state of affairs' private
importance. Many psychological researchers and neuroscientists of behavior
claim that emotion influences thinking, decision-making, behavior, social
relations, well-being, physical and mental health. Theorists and scientists
assign to "emotion" shows significant agreement on activation, functions, and
regulation of emotion. The various meanings or elements that distinguished
researchers attribute to emotion, improve recognition of its exciting and
difficult nature, and sharpen views on emotion and related literature of critical
importance to science and society (Izard, 2010).
In addition, according to Cherry (2019), emotion is often described in
psychology as a complicated state of feeling resulting in physical and
psychological modifications that affects thinking and conducting. Emotionality
is linked to a variety of psychological phenomena, including temperament,
personality, mood, and motivation.
Moreover, maintenance of relationships, passing time, entertainment,
and companionship are the most common reasons for using Facebook.
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Facebook refers to a free website for social networking that enables active
users to build a profiles, upload pictures and videos, send messages and stay
in contact with friends, family and companions. These motivations can be
linked to Facebook addiction through usage that is common place, excessive,
or driven by a willingness to change mood. Examination of Facebook addiction
studies showed that use of Facebook can become usual or excessive, and
some addicts used the site to escape adverse moods. Examination of
measures of Facebook addiction, however, shows incoherence in the sector
(Ryan, Chester, Reece & Xenos ,2014).
Furthermore, students used Facebook as part of their regular routine
for about 30 minutes throughout the day. Students used a one-to-many style
on Facebook to communicate in which they were the creators who
disseminated content to their colleagues. Nevertheless, they spent more time
on Facebook watching content than posting content. Facebook was most
frequently used for social interaction, especially with mates with whom the
learners had a pre-established offline connection. In relation to emerging
adulthood classic identity markers such as religion, political ideology, and
work, young adults also used media preferences to convey their identity.
Implications of use of social networking sites for identity growth and peer
relationship growth are discussed (Pempek, Yermolayeva & Calvert, 2009).
However, according to Ross et al. (2009), Facebook is rapidly
becoming one of social communication's most common instruments. However,

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Facebook is somewhat distinct from other social networking sites as it shows
an offline-to-online trend; that is, most of Facebook friends are encountered
offline and added later. Despite some anticipated trends in extraversion and
openness to experience, findings suggested that personality variables were
not as influential as suggested by prior literature. The findings also stated that
Facebook usage influenced a motive to interact. Different motivations are
suggested to be influential in the choice to use instruments such as Facebook,
particularly when considering individual Facebook features.
Furthermore, Facebook offers a way for people to maintain and
strengthen social ties that can be useful in both social and academic
environments. Students use Facebook to invest a substantial quantity of their
time. Participants are the most frequently used Facebook instruments using
Messages, Chat, Friends, Links, News and Photos instruments. Future studies
should focus on incorporating Facebook into education and learning, which is
crucial in the daily working life of learners (Bicen & Cavus, 2011).
On the other hand, according to Hong, Huang, Lin, & Chiu (2014)
stated that self-inferiority can significantly predict Facebook usage and having
a depressive character and Facebook usage can significantly predict
Facebook addiction.
Also, according to Lampe, Ellison & Steinfield (2006), Facebook users
use surveillance to find out about people they have any kind of connection
with, even weak ones like being in the same class. However, it is usually the
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case that consumers use the website to discover new friends in order to
continue the offline relationship. Keeping in contact with Facebook can be
seen as a kind of stalking, as users can collect data about other individuals by
merely watching without being directly engaged in an interaction.
Otherwise, Facebook contributes to socializing by providing a medium
through which people can meet and interact with others. Rather, it is by acting
as peer’s data. Therefore, data is served on a plate and communication
between individuals appears to be secondary. The trend of collecting data
about casual friends from users and does not include close friendships and
relationships. Through private messages, what is considered personal
information can be shared and consumers can set privacy filters that do not
allow access to certain data by particular individuals (Bumgarner, 2007).
Furthermore, Bryant and Marmo (2009) stated that, the kinds of
interactions between college students and Facebook friends, their behaviors in
relation maintenance and how these approaches changed depending on the
type of relationship. Facebook does not allow enough intimacy to maintain
close relationships and consumers expect their partners to make more effort.
Moreover, according to Bonetti, Campbell & Gilmore (2010), students
and adolescents who self-reported to be lonely communicated online on
private and intimate subjects considerably more frequently than those who did
not self-report were lonely. The former was encouraged to make considerably
more frequent use of online communication in order to compensate for their

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weaker social skills in meeting fresh individuals. Internet use enables them to
meet critical social interactions, self-disclosure, and identity exploration needs.
However, future study should investigate whether or not the advantages of
online communication can also promote the offline social interactions of lonely
children and adolescents.
In relation, Ellison, Steinfield & Lampe (2007) examines the connection
between Facebook usage, a famous social network website, and social capital
formation and maintenance. In addition, evaluating bonding and bridging
social capital, people are exploring a social capital dimension that assesses
one's capacity to remain linked to members of a previously inhabited society
called social capital maintained. Furthermore, the use of Facebook was
discovered to communicate with psychological well-being measures, indicating
that it could provide higher advantages for customers with low self-esteem and
low satisfaction with life.
On the other side, in their face-to-face communication, students who
experienced anxiety and fears used Facebook to spend time and feel less
lonely than others, but they had fewer Facebook friends. People involved in
online relationships are those who are willing, rather than the opposite, to
communicate in real life. It justifies the rich-get-richer hypothesis, which states
that the Internet mainly benefits people who have been extraverted. The
results contradicted with the findings that internet relationships are more likely
to be formed by socially anxious people (Sheldon, 2008).

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In connection, when learners use Facebook efficiently to connect
socially with their colleagues, the connection becomes positive later in college
life. Finally, the amount of Facebook friends and not the time spent on
Facebook anticipated the adjustment of the college, indicating the importance
of further learning Facebook friend’s concept (Kalpidou, Costin & Morris,
2011).
As researched by Ryan & Xenos (2011), users of Facebook tend to be
more extraverted and narcissistic than non-users, but less conscientious and
socially solitary. As a consequence of certain characteristics, such as
neuroticism, solitude, shyness and narcissism, the frequency of Facebook use
and preferences for particular features have also been shown to differ.
Also, using Facebook predicts adverse changes over time on both
factors. The more people used Facebook, the worst they felt when sending
messages. The more they used Facebook over two weeks, the more their
levels of life satisfaction declined over time. Interacting directly with other
people didn’t predict these negative results. Also, they were not moderated by
the size of Facebook networks of people, their perceived support, motivation
to use Facebook, sexuality, solitude, self-esteem, or depression. Facebook
offers an invaluable resource on the surface to meet the fundamental human
need for social connection. However, instead of improving well-being, these
results indicate that Facebook could weaken it (Kross, et al. 2013).

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However, according to the research from Kim, Larose & Peng (2009),
one of the main motives driving the internet usage of people is to relieve
psychosocial issues (e.g., loneliness, depression). The research showed that
people who were lonely or lacked excellent social skills could create powerful
compulsive habits of internet use arising in adverse life results (e.g. harming
other important operations such as job, school, or important friendships) rather
than relieving their initial issues. It was anticipated that such increased
adverse results will isolate people from healthy social activities and lead them
to more solitude.
Related Studies
Numerous studies have been directed to determine the effects of
Facebook to students’ social relationship and psychological well-being of
Candijay National High School students, Tugas, Candijay, Bohol; the following
studies were reviewed due to their relevance to the present study.
Furthermore, emotions have become an extremely questionable field of
science studies, with brain imaging revealing useful clues as to how individual
feels. Emotions are not something that happen nor are they literally irrational
rather, they are judgments that people make about the world, and they are
strategies to live in it. Fear, love, rage, guilt, jealousy and compassion are vital
to our values for a happy, healthy and well life (Solomon, 2008).
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However, students spent two and a half hours daily on Facebook. It
represents that Facebook usage takes up a large proportion of their time and
they are highly active on it (Aljasir, Bajnaid, Elyas, & Alnawasrah, 2017).
However, previous study found that Facebook has low-level of addiction,
especially among private college graduates (Alabi, 2013). Powerful social links
are found between positive relationships in classrooms and the retentions of
learners (Wayt, 2012). As stated by Christensen (2018), the more time a
person spent on social media, the lower the quality of their relationships to
others.
However, most students were classified as "high" in terms of positive
well-being and "high" in terms of anxiety and depressed mood (Udhayakumar
& Illango, 2018). In contrast, it has been found that students with little support
and less than favorable psychological well-being are more likely to engage in
negative activities such as alcohol use, sedentary behavior and too little or too
much sleep. Dissatisfaction with life or even suicidal behavior has also been
recorded in learners who lack self-support and low well-being (Ludban, 2015).
On the other hand, study found that younger adults between 18 and 24
years of age were more active on Facebook than older adults, but older adults
were more involved in online family activities than younger adults on
Facebook (McAndrew, & Jeong, 2012). Females treat Facebook as an
essential part of their lives more frequently than men, which means they are
firmly connecting their daily rhythm in using Facebook and it is the most
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important page for them (Biernatowska, Balcerowska & Bereznowski, 2017).
On the other side, male students have a higher Facebook visit frequency than
female students. Male students are more capable of using Facebook and
more satisfied than female students (Lee & Chong, 2017). In reflection, male
learners had greater ratings on Facebook level than female learners (Yaman,
2016).
In addition to that, students in 3rd year had higher social relationship
than those in 1st and 2nd year (Yaman, 2016). Older adults typically report
higher levels of social satisfaction than younger adults with their social
relationships (Luong, Charles, & Fingerman, 2011). Intimate relationship is
more common in males than females (Ariani, 2017). While males and females
differ in social achievement goal, social behavior and adjustment (Rose &
Rudolph, 2006). Facebook is the only way to entertain. As a number of
Facebook friends, it found that number ranged between 51-200 friends and
average time spent on Facebook is more than 3 hours daily (Hogan, 2013).
Particularly, the psychosocial predictors and outcomes at childhood-to-
early adolescence loneliness trajectories. It was discovered that the
trajectories of loneliness anticipated self-reporting of deficits of social skills,
depression, aggression and suicide ideation started at age 15 (Schinka,
VanDulmen, Mata, Bossarte & Swahn, 2013). While loneliness is particularly
prevalent among 18-25 years of age younger adults (Seepard, 2005).

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Also, most younger adults are prone towards loneliness (Lauder,
Mummery & Sharkey, 2006). In terms of psychological well-being, female
learners were greater than male learners among college students (Kumcagis
& Gunduz, 2016). In the study of Flowers (2002), differences between
freshmen and seniors in psychological well-being have been shown. It
indicated that seniors showed greater rates of commitment and vocational
purposes compared to freshmen.
On the other side, Towler & Stohlmacher (2013) stated that individuals
in intimate relationship tend to have a reduced incidence of severe diseases
than people living alone, individuals with high level of social interactions will
help to improve beneficial impacts and reduce adverse impacts.
According to Corsano, Majorano and Champretavy (2006) that person
with high score on psychological well-being encourages social relationships.
As cited by Hawkley, Berntson, Burleson & Cacioppo (2003), there are more
negative and less affirmative sentiments in lonely people during social
interaction. And also, in recent study of Shaheen, Jahan and Shaheen (2014)
showed that loneliness has impact on well-being among students. So in the
research scenario of changing social structures, social values, globalization,
industrialization and feeling of loneliness may become a serious problem
among students, which can impact to their psychological well-being. It can be
assumed that there is no cohesiveness for those students who are high in
solitude to make mate easily from their relationship with mates.

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Theories Legal Bases

 Online Addiction Theory  House Bill No. 5021 also
by Caplan (2010) known as Social Media
 The Dialogic Regulation Act of 2017.
Communication Theory
 Republic Act No. 10175
by Kent and Taylor (1998)
also known as
 Dual Factor Model by
Nadkarni & Hofmann Cybercrime Prevention
(2012) Act.
 Belongingness Theory by  Republic Act No. 11036
Baumeister & Leary or Mental Health Act
(1995)
 Relationship Maintenance
Theory by Roberts &
Dunbar (2011)
INPUT
Data Gathered on:
 Profile of Candijay National High School Students (Age,
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Sex and Grade Level)
 Facebook Usage
 Students’ Social Relationship and Psychological Well-
being
PROCESS
Statistical Treatment Data:
 Percentage Formula
 Weighted Mean
 Chi- Square Test of Independence
 Pearson- Product Moment Coefficient of Correlation
Summary of Findings and Conclusions

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OUTPUT
THE PROBLEM
Recommendations
Figure 1. Research Flow
THE PROBLEM
Statement of the Problem
This study aimed to determine the level of using Facebook and further
know its effects to the social relationship and psychological well-being of the
students of Candijay National High School, Tugas, Candijay, Bohol, school
year 2019-2020. The findings of the study will serve as the bases in proposing
recommendations.
Specifically, this study attempted to answer the following questions:
1.What is the students’ profile in terms of:
1.1 age;
1.2 sex; and
1.3 grade level?
2.What is the students’ level of using Facebook?
3.What is the level of students’ in terms of:

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3.1 social relationship; and
3.2 psychological well-being?
4. Is there a significant relationship between the students’ profile and the
following:
4.1 level of using Facebook;
4.3 psychological well- being?
5. Is there a significant relationship between the students’ level of using
Facebook to the following:
5.2 psychological well-being?
6. Is there a significant relationship between students’ level of social
relationship and psychological well- being?
7. What recommendations could be proposed based on the findings?
Null Hypotheses:
Ho1: There is no significant relationship between the students’ profile and the
following:
1.1 level of using Facebook;

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1.3 psychological well-being.
Ho2: There is no significant relationship between the students’ level of using
and the following:
2.2 psychological well- being.
Ho3: There is no significant relationship between students’ level of social
relationship and psychological well- being.
Significance of the Study
The results of this research is beneficial to the following stakeholders:
Students. Students can benefit from this research since the results and
analyzed data will help the students to manage and be responsible at home or
more responsible in their studies at school. It will give them more information
about the effects of Facebook to their social relationship and psychological
well-being.
Parents. It will help them as they give parental guidance to their children; it
will give them enough information about the effects of Facebook to their
children’s social relationship and emotional health.
Teachers. It will help them know their students’ level of using Facebook. This
research may also help them to have more knowledge about the effects of
Facebook to their students’ social relationships.

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Psychologists. It will help them to find more information about the effects of
Facebook to the social relationship and psychological well-being.
Future Researchers. It will help them since this research will serve as help as
their future reference for their future research.
RESEARCH METHODOLOGY
Design
This study utilized a descriptive survey method and correlational
quantitative research designs. It employed descriptive survey generating the
student’s level of Facebook, social relationship and psychological well-being.
Also, the correlational research design was applied to determine the
relationship between the variables. The questionnaires used in this study to
were the primary data gathering tools.
Environment
This study was conducted in Candijay National High School, Tugas,
Candijay, Bohol. It is 150 meters from the national road connecting Ubay to
Tagbilaran City, Bohol. It is one of the six (6) public schools in the town of
Candijay, Bohol. The school offers Junior High School from grades 7 to 10
and Senior High School offering Humanities and Social Sciences (HUMSS)
and Technical Vocational Livelihood: Computer Systems Servicing (CSS) and

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home Economics (HE). There are one thousand one hundred fifty-nine (1159)
student’s currently enrolled in this school.
There is no industrial establishment operating in the area. Thus the site
is smoke-free and pollutant-free. Learning is evident by the various awards.

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Figure 2: Map of Candijay National High School
Respondents
The researchers used random sampling and chose 298 students from
1,159 students as the respondents, using the Sloven’s Formula. It focused on
the Facebook usage of the students in the school year 2019-2020 in relation
to their social relationships and psychological well-being. Table 1 illustrates
the list of respondents.
Table 1
Respondents of the Study
N=298
Grade Level Frequency Percentage Rank
7 44 14.76 4
8 71 23.83 1
9 64 21.48 3
10 70 23.49 2
11 30 10.07 5
12 19 6.37 6
Total 298 100 %
Instrument
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The researchers utilized an adapted research instrument: Standard tool
taken from the study of Hu et.al (2014) entitled The Facebook Paradox:
Effects of Facebooking on Individuals’ Social Relationships and Psychological
Well-being to determine the level of Facebook usage, using the following
interpretation:
Descriptive Value Symbol Description Rating

Strongly I strongly agree that this item talks
Agree SA about me and I experience this. 4
Agree I moderately agree that this item
A talks about me and I experience 3
this.
Disagree I slightly agree that this items talks
D about me. 2
Strongly I disagree that this items talks about
Disagree SD me and I didn’t experience this. 1
The questionnaire consisted of four sections. Section 1 was the profile
of the respondents. It asked student’s demographic information such as their
age, grade level and sex. Section 2 was on level of using Facebook. The
students require to answer two components: frequency of visits on Facebook
and level of using Facebook. Section 3 was on social relationship. It requires
students to answer the two components: social relationship and perceived
social support, using the given interpretation. And lastly, the Section 4 was on
psychological well-being. It also requires students to answer for the two

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components: satisfaction with life and social interaction anxiety, using the
given interpretation.
Data Gathering Procedure
The researchers sent a permission letter to the CNHS principal to ask
permission to conduct the study. The total numbers of the respondents will be
quantified. Preparation of the research design and tools to be utilized in the
study will follow. The researchers conducted the orientation and profiling of the
participants. Also, parent’s consent will be given to the parents of the students.
Then the researchers distributed the questionnaires to the respondents. The
respondents will be asked to complete a demographic section on the survey
that also identified their age, grade level and sex. Random sampling was
utilized. The research tools were retrieved. Also, the researchers underwent to
the Ethics Committee headed by the guidance counselor designate for the
ethics review and was able to get the certification needed for the continuation
of the study. Also, an assent form was also given to the respondents first. The
data gathered were consolidated in table for analysis, and interpretation and
statistical treatment.
Ethical Consideration
The right conduct the study strictly adhered through the approval of the
principal and the parents of the respondents. The researchers conducted the
orientation of the respondents. In the orientation, the issue of confidentiality

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and anonymity was discussed requiring them not to write names on the tools,
but the researchers assigned them with codes.
Statistical Treatment of Data
The data gathered were computed following the statistical treatment
below.
Percentage Formula
Percentage formula was used to determine the profile of the
respondents. It is computed by dividing the frequency of the responses by the
numbers of cases and then multiplying the dividend by 100.
Weighted Mean
To determine the mean of student’s level of using Facebook, social
relationship and psychological well-being, the formula for weighted mean was
used.
After getting the weighted mean, researchers then interpreted the
results using the following scale:
In using Facebook:
Numerical Scale Descriptive Value Interpretation

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3.25- 4.00 Strongly Agree (SA) Highly Used (HU)

2.50- 3.24 Agree (A) Moderately Used (MU)
1.75- 2.49 Disagree (D) Slightly Used (SU)
1.00- 1.74 Strongly Disagree (SD) Not Used (NU)
As to Social Relationship and Psychological Well-being:
Numerical Scale Descriptive Value Interpretation

3.25- 4.00 Strongly Agree (SA) Highly Evident (HE)
2.50- 3.24 Agree (A) Moderately Evident
(ME)
1.75- 2.49 Disagree (D) Slightly Evident (SE)
1.00- 1.74 Strongly Disagree (SD) Not Evident (NE)
Chi- Square test of Independence
To determine if there is a significant relationship between respondents’
profile and level of using Facebook, social relationship and psychological well-
being, the researchers used the chi-square test.
Pearson- Product Moment Coefficient of Correlation
To determine the significant degree of correlation between the students’
level of using Facebook to social relationship and psychological well-being,
Pearson- Product Moment Coefficient of Correlation is used.
To prove the significance of the correlation, the results was referred to
the table of significance for the Pearson- Product Moment of Correlation:
Interpretation of Correlation Value

r- value Descriptive Meaning
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1.0- 0.20 Negligible correlation

0.21- 0.40 Low/ slight correlation
0.41- 0.70 Marked/ moderate correlation
0.71- 0.90 High correlation
0.91- 0.99 Very High relationship
1.0 Perfect relationship
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OPERATIONAL DEFINITION OF TERMS
The following terms are operationally defined to put the reader of this
research paper on the same framework.
Facebook. It refers to a free website for social networking that enables active
users in Candijay National High School to build a profiles, upload pictures and
videos, send messages and stay in contact with friends, family and
companions.
Perceived Social Support. It refers to the experience of the students in
Candijay National High School of being valued, respected, cared about and
loved by their family, friends, teachers, community and any social groups.
Psychological Well-being. It refers to the positive mental states of thinking,
happiness and life satisfaction of students in Candijay National High School.
Satisfaction with Life. It refers to the way in which students in Candijay
National High School show their emotions, feelings, and how they feel about
their directions and options for the future.
Social Interaction Anxiety. It refers to the fear of students in Candijay
National High School in social situations that involve interaction with other
people.
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Social Relationship. It refers to the social, physical and verbal interactions
between two or more students, groups and organizations in Candijay National
High School.
CHAPTER II
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter deals with the presentation, analysis and interpretation of
the gathered data on level of using Facebook and further know its effects to
the social relationship and psychological well-being of the students of Candijay
National High School, Tugas, Candijay, Bohol, school year 2019-2020.
Profile of the Students
Table 2 shows the data on the profile of the students as to age, sex and
grade level.
Table 2
Profile of the Students
N=298
Items Frequency (f) Percentage (%) Rank
Age (in years)
11 2 0.67 9
12 39 13.09 5
13 49 16.44 3
14 52 17.45 2
15 55 18.46 1
16 45 15.10 4
17 34 11.41 6
18 14 4.70 7
19 5 1.68 8
20 1 0.34 11
21 1 0.34 11
22 0 0 13
23 1 0.34 11
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Sex
Male 112 37.58 2
Female 186 62.42 1
Grade Level
Grade 7 44 14.77 4
Grade 8 71 23.83 1
Grade 9 64 21.48 3
Grade 10 70 23.49 2
Grade 11 30 10.07 5
Grade 12 19 6.38 6
Age: It is revealed in the table 2 that out of the total population of two
hundred ninety- eight (298), respondents with an age 15 got the highest
frequency 55 (18.46%) and ranked first. This was followed by age 14 with the
frequency of fifty-two (17.45 %). The age of 22 got a frequency of 0 and
ranked last.
Sex: Female ranked first with a frequency of one hundred eighty-six
(62.42%). The lowest frequency was on male, it got second rank with the
frequency of one hundred twelve (37.58%).
Grade Level: Among all the levels, Grade 8 got the first rank with a
frequency of seventy-one (23.83%) followed by the Grade 10 with a frequency
of seventy (23.49 %). Grade 12 got the lowest rank where the frequency is
nineteen (6.38%).
Level of Using Facebook. Tables 3 & 4 represented the level of using
Facebook and its terms namely: frequency and hours per week on using
Facebook.
31
Frequency. From the total respondents of two hundred ninety-eight
(298), item no. 1, “More than once daily”, with a frequency of one hundred
nine (36.58%) got the first rank. This indicated that students visit Facebook
more than once daily. This was followed by items no. 2, 3 & 5, “Once daily,
several times a week, and once a month”, with the frequency of ninety-one
(30.54%), forty-one (13.76%) and respectively. Item no. 4, “Less than weekly,
but more than once a month” ranked the last with the frequency of twenty-
seven (9.06%).
Hours per week. In terms of the hours spent using Facebook per
week, items no. 1 & 2, “Less than one hour and between one and two hours”
both got the highest rank. This showed that students budget a lesser amount
of time in
Table 3
Level of Using Facebook
N= 298
Items Frequency Percentage Rank
(f) (%)
Frequency of using Facebook
1. More than once daily 109 36.58 1
2. Once daily 91 30.54 2
3. Several times a week 41 13.76 3
4. Less than weekly, but more than 27 9.06 5
once a month
5. once a month 30 10.07 4
Hours per week on Facebook

1. Less than 1 hour 104 34.90 1.5
2. Between 1 and 2 hours 104 34.90 1.5
3. Between 2 and 5 hours 45 15.10 3
6. More than 15 hours 15 5.03 5
32
Facebook. But, according to the study of Aljasir, Bajnaid, Elyas & Alnawasrah
(2017), students spent two and half hours daily on Facebook. If converted to
weeks, students consumed more than fifteen (15) hours on Facebook. This
was followed by items no. 3, 4 & 6, “Between two and five hours, between five
and ten hours and more than fifteen hours”, with the frequency of forty-five
(15.10%), twenty-two (7.38%) and respectively. Item no. 5, “Between ten and
fifteen hours with frequency of 8 (2.68%) got the lowest rank.
Level of Using Facebook. The item with the highest weighted mean
was item no. 1, “Facebook is part of my everyday activity”, with 2.85
interpreted as Moderately Used (MU). This confirmed that Facebook is part of
the students’
Table 4
Level of Using Facebook
N= 298
Statement WM DV Interpretation Rank
1. Facebook is part of my 2.85 A MU 1
everyday activity.
2. I am proud to tell people I’m on 2.63 A MU 5
Facebook.
3. Facebook is part of my daily 2.66 A MU 2
routine.
4. I feel out of touch when I haven’t 2.65 A MU 3
logged onto Facebook for a
while.
5. I feel I am part of the Facebook 2.64 A MU 4
community.
6. I would be sorry if Facebook 2.51 A MU 6
shutdown.
Composite Mean 2.66 A MU
Legend: Range Descriptive Value Interpretation
3.25- 4.00 - Strongly Agree (SA) - Highly Used (HU)

33
2.50- 3.24 - Agree (A) - Moderately Used (MU)

1.75- 2.49 - Disagree (D) - Slightly Used (SU)
1.00- 1.74 - Strongly Disagree (SD) - Not Used (NU)
daily lives. This was supported by the study of Pempek, Yermolayeva, &
Calvert (2009) that students used Facebook as part of their regular routine.
Second on the rank was item no. 3, “Facebook is part of my daily routine”, with
a weighted mean of 2.66 interpreted as Moderately Used (MU). Lastly, the
item that got the lowest mean is item no. 6 “I would be sorry if Facebook
shutdown” interpreted as Moderately Used (MU). It indicated that students get
bothered if Facebook will close/end. For the composite mean, it has 2.66
interpreted as Moderately Used (MU). This implied that students’ level of
Facebook usage is moderate.
Social Relationship. Tables 5 & 6 showed data about students’ social
relationship together with its dimension namely: Perceived social support.
Social Relationship. The item that got the highest rank is item no. 14,
“I love my real friends in face to face interaction” with 3.09 and interpreted as
Moderately Evident (ME). This indicates that that the students have good
relationship with their real friends in face to face interaction. Second rank is
item no. 1, “I met my friends relationship needs in Facebook” with 3.02 and
interpreted as Moderately Evident (ME). This indicates that student’s online
relationship met their expectancy needs. Third on the rank is item no. 12, “I
am good about my relationship with my real friends in face to face interaction”

34
with 3.00 and interpreted as Moderately Used (MU). This affirmed that there is
no
problem with students’ relationship with their friends in face to face interaction.
While the third lowest weighted mean is item no. 7, “I interact with my
Facebook friends” with 2.72 and interpreted as Moderately Used (MU). This
proves that even online they interact with their friends. Then, the second to the
lowest weighted mean is item no. 4, “My relationship with my Facebook
friends met my expectation” with 2.70 and interpreted as Moderately Used
(MU). It shows that they approve online interaction and expectation with their
friends on Facebook. Lastly, the lowest weighted mean goes to item no. 6, “I
have problems in my relationship with my friends” with 2.54 and interpreted as
Moderately Evident (ME). This showed that a reduced number of students
experienced problem with
Table 5
Social Relationship
N=298
1. I met my friend’s relationship needs in A ME 2
Facebook. 3.02
2. I am satisfied with my relationship to A ME 10
my Facebook friends. 2.85
3. My relationship with my friends is good A ME 4
at Facebook. 2.94
4. My relationship with my Facebook A ME 17
friends met my expectation. 2.70
5. I love my Facebook friends. 2.91 A ME 6
6. I have problems in my relationship with A ME 18
my Facebook friends. 2.54
7. I interact with my Facebook friends. 2.72 A ME 16
8. I experience deep feelings with my A ME 12.5
Facebook friends on Facebook. 2.81
9. I share many types of information with A ME 11
my friends on Facebook. 2.84
10. My real friends met our relationship A ME 8.5
needs in face to face interaction. 2.87
35
11. I am satisfied with my relationship with A ME 6

real friends in face to face interaction. 2.91
12. I am good about my relationship with A ME 3
my real friends in face to face
interaction. 3.00
13. My relationship with my real friends A ME 6
met my expectation in face to face
interaction. 2.91
14. I love my real friends in face to face A ME 1
interaction. 3.09
15. I have problems in my relationship with A ME 14
my real friends when I interact with
them in face to face. 2.76
16. I interact with my real friends A ME 15
frequently in face to face interaction. 2.75
17. I experience deep feelings with my A ME 12.5
real friends when I interact with them
in face to face. 2.81
18. I share many types of information with A ME 8.5
my friends in face to face interaction. 2.87
Composite Mean 2.85 A ME
3.25- 4.00 - Strongly Agree (SA) - Highly Evident (HE)

2.50- 3.24 - Agree (A) - Moderately Evident (ME)
1.75- 2.49 - Disagree (D) - Slightly Evident (SE)
1.00- 1.74 - Strongly Disagree (SD) - Not Evident (NE)
friends online. For the composite mean, it has 2.85 and is interpreted as
Moderately Evident (ME). This implies that students’ social relationship is
moderate. Overall, its related to the study of Pempek, Yermoyaleva & Calvert
(2009) that Facebook was most frequently used for social interaction,
especially with mates with whom the learners had a pre- established offline
connection.
Perceived Social Support. The item with the highest weighted mean is
item no. 1, “There is a special person who is around me when I’m in need”
with 3.26 and interpreted as Highly Evident (HE). This presented that students
experienced close relationship towards a special someone. Second in the rank
is item no. 3, “My family tries to help me” with 3.19 interpreted as Moderately
36
Evident (ME). Third in the rank are items no. 4 & 11, “I can get my emotional
help and support I need from my family” and “My family is willing to help me
make decisions” with both got 3.18 and interpreted as Moderately Evident
(ME).
This implies that there is no problem between the relationship of students and
their families. Instead, in every struggle there is a family who can they rely on.
On the contrary, the item got the lowest weighted mean is item no. 7, “I can
count on with my friends when things go wrong” with 2.92 interpreted as
Moderately Evident (ME). This suggests that they have low relationship with
friends when things go wrong. For the composite mean, it has 3.13 and is
interpreted as Moderately Evident (ME). This implies that students’ perceived
support is moderate. In general, the study of Bryant & Marmo (2009)
supported this claim that the kinds of interactions between students and
Facebook friends,
their behaviors in relationship maintenance and how these approaches
changed depending on the type of relationship.
Table 6
Social Relationship as Perceived Social Support
N= 298
1. There is a special person who is SA HE 1
around when I am in need. 3.26
2. There is a special person whom A ME 6
I can share my joys and
sorrows. 3.16
3. My family really tries to help me. 3.19 A ME 2
4. I can get my emotional help and 3.18 A ME 3.5
37
support I need from my family.

5. I have special person who is A ME 8.5
real source of comfort to me. 3.10
6. My friends really try to help me. 3.05 A ME 10
7. I can count on my friends when A ME 12
things go wrong. 2.92
8. I can talk about my problems A ME 11
with my family. 3.04
9. I have friends whom I can share A ME 5
my joys and sorrows. 3.17
10. There is a special person in my A ME 7
life who cares about my
feelings. 3.13
11. My family is willing to help me A ME 3.5
make decisions. 3.18
12. I can talk about my problems A ME 8.5
with my real friends. 3.10

Summary Table
Social Relationship
N= 298
Dimension Composite DV Interpretation Rank
Mean
A. Social Relationship 2.85 A ME 2
B. Perceived Social Support 3.13 A ME 1
Overall Composite Mean 2.9900 A ME

38
Psychological Well- Being. Table 7 & 8 displayed the students’
psychological well-being as to satisfaction with life and social interaction
anxiety. Satisfaction with life shows emotions, feelings and how they feel
about their directions and options for the future. Social Interaction Anxiety
refers to fear in social situations that involve interaction with other people.
Satisfaction with Life. The item with the highest weighted mean is
item no. 3, “I am satisfied with my life” with 3.13 and interpreted as Moderately
Evident (ME). This indicates that students are satisfied with their lives. The
second rank is the item no. 1, “In most ways my life is close to my ideal” with
3.11 interpreted as Moderately Evident (ME). This means that students are
doing well with their lives. On the contrary, item no. 5, “If I could live my life
over, I would change almost nothing” got the lowest weighted mean of 2.79
and interpreted as Moderately Evident (ME). This implies that the students
show life satisfaction. For the composite mean, it has weighted mean is 2.99
and interpreted as Moderately Evident (ME). This means that satisfaction with
life of students is moderate.
Table 7
Psychological Well- being as Satisfaction with life
N= 298
1. In most ways my life is A ME 2
close to my ideal. 3.11
2. The conditions of my life A ME 3
are excellent. 2.98
3. I am satisfied with my life. 3.13 A ME 1
4. So far, I have gotten the A ME 4
important things I want in
my life. 2.91
5. If I could live my life over, I 2.79 A ME 5
would change almost
39
nothing.

Social Interaction Anxiety. Item no. 1, “I get nervous if I have to speak
with someone in authority (teacher, boss, etc.)”, got the highest weighted
mean of 3.19 and interpreted as Moderately Evident (ME). Evident (ME). This
means
that the students experience feeling of being anxious in interacting with
someone in authority. The second rank was item no. 5, “I find it easy to make
friends with my own age” with a weighted mean of 3.03 interpreted as
Moderately Evident (ME). The item no. 3, “I become tense if I have to talk
about myself or my feelings” got the third rank with a weighted mean of 2.88
and interpreted as Moderately Evident (ME). On the contrary, both items no. 9
& 14, “I am at ease meeting people at parties, etc.” and “I have difficulty
talking to
Table 8
Psychological Well- Being as Social Interaction Anxiety
N= 298
1. I get nervous if I have to speak with A ME 1
someone in authority (teacher, boss, etc.) 3.19
2. I have difficulty making an eye contact A ME 6
with others. 2.90
3. I become tense if I have to talk about A ME 3
myself or my feelings. 3.00
4. I find it difficult to mix comfortably with the A ME 16
people I work with. 2.81
5. I find it easy to make friends with my own A ME 2
age. 3.03
6. I tends up if I meet an acquaintance in the A ME 17
street. 2.80
7. When mixing socially, I am 2.82 A ME 14.5
40
uncomfortable.
8. I feel tense if I am alone with just one A ME 8
person. 2.88
9. I am at ease meeting people at parties, A ME 19.5
etc. 2.70
10. I have difficulty talking with other people. 2.78 A ME 18
11. I find it easy to think of things to talk A ME 12
about. 2.84
12. I worry about expressing myself in case I A ME 12
appear awkward. 2.84
13. I find it difficult to disagree with another’s A ME 5
point of view. 2.91
14. I have difficulty talking to attractive A ME 19.5
persons of opposite sex. 2.70
15. I find myself worrying that I won’t know A ME 9.5
what to say in social situations. 2.85
16. I am nervous in mixing with people I don’t A ME 4
know well. 2.92
17. I feel I’ll say something embarrassing A ME 7
when talking. 2.89
18. When mixing a group, I find myself A ME 14.5
worrying I will be ignored. 2.82
19. I am tense mixing in a group. 2.85 A ME 9.5
20. I am unsure whether to greet someone I A ME 12
know only slightly. 2.84

attractive persons of opposite sex” got the lowest weighted mean of 2.70 and
interpreted as Moderately Evident (ME). For the composite mean of 2.87 and
interpreted as Moderately Evident (ME). This indicates that the students’
psychological well- being is moderate.
Summary Table
Psychological Well- Being
N= 298
Dimension Composite DV Interpretation Rank
Mean
A. Satisfaction with Life 2.99 A ME 1
B. Social Interaction Anxiety 2.87 A ME 2
Overall Composite Mean 2.9300 A ME

41
Relationship between Students’ Profile to Level of Using Facebook.
Table 9, 10 and 11 presented the data on the relationship between level of
using Facebook and the students’ profile as to age, sex and grade level.
Table 9
Correlation between Students’ Age and Level of Using Facebook
N=298
Variables Age Level of Correlation df Critical
Using Coefficient Value
Facebook
Mean 14.73 2.66 r=0.1059 296 ±0.1946
Insignificant
Correlation between the Students’ Age to Level of Using
Facebook. The computed r value 0.1059 is lesser than the critical value of ±
0.1946 with 296 df at 0.05 level of significance, thus accepting the null
hypothesis. This means that there is no significant correlation between
students’ age and level of using Facebook. This also implies that there is no
age related in using Facebook. In opposing, the study of McAndrew & Jeong
(2012) states that younger adults between 18 and 24 years of age were more
active on Facebook than older adults.
Table 10
Relationship Between Students’ Sex and Level of Using Facebook
N= 298
Level of Sex Grand
Using Male Female Total
Facebook
Highly 16.9128 28.0872 45
Evident 19 26
42
0.2576 0.1551
Moderately 61.2617 101.7383 163
Evident 65 98
0.2281 0.1374
Slightly 24.8054 41.1946 66
Evident 22 44
0.3173 0.1910
Not Evident 9.0201 14.9799 24
6 18
1.0112 0.6089
Grand Total 112 186 298
Chi- square 1.8142 1.0924 X2=2.9066
Chi-Square=2.9066
Critical Value of chi- square @ 3df 0.05 level of significance= 7.815
Result: Insignificant
Ho: Accepted
Relationship between Students’ Sex and Level of Using Facebook.
The computed chi square value of 2.9066 is lesser than the computed chi
square critical value of 7.815 with 3 df at 0.05 level of significance thus
accepting the null hypothesis. There is no significant relationship between
students’ sex and level of using Facebook. This emphasizes that sex is not
significantly related to level of using Facebook. Furthermore, using Facebook
is regardless to sex. In contrasting, the study of Lee & Chong (2017) states
that male students have a higher Facebook visit frequency than female
students. Male students are more capable of using Facebook. In reflection,
male learners had greater ratings on Facebook level than female learners
(Yaman, 2016). In contradiction to the above studies, according to
Biernatowska, Balcerowska & Berznowski (2017) that females treat Facebook
as an essential part of their lives more frequently than men, which means they
43
are firmly connecting their daily rhythm in using Facebook and it is the most
important page for them.
Table 11
Relationship Between Students’ Grade Level and Level of Using
Facebook
N= 298
Level of Using Grand Total
Facebook GRADE LEVEL
Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Highly 6.6443 10.721 9.6644 10.570 4.5302 2.8691 45
5 5
Evident
2 7 1 20 3 3
0
3.2463 1.291 0.0117 8.411 0.5169 0.0060
7 7
Moderately 24.067 38.835 35.0067 38.288 16.4094 10.392 163
Evident 1 6 6 6
22 35 4 36 1 11
5 4
0.1775 0.378 2.8528 0.136 0.3538 0.0355
8 8
Slightly 9.7450 15.724 14.1745 15.503 6.6443 4.2081 66
8 4
Evident
13 17 8 13 1 4
1
1.0873 0.103 2.6896 0.404 2.8554 0.0103
4 2
Not 3.5436 5.7181 5.1544 5.6376 2.4161 1.5302 24
Evident 7 12 1 1 2 1
3.3713 6.901 3.3484 3.815 0.0717 0.1837
2 0
Grand 44 71 64 70 30 19 298
Total
Chi- 7.8824 8.6752 8.9024 12.7677 3.7977 0.2355 X2=
square 42.2609
Chi-Square=42.2609
Result: Significant
Ho: Rejected
Relationship between Students’ Grade Level and Level of Using
Facebook. The computed chi square value of 42.2609 is greater than the
computed chi square critical value of 24.996 with 15 df at 0.05 level of
significance thus rejecting the null hypothesis. There is significant relationship
between students’ grade level to level of using Facebook. This shows that
grade level does affect the level of using Facebook. In support, the study of
Alabi (2013) found that Facebook has low- level of addiction, especially
among private college graduates.

44
Relationship between Students’ Profile to Social Relationship. Table 12,
13 and 14 presented the data on the relationship between social relationship
and the students’ profile as to age, sex and grade level.
Table 12
Correlation between Students’ Age and Social Relationship
N=298
Variables Age Social Correlation df Critical
Relationship Coefficient Value
Mean 14.73 2.99 r=(-)0.0460 296 ±0.1946
Insignificant
Correlation between the Students’ Age to Social Relationship. The
computed r value 0.0460 is lesser than the critical value of ± 0.1946 with 296
df at 0.05 level of significance, thus accepting the null hypothesis. This means
that there is no significant correlation between students’ age and social
relationship.
This suggests that different ages can socialize and age does not matter.
However, according to Luong, Charles & Fingerman (2011) indicates that
older adults typically report higher levels of social satisfaction than younger
adults with their social relationships.
Relationship between Students’ Sex and Social Relationship. The
computed chi square value of 9.1662 is greater than the computed chi square
critical value of 7.815 with 3 df at 0.05 level of significance thus rejecting the
null hypothesis.
Table 13
45
Relationship Between Students’ Sex and Social Relationship

N= 298
Social SEX Grand
Relationship Male Female Total
Highly 35.3289 58.6711 94
Evident 26 68
2.4634 1.4833
Moderately 66.1477 109.8523 176
Evident 77 99
1.7805 1.0721
Slightly 8.6443 14.3557 23
Evident 6 17
0.8089 0.4871
Not Evident 1.8792 3.1208 5
3 2
0.6685 0.4025
Chi- square 5.7212 3.4450 X2=9.1662
Chi-Square=9.1662
Result: Significant
Ho: Rejected
There is significant relationship between students’ sex to social relationship.
This emphasizes that sex is significantly related to students’ social
relationship. Nevertheless, the study of Rose & Rudolph (2006) showed that
males and females differ in social achievement goal, social behavior and
adjustment. Former study also found that intimate relationship is more
common in males than females (Ariani, 2017).
Relationship between Students’ Grade Level and Social
Relationship. The computed chi square value of 21.3052 is lesser than the
significance thus accepting the null hypothesis. There is no significant
relationship between students’ grade level and social relationship. Whatever

46
students’ year level is, does not significantly affect students’ social
relationship. On the contrary, previous study showed that students in 3 rd year
had higher social relationship than those in 1 st year (Yaman, 2016).
Table 14
Relationship Between Students’ Grade Level and Social Relationship
N= 298
Social Grand Total
Relationship GRADE LEVEL
Highly 13.879 22.396 20.1879 22.080 9.4631 5.9933 94
2 0 5
Evident
13 27 1 28 6 8
2
0.0557 0.946 3.3209 1.586 1.2673 0.6719
5 9
Moderately 25.986 41.932 37.7987 41.342 17.7181 11.221 176
Evident 6 9 3 5
27 34 4 37 2 10
6 2
0.0395 1.500 1.7795 0.456 1.0348 0.1330
7 1
Slightly 3.3960 5.4799 4.9396 5.4027 2.3154 1.4664 23
Evident 3 8 6 5 1 0
0.0462 1.159 0.2276 0.030 0.7473 1.4664
0 0
Not 0.7383 1.1913 1.0738 1.1745 0.5034 0.3188 5
Evident 1 2 0 0 1 1
0.0928 0.549 1.0738 1.174 0.4900 1.4556
0 5
Grand 44 71 64 70 30 19 298
Total
Chi- 0.2342 4.1552 6.4018 3.2475 3.5395 3.7269 X2=
square 21.3052
Chi-Square=21.3052
Ho: Accepted
Relationship between Students’ Profile to Psychological Well- being.
Table 15, 16 and 17 presented the data on the relationship between
psychological well- being and the students’ profile as to age, sex and grade
level.
Table 15
Correlation between Students’ Age and Psychological Well- being
N=298
Variables Age Psychologica Correlation df Critical
l Well- being Coefficient Value
Mean 14.73 2.93 r=(-)0.1067 296 ±0.1946
Insignificant
47
Correlation between the Students’ Age to Psychological Well-
being. The computed r value 0.1067 is lesser than the critical value of ±
students’ age and psychological well- being. Students’ age does not
significantly relate to students’ psychological well- being. In contradiction, the
study of Lauder, Mummery & Sharkey (2006) shows that most younger adults
are prone towards loneliness. Similar to the study of Seepard (2005) specifies
that loneliness is particularly prevalent among 18- 25 years of age younger
adults.
Table 16
Relationship Between Students’ Sex and Psychological Well- being
N= 298
Psychologica SEX Total
l Well- being Male Female
Highly 24.8054 41.1946 66
Evident 24 42
0.0262 0.015
7
Moderately 72.1611 119.8389 192
Evident 76 116
0.2042 0.123
0
Slightly 14.2819 23.7181 38
Evident 11 27
0.7542 0.454
1
Not Evident 0.7517 1.2483 2
1 1
0.0820 0.049
4
Chi- square 1.0666 0.6422 X2= 1.7088
Chi-Square= 1.7088
Ho: Accepted
48
Relationship between Students’ Sex and Psychological Well-
being. The computed chi square value of 1.7088 is lesser than the computed
chi square critical value of 7.815 with 3 df at 0.05 level of significance thus
students’ sex to psychological well- being. Students’ sex does not significantly
relate to students’ psychological well- being. Yet, previous study opposes
since according to Kumcagis & Gunduz (2016) that in terms of psychological
well- being, female learners were greater than male learners among college
students.
Table 17
Relationship Between Students’ Grade Level and Psychological Well-
being
N= 298
Psychological Grand
Well-being GRADE LEVEL Total
Highly 9.7450 15.7248 14.1745 15.5034 6.6443 4.2081 66
Evident 10 1 16 1 2 4
6 8
0.006 0.0048 0.235 0.4021 3.246 0.0103
7 1 3
Moderately 28.3490 45.7450 41.2349 45.1007 19.3289 12.2416 192
Evident 31 4 41 4 24 1
2 1 3
0.247 0.3066 0.001 0.3728 1.128 0.0470
9 3 9
Slightly 5.6107 9.0537 8.1611 8.9262 3.8255 2.4228 38
Evident 3 1 7 1 3 2
2 1
1.214 0.9588 0.165 0.4818 0.178 0.0738
8 2 1
Not Evident 0.2953 0.4765 0.4295 0.4698 0.2013 0.1275 2
0 1 0 0 1 0
0.295 0.5751 0.429 0.4698 3.168 0.1275
3 5 0
Grand Total 44 71 64 70 30 19 298
Chi- square 1.7647 1.8453 0.8311 1.7265 7.7213 0.2586 X2=14.1475
Chi-Square= 14.1475
Ho: Accepted
Relationship between Students’ Grade Level and Psychological
Well- being. The computed chi square value of 14.1475 is lesser than the
49
relationship between students’ grade level to psychological well- being. This
implies that grade level is not significantly influence the students’
psychological well- being. Still, the earlier study of Flowers (2002) disagrees
for the reason that the study stated that there are differences between
freshmen and seniors in terms of psychological well- being. Seniors showed
greater rates of commitment and vocational purposes compared to freshmen.
Correlation between the Students’ Level of Using Facebook to Social
Relationship and Psychological Well- being. Table 18 and 19 illustrated the
relationship between students’ level of using Facebook to social relationship
and psychological well-being.
Table 18
Correlation between Students’ Level of Using Facebook to Social
Relationship
N=298
Variables Level of Social Correlation df Critical
Using Relationship Coefficient Value
Facebook
Mean 2.66 2.99 r=0.5870 296 ±0.1946
Significant
Correlation between the Students’ Level of Using Facebook to
Social Relationship. The computed r value 0.5870 is greater than the critical
value of ± 0.1946 with 296 df at 0.05 level of significance, thus rejecting the
null hypothesis. This means that there is a significant correlation between

50
students’ level of using Facebook and social relationship. It implies that the
higher the students’ level of using Facebook, the higher also the students’
social relationship. The more they use Facebook the higher they socialize.
The less they use Facebook, the lower they socialize. But, according to the
study of Christensen (2018) infers that the more time a person spent on social
media, the lower the quality of their relationships to others.
Psychological Well- being. The computed r value 0.5609 is greater than the
critical value of ± 0.1946 with 296 df at 0.05 level of significance, thus rejecting
the null hypothesis.
Table 19
Correlation between Students’ Level of Using Facebook to Psychological
Well- being
N=298
Variables Level of Psychological Correlation df Critical
Using Well- being Coefficient Value
Facebook
Mean 2.66 2.93 r= 0.5609 296 ±0.1946
Significant
This means that there is significant correlation between students’ level of
using Facebook and psychological well- being. This infers that the higher the
students’ level of using Facebook, the higher also their psychological well-
being. Whereas, the lower the level of using Facebook, the lower their
psychological well- being.

51
Correlation between the Students’ Social Relationship to
Psychological Well- being. Table 20 illustrated the relationship between the
Students’ Social Relationship to Psychological Well- being.
Table 20
Correlation between Students’ Social Relationship to Psychological
Well- being
N=298
Variables Social Psychological Correlation df Critical
Relationship Well- being Coefficient Value
Mean 2.99 2.93 r=0.7213 296 ±0.1946
Significant
Computed r value 0.7213 is greater than the critical value of ± 0.1946
with 296 df at 0.05 level of significance, thus rejecting the null hypothesis. This
means that there is significant correlation between students’ social relationship
and psychological well- being. This indicates that the more they socialize in
online and offline, the higher their life satisfaction and anxiety. While, the lower
their level of Facebook the less their psychological well- being. This coincides
to the study of Corsano, Majorano & Champretavy (2006) that person with
high score on psychological well- being encourages social relationships.

52
Summary of Results
Correlation between Df r-value Critical Remarks

Value
Age Level of using 29 0.1059 ± 0.1946 Insignificant
Facebook 6
Age Social Relationship 29 0.0460 ± 0.1946 Insignificant
6
Age Psychological Well- 29 0.1067 ± 0.1946 Insignificant
being 6
Level of Social Relationship 29 0.5870 ± 0.1946 Significant
Using 6
Facebook
Level of Psychological Well- 29 0.5609 ± 0.1946 Significant
Using being 6
Facebook
Social Psychological Well- 29 0.7213 ± 0.1946 Significant
Relationship being 6
Relationship between df X2 value Critical Remarks
Value
Sex Level of Using 3 2.9066 7.815 Insignificant
Facebook
Grade Level Level of Using 15 42.2609 24.996 Significant
Facebook
Sex Social Relationship 3 9.1662 7.815 Significant
Grade Level Social Relationship 15 21.3052 24.996 Insignificant
Sex Psychological Well- 3 1.7088 7.815 Insignificant
being
Grade Level Psychological Well- 15 14.1475 24.996 Insignificant
being
53
CHAPTER lll
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter discloses the summary of findings, conclusions and

recommendations which were drawn based from the previous analysis and
interpretation of data.
SUMMARY OF THE FINDINGS
Narrated below is the summary of the outcomes of this study based on

the data gathered.
Profile of the Respondents.
Age. From the total population of two hundred ninety-eight, respondents with
an age of 15 got the highest frequency and ranked first. This was followed by
age 14 and ranked second. The age of 22 got the lowest frequency and
ranked last.
Sex. Female ranked first with the highest frequency followed by male that
ranked last.
54
Grade Level. Among all the grade levels, Grade 8 got highest frequency and
was ranked first. Grade 12 got the lowest frequency that ranked last.
Level of Using Facebook.
As to Frequency, from the total respondents of two hundred ninety-
eight, item no. 1, “More than once daily”, got the first rank. This indicated that
students visit Facebook more than once daily. This was followed by items no.
2, 3 & 5, “Once daily, several times a week, and once a month”. Whereas,
item no. 4, “Less than weekly, but more than once a month” ranked the last.
As to Hours per week, the items no. 1 & 2, “Less than one hour and
between one and two hours” both got the highest rank. This showed that
students budget a lesser amount of time in Facebook. If converted to weeks,
students consumed more than fifteen hours on Facebook. This was followed
by items no. 3, 4 & 6, “Between two and five hours, between five and ten
hours and more than fifteen hours”. Item no. 5, “Between ten and fifteen
hours got the lowest rank.
As to the Level of Using Facebook, the item with the highest weighted
mean was item no. 1, “Facebook is part of my everyday activity”. This
confirmed that Facebook is part of the students’ daily lives. Second on the
rank was item no. 3, “Facebook is part of my daily routine”. Lastly, the item
that got the lowest mean is item no. 6 “I would be sorry if Facebook
shutdown”. It indicated that students get bothered if Facebook will close/end.

55
For the composite mean, it has 2.66 and interpreted as Moderately Used
(MU). This implied that students’ frequency of Facebook usage is moderate.
Social Relationship.
As to Social Relationship, the item that got the highest rank is item no.
14, “I love my real friends in face to face interaction”. This indicates that that
the students have good relationship with their real friends in face to face
interaction. Second rank is item no. 1, “I met my friends relationship needs in
Facebook”. This indicates that student’s online relationship met their
expectancy needs. Third on the rank is item no. 12, “I am good about my
relationship with my real friends in face to face interaction”. This affirmed that
there is no problem with students’ relationship with their friends in face to face
interaction. While the third lowest weighted mean is item no. 7, “I interact with
my Facebook friends”. This proves that even online they interact with their
friends. Then, the second to the lowest weighted mean is item no. 4, “My
relationship with my Facebook friends met my expectation”. It shows that they
approve online interaction and expectation with their friends on Facebook.
Lastly, the lowest weighted mean goes to item no. 6, “I have problems in my
relationship with my Facebook friends”. This showed that a reduced number of
students experienced problem with their friends online. For the composite
mean, it has 2.85 and is interpreted as Moderately Evident (ME). This implies
that students’ social relationship is moderate.

56
As to Perceived Social Support, the item with the highest weighted
mean is item no. 1, “There is a special person who is around me when I’m in
need”. This presented that students experienced close relationship towards
their friends or special someone. Second in the rank is item no. 3, “My family
tries to help me”. Third in the rank are items no. 4 & 11, “I can get my
emotional help and support I need from my family” and “My family is willing to
help me make decisions”. This implies that there is no problem between the
relationship of students and their families. Instead, in every struggle there is a
family who can they rely on. On the contrary, the item got the lowest weighted
mean is item no. 7, “I can count on with my friends when things go wrong”.
This suggests that they have low relationship with friends when things go
wrong. For the composite mean, it has 3.13 and is interpreted as Moderately
Evident (ME). This implies that students’ perceived support is moderate.
Psychological Well-being.
As to Satisfaction with Life, the item with the highest weighted mean
is item no. 3, “I am satisfied with my life”. This indicates that students are
satisfied with their lives. The second rank is the item no. 1, “In most ways my
life is close to my ideal”. This means that students are doing well with their
lives. On the contrary, item no. 5, “If I could live my life over, I would change
almost nothing”. This implies that the students show life satisfaction. For the
composite mean, it has weighted mean is 2.99 and interpreted as Moderately
Evident (ME). This means that satisfaction with life of students is moderate.
57
As to Social Interaction Anxiety, Item no. 1, “I get nervous if I have to
speak with someone in authority (teacher, boss, etc.)”, got the highest
weighted mean. This means that the students experience feeling of being
anxious in interacting with someone in authority. The second rank was item
no. 5, “I find it easy to make friends with my own age”. The item no. 3, “I
become tense if I have to talk about myself or my feelings” got the third rank.
On the contrary, both items no. 9 & 14, “I am at ease meeting people at
parties, etc.” and “I have difficulty talking to attractive persons of opposite sex”
got the lowest weighted mean. For the composite mean of 2.87 and
interpreted as Moderately Evident (ME). This indicates that the students’
psychological well- being is moderate.
Relationship between Students’ Profile and Level of Using Facebook.
As to Correlation between the Students’ Age to Level of Using
Facebook. The computed r value 0.1059 is lesser than the critical value of ±
students’ age and level of using Facebook. This also implies that there is no
age related in using Facebook.
As to Relationship between Students’ Sex and Level of Using
Facebook, the computed chi square value of 2.9066 is lesser than the

58
relationship between students’ sex and level of using Facebook. This
emphasizes that sex is not significantly related to level of using Facebook.
As to Relationship between Students’ Grade Level and Level of
Using Facebook, the computed chi square value of 42.2609 is greater than
the computed chi square critical value of 24.996 with 15 df at 0.05 level of
significance thus rejecting the null hypothesis. There is significant relationship
between students’ grade level to level of using Facebook. This shows that
grade level does affect the level of using Facebook.
Relationship between Students’ Profile and Social Relationship.
As to Correlation between the Students’ Age to Social
Relationship. The computed r value 0.0460 is lesser than the critical value of
± 0.1946 with 296 df at 0.05 level of significance, thus accepting the null
students’ age and social relationship. This suggests that different ages can
socialize and age does not matter.
As to Relationship between Students’ Sex and Social Relationship,
the computed chi square value of 9.1662 is greater than the computed chi
square critical value of 7.815 with 3 df at 0.05 level of significance thus
rejecting the null hypothesis. There is significant relationship between

59
students’ sex to social relationship. This emphasizes that sex is significantly
related to students’ social relationship.
As to Relationship between Students’ Grade Level and Social
Relationship, the computed chi square value of 21.3052 is lesser than the
relationship between students’ grade level and social relationship. Whatever
students’ year level is, does not significantly affect students’ social
relationship.
Relationship between Students’ Profile and Psychological Well- being.
As to Correlation between the Students’ Age to Psychological
Well-being. The computed r value 0.1067 is lesser than the critical value of ±
students’ age and psychological well- being. Students’ age does not
significantly relate to students’ psychological well- being.
As to Relationship between Students’ Sex and Psychological Well-
being, the computed chi square value of 1.7088 is lesser than the computed
chi square critical value of 7.815 with 3 df at 0.05 level of significance thus
60
students’ sex to psychological well- being. Students’ sex does not significantly
relate to students’ psychological well- being.
As to Relationship between Students’ Grade Level and
Psychological Well- being. The computed chi square value of 14.1475 is
lesser than the computed chi square critical value of 24.996 with 15 df at 0.05
level of significance thus accepting the null hypothesis.
Correlation between the Students’ Level of Using Facebook to Social
Relationship. The computed r value 0.5870 is greater than the critical value
of ± 0.1946 with 296 df at 0.05 level of significance, thus rejecting the null
hypothesis. This means that there is significant correlation between students’
level of using Facebook and social relationship. It implies that the higher the
students’ level of using Facebook, the higher also the students’ social
relationship. The more they use Facebook the higher they socialize. The less
they use Facebook, the lower they socialize.
Psychological Well- being. The computed r value 0.5609 is greater than the
critical value of ± 0.1946 with 296 df at 0.05 level of significance, thus rejecting
the null hypothesis. This means that there is significant correlation between
students’ level of using Facebook and psychological well- being. This infers
that the higher the students’ level of using Facebook, the higher also their life
61
satisfaction and social interaction anxiety. Whereas, the lower the level of
using Facebook, the lower their life satisfaction and social interaction anxiety.
Correlation between the Students’ Social Relationship to Psychological
Well- being. Computed r value 0.7213 is greater than the critical value of ±
0.1946 with 296 df at 0.05 level of significance, thus rejecting the null
hypothesis. This means that there is significant correlation between students’
social relationship and psychological well- being. This indicates that the more
they socialize in online and offline, the more they experience life satisfaction
and social interaction anxiety. While, the lower their level of Facebook, the
lower their life satisfaction and social interaction anxiety.
CONCLUSIONS
Based on the previous findings, the following are hereby concluded.
1. Majority of the students were 15 years of age. As to sex, female
respondents dominated over the male respondents, in terms of
population size. As to grade level, most of the students were at grade 8.
2. It was deemed that majority of the students visit Facebook more than
once daily. As to hours per week, most of the students spent less than
one hour and between one and two hours of hours per week.
62
3. As to level of using Facebook, majority of the students are moderately
used. Most of the students considered Facebook as part of their daily
activity. On the other hand, few students get bothered if Facebook
shutdown.
4. As to social relationship, majority of the students are moderately
evident. Most of the students’ love their real friends in face to face
interaction. However, less students encountered problems about
relationship with their Facebook friends. As to perceived social support,
majority of the students experienced close relationship towards a
special someone. Yet, rare students can count on their friends when
things go wrong.
5. As to psychological well-being, majority of the students are moderately
evident. As to satisfaction with life, most of the students are satisfied
with their lives. In contrary, few students wish to change their lives. As
to social interaction anxiety, most of the students experienced feeling
anxious in interacting with someone in authority. Though, few students
are at ease meeting people at parties, etc. and have difficult talking to
attractive persons of opposite sex.
6. There is no significant relationship between students’ age and sex to
level of using Facebook. On the other hand, there is a significant
relationship to students’ grade level and level of using Facebook.

63
7. There is no significant relationship between students’ age and grade
level to social relationship. On the other hand, there is significant
relationship between students’ sex to social relationship.
8. There is no significant relationship between students’ age, sex and
grade level to psychological well-being.
9. There is a significant relationship between students’ level of using
Facebook to social relationship.
10. There is a significant relationship between students’ level of using
Facebook to psychological well-being.
11. There is a significant relationship between students’ social relationship
and psychological well-being.
RECOMMENDATIONS
1. Students may control themselves in using Facebook through having
outdoor activities or help their parents in household chores. So, if
incase Facebook will shut down they will not be bothered.

64
2. Students may have some friends to count on during bad situations. In
order to them to feel they are not alone and to felt belonginess in the
society.
3. Students may recommend to be contented on what they have and who
they are. In order for them to be successful in the future and to avoid
being egoistic person.
4. Students may control their feeling of being anxious during interactions
with authorities by having self- confidence. Being anxious makes
authorities felt annoyed and upset.
5. Students may recommend to evade discriminating others in offline and
online interactions. In order to avoid hurting others feelings that leads to
anxiety, depression and state of being fear to be judged.
6. Students may recommend to be comfortable during meeting new
personalities at school, parties, occasional events, etc. to prevent being
anxious and worried.
7. Students may decrease their problem in terms of conversation with the
attractive person of opposite sex by having fair viewed on each other so
that discrimination will be prevented.
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EFFECTS OF FACEBOOK TO STUDENTS’ SOCIAL RELATIONSHIP

THE PROBLEM AND ITS SCOPE

Background of the Study

Social networking sites have become popular among youth in latest

today as the most popular social network service in the world.

According to Gulyagcis (2013), a Turkish research disclosed that

Facebook addiction was more than twice as prevalent in males as in females.

Facebook addicts were more likely to have difficulty in recognizing and

describing emotions, depression, anxiety and novelty-seeking behaviors; they

were less likely to be self- directed and cooperative.

In the Philippines, particularly at Samar State University, it was reported

However, time spent on using Facebook, improves ratings of depression and

anxiety (Labrague, 2014).

In Candijay National High School, the researchers noticed that some of

studies that resulted to some problems encountered by students such as

lacking of personal interactions. Students prefer a media communication than

taking it personally. They tend to rely most in Facebook causing students to be

lazy in different aspects of their lives.

The research aims to know the effects of Facebook to students’ social

relationship and psychological well-being. Students level of using Facebook

This study was anchored on several theories.

Theory of Online Addiction by Scott Caplan (2010). It is the theory of

who prefer to interact in an online setting are at higher danger of having

regulation of Internet use tend to participate in internet social communication

as a way to escape negative mood states such as loneliness and anxiety.

Online communication soothes adverse moods (known as modification of

using it to escape adverse feelings. The use of internet mood modification

applicable to Facebook use; more thorough study is needed to support this

inspect the sites to achieve negative mood alteration strengthening.

Dialogic Communication Theory by Michael Kent & Maureen

Taylor (1998). This theory is a helpful structure for understanding how

organizations are building and maintaining their internet social relations. It

describes how improving social media interactivity builds social relationships,

increases communication frequency, enhances customer satisfaction through

higher transparency and involvement, and strengthens confidence between

organizations and their stakeholders. The Dialogic Communication Theory has

for the establishment of internet social ties.

Dual-Factor Model by Ashwini Nadkarni & Stefan Hofmann (2012).

achieved enormous popularity. A model indicating that the use of Facebook is

presentation needs. Demographic and cultural factors contribute to the needs

to belong, whereas neuroticism, narcissism, shyness, self- esteem and self-

worth contribute to the need for self- presentation.

Belongingness Theory by Roy Baumeister & Mark Leary (1995).

they belong to a community, by meeting these requirements, social interact

should enhance well- being. If the communication is with powerful links,

were right, people would expect an aggregate measure of the Facebook

communication of an individual with powerful links to predict better well- being

than communication with wicker ties.

Relationship Maintenance Theory by Sam Roberts & Robin Dunbar

of relationships, online communication can affect psychological well- being.

Social ties have been operationalized throughout the research in many

religious and voluntary association affiliation. Social links require periodic

effort to remain alive.

This study is supported with some legal bases, to wit:

Republic Act No. 10175 otherwise known as Cybercrime

Prevention Act of 2012 penalizes acts like cybersex, child pornography,

identity theft and unsolicited electronic communication in the Philippines, thus,

internet users could be sentenced up to 12 years in prison for posting

defamatory comments on Facebook and twitter.

Republic Act No. 11036 otherwise known as Mental Health Act of

provides mental health services down to the barangays; integrate psychiatric,

psychosocial and neurologic services in regional, provincial and tertiary