CORPUS CHRISTI SCHOOL

Macasandig, Cagayan de Oro City

THE CORRELATIONAL RELATIONSHIP BETWEEN

SOCIAL MEDIA ACTIVITY AND LEVEL OF SELF-ESTEEM
AMONG GRADE 10 STUDENTS IN CORPUS CHRISTI SCHOOL

Presented to the Faculty of

Humanities and Social Sciences

In partial fulfillment of the requirements for the course

Research Project

by

KAIRA JOANNE F. AKUT

ALEXIS KRISTIN C. CINCO
VINCE JETHER A. FABURADA
JASIMAH P. GUTOC
NICOLE C. RODES
RAIZEL KRISTINE P. TIBAYAN

February 25, 2020

i
 CERTIFICATE OF ORIGINALITY

This is to certify that we assume full responsibility over the work entitled “The

Correlational Relationship between Social Media Activity and Level of Self-esteem

among Grade 10 Students in Corpus Christi School” submitted as a requirement for the

course Research Project under the Humanities and Social Sciences Strand at Corpus

Christi Senior High School, Macasandig Campus; that the work is our own; that this is

original except as specified in the acknowledgments, quotations, or references; and that

this has never been submitted as a requirement for another course in this or any other

school.

In line with the Corpus Christi School Academic Honesty Agreement, we

acknowledge as well by affixing our signatures onto this certificate that plagiarism is one

of the gravest forms of academic dishonesty; that it is subject to disciplinary action of up

to a grade of “0” in this course; and that my teacher can assign such a grade if this work

is found to contain plagiarized content.

KAIRA JOANNE F. AKUT

ALEXIS KRISTIN C. CINCO

VINCE JETHER A. FABURADA

JASIMAH P. GUTOC

NICOLE C. RODES

RAIZEL KRISTINE P. TIBAYAN

March 2020

ii
 APPROVAL SHEET

This research paper entitled “The Correlational Relationship between Social Media Activity and

Level of Self-esteem among Grade 10 Students in Corpus Christi School” prepared and submitted

by Kaira Joanne F. Akut, Alexis Kristin C. Cinco, Vince Jether A. Faburada, Jasimah P. Gutoc,

Nicole C. Rodes, and Raizel Kristine P. Tibayan in partial fulfillment of the requirements for the

course Research Project, has been examined and is recommended for Oral Examination.

MAE ANGELICA O. LIM

Instructor

PANEL OF EXAMINERS

Approved by the Committee on Oral Examination with a grade of PASSED.

MAE ANGELICA O. LIM

Chair Panelist

MICHELLE ANDREA CABURATAN

Member

JOHN MARK DEL ROSARIO

Member

Approved and accepted in partial fulfillment of the requirements for the course Research

Project.

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 ACKNOWLEDGEMENTS

The researchers would like to acknowledge the following for contributing to the

success of this study: to the beloved Teacher Mae Angelica Lim for being the researchers'

research consultant and advisor throughout two semesters; to the parents who granted the

researchers more time to execute this study and gave their unending support; to the

esteemed panellists who critiqued this study; to all the centers and shops that provided the

needed materials; and most of all, to the God Almighty for granting the researchers the

strength, guidance, and perseverance to conduct this study.

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 ABSTRACT

The technological advancements in today’s 21st Century caused the rise of Social

Media, which then brought a speculation to the researchers that it may have a relationship

with self-esteem. Thus, this study was created in order to determine the relationship

between Social Media Activity and Self-esteem. The findings of this study will redound

to the benefit to the society considering that Social Media is highly involved in the daily

living of the people in today’s society. The researchers have obtained the data through the

means of conducting a survey using a researcher-made scale for measuring Social Media

Activity and the Rosenberg Self-Esteem Scale (RSES) for level of self-esteem. The

Pearson’s r statistical tool was used for determining the level and strength of relationship

between the two variables; the Cochran’s formula was used to obtain the sample size of

69 participants; and the Cronbach’s formula for reliability testing. Using these tools, the

results showed values of r(67)=-0.096, p=.434 which indicates that there is a negative,

negligible and statistically non-significant relationship between the two variables.

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 TABLE OF CONTENTS

TITLE PAGE……………………………………………………………………………..i

CERTIFICATE OF ORIGINALITY……………………………………..……………ii

APPROVAL SHEET……………………………………………………………………iii

ACKNOWLEDGEMENTS…………………………………………………...………..iv

ABSTRACT………………………………………………………………………………v

TABLE OF CONTENTS………………………………………………………….……vi

CHAPTER

1 THE PROBLEM

Introduction…………………………………………………….…………….……1

Statement of the Problem…………………………….…………………………....2

Theoretical Framework……………….…………………………………….……..3

Conceptual Framework…………………………………………………………....5

Definition of Key Terms………………………………………………………..…6

Significance of the Study……………………………………………….…….......6

2 REVIEW OF RELATED LITERATURE…………………………..….…..….8

3 RESEARCH METHODOLOGY

Research Design………………………………………………………………….19

Research Environment………………………………………………………...…19

Unit of Analysis, Respondents and Sampling Procedure……………………..…20

Data Source, Data Gathering Instruments, and Procedures…………………...…21

Validity and Reliability of Instruments………………………………….………21

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 Scoring Guideline/Coding Instructions………………………………………….22

Mode of Analysis and Procedures…………………………………………….…23

Ethical Consideration…………………………………………………….………24

4 PRESENTATION, INTERPRETATION, AND DISCUSSION OF DATA

Presentation and Interpretation of Data……………….....………………………26

Discussion……………………………………………………….…….................30

5 SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary of Findings…………………………………………………….…........34

Conclusions…………………………………………………….……...................34

Recommendations…………………………………………………….…….........36

REFERENCES

APPENDICES

Appendix A: Instruments

Appendix B: Letter to Grade 10 Level Coordinator

Appendix C: Letter to Grade 9 Level Coordinator

Appendix D: Consent Form

CURRICULUM VITAE

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 CHAPTER 1

THE PROBLEM

INTRODUCTION

In the 21st century, technology has developed at a fast rate, and when

technological advancement occurred, so did the rise of the Internet. According to the

Internet World Stats (2019), as of June 2019, 58.8% of the world’s population are

internet users. It has connected society in different ways, especially with the rise of Social

Media, with 45% of the global population being active on Social Media (Chaffey, 2019).

It has shaped a new culture for society. Evolution has emerged on how life goes on daily,

creating innovative ways to communicate, connect, and relate to one another. According

to Gordhamer (2019), Social Media has evolved how we communicate and interact with

each other and how we present ourselves to others.

However, the researchers have observed that Social Media has its other effects.

Going into further research on the matter, the researchers discovered that Social Media

can possibly play a role and affect an individual in terms of his or her Self-esteem.

According to Wick (n.d.), using Social Media gives people the opportunity to showcase

only the best of themselves, and not only does it allow one to compare one’s self to

people such as famous icons and models, but also towards peers as well, which could

lead to a decrease in Self-esteem. Moreover, Social Media usage has possible risks to

higher levels of loneliness, anxiety, depression, narcissism, and deficiency in social skills

(Silva, 2017). In line to these given data, this study presents the relationship between

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Social Media Activity and Self-Esteem. Social Media Activity pertains to how often the

respondents create, view, and respond to the contents they see online.

The present study was focused on determining the relationship between the level

of Social Media Activity and the level of Self-esteem among Grade 10 students of Corpus

Christi, Macasandig Campus. Furthermore, this study did not tackle the causality of the

two variables.

STATEMENT OF THE PROBLEM

Given that the Social Media has a power on transforming and presenting one’s

self online (Wick, n.d.), this study aimed to determine the relationship that exists between

Social Media Activity and one’s level of Self-esteem.

Specifically, the following questions will be answered:

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

1.1 Gender

1.2 Age

2. What is the relationship between one’s Social Media Activity and level of Self-esteem?

2.1 Is there a positive relationship between Social Media Activity and level of

Self-esteem?

2.2 Is there a negative relationship between Social Media Activity and level of

Self-esteem?

2.3 If a relationship exists, what is the strength of the relationship?

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HYPOTHESES

On the basis of Problem number 2, the following hypotheses are presented at a

0.05 level of significance:

H0: There is no statistically significant relationship between the level of Social

Media Activity and the level of Self-esteem among Grade 10 students in Corpus Christi

School, Macasandig Campus.

H1: There is a statistically significant relationship between the level of Social

Media Activity and the level of Self-esteem among Grade 10 students in Corpus Christi

School, Macasandig Campus.

THEORETICAL FRAMEWORK

The researchers chose to anchor this study on the Social Comparison Theory

which was developed by Leon Festinger, a social psychologist, on 1954. This theory was

also used by other researchers who conducted a similar study. Jones (2001) has used this

theory in studying about how Media affects the women’s self-esteem. Similarly, Herng,

Azami, Erl, and Chuan (n.d.) also used Festinger’s theory in determining the relationship

between Social Media and Self-esteem.

According to Festinger (1954), people have a fundamental desire for an accurate

self-evaluation. To achieve this, they tend to evaluate their opinions, beliefs, and abilities

amongst the people in society to have a basis for evaluation of themselves. People try to

make judgements about themselves by analyzing one’s self in relation to others or to

people whom they encounter with. Festinger (1954) further argued that in most cases,

3
people compare themselves with those in their peer group or those with whom they share

some similarities—age group, educational attainment, etc.

The theory was divided by Festinger (1954) into two concepts: the Upward Social

Comparison and the Downward Social Comparison. According to Cherry (2016), the

Upward Social Comparison is when a person compares himself or herself to someone

whom he or she believes is better than him or her, focusing on the desire to surpass the

current level of ability that sometimes leads to one feeling inferior. On the other hand, the

Downward Social Comparison is when a person compares himself or herself to someone

who he or she believes to have a lower state in life that may cause an individual to feel

good about himself or herself.

As what Ngai, Tao, and Moon (2015) stated, the emergence of Social Media has

drastically changed the ways on how people communicate, interact, and socialize. Social

Media has given the users an opportunity to meet and encounter more people despite

some geographical difficulties. Driven by the goal of determining the relationship

between Social Media Activity and level of Self-esteem, the researchers of this study

opted to use the Social Comparison Theory as it will enable them to determine how

Social Media users assess or evaluate themselves and their overall worth in relation to

how they perceive other individuals they see and encounter online. Moreover, the

researchers have chosen this theory as Buunk & Gibbons (2007) have stated that Social

Comparison serves as one of the central social features in an individual’s well-being.

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CONCEPTUAL FRAMEWORK

Social Media Activity Self-Esteem

The advent of Social Media has brought many changes in the society—from the

way people communicate and accomplish tasks and even on one’s personal development.

This study sought to identify the relationship between Social Media Activity and level of

Self-esteem by generating results and findings from the sample group. The researchers

conceptualized that one’s Social Media Activity is related to his or her level of Self-

esteem. Moreover, the researchers aimed to determine the kind of relationship that the

two variables have. If a person’s Social Media Activity increases or decreases so as his or

her level of self-esteem, this means that there is a positive relationship between the two.

On the other hand, if a person’s Social Media Activity increases or decreases but the level

of Self-esteem is opposite to that of his or her Social Media Activity, this entails that

there is a negative relationship that exists between the two. In addition, the strength of the

relationship between the two variables was examined in this study by taking into

consideration the coefficient value. The coefficient value will indicate if the relationship

is strong, moderate, or weak.

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DEFINITION OF KEY TERMS

Social Media. These refer to websites and applications that are intended to

connect and relate a user to other people online in a quick and efficient manner and in

real time.

Social Media Activity. This refers to the level of frequency that people engage in

various types of Social Media such as Instagram, Facebook, and Twitter. This was

measured by conducting a survey using a researcher-made scale.

Self-esteem. It pertains to a person’s overall psychological sense in connection to his

or her self-worth and value as an individual. This was measured using the Rosenberg

Self-Esteem Scale (RSES).

SIGNIFICANCE OF THE STUDY

The study will be beneficial to the following:

Social Media Users

This study gives the Social Media users awareness about the relationship that

exists between Social Media Activity and their Self-esteem. This awareness therefore

enables them to regulate their level of Social Media Activity.

Social Media Producers/Programmers

Through this study, producers or programmers of various Social Media can have

an idea about the pattern that exists between Social Media Activity and their users’ Self-

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esteem. With this, they are able to modify their platforms to safeguard the Self-esteem of

the users.

Parents

This study helps the parents in gaining an insight about the relationship between

Social Media Activity and their child/children’s Self-esteem. Hence, this becomes a

guide for parents in assuring the psychological well-being of their child/children who are

involved in Social Media.

Future Researchers

The results that are being generated from this study serves as a guide or

foundation for future researchers who would like to conduct a similar or further study

regarding Social Media Activity and Self-esteem.

Students

This study guides students on using Social Media not as a basis on how they

perform especially in academics. Thus, they give the insight of the separation of the

virtual world and reality.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE

The purpose of this chapter is to review the body of literature that pertains to

concepts that are foundational to this study such as Social Media Activity and Self-

esteem.

Social Media Activity

As defined by the Transit Cooperative Research Program (2012), Social Media

pertains to a number of web or electronic-based applications in which users can interact

with one another. This nature of Social Media—its interactivity—is what sets it apart

from the traditional web pages that existed on the 19th century or what others referred to

as the static websites. In contrast to the traditional type, Social Media permits one to

share his or her thoughts, ideas, and opinions and even their current location. With this,

Social Media enables its users to enjoy a sense of engagement despite of the distance.

As cited by Ingólfsdóttir (2017), the usage of Social Media has become more

prevalent and increasingly popular in the recent years especially with the creation of

Facebook, Twitter, Snapchat, Instagram, etc. Hawi and Samaha (2016) claimed that

almost one-third of the world’s population are engaging and participating today on

various types of Social Media.

According to Warner (2018), a total of 3,196,000 people use Social Media each

month—this accounts for about 42% of our whole global population. Speaking about the

age bracket, the ones who are widely active on Social Media, as stated by Broadband

8
Search on 2019, are people between 18-29 years old or those belonging to the Generation

Z and the Millennials. Due to this huge amount of users, web traffic has increased by 4%

(Warner, 2018). She also claimed that among all forms and types of Social Media, the

most popular ones were Facebook (60.6 %), Instagram (37.4 %), and Snapchat (30.9 %).

This popularity could be attributed to their similarities which are their nature of being

interactive and offering various options for photo, video, and live content. They give the

users an overall experience that is engaging as compared to other types of Social Media.

It is said that over the last decade, the manner on how people communicated has

rapidly changed due to the emergence of Social Media (Raymer, 2015). Among the

numerous forms of Social Media, Facebook is considered as the most prevalent type

being used as it consists of more than one billion users as of the year 2012 alone

(Facebook, 2012). Facebook has allowed people to connect and establish relationships

electronically, thus making it also possible for social interactions to be seen publicly by

other users.

Moreover, Raymer (2015) claims that two of the most predominant online activities

that one could perform within their Social Media accounts are media sharing, in any

form, and self-disclosure. Through Social Media, people are able to share status updates

and pictures about their lives and create their very own electronic profile where they

could put reveal there some of their personal information such as birthday, marital status,

favorite books and movies, and so on and so forth. In addition, Social Media also has the

power to make things, ideas, issues, events, and causes go viral. With Twitter’s retweet

button, Facebook’s share option, Tumblr’s reblog function, etc., media sharing would be

9
more efficient and effective and changes could possibly happen within just a single click

by a number of people all around the world.

Self-Esteem

Ingólfsdóttir (2017) stated that Self-esteem is one of the most common constructs

studied regarding adolescence. Self-esteem is defined as one’s sense of pride, positive

evaluation, or self-respect. The concept of Self-esteem mainly includes how a person

perceives himself or herself, may it be positively or negatively. In today’s generation,

researchers have come to a conclusion that there are many factors that affects one’s Self-

esteem, may it be the opinion of others or may it be the things they see around them that

they tend to compare themselves with (Maqaddas, Sanobia, and Nawaz, 2017). In

addition, Herng, Nasrulamir, Chin, and Chuan (n.d) asserted that Self-esteem is identified

by the way people act and behave, by the attitudes and beliefs one hold about their selves

and the way people feel about themselves and the emotions they experience.

Self-esteem, at its simplest, could be measured as the ratio of a person's successes

to his or her pretensions—pretensions are known as the person’s goals and purpose

(James,1890). Rosenberg (1979) concluded that Self-esteem is an attitude toward a

specific object which is one’s self. Feedback from others, particularly from significant

others, is a key element of Self-esteem. On the other hand, Wells and Marwell (1976)

states that Self-esteem fall into 4 distinct categories which are: Objective/attitudinal

approach for our thoughts and feelings towards our selves; Rational approach is when we

compare ourselves to others; Psychological response is whether we perceive something

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negatively or positively; and Personality Function is for viewing Self-esteem as a part of

one’s personality.

According to Baumeister, Smart, & Boden (1996), Self-esteem can be divided in to

two, High Self-esteem (HSE) and Low Self-esteem (LSE). They claimed that those

individuals with Low Self-esteem (LSE) hold mix feelings towards themselves while

those with High Self-esteem (HSE) could turn out to be narcissist and destructive.

The theory of Social Comparison by Leon Festinger (1945) states that in the absence

of a physical or objective standard correctness, people will seek other people as a means

of evaluating ourselves. They are often motivated to explore their beliefs and abilities by

comparing themselves with social reality (Goethals, 1986).

Aside from Festinger’s Theory of Social Comparison, Self-esteem can also be

measured on how people compare themselves with what they see on the media. Patrick,

Neighbors, & Knee (2004) looked into how women with certain traits would compare

themselves to models in advertisements; they specifically dealt with contingent Self-

esteem and self-perceptions of attractiveness. People with high contingent Self-esteem

were defined as those who “base their feelings of self-worth on meeting standards and

expectations” (Patrick, Neighbors, & Knee, 2004,pp. 501). Meanwhile, women with low

self-perceptions of attractiveness experienced depressive feelings as well as decreased

positivity.

On 2015, Fowler made a clarification between the terms Self-esteem and self-

confidence. Although the two seems to be similar and are always used interchangeably,

she asserted that these two are actually different. Self-esteem refers to how you feel about

yourself overall while self-confidence is how you feel about your abilities and can vary

11
from situation to situation. For Braden (1969), Self-esteem is a personality trait which

means that it tends to be stable and enduring and can possibly be developed through

experiences in life.

The Relationship Between Social Media Activity and Users’ Self-Esteem

Boyd and Ellison (2007) defines Social Networking Sites, or Social Media, as web-

based services that allow its users to create online electronic profiles of themselves where

they could post details and pictures about their lives and experiences, meet and create

relationships with new people, and make observations and comments about other’s life as

well.

On June 2017, Ingólfsdóttir defined Self-esteem in his study as “one´s sense of

pride, positive evaluation or self-respect”. His study tackled about the relationship

between Social Media and Self-esteem and conducted it within 2,089 participants—most

specifically, adolescents. His questionnaire contained questions regarding how much time

and how frequent did his participants use Social Media. Moreover, he also used

Rosenberg Self-esteem Scale (RSES) in measuring their Self-esteem which is believed to

have good construct validity. The RSES consisted of ten statements about how the

participants evaluated themselves—5 of which were positive and the other 5 being the

opposite. The results of his study indicated that there was a statistically significant

relationship between the two variables. Those who spent an hour or less in Social Media

were seen to have higher Self-esteem as compared to those who spent an hour or two.

Most importantly, it was shown from the results that those who were using Social Media

for at least 3 hours were found to have the lowest Self-esteem among all the other

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participants. In addition, it was seen that girls who frequently use Social Media were

deemed to have a lower level of Self-esteem than the boys.

In the same year of Ingólfsdóttir’s study, Jan, Soomro, and Ahmad researched

about the impacts of Social Media on Self-esteem. Their study was conducted in the

Institute of Business Management in Karachi, Pakistan with a total of 150 participants

using a non-probabilistic sampling technique. The study was limited to the usage of

Facebook which is considered as the most popular and widely-used social networking site

with more than one billion users (Facebook, 2012). With the primary goal of testing their

hypothesis, they used comparison of means and correlation test analysis between Self-

esteem and the hours spent on Facebook. Results have indicated that those people who

use Facebook for atleast 5 hours have the lowest mean score of Self-esteem (8.25) while

the ones who use it for only an hour or less have the highest level of Self-esteem

(16.7358). Moreover, the correlation test has shown that there is a statistically significant

negative relationship between the two variables. This means that an increase in spending

time on Facebook will lead to a decrease in the level of Self-esteem.

Similarly, Herng, Azami, Erl, and Chuan (n.d.) initiated a research study about the

relationship between Social Media and Self-esteem. Their study was limited to the usage

of Facebook and participation of 30 first year undergraduate students (15 male and 15

female) from the University of Malaya. They anchored their study on the Social

Comparison Theory of Festinger (1954) and gave emphasis to the gender differences in

showing the results and conclusion. Girls and boys perceive the things they see

differently and this resulted to gender being one of the main topics examined when

studying Self-esteem (Zuckerman, Li, & Hall, 2016). Using the gathered data from the

13
questionnaires, it was concluded that all of the female samples feel more valuable upon

receiving compliments online whereas only 73% of the male participants agreed. In

addition, 11 female out of 15 admitted that they compare themselves to the people they

see online. On the other hand, only 4 males out of 15 do the same thing. Moreover, 13

females and 10 males agreed to the statement in the questionnaire, “I’m jealous when the

likes/retweets on my friends’ Social Media are higher than me.” Given these results, the

researchers have concluded that Social Media has a greater impact on women than on

men. One of the reasons stated for the gender difference in Self-esteem during

adolescence is that puberty starts earlier with girls and therefore their physical appearance

changes a lot during those years, thus making adolescence a more sensitive period for

girls (Kling et al., 1999; Zuckerman et al., 2016).

Gallagher (2017) stated that there is indeed an existing statistically significant

relationship between using Social Media and one’s Self-esteem. She made use of two

questionnaires—a Self-esteem survey created by the Center for Disease Control and

Prevention and one that measured Social Media usage made by the researcher herself. It

was discovered in her study that people with higher numbers of likes on their posts tend

to have a higher level of Self-esteem as compared to those who receive less likes.

Moreover, those who receive lesser number of likes are the one who more often check

their phones for any possible notifications of likes. However, she used more numbers of

females as her participants for the study which contributes to the lack of diversity on the

gathered data.

Nyagah, Stephen, and Mwania (2015) believe that the emergence of different

social networking sites has an essential impact to every use. With this, they sought to

14
investigate the possible influence of using Social Media to the Self-esteem of the

adolescents in secondary school in Embu County, Kenya using a descriptive research

design. Similar to Ingólfsdóttir (2017), they also used the Rosenberg Self-esteem scale in

measuring the level of Self-esteem of the samples. Their questionnaire made use of a

Likert-item scale emphasizing the general feelings that the participants have towards

themselves when using Social Media. The results produced by their study were mixed.

Majority of the participants were neutral or undecided with the statement that Social

Media influences how they feel or view themselves. Moreover, most of the participants

disagreed with the statement “I have changed information about myself so my social

networking site friends would like me more”. Nevertheless, the findings indicated that a

majority of the samples agreed that Social Media brings them closer to their friends and

felt that they hold a great value to their friends online. Furthermore, more than half of

them admitted that they feel more confident when other people like and comment on their

posts and photos.

As cited by Fowler (n.d.), the University of Salford in United Kingdom (n.d.)

stated that their participants’ Self-esteem decreases upon seeing the accomplishments of

other people online and compare it to theimselves. With the sole purpose of determining

the effects of Social Media to one’s Self-esteem, the University of Salford has concluded

that the frequent usage of Social Media more likely leads to heightened anxiety and

depression among its users as they tend to compare themselves with the people they see

on their timeline and view themselves as inferior.

The University of Georgia (n.d.), as cited by Fowler (n.d.), discovered that Social

Networking Sites indeed play a role on its users’ Self-esteem and their narcissistic

15
tendencies. Despite of the term “Social Media”, most of the activities here are anchored

on one’s self-image and self-perception. The University of Georgia suggests that maybe

one of the reasons why people sign up and log in on their accounts is the hope of

increasing their level of Self-esteem.

Though a number of researches have proven the negative effects and relationship

between the two variables, Gonzales and Hancock (2011), as cited by Bobadilla, Juarez,

McCaig and Molina (n.d.), asserted that using Facebook has positive effects to its users.

They discovered that using Facebook heightens one’s Self-esteem as they are able to

freely express themselves in ways they wanted to. Given the nature of Facebook where

one could edit and change their profiles according to their liking, this contributes to the

user’s self-presentation which adds to the level of his or her Self-esteem.

Aguilar, Arcenal, Atillo, and Coma (2014) conducted a quantitative and

descriptive research design. In conclusion to their study, they specifically stated that

"51.93% of the respondents are under the "Boosts Self-Esteem" category followed by

"No Effect" with an average of 37.95%, and 8.39% reported that this had a negative

effect such that it lowers their self-esteem."

Correspondingly, De Jesus, Joson, Manalo, Sanidad, and Santos (n.d.) from San

Beda College of Manila investigated the relationship between Social Media and Self-

esteem by employing a descriptive method and correlation test. They made use of

convenience sampling as they asserted that it would enable them to select a naturally-

occurring group of fifty people within the population. Similar with the previous

researchers, they also used Rosenberg Self-esteem Scale (RSES) in determining the level

of their participants’ Self-esteem. Apart from this, they also wrote their own

16
questionnaire consisting of questions regarding how frequently does the participants

engage on Social Media and what specific applications do they use. Using those

instruments, together with the use of Spearman Rho, they were able to prove that a

significant positive relationship exists between the two variables—contradicting with the

previous researches. This means that as the level of Social Media Activity increases, the

users’ Self-esteem also increases. A higher level of Self-esteem was evident among

people who were active in Social Media whereas people who spend less time on Social

Media were discovered to have a lower level of Self-esteem. They further explained that

those who are more frequent in Social Media tend to have greater level of self-esteem as

they are able to express themselves more freely through Social Media and build more

connections with other people whereas the lack of connections that inactive social media

users have, causes their self-esteem to be low as compared to those who have more

connections online.

Vogel, Rose, Roberts, and Eckles (2014) from the University of Toledo also

conducted a study on 145 undergraduates regarding their Facebook use, Self-esteem, and

the extent to which they make comparisons with other people on Facebook. They

discovered that as their samples are more exposed to upward comparisons, or comparing

one’s self to people whom they see as better than them, they tend to have lower self-

esteem. Likewise, when one does downward comparison, or the act of comparing one’s

self with others inferior to them, their Self-esteem boosts. With this, they came to a

conclusion that the negative effects of using Facebook to one’s Self-esteem is caused by

the act of upward comparison.

17
 In this chapter, literatures related to Social Media Activity and Self-esteem were

reviewed. From the literatures given, it can be said that the level of Social Media Activity

has tremendously increased as these platforms have provided several unique and

engaging ways for people to connect to one another. Several definitions of Self-esteem

were also mentioned in this chapter but it can be summed up as the overall psychological

evaluation of a person of himself or herself. Upward comparison and downward

comparison were further explained in this chapter as well as well as the difference

between high self-esteem and low self-esteem. This chapter also presented the findings of

previous researches about the relationship between the aforementioned two variables.

Most of their findings indicated that there is a statistically significant relationship that

exists between the two. In relation to this study, the researchers will also make use of a

correlational research design to determine if there is a statistically significant relationship

between one’s Social Media Activity and his or her level of Self-esteem. Moreover, this

study also anchored to Festinger’s (1954) Social Comparison Theory similar to Herng,

Azami, Erl, and Chuan (n.d.) who also based their study on the same theory. However,

most of the previous studies were conducted abroad and only one was conducted here in

the Philippines, specifically in San Beda University of Manila located in Luzon. Given

the lack of literatures about the relationship between Social Media and Self-esteem here

in the Philippines, the researchers chose to conduct the study in Cagayan de Oro City of

Mindanao.

18
 CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the method to be used by the researcher in conducting the

study. The following are considered: research design, research environment, unit of

analysis, respondents, and sampling procedure, data source, data gathering instrument

and procedures, validity and reliability of instruments, mode of analysis and procedures,

and ethical considerations.

RESEARCH DESIGN

This study adopted a Correlational Design in order for the researchers to

effectively determine if there is a relationship that exists between Social Media Activity

and level of Self-esteem and what certain type of relationship they have—specifically, if

it is a positive or a negative one. Through a Correlational design, the researchers were

able to identify the degree of relationship—whether it is strong, moderate, or weak—

between the two variables. Moreover, it allowed the researchers to make predictions

based on the results generated (Melegrito and Mendoza, 2016).

RESEARCH ENVIRONMENT

Corpus Christi School has two campuses: Pueblo and Macasandig. In this study,

the researchers conducted the data gathering within the premises of Corpus Christi,

Macasandig Campus, located in Tomas Saco Street, Cagayan de Oro city. Specifically, it

was conducted within the classrooms of the participants. This gave the researchers a

19
sense of familiarity to the respondents and supplied them with more genuine results.

Moreover, it was easier for the researchers to gather the data since the institution is

accessible.

UNIT OF ANALYSIS, RESPONDENTS, AND SAMPLING PROCEDURE

The participants for this study are students from the Grade 10 level in Corpus

Christi School, Macasandig Campus. They were selected by the researchers as their age

bracket falls under the Generation Z or people who were born from 1996-2010—the

generation that is believed to have been raised on the Internet, most especially the Social

Media (Business Insider, n.d.). A stratified random sampling procedure was adopted in

this study that allowed the researchers to select random samples from all strata—

specifically Corpus Christi School Macasandig Campus’ three Grade 10 sections (Salmon

Monitoring Advisor, n.d.). Thus, this procedure has provided equal opportunities among

all Grade 10 students to become a part of the sample. Using the Cochran’s formula, the

determined sample size from a population of 85 Grade 10 students was 69 participants in

which the researchers surveyed 23 students from each section.

n0 = t2.pq
e2

(1.962 )(0.5)(0.5)
n0 = (.05)2

n0 = 384

n1 = n0
n0
(1 + population)
n1 = 384
384
(1 + )
85

n1 = 69

20
DATA SOURCE, DATA GATHERING INSTRUMENTS AND PROCEDURE

The data that were gathered for conducting this study are the level of Social

Media Activity and level of Self-esteem. Questionnaires related to Social Media Activity

and level of one’s Self-esteem were distributed among the selected Grade 10 students.

Furthermore, the researchers made use of the Rosenberg Self-esteem Scale (RSES).

Rosenberg (1965) defines this scale as a 10 item scale that uses a 4 point likert format

ranging from strongly agree to strongly disagree that seeks to measure both positive and

negative feelings one has towards his or her self-worth.

On the other hand, the measurement for the Social Media Activity was done by

using a scale crafted by the researchers which consisted of 24 items and was narrowed

down to a 15-item likert scale that includes statements that determined the respondents’

frequency in using 3 different types of Social Media—Facebook, Twitter, and Instagram.

There were 5 statements for each Social Media Platform that pertains to the respondents’

Social Media Activity (i.e. posting, tweeting, chatting, etc.). According to Kallas (2018),

these three are among the top 5 most popular Social Media platforms. In addition, the

researchers chose the three social media platforms—Twitter, Instagram, and Facebook—

as they are known among teens (Anderson and Jiang, 2018). Moreover, the researchers

made use of the scale Always, Sometimes, Rarely, and Never in their questionnaire for

Social Media Activity.

VALIDITY AND RELIABILITY OF INSTRUMENT

The Rosenberg Self-esteem Scale (RSES), written and created by Morris

Rosenberg, presented high ratings in internal consistency ranging from 0.77 to 0.88 and

21
test-retest reliability ranging from 0.85 to 0.83 (Rosenberg, 1965). Furthermore, it was

shown that the RSES has a good construct validity ranging from a = .71 – .86 (Robins,

Hendin, & Trzesniewski, 2001; Supple, Su, Plunkett, Peterson, & Bush, 2013; Westaway,

Jordaan, & Tsai, 2015). In this study, a sample of 40 students from the grade 9 level was

surveyed for an inter-item reliability testing. The reliability test was done using

Cronbach’s formula. Using this formula, a value that has resulted to less than 0.5 is

unacceptable; a value between 0.5 and 0.6 means that the scale is poorly reliable; 0.7 to

0.8 means it is acceptable; 0.8 to 0.9 indicates that it has a good reliability; and a value

that is more than 0.9 has excellent reliability (Statistics How To, 2014). The results of the

Rosenberg Self-Esteem Scale showed a value of 0.703 which indicates that the scale is

reliable. As for the researcher-made scale for the level of Social Media Activity, the

reliability has also been established using an inter-item reliability test. In an inter-item

reliability, multiple items are used to measure the same construct wherein its goal is to

obtain consistent results (SlideServe, 2012). The same sample was tested and it resulted

to a value of 0.864 using the same statistical tool as well. This implies that the researcher-

made scale is also reliable.

SCORING GUIDELINE/CODING INSTRUCTIONS

Rosenberg’s scoring technique starts with a 10 item scale. For items 1,2,4,6 and 7,

strongly agree is equals to 3 points, agree corresponds to 2 points, disagree is 1 point, and

strongly disagree with 0 point. For Items 3,5,8,9, and 10, the scores will be reversed in

terms of valence. Strongly agree will result to 0 points, agree equates to 1 point, disagree

to 2 points, and strongly disagree for 3 points. The scores ranges from 0-30 and scores

22
between 15 and 25 are within the normal range, scores below 15 suggest that a person has

a low self-esteem, and a score of more than 25 entails that a person has high self-esteem

(Rosenberg, 1965).

A researcher-made scale measures how often an individual uses the following

Social Media: Facebook, Instagram, and Twitter. The scale was divided into two parts

with 12 items each, totalling to 24 items. Altogether, the items were answered with the

use of a 4-point Likert scale ranging from always, sometimes, rarely, and never. For all

items in both tests, always is equal to 3 points; sometimes is equivalent to 2 points; rarely

corresponds to 1 point; and never is equal to 0 point.

MODE OF ANALYSIS AND PROCEDURES

For analysing and generating results from the gathered data, the researchers used

the Pearson’s r coefficient. Pearson’s r is the test statistics that measures the statistical

relationship, or association, between two continuous variables—specifically Social Media

Activity and level of Self-esteem. This is known as the best method of measuring the

association between variables of interest because it is based on the method of covariance

(Pearson, n.d). In order to determine the strength of a relationship using Pearson’s r

correlational test, the coefficient value must be taken into consideration and it usually

ranges from the values of -1 to 1. A value of -1 indicates a perfectly strong negative

relationship between two variables—this means that as the Social Media Activity

increases, the level of Self-esteem decreases. On the other hand, 1 represents a perfectly

strong positive relationship between Social Media Activity and level of Self-esteem.

Moreover, a resulting value of 0 means that the two variables being measured are not

23
related (Statistics Solution, n.d.). A coefficient value of 0.70 to 1 indicates a strong

relationship; a value ranging from 0.50 to 0.69 shows a moderate relationship; and lastly,

a value below 0.50 entails a weak relationship (Rumsey, n.d.). The table below

summarizes the Correlation Coefficient interpretation.

SIZE OF CORRELATION INTERPRETATION

0.90 to 1.0 (-0.90 to -1.0) Very high positive (negative) correlation

0.70 to 0.90 (-0.70 to -0.90) High positive (negative) correlation

0.50 to 0.70 (-0.50 to -0.70) Moderate positive (negative) correlation

0.30 to 0.50 (-0.30 to -0.50) Low positive (negative) correlation

0.00 to 0.30 (-0.00 to -0.30) Negligible correlation

ETHICAL CONSIDERATIONS

To observe ethical standards in conducting a research, the researchers in this

study has provided a consent form to the participants highlighting the purpose of the

study, benefits and risks of the study, confidentiality, the right to withdraw anytime, and

the right to be informed of the results. The consent form clearly stated the purpose of the

study which is to determine if a statistically significant relationship between Social Media

Activity and Self-esteem exists. Moreover, it indicated the possible benefits and

incentives that one will gain from participating to this study. Since this study did not

tackle a sensitive issue, the consent form had highlighted that this study will bring no

harm of any type to the participant. In terms of confidentiality, the students were given

24
the freedom to choose whether to write their names on the questionnaires or not

anymore—should the participants write their names, the researchers had kept all data

confidential and limited to themselves only. The consent form also emphasized that if the

participants no longer want to continue anymore or are starting to get uncomfortable, they

are permitted to withdraw their participation from the study. Most importantly, the

researchers provided an email address, should there be any questions or clarifications

regarding the study and if they wish to look at the results and findings generated.

25
 CHAPTER 4

PRESENTATION, INTERPRETATION, AND DISCUSSION OF DATA

This chapter presents the analyses, results, and interpretation of the data

gathered. The researchers conducted a Pearson’s R that examined the correlational

relationship between Social Media Activity and Level of Self-esteem, with p-value of

0.05, using the Statistical Packages for Social Sciences (SPSS).

PRESENTATION AND INTERPRETATION OF DATA

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

Table 1. Gender

Frequency Percent

Male 45 65.2

Valid Female 24 34.8

Total 69 100.0

In this study, the researchers surveyed 69 respondents from the Grade 10 level

consisting of 65.2% (n= 45) males and 34.8% (n=24) females.

26
 Table 2. Age

Frequency Percent
15 18 26.1
16 43 62.3
Valid 17 8 11.6

Total 69 100.0

Table 2 presents that 26.1% of the respondents are 15 years old (n=18), 62.3% are 16

years old (n=43), and 11.6% of them are 17 years old (n=8).

27
 2. What is the relationship between the students’ Social Media Activity

and level of Self-esteem?

Correlations

SOCIAL SELF ESTEEM

MEDIA
ACTIVITY

Pearson Correlation 1 -.096

SOCIAL MEDIA
Sig. (2-tailed) .434
ACTIVITY
N 69 69

Pearson Correlation -.096 1

SELF ESTEEM Sig. (2-tailed) .434

N 69 69

After gathering the data, the researchers have performed a Pearson’s r Correlation

test. The results have shown that there is a negative negligible relationship between

Social Media Activity and Level of Self-esteem. Moreover, the relationship is statistically

non-significant r(67)=-0.096, p=.434.

28
 Correlations Among Male Respondents

SOCIAL SELF-ESTEEM
MEDIA
ACTIVITY

Pearson 1 .120
Correlation
SOCIAL MEDIA ACTIVITY
Sig. (2-tailed) .432

N 45 45

Pearson .120 1
Correlation
SELF-ESTEEM
Sig. (2-tailed) .432

N 45 45

The researchers additionally performed a Pearson’s r Correlation test among the

45 male respondents. The obtained data resulted to a positive negligible relationship

between the two variables and the said relationship is statistically non-significant

r(43)=.120, p=.432.

29
 Correlations Among Female Respondents

SOCIAL SELF-ESTEEM
MEDIA
ACTIVITY
1 -.558
Pearson Correlation
SOCIAL MEDIA
ACTIVITY
Sig. (2-tailed) .005
N 24 24
-.558 1
Pearson Correlation
SELF-ESTEEM
Sig. (2-tailed) .005
N 24 24

As for the 24 female respondents from the Grade 10 level, the results showed a

moderate negative relationship. Unlike with the males’, the data obtained from the

females are said to be significant r(22)= -.558, p=0.005.

DISCUSSION

As stated in Chapter 1, there are two research questions that are meant to be

answered in this study. First, the researchers aim to identify the profile of the respondents

in terms of gender and age. Second, this study seeks to determine the type and strength of

relationship between Social Media Activity and level of Self-Esteem among the Grade 10

students.

As shown in the results of the researchers’ study, it is seen that there is a negative,

negligible, and a statistically non-significant relationship between Social Media Activity

and the Level of Self-Esteem. This means that as the Social Media Activity of an

individual increases, his or her self-esteem decreases. On the other hand, if his or her

30
Social Media Activity decreases, his or her level of self-esteem increases. However,

because it was discovered that the relationship between the two is not significant, it

means that the results happened only by chance. This entails that an increase or decrease

in one’s Social Media Activity does not lead to the increase or decrease of his or her self-

esteem as the relationship between the two variables are said to be negligible.

With respect to this study, Ingólfsdóttir on 2017 also conducted a correlational

research between Social Media Usage and Level of Self-esteem. The results of her study,

unlike to the present study, indicate that there is a significant relationship between the

two variables. Similarly, her results have also shown that the two has a negative

relationship. She further concludes that individuals who are more active in Social Media

tend to have lower self-esteem as opposed to those who spend lesser time in Social

Media. Unlike with the present study, Ingólfsdóttir made use of a large sample size—

2,039 participants, to be specific.

Gallagher also conducted a research on 2017 about the possible relationship that

exists between Social Media Activity and Level of Self-esteem. Similarly, he also had

respondents that do not have certain social media accounts. Unlike to the present study,

Gallagher excluded the data obtained from these respondents as he thought that it does

not make sense to put zeroes. In comparison, Gallagher focused on more specific aspects

about Social Media Activity such as the assumption that the participants were bothered if

they did not receive as many “likes” or “retweets” as they expected to receive.

Similar to the present study, Jan, Soomro, and Ahmad (2017) made use of

Pearson’s r as a statistical tool in determining the relationship between Social Media

31
Activity and Level of Self-esteem. In contrary to the present study that measured one’s

Facebook, Twitter, and Instagram activity, they limited their study to Facebook only

considering that it is the most popular and widely-used social media. Their study, just like

with the aforementioned studies above, have resulted to a strong negative and statistically

significant relationship between the two r(148)= -.933, p=.000.

The differences among the present study with that of the previous may be

attributed to some inconveniences and limitations that were encountered by the

researchers during the implementation of the study. Firstly, there is an unequal ratio

between the number of males and females in the sample. The males have a greater

quantity than the females by 21 individuals which could have affected the results

Moreover, a larger sample size would have been more ideal as it may provide this study

with more data thus, more accurate results. According to Guðmundsdóttir (2017), males

spend less time on social media and have higher self-esteem compared to females. In this

case, having more male participants resulted to the study being negligible since males

could manage their Social Media Activity better than females, thus, it resulted to their

Social Media Activity not having a relationship with their Self-Esteem. Second, some of

the respondents do not have accounts in some of the indicated social media applications

on the questionnaire. For example, some respondents answered either “Always” or

“Sometimes” on statements regarding Facebook usage as they do have Facebook

accounts. However, some answered “Never” to all statements about Instagram usage as

they do not have accounts on the said application. These data obtained from them might

have possibly affected the results of the study in a way that their Social Media Activity

32
appeared low. The researchers of this study still included the data for it is part of the

inter-reliability testing.

Aside from the aforementioned technical limitations above, there is also a chance

that social desirability among some participants may have skewed the results of the study.

Respondents who are answering self-report surveys, despite of having the option for

one’s identity to be anonymous and confidential, may tend to not answer honestly in

order to appear more socially and behaviorally favorable. Moreover, some of the

respondents may have not answer the questionnaire truthfully and properly as it was

administered to them at the last day of their exams; therefore, causing them to be excited

to finish the questionnaire immediately.

According to Barr (2019) Social Media and Self-Esteem can have a relationship for

they can constantly affect one another. For example, being too active on Facebook and

seeing different Facebook posts can cause you to have this psychological response called

“Facebook envy”, meaning being jealous of what you are seeing online. Sanders (n.d)

stated that social media makes her feel anxious and lonely whenever she checks other

people’s posts and always feeling that she has to obtain this certain type of standard to

feel accepted. However, some people can manage what they can see on social media and

how this will take a toll on their mind. According to BoomerPlus (n.d), there are people

who chose to connect with the right people online and manage their activity online that

can cause them on having a positive outlook with social media. In relation to this study,

we can say that probably the participants of this study can manage their Social Media

Activity and caused the relationship between Social Media Activity and Self-esteem to be

negligible.

33
 CHAPTER 5

SUMMARY, CONCLUSION, AND RECOMMENDATION

SUMMARY OF FINDINGS

This study aims to determine if there is an existing relationship between Social

Media Activity and Level of Self-esteem. In order to meet this primary objective of the

study, there were two scales that were used and given among 69 participants from the

Grade 10 level: the Rosenberg Self-Esteem Scale (RSES) which was adopted from

Morris Rosenberg and a Social Media Activity Scale that was crafted by the researchers

of this study themselves. Moreover, the 69 participants were selected through a stratified

random sampling procedure.

The statistical tool which allowed the researchers to identify the type, strength, and

significance of the relationship between the two variables was Pearson’s r. The results

showed that the two variables have a negative negligible and not significant relationship.

Therefore, if one variable rises then the other falls and vice versa. But since it is

negligible and not significant, then it does not necessarily mean that if the level of one

variable changes, then the level of the other variable will change as well. The

relationship of the result only happened by chance.

CONCLUSIONS

The results of this study have indicated that the relationship between the Social

Media Activity and Level of Self-esteem is negative negligible and is statistically not

34
significant. Therefore, the relationship between the two has only occurred by chance and

hence cannot be applied to the population.

The researchers of this study aimed to address the gap about the lack of literature

regarding this type of study in the Philippine context. Since a similar study had already

been done in Manila, the researchers aimed to address this gap by conducting a study that

is within the area of Mindanao. To further and specifically address this gap, the

researchers conducted the study in a Philippine-based institution composed of mostly

Filipinos themselves.

Since the results of this study had shown that there is a statistically non-

significant relationship between the two, it cannot be used to make predictions.

The results indicating that there is a negative relationship cannot serve as a basis

for making generalizations regarding the two variables. Generalizations cannot be

made from these results since having non-significant results means that it is

unimportant to be worth considering (Oxford Dictionary, n.d). Since

generalizations are supposed to be applicable to the population, a non-significant,

negligible result cannot be applied to the population. With this, the researchers

conclude that the usage of Social Media will not necessarily result to the change

of one’s Self-Esteem and vice versa and therefore, an individual may use Social

Media without worrying about his or her Self-Esteem increasing or decreasing in

respect to his or her Social Media Activity.

35
 Moreover, the present study concludes that the results may have also been affected

by several technical and behavioral limitations that were encountered along the

implementation of the study such as the unequal ratio of male and female respondents as

well as the tendency to become socially desirable.

RECOMMENDATIONS

In this study, it was discovered that there is a negligible relationship between the

two variables. According to Webster Dictionary (n.d.), negligible is defined as

something that has little impact that it does not require attention. With this, it can be said

that the even there is a change in one variable, it does not necessarily mean that the other

variable will change as well. In the case of this research, having a negligible result

means that the relationship between Self-Esteem and Social Media Activity cannot be

considered as applicable to the population.

For the social media users, such as the students, it is recommended that they take

breaks once in a while in social media. This study, again, shows a negligible relationship

which means that it is not certain what the change in level of the two variables will be.

For social media producers, they shall continue to modify their social media

platforms in order to monitor their digital environment since the study is not applicable

to the population.

For the parents, the researchers of this study suggest on checking up on their

child/children’s Social Media Activity every once in a while to regulate their

psychological well-being.

36
 In addition, the researchers of this study recommends the future researchers to use a

larger sample size and an equal ratio of male and female respondents in the sample

group in order to obtain more and equal findings from both genders. Moreover, since

this study resulted to a non-significant relationship between the two, the researchers

suggest the future researchers to conduct further studies in relation to this study such as

using the same methodology to discover other possibilities. Moreover, the researchers of

this study suggest that if future researchers will conduct a similar study, they can choose

to exclude the data from the respondents that do not use the chosen social media

platforms.

37
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correlation-coefficient-r/

Silva, C. (2017). Social Media’s Impact On Self-Esteem. Retrieved from:

https://www.huffpost.com/entry/social-medias-impact-on-

selfesteem_b_58ade038e4b0d818c4f0a4e4?guce_referrer=aHR0cHM6Ly93d3cu

Z29vZ2xlLmNvbS8&guce_referrer_sig=AQAAALNI8ShqSmPNww02riud98LK

npRzu681EBZjrHwh6bDuGcL29dk28XTOdrRcQ1PkntkHz7M91wI499bsAUeP

PxLjo2IfTmvWR6tQ7k1SrRAL7VjDG-

05pQyBd3LOwza7ZRpXi9k0wO6yQoGHx7QmMPeVKW0gQ9z877d_YhqaQP

Wk&_uc_consent_ skip=1569505620

Statistics How To. (2014). Cronbach’s Alpha: Simple Definition, Use and Interpretation.

Retrieved from: https://www.statisticshowto.datasciencecentral.com/cronbachs-

alpha-spss/

Statistics Solutions. (n.d.). Convergent Validity and Discriminant Validity: Definition,

 Examples. Retrieved from:

https://www.statisticshowto.datasciencecentral.com/convergent-validity/

Statistics Solutions. (n.d.). Correlation (Pearson, Kendall, Spearman). Retrieved from:

https://www.statisticssolutions.com/correlation-pearson-kendall-spearman/

Statistics Solutions. (n.d.). Rosenberg Self-Esteem Scale (SES). Retrieved from:

https://www.statisticssolutions.com/rosenberg-self-esteem-scale-ses/

Warner, C. (2018). 10 Social Media Usage Statistics You Should Know (and What They

Mean for Your Marketing Strategy). Retrieved from:

https://www.skyword.com/contentstandard/marketing/10-social-media-usage-

statistics-you-should-know-and-what-they-mean-for-your-marketing-strategy/
 APPENDIX A
Instrument

ROSENBERG SELF-ESTEEM SCALE

Name: ______________________ Gender: ___ Age: ___

Instruction: Below is a list of statements dealing with your general feelings about
yourself. Please indicate how strongly you agree or disagree with each statement by
putting a check mark below your choice.

Strongly Agree Disagree Strongly

Agree Disagree
1. On the whole, I am satisfied with
myself.
2. At times I think I am no good at all.

3. I feel that I have a number of good

qualities.
4. I am able to do things as well as most
other people.
5. I feel I do not have much to be proud
of.
6. I certainly feel useless at times.

7. I feel that I'm a person of worth, at

least on an equal plane with others.
8. I wish I could have more respect for
myself.
9. All in all, I am inclined to feel that I
am a failure.
10. I take a positive attitude toward
myself.
 APPENDIX A
Instrument

SOCIAL MEDIA ACTIVITY SCALE

Name: ______________________ Gender: ___ Age: ___

Instruction: Please indicate how strongly you agree or disagree with each statement by
putting a check mark below your choice.

Always Sometimes Rarely Never

1. I use Facebook to know what is happening
such as news, updates, and trends.
2. I communicate through Facebook.
3. I react, share, and reply to Facebook posts.
4. I view people’s profiles on Facebook.
5. I post or share my activities through
Facebook.
6. I read other people’s tweets.
7. I retweet other people’s tweets.
8. I use Twitter to know the latest issues and
trends.
9. I view other people’s profile on Twitter.
10. I use Twitter to express myself.
11. I post Instagram Stories.
12. I check my friends and family’s
whereabouts through Instagram.
13. I view my family, friends, and other
people’s Instagram posts and stories.
14. I respond to other people’s Instagram
posts by liking and commenting.
15. I use Instagram to view other people’s
profiles.
 APPENDIX D
Informed Consent

We, the Grade 12 students from Humanities and Social Sciences Strand, are currently taking
up Research Project as part of our course curriculum. The final requirement of this subject is
to conduct a full blown study and defend it. Our group is doing a study entitled “The
Correlational Relationship Between Social Media Activity and Level of Self-Esteem Among
Grade 10 Students in Corpus Christi School.” The purpose of this study is to see if the increase
in Social Media Activity would lead to either an increase or decrease of one’s Level of Self-
Esteem. As such, we are inviting you to take part in this study. Prior to participating, please
read the following information:

1. You will be asked to answer two (2) paper-pen questionnaires – Rosenberg Self-
Esteem Scale and a researcher-made Social Media Activity Scale.
2. Participating in this study will approximately take you only 10 to 15 minutes.
3. You will not be paid for your participation in this study but you will be given a
simple treat by the researchers. Consequently, it will not involve you any cost either.
As a participant, the benefit that you will get from participating in this study is the
opportunity to contribute to the body of scientific knowledge and keep the scientific
conversation flowing.
4. The researchers do not foresee any risk or psychological harm that you, as a
participant, may experience throughout the duration of this study. However, in the
event where you may feel any discomfort, please inform the researcher so that help
may be sought from the appropriate professional immediately.
5. Participation in this study is voluntary. Should you wish to withdraw your
participation, you may inform the researchers the soonest possible time and
information collected from you will not be used.
6. Certainly, information that will be obtained from this study will be kept highly
confidential. Only the researchers will have a direct access to the data. Should these
data be used in a publication, presentation, or for the purpose of future studies, rest
assured, personal information will be erased accordingly.

If you have any questions about the study, please contact us through the number: 0945 – 187
- 2948 or e-mail address: alexiskristin.cinco02@gmail.com.

Your signature below indicates that you have decided to participate in the study, having
read and understood the information stated above.

Participant’s Name (Optional) Participant’s Signature Date Signed

 KAIRA JOANNE F. AKUT
PERSONAL kaira_joanne@yahoo.com
INFORMATION 09770135100

EDUCATION Corpus Christi School

Humanities and Social Sciences Strand, Senior High School
Projected Graduation: March 2019

AWARDS Science Quiz bee 2nd runner up

Given by Corpus Christi School on 2014
Volleyball team player
Given by Corpus Christi School on 2014
YFC membership award
Given by Youth for Christ Organization on 2017

ORGANIZATIONS Youth For Christ Gawad Kalinga

Assistant Discussion Group Leader (S.Y. 2018-2019)
Discussion Group Leader (S.Y. 2019-2020)

SKILLS & Playing the guitar, Dancing, Mixed Martial Artist

INTERESTS Music, Mixed Martial Arts, Sports

REFERENCES Edgar Baiga

Moderator, Youth for Christ Organization
09101951854
 ALEXIS KRISTIN C. CINCO
PERSONAL alexiskristin.cinco02@gmail.com
INFORMATION 09394609465

EDUCATION Corpus Christi School

Humanities and Social Sciences Strand, Senior High School
Projected Graduation: March 2019

AWARDS Batang Lider Award

Given by Jaycee Bai Lawanen, Rotary Club (March 2014)

ORGANIZATIONS Central Student Government

Chief of Discipline (S.Y. 2012-2013)
Public Relations Officer (S.Y. 2013-2014)
President (S.Y. 2014-2015)
Grade 7 Representative (S.Y. 2015-2016)
Public Relations Officer (S.Y. 2017-2018)
Department of Information Head (S.Y. 2019-2020)

Youth For Christ Gawad Kalinga

Creatives (S.Y. 2016-2017)
Discussion Group Leader (S.Y. 2017-2018)
External Camp Servant (S.Y. 2018-2019)
Secretariat (S.Y. 2019-2020)

SKILLS & Playing the guitar, Painting, Drawing, and Creative Writing
INTERESTS Music, Arts, and Design

REFERENCES JM Del Rosario

Moderator, Central Student Government
09363903893

Edgar Baiga
Moderator, Youth for Christ Organization
09101951854
 VINCE JETHER A.
FABURADA
PERSONAL vjafaburada@gmail.com
INFORMATION 09050387316

EDUCATION Corpus Christi School

Humanities and Social Sciences Strand, Senior High School
Projected Graduation: March 2019

AWARDS With Honors in Basic Education-JHS

Given by PROIS International Christian School System on 2014-
2018

ORGANIZATIONS Eye Club

Vice President (2014-2015)

Sports Club
Secretary (2015-2016)

SKILLS & Baking, Dancing

INTERESTS Baking, Singing, Arts and Designs, Playing Instruments

REFERENCES Charmaine Cortez

Class Adviser, PROIS International Christian School System
09367411915
 JASIMAH P. GUTOC
PERSONAL jgutoc28@gmail.com
INFORMATION 09451872948

EDUCATION Corpus Christi School

Humanities and Social Sciences Strand, Senior High School
Projected Graduation: March 2019

AWARDS SIBYA Essay Writing

1st Runner up
Given by Xavier University, Department of Development
Communication on February 2019
DSPC Filipino Column Writing
2nd Runner up

ORGANIZATIONS Tambuli
News Writer (S.Y. 2018-2020)

Central Student Government

Member in the Department of Events (S.Y. 2019-2020)

SKILLS & Organizing, Academic Writing, Journal Writing, and Creating

INTERESTS Planners
Documentaries, Biology, Dancing, and Musical Play

REFERENCES Elma R. Andilab

Moderator, Tambuli
09364915661

JM Del Rosario
Moderator, Central Student Government
09363903893
 NICOLE C. RODES
PERSONAL nicolerodes0307@gmail.com
INFORMATION 09177295550

EDUCATION Corpus Christi School

Humanities and Social Sciences Strand, Senior High School
Projected Graduation: March 2019

AWARDS YFC Membership Award

Bronze Medal
Given by Youth for Christ Organization on March 2017

ORGANIZATIONS Youth for Christ Gawad Kalinga

Assistant Discussion Group Leader (S.Y. 2018-2019)
Discussion Group Leader (S.Y. 2019-2020)

SKILLS & Singing, Swimming, Poem and Song Writing

INTERESTS Music and Arts

REFERENCES Edgar Baiga

Moderator, Youth for Christ Organization
09101951854
 RAIZEL KRISTINE P.
TIBAYAN
PERSONAL TibayanRaizel0924@yahoo.com
INFORMATION 09208705188

EDUCATION Corpus Christi School

Humanities and Social Sciences Strand, Senior High School
Projected Graduation: March 2019

AWARDS Loyatly Award

Gold Medal
Given by Lourdes College Basic Education on March 2015

ORGANIZATIONS TedEd: Inspirational Talks

Communications Manager (S.Y. 2014-2015)
Secretary (S.Y. 2016-2017)

SKILLS & Drawing, Painting, Writing

INTERESTS Visual Arts, Theatrical Performance, Literature

REFERENCES Nathaniel Waga

Club Moderator, TedEd: Inspirational Talks
09451530819