Chapter 1 To 5

ST.
LOUISE DE MARILLAC SCHOOL OF MIAGAO

DAUGHTERS OF CHARITY - ST. LOUISE DE MARILLAC EDUCATIONAL SYSTEM
SENIOR HIGH SCHOOL
Miagao, Iloilo
CHAPTER 1
Introduction
This study is divided into 8 parts; (1) Background of the Study, (2) Statement of the
Problem, (3) Hypothesis, (4) Conceptual Framework of the Study, (5) Theoretical Framework of
the Study, (6) Definition of Terms, (7) Significance of the Study, and (8) Scope and
Delimitations.
Background of the Study
Facebook is part of most people’s everyday lives which helps them to be connected to
other people. While it is true that social media allows people to pursue interpersonal
relationships with distant friends and family, it can also have a negative impact on people’s
lives. Research shows that Social networking sites help people to make social comparisons
which increase the psychological distress of individuals and as a result lower the overall level of
self-esteem (Chen & Lee, 2013).
Nowadays, social networking sites give users a form of online identity. The world’s
largest social network, Facebook, has more than 1.31 billion mobile active users and 1.49 billion
monthly active users according to Facebook, 2015.
Palaca-Damilisan National High School students are engaged in Facebook. They use it
to connect with their friends, to share their experiences, to post their anger and problems, and to
develop their self esteem. It is one of the medium of communication of the students towards
each other and allows them to process self-confidence, self-worth and self-love which are under
self-esteem. Facebook became the most popular social networking site for the students.
Facebook had invaded the daily lives of the students as well as their interaction with
other people. It is beneficial to one’s growth to interact in the society. At Palaca-Damilisan
National High School, students rely on Facebook to continuously stay in contact with their
friends and relatives.
Students spend their time hanging around the web with the popular networking sites
especially Facebook. Several studies linked Facebook use to positive effects, such as the
satisfaction of users’ needs for feelings of self-worth and self-integrity (Toma& Hancock, 2013),
an improvement in the quality of existing friendships (Valkenburg& Peter, 2009).Online
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community can be friendly but it also has a darker side, one that will take advantage of users
who are not well acquainted with the online environment.
Additionally, the use of social media especially Facebook provide a link between the
anonymity of the internet and the real life relationships people have. The link between the two
has unclear boundaries which can lead to adolescence improper way of posting or making poor
choices of statements that can get them into trouble in real life.
It is important to be aware of the self-esteem of students to know how Facebook has
affected their social interactions and to study the results of it. If students are suffering socially
because of it while these adolescents are still in school, efforts can be made to improve social
skill deficits for those who may need them. Knowing what is going on online is important for
understanding what students are experiencing, if we do not know, then, we cannot help them.
This study aims to determine the perceived implications of using Facebook to the self-
esteem of the students. Also, this study aims to guide students in using Facebook, to give
awareness to the parents and teachers on the self-esteem of their child/student and to provide
recommendations on the students’ negative behaviour.
Conceptual Framework of the Study
Independent Variable Dependent Variable
Use of Facebook by the JHS

Perceived Implications of Using
students
Facebook to the Self-esteem of the
A. Sex
Students
B. Grade level
Figure 1 shows that the Independent variable is the Perceived Implications of Using
Facebook which is the causal variable of the study while the dependent variable is the Self-
esteem of the Students and the antecedents are Sex and Grade level which is the outcome
variable of the study.
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Statement of the Problem
This study aims to examine the Perceived implications of using Facebook to the Self-
esteem of the students.Specifically, this study aims to answer the following questions:
1. What are the perceived implications of using Facebook to theself-esteem of the
students when taken as a whole?
2. What are the perceived implications of using Facebook to the self-esteem of the
students when grouped according to a) Sex and b) Grade Level?
3. Is there a significant difference between the perceived implications of using
Facebook to theself-esteem of the students when grouped/categorized according to
a) Sex and b) Grade Level?
Hypothesis
1. There is no significant difference between the perceived implications of using

Facebook to theself-esteem of the students when grouped/categorized according to
Sex and Grade Level.
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Theoretical Framework of the Study
Several theories have attempted to explain the effects of Facebook to the behaviour of a
person, these theories that are related in self-esteem of a person as they used Facebook in
socializing.
Esteem in Maslow’s Theory. Borrowed from the Hierarchy of Needs of Abraham
Maslow, it mentioned that esteem may bring to mind the fourth level of Maslow’s pyramid:
esteem needs. While these needs and the concept of self-esteem are certainly related,
Maslow’s esteem needs are more focused on external measures of esteem, such as respect,
status, recognition, accomplishment, and prestige (McLeod, 2017).
There is a component of self-esteem within this level of the hierarchy, but Maslow felt that the
esteem of others was more important for development and need fulfilment than self-esteem. He
explained that for one to achieve self-actualization and grow their need for inner-respect and
esteem from others must be met.
The Esteem in Maslow’s Theory can support this study to give awareness and remedy
about the need of self-esteem and concept of self-esteem.
Self-Esteem in Positive Psychology. This was borrowed from Dr. Martin

Seligman which has come some concerns about openly accepting self-esteem as part
of positive psychology. He worries that people live in the world where self-esteem is injected
into a person’s identity, not caring in how it is done, as long as the image of “confidence” is
obtained. He expressed the following in 2006:
“I am not against self-esteem, but I believe that self-esteem is just a meter that reads out the
state of the system. It is not an end in itself. When you are doing well in school or work, when
you are doing well with the people you love, when you are doing well in play, the meter will
register high. When you are doing badly, it will register low. (p. v)”
Seligman makes a great point, as it is important to take his words into consideration
when looking at self-esteem. Self-esteem and positive psychology may not marry quite yet, so it
is important to look at what research tells us about self-esteem before we construct a rationale
for it as positive psychology researcher.
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Definition of Terms
Facebook. Facebook is a most popular free social networking website that allows users
to create profiles, upload photos and video, send messages and keep in touch with friends,
family and colleagues.
In this study, Facebook refers to the social networking site that the students are using.
Perceived Implication. Perceived Implication means something sensed, had
awareness or consciousness of (something); something that was came to be realized or
understood.
In this study, Perceived implication means awareness of the effects and consequences
of using Facebook to the students’ self-esteem.
Self-confidence. Self-confidence isan individual’s expectations of performance and self-
evaluations of abilities and prior performance (Lenney, 1977).
In this study, Self-confidence is one of the classification of self-esteem and refers to how
someone believe on herself.
Self-esteem. Self-esteem refers to a person’s overall sense of his or her value or worth.
It can be considered a sort of measure of how much a person “values, approves of, appreciates,
prizes, or likes him or herself” (Adler & Stewart, 2004).
In this study, Self-esteem refers to the perception and evaluation of the respondents that
can be positive or negative and pleasant or unpleasant. Children with high self-esteem, usually
feel good about themselves and better able to resolve their conflicts with other children and are
resistant to deal with problems.
Self-love. Self-Love means regard for one's own well-being and happiness (chiefly
considered as a desirable rather than narcissistic characteristic).
In this study, Self-love is one of the classifications of self-esteem and means on how you
appreciate your own self.
Self-worth. Self-worth is the more global recognition that we are valuable human beings
worthy of love (Hibbert, 2013).
In this study, Self-worth is one of the classifications of self-esteem and refers on how
someone believes on herself.
Student. Student refers to a person who attends a school, college or university and
somebody who studies at a school, college, or university.
In this study, student refers to the people studying in Palaca-Damilisan National High
School.
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Significance of the Study
Department of Education. This study can help the Department of Education to give
awareness and remedy to the perceived implications of using Facebook to the self-esteem of
the students. The result of the study can contribute to the educational progress of the students
to divert their attention from the improper use of Facebook.
Facebook Users. This study can help Facebook users initiate awareness about the
positive and negative effects of using Facebook towards their self-esteem on the improper use
of Facebook and the human- computer interactions.
Facebook Developers. This study can help the Facebook Developers to enhance the
social networking site to give more information and awareness about the negative and positive
effects of using Facebook towards the users’ self-esteem.
Administration. This study can help the administration to find out the effects of using
Facebook to the self-esteem of the students and provide solutions to it.
Teachers. This study can help the teachers understand the behaviour of a student in the
school and guide them in using Facebook properly.
Parents .This study can help the parents monitor their child at home and discipline their
child in the amount of time he/she spends in social media especially, Facebook.
Students. This study will also be helpful for the students to identify what the bad effects
of Facebook are in their self-esteem and how they will limit their time in using Facebook.
Future Researchers. This will also serve as a future reference for future researchers in
regard to more information that are related to their studies.
Scope and Delimitation

esteem of the students in Palaca-Damilisan National High School in the School Year 2018-
2019.
This accomplishes the use of a checklist as an instrument given to the junior high school
students (249) of Palaca-Damilisan National High School. By this strategy the researchers will
be able to know the perceived implication of using Facebook to the self-esteem of the students
the students. The researchers classify self-esteem into three namely self-confidence, self-worth
and self-love.
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CHAPTER 2
Review of Related Literature
Chapter II is composed of two parts: (1) Related literature, (2) Related studies.
Related Literature
The use of social networking sites has globalized immensely in the past decade. Facebook
is the most widely used social networking site as it has more than one billion users worldwide
(Facebook, 2012). Apart from being the medium for expression of opinion and platform for
sharing of knowledge and moments, Facebook has also reduced distances by making people
feel more connected and helped them build new relationships and maintain the existing ones.
(Boyd & Ellison, 2007).
One major feature of Facebook is to make the personal profiles of users available for public
or friends to view and scrutinize and allow them to pass on their judgments and give feedback
through comments to make sure the user understands their opinion on his personal life (Muise
et al., 2009; Boyd & Ellison, 2007). These opinions of other people, either friends or public, and
the feedback from them have very strong effect on people’s self-esteems. Heatherton and
Polivy (1991) claim that the concept of self-esteem can be either stable or fluid in nature i.e. it
can take time to develop for some people while it can change with trends and daily events for
others. While negative feedback lowers the self-esteem of individuals, positive feedback
increases the self-esteem to a very high degree (Valkenburg et al., 2006).
Some of the researchers have identified the major benefits and advantages of social
networking sites. For example, Facebook gives individuals a sense of freedom and identity,
boosts up the confidence level of individuals and cheers them up during hard times (Nyagah,
Stephen and Muema, 2015). It also helps shy and introvert students, who find it difficult to
initiate conversation, to build social capital as it reduces the level of restrictions involved in
communication and offers a forum to build healthy and strong bonds and relationships (Ellison,
Steinfield, & Lampe, 2007). Amichai, Hamburger &Vinitzky (2010) argue that many Introverts
build relationships through social networking sites because usually they find difficulties during
face to face dealings. In order to fulfil their affiliation needs majority of the humans get
possessed by an elementary drive which forces them to make social comparisons between
themselves and others (Schachter, 1959). These affiliation needs are triggered by many social
networking sites.
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Festinger (1954) claimed that these social networking sites lead many people to do self-
evaluations and make social comparisons between themselves and others based on social
classes, social roles, beauty, popularity, wealth accumulation and other social functions. People
engage in two types of comparisons on social networking sites, upward and downward
comparison. The former one is the comparison between an individual and those superior from
him and possessing positive attributes while the latter one marks the comparison between an
individual and those inferior than him and possessing negative attributes (Wills, 1981; Wood,
1989). Lockwood and Kunda (1997) argue that upward social comparisons can be inspirational
for people as they could focus on replicating their comparison targets behavior and attitudes.
But it has also been observed that upward comparisons make people feel inferior and have
negative evaluations of themselves (Morse &Gergen, 1970). As a result, these upward
comparisons in most of the cases have a negative effect on the self-esteems of people (Vogel,
Rose, Roberts and Eckles, 2014).
Many researchers have concluded from there researches that high usage of Facebook
causes depression and decreased prosperity in individuals (Feinstein et al., 2013). As most
people do not use Facebook for their emotions or moods; they use Facebook to overcome their
loneliness but only end being less satisfied with their lives (Kross et al., 2013). Chou and Edge
(2012) concluded that people who use Facebook frequently have a very firm belief that other
users, who they don’t know very well offline, are living a very healthy, happy and prosperous life
than themselves. These assumptions about other peoples’ lives cause depression amongst
individuals. According to Pantic (2014) anxiety, depression, psychotic disorders and low self-
esteem are all the likely results of social networking sites, especially Facebook. Chen & lee
(2013) argue that Facebook usage is directly related to psychological distress of individuals
which as a result reduces the self-esteem of people. Facebook has also caused cyber bullying
to increase as through Facebook rumours could be spread easily and indecent pictures of
individuals without their consent could be uploaded. Anxiety, depression and low self-esteem
are all symptoms and results of cyber bullying (Moreno & Kolb, 2012).
Some researchers disagree with this and claim that generally it is just the internet which
affects the self-esteem of individuals not the social networking sites specifically (Valkenburg,
Peter and Schouten, 2006). Ellison et al (2007) found out that youngsters with low self-esteem
find Facebook more beneficial as compared to the ones with high self-esteem. Due to the use of
Facebook people with low self-esteems possess more social capital than the ones with high
self-esteems (Tazghini&Siedlecki, 2013).
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The web has considerably enhanced the capacity for people to interact with one another
without the limitations of their locations. The social networking sites especially Facebook is one
of centres of attraction and has created an urge to explore, connects and interact in a certain
issue among the researchers. This study will provide knowledgeable information and investigate
about the negative and positive effects of Facebook towards the students’ behaviour.
Boyd and Ellison (2008) investigated that Social Networking Sites have provided the most
recent platform for fashioning up of public or private profiles and using them for connecting with
people in their networks. SNS have emerged as online services letting people to 1) be part of a
system and to fabricate a public or semi-public profile within it, 2) make up a list including other
people with a common connection 3) track their own and others' connection lists within the
setup.
With over 800 million users, Facebook is one of the most famous SNS or (Social
Networking Sites). As much as seventy languages are provided on the website. Recently, with
the advent of smart phones, people are always on the go, they log on to Facebook without
needing a personal computer and check their profiles. There are almost 475 mobile operators
worldwide that are involved in the promotion of Facebook. According to Facebook Press 2012,
presently, 350 million people access face book through the phones.
Levy (2010), investigated that Facebook has been growing amazingly from 2008 to June
2009. He stated that Facebook grew at a rate of 157% with approximately 208 million active
users. If Facebook were a country, it would have been the fifth largest with respect to
population, even bigger than Russia and Japan, this comparison was given when it hit the mark
of two hundred million users while a video was also launched showing this race. An online
profile is made on Facebook where users can 'add' friends and can post or comment on each
other’s profiles. Also, personal information is required while creating an account including
information like religious and political views, relationship status and favourite music etc. Every
individual has the capacity to upload photos they like on their profiles. This creates a variety of
profile showing some private information as well.
Ellison, Steinfield and Lampe, (2007 ) stated that with numerous individuals utilizing
these destinations, showing data and pictures which could be seen as private to a lot of people,
businesses have begun to exploit this.
Now a days all class of students like secondary, higher secondary, graduate and
postgraduate use social networking sites not only for connecting with friends but also for sharing
information, circulating guidelines, cases, assignments, etc., about their classes, examinations,
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tutorials, class presentations and other purposes like concerts, sports, games, parties, or any
other related interests etc.
These results indicate that socializes need boundless contact with the virtual world and
"companions" for a high incitement and a huge informal community. It additionally demonstrated
members who scored low on principled invested an expanded measure of time on Facebook,
this is thought to be down to the way that rather than study they are stalling on Facebook. The
openness attribute had no impact on SNS utilization and this is thought so in light of the fact that
interpersonal organizations are no more "another" creation. Suitability and neuroticism were
found to have no effect on Facebook use stated by Wilson and others (2010). In the study by
Amichai-Hamburger and Vinitzky (2010), they discovered a critical correspondence between
identity and Facebook utilization.
They found that social butterflies emphatically related with the amount of Facebook
companions the client has and that "individuals with low or abnormal amounts of neuroticism
were slanted to impart more essential data than individuals to direct levels of neurocitism".
(Amichai- Hamburger et al, 2010).
Hence, Facebook usage has been associated with both positive and negative impacts to
different aspects of people’s lives, including positive impacts, such as improving relationships
between friends and family and negative impacts such as low academic performance; health,
personal relationships problems; and social problems.
The Social Networking in general and Facebook in particular offers significant
advantages for its users, for example, sharing and collecting information, searching for jobs,
communication, and entertainment. Vast quantities of information of different types are stored
on the Internet. Usually, the information on the Internet is free of cost and is available 24 hours
a day. In addition, the Facebook provides its users with the latest news of the world and most of
the newspapers are available on the Internet, which are periodically or immediately updated
with the latest news (Rice, 2006). Thus, Facebook users can almost instantaneously learn about
news events, read news article s or opinions about world events, and share this information and
their own thoughts with others like themselves.
People around the world can now quickly communicate with each other through the
Facebook using a range of applications: chatting, Wall post, and helps to download some
books. The Facebook also provides different types of entertainment.
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Many years ago emails, instant messaging and blogging all these are the
communication applications of internet are rapidly increased in the youth’s life and this made the
internet a significant social context for development of youth especially students.
However there is some behaviour that can take place due to frequent use of social
networking sites especially students who are using frequently using social networking sites,
results in reduction of time for other activities that are related academic, physical and social
hobbies that requires face to face meeting (McKenna and Bargh, 2000). Planned behaviour
theory provided the foundation for the behavioural factor of frequently engaging in social
networking sites. It is stated that probability of involving in the behaviour for using social
networking sites increases when individual has strong intention of acting upon certain
behaviours. Group norms and self-esteem are two main factors of planned behaviour theory in
the context of engaging in social networking sites. Group norms for the colleagues and friends
significantly enhanced the likelihood of intentions of students of universities to involve in the
specific work activity and those students who identify the use of social networking sites as
normative among friends have the strong intention of using social networking sites frequently.
There is another significant factor that is the behavioural consequence related to
communication technology based behaviour and this is self-esteem. Young individuals having
lower self-esteem have the high level of usage of instant messaging than those who have high
level of self-esteem according to Nalwa and Anand, (2003). Positive feedback improves the self-
esteem and negative feedback leads to lower the level of self-esteem and that is reason that
being socialized young people uses internet’s communication applications because it provides
more positive interaction with others (DeBell and Chapman, 2006).
In addition, one of the unique factors of the internet is that the user can be anonymous.
While internet users can choose to identify them. In fact, they are so usual that people have
learned how to deal with them; this could provide knowledge on how to deal with bullies in real
life. A well-known saying from the Internet community, “do not feed the troll,” is particularly
notable when considering bullies. According to McNally, (2010), “Feed” refers to giving the
person something that lets them grow. Responding in an angry way gives the troll what they
want, and they will keep going. Letting them know their comments are upsetting is considered
feeding them. If the comments are met with indifference, the troll cannot live. Getting mad
simply eggs the troll on and sometimes it is not clear if a person is trolling or if they are sincere.
The fact that a person maybe name calling online because they are legitimately upset and are
not just having fun at the expense of others because getting mad online serves no purpose, this
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type of bullying it reacted to by making fun of it. When this happens, the bully may get trolled
because other people may be amused by the bully’s anger and comments, and they may make
him madder for their amusement. Comments may be very direct and targeted at making fun of
the bully being upset. For example, a phrase once commonly used, “u mad bro?,” teases a
person who seems upset online. Because being mad is something to be made fun of, the bully
will likely deny being mad. Adjusting to this behaviour online may have an impact on how an
individual reacts in real life. Because of the harsh nature of online culture, it can provide some
information on how to keep control of emotion, but it can also draw out anger in those prone to
it. Studying what makes trolls successful can help us understand more about social interactions
and motivation that Herring, Job-Sluder, Scheckler, &Barab, (2002) discussed.
However, part of the reason why getting mad at people online is amusing is that the
upset person cannot do anything to harm the person's real life. Bullies in real life can physically
harm people. In anonymous online settings, bullies can generally only make empty threats.
While online bullies can cause psychological harm, trolls show us not to take it too seriously.
One good thing about trolls is that they can show us to ignore harassment and not be as
affected by it.
For people who are new to Internet culture, feelings can easily be hurt. For those who
spend a lot of time online, the opposite may be true. People who spend a lot of time online are
used to inappropriate language, trolling, and angry people, all of which could be perceived as
bullying, they may not be as affected by it in real life. This may make them seem to be less
emotional than their peers who spend less time online. This is one way that technology may
have changed social behaviour. While there may be some downsides, lessons can be learned
about handling bullies from the culture of the Internet.
Low Self-Esteem in Teenagers

Self-esteem continues to decline during adolescence (particularly for girls). Researchers have
explained this decline to body image and other problems associated with puberty.
Although boys and girls report similar levels of self-esteem during childhood, a gender gap
emerges by adolescence, in that adolescent boys have higher self-esteem than adolescent girls
(Robins et al., 2002).Girls with low self-esteem appear to be more vulnerable to perceptions of
the ideal body image perpetuated in western media (through methods such as airbrushing
models on magazine covers).
Self-Esteem vs. Self-Worth
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Self-esteem is a similar concept to self-worth but with a small (although important) difference:
self-esteem is what we think, feel, and believe about ourselves, while self-worth is the more
global recognition that we are valuable human beings worthy of love (Hibbert, 2013).
Self-Esteem vs. Self-Confidence

Self-esteem is not self-confidence; self-confidence is about your trust in yourself and your ability
to deal with challenges, solve problems, and engage successfully with the world (Burton, 2015).
As you probably noted from this description, self-confidence is based more on external
measures of success and value than the internal measures that contribute to self-esteem. One
can have high self-confidence, particularly in a certain area or field, but still lack a healthy sense
of overall value or self-esteem.
Recent research found a correlation between self-esteem and optimism with university
students from Brazil (Bastianello, Pacico&Hutz& 2014). One of the most interesting results
came from a cross-cultural research on life satisfaction and self-esteem, which was conducted
in 31 countries.
They found differences in self-esteem between collective and individualistic cultures with
self-esteem being lower in collectivist cultures. Expressing personal emotions, attitudes, and
cognitive thoughts are highly associated with self-esteem, collectivist cultures seem to have a
drop in self-esteem because of a lack of those characteristics (Diener&Diener 1995).
China, a collectivist culture, found that self-esteem was a significant predictor of life
satisfaction (Chen, Cheung, Bond & Leung, 2006). They found that similar to other collectivist
cultures, self-esteem also had an effect on resilience with teenagers. Teenagers with low self-
esteem had a higher sense of hopelessness and had low resilience (Karatas, 2011).
In more individualistic cultures, teenagers who were taught to depend on their beliefs,
behaviors, and felt open to expressing their opinion had more resilience and higher self-esteem
(Dumont & Provost, 1999).
School-based programs that pair students with mentors and focus on relationships,
building, self-esteem enhancements, goal setting, and academic assistance have been proven
to enhance students’ self-esteem, improve relationships with others, reduce depression and
bullying behaviors (King, Vidourek, Davis, & McClellan, 2009).
Similarly, elementary school programs that focus on improving self-esteem through
short, classroom-based sessions also have a positive impact on students’ self-esteem, as well
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as reducing problem behaviors and strengthening connections between peers (Park & Park,
2014).
The social networking a site has gained famed especially the centre of interactions
which is the Most of the Facebook users are teenagers especially the students. In this study, it
provides the related studies to support and strengthen the evidences of the researchers.
Facebook has gained unparalleled fame and is presently the 2nd most often used and
visited website on the web, capturing an audience of over 606 million according to Gonzalez
(2011
As social media is about interaction, there is also knowledge management process
where social-learning concept analysed by Zhang et al. (2015). Krasnova, Hildebrand, Guenther
and Nownbilska(2008) stated that the use of social networks can satisfy esteem as users can
present themselves to friends who think similarly and have common interests. Tobi et al.(2013)
mentioned the popularity of online social networks and conducted a study assessing if their use
had any impact on the social and psychological health of Malaysian students. The authors
suggest that it has a positive effect on the health of the students and also further mentioned that
this has a positive impact of user confidence.
Facebook, a Mark Zuckerberg innovation for aiding residential college and university
students to interact with other residence hall occupants is a notable example. It is described as
‘‘an online directory that interacts students through social networking at college and university
level” (Zuckerberg, 2005). Millions of users are subscribed to social websites such as MySpace
and the far more preferred Facebook. The far- stretching popularity of Facebook has made
people question about its implications on the lives of college students (Stephens & Torres,
2005).
Levy (2010), investigated that Facebook has been growing amazingly from 2008 to June
2009. He stated that face book grew at a rate of 157% with approximately 208 million active
users. If face book were a country, it would have been the fifth largest with respect to
population, even bigger than Russia and Japan, this comparison was given when it hit the mark
of two hundred million users while a video was also launched showing this race. An online
profile is made on face book where users can 'add' friends and can post or comment on each
other’s' profiles. Also, personal information is required while creating an account including
information like religious and political views, relationship status and favorite music etc. Every
individual has the capacity to upload photos they like on their profiles. This creates a variety of
profile showing some private information as well. (Ellison ,Steinfield and Lampe, 2007).
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Ross et al. (2009) and Amichai-Hamburger and Vinitzky (2010) examined particularly the
interrelation of the Big Five factors and Facebook usage. Their outcome suggested that multiple
factors are related to the distinct patterns of Facebook usage. For example, extraverts normally
have bigger friend lists (Amichai- Hamburger and Vinitzky, 2010), and join more Groups1 (Ross
et al., 2009), compared to introverts. Additionally, people having greater neuroticism are likely to
use the Wall (Ross et al., 2009) more than those who are emotionally stable. According to Ross
et al. (2009) a possible explanation for this is that posting on the wall gives them a chance to
take their time for devising messages and responses therefore,minimizing the risk of accidental
revelations about personal information.
Social networking Sites has its good and negative impacts to people’s lives. It may
cause you good or harm. Learn to have limits. Prevention is better than cure they said, people
should know put in mind that using Social media can change either to a better or bad person.
According to Pamoukaghion (2010), Social Network Addiction was first known as a
psychological disorder around the world, also internet addiction lead to social network addiction.
According to Young(2009), social networking can be compared as the same as being addicted
to drugs and alcohol. Social Networks addiction can lead to many problems such as problems
with family, work, and friends. According to Pamoukaghion, there are many levels of social
network addiction, some of the levels are for emotional low self-confidence and scared to be
exposed personally. People with low self-esteem are most likely to fall into social network
addiction because of the unstable social expose with people in person. In a study from
University of Athens according to Pamoukaghion psychiatrists discuss about a woman who lost
her job because of being online on a social network websites. The discussion could be sign of
social network addiction.
According to Cheever (2009), there are 5 signs that may signal one has type of social
network addiction: 1) when one is sleeping late at night spending time on social networks, 2)
when a person spends more than an hour in social networking sites, 3) when one disregards
work including school work, 4) being stressed when you start your day without even using social
networks, 5) the most popular sign is when you start to break your schedule and focuses your
mind only in social networks.
According to Hardie(2007), “high internet use was related to high levels of emotional
loneliness, but low levels of social loneliness.” What this means is a person who suffers from
emotional distress tend to be addicted in social networks because serves a great connection
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between people. Some people have Social Networks Addiction because of their anxiety of
communication with other people personally.
Some solutions that Cheever (2007) suggests is to try to find medical support if
symptoms of social network addiction are getting noticing from closed relatives such as family
members. For teenagers, parents should know the correct approach to correct or at least
lowering the levels of addiction of their teenager by having open conversation and try to be as
supportive as possible. Family should spend a lot of time going out than using social networks
so that it may avoid social network addiction.
The downside of social media websites is that people may act without taking
responsibility for their actions. Two significant problems that this causes are posting
inappropriate images, information, or opinions, and cyber bullying. Adolescents may post
pictures of themselves with alcohol or other drugs. They may also send sexually explicit pictures
of themselves – though this is not exclusive to social media websites. There are many problems
that can arise from this. Future employers may look at social media websites and not hire
somebody based on what an individual has posted. In the case of adolescents distributing
sexually explicit images, it is considered child pornography, and if charged, they would be
classified as a sex offender (Maltby, 2010). Adolescents sometimes think that what they are
doing online is not serious, but there can be legal penalties.
Cyber bullying is a serious problem on social media websites (Sengupta&Chaudhuri,
2011). Adolescents post cruel comments to others that they would probably not say in person.
Because they feel like it is not as serious to say something mean online, some students do not
think what they are doing is a big deal. People who are getting bullied on social media websites
can be just as hurt by comments online as offline, and because they are not anonymous, it does
affect them in real life as well as online. Part of the problem with cyberbullying on social media
websites is that it can be hard for behavioural rules to be enforced. Parents and teachers cannot
moderate the communication of adolescents online, and it can be hard for them to know that
cyberbullying is going on (Subrahmanyam& Greenfield, 2008).
As people become more aware of the issue, more attempts are being made to take
Internet threats seriously. Some Internet users are under the impression that since they are
harassing online that there are no legal repercussions. Some also think that exaggerations and
going to extremes are more acceptable in the online environment.
However, there are very real consequences, and legislation has been considered to
help regulate Internet use on social media websites (Sengupta&Chaudhuri, 2011). In
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cyberbullying situations, if a person is making a serious threat against another person, that
threat could hold the same weight as if it were said in person.
There are positives and negatives that come along with social media websites, but
ultimately they are just another communication method. Just like face-to-face communication,
people can behave inappropriately, but people can also be supportive. What is important is
making sure that adolescents understand the consequences of abusing social media
communication, and letting them know how it can be appropriately and safely used.
Related Studies
In the study by Valkenburg, Peter and Schouten (2006), it was found out that Facebook
can enhance 'social self-esteem', measures as perceptions of a user's physical appearance and
close relationship, this is especially evident when 'Facebook friends' give positive feedback.
Ellison et al (2007) also found that users of Facebook with low-self-esteem may seek the social
opportunities created on Facebook which creates positive benefits for one's self-esteem. This
leads on to the idea that people who spend longer online have lower self-esteem and are trying
to build a social connection with other users to improve self-esteem levels. This links in to
Mehdizadeh's study (2010).
In SorayaMehdizadeh's study (2010) 'Self-Presentation 2.0: Narcissism and Self-
Esteem on Facebook' they found a negative correlation between self-esteem and Facebook
use. Participants who rated lower on the Rosenberg Self-Esteem Scale (Rosenberg,1965) had
a correlation with a greater amount of time spent of Facebook per session and a greater number
of Facebook logins per 12 day. Some research believes that Facebook use is motivated by two
needs, the need to belong and the need for self-presentation. “These sites offer a highly
controlled environment for selfpresentational behaviour, which provides an ideal setting for
impression management.” (Mehdizadeh, 2010) Individuals who struggle to make social
connections in face-to-face interactions will use the internet as a place to enhance their
interpersonal lives by forging social relationships online. (Gosling et al, 2011)This outcome can
be seen as people with low self-esteem try to create there perfect 'real' world online, where self-
presentation can be controlled.
In Gonzales and Hancocks study (2011) they found that Facebook has a positive effect
on self-esteem. Sixty-three participants took part in their study, each participant sat in front of a
computer that was either turned off or had the student's Facebook profile. Some of the
computers that were off had a mirror beside them while others had no mirror. Participants were
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told that they 13 had three minutes to look through any of the tabs on their profile page. When
the three minutes were up each participants were given the Rosenberg Self Esteem Scale
(1965). The results showed that the participants who were looking at the mirror showed no
elevations in self-esteem. However, the participants who used Facebook showed higher ratings
of self-esteem. This shows that being on Facebook boosts self-esteem. The highest reports of
self-esteem came from the participants who edited their Facebook profile during the three
minutes. This indicates that our ability to select how we present ourselves to others is very
important for self-esteem Their study suggests that “selfpresentation can have a positive
influence on self-esteem”. (Gonzales et al, 2011, p81) This relates back to Mehdizadeh's (2010)
study, which states that people with low self-esteem will be more eager to engage in online
activities that may rise their self-esteem .
Facebook use is very popular among young people, but many open issues remain
regarding the individual traits that are antecedents of different behaviours enacted online. This
study aimed to investigate whether the relationship between self-esteem and the amount of time
on Facebook could be mediated by a tendency towards social comparison. Moreover, three
different modalities of Facebook use were distinguished, i.e., social interaction, simulation, and
search for relations. Because of gender differences in technology use and social comparison,
the mediation models were tested separately for males and females. Data were collected by
means of a self-report questionnaire with a sample of 250 undergraduate and graduate Italian
students (mean age: 22.18 years). The relations were examined empirically by means of four
structural equation models. The results revealed the role of orientation to social comparison in
mediating the relations between low self-esteem and some indicators of Facebook use, i.e.,
daily hours on Facebook and the use of Facebook for simulation. For females, the use of
Facebook for social interaction was directly influenced by high self-esteem and indirectly
influenced by low self-esteem. Globally, the dimension of social comparison on Facebook
emerged as more important for females than for males.
According to the study of Elisa Bergagna*,a and Stefano Tartaglia in the Self-Esteem,
Social Comparison, and Facebook Use which stated that in psychology, self-esteem is defined
as the positive or negative evaluation of the self, and many theories have suggested that
maintaining or raising it is a basic human need (Weiten, 2004). Regarding the relationship
between self-esteem and Facebook use, scholars have found contradictory results. Most
studies (Kalpidou, Costin, & Morris, 2011; Mehdizadeh, 2010; Tazghini&Siedlecki, 2013) found
that people with lower self-esteem spend more time on Facebook. Some authors have
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interpreted this finding using social compensation theory. Social compensation theory, or the
poor-get-richer hypothesis, states that people who experience difficulties in social relations,
such as individuals with low self-esteem, socially anxious individuals, and introverts, are more
motivated to use social networks in order to compensate for their unsatisfactory face-to-face
interactions (McKenna, Green, & Gleason, 2002). An opposite perspective is social
enhancement, or the rich-get-richer hypothesis. According to this theory, for more sociable
young people, there are added benefits from expanding communication through social media:
socially active people, with high levels of self-esteem, are more inclined to utilize friend-
networking sites as a means to extend their social network further (Kraut et al., 2002). However,
few studies have found evidence that people with a positive self-evaluation spend more time on
Facebook (Ghosh &Dasgupta, 2015). Instead, other studies found no relation between self-
esteem and Facebook use (Skues, Williams, & Wise, 2012). Assome scholars have suggested,
the literature may be inconsistent because studies have considered Facebook as a whole
without distinguishing between different modalities of use or motivations to utilize the social
network (Rae &Lonborg, 2015; Tartaglia, 2016). Generally, people who communicate easily with
others face to face have less need to spend a great deal of time online, but when considering
the specific ways Facebook can be used, a different result can be found (Wilson, Fornasier, &
White, 2010). A recent study (Tartaglia, 2016) has shown three different modalities of using
Facebook, i.e., social interaction, simulation, and search for relations. The first is the use of the
social network for interaction with friends and for self-expression. High self-esteem was found to
be a predictor of this modality of using Facebook. In contrast, people who use Facebook to
simulate a self-image online that differs from reality had low self-esteem. Finally, the use of
Facebook to seek new relations, i.e., meeting people, was not related to self-esteem.
Social media has gained immense popularity in the last decade and its power has left
certain long-lasting effects on people. The upward comparisons made using social networking
sites have caused people to have lower self-esteems. In order to test the hypothesis 150
students from institute of business management were surveyed through questionnaires and
interviews. This research was limited to the students of IoBM and Facebook, being the most
popular social networking site was used as the representative of social media. Correlation and
regression model was applied to the data with the help of SPSS statistics to test the relationship
between social media and self-esteem. The major findings suggest that approximately 88%
people engage in making social comparisons on Facebook and out of the 88%, 98% of the
comparisons are upward social comparisons. Further this research proves there that there is a
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strong relationship between social media and self-esteem. Increase in social media usage
causes the self-esteem of individuals to decrease. One hour spent on Facebook daily results in
a 5.574 decrease in the self-esteem score of an individual.
Some researchers disagree with this and claim that generally it is just the internet which
affects the self-esteem of individuals not the social networking sites specifically (Valkenburg,
Peter and Schouten, 2006). Ellison et al (2007) found out that youngsters with low self-esteem
find Facebook more beneficial as compared to the ones with high self-esteem. Due to the use of
Facebook people with low self-esteems possess more social capital than the ones with high
self-esteems (Tazghini & Siedlecki, 2013).
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CHAPTER 3
Methodology
Chapter 3 is composed of three parts: (1) Purpose of the Study, (2) Research Design,
and (3) Data Analysis Procedure.
Part one, Purpose of the Study, describes the purpose of the study. Part two, Research
Design, states the research method used to gather data, describes the sample, the participants
and the research site involved on the study as well as the research instrument used and
discusses the data-gathering procedure. Part three, Data Analysis Procedure, specifies the
descriptive and inferential statistic used to analyse the data, the procedure for scoring and the
statistical analysis used.
Purpose of the Study
This study aimed to determine the perceived implications of using Facebook to the self-
awareness to the parents and teachers on the using of Facebook of their child/student and to
provide recommendations on the students’ negative behaviour. This study establish what are
the classification under self-esteem of students who are frequently using Facebook and to know
what is the most transparent behaviour of the students that are cause by using Facebook.
Furthermore, this study aims to know if there is a significant difference between perceived
implications of students in using Facebook when grouped according to sex and grade level.
Research Design
This study uses descriptive method to find the perceived implications of using Facebook
to the self-esteem of the students.According to Calderon (2008), descriptive method is also
known as statistical research; it describes data and characteristics about the population or
phenomenon being studied.
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Context of the Study.

Random sampling technique with the Slovin’s Formula that has a margin of error of 0.05
was used to determine the participants of the study. The participants of the study were junior
high school students of Palaca-Damilisan National High School.
Table 1. Distribution of PDNHS Junior High School Students

Category F %
Entire Group 249 100
Sex
Male 119 47.8
Female 130 52.2
Grade Level
Grade 7 63 25.3
Grade 8 62 24.9
Grade 9 62 24.9
Grade 10 62 24.9
Table 1 shows the frequency and percentage of high school students as an entire group
and when grouped according to sex and grade level. There are a total of two hundred forty-nine
junior high students which is composed of one hundred nineteen male students or 47.8% and
one hundred thirty female students or 52.2%. Among the junior high school students, sixty-three
(25.3%) of them are grade seven, and sixty-two (24.9%) of them are grade eight, grade nine,
and grade ten students.
Research Instruments.The study utilized self-made checklist instrument. The checklist

was classified into three Factors namely: Self Confidence which consist of three statements,
Self-Love which consist of four statements, and Self Worth which consist of three
statements.These checklists were distributed to the respondents.
The checklist was used to determine the effects of Facebook towards the behaviour of
respondents by answering ten question items through the Likert scale. The Likert scale was
composed of Strongly Disagree, Disagree, Agree, and Strongly Agree.
In scoring the responses for positive statements, the equivalent scores used were as
follows, while in scoring the response for negative statements, the scores were reversed.
Numerical Scores Response

1 Strongly Disagree
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2 Disagree
3 Agree
4 Strongly Agree
To interpret the mean scores on the checklist the following scale was used with
corresponding description.
Scale Description
3.26-4.00 High
2.51-3.25 Moderate
1.76-2.50 Mild
1.00 - 1.75 Poor
Data Collection Procedure. A letter of permission to conduct the study in Palaca-

Damilisan National High School was drafted by the researchers and was forwarded immediately
to the principal of the Palaca-Damilisan National High School. Upon the approval of the letter,
schedules for conducting the study were made. The checklist was distributed last March 2019.
The distribution was given consecutively by grade level and consume 20 minutes each level.
Directions weredelivered clearly to ensure the clarity of the questionnaires. Accomplished
questionnaires were gathered on the allotted time. Responses was tabulated and interpreted
meticulously with the use of suitable statistical tools.
Statistical Data Analysis
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The data gathered for the study were subjected to the following statistical treatment:
Frequency. Thiswas used to determine the number of participants.
Mean. This was used to determine the average frequency count for the generalization
purposes. This determines the effect of Facebook to the behaviour of the respondents when
taken as an entire group and when they are classified according to sex and grade level.
Standard Deviations (SD). It was used to determine the dispersion of scores from the
mean.
T-test. This was used to determine if there is a significant difference between the means
of two groups, which may be related in certain features.
One-way ANOVA. This was used to determine the influence that independent variables
have on the dependent variable in a regression study and also to know the significant
difference.
Post Hoc Test. This was used to analyse the results of your experimental data and to
further give specific results in the study.
Chapter IV
Results and Discussion
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Chapter IV is composed of two parts: (1) Descriptive data analysis, (2) Inferential data
analysis.
Descriptive Data Analysis
Table 2. Mean Score of the Perceived Implications of using Facebook to the Factors of self
esteem of the students when taken as a whole
Variable N SD Mean Description
Self-confidence 249 0.81 2.32 Mild
Self-worth 249 0.81 2.62 Moderate
Self-love 249 0.87 2.45 Mild
Table 2 shows the Mean Score of the Perceived Implications of using Facebook to the
Factors of self-esteem of the students when taken as a whole. The mean score of Self-
confidence is 2.32; the standard deviation is 0.81 and has mild description which implies that it
has the lowest mean score among the factors. The mean score of self-worth is 2.62 which that
self-worth is the highest mean score among the factors; its standard deviation is 0.81 and has a
moderate description. The mean score of Self-love is 2.45; its standard deviation is 0.87 and
has a mild description.
Table 3. Mean Score of the Perceived Implications of using Facebook to the self-esteem of the
students as sex and grade level when taken as a whole
Variable N SD Mean Description
Sex
Male 119 0.53 2.54 Moderate
Female 130 0.56 2.52 Moderate
As a whole 249 0.561 2.53 Moderate
Grade Level
7 63 0.58 2.62 Moderate
8 62 0.61 2.39 Mild
9 62 0.53 2.45 Mild
10 62 0.48 2.65 Moderate
As a whole 249 0.561 2.53 Moderate
Table 3 shows the Mean score of the perceived implications of using Facebook to the
Self-esteem of the students as categorized into sex and grade level when taken as a whole. The
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standard deviation (SD) of male is .53 with the mean score of 2.54 which implies that the
response is Moderate. As of female Standard Deviation (SD) is .56 with the mean score of 2.52
which implies also the response is Moderate. In the other hand, as categorized in grade level,
the Standard Deviation of grade 7 is .58 with the mean score of 2.62 which implies that the
response is Moderate, in grade 8 the Standard Deviation is .61 with a mean score of 2.39 which
implies that the response is Mild, in grade 9 the Standard Deviation is .53 with a mean score of
2.45 which implies that the response is Mild, in grade 10 the Standard Deviation is .48 with a
mean score of 2.65 which implies that the response is Moderate. Therefore when taken as a
whole the Standard Deviation is 0.561 with a mean score of 2.53 which implies that the
response is Moderate.
Inferential Data Analysis
Table 4. Difference in the effects perceived implications of using Facebook to the self-esteem of
the students when categorized according to sex
Variable F Df T P
Male
1.853 247 0.315 0.753
Female
*significant at p<0.05
The table 4 shows the Difference in the effects of using Facebook to the social behavior
of the students when categorized according to sex. The frequency of male and female is 1.853,
the df is 247, the t is 0.315 and p value is 0.753 which implies that the p value is greater than
0.05 significant value. Therefore, the difference in the effects of using Facebook to the social
behavior of the students when categorized according to sex is not significant and the null
hypothesis was accepted.
Table 5. Difference in the perceived implications of using Facebook to the self-esteem of the
students when categorized according to Grade level
Variable Sum of Squares df Mean Square F Sig.
Between
Grade 7 groups 2.965 3 0.988 3.22 0.023*
Within 4
Grade 8 groups 75.115 245 0.307
Grade 9
Grade1 Total 78.08 248
0
The table 5 shows the Difference in the effects of using Facebook to the social behavior
of the students when categorized according to Grade level. The Grade 7, Grade 8, Grade 9,
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Grade 10 sum of squares between groups is 2.965 with the df of 3, mean square of 0.988, while
n within groups is 75.115 with the df of 245, mean square of 0.307. The f is 3.224 with the
significant value of 0.023. The total sum of squares of Grade level s 78.08 with the df of 248.
Therefore the there is a significant difference in the effects of using Facebook to the social
behavior of the students when categorized according to Grade level because the significant
value is 0.023 and t s lower than 0.05 and the null hypothesis is not accepted.
Table 6. Post-hoc test (LSD) on knowing the specific grade level that has a significant
difference
Variable Mean Difference Std. Error Sig.
Grade 7 Grade 8 .23195* 0.09905 0.02
Grade 9 0.16743 0.09905 0.092

Grade 10 -0.0261 0.09905 0.792
Grade 8 Grade 9 -0.0645 0.09945 0.517
*
Grade 10 -.25806 0.09945 0.01
Grade 9 Grade 10 -0.1936 0.09945 0.053
The mean difference is significant at the 0.05 level.
Note:
as a whole
Subset for
alpha = 0.05
Grade level N 1
Scheffea,b Grade 8 62 2.3871
Grade 9 62 2.4516
Grade 7 63 2.619
Grade 10 62 2.6452
Sig. 0.083
Means for groups in homogeneous subsets are displayed.
a. Uses Harmonic Mean Sample Size = 62.247.
b. The group sizes are unequal. The harmonic mean of the
group sizes is used. Type I error levels are not guaranteed.
Table 6 shows the Post-hoc test (LSD) on knowing the specific Grade level that has a
significant difference. The mean difference between Grade 7 and 8 is .23195* with the
Significance of .020 which imply that there is a significant difference. The mean difference
between Grade 7 and 9 is .16743* with the Significance of .092 which imply that there is no
significant difference. The mean difference between Grade 7 and 10 is -.02611 with the
Significance of .792 which implies that there is no significant difference. The standard Error
between Grade 7 and 8, Grade 7 and 9, and Grade 7 and 10 is .09905.The mean difference
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between Grade 8 and 9 is -.06452 with the Significance of .517 which implies that there is no
significant difference. The mean difference between Grade 8 and 10 is -.25806* with the
Significance of .010 which imply that there is a significant difference. The mean difference
between Grade 9 and 10 is -.19355 with the Significance of .053 which implies that there is no
significant difference. The standard Error between Grade 8 and 9, Grade 8 and 10, and Grade 9
and 10 is .09945.
Table 7. Difference in the Perceived Implications of Using Facebook on the Self- Esteem of the
Female students when categorized according to self-confidence, self-worth and self-love.
Sum of Mean
Squares Df Square F p
Between
Groups 9.497 2 4.749 11.353 0
Within Groups 161.877 387 0.418
Total 171.374 389
The table 7 shows the Difference in the Perceived Implications of Using Facebook on
the Self- Esteem of the Female students when categorized according to self-confidence, self-
worth and self-love. The Sum of Squares Between group is 9.497,mean square of 4.749,
frequency of 11.353 and a significant level of .000 while in within Groups, the Sum of Squares
is 161.877, Mean Square of .418 which implies that there is a significant difference on the self-
esteem of Female students.
Table 8.Post-hoc test(LSD) on knowing the specific classification of self-esteem on the Female
students that has a significant difference
Subset for alpha = 0.05
Self Esteem
FEMALE N 1 2
a
Scheffe self confidence 130 2.2615
self love 130 2.5846
self worth 130 2.6000
P 1.000 .982
The table 8 shows the Post-hoc test (LSD) on knowing the specific classification of self-
esteem on the Female students that has a significant difference. The Means for groups in
homogeneous subset 1 is 2.2615 when classified in Self-confidence while in subset 2 the mean
for groups in homogeneous of self-love is 2.5846 and in self-worth is 2.6000 with a significant
level of 1.000 in subset 1 and .982 in subset 2. It implies that the Post Hoc test reveals that self-
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confidence of female students differs among self-esteem factors. The Self-confidence has the
lowest mean in which it is the factor that has a higher level of difference.
Table 9. Difference in the Perceived Implications of Using Facebook on the Self- Esteem of the
Male students when categorized according to self-confidence, self-worth and self-love.
Sum of Squares df Mean Square F P
Between Groups 6.067 2 3.034 8.313 .000
Within Groups 129.176 354 .365
Total 135.244 356
the Self- Esteem of the male students when categorized according to self-confidence, self-worth
and self-love. The Sum of Squares Between group is 6.067,mean square of 3.034, frequency of
8.313 and a significant level of .000 while in within Groups, the Sum of Squares is 129.176,
Mean Square of .365 which implies that there is a significant difference on the self-esteem of
male students.
Table 10. Post-hoc test (LSD) on knowing the specific classification of self-esteem on the male
students that has a significant difference
Self Esteem Subset for alpha = 0.05
MALE N 1 2
a
Scheffe self confidence 119 2.3277
self love 119 2.5462
P 1.000 .499
esteem on the male students that has a significant difference. The Means for groups in
for groups in homogeneous is 2.5462 and in self-worth is 2.6387 with a significant level of 1.000
in subset 1 and .499 in subset 2. It implies that the Post Hoc test reveals that self-confidence of
male students differs among self-esteem factors. The Self-confidence has the lowest mean in
which it is the factor that has a higher level of difference.
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Table 11. Difference in the Perceived Implications of Using Facebook on the Self- Esteem of
the Grade 7 students when categorized according to self-confidence, self-worth and self-love
Sum of Squares df Mean Square F p
Between Groups 2.074 2 1.037 2.582 .078
Total 76.772 188
the Self- Esteem of the Grade 7 students when categorized according to self-confidence, self-
worth and self-love. The Sum of Squares Between group is 2.074, mean square of 1.037,
frequency of 2.582, and a significant level of .000 while in within Groups, the Sum of Squares is
74.698, Mean Square of .402 which implies that there is no significant difference on the self-
esteem of Grade 7 students.
the Grade 8 students when categorized according to self-confidence, self-worth and self-love.

Between Groups 9.333 2 4.667 10.541 .000
Total 90.349 185
The table 12 shows the Difference in the Perceived Implications of using Facebook on
frequency of 10.541, and a significant level of .000 while in within Groups, the Sum of Squares
Table 13.Post-hoc test(LSD) on knowing the specific classification of self-esteem on the Grade
8 students that has a significant difference
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Self Esteem8 N 1 2
Scheffea self confidence 62 2.0806
self love 62 2.5968
P 1.000 .721
esteem on the Grade 8 students that has a significant difference. The Means for groups in
for groups in homogeneous of self worth is 2.5000 and in self-love is 2.5968 with a significant
level of 1.000 in subset 1 and .721in subset 2. It implies that the Post Hoc test reveals that self-
confidence of Grade 8 students differs among self-esteem factors. The Self-confidence has the
lowest mean in which it is the factor that has a higher level of difference.
Table 14.Difference in the Perceived Implications of Using Facebook on the Self- Esteem of the
Grade 9 students when categorized according to self-confidence, self-worth and self-love
Between Groups 2.591 2 1.296 3.536 .031
Total 69.656 185
frequency of 3.536, and a significant level of .031 while in within Groups, the Sum of Squares is
67.065, Mean Square of .366 which implies that there is a significant difference on the self-
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Table 15. Post-hoc test (LSD) on knowing the specific classification of self-esteem on the
Grade 9 students that has a significant difference
Subset for alpha
= 0.05
Self Esteem 9 N 1
self love 62 2.4677
P .062
for groups in homogeneous of self- worth is 2.4516and in self-love is 2.4677 with a significant
level of 062 in subset 2. It implies that the Post Hoc test reveals that self-confidence of Grade 9
students differs among self-esteem factors. The Self-confidence has the lowest mean in which it
is the factor that has a higher level of difference.
the Grade 10 students when categorized according to self-confidence, self-worth and self-love
Sum of Squares Df Mean Square F P
Between Groups 8.559 2 4.280 15.141 .000
Total 60.285 185
frequency of 15.141, and a significant level of .000 while in within Groups, the Sum of Squares
Table 17. Post-hoc test (LSD) on knowing the specific classification of self-esteem on the
Grade 10 students that has a significant difference
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Self Esteem 10 N 1 2
self love 62 2.5323
P .796 1.000
homogeneous subset 1 is 2.4677 when classified in Self-confidence and the mean for groups in
homogeneous of self- love is 2.5323 while in subset 2 in self-worth is 2.9516 with a significant
level of .796 in subset 1.000 in subset 2. It implies that the Post Hoc test reveals that self-worth
of Grade 10 students differs among self-esteem factors. The Self-confidence has the lowest
mean in which it is the factor that has a higher level of difference.
Chapter V
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Summary, Findings, Conclusion, Recommendation
This chapter presents the summary or the research work undertaken, the conclusion
drawn and the recommendations made as an outgrowth of this study.
Summary
This chapter clarifies what research has indicated about how the perceived implications
of using Facebook to the self-esteem which is divided into three Factors: self-confidence, self-
worth, and self-love of the students.
awareness to the parents and teachers on the self-esteem of their child/student and to provide
recommendations on the students’ negative behaviour.
The study was conducted last March 2019 in Palaca-Damiisan National high school. The
respondents of the study were the Junior high School students. The variables that were
included in this study were the Perceived Implications of using Facebook to the self-esteem of
the students .Self-esteem is divided into three factors: self-confidence, self-worth and self-love.
The respondent’s categorization includes Sex and Grade level.
The researchers made a checklist that was used to gather data of the respondents. An
accompanying information sheet was used to gather data of the respondents.
Frequency count, percentage, mean and standard deviation were employed as
descriptive data analysis while t-test, One-way ANOVA, and Post-Hoc inferential data analysis.
Data analyses were done using Statistical Package for the Social Sciences (SPSS).
Findings
The following were the findings:

1. The level on the perceived implications of using Facebook when taken as a whole and
classified according to sex and Grade level. Generally the level of effects of using
Facebook to the social behaviour was moderate.
2. The Highest factor among the three is the Self-worth and the lowest is Self-Confidence
in the Perceived Implications of using Facebook to the Factors of self-esteem of the
students.
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SENIOR HIGH SCHOOL
Miagao, Iloilo
3. The null hypothesis of no significant difference on the perceived implications of using

Facebook to the self-esteem when respondents are classified according to sex was not
rejected.
4. The null hypothesis of no significant difference on the perceived implications of using
Facebook to the self-esteem when respondents are classified according to grade level
was not accepted. Furthermore, the Post hoc test proved that the Grade 8 has the lower
level of significance which implies that among of the Grade level, Grade 8 has significant
difference.
5. There is a significant difference on the self-esteem of Female students.
6. The Post Hoc test reveals that self-confidence of female students differs among self-
esteem factors. The Self-confidence has the lowest mean in which it is the factor that
has a higher level of difference.
7. There is a significant difference on the self-esteem of male students
8. The Post Hoc test reveals that self-confidence of male students differs among self-
9. There is no significant difference on the self-esteem of Grade 7 students.
10. There is a significant difference on the self-esteem of Grade 8 students.
11. The Post Hoc test reveals that self-confidence of Grade 8 students differs among self-
13. The Post Hoc test reveals that self-confidence of Grade 9 students differs among self-
15. That the Post Hoc test reveals that self-worth of Grade 10 students differs among self-
For number 1, mean and standard deviation were used to find the results.
For no. 2-15, One-way ANOVA and Post hoc test were used.
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SENIOR HIGH SCHOOL
Miagao, Iloilo
Conclusion
Based on the cited findings presented in Chapter 4, it was found that the use of
Facebook has strong bearing positive effect on the self-esteem of the students especially in the
self-confidence, self- love, and self-worth of the students in expressing themselves. In the other
hand, self-confidence has the highest factor significant level of difference among the other
factors. Therefore, the researchers conclude that the awareness of the students on the
perceived implications in using Facebook to the students’ self- esteem is moderate which
means that it affects the self-esteem of the students moderately.
Recommendation
In accordance to the studies’ findings and conclusions the researchers recommended

the following:
1. For the Facebook Users, they should know their limitations as a user and read the policy
and agreement of Facebook. Also, they should give time in socializing personally with
others especially their family and engaged themselves more in recreational activities in
order to develop more their self-esteem.
2. For the Facebook Developers, they should be strict in terms of the information’s being
posted and they should make pop-up information about their policies in every one hour
of using Facebook.
3. For the Administration, they should give right discipline among students if they do bad
things in Facebook (Cyber bullying, Cyber Harassment, posting inappropriate words and
other more). Also, if it would be possible, the researcher would like to recommend that
they should have once a year culminating activities about awareness of using Facebook
to the self-esteem of students.
4. For the Teachers, they should monitor their students especially during class hour in
exposing themselves more in using Facebook instead of listening. Also, researchers
recommend that the use of cellphones during class hours should be minimized to avoid
distractions.
5. For the Parents, they should discipline their children by giving two hours of using
Facebook or other social media and confiscate the cell phone.
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SENIOR HIGH SCHOOL
Miagao, Iloilo
6. For the Students, they should be aware of the negative and positive effects of using
Facebook not only in self-esteem but in other things. If possible, they should not open
their cellphones in school.
References
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Miagao, Iloilo
Amichai-Hamburger, Y. &Vinitzky, G. (2010). Social network use and personality. Computers in

Human Behavior, 26, 1289-1295.
Boyd, D. M., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship.
Journal of Computer-Mediated Communication, 13, 210–230.
Branden, N. (2001). The psychology of self-esteem.1st Ed 110. San Francisco: Jossey-Bass
Chou, H.-T. G., & Edge, N. (2012). The impact of using Facebook on perceptions of others’
lives. Cyberpsychology, Behavior, and Social Networking, 15, 117–121.
Ellison, N., Steinfield, C., & Lampe, C. (2007). The benefits of Facebook “friends:” social capital
and college students’ use of online social network sites. Journal of Computer-Mediated
Communication, 12, 1143-1168.
Facebook. (2011a, April 28). Facebook factsheet. 8. Facebook. (2012). Statistics.

Facebook.com.
Feinstein, B. A., Hershenberg, R., Bhatia, V., Latack, J. A., Meuwly, N., & Davila, J. (2013).
Negative social comparison on Facebook and depressive symptoms: Rumination as a
mechanism. Psychology of Popular Media Culture, 2, 161–170.
Heatherton, T. F., & Polivy, J. (1991). Development and validation of a scale for measuring self
esteem. Journal of Personality and Social Psychology, 60, 895–910.
Ivcevic, Z., & Ambady, N. (2012). Personality impressions from identity claims on Facebook.
Psychology of Popular Media Culture, 1, 38–45.
Kross, E., Verduyn, P., Demiralp, E., Park, J., Seungjae Lee, D., Lin, N,...Ybarra, O. (2013).
Facebook use predicts declines in subjective well-being in young adults. PLoS One, 8,
e69841.
Lockwood, P., & Kunda, Z. (1997). Superstars and me: Predicting the impact of role models on
the self. Journal of Personality and Social Psychology, 73, 91–103.
Marsh, H. W., & Parker, J. W. (1984). Determinants of student selfconcept: Is it better to be a

relatively large fish in a small pond even if you don’t learn to swim as well? Journal of
Personality and Social Psychology, 47, 213–231.
Mehdizadeh, S. (2010). Self-presentation 2.0: Narcissism and selfesteem on Facebook.

Cyberpsychology, Behavior, and Social Networking, 13, 357–364.
Morse, S., & Gergen, K. J. (1970). Social comparison, selfconsistency, and the concept of self.
Journal of Personality and Social Psychology, 16, 148–156.
Muise, A., Christofides, E., & Desmerais, S. (2009). More information than you ever wanted:
Does Facebook bring out the green-eyed monster of jealousy? CyberPsychology &
Behavior, 12(4), 441– 444.
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Miagao, Iloilo
Nadkarni, A., & Hofmann, S. G. (2012). Why do people use Facebook? Personality and
Individual Differences, 52, 243–249.
Pyszczynski, T., Greenberg, J., &LaPrelle, J. (1985). Social comparison after success and
failure: Biased search for information consistent with a self-serving conclusion. Journal
of Experimental Social Psychology, 21, 195–211.
Rutledge, C. M., Gillmor, K. L., & Gillen, M. M. (2013). Does this profile picture make me look
fat? Facebook and body image in college students. Psychology of Popular Media
Culture, 2, 251–258.
Tazghini, S. &Siedlecki, K. (2013). A mixed approach to examining Facebook use and its
relationship to self-esteem. Computers in Human Behavior, 29, 827-832.
Tosun, L. P. (2012). Motives for Facebook use and expressing the “true self” on the Internet.
Computers in Human Behavior, 28, 1510– 1517.
Valkenburg, P. M., Peter, J., & Schouten, M. A. (2006). Friend networking sites and their
relationship to adolescents’ well-being and social selfesteem. Cyber Psychology &
Behavior, 9, 584 – 590.
Vogel, E., Rose, J. P., Roberts, L. R., &Eckles, K. (2014). Social comparison, social media, and
self-esteem. Journal of Educational Policy and Entrepreneurial Research, 2(1), 87-92.
Walther, J.B., Van Der Heide, B., Kim, S.Y., Westerman, D., & Tong, S.T. (2008). The role of
friends’ appearance and behavior on evaluations of individuals on facebook: Are we
known by the company we keep? Human Communication Research, 34, 28–49.
Wills, T. A. (1981). Downward comparison principles in social psychology. Psychological

Bulletin, 90, 245–271.
Wood, J. V. (1989). Theory and research concerning social comparison of personal attributes.
Psychological Bulletin, 106, 231– 248.
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Appendices
40
SENIOR HIGH SCHOOL
Miagao, Iloilo
Appendix A
November 26, 2018
MR. FELIX GENTOLEA

Principal
Palaca-Damilisan National High School
Tabun-acan, Miagao, Iloilo
Dear Mr.Gentolea,
Greetings of peace and love!
We, the researchers of St. Louise de Marillac School of Miagao are having our research thesis entitled
“Perceived Implications of Using Facebook on the Self- Esteem of the PDNHS Junior High School
Students” in partial fulfilment of the requirements in Senior High in the subject Quantitative Research
2.This study aims to know the Perceived implication of using Facebook to the self-esteem of the Palaca-
Damilisan National High School students.
In this connection, we, the researchers would like to ask if we could conduct our research in your school
and if we could have list of the population in each section of all grade levels. This will be needed for our
data gathering as we conduct our research. Rest assured the information that we’ll gathered remain
confidential.
Please grant us access to what information we mentioned above. Your considerate response regarding
this matter will allow the researchers to finish at the soonest time possible. Thank you and God Bless!
Respectfully yours,
SGN. KLINT M. ABARRO
SGN. DENNY JAN N. CANDELLON
SGN. REMELYN O. EMBINO
SGN. JANICHA F. FLORES
SGN. MARIA LIRIO D. LEBRILLO
SGN. IRENE JOY F. NONAILLADA
SGN. MARCK ANTHONY N. SIGUE

Researchers
Noted by:
SGN. JULLIAN S. ALOJADO

Quantitative Research 2 Teacher
SGN. EVELYN B. NUFABLE Approved by:

School Principal SGN. FELIX GENTOLEA
Principal
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SENIOR HIGH SCHOOL
Miagao, Iloilo
Appendix B
Perceived Implications of Using Facebook on the Self- Esteem of the PDNHS Junior High
School Students
Name (optional): __________________________ Sex: _____ Grade & Section: ________
Direction: Please put check (√) on the column that corresponds to your actions and practices in
using Facebook.
4- Strongly Agree 1- Strongly Disagree 2- Disagree 3- Agree
Questions 4 3 2 1
Self-confidence
Facebook helps me boost my confidence on expressing myself
Facebook enhance my entrepreneurial skills, especially on
selling things online.
Facebook kept me away from socialization especially with my
family.
Self-worth
Facebook helps me gain new ideas through scrolling my feed.
Facebook is my escape from stress through posting and
watching videos.
Facebook had triggered my insecurities because of viewing other
people's profile.
Self-love
Facebook makes me feel loved whenever I get reactions and like
from people.
I feel lonely when I can't log in my Facebook account.
I feel depressed when I see negative comments about me on
Facebook.
I become ignorant of my words in giving comments and posting
on Facebook.
Appendix C
42
SENIOR HIGH SCHOOL
Miagao, Iloilo
February 4, 2019
FELIX GENTOLEA
Principal
Palaca-Damilisan National High School
Tabun-acan Miagao, Iloilo
Dear Mr. Gentolea,
Warm greetings of peace and joy!
We, the researchers are currently working on the thesis entitled “Perceived Implications of
Using Facebook on the Self- Esteem of the PDNHS Junior High School Students” in
partial fulfilment of the requirements in Research 2. This study aims to knowPerceived
Implications of Using Facebook on the Self- Esteem PDNHS Junior High School Students.
In this connection, the researchers would like to ask for your permission to conduct the said
study with the use of questionnaire to the selected Junior High School Students on February 6,
2019 starting 1:00 pm – 4:00 pm. Your considerate response regarding this matter will allow the
researchers to finish the study the soonest time possible.
Thank you and May God bless you!
Respectfully yours,

Researchers
Noted by:
SGN. JULIAN S. ALOJADO
Research Teacher
Approved by:
SGN. FELIX GENTOLEA
Principal
Appendix D
43
SENIOR HIGH SCHOOL
Miagao, Iloilo
January 21, 2019
JIMMY L. SITAO
Academic Coordinator
Dear Mr.Sitao:
In this connection, the researchers would like to ask for your expertise to be the validator of this
study questionnaire. Your considerate response regarding this matter will allow the researchers
to finish the study the soonest time possible.
Attached here with is a sample of researcher’s questionnaire to be answered by the

respondents. Thank you and May God bless you!
Respectfully yours,
SGN. KLINT ABARRO
SGN. DENNY JAN CANDELLON
SGN. REMELYN EMBINO
SGN. JANICHA FLORES
SGN. MARIA LIRIO LEBRILLO
SGN. IRENE JOY NONAILLADA
SGN. MARCK ANTHONY SIGUE

Researchers
Noted by:
SGN. JULIAN ALOJADO
Research Teacher
Approved by:
SGN. JIMMY L. SITAO
Academic Coordinator
SGN. EVELYN B. NUFABLE

Principal
Appendix E
January 21, 2019
44
SENIOR HIGH SCHOOL
Miagao, Iloilo
THERESE P. PAMALO-AN
English Teacher
Dear Ms. Pamalo-an:

Respectfully yours,
SGN. KLINT ABARRO
SGN. DENNY JAN CANDELLON
SGN. REMELYN EMBINO
SGN. JANICHA FLORES
SGN. MARIA LIRIO LEBRILLO
SGN. IRENE JOY NONAILLADA
SGN. MARCK ANTHONY SIGUE

Researchers
Noted by:
SGN. JULIAN ALOJADO
Research Teacher
Approved by:
SGN. THERESE P. PAMALO-AN
English Teacher

Principal
Appendix F
January 21, 2019
45
SENIOR HIGH SCHOOL
Miagao, Iloilo
DREXLLER JHON N. ELISES

Filipino Teacher
Dear Mr. Elises:

Respectfully yours,

Researchers
Noted by:
SGN. JULIAN ALOJADO
Research Teacher
Approved by:
SGN. DREXLLER JHON N. ELISES
Filipino Teacher

Principal
46
SENIOR HIGH SCHOOL
Miagao, Iloilo
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ST.

LOUISE DE MARILLAC SCHOOL OF MIAGAO

Background of the Study

Conceptual Framework of the Study

Independent Variable Dependent Variable

Use of Facebook by the JHS

Statement of the Problem

1. There is no significant difference between the perceived implications of using

Theoretical Framework of the Study

Self-Esteem in Positive Psychology. This was borrowed from Dr. Martin

Significance of the Study

Scope and Delimitation

Low Self-Esteem in Teenagers

Self-Esteem vs. Self-Confidence

Purpose of the Study

Context of the Study.

Table 1. Distribution of PDNHS Junior High School Students

Research Instruments.The study utilized self-made checklist instrument. The checklist

Numerical Scores Response

Data Collection Procedure. A letter of permission to conduct the study in Palaca-

Statistical Data Analysis

Descriptive Data Analysis

Inferential Data Analysis

Sum of Squares df Mean Square F P

Subset for alpha = 0.05

Subset for alpha = 0.05

Summary, Findings, Conclusion, Recommendation

The following were the findings:

3. The null hypothesis of no significant difference on the perceived implications of using

In accordance to the studies’ findings and conclusions the researchers recommended

Amichai-Hamburger, Y. &Vinitzky, G. (2010). Social network use and personality. Computers in

Branden, N. (2001). The psychology of self-esteem.1st Ed 110. San Francisco: Jossey-Bass

Facebook. (2011a, April 28). Facebook factsheet. 8. Facebook. (2012). Statistics.

Marsh, H. W., & Parker, J. W. (1984). Determinants of student selfconcept: Is it better to be a

Mehdizadeh, S. (2010). Self-presentation 2.0: Narcissism and selfesteem on Facebook.

Wills, T. A. (1981). Downward comparison principles in social psychology. Psychological

MR. FELIX GENTOLEA

Greetings of peace and love!

SGN. KLINT M. ABARRO

SGN. DENNY JAN N. CANDELLON

SGN. REMELYN O. EMBINO

SGN. JANICHA F. FLORES

SGN. MARIA LIRIO D. LEBRILLO

SGN. IRENE JOY F. NONAILLADA

SGN. MARCK ANTHONY N. SIGUE

SGN. JULLIAN S. ALOJADO

SGN. EVELYN B. NUFABLE Approved by:

Name (optional): __________________________ Sex: _____ Grade & Section: ________

4- Strongly Agree 1- Strongly Disagree 2- Disagree 3- Agree

Dear Mr. Gentolea,

Warm greetings of peace and joy!

Thank you and May God bless you!

SGN. KLINT M. ABARRO

SGN. DENNY JAN N. CANDELLON

SGN. REMELYN O. EMBINO

SGN. JANICHA F. FLORES

SGN. MARIA LIRIO D. LEBRILLO

SGN. IRENE JOY F. NONAILLADA

SGN. MARCK ANTHONY N. SIGUE

January 21, 2019

Warm greetings of peace and joy!

Attached here with is a sample of researcher’s questionnaire to be answered by the

Name (optional): ________________________ Sex: _ Grade & Section: ______