SOCIAL MEDIA: THE EFFECTS ON THE ACADEMIC PERFORMANCES

OF THE SELECTED PGMIT STUDENTS

A Research Paper

Presented to the
School Principal and Faculty
of President Garcia Memorial Institute of Technology
Abu Street, Poblacion Dinas, Zamboanga del Sur

In Partial Fulfillment
of the Requirements for the
Grade – 12 Senior High School Students

VERGEL E. NANTES
ELVIE JANE O. PEPITO
RACKY VAN L. ALBIOS
ALEXANDER JR. A. GARCES

MARCH 2019
 ABSTRACT
Vergel E. Nantes.., Elvie Jane O. Pepito.., Racky Van L. Albios.., Alexander Jr.
A. Garces, General Academic Strand and Technical Vocational Livelihood, of
President Garcia Memorial Institute of Technology, Abu Street, Poblacion Dinas,
Zamboanga del Sur. March 2019. SOCIAL MEDIA: THE EFFECTS ON THE
ACADEMIC PERFORMANCES OF THE SELECTED PGMIT STUDENTS.

Adviser: Kent Joshua G. Tangan

Teenagers are among the most prolific users of social network sites (SNS).
Emerging studies find that youth spend a considerable portion of their daily life
interacting through social media. Subsequently, questions and controversies emerge
about the effects Social media have on adolescent development. It brings together
work from disparate fields that examine the relationship between SNS and social
capital, privacy, youth safety, psychological well-being, and educational achievement.
These research strands speak to high-profile concerns and controversies that surround
youth participation in these online communities, and offer ripe areas for future
research. A quantitative design was used. A questionnaire distributed to test the effect
of social media to the academic performance. The study seeks to find out how the
social media related to academic performance using the deficit hypothesis as its
guiding principle. The finding showed that there is a little effect of social media to
academic performance.

In today's society, social media have become an almost indispensable part of

daily life, particularly among students, who are generally heavy social media users.
Social media multitasking has also been increasingly prevalent. Little, however, is
known about how social media usage and social media multitasking influence the
academic performance of students. This study examined whether and how these two
behaviors predict academic performance among students.
 ACKNOWLEDGEMENT
Victories, triumphs oration are hallowed words to mankind even history has
begun. Be it long or short, rough or smooth we aimed the success of our dreams and
desires, even how long and hard the load we have tread, we mean for our journey
ending good and bear what is out to be significant. Things beyond our reached will be
closer tour grasp through God guidance, and is the most indestructible arsenal that we
employed God has a large part of it. The researchers expressed my overwhelming
thankful to the following person who had a biggest contribution to much success of
this study:

Mr. Kent Joshua G. Tangan, the research adviser and at the same time the
statistic instructor, for the critical comments and valuable suggestions, the corrections,
for his guidance, whole hearted assistance, professional guidance, for the time, and
the extent efforts for the successful of this study.

Mrs. Virginita G. Albarico Ph.D, the principal of President Garcia Memorial

Institute of Technology for giving an opportunity to conduct the study.

The Selected 70 Students in President Garcia Memorial Institute of

Technology, the respondents, for their cooperation, willingness and honesty to
answered the questionnaire.

Above all, to our Father Almighty God, for giving us the knowledge,
strength, courage, perseverance and patience to finish our research endeavor.

The Researchers
 DEDICATION

For the glory of God, who gave the reseacher’s ability to produce wealth and
blessed every work of their hands praise jesus who strenghted the authors, through the
Holy Spirit who gave us an anointing and the power to write, think and to stay healthy
and strong with sound mind despite of severals weeks in making this reseach work
even lack of sleep.

To their loving parents, who extended their efforts in supporting us

financially, emotionally and morally. To our circle of friends and to our special
somone, for helping me in the midst of crisis and lastly, to our research adviser.

To all of you, the researchers would like to dedicate this humble work and
extent sincerest and heartfelt thanks.

The Researchers
 TABLE OF CONTENTS
TITLE PAGE
ABSTRACT
ACKNOWLEDGEMENT
DEDICATION
TABLE OF CONTENTS
LIST OF TABLES
LIST OF FIGURE
CHAPTER
1 THE PROBLEM
Introduction
Statement of the Problem
Hypothesis
Significance of the Study
Scope and Delimitation of the Study
Definition of Terms
2 REVIEW OF RELATED LITERATURE
Social Media
Academic Performance
3 RESEARCH METHODOLOGY
Research Design
Research Instruments
Research Environment
Research Respondent
Sampling Technique
Data Gathering Procedure
Statistical Treatment
4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF
DATA
Demographic Data
The used of Social Media
The Perceptions
The Significant Relationship
5 FINDINGS, CONCLUSIONS, AND RECOMMENDATION
Findings
Conclusions
Recommendations
REFERENCES
APENDICES
A Letter of Request
B QUESTIONNAIRE
CURRICULUM VITAE
 LIST OF TABLES
Table No.
1 Classification and distribution based on demographic data
2 To determine the relationship between social media and academic
performance.
 LIST OF FIGURES
Figures
1 Social Media platform used by the respondent
2 Type of content looked by the respondent
3 A Time they access on social media
4 Percentage of Usage of social media by the respondent
5 Social Media addiction
6 Time spending on social media
7 Stop using social media
8 Get information from social media
9 Social media as good mechanism for communication
10 The influence of social media
11 To complete the school assignments
12 Checking social media sites
13 Social media as good study tool
14 Engaging to social media
 CHAPTER 1

THE PROBLEM

Introduction

Social media have penetrated the lives of many young adults. It helps people

to be better informed, enlightened, and keeping abreast with world developments.

Media exposes mankind to a better way of doing things. Through the internet a

number of web technologies emerged and one technology that is making waves with

regard to information sharing and communication are the Social Media Networks. The

evolution of social media has cut across all facets of society with its positive and

negatives impacts. Social Media has transformed and impacted on communication,

learning, research and education in general. Social Networking Sites (SNS) have

become the modern and attractive tools for connecting people throughout the world

Aghazamani, (2010).

In education, social media can be used to share information with students,

collect information when overseas or while conducting research, share personal

academic interests with other people, engage students and understand what they think

about during instruction, form student study groups, and enhance e-textbook functions

by connecting students with social tools for collaborative purposes Brien, (2012).

Social media also develop students' capacity to create and arouse their interests in

academic subjects (Lau, Lui, & Chu, 2016), and students more easily communicate

with working professionals through social media. Cox and McLeod (2014) found that

social media foster communication among teachers, students, parents, and community

members, and help create online professional learning communities. The internet is an

exciting new medium that is evolving into an essential part of everyday life all over
the world. It has opened a new domain in social interactivity with the promise of

increasing efficiency and worldwide understanding. Though devised primarily to

facilitate research, information seeking, interpersonal communication, and business

transactions, for some Internet users it has become the central focus of their lives and

a temptation that is hard to resist. However, recent studies reveal that over-

involvement or obsession with social networking by students can have negative

impacts on academic performance (Kirschner & Karpinski, 2010).

Teenagers are among the most prolific users of social network sites (SNS).

Emerging studies find that youth spend a considerable portion of their daily life

interacting through social media. Subsequently, questions and controversies emerge

about the effects SNS have on adolescent development. It brings together work from

disparate fields that examine the relationship between SNS and social capital, privacy,

youth safety, psychological well-being, and educational achievement. This research

stands speak to high-profile concerns and controversies that surround youth

participation in these online communities, and offer ripe areas for future research.

Socializing via the Internet has become an increasingly important part of young adult

life (Gemmill & Peterson, 2006). Relative to the general population, adolescents and

young adults are the heaviest computer and Internet users, primarily using it for

completing school assignments (46%), e-mail and/or instant messaging (36%), and

playing computer games (38%; DeBell & Chapman, 2006). Social-networking sites

are the latest online communication tool that allows users to create a public or private

profile to interact with people in their networks (Boyd & Ellison, 2008). According to

Boyd & Ellison (2008, p.211), “Social Networking Sites are web-based services that

allow individuals to construct a public or semi-public profile within a bounded

system, articulate a list of others users with whom they share a connection, and view
and traverse their list of connections and those made by others within the systems”.

These sites are used to interact with friends, peers and others that are found in groups

on these sites.

Online social networking sites engage students and need to be studied as

distributors of information. The medium of internet has evolved with growth in its

applications. The interactive nature of online environments has expanded with social

networks. Connecting through social networks started as a niche activity, but with

time it is now a phenomenon.

Davis et al. (2012), refer to Social Media Technology (SMT) as “web-based

and mobile applications and organizations to create, engage and share new user

generated or existing content, in digital environment through multi-way

communication”. Through this platform, individuals and organizations create profile,

share and exchange information on various activities or interests. An interesting

aspect of social media is that, it is not limited to desktop or laptops, computers but it

could be accessed through mobile applications and smart phones, that making its very

accessible and easily to use. Social Media platforms both in web and mobile

application include Facebook, Twitter, YouTube, Whatapps, Instagram, Blogs,

Messenger, Yahoo Messenger, Black Berry Messenger, Skype, Google Talk, etc. The

world has been changed rapidly by the evolution of technology; this is resulted into

the use of social media as the best medium to explore the wide range of

communication.
 Academic excellence or achievements plays an important role in an individual

placement, be it in the academic institutions or job placement. Due to this, many

people are concerned to how they can enhance their academic achievement. The

emphasis on academic excellence which is also prevalent worldwide has encouraged

many studies about the conditions promoting it. The role of academic achievements as

one of the predicators of one’s life success and also in the aspects of academic

placements in schools to higher institutions as well as the level of employability on

ones careers is investable, (Kyoshaba, 2009). Academic performance, which is

measured by the examination results, is one of the major goals of a school. Hoyle

(1986), argued that schools are established with the aim of imparting knowledge and

skill to those who go through them and behind all this is the idea of enhancing good

academic performance.

Academic performance or achievements is the outcome of education, the

extent to which a student, teacher has achieved their educational goals. Academic

performances is commonly measured by examinations or continuous assessment but

there is no general agreement on how it is best tested or which aspects are most

important, procedural knowledge such as skills or declarative knowledge such as facts

(Anne, Howard & Mildred 1996).

A direct relationship exists between Social Media and Academic Performance

of the students in high school. Online social networking sites focus on building and

reflecting social associations among people who share interests and or activities. With

so many social networking sites displayed on the internet, students are attempted to

abandon their homework and reading time in preference for chatting online with peer

groups or even friends, they should prefer surfing on networking sites than allocate
their time usefully in school works. Many students are now addicted to the online rave

of the moment, with Facebook etc.

Today, most youths and students possess Facebook accounts. The reason most

of them perform badly in school might not be far – fetched, while many minds might

be quick to blame the poor quality of the teachers, they might have to think even

harder, if they have no heard of the Facebook frenzy (Oche & Aminu, 2010). Olubiyi

(2012), noted that these days’ students are so engrossed in the social media

(Facebook) that they are almost 24 hours online. Even in lectures, seminars, programs

or even in church, it has been observed that some students are always busy in

Facebooking, while lectures are on. Sometimes ought be cancelled towards learning,

academic research and innovating have been crushed by the passion for meeting new

friends online, and most times busy discussing trivial issues. Hence, most of students’

in academics suffer setback as a result of distraction from the social media.

Social networking sites although has been recognized as an important resource

for educational today. However, show that students who use social networking sites

such as Facebook for fun, to kill time, to meet existing friends or make new ones

(Ellison, Stenfeld, and Lampe 2007). According to Kuppuswamy and Shankar (2010),

social network websites grab attention of the students and then diverts it towards non-

educational and inappropriate actions including useless chatting.

Social information processing theory is an interpersonal communication theory which

suggest that online interpersonal relationship development might require more time to

develop than face-to-face relationship, but when developed, it has the same influence

as face-to-face communication. This means, the more students use social media, the

more they influence their disposition for studies, given the fact that friends from
social media will begin to exert influence on each other. The world today is a digital

world in which the internet is the most important sort of information. Since the advent

of social media sites is in the 1990s, it is assumed in some quarters that the academic

performance of students is facing a lot of neglect and challenges. It is observed that

the students’ devote more time and more attention to social media than they do their

study. Social media as a medium of interaction between students has been part of

discussion in recent times and which have imparted on their academic performance.

Instead of students reading books, they spend their time chatting and making friends

via the social media and this might definitely have a big influence on their academic

performances. It is a common sight to see a student chatting in sensitive and highly

organized places like church, mosque and lectures venues. Some are so carried away

that even as they are walking along the high way, they keep on chatting.
Statement of the Problem

Internet was originally designed to facilitate communication and research

activities. However, the dramatic increase in the use of the social media in recent

years has led to use in addiction. This study is a preliminary investigation of the

extent of social media addiction in PGMIT students. In today's society, social media

have become an almost indispensable part of daily life, particularly among students,

who are generally heavy social media users. Social media has also been increasingly

prevalent. Little, however, is known about how social media usage and social media

influence the academic performance of the students.

This study was sought to determine the level of the Social Media: The Effects

on the Academic Performances of the Selected PGMIT Students.

Specifically, this study aimed to answer the following questions:

1. How the respondents use the social media?

2. What is the perception of the respondents in using social media?

3. Is there any significant relationship between social media and academic

performances?

Null Hypothesis

There is no significant relationship between social media and academic

performances.
Significance of the Study

This field of study is important because sociability is an underlying theme in

using social media. Since this social media phenomenon is continuing to grow at a

fast pace, it is important to understand the effect it has on personal communication.

Social media networks offer a straightforward way to converse with peers and get

peer feedback, as well, which may influence a young adult’s self-esteem. Social

media, Facebook is used primarily by the student to maintain relationships with

individuals they are acquainted with who live near and far. Facebook makes it simpler

to communicate with multiple people at one time. Social media may also make easier

for users to monitor activities of people they have not seen in a while as well as

reconnecting with new friends and old friends.

The importance of this study are the following; parents, teachers, researchers

and students. This study will help the parents in the sense of the protecting and

helping their children to the cyber bullying and to look out to the possible

addictiveness of their children in social media. The findings of this study would

provide teachers of the school to know how the students engage, and influence, so that

the can assist them to enlighten and create awareness to the students on the possible

outcomes in social media. The instruments used in this study could be their basis in

formulating their own instruments to test the social media and academic performance

of their respondents while the result of this study could serve as part of their study.

Lastly, the study will enable the student of the higher level so that they will be aware

of that, apart from the social benefits of the social networking sites, using the sites

more than necessary will prone possible to dangers.

Scope and Delimitation of the Study

The focused of this research work is to primarily study the effect of the social

media to the academic performances of the students. The study will comprise of the

selected students in PGMIT.

Definition of Terms

As words may mean differently in different context, the following definitions

are given as the words used as intended to be understood for the purpose of this study.

Social Media. It is refers to the collective of online communication channels

dedicated to community-based input, interaction, content-sharing and collaboration.

Social Networking Sites. An online website where people gather and share

information about them and can send to others.

Networks. It is the information to the collective technology, a computer network, also

called a data network, is a series of points, or nodes, interconnected by

communication paths for the purpose of transmitting, receiving and exchanging data,

voice and video traffic.

Academic. It is concerned in relating to education, scholarship and involves studying,

reasoning rather than practical and technical skills.

Performance. It is refer to a manner in which the action or process of carrying out or

accomplishing an action, task, or function.

Students. A person who is studying at a school or college.

 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter deals with the discussion of facts, principles and presents a

review of previous researchers which have a significant bearing on the problem under

investigation. Subsequently, this chapter provides information from the related

literature gathered by the researchers that are appropriately connected to this study.

The researchers believed that the work of different authors have contributed numerous

to provide enough the following evidences that would help us and give strengthen

more results of this study.

Social Media

Social media is defined by Kaplan and Haenlein (2010) as ‘‘internet based

applications that allow the creation and exchange of content which is user generated’’.

Social media allows users as well as communities to create, collaborate and edit user

content. Key features of Web 2.0 included providing a rich user experience, where

users interact with the data which is dynamically created from users’ input, users act

as contributors to a site through reviews as well as comments and allowing users to

classify and find information through the art of tagging. Features of Web 2.0 have

formed a solid foundation for social media as highlighted by Kaplan and Haenlein

(2010) and the reverse of the relationship is noted by Hendler and Golbeck (2008).

Social media users can use to communicate and interact with other users, whether

they are friends, work colleagues or strangers. The popularity of social media

illustrated by statistics Curtis, (2011) in 2013 such as Facebook had 1.1 billion users,

Twitter had 500 million users registered on its site, has highlighted the success of

Web 2.0. Studies conducted in the USA (Salter & Junco, 2007; Subrahmanyam,
Reich, Waechter, & Espinoza, 2008) have found that that social media connectivity

has become an integral part of the students. Subrahmanyam et al. (2008) study which

took place in a Los Angeles university identified that 94% of first year college

students use social media more specifically SNS. This data can be used to analyze

behavior. Grosseck and Holotescu (2011) is an advocate of using Twitter for

education activities such as research as it eases the analysis of information. Al-Khalifa

(2008) has identified that 58% of the students in his research showed positivism for

using Twitter for academic purposes while 37% had resistance in using Twitter for

academic purposes. The use of social media has a variety of disadvantages especially

for students. Some of those disadvantages include cyber bullying, personal data

leakage, recruitment for jobs and time wasting. Cyber bullying is the act of bullying a

person through the use of electronic communication, by sending message which are

threatening or intimidating (Dictionary, 2014). Direct attacks of cyber bullying

involve sending messages to the person directly via means such as text message,

instant messaging, SNS, blogs, creating websites to tease or hurt the person, stealing

passwords for accounts such as email as well as social media accounts to pose as the

person in order to hurt other people, sending malicious code (Viruses and Malware),

sending pictures via email or mobile phones and interactive gaming (WiredSaftey,

2009).

The use of social media involves displaying personal details via user profiles.

Posting personal information on a user profile which has tight security setting does

not guarantee privacy. Friends and third party applications granted access to the

profile information by the user may leak the information. The greater the amount of

personal information posted on a profile, the increased risk of social engineering

attacks to a user and their network of friends. Attacks include phishing, identity theft
and re-identification of information. Personal information can be of value to business

competitors, hackers and predators who analyzed social media sites looking for

personal information to design attacks (FBI, 2013; Lytras et al., 2013). Personal

information can also be valuable to employers. Many students work during and after

attending university. When employers are looking for candidates to recruit, user

profiles provide a useful source of information. However there are items of personal

details which can cause concern for potential employers. Also the use of user profiles

by current employees can cause headaches for a company. One example was a nurse

who had just return from a stressful and long shift at a hospital, updated her Facebook

status. Unfortunately the status disclosed confidential medical information and this

created liability for the hospital that was employing the nurse. This scenario

illustrated how no comments or thoughts are secret when published on a user profile

and the importance of separating your work and social life (Cox & Rethman, 2011).

Social media is a term that is broadly used to describe any number of technological

systems related to collaboration and community (Joosten, 2012). While it appears that

a specific definition may be elusive (Kaplan & Haenlein, 2010), social media is often

described by example. Social networking sites, blogs, wikis, multimedia platforms,

virtual game worlds, and virtual social worldsare among the applications typically

included in recent illustrations (Barnes & Lescault, 2011; McEwan, 2012). To narrow

the range for this review, social networking sites (SNSs) were chosen to be the focus

in recognition of the prevalence of SNSs such as Facebook and MySpace, and

LinkedIn. Used interchangeably with terms such as social networking or online social

networks, SNSs are web-based services that allow users to make personal profiles,

create content, and share messages by connecting with other users in the system (boyd

& Ellison, 2007). Some researchers use the more inclusive term Web 2.0 when
referring to SNSs and other social media (Gruzd, Staves, & Wilk, 2011; Hemmi,

Bayne, & Land, 2009; Kaplan & Haenline, 2010). The task of defining social media is

made more challenging by the fact that it is constantly in a state of change. SNSs

evolve as developers create new or enhanced features that will meet the demands of

users. Some social networks are tailored to niche markets so features may be

differentiated for particular users. For example, Match.com and eHarmony.com are

SNSs that cater to dating (and were not included in this review). Ning allows users to

create their own social networks. A brief description of Facebook’s functionality

portrays most current capabilities of SNSs. Inside Facebook, users can send messages,

add friends, update personal profiles, join groups, develop applications, host content,

and learn about other users through their online profiles (Haase, 2010).

The increased use of Social Networking Websites has become an international

phenomenon in the past several years. What started out as a hobby for some computer

literate people has become a social norm and way of life for people from all over the

world (Boyd, 2007). Teenagers and young adults have especially embraced these sites

as a way to connect with their peers, share information, reinvent their personalities,

and showcase their social lives (Boyd, 2007). With the increase of technology used

for communicating with others and the popularity of the Internet, “Social

Networking” has become an activity that is done primarily on the Internet, with sites

like MySpace, Face book, Bebo, Friendster, and Xanga (Coyle et al., 2008). Many

people actively participate in content generation and value creation, and several

researchers (e.g., Young et al., 2009; Vasalou et al., 2010) have examined their

profiles to determine why and to what extent they are keep on posting their entire

identity, sharing pictures and videos, and indicating their religious affiliations, marital

status, and political orientations on the internet. These users interact with others,
exchange information about their interests, raised discussions about new topics,

follows news about specific topics on different Social Networking Sites. Teenagers

now use the Internet for the majority their daily activities and information gathering,

as opposed to older generations who used resources like the television or newspaper

(Lewis, 2008). A recent survey showed that approximately ninety percent of teens in

the United States have Internet access, and about seventy-five percent of these teens

use the Internet more than once per day (Kist, 2008). This study also showed that

approximately half of all teens who have Internet access are also members of social

networking sites, and use the Internet to make plans and socialize with friends (Kist,

2008).

In September, 2005, out of total adult internet users (18-29 years) 16% were

those who were using any social networking site and this percentage increased to 86%

on May, 2010 (www.marketingcharts.com). Tuckman (1975) defined performance as

the apparent demonstration of understanding, concepts, skills, ideas and knowledge of

a person and proposed that grades clearly depict the performance of a student. Hence,

their academic performance must be managed efficiently keeping in view all the

factors that can positively or negatively affect their educational performance. Use of

technology such as internet is one of the most important factors that can influence

educational performance of students positively or adversely. Shah et al. (2001)

proposed that student users are affected by the internet and this impact is determined

by the type of internet usage. They are positively affected by the informative use of

internet while having drastic impact of recreational use of internet on them. Also,

Oskouei (2010) proposed that internet is advantageous to both students and teachers if

used as a tool of knowledge creation and dissemination.Similarly, Banquil et al.

(2009) found a continuing drop of grades among student users of social networking
sites. However, many researchers also found a positive association between use of

internet and SNS and academic performance of the student users. Students, using

internet frequently, scored higher on reading skills test and had higher grades as well

(Linda et al., 2006). An ever increasing growth rate of SNS not only calls for the

parental and teacher monitoring of student users but also attracting the focus of

academicians and researchers towards this phenomenon. Student’s use of social

networking continues to create challenges and issues for higher education

professionals and keeping abreast of these challenges has proved difficult because of

the speed at which new technologies are being introduced (Bugeja, 2006; Cariccioso,

2006; Finder, 2006; Quindlen, 2006; Shier, 2005).There is evidence that higher

education institutions have taken initiatives in disclosing information about online

social networking involvement to their students(Read et al., 2006).

Academic Performance

The study of factors affecting academic performance has been widely

researched over the years. These studies have focused on the effect of factors such as

academic competency, time management skills, study strategies, student

characteristics, etc. (Margrain, 1978; Mizerski & Pettigrew, 2003; Sansgiry,

Kawatkar, Dutta, & Bhosle, 2004; Trueman & Hartley, 1996, to name a few) on

academic performance. Trueman and Hartley (1996) found that women and older

students have better time management skills. Similarly, Mizerski and Pettigrew

(2003) show that women and older students perform better academically. Sansgiry et

al. (2004) identifies academic competency, time management and study strategies as

significant drivers of academic performance. In Kleijn, Ploeg, and Topman (1994),

the authors state that higher levels of academic competency lead to better academic

performance. Lay and Schouwenburg (1993) found that good time management skills

are key to academic performance.

On another level, neuroscientist Susan Greenfield (Wintour, 2009) warned of

the negative effect of social media on the attention span of kids. Although attention

span has not been directly linked to academic achievement of students, an indirect

association seems to exist, as demonstrated in the following studies: Barkley (2006)

and DuPaul and Volpe (2009) focus on the effect of attention deficit disorder on

student achievement; Johnstone and Percival (1976) and Wilson and Korn (2007)

study the effect of class duration on the attention span of students. In the wake of the

recent popularity of online social networking and its increasing usage among the

student community, research on the effect of social media has also gained

considerable traction. For example, a recent article by Johnstone and Percival (1976)

and Wilson and Korn (2007) concluded that use of Facebook negatively affects GPA
and study time spent per week. In another related study, Zhong, Hardin, and Sun

(2011) studied the effect of personality traits on the use of Facebook. They found that

users with high need for cognition use Facebook less while those with high

information and technology innovativeness were highly likely to spend more time on

Facebook. While extant research has studied the effect of social media on academic

performance, a detailed analysis focusing on the key research questions discussed in

the introduction section is missing. This study aims to bridge this gap in the extant

literature. In order to affect changes in student behaviors that might improve academic

performance, it is important to know what drives their sometimes obsessive use of

social media. There is not a great deal of published research related to such factors.

Baker and White (2010) applied Ajzen’s theory of planned behavior (TPB)

model to predict the use of social media among adolescents. Ajzen’s TPB model was

developed to predict intentions to engage in certain behaviors and, subsequently, to

predict actual engagement in the behaviors (Ajzen,1991). The three variables used to

predict intention are attitude toward the behavior in question, perceived behavioral

control (PBC) over the behavior and subjective norms surrounding the behavior.

Baker and White (2010) found the variables attitude and planned behavioral control to

be significant in predicting the intent to use social media. They discovered the

variable subjective norms (a person’s perception that others believe he or she should

engage in the behavior) was not significant but the variable group norms (the

expected behavior of his or her social group) was significant. As they point out,

adolescents and college students adhere more to group norms. Interestingly, Baker

and White (2010) also found that age and gender are not significant factors in

predicting social media usage. In contrast, a later study by Cameron (2010) found that

TPB was not useful in determining the intentions of college, high school students to
use social media. It is not the intention of this study to test the usefulness of TPB to

predict the intention to use social media. However, given the demonstrated link

between the variables that predict behavior on time spent on social media, we include

them as a ‘‘Predictors of Behavior’’ construct in the proposed model.

Research has examined the general impact of technology on academic

achievement and development of children and teens. Positive and negative effects of

technology on achievement have been documented. Espinosa, Laffey, Whittaker, and

Sheng (2006) investigated the role of technology in early childhood development

using data from the Early Childhood Longitudinal Study. The results indicated that

access contributed to the learning potential of the students, but the authors cautioned

that parents should encourage the educational use of technology to improve academic

achievement. Lei and Zhao (2005) researched the specifics of access, acknowledging

that quantity is not as important as quality when it comes to technology use and

student achievement. Specifically, when the quality of technology use is not closely

monitored or ensured, computer use may do more harm than good to student

achievement in school. In addition, technology that was found to have a positive

impact on academic achievement, or technology with educational value, was not

popular and used less frequently. Studies have also documented no relation between

computer use and academic achievement. For example, no relationship was found

between time spent on the computer at home and GPA in a sample of adolescents

(Hunley et al., 2005). Other researchers have found that recreational Internet use is

strongly correlated with impaired academic performance (Kubey, Lavin, & Barrows,

2001). Approximately 10–15% of study participants reported feeling not being in

complete control of their Internet use, and that it has hurt their schoolwork. Students

who reported Internet caused schoolwork problems were found to have spent five
times more hours online than those who did not, and they were also significantly more

likely to report that their Internet use caused them to stay up late, get less sleep, and

miss classes. Although not specifically mentioning FB, the authors conclude that it is

not so much the Internet that causes these problems as the new social opportunities of

the Internet.

Students who reported academic problems were more likely to use the Internet

for real-time social activities such as IM and chat rooms. Kubey and colleagues note

that these social uses are what hold students captive, especially late at night.Specific

to FB use, Vanden Boogart (2006), in an unpublished Master’s thesis, found that

heavy FB use (i.e., more time spent on FB) is observed among students with lower

GPAs, although no control variables were implemented in the analyses. Conversely,

Kolek and Saunders (2008) found that there was no correlation between Facebook

use and GPA in a sample of students from a public Northeast research university.

More recently, an exploratory survey study reported a negative relationship between

FB use and academic achievement as measured by self-reported GPA and hours spent

studying per week c. Again, this study only implemented one control variable (i.e.,

student status as either undergraduate or graduate), and failed to control for other

confounding variables such as university major. These data from the study will be re-

analyzed and presented in the current paper based on suggestions and feedback from

other researchers. In response to the aforementioned study, another group of

researchers used the exploratory findings as a springboard for a publication where no

relationship was found between FB use and GPA (Pasek, More, & Hargittai, 2009).

However, the overall consensus is that more research needs to be done, and that the

questioned relationship between SNS and academic performance remains largely

unanswered.
 Regarding the purposes of using social media, Oye, Adam, and Nor Zairah

(2012) indicated that academic performance was adversely affected when social

networking sites were used to fulfill social and nonacademic needs only. Ravizza,

Hambrick, and Fenn (2014) reported that nonacademic Internet use, including social

media, among university students was negatively associated with classroom

performance as shown in three examinations during the semester and cumulative final

examinations. However, some evidence suggests benefits of social media use in

learning. For instance, the use of Twitter for academic and co-curricular discussions

was found to have a positive effect on grades for college and high schools students

(Junco, Heiberger, & Loken, 2011).

Students who used Studies examining the influence of media multitasking on

academic performance have reported that media multitasking has a negative effect on

three aspects of academic performance, namely, academic outcomes, study related

behaviors and attitudes, and perceived academic learning (van der Schuur,

Baumgartner, Sumter, & Valkenburg, 2015). The time displacement hypothesis and

the limited information processing capacity hypothesis are frequently used to explain

why media use during academic work adversely affects academic performance. The

time displacement hypothesis posits that because of the appealing nature of most

media today, students are likely to devote far more time to any media than to

academic activities. Some may even skip class and choose to use media instead.

Media tend to distract student attention from their studies and subsequently decrease

their performance and efficiency (Walsh, Fielder, Carey, & Carey, 2013).
 CHAPTER 3

METHODOLOGY

In this chapter presents the procedures to be followed in gathering data that are

needed in answering the problem of this present study. It consists of the research

design, research instrument, research locale/environment, research

subject/respondents, sampling technique, data gathering procedure and statistical

treatment.

Quantitative Research Design

This study used correlative quantitative design, shows the extent and direction

of variable relationships, that is, whether or a negative o0r positive relationship exist

between or among them.

Quantitative Research Instrument

The techniques in collecting quantitative data will be survey, is a data-

gathering techniques that makes us to obtain facts or information about the subject or

object of your research through the data-gathering instrument of questionnaire.

Questionnaire is a paper containing series of questions formulated for an individual

and independent answering by several respondents for obtaining statistical

information. Each question offers a number of probable answers from which the

respondents, on the basis or their own judgment, will choose the best answer. Making

up a questionnaire are factual and opinionated questions. Questions to elicit factual

answers are formulated in a multiple-choice type and those to ask about the

respondents’ views, attitudes, preferences, and other opinionated answers are

provided with sufficient space where the respondents could write their sentential

answers to opinionated questions (Baraceros, 2016).

Quantitative Research Environment

The study was conducted at President Garcia Memorial Institute of

Technology, Abu Street, Poblacion Dinas, Zamboanga del Sur.

Figure 1. The study site

Quantitative Research Respondents

The respondents of this study are the selected PGMIT students of President

Garcia Memorial Institute of Technology that are officially enrolled by the S.Y, 2018-

2019. The researchers choose these students to become the respondents of this study.

Sampling Technique

The purposive Sampling Technique was employed in the selection of

respondents from the population. The whole population was taken as respondents in

which they were purposively chosen. FraenKel and Wallen (1995) The researcher

choose the students who surely could corresponds the objective of the study, like

selecting those which rich experience or interest in the study.

Data Gathering Procedure

The researchers gave first a letter seeking permission from the research

adviser. Upon the approval, the researchers also gave a letter of request to the

principal of President Garcia Memorial Institute of Technology asking a favor to

allow the researchers to administer the study to the selected PGMIT students.

During the conduct of the study, the researchers explained to the respondents

the purpose of the study. They also explained to the students the way they would

answer the questionnaire. In order that they would take the test seriously, your

participation will greatly help to obtain the result.

When the test was over, the researchers do the manual checking of the test

papers answered by the student. After getting the final scores of the students, the

researchers tallied the scores of the students. Processing of data was done on the

computer, using Microsoft Excel, to insure that the results were accurate and

therefore, reliable.

Statistical Treatment

To evaluate the respondent’s scores, the researchers used quantitative

and inferential statistical tools. They are operationally defined concomitant to this

study. The following were used.

1). Mean. This quantitative statistical tool was used to measure the problems

encountered by the respondents. To get the average mean, the summation of the

product of the no. of response and the mean was divided by the no. of respondents.

The formula is presented below:

∑x
x́=
N
WHERE:

x́ = me

x = no. of response

N = no. of respondents

2. Pearson Product Moment Coefficient of Correlation. This correlation

statistical tool was used to determine the strength of the relationship between the

academic performance and social media.

The formula was shown below:

n ( ∑ xy )−(∑ x )(∑ y )
r= 2 2
√ [¿ n ∑ x ²−( ∑ x ) ][n ( ∑ y )−(∑ y )² ] ¿

WHERE:

r = Pearson Product Moment Coefficient of Correlation

n = No. of respondents

x = mean of respondents’ responses on No. of hours spending on social media

y = mean result of the students’ academic performance the general average

∑xy = sum of all entries in the XY column of No. of spending on social

media and the mean result of the student academic performance

∑x² = sum of the squares of the means of the respondents on No. of hours
spending on social media

∑y² = sum of the squares of the mean result of the students’ academic
performance the general average
Interpretation of Correlation Coefficient Value:

±1 Perfect Correlation

± 0.75 to ˂ ± 1 Very High Correlation

± 0.50 to ˂ ± 0.75 Moderately High Correlations

± 0.25 to ˂ ± 0.50 Moderately Low Correlations

˃ ± 0 to ˂ ± 0.25 Very Low Correlations

1 No Correlation

3. T – Test. This statistical tool was used after computing the Pearson “r”. This

would determine if the hypothesis would be rejected or accepted.

The formula is shown below:

n−2
t=
√
r

1−r ²

WHERE:

t = T – test statistic

n = No. of respondents

r = Pearson “r” value

Processing of data was done on the computer, using Microsoft Excel and
SPPSS (IBM) Statistic, to ensure that the result are accurate and therefore, reliable. It
is also an objective for educational research to avail the latest technology to provide
the research with a good level of credibility and acceptability.

CHAPTER 4
 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets the data gathered from the

investigation. The data were presented in tabular and were arranged based on the sub -

inquires that were pointed in this study.

Table 1. Classification and distribution based on demographic data

GENDER FREQUENCY PERCENTAGE

MALE 27 38.57%

FEMALE 43 61.42%

AGE FREQUENCY PERCENTAGE

18 years old: 9 12.88%

17 years old 13 18.57%

16 years old 8 11.42%

15 years old 20 28.57%

14 years old 12 17.14%

13 years old 7 10%

12 years old 1 1.42%

RELIGION FREQUENCY PERCENTAGE

UCCP: 2 2.88 %
Roman Catholic 41 58.57%
Seventh Day Adventist 8 11.42%
IFI 4 5.71%
Born Again 2 2.88%
Alliance 1 1.42%
Christohanon 1 1.42%
Islam 10 14.28%

Jehova Witnesses 1 1.42%

INTERPRETATION:
Based on Table 1, the classification and distribution of the demographic data it

shows that the GENDER (female), posted the highest percentage of 61.42%.

Followed by the (male), gathering the percentage of 27.57%. This means that almost

of our respondents are female.

 For the AGE, it shows that 15 years old with the highest percentage of 28.57%.

Followed by 17 years old got the percentage of 18.57%. For the 14 years old with the

percentage of 17.14%. It is followed with the percentage of 12.88% for the 18 years

old. For the 16 years old got the percentage of 11.42% and for the 3 years old

gathering the percentage of 10%. Lastly, the 12 years old got the percentage of 1.42%.

Therefore, the highest percentage goes to the 15 years old students in PGMIT.

Mostly, of our respondents is the Roman Catholic: (58.57%), Seventh Day

Adventists: (11.42%), Islam: 10 (14.28%), IFI: (5.71%), UCCP: 2 (2.88 %), Born

Again: 2 (2.88%), Alliance: 1 (1.42%), Christohanon: 1 (1.42%), Jehova Witnesses: 1

(1.42%).

FIGURE 1: Social Media platform used by the

10000%
respondent
9500%
9000%
8500%
8000%
7500%
7000%
6500%
6000%
5500%
5000%
4500%
4000%
3500%
3000%
2500%
2000%
1500%
1000%
500%
0%
Facebook Instagram Twitter Youtube Others

LEGEND: Social Media platform

INTERPRETATION:

From a sample of 70 selected students we found out that all the students used

one or the other social networking site. The social networking sites that students used

for academic purposes included YouTube, Instagram, Twitter and Facebook.

Facebook (95.71%) was used as much as Youtube (18.57%). Twitter (7.14%) was the

least used of all the websites. Instagram (11.42%) is mostly access by someone

meantime and 12.85% for any other uses. Therefore, that the highest social media

platform that is mostly accessible by the respondent is the facebook. As we gathered

the data we found out that all of our respondents has a facebook accounts.

FIGURE 2: Type of content looked by the respondent

10000%
9500%
9000%
8500%
8000%
7500%
7000%
6500%
6000%
5500%
5000%
4500%
4000%
3500%
3000%
2500%
2000%
1500%
1000%
500%
0%
Educational Entertainment Health and Lifestyle News Others

LEGEND: Type of content

INTERPRETATION:

Nearly all respondents were members of a community or a group on social

networks. The type of content they joined was for educational, entertainment, health

and lifestyle, news and for any other uses. 34.28% used SNS for educational

purposes, 52.85% for entertainment, 18.57% health and lifestyle, 32.85% news and

5.71% for any other uses. The highest content joined by students were the

entertainment and the news. The students choose groups that were related to their

discipline and joined educational communities with which they shared common

interests (Fig 7). This reflects that social media were used by students for

entertainment mostly and less for educational purposes, while most students used

social networks for entertainment purposes.

 FIGURE 3: A Time they access on social media
10000%
9500%
9000%
8500%
8000%
7500%
7000%
6500%
6000%
5500%
5000%
4500%
4000%
3500%
3000%
2500%
2000%
1500%
1000%
500%
0%
Free time Meal time Night time Morning OTHERS

LEGEND: Time

INTERPRETATION:
The respondents reported the probability of time they spent on social networks per

free time will be 78.57%, it followed by the night time with the percentage of 44.28%,

while during in meal time they consumed almost 14.28% while in ate. In the morning

they spent to social media with the percentage of 11.42% and 1.42% for the other

time. Therefore, the consumption levels of 78.57%, for the highest percentage (see

Fig 3).
 FIGURE 4:Percentage of Usage of social media by the
respondent
10000%
9500%
9000%
8500%
8000%
7500%
7000%
6500%
6000%
5500%
5000%
4500%
4000%
3500%
3000%
2500%
2000%
1500%
1000%
500%
0%
DU PP BL CC OTHERS

LEGEND:

DU - Downloading/Uploading music/videos
PP - Posting photos
BL – Blogging
CC - Chatting/Communication w/ teachers/class fellow

INTERPRETATION:

As shown in Figure 4, is that downloading music and videos were not

only educational but consisted of several genres. The highest score revealed that the
students used it for chatting/Communication w/ teachers/class fellow with the highest
percentage of 72.85%. Downloading music/videos, posting photos and chatting can be
categorized as entertainment use. Only 42.85% used SNS for uploading videos, for
posting photos 42.85%, for the blogging is 12.85% and 7.14% for others. Therefore,
this reflects that social media were used by the students are mostly entertainment and
less for educational purposes, while most students used social networks for
entertainment purposes.
 FIGURE 5: Social Media addiction
NO
24%

YES
76%

INTERPRETATION:

As shown in Figure 5, 76% answered YES that they think that addiction to social
media is problematic issues that affects their academic performance, while 24%
believed that addiction to social media, does not affects their academic performance.

FIGURE 6: Time spending on social media

NO
36%

YES
64%

INTERPRETATION:

64% agreed that the hours they spend on social media can never be compared
to the number of hours they spend on academic performances, while 36% disagreed
that the spending on social media cannot compared to the number of hour they spend
on academic performance.
 FIGURE 7: Stop using social media

YES
27%

NO
73%

INTERPRETATION:

It shows in Figure 7, 73% denied that they think if they stop using social
media, they can performed well their academic performance and 27% felt that if they
stop using social media, they cannot performed well.

FIGURE 8: Get information from social media

NO
14%

YES
86%

INTERPRETATION:

As shown in Figure 8, 86% answered YES that gotten information from social
media can help their academic performance, while 14% believed that it cannot help
for their academic performance.
 FIGURE 9: Social media as good mechanism for
communication
NO
6%

Y
E
S
94
%

INTERPRETATION:

In Figure 9, it show with the highest percentage of 94% they think that social
media provides good mechanism for communicating my classmate in terms of
assignments and 6% denied that social media does not good mechanism for
communication.

FIGURE 10: The influence of social media

NO
33%

YES
67%

INTERPRETATION:

In figure 10, shows that 67% agreed if they encounter any problem causing
social media and having a bad influence to their academic performances, while 33%
disagreed that encountered a problem in social media does not affect their study
timings.
 FIGURE 11: To complete the school assignments

NO
30%

YES
70%

INTERPRETATION:

70% agreed that they have enough time to complete their school assignments
without checking their social media accounts, while 30% disagreed of it.

FIGURE 12: Checking social media sites

NO
31%

YES
69%

INTERPRETATION:

As shown in Figure 12, 69% believed that checking social media sites often
helps greatly in their academic performance, while 31% does not believed on it.
 FIGURE 13: Social media as good study tool

NO
26%

YES
74%

INTERPRETATION:

Showing that 74% agreed as they considered the social media as good study
tool, while 26% disagreed is that social media is not good for study tool.

FIGURE 14: Engaging to social media

YES
36%

NO
64%

INTERPRETATION:

64% believed that they engaged into social media, there is an improvement of
their grades and 36% believing that they engaged into social media, there is no
improvement of their grades.
Table 2. To determine the relationship between social media and academic
performance.

INTERPRETATION:
Table 2. shows that the results of the test of significant relationship between

social media and academic performance. The testing hypothesis yielded a Pearson “r”

valued of 0.044 and the computed value of t = 0.3631 is less than the critical value of t

which is 1.960. Therefore, we accept the null hypothesis and established a Very Low

Correlations. So, we say that there is no significant relationship between social media

and academic performance.

 CHAPTER 5

FINDINGS, CONCLUSIONS, AND RECOMMENDATION

This chapter presents the summary of finding based on the two variables

treated in this study, the conclusions drawn based on the findings of the study and the

recommendations proposed by the researchers based on the results generated by the

variables.

Findings

The following were the findings of the study.

1. On the level of Social Media: The Effects on the Academic Performances of the

Selected PGMIT Students was conducted at President Garcia Memorial Institute

of Technology, Abu Street, Poblacion Dinas, Zamboanga del Sur we found out

that under the two variables compared and obtained the results of the Pearson “r”

of 0.044 this means that the results has a correlation of moderately low. Therefore,

if the students will increased their usage of social media they also increased their

academic performance.

2. We conclude that the relationship between social media and academic

performance does not really exist in the population.

3. There is no significant relationship between social media and academic

performance.
Conclusions

The following were formulated after the data were being gathered, analyzed

and interpreted.

1. The results from the findings of this study that, through Social Media their well be

a slight effect on the academic performance. Therefore, the PGMIT students have

reached the level of intelligence, in terms of their academic performance. Most of

them will productive in time and such like, they also have a benefit and that can

be used appropriately.

2. I conclude that they also balanced their time spending on social media and their

academic performance

3. The students, on a whole, gave a more scoring response to using online networks

to write their class assignments. The observations drawn from empirical data

shows that student started using social networks for academic purposes. While

some students perceived Social Media as a distraction and were hesitant to share

their feelings, a high percentage of respondents found it an avenue to search for

information, join educational networks and look for career opportunities. The use

of Social Media gave them a sense of belonging to an academic community, as

their online friends were mostly met. According to the responses it can be

concluded that social networks if designed and tailored to the specific educational

needs of each student, related to each major in communication, Social Media can

be a useful instrument in improving academic performance of students in

President Garcia Memorial Institute of Technology, Abu Street, Poblacion Dinas,

Zamboanga del Sur.

Recommendations

From the findings and conclusions of this research, the following

recommendations were made:

1. Students should be better manage their time and prevent distractions that can

provided by the social media. It should be a balanced of spending their study and

surfing on the social media.

2. Social media is should be expanded a new pages, websites or any other that can

help the students to enhanced their academic activities and avoid setback in their

academic performance.

3. The use of social media it should on the academic relevance of those sites instead

of using them for nonsense purposes.

4. The students it should create a balance between chatting and academic activities,

it should more attention could directed to academic research.

5. Students should educate on the negative and positive influence of social media.

6. Other researches are advised to conduct similar or further study relating to social

media. Other researchers may use other question or inquire regarding on this topic

to get the negative effect of having a social media accounts.

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 Appendix A

Letter of Request

President Garcia Memorial Institute of Technology

Abu Street, Poblacion Dinas, Zamboanga del Sur

February 11, 2019

VIRGINITA GARCIA ALBARICO, PhD.
School Principal

Dear Madame:
This is to inform you that we are conducting a research study on “SOCIAL
MEDIA: THE EFFECTS ON THE ACADEMIC PERFORMANCES OF THE
SELECTED PGMIT STUDENTS,” President Garcia Memorial Institute of
Technology, Abu Street, Poblacion Dinas, Zamboanga del Sur, as a partial
requirements for the grade 12 Senior High.
In this connection, we would like to request that we must be given a
permission to distribute our questionnaire to the said respondents so that we can
collect data can be generated upon.
Your favorable action is highly appreciated.
Very truly yours,

VERGEL E. NANTES ELVIE JANE O. PEPITO

The Researcher The Researcher
RACKY VAN L. ALBIOS ALEXANDER JR. A. GARCES
The Researcher The Researcher

NOTED BY: APPROVED BY:

KENT JOSHUA G. TANGAN VIRGINITA GARCIA ALBARICO PhD

Research Adviser School Principal

LUZTRELLA GARCIA BERNANTE

School Registrar
 Appendix B
QUESTIONNAIRE
The survey is being for the research regarding, “THE EFFECTS ON THE ACADEMIC
PERFORMANCES OF THE SELECTED PGMIT STUDENTS”. Your participation will greatly
help to obtain the result.

Name: ______________________ Year/Section:_______ Sex:_______ Age:_____ Religion:______

General Instruction: Put check inside the box that corresponds to your choice.
1. Do you have a social media account/s?
⎕ Yes ⎕ No
2. What social media account/s do you have?
⎕ Facebook
⎕ Instagram
⎕ Twitter
⎕ Youtube
⎕Others, please specify

3. How many social media account/s do you use?

⎕1
⎕2
⎕3
⎕4
⎕Others, please specify

4. What Social Media platform, always do you use?

⎕ Facebook
⎕ Instagram
⎕ Twitter
⎕ Youtube
⎕Others, please specify

5. How many times a day do you look at social media?

⎕ Not Everyday
⎕ Once a Day
⎕ 2-5 times a day
⎕ 5-10 times a day
⎕Others, please specify

6. How much time do you spend on social media per day?

⎕ Less than 30 minutes
⎕ 30 minutes – 1 hour
⎕ 1-2 hours
⎕ 2-3 hours
⎕Others, please specify
7. What type of content do you like to see on social media?
⎕ Educational
⎕ Entertainment
⎕ Health and Lifestyle
⎕ News
⎕Others, please specify

8. When do you access on social media?

⎕ Free time
⎕ Meal time
⎕ Night time
⎕ Morning
⎕Others, please specify

9. You use social media primarily for?

⎕ Downloading/Uploading music/videos
⎕ posting photos
⎕ Blogging
⎕Chatting/Communication w/ teachers/class fellow
⎕Others, please specify

10. From which platforms do you mostly access your social media accounts the most?
⎕ Desktop computer
⎕ Laptop
⎕ Smart Phone
⎕ Tablet
⎕Others, please specify

11. Do you think that addiction to social media is problematic issue that affect s your academic
performance?

⎕ Yes ⎕ No
12. Do you think that hours spent on social media can never be compared to the number of hours
you spend on academic
performances?
⎕ Yes ⎕ No
13. Do you think that if you stop using social media, you will not perform well in your academic
performance?

⎕ Yes ⎕ No
14. Do you think that gotten information from social media helps you in your academic
performances?

⎕ Yes ⎕ No
15. Do you think that social media provides good mechanism for communicating your classmate
in terms of assignments?

⎕ Yes ⎕ No
16. Do you encounter any problem causing social media and having a bad influence to your
academic performances?

⎕ Yes ⎕ No
17. Do you have enough time to complete your school assignments as thoroughly as you would
like without checking on your social media accounts?

⎕ Yes ⎕ No
18. Do you think that checking social media sites often helps you greatly in your academic
performance?

⎕ Yes ⎕ No
19. Do you consider social media is good study tool?
⎕ Yes ⎕ No
20. Do you think since you engaged into social media, there is no improvement of your grades?
⎕ Yes ⎕ No
 CURRICULUM VITAE

PERSONAL DATA:
Name : VERGEL ESTRIBOR NANTES
Sex : MALE
Date of Birth : JANUARY 18, 2001
Place of Birth : LOWER DIMAYA, DINAS, ZDS.
Place Lived : LOWER DIMAYA, DINAS, ZDS.
Marital Status : SINGLE
Language Known : ENGLISH, FILIPINO, CEBUANO
Religion : ROMAN CATHOLIC
Father’s Name : ROSMAN SUMATRA NANTES
Mother’s Name : GINA ESTRIBOR NANTES

EDUCATIONAL ATTAINMENT:

EDUCATION SCHOOL YEAR

GRADUATED
Elementary : Lower Dimaya, Elementary School 2012-2013
Lower Dimaya, Dinas, Zamboanga Del Sur
Junior HS : President Garcia Memorial Ins. of Technology 2016-2017
Poblacion Dinas, Zamboanga del Sur
Senior HS : President Garcia Memorial Ins. of Technology 2018-2019
Poblacion Dinas, Zamboanga del Sur
Acad. Strand : General Academic Strand
PERSONAL DATA:
Name : ALEXANDER ALBIOS GARCES JR.
Sex : MALE
Date of Birth : JUNE 15, 2001
Place of Birth : LOWER DIMAYA, DINAS, ZDS.
Place Lived : LOWER DIMAYA, DINAS, ZDS.
Marital Status : SINGLE
Language Known : ENGLISH, FILIPINO, CEBUANO
Religion : SEVENTH DAY ADVENTIST
Father’s Name : ALEXANDER V. GARCES SR.
Mother’s Name : JOSIE REMOTIGUE ALBIOS

EDUCATIONAL ATTAINMENT:

EDUCATION SCHOOL YEAR

GRADUATED
Elementary : Baganian Peninsula Learning Center 2012-2013
Don Jose, Dinas, Zamboanga Del Sur
Junior HS : President Garcia Memorial Ins. of Technology 2016-2017
Poblacion Dinas, Zamboanga del Sur
Senior HS : President Garcia Memorial Ins. of Technology 2018-2019
Poblacion Dinas, Zamboanga del Sur
TVL : Industrial Arts
PERSONAL DATA:
Name : RACKY VAN LEUTERIO ALBIOS
Sex : MALE
Date of Birth : FEBRUARY 15, 2000
Place of Birth : POBLACION, KUMALARANG ZDS.
Place Lived : LOWER DIMAYA, DINAS, ZDS.
Marital Status : SINGLE
Language Known : ENGLISH, FILIPINO, CEBUANO
Religion : IGLESIA NI CRISTO
Father’s Name : RUDY DAHUNAN ALBIOS
Mother’s Name : BEBERLY QUIZA LEUTERIO

EDUCATIONAL ATTAINMENT:

EDUCATION SCHOOL YEAR

GRADUATED
Elementary : Kumalarang Elementary School 2012-2013
Kumalarang, Zamboanga Del Sur
Junior HS : President Garcia Memorial Ins. of Technology 2016-2017
Poblacion Dinas, Zamboanga del Sur
Senior HS : President Garcia Memorial Ins. of Technology 2018-2019
Poblacion Dinas, Zamboanga del Sur
TVL : Industrial Arts
PERSONAL DATA:
Name : ELVIE JANE SERENIO PEPITO
Sex : FEMALE
Date of Birth : JUNE 16, 2000
Place of Birth : LANTIAN, LABANGAN ZDS.
Place Lived : LOWER DIMAYA, DINAS, ZDS.
Marital Status : SINGLE
Language Known : ENGLISH, FILIPINO, CEBUANO
Religion : ROMAN CATHOLIC
Father’s Name : GLECERIO MENDAROS PEPITO
Mother’s Name : ENECITA LABUGA SERENIO

EDUCATIONAL ATTAINMENT:

EDUCATION SCHOOL YEAR

GRADUATED
Elementary : Sambulawan Elementary School 2012-2013
Sambulawan, Zamboanga Del Sur
Junior HS : President Garcia Memorial Ins. of Technology 2016-2017
Poblacion Dinas, Zamboanga del Sur
Senior HS : President Garcia Memorial Ins. of Technology 2018-2019
Poblacion Dinas, Zamboanga del Sur
TVL : Home Economics