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The Social Networking Usageand Its Impactonthe Senior High School Students Academic Performance Amidstthe Online Education
The Social Networking Usageand Its Impactonthe Senior High School Students Academic Performance Amidstthe Online Education
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The Social Media Usage and Its Impact on the Filipino Learners' Academic
Performance Amidst the Online Education
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All content following this page was uploaded by Jhoselle Tus on 12 November 2021.
Abstract
Social media use has become prevalent and nearly inevitable, changing the way students
interact, connect, and socialize; it has become an integral part of their social and cultural
fabric. As a result, students spend a significant amount of time on social media. Thus,
this study investigates the impact of social media usage on students' academic
performance amidst the new normal of education, specifically during the COVID-19
pandemic. Based on the statistical finding, the respondents' perception of their social media
INTRODUCTION
Social media have infiltrated the everyday life of Internet users, and the rising
are interwoven, as smartphones are becoming more and more prevalent, especially
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among the student population. Thus, it has grown pervasive and virtually unavoidable,
altering the way students communicate, connect and socialize; it has become an essential
part of their social and cultural fabric. Consequently, students are spending a large
also used when academic performances are conducted. The social media platforms help
improve the students' academic performance and increase their knowledge through
gathering data and information. Students visit various online platforms to gather
information to solve their assignments (De La Cruz, 2017). Students primarily use these
Facebook (for updates), Instagram (for photo sharing), YouTube (for video tutorials), and
many more.
outputs on social media sites wherein students are asked to post their works on social
media, and their grades will be based on the likes that they will receive (Mercado, 2019).
2019) said that students are more likely to be bullied (cyberbullying) when asked to post
their works on their social media sites. Students will feel more pressure because of the
likes they are achieving. They added that comparing their results with others who will not
be satisfied with the outcome will be more likely to cause depression among young
people. They also suggest the productivity of the students: teachers should engage their
students in doing performance tasks that include their interests and likes; teachers should
also avoid using social media sites on spreading information, e.g., assignments and
school updates.
Celestine and Nonyelum (2018) stated that there is a strong relationship between
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the use of social media and students' academic performance. However, Koranteng,
Wiafe, and Kuada (2018) indicated no significant relationship between the two.
Moreover, the main objective of this study is to investigate the impact of social
media usage on students' academic performance amidst the new normal of education in
the Philippines.
Research Questions
The study investigates the impact of social media usage on students' academic
performance amidst the new normal of education. Specifically, this study sought to
1. What is the level of the respondents' perception towards their social media usage?
3. Does the usage of social media significantly affect the respondents' academic
performance?
Based on the Smartphone Addiction Scale (Kwon et al., 2013), studies using
smartphones on students to understand the link between addictedness and usage usually
divide them into two groups (potential addicts and non-addicts). Lee et al. (2014) tested it
on 95 students before asking them to install the SmartLogger software, which records
particular events linked to their phone activities, such as touch, text input, and
active/inactive events. The extracted patterns show that addict risk groups spent more
incredible time on their applications, with a preference for those that provided
momentary pleasure, such as entertainment. For example, Lee et al. (2017) had 35
students download an app that tracked their smartphone usage for six weeks. According
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to the findings, while chat apps were the most popular across both categories, addicts
In reality mining, students are also the primary sample (Eagle & Pentland, 2006).
In terms of social media, the Copenhagen Networks Study (Stopczynski et al., 2014)
interactions and Facebook usage; however, these data are not correlated with academic
success. In terms of academic achievement, the SmartGPA study (Wang et al., 2015) used
data from the Student Life study (Wang et al., 2014), which looked at the impact of
workload on several mental and physical aspects of students' lives, such as mood and
sociability, in a class of 48 students over a ten-week term, to show that there is evidence
of a link between grades and behavior. Even though this type of data was acquired, Wang
et al. (2015) did not consider social media usage while analyzing their impact on
students' careers.
social media use and academic performance. For example, Rosen et al. (2013) looked
into the behavior and study environments of 263 students from various educational
levels, such as middle school, high school, and university. Students were observed for 15
minutes, and their on-task and off-task conduct was recorded every minute. Students
distractions like social media and texting. Junco (2012) investigated the relationship
between Facebook use and academic achievement by polling 1839 college students about
their Facebook usage and compared it to their grades. According to the findings, there is
other activities such as studying or attending classes, it appears that social media provides
Using cell phones, like social media, has a negative impact on academic
synonymous with smartphone usage. Because of its pervasiveness and connection, social
al., 2016). These capabilities of smartphones encourage multitasking (Lepp et al., 2015)
or using social media while doing something else, which reduces the amount of time
available for academic tasks. Lepp et al. (2015) conducted a study of US college students
to assess their self-efficacy and self-regulation, i.e., how well they believe they can
achieve their objectives and how well they can regulate and manage themselves when
using smartphones. Students with poor self-control were found to have the most harmful
Al-Barashdi et al. (2015) claim that gender and field of study can be used to predict
addiction. According to their evaluation of the literature, male and humanities students
However, some research suggests that the surveys used to generate these links may
be incorrect, resulting in an estimate of actual usage (Lee et al., 2017; Boase & Ling, 2013;
Andrews et al., 2015). One problem is that surveys rely on aggregate data from "stylized"
questions (Juster & Stafford, 1985), such as "How many times do you check your
smartphone on average per day?" " (Gokcearslan et al., 2016), which requires users to
recollect activities and select a suitable averaging method (Kan & Pudney, 2008). On the
other hand, works relying on smartphone data for analyzing usage tend to focus on
addictedness on their own (Lee et al., 2017, 2014) or do not correlate usage patterns to
RESEARCH METHODOLOGY
Research Design
impact of social media usage on students' academic performance. Social media usage will
serve as the independent variable, while academic performance will be the dependent
variable.
Participants
The study respondents were 879 senior high school students from public and
Instrument
assess the respondents' perception towards their social media usage. It has 19 items, and
the scale ranges from one to five (1 to 5), namely: Always, Often, Sometimes, Rarely,
and Never—furthermore, the Cronbach's alpha .83 (Gupta & Bashir, 2018).
Procedures
This research has taken an effective procedure to come up with reliable data.
Primarily, the researchers customized a survey that has been checked and undergoes
content validation to verify its reliability. And to obtain the vital results of this study
among the respondents, the researchers used an online survey utilizing Google form to
gather the data. Also, take notice that participation in this study is voluntary. Answering
the survey may take 20 minutes. Furthermore, participants were given assurance that
their responses would be kept with strict confidentiality and would only be used for
academic and research purposes. After the respondents finished answering the survey, the
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results were immediately recorded, and the researchers organized and computed all the
gathered data.
RESULTS
In this section, the data presentation, analysis, and interpretation of the study
results are being discussed. The gathered data are presented using tables, and each one
represents specific information. In addition, the general mean was measured by getting
Table 1 presents how students use social media in concern for their academic
performance. With the least mean of 2.54, students rarely use social media to approach
teachers to help them and get the highest mean of 4.08, indicating students use social
media to communicate with friends and classmates for preparation of exams. In addition,
students use social media by sharing ideas using tutorial videos as a way of collaborative
learning with a mean of 3.51. By doing this, students are helping themselves to gain more
knowledge about a specific topic using social media. Furthermore, the scale shows 3.49
as the general mean of 7 questions related to academics. It indicates that social media
Table 1
Social Media Usage in terms of Academics
exam.
17. I use social networking sites for
3.51 High
collaborative learning.
18. I use social networking sites to solve
3.57 High
my academic problem.
3.49 High
Table 2 shows how students use social media sites in terms of socialization. With
the least mean of 2.78, the students prefer to attend a social gathering rather than spend
time using social media sites. With the highest mean of 4.16, the students usually use
Table 2
Social Media Usage in terms of Socialization
Moreover, the scale shows that the general mean of the five questions related to
socialization is 3.65, which indicates that social media usage in terms of socialization is
high.
It can be gleaned from Table 3 how social media usage affects the entertainment
performance of the students. Most of the students often use social media to share
pictures, with the smallest mean of 3.68. In contrast, students who use social media for
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watching movies have the highest mean of 4.33. Furthermore, the range shows 4.11 as
Table 3
Social Media Usage in terms of Entertainment
The result proves that social media usage in terms of entertainment is high.
Furthermore, most of the students use social media to relieve everyday stress caused by
academic performance and express themselves with social media sites. Students also use
performance.
In table 4, it was seen that students use social media for getting information
minimally about job-related information, with the least mean at 2.54. At the end of the
table, it was seen that students frequently use social media for reading news at the highest
mean of 3.44. Therefore, students also use social media for gathering information in
terms of political norms. They can express their concerns about the government to widen
their validity.
Table 4
Social Media Usage in terms of Informativeness
Statements Mean Verbal Interpretation
4. I use social networking sites for getting jobs 2.54 Low
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related information.
5. I use social networking sites to share new
3.18 Average
ideas.
10. I use social networking sites for reading news. 3.44 High
3.05 Average
This proves that social media is not only for academic concerns but also used in
logical means for the real world. In addition, with the general mean at 3.05, social media
shown above was 53.36% which means that most of the respondents' academic
Table 5
Academic Performance of the Students
Grades Frequency Percentage Verbal Interpretation
90-100 56 6.37% Outstanding
85-89 315 35.84% Very Satisfactory
80-84 469 53.36% Satisfactory
75-79 39 4.43% Fairly Satisfactory
74 and below 0 0 Did Not Meet Expectations
879 100%
Furthermore, the average percentage of 35.84% shows that most of the students'
academic performance was between 85-89. In addition, having the rate of 6.37%, the 56
academic performance that got the lowest percentage of 4.43% was the scale between 75-
79.
performance, the researchers used the Regression Analysis. The researchers also used
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0.05 as the alpha to determine the significance of each subscale. It was shown in Table 6
that social media usage impacts the academics of the students. Contrary to this, social
media use in terms of Socialization, Entertainment, and Informativeness did not affect the
hypothesis because social media usage and academic performance have significance with
Table 6
Regression Analysis of Social Media Usage on Academic Performance
Model Unstandardized Coefficients Standardized t Sig.
Coefficients
B Std. Error Beta
(Constant) 88.865 1.961 45.316 .000
Academics -1.775 .605 -.285 -2.932 .004
1 Socialization .823 .639 .128 1.289 .199
Entertainment -.672 .506 -.118 -1.328 .186
Informativeness -.019 .513 -.003 -.037 .970
R-Squared = 0.082
F-Value = 4.137
P-Value = .003
Alpha = 0.05
The researchers found out that the usage of social media significantly affects the
student's academic performance. Tamayo and Dela Cruz (2019) studied it to prove that
the two variables have a significant relationship. In addition, it shows that social media
usage for academics has the highest mean than other subscales.
The study investigates the impact of social media usage on students' academic
performance amidst the new normal of education. To get the impact of social media
usage on students' academic performance, the researchers calculated the mean of each
subscale given by the questionnaire itself. According to the general mean of each
subscale, it can be concluded that social media usage positively affects the students'
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Jhoselle Tus et al.
academic performance.
academics is high, which means many of the respondents use their social media platforms
to do their academic works. Even though the social media usage in terms of
which means that the respondents rarely use their social media platforms in researching
for current situations. Contrary to this, the level of social media usage that showed up in
terms of entertainment is also high, which means that many of the respondents use their
social media platforms for their pleasure. Somehow, social media usage in terms of
socialization is also increased, meaning that the respondents use their social media
Furthermore, most of the respondents are using their time for academic purposes:
doing research work, an academic discussion with their classmates, and preparing for an
incoming examination, which means that the respondents are more interested in studying
using social media to gather more ideas from their recent lessons. Moreover, the students
use social media to gather news and share ideas. The respondents are wisely using their
The study finds the impact of social media usage on the academic performance of
students. It shows that the students use social media to do academic works, get
information about current events, read the recent news, and many more. Furthermore,
students also use it for their enjoyment and pleasure, such as watching movies,
communicating with their friends and relatives, and looking at funny media. It is also a
This study concluded that social media usage has a positive effect on students'
academic performance. This proves that social media has a significant impact on the
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Jhoselle Tus et al.
Moreover, based on the findings of the study, the following are recommended. In
social media usage, the students used it as a convention to avail their reasonable
satisfaction. Therefore, social media may be used for practical things such as learning. It
shows that students know how sharing or watching educational movies can be used as an
alternative to using social networking. And since students use devices like mobile
phones, tablets, or laptops to captivate themselves and get relief from the stress they are
experiencing in their academic performance, it is also used as lecturing for their lessons
and talking about academic matters. Hence, parents are the ones who are continuously
monitoring them. They may guide their children in using social media to manage it
properly without invading their child's privacy. Also, teachers navigate the students to
use social media. It would be best if teachers could use social media to enhance the
students' academic overall performance. Social media sites can also help students seek
help from them; Lastly, Schools obtain the highest standard for academic performance.
Appropriately, schools may use social media as a platform for learning to help them
References
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among university undergraduates: A literature review. Journal of Scientific
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2. Andrews, S., Ellis, D. A., Shaw, H., & Piwek, L. (2015). Beyond self-report: tools
to compare estimated and real-world smartphone use. PloS one, 10, e0139004.
3. Boase, J., & Ling, R. (2013). Measuring mobile phone use: Self-report versus log
data. Journal of Computer-Mediated Communication, 18 , 508–519.
4. Eagle, N., & Pentland, A. S. (2006). Reality mining: sensing complex social
systems. Personal and ubiquitous computing, 10 , 255–268.
5. Giunchiglia, F., Bignotti, E., & Zeni, M. (2017a). Personal context modelling and
annotation. In Pervasive Computing and Communications Workshops (PerCom
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