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Chapter I

INTRODUCTION

Background of the Study

Tertiary institution students used social media to help them with their

education procedure. Some students who used social media for academic

objectives claimed that social. The numerous, readily available, and reasonably

priced electronic tools known as media include anyone to publish material,

access it, work together on a project, or develop relationships on the internet.

Although the advantages of social media may appear enticing, these sites could

have long-term adverse effects on your mental health. Additionally, many people

engage in harmful or divisive behaviors on social media, which heightens

emotions of sadness, anxiety, and loneliness.

In this study, we looked at how social media caused students' academic

performance to decline. Interpersonal interactions were negatively impacted by

social media addiction. Compared to persons who did not become hooked to

social networking sites, social media addiction also leads to depression in those

individuals. The main effects of social media addiction were a reduction in in-

person communication. Socialization changes as a result of it.

To put it another way, tolerance and withdrawal were involved in social

media addiction. The fundamental treatment for social media addiction was

limited internet use and the implementation of boundaries. In this study, those
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addicted to social media thought other users were happier and more successful.

Many students have access to social media to spend their time conversing and

searching the internet for uninformative content. They had a poor sense of time

as they were constantly glued to their phones. Some students could be seen

tapping their phones during lectures, seminars, and even in libraries. Social

media usage has been associated with anxiety, loneliness, and depression

(Ophir, 2018, Reer, 2019, Smith & Anderson, 2018).

Statement of the Problem

This study aimed to determine the effect of social media addiction to the

study habit of the Office Administration Student at Cronasia Foundation College,

Inc.

Specifically, it sought to answer the following questions:

1. What is the Demographic profile of Respondents?

1.1 Gender;
1.2 Age;
1.3 Frequency use of social media; and
1.4 GPA?

2. What is the level of the effect of social media addiction among office

administration students?

2.1 Psychological
2.2 Social; and
2.3 Emotional

3. What is the Level of study Habits of office administration students in terms of:
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3.1 Time Management;

3.2 Reading and;

3.3 Note Taking

4. Is there a significant relationship between the effect of social media addiction

and the Level of study Habit among the respondents?

Significance of the Study

The study aimed to determine the relationship between the level of social

media addiction and the study habit of Office Administration Students at Cronasia

Foundation College Inc. The result of this research would be of help to the

following:

To the School Administrators. This research would provide them with a

reference on the impact of social media addiction on the study habits of Bachelor

of Science in Office Administration students.

To the Students. This research would provide ideas and concepts on managing

social media. Understand the impact of social media on education before using it,

but we firmly believe that it will help advance students in technology.

To the Parents. In this research, parents are less likely to take a more hands-on

approach to restrict or monitor their children and are more likely to engage with

teens about digital safety and behavior issues. Parents and teenagers agree that

these inclinations exist.

To the Teachers. This research, teachers should use social media just as much

as everyone else. Social networking can be just as helpful outside of the

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classroom, despite being a useful tool within. One can benefit from networking in

many different ways.

To the Registrar. In this research, the registrar's office is dedicated to serving

the students of CFCI by providing accurate, responsive. Respectful services and

timely information regarding course schedules and academic achievement; since

recent studies have shown that most students spend more time on social media

than email each day, we decided that our office had branched out and become

involved with social networking.

To the Researchers. The research idea or result would contribute to additional

knowledge, ideas, strategies, or techniques for conducting this study.

To the Future Researchers. This would guide them on how to manage or

control their time by using social media and their study habits for the BSOA

Program.

Scope and Delimitation of the Study

This study focus on the effect of social media addiction to the study habit

of the Office Administration Students in Cronasia Foundation College, Inc. The

respondents of the survey were those 100 students who enrolled in Office

Administration for Academic Year 2022–2023. To identify the respondents,

purposive sampling is used. It will conduct from September to December 2022.

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Chapter II

REVIEW OF RELATED LITERATURE, STUDIES, AND

THEORETHICAL/CONCEPTUAL FRAMEWORK

This chapter presents the related literature and studies, theoretical and

conceptual framework, and definitions of terms relevant to this study.

Related Literature

Social Media Addiction

It is a behavioral addiction characterized by being overly concerned about

social media, driven by an uncontrollable urge to log on to or use social media,

and devoting so much time and effort to social media that it impairs other

important life areas. The phenomena of social media addiction can be attributed

mainly to the dopamine-inducing social environments that social networking sites

provide. The researcher showed that belonging was related to better academic

functioning, self-regulatory performance, greater well-being, and lower mental

health symptoms (Arslan, 2018).

Social media addiction is psychological, individuals of all ages who spend

too much time on social media can develop medical and social issues. Difficulty

in fulfilling personal, social, educational, and professional obligations due to

media responsibilities. Examining the causes of social media addiction reveals

parallels to social media addiction; social anxiety, loneliness, and happiness are

examples of other addictions Ahin and Yac (2018).

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Social media use anxiety in this relationship, as well as social media

exhaustion. Since there is evidence that social media burnout is linked to

detrimental psychological well-being, such as depression and anxiety, it is crucial

to comprehend and address the problem of social media tiredness or burnout

(Dhir, 2018).

Although Facebook and other social media platforms are increasingly

popular worldwide and social media users are still increasing quickly overall,

social media weariness or burnout is also a thing (Han, 2018).

Social Media use by individuals more often in recent years due to the

COVID-19 pandemic, people are spending more time at home and interacting

less in social settings, which has boosted the use of online communication

technologies. It has been noted that young people's internet and social media

addiction has been steadily rising. There is evidence that adolescents'

problematic use of social media, the internet, and video games is on the rise and

impacts many psycho-emotional domains. In addition, excessive use of digital

devices and cell phones may cause various mental and physical issues,

including behavioral addiction, cognitive decline, and emotional and physical

pain. (Ophir 2020).

Manifest as thoughts about online activities, a desire to use the internet for

more extended periods in order to feel satisfied, an inability to control, limit, or

stop using social media, as well as restless, depressed, or irrational feelings

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when reducing social media activities and difficulties coping (Leong & Zivnuska,

2019).

Although social media can be a great source of information, rampant false

information is circulated throughout all social media platforms. This "fake news"

has long been a concern for users of social media platforms, resulting in

confusion and anxiety. Platforms such as Facebook and Twitter have combated

these in the past by "verifying" accounts or profiles that have been verified to be

accounts owned by legitimate and credible sources of news or information, such

as news or public affairs companies and government officials. Another way that

Facebook combats false information is through its newsfeed function. Facebook

is engaging its news feed function to direct users to the websites of WHO and

local health authorities (Duraisamy, Rathinaswamy, Jayaseelan, and

Kadeswaran, 2020).

Among Young People, The use of social media has become an everyday

activity for young people in this era. Although the study findings were

inconsistent, this review found a general connection between social media

addiction and mental health problems. Thus, several results have been sorted

out that depression was significantly associated with using social media for a

prolonged period. A study showed that young people who prioritized social media

had a higher tendency to suffer from depressive symptoms (Jeri-Yabar, 2019).

This may be explained in another way in which young people with

depressive symptoms would like to express themselves through social media to

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seek acceptance. They will become more dependent on social media. Findings in

a study demonstrated that young people felt that social media directly caused

mental illness, such as mood and anxiety disorders, and affected their sleep

(O'Reilly, 2018).

Cited by the Royal Society for Public Health, social media may potentially

contribute to the dramatic increase in Millennials experiencing mental health

crises (Open Government Access, 2019). They noted that millennials who spend

over two hours daily on social media are more likely to report mental health

problems like anxiety and sadness. The fact that millennials were the first

generation to grow up in the digital and social media age means that they are

continuously exposed to the lives of others through social networking sites, which

causes them to compare their own lives to those of others (Singh, Curley, 2019).

Study Habit

This behavior or style includes note-taking, time management, and time

allocation to systematically study students toward learning mathematics. Cited by

Azzopardi and Camilleri (2018), assert that for a lecture to be motivating and

contribute to more remarkable academic accomplishment, the research patterns

and perceived degree of difficulty of particular subjects are crucial. The results

showed no real discrepancy between the student's research habits and the mean

assessment grade attained at the course's first-year completion.

This has an impact on a student's academic progress. Additionally,

academic success is how well a pupil does in school. Every educational facility
 9

wants to see students do better academically (Alimohanadi, Dehghani, Paymard,

and Khalili, 2018).

Cited by Kaur and Pathania (2018), the factors influencing college

students' study habits were age, family income, and education, all of which were

strongly associated. Their findings revealed significant relationships between

academic achievement and study habits. It demonstrates that age, family

income, and education determine how a student develops his study habits,

impacting his academic performance.

The Attitude toward School and Academic Achievement skill development

was more prominent in kids who had a positive attitude toward school due to its

relationship with usual classroom objectives and drill routine. The two urban

eleventh graders' views on the school were compared using a specially designed

poll (Ebele, 2018).

It also demonstrates that bad study habits have a strong negative link with

students' academic achievement, which is the inverse of the characteristics

described above for excellent study habits (J.P Fouche, 2019).

Alsaqri and Dayrit (2018) discovered the impact of social media on study

habits and if it has an impact on their academic success. Joshi and Sharma

(2018). They found that internet non-users have superior study habits than

internet users in terms of dimension, gender, and stream. According to the

survey, children who do not use the internet have better study habits than

students.
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In the Metacognition, Study Habits, and Attitudes, no significant link was

found between metacognition and study habits and attitudes for low and medium

achievers. Nonetheless, a vital link was discovered in students with high

success. Furthermore, J.P. Fouche (2020). Stated that strong study habits such

as completing assignments, participating in class, managing time, staying

focused, and working hard have a positive link with academic achievement. It

demonstrates that proper study habits and attitudes can help children enhance

their academic performance and become more efficient.

It also shows that bad study habits have a significant negative relationship

with the student's academic performance, the opposite of the factors mentioned

above of good study habits. (J.P Fouche, 2020).

They are strongly correlated, as cited by Looyeh, Fazelpour, Masoule,

Chehrzad, & Leili (2019). Knowing a student's study habits and how they relate to

academic achievement may benefit the student's academic performance and

study habits.

The connection between study habits and students' academic success

found that self-esteem does not significantly affect academic achievement. Alva,

(2018).

Cited by Lau (2020), social media had ingrained itself into everyone's

everyday lives, particularly those of today's students who were particularly adept

at using it. Cited to this study, the use of social media for academic reasons and

academic success did not significantly correlate. Many data now support the idea
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that using social media for non-academic purposes detracts from children's

academic achievement by reducing their study time.

Study habit is the continuous practice or repetition of study skills over

time. O'Neale and Harrison (2018) viewed study habit as a pattern of behavior

adopted in the act of learning. Study habit starts from childhood, with root

learning and memorization being famous examples.

The academic achievement of students pursuing BS Office Administration,

as indicated by their General Points Average, is impacted by their study habits

(GPA). Study habits have a direct correlation with academic achievement, which

means that they may have either favorable or bad consequences, according to

Nonis and Hudson (2019). A person's study habit benefits them if their General

Percentage Average (GPA) is good or high, yet, if their grades are below

average, it has a detrimental effect.

This will also give teachers and students constructive feedback on their

accomplishments and areas for improvement in teaching and learning. A learner-

centered curriculum model can be used in the classroom by teachers if they are

aware of the consequences that learning styles can have on curriculum design.

Cited by Dalmolin, Mackeivicz, Pochapski, Pilatti, and Santos (2018), learning

about students' preferred learning styles will help them in the long run.

Time Management
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Competence in long-term planning is managing daily tasks for an

extended period while maintaining goals set for important dates. However, short-

range planning refers to activities that will occur within a day or week. It is

suggested that these time management practices or abilities will help students

manage their courses and learn their objectives more effectively (Razali, 2018).

There is an immense difference between web-based and formal education

for students who want to learn how to manage their time in a digital world. There

were learning opportunities in formal education that integrated a clarification of

everything. (Nieuwoudt and Brickhill, 2020).

The students with a positive attitude and who claimed to manage time and

meet deadlines also had high academic grades. Short-term and long-term time

management behavior was not associated with a high GPA. In contrast, previous

studies had resulted in time management behaviors such as short-range and

long-range management being effective. (Ganguly, Kulkarni, and Gupta, 2018).

It is essential to think of remote learning as emergency education rather

than distant, formal learning, as it was before the crisis (Bozkurt & Sharma,

2020). Due to an unprecedented health emergency, it is still a type of distant

learning. Institutions of higher learning have engaged in various electronic e-

learning endeavors to support educational initiatives. This contains portable

mixed learning, online learning, distant learning, and homeschooling. It is

emphasized that electronic e-learning should not replace traditional remote

learning or alter the usual model in this situation. On-campus education program
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(Hodges, 2020). While effective remote learning programs depend on properly

developed ICT, telecommunications, and a well-organized faculty support

structure (Aboagye, 2020).

Despite the significant stress and challenges described in recent studies.

(Rotas and Cahapay, Bozkur, Baticulon 2020), Students continue to benefit from

the difficulties they face when using remote learning. Only uses her little five-inch

cellphone to take part in their online sessions. To overcome this problem, she

downloads the lesson materials to her phone and rewrites them on paper,

making them easier to read (Santos, 2020).

Time is one of the essential features of a learner's planning routine. This is

because a student's curricular and extracurricular activities are centered on time.

Time is finite; it is limited and can hardly be regained when lost.

Understanding time is a vital feature that differentiates a human brain from

an animal brain. This implies that human beings appreciate the concept of the

future and now and plan their activities with this at the back of their minds.

Scholarly activities are often tedious. For a learner to successfully allocate time

to all these activities and still have time for extracurricular activities, such a

learner must be able to be prudent with his use of time. This is known as time

management. Time management is a skill necessary for academic achievement.

Mohamed, Hamal, and Mohamed (2018).

The prevalence of social media usage among young people in Nigeria

cannot be understated. Recent statistics show that over 20 million users access
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social media in Nigeria (Similar web and Statista, 2019). These figures are

expected to rise in the nearest future, as similar web (2019) claims that it is

expected that 35 million young people will be active on social media at the turn of

the next decade. It is customary to intrude on a group of students who are all

busy with their phones, engaged in one social media platform or another.

Sometimes these students visit Social Networking Sites, like Facebook,

Instagram, Youtube, Twitter, and Whatsapp, first thing in the morning and may

even be seen surfing these sites during classes. Hou, Xiong, Jiang, Song, and

Wang (2019) claimed that social media addiction is real among young learners.

The authors Hou et al. (2019) saw social media addiction as a form of addictive

behavior characterized by a compulsion to use social media excessively. When a

student is addicted to social media, such an individual is dependent on internet

networking platforms.

Social media addiction manifests in various forms according to the

platform to which an individual feels attached. Various Social Network Sites are

available to billions of users worldwide. Facebook, Twitter, and Instagram are

some of the most popular Social Network sites among young people (Hou, 2021,

Similar web and Statista, 2019). Facebook addiction occurs when a user finds it

difficult to go a few moments without logging on to Facebook, arguably the most

popular social media platform in the world. Recent statistics suggest that

Facebook had approximately twenty-four million Nigerian users in 2019, of which

18 million falls within the higher institution age (Statista, 2019).

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Researchers have carried out numerous studies in the past on social

media addiction and other correlates of time management skills. Sharmin,

Ahmed, and Ahmed (2019) studied the role of Facebook use and addiction on

academic achievement. The researchers sampled a total of 161 undergraduate

students. Using the Bergen Facebook Addiction Scale, responses revealed that

Facebook addiction posed a significant negative predictor of academic

achievement. Rajesh and Rangaiah (2020) also examined the relationship

between Facebook addiction and personality factors. A total of 114 participants

aged 18-20 were used for the study. An online survey was adopted for the study.

Results revealed that 14.91% of the participants had reached the critical

polytheistic cutoff score and 1.75 has reached the monotheistic cutoff score. The

personality traits, different versions, openness to experience, neuroticism,

agreeableness, conscientiousness, and narcissism are unrelated to Facebook

addiction and intensity. In another study, Azizi, Soroush, and Khatony (2019),

sought to find the relationship between social networking addiction and academic

performance. (Azizi 2019), employed a cross-sectional study method with three

hundred sixty students selected using a stratified sampling technique.

Instruments used consisted of personal information forms and the Bergen Social

Media Addiction Scale. Students' academic performances were gotten on their

grades on the previous semester's exams. Data collected were analyzed using

descriptive, inferential statistics. Results revealed that social networking addiction

scores were higher among male students and were statistically significant. A
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negative and significant relationship was also found between students' addiction

to social networking and academic performance.

Cited by, Shahzad and Bilal (2019), looked at the link between academic

motivation and post-graduate students' use of Twitter and Facebook. Findings

revealed that students used Facebook more excessively than other social

networking sites. Furthermore, it was found that there is a positive correlation

between the use of social media in scholarly pursuits and academic motivation.

Reading

It calls for word recognition, which helps us recognize the words in print.

Comprehend them by building an understanding from them. Reading

engagement is an antecedent of developing attentiveness among the students,

which eventually results in high performance of students in reading

comprehension. Engagement resides in keeping the readers cognitively and

behaviorally active. It is an essential balance of interest, self-regulation,

motivation, reading attitude, and involvement with text that should also be

included in measuring readers engagement.

A good reader is also an active writer, thoughts, connections, confusions,

and breakthroughs are kept in an ongoing journal he can revisit, edit and update

while reading. By keeping an active mind, students can ensure they get the most

out of a text every time they sit down to read. By keeping an active mind,
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students can ensure they get the most out of a text every time they sit down to

read. Reading engagement is an antecedent of developing attentiveness among

the students, which eventually results in high performance of students in reading

comprehension. It is an essential balance of interest, self-regulation, motivation,

reading attitude, and involvement with text that should also be included in

measuring readers' engagement. Roomy and Alhawsawi (2019).

The idea of handling routine tasks for a longer length of time while

maintaining goals set for important dates is referred to as competency in long-

term planning. Short-range planning, on the other hand, refers to making plans

for activities that will take place within a day or week. It is suggested that these

time management practices or abilities will help students manage their courses

and learn their objectives more effectively (Razali, 2018).

Children are an asset to the country. Their success, self-improvement,

intellectual intelligence development, creativity, and literacy development are

gained through disciplined reading (Celik, 2019, Lalit, 2020, Mualimah & Usmedi,

2018). They need a supportive environment to support their reading habits, and

of course, home is the first place to grow after they are born and have a parent

as a controller.

The role of parents at home is crucial a developing student reading

interests (Cahyu, Kistoro & Wachdiati, 2018). The economic ability of parents is

also needed, where the parents purchase books for their childer (Kurniawan &
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Rahadian, 2018). The parents' support keeps students' reading habits because

parents support them by preparing the books or their favorite books.

Considering the importance of reading and comprehension, educators

have been called to ascertain that support must be given to children to develop

functional literacy determined by the country's standard. However, it is contended

that the goal of making students proficient readers must not be seen as a load

carried alone by educators. It concerns the learners, parents, teachers, school

administrators, and practically every citizen. Making students read and not just

read but proficiently read should not be left to the teachers alone; each teacher

must decide on his/her own and make his/her approach unsustainable. It has

been claimed that ordinary teaching is insufficient when the case of failing

readers is accounted for.

Moreover, the same authors maintained that the need for a reading

specialist rises. This implies that at-risk students can be helped through a

structured and focused intervention program. Hence, various programs were

conceived.

Note Taking

The note-taking process encourages students to paraphrase, organize,

and integrate new lesson material in line with related prior knowledge (Luo,

Kiewra, and Peteranetz, 2018). The increase in technology in the classroom has

led to various physical and digital note-taking styles. With approximately 1⁄3 of

college students taking notes on a laptop, researchers began assessing which

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was better for memory and academic performance (Luo, Kiewra, Flanigan, &

Peteranetz, 2018), concluded that laptop note-takers recorded more words as

well as more verbatim notes.

Cited by Urry 2021, who replicated one of the best-known note-taking

studies (The pen is mightier than the keyboard, Advantages of longhand over

laptop note taking). Their research contradicts the original study, which

concluded that laptop note-takers record more words in their notes and take

notes in a more verbatim style than their counterparts. Cited by Urry (2021)

echoed this finding. Their findings were different, however, in the conclusion that

higher word count was associated with better quiz scores. The researchers did

make the distinction that while higher word count led to heightened performance,

verbatim notes did not.

Cited by, Wammes (2019) studied the increasingly distracting behaviors of

digital note-takers, concluding that students multitasked more as time elapsed in

class. This demonstrates that laptops provide students with an easy outlet to

distract themselves.

The research has focused on the detriments of using laptops to take notes

and revealed how harmful a neighbor's off-task activities could be. Hall,

Lineweaver, Hogan, and O'Brien (2020) investigated whether an off-task

neighbor could negatively impact other students' retention of learned material.

Related Studies
 20

The review of related studies is an essential part of any investigation.

Some researchers are on the effect of social media addiction to the study habit of

the office administration students.

From the study of Akkus, Afacan, and Ozbek (2018), social media is a

social domain where individuals can communicate with each other or with others

on virtual platforms and share information and photos. Videos, opinions, or

instant feelings. It provides people to follow occupational news and current

issues, establish new friendships, and come together.

In the study of Deniz and Gurultu (2018). Students who use social media

to enjoy, eliminate loneliness, or forget the negativity in their lives were found to

have low levels of addiction. It was found that the students were a medium level

of addiction to social media.

Based on the study of Capita (2018), Filipino Millennial's make up the

majority of users and spend the majority of their days online, making them more

prone to e addicted to social media, which may be a probable indicator of a

Philippines, scored well on social media addiction.

In addition, it has been found that high school students are more likely to

become addicted to social media due to their troubles (emotional issues, conduct

issues, attention deficit, hyperactivity disorders, and peer issues). It is stressed

that spending much time online increases the hazards and pathological

inclinations and that using social media for too long is detrimental to mental

health. (Coyne 2020, Stockdale and Coyne, Teingg 2020). Adolescence has
 21

been linked to increased monotonous time spent at home, increased screen

exposure, and disrupted sleep and eating habits.

Students are asked to self-report the frequency or duration of their social

networking site uses. Self-report data is prone to measurement error, potentially

biasing the magnitude a direction of reported findings (Felisoni & Godoi, 2018;

Guinchiglia, 2018).

Lastly, in this study, the relationship between social networking site use

and academic performance can be characterized as an inverted U-shape. Both

positive and negative effects have been reported in the literature (Astatke, 2021,

Raza, 2020, Marker, 2018). Heavy use of social media networks can be

detrimental to academic performance.

Theoretical Framework

In this section, the researchers introduced the theoretical theories that

could sustain or support this study.

Two theories were adopted for this study. The Gratification theory and

Time Displacement theory. Gratification theory was first developed in the

research on the effectiveness of radio in the 1940s. It proposes that social media

users actively choose specific media according to their needs. Individuals mix

and match use with goals. A variety of psychological and social factors guide and

filter this selection. (Ruggerio) predicted that social media would be trans-

formative, leading to profound changes in media users' personal and social

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habits and roles. Social and psychological factors produce different lifestyles and

patterns of media use. On the other hand, time displacement theory proposes

that people only have limited time and attention. Participation in one

communication activity takes away from participation in another.

The underlying assumption is that individuals have a limited amount of

time which is seen as social capital. If they increase the time spent on one

activity, there will logically be sacrifices in other areas to compensate. The

displacement, in this case, occurs when students replace their academic pursuits

with social media. The gratification received in using social media includes but is

not limited to the need for identity, the development of social identities, learning

how to start and end relationships, and acceptable types of humor. International

Scholarly and Scientific Research and Innovation 2018.

When utilizing social media for personal amusement and recreation, such as

playing games or perusing online content, the association between social media

use and happiness may, on the other hand, become incredibly weak or

unimportant. (Pang 2018, Burke and Kraut, Chandan 2019).

Conceptual Framework

This study's conceptual framework shows the relationship between the

independent and dependent variables in this research.

Independent Variables Dependent Variables

The effect of
Study habit of
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Figure 1. Conceptual Framework of the Study

Definition of terms

The relevant terminologies used in this study were conceptually and

operationally defined as follows:

Note Taking. Conceptually, it refers to a core should not just be the action of

writing something down, but rather the act of recording information that you will

remember and will help you in your future. Operationally, note-taking is recording

information captured from another source in this study.

Reading. Conceptually, it refers to a cognitive process that involves decoding

symbols to arrive at meaning. Reading is an active process of constructing the

meaning of words. Reading with a purpose helps the reader direct information

toward a goal and focuses their attention. Operationally, this study refers to the

students and the researcher's reading comprehension.

 24

Study Habit. Conceptually, it refers to actions such as reading, taking notes,

and holding study groups, which the students perform regularly and habitually to

accomplish the learning task. Operationally, this study refers to a study habit

that can be described as effective or ineffective depending upon whether or not

they serve the students well.

Social Media Addiction. Conceptually, it refers to a behavioral addiction

defined by being overly concerned about social media, driven by an

uncontrollable urge to log on to or use social media, and devoting so much time

and effort to social media that it impairs other important life areas. Operationally,

this study refers to students using their time on social media.

Time Management. Conceptually, it refers to the coordination of task activities

to maximize the effectiveness of individual efforts. Operationally, this study

refers to the students needing to manage and maximize their time by tapping and

scrolling on social media flat forms.

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CHAPTERIII

METHODOLOGY

This chapter presents the research design, research instrument, the

respondents, research locale, research instruments, data gathering procedure to

be used and statistical treatment of this study.

Research Design

The researchers used quantitative method research using descriptive-

correlative design in gathering the desirable information. This study focuses on

the effect of social media addiction to the study habit of the Office Administration

students in Cronasia Foundation College, Inc, in the Academic Year 2022-2023.

Respondents of the Study

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The respondents of this study were 100 Office Administration college

students in Cronasia Foundation College, Inc. using purposive sampling, this

study was conducted through an online survey questionnaire method.

Table 1 Distribution of the Respondents

YEAR LEVEL NO. OF RESPONDENTS

4th year 33

2nd year 33

1st year 34

Total 100

Research Locale

The researchers conducted this study at Cronasia Foundation College,

Inc. The Technical Education and Skills Development Authority, Commission on

Higher Education, and Department of Education accredit it. The institution offers

TESDA, baccalaureate, and primary education, such as junior high and senior

high school. The basic education programs refer to the senior high school

programs aligned with the Technical Vocational Livelihood track and Academic

Track.

Research Instrument

The researchers used online survey questionnaires, such as Google

Forms. Google Forms has surveyed administration software that collects

respondents' information through the survey.

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The instruments of this study consist of three parts. Part 1 is the

demographic profile of the respondents. Part 2 of the questionnaire is adopted

from Dr.Kimberly Young (2018) on the level of social media addiction.

The last part of the questionnaire is adopted from Kamizonocho et al. (2019)

from the level of study habits. The researcher used the five-point Likert scale,

which is described as follows;

Scale Level Description

4.50 – 5.00 5 Very High

3.50 – 4.49 4 High

2.50 – 3.49 3 Moderately High

1.50 – 2.49 2 Low

1.00 – 1.49 1 Very Low

Data Gathering Procedure

The researchers underwent some steps to fulfill this study.

First, the researchers asked permission from Research Directress to

conduct a survey. Second, upon approval, the Researchers sent a letter to

Department Head asking permission to conduct a survey.

 28

Third, the researchers disseminated the adopted questionnaire through

goggle forms.

The survey questionnaire was distributed to the respondents provided online

during their vacant time to avoid interruption in their classes.

After they answered, the researchers gathered, analyzed, tallied the data, and

applied the appropriate statistical treatment.

Statistical treatment

In treating the data collected, all three parts used mean and ranking as a

statistical treatment.

To determine the demographic profile of the respondents, frequency count

and percentage were used.

Formula: P= F/Nx100

Where: P= Percentage

F=Frequency

N= Total of Respondents

To determine the level of effect of social media addiction and the level of

the study habit, weighted mean used.

Formula:
 29

To determine the significant relationship of level effect of social media addiction

and the level of the study habit, Pearson R is used.

Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis, and interpretation of the

gathered data about the effect of social media addiction on the study habit of

students.

Table 1

The Profile of the Respondents

Gender Frequency Percentage
Female 69 69%
Male 31 31%
Total 100 100%
Age
18-24 years old 81 81%
25-29 years old 11 11%
30-34 years old 7 7%
35 and above 1 1%
Total 100 100.00
Social Media Usage
1-3 hours 41 41%
4-6 hours 41 41%
7-10 hours 10 10%
11 hours and above 8 8%
 30

Total 100 100.00

GPA
75-80 2 2%
81-84 11 11%
85-89 42 42%
90-94 38 38%
95-99 7 7%
Total 100 100

Table 1 discloses the profile of the respondents using frequency counts

and percentages to treat the data.

Data revealed that in terms of gender, 69% were female and 31% were

male. This represents that female was dominant in social media addiction.

In terms of age, 81% represents the age bracket of 18 to 24 years old

while 1% ages 35 years old and above. On social media usage, 81 out of 100

respondents, or 81% of those use social media for 1 to 6 hours while 8% of the

respondents use it for 11 hours and above usage. On the GPA of the

respondents, 42% got 85 to 89 equivalent grades while 2 of the respondents got

75 to 80 equivalent grades.

Table 2

Effect of social media addiction in terms of personal

PSYCHOLOGICAL Mean Description

1. I often find that I stay online longer than I intended. 3.24 Moderately
High
2. I often neglect household chores to spend more 2.87 Moderately
time online. High
3. I often prefer the excitement of the internet to 3.22 Moderately
understand classmates. High
General Weighted Mean 3.11 Moderately
High
 31

Legend: 4.50-5.00 Very High, 3.5-4.49 High, 2.50-3.49 Moderately High, 1.50-
2.49 Low, 1.00-1.49 Very Low

Table 2 reveals the results on the effect of social media addiction in terms

of personal rated as moderately high with a mean score of 3.11. The

respondents rated statement 1 as the highest with a mean score of 3.24 that they

often find that they stay online longer than they intended. Likewise, they rated

statement 2 as the lowest with a mean score of 2.87 that they often neglect

household chores to spend more time online.

The findings demonstrate that the respondents had a social media

addiction since they frequently neglected home duties in order to spend more

time online. As cited by Arshan (2018) that social media addiction is an

uncontrollable urge that impairs the important life areas of an individual.

Table 3

Effect of social media addiction in terms of emotional

SOCIAL Mean Description

1. I often form new relationships with fellow online 2.84 Moderately
users. High
2. I become defensive or secretive when anyone asks 2.93 Moderately
me what I do online. High
3. I often fear that life without the internet would be 3.15 Moderately
boring, empty, and joyless. High
4. I often lose sleep due to late-night log-ins. 3.33 Moderately
High
5. I often do feel depressed, moody, or nervous when 3.22 Moderately
I am offline, which goes away once you are back High
online.
General Weighted Mean 3.09 Moderately
High

Legend: 4.50-5.00 Very High, 3.5-4.49 High, 2.50-3.49 Moderately High, 1.50-
2.49 Low, 1.00-1.49 Very Low
 32

Table 2 reveals the results on the effect of social media addiction in terms

of emotions rated as moderately high with a mean score of 3.09. The

respondents rated statement 4 as the highest with a mean score of 3.33 that they

often lose sleep due to late-night log-ins. Likewise, they rated statement 1 as the

lowest with a mean score of 2.84 that they often form new relationships with

fellow online users.

The findings demonstrated that the respondents' social media addiction

was brought on by establishing new connections with other online users. As cited

by Jeri-Yabar (2019) that the use of social media has become a common activity

for young people in this era to build connections.

Table 4

Effect of social media addiction in terms of social

EMOTIONAL Mean Description

1. I often do find myself saying ‘’just a few more 2.94 Moderately
minutes’’ when online. High
2. I often do try to cut down the amount of time I 3.12 Moderately
spend online and fail. High
3. I often do try to hide how long I’ve been online. 2.96 Moderately
High
4. I often do choose to spend more time online over 2.91 Moderately
going out with others. High
General Weighted Mean 2.98 Moderately
High

Legend: 4.50-5.00 Very High, 3.5-4.49 High, 2.50-3.49 Moderately High, 1.50-
2.49 Low, 1.00-1.49 Very Low

Table 4 reveals the results on the effect of social media addiction in terms

of social rated as moderately high with a mean score of 2.98. The respondents
 33

rated statement 2 as the highest with a mean score of 3.12 that they often do try

to cut down the amount of time they spend online and fail. Also, they rated

statement 4 as the lowest with a mean score of 2.91 that they often do choose to

spend more time online over going out with others.

The results show that the respondents were addicted to social media

since they frequently prefer to spend more time online to socialize with others. As

mentioned by O’Reilly (2018) that young people are expressive on social media

to seek acceptance.

Table 5

Level of study habit in terms of time management

Time Management Mean Description

1. To focus on extracurricular activities 3.42 Moderately High
2. I finish the homework on time 3.66 High
3. Study while watching TV or listening to music 3.11 Moderately High
at home
4. I study while using a smartphone or cellphone 3.53 High
at home
5. To focus on subjects required by the college 3.52 High
you want to go to
General Weighted Mean 3.45 Moderately
High

Legend: 4.50-5.00 Very High, 3.5-4.49 High, 2.50-3.49 Moderately High, 1.50-
2.49 Low, 1.00-1.49 Very Low

Table 5 reveals the results of the study habits in terms of time

management rated as moderately high with a mean score of 3.45. The

respondents rated statement 2 as high and they finish the homework on time with

the highest mean score of 3.66. Likewise, they rated statement 3 as moderately
 34

high with the lowest mean score of 3.11 that they study while watching TV or

listening to music at home.

Table 6

Level of study habit in terms of reading

READING Mean Description

1. Reading comprehension 3.61 High
2. Understanding what graphs and tables 3.51 High
indicate
3. I read books other than textbooks 3.14 Moderately High
4. Classes that have students memorize the 3.11 Moderately High
contents of textbooks
5. Classes that use books besides textbooks 3.27 Moderately High
General Weighted Mean 3.33 Moderately High

Legend: 4.50-5.00 Very High, 3.5-4.49 High, 2.50-3.49 Moderately High, 1.50-
2.49 Low, 1.00-1.49 Very Low

Table 6 reveals the results of the level of study habits in terms of reading

rated as moderately high with a mean score of 3.33. The respondents rated

statement 1 as high that study habits require reading comprehension with the

highest mean score of 3.61. Also, they rated statement 4 as the lowest that in

classes they have to memorize the contents of textbooks with a mean score of

3.11. This means that the students read the contents of their materials.

Table 7

Level of study habit in terms of note-taking

 35

NOTE-TAKING Mean Description

1. I have trouble with spelling, grammar, and 2.78 Moderately
punctuation while writing themes and reports High
2. In taking notes, I tend to write down things that 2.88 Moderately
later turn out to be unimportant High
3. When I doubt the proper form for a written 3.45 Moderately
assignment, I find a model or guide to follow High
4. I copy the diagrams, drawings, tables, and other 3.46 Moderately
illustrations that the teacher puts on the High
blackboard.
5. In preparing reports, themes, and other written 3.68 High
work, I make certain that I clearly understand what
is wanted before I begin to work
General Weighted Mean 3.25 Moderately
High

Legend: 4.50-5.00 Very High, 3.5-4.49 High, 2.50-3.49 Moderately High, 1.50-
2.49 Low, 1.00-1.49 Very Low

Table 7 reveals the results of the level of study habits in terms of note-

taking rated as highly effective with a mean score of 3.25. The respondents rated

statement 5 as the highest with a mean score of 3.68 that in preparing reports,

themes, and other written work, they make certain that they clearly understand

what is wanted before they begin to work. Meanwhile, statement 1 was ranked as

the lowest that having trouble with spelling, grammar, and punctuation while

writing themes and reports with a mean score of 2.78.

Table 8
Relationship between the effect of social media addiction and study habit

Level of study habit

Effect of social media Time Reading Note-taking

addiction management

Personal -0.80 -0.27 0.33

Emotional -0.11 -0.94 0.91

 36

Social 0.48 0.46 -0.49

Table 8 shows the relationship between the effect of social media

addiction and study habits tested using Pearson R. The required level of

significance was 0.05.

It was found that time management and reading had a substantial

association with the personal and emotional effects of social media addiction.

However, social interaction has a big impact on taking notes.

 37

Chapter V

CONCLUSIONS AND RECOMMENDATIONS

This chapter presented the conclusions and recommendations drawn from

the findings of the study.

Findings

Out of the data gathered, it was found that:

Tables Percentage/ Interpretation

Mean

Table 1 Demographic profile in terms of 69% Female

Gender
Age 81% 18-24 years old

Hours spent 82% 1-6

GPA 42% 85-89

Table 2 Effect of social media addiction in 3.11 Moderately High

terms of personal
Table 3 Effect of social media addiction in 3.09 Moderately High
terms of emotional
Table 4 Effect of social media addiction in 2.98 Moderately High
terms of social
Table 5 Level of study habit in terms of time 3.45 Moderately High
management
Table 6 Level of study habit in terms of 3.33 Moderately High
 38

reading
Table 7 Level of study habit in terms of 3.25 Moderately High
note-taking
Table 8 Relationship between the effect of Significant
social media addiction and study
habit

Conclusions

Based on the findings of the study, the following conclusions were

formulated:

1. The majority of the respondents were female, with ages ranging from 18 to

24 years old; spent 1 to 6 hours on social media and got good grades of

85 to 89.

2. The effect of social media addiction in terms of personal was moderately

high. The effect of social media addiction in terms of emotions was

moderately high. The effect of social media addiction in terms of society

was moderately high.

3. The Level of study habit in terms of time management was rated

“moderately high”. The Level of study habit in terms of reading was rated

“moderately high”. The Level of study habit in terms of note-taking was

rated “moderately high”.

4. The significance between the effect of social media addiction and study

habits was lower than the required values of 0.05, therefore, the result

found that there had a substantial association with the personal and
 39

emotional effects of social media addiction. However, social interaction

has a big impact on taking notes.

Recommendations

In the light of findings from the data, the researchers recommend

1. To Parents limit their children to use of social media to avoid distraction

and do the household chores. Parents must have guidance for their children to

study more time, to avoid distractions while watching TV or listening to music.

2. To Students should make friends in school not only on social media and

enjoy the surroundings with schoolmates and teachers. The effective way to be

successful is to take down notes what is the suggestion of the adviser and make

such time to double-check your work.

3. To Teachers should give an assessment to their students in order to

evaluate their weaknesses of the student, considering giving an intervention

activity might help them to improve.

4. To Administration should give their full support to the teacher and

student in making the educational intervention activity for the betterment of

education.
 40

5. To Future Researchers may use this research as their reference related

to social media addiction and study habits.

CRONASIA FOUNDATION COLLEGE, INC.

Andres- Dizon Building,
Pioneer Avenue, General Santos City, 9500
Tel No. (083) 554-6323/ 5524051
E-mail Address: magandangcronasia@gmail.com

THE EFFECT OF SOCIAL MEDIA ADDICTION ON STUDY HABIT ON THE

OFFICE ADMINISTRATION STUDENTS IN CRONASIA FOUNDATION
COLLEGE INC.

QUESTIONNAIRE
Instructions: Please read and understand the questions. Your honesty in

answering this questionnaire will lead to the reliability of the data gathered. Do

not leave any item unanswered.

Part I. Demographic Profile

GENDER
Female
Male
AGE
18-24 yrs. old 30-34 yrs. old
 41

25-29 yrs. old 35 and above

FREQUENCY OF USE SOCIAL MEDIA ACCESS
1-3hrs 7-10hrs
4-6hrs 10hrs above
GPA OF THE STUDENT
75-80 90-94
81-84 95-99
85-89

Part II. LEVEL OF SOCIAL MEDIA ADDICTION

Instructions: Please read and understand the questions. Your honesty in

answering this questionnaire will lead to the reliability of the data gathered. Do

not leave any item unanswered.

Legend:

5- Very High
4- High
3- Moderately High
2- Very Low
1- Low

PSYCHOLOGICAL Mean Description

1. I often find that stay online longer than I intended. 3.24 Moderately
High

2. I often neglect household chores to spend more time 2. 87 Moderately

online. High

3. I often prefer the excitement of the interment to 3.22 Moderately

understand classmates High

General Weighted Mean 3.11 Moderately

High
 42

SOCIAL Mean Description

1. I often form new relationships with fellow online 2.84 Moderately

High

2. I become defensive or secretive when anyone 2.93 Moderately

asks me what I do online. High

3. I often fear that life without the internet would be 3.15 Moderately
boring, empty, and joyless. High

4. I often lose sleep due to late-night log-ins. 3.33 Moderately

High

5. I often do feel depressed, moody, or nervous 3.22 Moderately

when I am offline, which goes away once you are High
back online
General Weighted Mean 3.09 Moderately
High

EMOTIONAL Mean Description

1. I often do find myself saying “just a few more 2.94 Moderately

minutes” when online. High

2. I often do try to cut down the amount of time I 3.12 Moderately

spends online and fail. High

3. I often do try to hide how long I’ve been online. 2.96 Moderately
High

4. I often do choose to spend more time online over 2.91 Moderately

going out with others. High

General Weighted Mean 2.98 Moderately

High
Kirik, A., Arslan, A., Çetinkaya, A., & Mehmet, G. Ü. L. (2015). on the level of social media
addiction among young people in Turkey. International Journal of Sport Culture and
Science, 3(3), 108-182
 43

Part III. LEVEL OF STUDY HABIT

Instructions: Please read and understand the questions. Your honesty in
answering this questionnaire will lead to the reliability of the data gathered. Do
not leave any item unanswered.
Legend:
5-Very High
4-High
3-Moderately High
2-Very Low
1-Low
 44

TIME MANAGEMENT Mean Description

1. To focus on extracurricular activities 3.42 Moderately High

2. I finish homework on time 3.66 High

3.Study while watching TV or listening music at home 3.11 Moderately High

4. I study while using smartphone o cellphone at home 3.53 High

5. To focus on subjects required by a college you want 3.52 High

to go to

General Weighted Mean 3.45 Moderately High

READING Mean Description

1. Reading comprehension 3.61 High

2.Understanding what graphs and tables indicate 3.51 High

3. I read books other than textbooks 3.14 Moderately High

4.Classes that have students memorize contents of 3.11 Moderately High

textbooks

5.Classes that use books besides textbooks 3.27 Moderately High

General Weighted Mean 3.33 Moderately High

NOTE TAKING Mean Description

1. I have trouble with spelling, grammar, and 2.78 Moderately High

punctuation while writing themes and reports.

2. In taking notes, I tend to write down things which later 2.88 Moderately High
turn out to be unimportant.

3. When I doubt about the proper form for a written 3.45 Moderately High
assignment, I find a model or guide to follow.

4. I copy the diagrams, drawing, tables, and other 3.46 Moderately High
illustrations that the teacher puts on the blackboard.

5. In preparing reports, themes and other written work, I 3.38 High

make certain that I clearly understand what is wanted
before I wanted before I begin to work

General Weighted Mean 3.68 Moderately High

Ebele, U. F., & Olofu, P. A. (2017). Study habit and its impact on secondary school studentsâ
academic performance in biology in the Federal Capital Territory, Abuja. Educational Research
and Reviews, 12(10), 583-58
 45

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Journal of psychosocial research on cyberspace, 13(1).

Leong, L. Y., Hew, T. S., Ooi, K. B., Lee, V. H., & Hew, J. J. (2019). A hybrid

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Moreno, R. C. (2020). Influence of Facebook Addiction on Study Habits of the

Office Administration Students. Puissant, 1, 27-38.

 46

Odewole, M. O., & Ajani, F. O. (2021). Influence of social media on the Perceived

Academic Performance of Undergraduate Students in Al-Hikmah

University, Kwara State, Nigeria. Trends in Libraries, Information Science

and Technology, 1(2), 1-12.

Pirzado, A. H., & Shaikh, G. M. (2022). How usage of social media influences the

university students’ academic performance. Sociol Int J, 6(3), 114-121.

Siyaka, H. O., Oladipupo, E. T., Akpan, M. U., Ogbe, M. T., & Adetunji, A. A.

(2022). Effect of Social Media on the Academic Performance of Students

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Technology and Education, 10(1), 7-15.

Sun, Y., & Zhang, Y. (2021). A review of theories and models applied in studies

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Tutgun-Ünal, A., & Deniz, L. (2015). Development of the social media addiction

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Seo, D., & Ray, S. (2019). Habit and addiction in the use of social networking

sites: Their nature, antecedents, and consequences. Computers in

Human Behavior, 99, 109-125.

Brevers, D., & Turel, O. (2019). Strategies for self-controlling social media use:

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Tarafdar, M., Maier, C., Laumer, S., & Weitzel, T. (2020). Explaining the link

between technostress and technology addiction for social networking

 47

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Masthi, N. R., Pruthvi, S., & Phaneendra, M. S. (2018). A comparative study on

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Sun, Y., & Zhang, Y. (2021). A review of theories and models applied in studies

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Behaviors, 114, 106699.

Tus, J., Lubo, R., Rayo, F., & Cruz, M. A. (2020). THE LEARNERS'STUDY

HABITS AND ITS RELATION ON THEIR ACADEMIC

PERFORMANCE. International Journal Of All Research Writings, 2(6), 1-

19.

Kolhar, M., Kazi, R. N. A., & Alameen, A. (2021). Effect of social media use on

learning, social interactions, and sleep duration among university

students. Saudi Journal of Biological Sciences, 28(4), 2216-2222.

Tus, J. (2020). The influence of study attitudes and study habits on the academic

performance of the students. IJARW| ISSN (O)-2582-1008 October, 2(4).

D’Arienzo, M. C., Boursier, V., & Griffiths, M. D. (2019). Addiction to social media

and attachment styles: A systematic literature review. International

Journal of Mental Health and Addiction, 17(4), 1094-1118.

 48

Grau, S., Kleiser, S., & Bright, L. (2019). Exploring social media addiction among

student Millennials. Qualitative Market Research: An International Journal.

Szczygieł, K., & Podwalski, P. (2020). Comorbidity of social media addiction and

other mental disorders–an overview. Archives of Psychiatry and

Psychotherapy, 4, 7-11.

Hou, Y., Xiong, D., Jiang, T., Song, L., & Wang, Q. (2019). Social media

addiction: Its impact, mediation, and intervention. Cyberpsychology:

Journal of psychosocial research on cyberspace, 13(1).

Ahmed, O., Siddiqua, S. J. N., Alam, N., & Griffiths, M. D. (2021). The mediating

role of problematic social media use in the relationship between social

avoidance/distress and self-esteem. Technology in Society, 64, 101485.

Baltaci, Ö. (2019). The Predictive Relationships between the Social Media

Addiction and Social Anxiety, Loneliness, and Happiness. International

Journal of Progressive Education, 15(4), 73-82.

Tandon, A., Kaur, P., Dhir, A., & Mäntymäki, M. (2020). Sleepless due to social

media? Investigating problematic sleep due to social media and social

media sleep hygiene. Computers in human behavior, 113, 106487

Boursier, V., Gioia, F., Musetti, A., & Schimmenti, A. (2020). Facing loneliness

and anxiety during the COVID-19 isolation: the role of excessive social

media use in a sample of Italian adults. Frontiers in psychiatry, 11,

586222..

Lin, C. Y., Imani, V., Griffiths, M. D., Broström, A., Nygårdh, A., Demetrovics, Z.,

& Pakpour, A. H. (2021). Temporal associations between

 49

morningness/eveningness, problematic social media use, psychological

distress and daytime sleepiness: Mediated roles of sleep quality and

insomnia among young adults. Journal of sleep research, 30(1), e13076.

CRONASIA FOUNDATION COLLEGE, INC.

Andres-Dizon Bldg. Pioneer Avenue
General Santos City (9500)
(083) 554-6323

November 25, 2022

MARIA CRESANTA G. HITALIA, MBM

Department Coordinator
Bachelor of Science in Office Administration
This Institution

Dear Ma’am:
We, the 3rd year Bachelor of Science in Office Administration student of
Cronasia Foundation College Inc., would like to conduct a study entitled, “THE
EFFECT OF SOCIAL MEDIA ADDICTION TO THE STUDY HABIT OF THE
 50

OFFICE ADMINISTRATION STUDENTS IN CRONASIA FOUNDATION

COLLEGE, INC.”.
In connection with this, we would like to request from your good office to
allow us to conduct our study to the proposed respondents in your institution.
Rest assured that the data gathered will be strictly for research purposes only
and will keep with utmost confidentiality.
We are looking for your favorable action on this matter. Thank you and
God bless.
Sincerely yours,

NOVA MAE VILLADOLID

Team Leader

Noted by:
JESSA MARIE SANTILLAN
Research Adviser

Approved by:
MARIA CRESANTA G. HITALIA, MBM
Department Coordinator
CRONASIA FOUNDATION COLLEGE, INC.
Andres-Dizon Bldg. Pioneer Avenue
General Santos City (9500)
(083) 554-6323

November 25, 2022

NENITA P.NON, MALS, RL

Research Directress
This Institution

Dear Ma’am:
We, the 3rd year Bachelor of Science in Office Administration student of
Cronasia Foundation College Inc., would like to conduct a study entitled, “THE
EFFECT OF SOCIAL MEDIA ADDICTION TO THE STUDY HABIT OF THE
OFFICE ADMINISTRATION STUDENTS IN CRONASIA FOUNDATION
COLLEGE, INC.”.
 51

In connection with this, we would like to request from your good office to
allow us to conduct our study to the proposed respondents in your institution.
Rest assured that the data gathered will be strictly for research purposes only
and will keep with utmost confidentiality.
We are looking for your favorable action on this matter. Thank you and
God bless.

Sincerely yours,
NOVA MAE VILLADOLID
Team Leader

Noted by:
JESSA MARIE SANTILLAN
Research Adviser

Approved by:
NENITA P. NON, MALS, RL
Research Directress
 52

CURRICULUM VITAE

Nova Mae F.Villadolid

Prk. San Roque Brgy, Labangal G.S.C

09703531697
novamae.villadolid08@gmail.com
________________________________________________________________
EDUCATIONAL BACKGROUND
Gender : Female

Civil Status : Single

Height : ‘5’

Weight : 40 kls

Date of Birth : November 08, 1999

Place of Birth : General Santos City

Nationality : Filipino

Parents : Edgar T. Villadolid

Emma F. Villadolid

Religion : Evangelical

EDUCATIONAL BACKGROUND

TERTIARY Cronasia Foundation College, Inc.

Pioneer Avenue, General Santos City
Present
SECONDARY Labangal National High School
Brgy. Labangal General Santos City
2019
PRIMARY Dadiangas West Central Elementary School
Pres. Ramon Magsaysay Avenue, General Santos
City
2013
 53

CURRICULUM VITAE

Jen Rex E. Andong

Zone 11- A Block 2 Brgy. Fatima General Santos City

09383419552
Lilikbarcelona_16@gmail.com
________________________________________________________________________
PERSONAL INFORMATION

Gender : Male

Civil Status : Single

Height : ‘5’5’

Weight : 57 kls.

Date of Birth : June 16, 1999

Place of Birth : Assai Village Brgy. Bula General Santos City

Nationality : Filipino

Parents : Renante B. Andong

Jenniffer E. Andong

Religion : Christian Brethen

EDUCATIONAL BACKGROUND

TERTIARY Cronasia Foundation College, Inc.

Pioneer Avenue, General Santos City
Present
SECONDARY Fatima National High School
Fil-am Road, Brgy. Fatima General Santos City
2018
PRIMARY Upper Tambler Central Elementary School
Zone 7, General Santos City
2013
 54

CURRICULUM VITAE

Honey June P. Sumayang

Sarangani, Homes Phase 2 Brgy. San Isidro General Santos

City
09154328202
Honeyjune611@gmail.com
________________________________________________________________
PERSONAL INFORMATION

Gender : Female

Civil Status : Single

Height : ‘5’2’

Weight : 48 kg

Date of Birth : June 11, 2002

Place of Birth : Doctor’s Hospital General Santos City

Nationality : Filipino

Parents : Rodolfo C. Sumayang

Meriam E. Pasamanero

Religion : Roman Catholic

EDUCATIONAL BACKGROUND

TERTIARY Cronasia Foundation College, Inc.

Pioneer Avenue, General Santos City
Present
SECONDARY Cronasia Foundation College, Inc.
Pioneer Avenue, General Santos City
2020
PRIMARY Romana C. Acharon Central Elementary School
Purok Cahilsot Village, General Santos City
2015
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CURRICULUM VITAE

Regene T. Sara

Prk. Bulaong Extension, Brgy. Labangal General Santos City

09053759976
regenesara@gmail.com
________________________________________________________________
PERSONAL INFORMATION

Gender : Female

Civil Status : Single

Height : ‘5’1’

Weight : 40 kls.

Date of Birth : September 08, 1996

Place of Birth : Mabini malalag, Davao Del sur

Nationality : Filipino

Parents : Romulo Sara Sr.

Elvira Sara

Religion : Catholic

EDUCATIONAL BACKGROUND

TERTIARY Cronasia Foundation College, Inc.

Pioneer Avenue, General Santos City
Present
SECONDARY Baluan National High School
Baluan, General Santos City
2013
PRIMARY Mabini Elementary School
Mabini Malalag, Davao Del Sur
2018