The Relation of the Usage of Social Media Applications and the Number of Hours Used in

Studying of the Senior High School Students of Sacred Heart School - Hijas de Jesus

___________________________________________

A Research Paper

Presented to

Senior High School Department

Sacred Heart School - Hijas de Jesus

___________________________________________

In Partial Fulfillment

Of the Requirements for the Course

Statistics and Probability

___________________________________________

By

Learnie Kate D.L.R. Desiderio

Anne Nicole Domugho

Dominic Vincent G. Tan

March 17, 2020

I. Introduction

In this generation where vast improving technology is clearly seen, there are still some

complications or problems we cannot avoid. Inventions such as online platforms, namely,

Facebook, Twitter, Instagram, Snapchat, Tiktok, Youtube, and furthermore, whose usage is

increasing in number may affect the performances of people in their daily lives. This research

revolves and focuses around the Senior High School students of Sacred Heart School - Hijas de

Jesus in relation to the usage of social media applications and if it greatly affects their academic

performances such as their study habits. The importance of this research is to determine the

explanations, solutions and causes in order to get the maximum reliability and efficiency of the

study. Multiple studies have been conducted in recent years that have helped create a foundation

on the current study. In 2015, Dr. Langat Andrew Chris conducted a research entitled, “Influence

of Social Media on Study Habits of Undergraduate Students in Kenyan Universities'”, which

studied social media usage in Kenyan universities and whether or not it had a certain impact on

the students. According to Chris (2015), this study examined the influence of social media on

study habits of undergraduate students in one of the Kenya universities. A similar study was also

conducted in 2016 which studied the influence of the utilization of social networking sites on

study habits among Saudi Nursing Students in Ha'il University. AlSaqri, Alkwiese, and

Hernandez (2016) explained that positive use of social media may improve study habits of

nursing students however, faculty members should be able to guide students on the use of social

media and include social networking sites in the nursing curriculum to optimize communication

and learning. Another similar study conducted focused on the effect of social media on the study

habits of students of Alvan Ikoku Federal College of Education, Owerri. Ezeji and Ezeji (2018)
discussed that the findings from variables investigated that at p<0.5, social media usage had a

significant impact on the study habits of students of Alvan Ikoku Federal College of Education,

Owerri. The primary objective of the study is to discover if the usage of social media

applications creates a negative, positive or no effect in the number of hours studying of a student.

This lessens the inaccuracy of claims that using of social media platforms could potentially affect

not only the students’ time management skills but the productivity of their study.

II. Methods
 The researchers conducted the study through systematic random sampling. The following

steps were taken to accomplish this task:

1. Assign numbers from 1-130 to the students of the Senior High School Department

starting with Grade 11 - STL until Grade 12 - SLR. The three researchers from Grade 11 -

STL will be excluded from the population and the sampling conducted. Students in Grade

11 - STL will be assigned numbers 1-10, Grade 11 - SPJP will have 11-30, Grade 11 - SA

will have 31-49, Grade 12 - SPC will have 50-80, Grade 12 - STA will have 81-105, and

Grade 12 - SLR will have 106-130.

2. Determine the random interval k by dividing the population by the sample space. In this

case, 130 will be divided by 30, which is approximately 4, so it will be every 4th person.

3. A randomizer will be used to pick a random start from 1-130.

4. After the random start is selected, select the respondent after every 4th person.

5. Select respondents until you reach the desired sample size.

These questionnaires to be used in concluding as to if the usage of these applications

create a negative, positive, or no effect in the number of hours studying of a Senior High School

student were then sent to the 30 randomly chosen students in the senior high school department

on the 11th of March. Given that the research involves a total of 130 senior high school students

of Sacred Heart School - Hijas de Jesus, the researchers believed that conducting a systematic

random sampling in choosing the respondents is a more appropriate way in gathering

information for a population that has a moderately large amount. Because of the simplicity of the

process needed in conducting this type of random sampling, it gave the researchers more time to
accomplish more things that would be needed in the research or it was less time consuming.

Compared to the other methods, this gives a more representative model, which also helped the

researchers in overlooking the whole population and the random samples chosen.
Figure 1. Screenshot of the Google Forms that was sent out to respondents.
Table 1. The Students of the Senior High School Department Assigned Numbers from 1-130.

SYSTEMATIC RANDOM SAMPLING

1 21 41 61 81 101 121
2 22 42 62 82 102 122
3 23 43 63 83 103 123
4 24 44 64 84 104 124
5 25 45 65 85 105 125
6 26 46 66 86 106 126
7 27 47 67 87 107 127
8 28 48 68 88 108 128
9 29 49 69 89 109 129
10 30 50 70 90 110 130
11 31 51 71 91 111
12 32 52 72 92 112
13 33 53 73 93 113
14 34 54 74 94 114
15 35 55 75 95 115
16 36 56 76 96 116
17 37 57 77 97 117
18 38 58 78 98 118
19 39 59 79 99 119
20 40 60 80 100 120
Table 2. The Students of the Senior High School Department According to their Class Number.

1 11 11 12 1 21 16
2 12 12 13 2 22 17
4 13 13 14 3 23 18
5 14 14 15 4 24 19
8 15 15 16 5 25 20
9 16 16 17 6 1 21
10 17 17 18 7 2 22
11 18 18 19 8 3 23
12 19 19 20 9 4 24
13 20 1 21 10 5 25
1 1 2 22 11 6
2 2 3 23 12 7
3 3 4 24 13 8
4 4 5 25 14 9
5 5 6 26 15 10
6 6 7 27 16 11
7 7 8 28 17 12
8 8 9 29 18 13
9 9 10 30 19 14
10 10 11 31 20 15

Legend:

11 - STL
11 - SPJP II
11 - SA
12 - SPC
12 - STA
12 - SLR
III. Results

With the surveys sent to 30 people who were systematically chosen in a random order,

the following results are as what follows:

Figure 2. Results for the first question of the survey.

2 2
𝑥 𝑓 𝑃(𝑥) 𝑥 • 𝑃(𝑥) 𝑥 𝑥 • 𝑃(𝑥)
1 5 0.17 0.17 1 0.17
2 8 0.27 0.54 4 1.08
3 8 0.27 0.81 9 2.45
4 5 0.17 0.68 16 2.27
5 4 0.13 0.65 25 3.25
6 0 0 0 36 0

Calculating for the Population Summary Measures

μ = Σ𝑥 • 𝑃(𝑥) = 0.17 + 0.54 + 0.81 + 0.68 + 0.65

= 2.85

2 2 2 2
σ = [ Σ 𝑥 • 𝑃(𝑥) ] -μ = (0.17 + 1.08 + 2.45 + 2.27 +3.25) - 2. 85
= 1.0975
σ = 1. 05

Calculating for the Sample Summary Measures by Central Limit Theorem

μx̄ = μ
= 2.85

2
2 σ 1.0975
σ x̄ = 𝑛
= 30
= 0.0366

σ 1.05
σx̄ = =
𝑛 30
= 0.19

Figure 3. Results for the second question of the survey.

2 2
𝑥 𝑓 𝑃(𝑥) 𝑥 • 𝑃(𝑥) 𝑥 𝑥 • 𝑃(𝑥)
1 1 0.03 0.03 1 0.03
2 4 0.13 0.26 4 0.52
3 2 0.07 0.21 9 0.63
4 4 0.13 0.52 16 2.08
5 11 0.37 1.85 25 9.25
6 6 0.20 1.2 36 7.2
8 1 0.03 0.24 64 1.92
 9 0 0 0 81 0
10 1 0.03 0.3 100 3

Calculating for the Population Summary Measures

μ = Σ𝑥 • 𝑃(𝑥) = 0.03 + 0.26 + 0.21 + 0.52 + 1.85 + 1.2 + 0.24 + 0 + 0.3

= 4.61

2 2 2
σ = [ Σ 𝑥 • 𝑃(𝑥)] -μ = (0.03 + 0.52 + 0.63 + 2.08 + 9.25 + 7.2 + 1.92 + 0 + 3) - 4. 61²
= 3.3779

σ = 1.84

Calculating for the Sample Summary Measures by Central Limit Theorem

μx̄ = μ
= 4.61

2
2 σ 3.3779
σ x̄ = 𝑛
= 30
= 0.11

σ 1.84
σx̄ = =
𝑛 30
= 0.34
 Figure 4. Results for the third question of the survey.

2 2
𝑥 𝑓 𝑃(𝑥) 𝑥 • 𝑃(𝑥) 𝑥 𝑥 • 𝑃(𝑥)
0 1 0.03 0 0 0
1 3 0.10 0.10 1 0.10
2 5 0.17 0.34 4 0.68
3 8 0.27 0.81 9 2.43
4 6 0.20 0.8 16 3.2
5 6 0.23 1.15 25 5.75
6 1 0.03 0.18 36 1.08

Calculating for the Population Summary Measures

μ = Σ𝑥 • 𝑃(𝑥) = 0 + 0.10 + 0.34 + 0.81 + 0.80 + 1.15 + 0.18

= 3.38

2 2 2
σ = [ Σ 𝑥 • 𝑃(𝑥) ] -μ = (0 + 0.10 + 0.68 + 2.43 + 3.2 + 5.75 + 1.08) - 11.4244
= 1.8156

σ = 1.35
Calculating for the Sample Summary Measures by Central Limit Theorem

μx̄ = μ
= 3.38

2
2 σ 1.8156
σ x̄ = 𝑛
= 30
= 0.06

σ 1.35
σx̄ = =
𝑛 30
= 0.25

Figure 5. Results for the fourth question of the survey.

2 2
𝑥 𝑓 𝑃(𝑥) 𝑥 • 𝑃(𝑥) 𝑥 𝑥 • 𝑃(𝑥)
0 1 0.03 0 0 0
1 4 0.13 0.13 1 0.13
2 2 0.07 0.14 4 0.28
3 4 0.13 0.39 9 1.17
4 6 0.20 0.8 16 3.2
5 6 0.20 1 25 5
6 6 0.20 1.2 36 7.2
7 0 0 0 79 0
 8 1 0.03 0.24 64 1.47

Calculating for the Population Summary Measures

μ = Σ𝑥 • 𝑃(𝑥) = 0 + 0.13 + 0.14 + 0.39 + 0.8 + 1 + 1.2 + 0 + 0.24

= 3.9

2 2 2
σ = [ Σ 𝑥 • 𝑃(𝑥) ] -μ = (0 + 0.13 + 0.28 + 1.17 + 3.2 + 5 + 7.2 + 0 + 1.47) - 3. 9²
= 3.24

σ = 1.8

Calculating for the Sample Summary Measures by Central Limit Theorem

μx̄ = μ
= 3.9

2
2 σ 3.24
σ x̄ = 𝑛
= 30
= 0.108

σ 1.8
σx̄ = =
𝑛 30
= 0.33
Correlation Analysis

Question 1: Is there a relation between the number of hours spent on social media applications

and the number of hours spent studying in a day on weekdays?

Variable 1: Number of hours spent studying in a day on weekdays

Variable 2: Number of hours spent on Social Media applications in a day on weekdays

𝑥 2 2
𝑦 𝑥𝑦 𝑥 𝑦

0 1 0 1 0

6 2 12 4 36

5 4 20 16 25

4 3 12 9 16

3 2 6 4 9

2 1 2 1 4

4 5 20 25 16

4 3 12 9 16

4 3 12 9 16

2 3 6 9 4

3 5 15 25 9

3 2 6 4 9

5 3 15 9 25

3 2 6 4 9

3 1 3 1 9

5 5 25 25 25
 2 3 6 9 4

5 2 10 4 25

1 3 3 9 1

1 1 1 1 1

2 4 8 16 4

5 4 20 16 25

1 3 3 9 1

5 5 25 25 25

3 4 12 16 9

4 1 4 1 16

2 2 4 4 4

3 2 6 4 9

4 2 8 4 16

3 4 12 16 9

Σ 𝑥 =97 Σ 𝑦 =85 Σ 𝑥𝑦 =294

2
Σ 𝑥 =377
2
Σ 𝑦 =289

Calculating for the Correlation Coefficient

𝑛Σ 𝑥𝑦 − Σ𝑥 Σ𝑦
𝑟 = 2 2 2 2
[𝑛Σ𝑥 − Σ(𝑥) ][𝑛Σ𝑦 − Σ(𝑦)

30(294) − 97(85)
𝑟 = 2 2
[30(377) − (97) ][(289) − (85) ]

575
𝑟 =
[1901][1445]

𝑟 = 0. 35

Interpretation Made based on Correlation Coefficient Interpretation Guideline

0. 2 ≤ 0. 35 < 0. 4: Weak correlation
Figure 7. Scatterplot on the relation between the number of hours spent studying in a day and the

number of hours spent on social media applications on weekdays.

Question 2: Is there a relation between the number of hours spent on social media applications

and the number of hours spent studying in a day on weekends?

Variable 1: Number of hours spent studying in a day on weekends

Variable 2: Number of hours spent on Social Media applications in a day on weekends

𝑥 2 2
𝑦 𝑥𝑦 𝑥 𝑦
0 2 0 0 4
6 4 24 36 16
6 8 48 36 64
5 4 20 25 16
4 4 16 16 16
3 2 6 9 4
4 5 20 16 25
5 5 25 25 25
5 6 30 25 36
1 5 5 1 25
4 3 12 16 9
5 5 25 25 25
4 5 20 16 25
5 5 25 25 25
2 2 4 4 4
6 10 60 36 100
3 5 15 9 25
8 5 40 64 25
1 6 6 1 36
 1 1 1 1 1
2 5 10 4 25
6 6 36 36 36
1 6 6 1 36
6 6 36 36 36
3 6 18 9 36
4 2 8 16 4
6 5 30 36 25
4 3 12 16 9
5 5 25 25 25
3 4 12 9 16

Σ 𝑥 =118 Σ 𝑦 =140 Σ 𝑥𝑦 =595

2
Σ 𝑥 =574
2
Σ 𝑦 =754

Calculating for the Correlation Coefficient

𝑛Σ 𝑥𝑦 − Σ𝑥 Σ𝑦
𝑟 = 2 2 2 2
[𝑛Σ𝑥 − Σ(𝑥) ][𝑛Σ𝑦 − Σ(𝑦)

30(595) − 118(140)
𝑟 = 2 2
[30(574) − (118) ][30(754) − (140) ]

1330
𝑟 =
[3296][3020]

𝑟 = 0. 42

Interpretation Made based on Correlation Coefficient Interpretation Guideline

0. 4 ≤ 0. 42 < 0. 6: Moderately strong correlation
Figure 8. Scatterplot on the relation between the number of hours spent studying in a day and the

number of hours spent on social media applications on weekends.

IV. Discussion

After compiling all charts, solving for the summary measures, solving for the correlation

coefficient and analyzing the data, the researchers found that the average, on a normal weekday,

the Senior High School students spend about 2.85 hours on the social media applications and

approximately spend 3.38 hours studying their lessons. The researchers established that on

weekends, the Senior High School students nearly spend 4.61 hours on social media applications

and approximately 3.9 hours studying their lessons. More information was uncovered by the

researchers as they looked into the correlation between the two given data. The researchers

attempted to see whether or not there was a relation between the number of hours spent studying

in a day and the number of hours spent on the social media applications in a day, on weekdays.

The data was plotted on a scatterplot, and showed an upward motion. As a result, there is a

positive relation and the data displayed a correlation coefficient of 0.35, which signifies a weak

correlation. With that said, it can be concluded that there is a weak positive correlation between

the number of hours spent studying in a day and the number of hours spent on social media

applications in a day, on weekdays. Therefore, it implies that the more hours spent on studying,

the number of hours spent on social media applications also increases. However, the correlation

is slightly strong. After, the researchers tried to see whether or not there was a relation between

the number of hours spent on social media applications in a and the number of hours spent

studying in a day, on weekends. With the data gathered, a scatterplot was made for the

researchers to visualize the relation of the two given data, and it showed a positive correlation.

The points plotted showed an ascending order. The researchers calculated for the correlation

coefficient with the help of the dataset gathered to measure the strength of the relationship
between the two variables. Using the formula, the researchers led to a correlation coefficient of

0.42. It can now be concluded that there is a moderately strong correlation between the number

of hours spent on social media applications in a day and the number of hours spent studying in a

day, on weekends. This states that since both variables move in tandem, as the hours spent on

studying increases, the number of hours spent on social media does as well.

For future researchers, some possible problems that could be tackled could be the relation

of the use of social media to the general academic performance (general average) in Senior High

School. Moreover, future researchers could possibly look into the effects of a student’s study

habits and their general academic performance in Senior High School.

References:

AlSaqri, S. H., Alkwiese, M. J., and Joannes Hernandez. (2016). Influence of Utilization of

Social Networking Sites (SNS) on Study Habits Among Saudi Nursing Students in Ha’il

University. Journal of Biology, Agriculture and Healthcare, 6(24).

Chris, L. A. (2015). Influence of Social Media on Study Habits of Undergraduate Students in

Kenyan Universities. International Journal of Novel Research in Humanity and Social

Sciences, 2(4), 42–55.

Ezeji, P. O. and Ezeji, K. E. (2018). Effect of Social Media on the Study Habits of Students of

Alvan Ikoku Federal College of Education, Owerri. International Journal of Educational

and Pedagogical Sciences, 12(1).