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An In-Depth Analysis of the Social Media Usage of

Grade 12 Students during the Pandemic

In Partial Fulfillment in

Practical Research 2

Submitted by:

Baldivia, Carl Erwin M.

Bueno, Blanche M.

Laguindab, Justin A.

Lajara, Arabela J.

Lucero, Christian Angelo M.

Marco, Joram June A.

Mojares, Ernesto Gerard B.

Morelos, Reign Lemmor C.

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 Petalio, Rafael M.

Rey, Angel U.

Submitted to:

Miss Elsa B. Honrade

Practical Research 2 Adviser

2021

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 ABSTRACT

With the rise of the covid-19 crisis, students—especially teens had a surge of social

media usage prior to the consistent and consecutive lockdowns. While some of them looked for

jobs, part-time or not, they still managed to use social media not only for their studies but to keep

themselves updated as well. In this time of isolation, students have no choice but to stay at home

—deprived of the liberty to socialize to prevent further spread of the virus. Because of this, it has

been reported that their mental health severely declined in relation to their social media

dependency. Add to it the hardships in adjusting from face-to-face classes to digital or online

classes while performing filial duties.

In this research, the readers will understand the effects of the pandemic to the social

media usage of Grade 12 students of The Lipa Grace Academy Inc., as the respondents along

with a brief overview of the so-called “social media detoxification” as a solution to lessen hourly

social media usage, therefore, promoting and preserving a good mental health.

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 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Communication has always been a significant part of life. May it be humans, plants, or

animals, they always find uniquely diverse ways to communicate with one another as they strive

to co-exist, whether they dwell in the same environment or not. As species—particularly

humans, evolved along time, technological advancements have been a bridge to develop further

ways of giving and receiving or exchanging information. Therefore, ways of communicating

evolved as well. From verbal (speaking) when in front of one another or thru writing in caves,

tablets, stones, and eventually, papers to gadgets, and eventually, thru the use of social media

with the help of the Internet.

Social Media has been a great help to everyone of any age through various forms. It

consists of websites and applications that enable users to create and share content or to

participate in social networking or simply in socialization. It has helped people keep in touch

with their loved ones that are somewhere far from them. In fact, it has also helped students and

professionals alike in fulfilling their tasks at hand. This has also been a way for people to freely

express themselves, post pictures of them, have fun, talk to other nationalities, etc. It has been of

great help especially during this pandemic, wherein people going out or socializing is limited. It

has been an alternative way for people to make money—thru online jobs and online selling. It’s

been a click recently and people have been patronizing online shopping which is very convenient

to many because of a few clicks, and your order arrives right away.

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Background of the Study

The global pandemic has shifted the student wellbeing domain considerably due in part to

the extensive pragmatic changes that have been introduced to curb the spread of COVID-19.

Education, across the board, has experienced drastic changes to teaching delivery. Transition into

online learning has occurred rapidly and has presented a range of novel challenges both to staff

and students. This is, however, counteracted by most of the students who don’t like the online

learning for some reasons. First and foremost, not all students have good network connections or

Wi-Fi’s at homes, others have no personal space, while other students have no learning

conducive homes while most dislike it due to lack of social interaction especially because they

are unable to meet with friends. Clearly, the transition to virtual learning and assessment comes

with both advantages and disadvantages.

It has been shown to have a positive relationship to subjective happiness as well as

negative relationships with anxiety, depression and stress. Critical to developing resilience

capability are the assets and resources that students could access within the systems that they

participate.

As cited by Azizi, Soroush, and Khatony (2019), reduced academic performance is one of

the most important consequences of social networking overuse for students. The results of a

study on medical students showed that students who used social networks and internet more than

average had a poor academic achievement and low level of concentration in the classroom.

Currently, all academic content is delivered through technological means due to

campuses remaining closed. The impact of this change is significant and far-reaching, deviating

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from the typical learning experience that students have become accustomed to. A lack of

physical contact with academic staff, coupled with their reduced capacity associated with the

technological shift, has put students under increased pressure to meet deadlines without the

typical access to support that they would normally experience.

Use of social media and mobile devices presents both advantages as well as challenges,

mostly its benefits seen in terms of accessing course contents, video clip, transfer of the

instructional notes etc. For every benefit, there will always be a downside. And the one thing that

people failed to pin-point or take notice of in this area are the disadvantages of spending hours

and hours in front of a screen, using social media. The mental health as well is taking a toll on

this when people could not help but to compare their lives to others and starts to question theirs.

Their perception of connection starts to wither as well, twisting their beliefs, limiting themselves

to their phones instead of communicating with people physically present around them. This is

especially applicable to teenagers and/or students who use their entire day in front of their

screen, therefore, getting easily irritated, having quick changes in behavior, damaging their eyes

which results to blurry vision, being excessively sensitive to negative comments, lack of proper

nutrition, and lack of sleep. This addiction of theirs is not being discussed properly in news

articles or within issues concerning students’ studies—which is in fact a very delicate matter for

each and every child aspiring for their future.

In fact, according to statista.com, there were 76 million Filipino Facebook users as of

2020 and they spent an average of four hours and fifteen minutes each day on social media—far

from the global average for social media usage which was two hours and twenty-five minutes.

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 This study is an attempt to examine the application and usefulness of social media and

mobile devices in transferring the resources and interaction with academicians in higher

education institutions across the boundary wall, a hitherto unexplained area of research.

The sole purpose of this research project was to explore how learning and teaching

activities in such in lower and higher educations and some institutions were affected by the

integration and application of mobile devices in sharing the resources materials, interaction with

the Senior High School Students like we as a Grade 12- HUMSS students in academic

performance. The broad goal of this research was to contemporize the in-depth perspective of

student’s perception of mobile devices and social media in learning activities. However, this

topic or this research paper was paid for attention to only student experiences, and their

understanding of mobile devices and social media fetched changes and its competency in

academic performance. With this research, we would be able to find answers whether which

students are addicted to social media, how prolonged using it could affect them and their studies,

and whether if it’s usage for online learning is indeed effective.

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Statement of the Problem

This research focuses on the analysis of the experiences of Grade 12 students towards social

media. This will serve as a premise to intensify the improvement of self-discipline and help

students break free from too much use of social media.

Specifically, it aims to answer the following questions:

1. How does the pandemic affect the social media usage of Grade 12 students?

2. What are the advantages, disadvantages, and potential risks of social media to Grade

12 students?

3. Based on the findings of the study, what strategies could be conducted to strengthen

the advantages and minimize the risks of social media to students?

Objective

With relation to these concerns, the specific objectives of this paper are:

 To enumerate the common effects of social media to students

 To assess how much it takes a toll or affects students during the pandemic

 To investigate how it affects students and their respective grades

 To determine the underlying effects of social media to students including physical

and mental health

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  To devise a recommendation to lessen adverse effects of social media to students

Theoretical Framework

There are many different theories about the addiction to internet and social networks. The

most important theories include dynamic psychology theory, social control theory, behavioral

explanation, biomedical explanation, and cognitive explanation.

According to dynamic psychology theory, the roots of social networking addiction are in

the psychological shocks or emotional deficiencies in childhood, personality traits, and

psychosocial status.

According to the social control theory, since addiction varies in terms of age, sex,

economic status, and nationality, certain types of addiction are more likely to be found in certain

groups of society than in other groups.

The theory of behavioral explanation (also known as behaviorism or Behavioral Learning

Theory) believes that, a person uses social networks for rewards such as escaping reality and

entertainment.

Based on the biomedical explanation theory, the presence of some chromosomes or

hormones, or the lack of certain chemicals that regulate brain activity, are effective in addiction.

According to the cognitive explanation theory, social networking addiction is due to

faulty cognition, and people tend to use social networks to escape from internal and external

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problems. In general, addiction to social networking is classified as a form of cyber-relationship

addiction.

Conceptual Framework

INPUT
An In-Depth Analysis of the Social Media Usage of

Grade-12 Students during the Pandemic

PROCESS
I. Gathering Data
A. Survey
II. Analysis of Data
A. Results of Survey Questions Answered by
the Respondents

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OUTPUT
 Recommendations for Altering or Minimizing the Effects

Significance of the Study

This study is about the analysis of Grade 12 HUMMS students’ social media usage

during the pandemic which serves as a basis for the examination of the students’ perception of

mobile devices and social media in learning activities. The researchers considered the study

significant to the students, teachers, school management, and future researchers because the

study will serve as a reference in the educational sector, particularly in the Philippine context.

Students. The perception of students upon their usage of mobile devices and social media will

be analyzed through data interpretation and data analysis, and this study will disseminate

remedies that will help the students to improve their control, time management, and performance

and stability in online courses.

Teachers. This study would help them to be more aware on what social media challenges their

students have encountered and how does it affect them. It can also help them to gain

advantageous and effective ideas to defy the problems.

School Management. This study would deliver the school a point-by-point depiction of the

student's viewpoint and encounters on utilizing social media. They will be able to take the result

as a premise to deliver more quality and K-12 prepared students.

Future Researchers. The thoughts displayed may be utilized as a reference information in

conducting modern researches or in testing the legitimacy of other related discoveries. The given

information in this research can serve as a direct on what students ought to do to have an

effective research paper.

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Scope and Delimitation of the Study

This study was focused on the effects of social media to Grade 12 Senior High School

Students of the Lipa Grace Academy Inc. for the school year 2021-2022.

In this study, the students’ social media usage is in line with their performance both at

home and at school. Effects of Social Media Usage, the chosen field for study, are problems that

occurs inside or outside their homes which must be one of the factors that affects the

performance of some grade 12 students.

The use of social media for High School students in this time of pandemic is

indispensable for knowing the things that are happening in the country. With the continuous

spread of the Corona Virus, updates and the number of cases is mostly posted online. Lastly, the

use of social media can also help voice out opinions and it also help learn something new since

students can also have fun and absorb educational data and articles in the different social media

platforms that the country has.

The students’ background of social media was limited only to the specific social media

platform they use such as Facebook, YouTube, Instagram, Pinterest, Snapchat, and Twitter and

their frequency in using the platform. Furthermore, the effects of social media in the behaviors of

students are limited only to procrastination of participants, depression and withdrawal of

personal interactions.

The study is conducted to find out the possible effects of social media concerns to

students and their respective academic performances. The limit of the study are selected grade 12

students that are enrolled this school year in which they are given a set of questionnaires to

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answer. After the survey is done, the data would be gathered and done statistically. The

researchers aim to find possible solutions to such effects of the study.

The study is restricted to the effect of social media on students’ performance in learning,

listening, and comprehension in selected high school students in TLGA.

The study considered the following section of the twelfth grade in The Lipa Grace

Academy Incorporated as the research locale of the study: Grade 12 Colossians, Philippians, and

Romans. This is because the students in this grade level struggle the most when it comes to

pressure and workload, considering that they are graduating students.

Specifically, the factors in this research were student-related ones which dealt with the

behavior and performance of students towards their home and scholastic aspects when they have

social media concerns present in their lives. Lastly, included in the student-related factors which

pertain to how a certain program could improve these students and help them cope up despite

their experiences regarding these problems.

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Definition of Terms

Mental Health- the condition of being sound mentally and emotionally that is characterized

by the absence of mental illness and by adequate adjustment especially as reflected in feeling

comfortable about oneself, positive feelings about others, and the ability to meet the demands

of daily life.

Social Media- social media is a computer-based technology that facilitates the sharing of ideas,

thoughts, and information through the building of virtual networks and communities. By design,

social media is internet-based and gives users a quick electronic communication. In other words,

social media is defined as websites or applications that enable users to create and share content

or to participate in social networking.

Scholastic Performances- it is the academic achievement or ability based upon student progress

towards successful course and program completion. It is commonly assessed by the aid of SATs

(Scholastic Aptitude Test) and GPA (Grade-Point Average).

Pandemic- an outbreak of a disease that occurs over a wide geographic area (such as multiple

countries or continents) and typically affects a significant proportion of the population : a

pandemic outbreak of a disease.

Patronization- to be a frequent client or customer of a certain product/ business.

Detoxification- the process of removing toxic substances or qualities.

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 Chapter II

REVIEW OF RELATED LITERATURE

Foreign

According to Michael et al., (2021), the impact of social media in this study has proved

that by using social media, although reliable, it gradually educates the students in general

knowledge of society, politics, news and the world. The result of this study’s T-test proved that

social media platforms are proved to be helpful in behavioral controls and will gradually increase

the student’s academic capacity overtime. This findings states that the social media platforms

increase the capacity of learning opportunities and capabilities, instead of being isolated inside

rooms and textbooks, however unskillful usage of the social media platforms will prove negative

outcomes on students.

The universal use of social media and its potential to block academic performance has

received the attention of researchers and is a growing concern of educators. This

phenomenological study explored the comprehend impact of social media on the educational

experiences of students. Analysis of semi-structured interviews revealed several pervasive

themes, all of which can be viewed as hindrance to academic success. Participants reported that

using social media during academic activities diminishes achievement, increases the amount of

time it takes to complete tasks, and reduces how much information students retain from study

and lecture sessions. Findings show that social media sites sharpen students’ reading skills and

improves their general knowledge in a particular topic reducing the topic barriers on group

discussion online, however misuse of social media sites leads to unhealthy addictions and

academic barriers. This study finds that students who engage in social-media based activities

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often do better academically than those who didn’t. This study has proved that creative variables

often increases however the core of however it used are oftentimes used for entertainment which

improves student consciousness and over all knowledge.

However, although social media sites are indicated to be part of academic learning, it is

found that they often give negative effects. Studies show that the majority of university students

experience a poorer quality of sleep, the following social media platforms are often the cause of

addiction resulting sleep deprivation, WhatsApp, Snapchat, YouTube and Twitter. The study

concluded that social media platforms usually decreases academic performance, however

personality traits such as consciousness and openness may render in equalizing the negative

effects. Using of social media is the cause of the decreasing in education standards of student

graduates.

 Social Media & Anxiety

According to Hilal Bashir, Shabir Ahmad Bhat (2017), link between social media and

compulsive behavior has been reported by various studies. It has been found that forty five

percent of British adults feel restlessness when they are not able to access their social

networking sites (Anxiety 2012). In Rosen et al. (2013), it is reported virtual generation (Net

& iGeneration) oftentimes check the message on their social networking application. It is

also found that younger generation feels restlessness when they were not able to access

messages of their social networking applications apart from their counterparts, giving rise to

Phantom vibration syndrome (PVS). Which is a nothing but the perception of an addict

person regarding the vibration of his cell phone (Drouin, et al., 2012; Rothberg, et al., 2010)

any victim of PVS reflects obsession of frequent checking of social messages exhibits

manifestation of anxiety caused by cell phones.

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 Social Media & Stress

In present era addiction of social media is incredibly increased, once an individual

gets on, it is difficult to refrain from its use. Comments and likes acts as positive

reinforcement and making it more difficult to stop it. Certain people compare their lives with

the immaculate lives of their friends. Dick (2013) reported with the use of free social

networking services (Facebook & Twitter) people remain connected with friends and read

productive content but at the same time lose a lot of discretion and privacy. In present world

Anxiety is one of the fundamental mental health problems. People fret about the likes and

comments of their uploaded pictures and videos. In the present era hardy any person is

immune in context of social media. The Hearty Soul (2016) asserts that longer time you

spend on social media more you are depressed, further it also reported that usage of social

networking applications like Facebook and Twitter are less helpful to students in remaining

more focused and less stressed. Kaur & Bashir (2015) explored both positive and negative

effects of social media on mental health of adolescents, positive effects include socialization,

enhanced communication, learning opportunities and access to health information. While

negative aspects include depression, online harassment, cyber-bulling, sexting, fatigue,

stress, suppression of emotional and decline of intellectual ability. In present world almost

every individual from age of 11-93 is connected to the social media. According to a research

conducted by Strickland (2014) young adults are the most active users of social media and

predominantly are at risk of developing mental health issue at a high rate of concern. Another

study conducted by Park, Song & Lee (2014) indicated that Social media application like

Facebook is positively associated with acculturative stress of college students. Similarly Kaur

and Bhat (2016) made an extensive investigation of stress on mental health of students and

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suggest that stress can negatively affect on mental health of students. Therefore we can

conclude that excessive usage of social media can affect on mental health of the younger

generation.

 Social Media and Depression

From the above literature it is clear social media is the basic agent that not enhances

but also nourishes the mental health problems. Excessive use of Social media leads an

individual to disastrous results that starts with anxiety and leads to the depression. In (Pantic

et al., 2012) it is revealed that depression and time spent on Facebook by adolescents is

positively correlated. Rosen et al., (2013), mirrored these findings and revealed that

symptoms of major depression has been found among the individuals who spent most of their

time in online activities and performing image management on social networking sites.

Similarly (Lou et al., 2012) asserted that students who use Facebook intensely reports

enhanced loneliness. It is also found that social media usage also enhances the psycho-social

problems like adjustment& self-esteem (Kalpidou et al., 2011).Research conducted by Davila

(2012) reflected severe depression symptoms among younger generation are associated with

less positive and more negative social interactions. In contrary evidence of inverse relation

between depression and internet usage has been reported by the Kraut et al., (1998) and Shah

& Grant (2002), they further suggest that various social forms like gaming & chatting

diminish the depression risk.

 Social Media and Loneliness

Social media usage is growing at a remarkable rate predominantly among young

adults, surprisingly in spite of having greater interconnectivity, present young generation is

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lonelier than other groups and even loneliest ever (Pittman & Reich 2016). Loneliness is one

of the prime concerns of present virtual society, as it is intimately related to serious health

problems (Patterson & Veenstra, 2010; Biovin, Hymen & Bukowski, 1995). Loneliness can

be understood as discrepancy among desired level and practical level of social contacts of an

individual’s social life. According to Kim, LaRose, & Peng, (2009); Yao & Zhong (2013)

uncontrolled, unhygienic and compulsive usage of internet resources enhances loneliness

over the time also higher level of internet usage among young generation enhances the

emotional loneliness (Moody, 2001).While Mental Health foundation of United Kingdom

asserts60% of the young adults of age group 18-34 admitted loneliness despite of having all

social media applications and facilities to run these applications (Murphy, 2010). Likewise,

researchers Skues, Williams, & Wise, (2012) revealed more the Facebook friends a student

have higher the level of loneliness he/she reports. In contrary to this, researchers Deters, &

Mehl, (2012) revealed people who consumes less social networking revealed higher score of

shyness and loneliness, they are also socially less active, similarly problem of loneliness also

gets reduced due to increase status updating Sheldon, (2012).

 Social Relationships and Mental Health

Friendship is a vital component in protecting our mental health (Mental Health

Foundation). According to Umberson & Montez, (2010), quality and quantity of social

relationships affect health behavior, physical health, mental health and mortality risk. A

number of empirical studies determine that social support can prevent hopelessness (Johnson

et al., 2001) demoralize avoidant coping (Weaver et al., 2005), suppress loneliness

(Schneider et al., 1991), and strengthen positive states of mind (Gonzalez et al., 2004). On

contrary depression are associated with negative social interactions and social isolation

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(Schuster et al., 1990; Chou et al., 2011) and suicide (Holma et.al., 2010). Reich et al., (2010)

inveterate, that social support is related with better mental health. A social relationship plays

a pivotal role in boosting mental health. But the fact is there is disagreement among

investigators relating what components of social relationships have an impact on mental

health. With the amplified social support from relatives and friends grieved less from mental

health problems after a traumatic life event owed to stress-reduction function of this social

support (Maulik et al,. 2011).

Local

 Utilizing Social Media as a Form of socialization

According to Ojales, L.T. (2021), despite of emerging different social media

platforms as form of socialization among students and others during the new normal,

there is a need to have a set of guidelines that every student should follow. This study

aimed in proposing a set of guidelines in utilizing social media as form of socialization

among grade 11 students. In order to attain the objectives, it utilized descriptive method

of research using questionnaire as the main data gathering instrument and was supported

by interviews and focus group discussions. Findings showed that students established

wide connection and relationship in an immense platform with the help of social media

and conveying messages to one another. In addition, they showed awareness in different

circumstances in using social media as form of socialization. Findings also stressed that

social media contributes in making every individual literate and skillful in manipulating

media, making every student productive and an active collaborator and making every

individual literate and skillful in manipulating media. In this scenario, often participation

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 using social media is recommended following the set of guidelines or norms. An

assessment of the output is encouraged for possible approval and implementation.

 Social Media as a Reliable Source of Information

As cited by Astodellio (2016), according to a survey conducted by Pew Research Center,

as of 2015, the largest social networking company, Facebook for example, has 1.49 billion

active users and the number of users is increasing every year. As part of the said survey, 72

percent of high school students and 78 percent college students spend time on these social

networking sites – Facebook, Instagram, Twitter, YouTube, Viber, E-mail, etc.  These

numbers evidently indicate how much the student community is involved in this virtual

world of networking.  Students prefer social media sites as reliable sources of information

because everything is a package.  A research conducted by Gagne sometime in 2003 defined

media in general as some kind of components in a students’ environment that can stimulate

them to study better.  Researchers also found that the use of some types of social media has

beneficial effects to students, not only on their academic needs but also to help them establish

a sense of identity and build and enhance networking skills.

 Improved Grades through Utilized Responsibility

According to Larena and Pinili (2018), social networking sites have tremendously

grown since their emergence in society and have increasingly attracted so many visitors

especially students. The effect of social networking on the education of the young has also

yielded varied opinions from people. Thus, their study attempted to find out the experiences

and effects of social networking on college students, as well as its potential contribution in

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 improving their academic performance. Frequency count, ranking, percentages, weighted

means, and chi-square (X2) test of association, as well as contingency coefficient, were the

statistical treatments used to quantify the data. Findings reveal that social networking has

exposed students to both positive and negative experiences. Interestingly, a significant

association between grades in school and social networking is evident. The results of this

study indicate that social networking may have a significant contribution in improving the

grades of students in school if utilized responsibly. The use of social networking for

academic-related activities is therefore recommended to enrich students' educational

experience.

 Sexual Harassment and its Dangers to Students

As stated by Oliver Haynes (2021) in his article published by Rappler, the results of a

rapid survey of 468 children conducted by ECPAT Philippines from May to June 2020

showed the following: 37% connected with strangers via social media sites, 30% received

sexual messages during quarantine periods, and half of them did not report incidents, and the

majority of those who did confided only in their friends. In July, ECPAT also raised the

alarm on risks associated with DepEd’s online learning platform, where students could

exchange explicit content with strangers without teachers being aware. Concerns were also

flagged regarding students potentially being groomed by rogue teachers during one-on-one

chat sessions, without the knowledge of busy parents who are unable to track their child’s

learning activities. Such concerns have surfaced amid torrent of complaints on social media

of alleged sexual harassment of students at the hands of teachers, faculty members, and other

strangers.

Synthesis

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 The pandemic has brought a lot of inconveniences to everyone. Students are no exception

to this. Due to implemented limitations on interactions, institutions were left with no choice but

to conduct an online learning system, which is highly unfamiliar to students who are used to

face-to-face modality. Ever since, they have been enduring inconveniences thrown at them just

to continue their studies so that they wouldn’t be left behind.

Meanwhile, social media has been their go-to destination since most of them could not

afford to go outside their homes and risk putting their families at risk at the expense of leisure.

Or even if they do go out, social media still plays a crucial role on their life. It helps them

connect with loved ones, conduct online school meetings, improve their knowledge in editing

and software, go shopping hassle-free, get updated with the news, market their small businesses,

or even spend their time as a hobby. Some students even earn while playing online games.

These things are great but the risks have been taking a toll at them. Various side effects

on their mental and physical health are at stake when too much time is spent online. Not only do

they have a possibility of getting blurry vision, and painful backs, but as well as insomnia, stress,

anxiety, and depression which might be a huge factor to their scholastic performances and

achievements. Risks of leaking important personal information, sexual predators (such as

groomers and pedophiles), human trafficking by sexual exploitation, hackers, and scammers are

adamant in today’s world, therefore, these are factors to consider as well.

These risks’ effects will all be reflected upon the students’ grades and seen upon their

behavior as well. Reduced academic performance is one of the most important consequences of

social networking overuse for students.

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 There were no significant differences that prevailed between the foreign and the local

literature reviews. All of these sources, if visited through their websites (located in the

bibliography) showed both advantages and disadvantages in using social media or any form of

social networking sites. The places where these studies were conducted had little to no effects in

changing the outcome of the designated theme or main topic of our study. Instead, these chosen

literature reviews served as a solid proof that backs up our claim that both the mentioned risks

and advantages were more than just allegations. Hence, this proves that the benefits reaped and

the risks taken in using these platforms are experienced not only locally but also internationally.

Therefore, making this an international concern that must not be taken lightly.

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 CHAPTER III

RESEARCH METHODOLOGY

This chapter is composed of the research method that has been used by the researchers, as

well as the respondents of the study, the instrument utilized, the data gathering procedure and the

statistical treatment applied in the collected data.

Research Design

In this study, the researchers used the survey method to gather data that can justifiably

represent a large population. Also, the researchers used this method because it is the simplest,

cheapest, and fastest way possible to collect the data necessary to answer the researcher’s

queries. Authors say that descriptive research describes natural or man-made educational

phenomena that are interesting to policy makers and educators. They also said that descriptive

methods can give you accurate answers on the questions “what is” or “what was” as accurate

data and information.

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Respondents

The target respondents of the study are the Grade 12 students under STEM, ABM, and

HUMSS. 95 respondents must answer the online survey questionnaire prepared by the

researchers. The researchers chose Grade 12 students as respondents because they are

knowledgeable about the problem of the study.

There are 124 students coming from the Grade 12 level. 42 are from Colossians, 40 from

Philippians, and 42 from Romans. First, the researchers used the Slovin’s Formula. Then, they

used the Simple Random Sampling to know which students would take the survey questionnaire.

The researchers conducted their study with 36 students from Grade 12- Colossians, 36

students from Philippians, and 30 students from Romans, giving a total of 102 respondents. The

number of respondents is tabulated as follows.

Table 1
Population Size
Section Frequency

Colossians (STEM) 42
Philippians (STEM & ABM) 40
Romans (HUMSS) 42
Total 124

Table 2
Frequency Distribution of Samples
Section Population Sample Size Male Female

Colossians (STEM) 42 32 15 21
Philippians (STEM & ABM) 40 31 14 22
Romans (HUMSS) 42 32 16 14
TOTAL 124 95 45 57

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Computation:

N
n= 2
(1+ Ne )

124
n=
1+(24 × 0.0025)

124
n=
1+(0.31)

124
n=
1.31

n = 94.66 or 95

To get the equally needed respondents for each section, we apply proportions:

f x
×
N n

Where: x = Respondents per Section

n = Sample Size

N = Total Population

f = Frequency

 Colossians (x):

f x 42 x 3990 124 x 3990

× = × = × = = 32.18 or 32
N n 124 95 124 124 124

 Philippians (x):

f x 40 x 3800 124 x 3800

× = × = × = = 30.64 or 31
N n 124 95 124 124 124

 Romans (x):
27
 f x 42 x 3990 124 x 3990
× = × = × = = 32.18 or 32
N n 124 95 124 124 124

Total Respondents: 95 Grade 12 Students

Sampling Technique

Single Random Sampling. In this study, the researcher used simple random sampling as

their sampling technique. According to Thomas (2020), a simple random sample is a randomly

selected subset of a population. Simple random sampling is used to make statistical inferences

about a population. It helps ensure high internal validity: randomization is the best method to

reduce the impact of potential confounding variables. In simpler terms, this method suits best in

avoiding bias selection of responses.

Thru the help of fish bowl method—a traditional process wherein names are drawn from a

container, we were able to acquire the list of participants from each section. Listed below are the

names drawn from each section. Arranged in alphabetical order from boys to girls.

 Colossians (32 respondents)

1. Africa, Mark Amiel P.

2. Bautista, Apollo A.

3. Capuli, Mathew Joi D.

4. Lanto, Laurence G.

5. Maldonado, Charles Justine V

6. Manalo, Gian Andrey D.

28
7. Mercado, Abram Alfonzo M

8. Meriel, Martin Lawrence C.

9. Ocampo, David Clarence M

10. Quiambao, John Ramiel L.

11. Sabile, John Caille H.

12. Toledo, Hanz Deinzl G.

13. Villanueva, Raily Lebron U.

14. Villareal, Lance B.

15. Villarin, Clyde M.

16. Belleca, Annlyn S.

17. Caseres, Mayjoy S.

18. Castillo, Rences Trixia E.

19. Cosico, Nemaree L

20. Dimaano, Louise Anne B.

21. Gaspar, Stella Marie E.

22. Gube, Ayana Kayra J.

23. Gutierrez, Shaira Glen C

24. Latag, Ross Ghenn A.

25. Lojo, Hazel Aviel O.

26. Lumbera, Maria Phamela M.

27. Mendoza, Angeline M.

28. Nuñez, Cathleen M.

29. Quireza, Samantha Nichole E.

29
 30. Reyes, Kate Ashley M.

31. Sarmiento, Aldrea Timotei M.

32. Titular, Ethel M.

 Philippians (30 Respondents)

1. Casa, Andrew James B.

2. Kundangan, Leonard Julius H.

3. Lalog, Ken Ivan P.

4. Lantin, Earl Christian C.

5. Latina, Kyle Christian C.

6. Llamas, Archieval B.

7. Patulot, Patrick F.

8. Punzalan, Dave Daniel

9. Quireza, Vince Lawrence M.

10. Retania, Christian Vergel B.

11. Solis, Jan Denrick R.

12. Temeña, Artchells Lloyd G.

13. Advincula, Jhoyette Norcelyn N.

14. Atienza, Nesaleen Mae T.

15. Bautista, Ayesha Angelika M.

16. Cadangan, Divine Greycel Mae E.

17. Cahanding, Jude Grace E.

18. Cultura, Jamaine Vien

19. Dela Cruz, Stephanie Jane L.

30
 20. Fernando, Yshielen H.

21. Gregorio, Mariel F

22. Malabanan, Louella Mariz L

23. Mercado, Maycee Katherine L.

24. Mojado, Lindsey Joy F.

25. Niebres, Cassandra Elizabeth Q.

26. Palmones, Krizah Angela D.

27. Sablay, Katherine Mae

28. Santiago, Lyza Marie T

29. Ramos, Princess Anne T.

30. Ricohermoso, Arabela A.

31. Tapalla, Aelmich Jenyl T.

 Romans (32 respondents)

1. Amparo, Steven Lawrence C.

2. Cuenca Justine Cedric D.

3. Icaro,Ian Gabriel H.

4. Lacorte, James Joseph A.

5. Leria,Jacob Mathew M.

6. Linatoc, Leward Adrian A.

7. Liscano,Terence Cesar P.

8. Lumbera,Ian Joseph S.

9. Malbas,Dexter I.

31
10. Marasigan, Lenard Mareil G.

11. Mateo, Calieo Jetrho L.

12. Mea, John Edmarwin M.

13. Mendoza, Jake Martin A.

14. Padua, Vincent Joseph R.

15. Panganiban, Vergel Ivan B.

16. Pasia, Mark Brian E.

17. Reyes, Eljhun Vincent L.

18. Rivera, James Albert E.

19. Tarrazona, Christian Ivan Y.

20. Agno, Catherine Jhoy

21. Buenaventura, Alyssa Faith P.

22. Cabrera, Liane Kyle A.

23. Claveria, Rosemelyn D.

24. De Torres, Keisha Mae S.

25. Maralit, Katherine M.

26. Masupil, Mary Grace M.

27. Miclat, Pauline

28. Napiza, Nicole Valerie

29. Pascual, Jenzel Mae A.

30. Pena, Danica Denise S.

31. Roxas, Princess Coleen M.

32. Villapando, Jayazinth Faith L.

32
 In addition, with a large enough sample size, a simple random sample has high external

validity: it represents the characteristics of the larger population. It is the best sampling design to

meet the purpose of the study. The researchers also used probability sampling, where participants

are randomly selected, and each has an equal chance of being chosen. Lastly, this method is

quick, cheap, and easy to carry out—characteristics the researchers need during this time of

pandemic.

Research Instrument

The researchers conducted a survey questionnaire to gather enough information for them

to know the effects of social media to Grade 12 students of The Lipa Grace Academy, Inc.

After conducting the survey, the researchers used the questionnaire to gather the

perceptions of the respondents. The questionnaire included questions to determine the

respondent’s profile, specifically their name, age, sex, and section, consisting of 12 survey

questions that were responded by the Grade 12 students.

Data Gathering Procedure

The researchers presented a draft of their survey questionnaire to be checked by the

instructor. The said questionnaire underwent revisions from the instructor and were successfully

33
edited by the researchers. After the questionnaire was reviewed and refined by the instructors,

they finally got their long-awaited approval.

The researchers provided ninety-five (95) copies of survey questionnaire which was

successfully distributed to the Grade 12 respondents. The answered questionnaires were

collected by the researchers. They tallied, analyzed and interpreted the gathered data through the

use of the statistical tools and procedures.

The respondents’ answers to the survey questionnaire were sufficient enough for them to

find the most accurate solutions or strategies that could be adapted to further improve the status

of Grade 12 students.

Statistical Treatment of Data

To analyze and interpret the gathered data from the respondents’ assessment to the survey

questionnaire items, the researchers used the following statistical tools and procedures:

1. Simple Percentage. This statistical technique is one of the most commonly used

statistics. They can be found in rates and can come in handy for studying a difference

compared with a benchmark or initial value.

The formula for getting the simple percentage is as follows:

P= ( NF ) x 100
Where:

P= Percentage

F= Frequency of respondents belonging to a class

N= Total number of respondents in all classes

100= Constant

34
2. Simple Random Sampling. The researchers applied this basic sampling method in

which each sample has an equal probability of being chosen. A sample chosen

randomly meant to be an unbiased representation of the total population.

3. Slovin’s Formula. It was used to estimate the sample data that should be taken to

represent the total population, to obtain results of a certain accuracy in a random

sample.

The Slovin’s formula is as follows:

N
n=
(1+ Ne2 )

Where:

n= number of samples

N= total population

e= margin of error

4. Frequency Distribution of Samples. It is used to determine the specific number of

respondents per section.

5. Circle or Pie Graph. Statistical graph which is divided into slices to illustrate

numerical proportion ; the arc length of each slice is proportional to the quantity it

represents

35
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis, and interpretation of data gathered. The

researchers presented data in a tabulated form supported by the corresponding analysis and

interpretation.

Table 1.1
Profile of the Selected Grade 12 Students in Terms of Age
Age Frequency Percentage Rank
16 2 2.11% 3
17 61 64.21% 1
18 32 33.68% 2
TOTAL 95 100.00% 36
 Table 1.1 shows the profile of the respondents in terms of age.

The age of 17 years old had the highest frequency of 61 or 64.21%, followed by the age of 18

with a frequency of 32 or 33.68% and the age of 16 with a frequency of 2 or 2.11%.

All in all, most of the Grade 12 respondents were 17 years old.

Table 1.2

Profile of the Selected Grade 7 Students in Terms of Sex

Sex Frequency Percentage Rank

Male 46 48.4% 2
Female 49 51.6% 1
TOTAL: 102 100.00%

Table 1.2 shows the profile of the respondents in terms of sex. The female had the highest

frequency of 49 or 51.6%, ranking first while the male gender a frequency of 46 or 48.4%,

ranking second.

Therefore, the majority of the respondents were female.

Table 1.3

Profile of the Respondents in Terms of Section

Section Frequency Percentage Rank

Colossians 32 33.7% 1
Philippians 31 32.6% 2

37
 Romans 32 33.7% 1
TOTAL 102 100%

Table 1.3 shows the profile of the respondents in terms of their section. Colossians and

Romans got the highest frequency of 32 or 33.7%. Meanwhile, Philippians ranked last with a

frequency of 31 or 32.6%.

All in all, the majority of the respondents came from Colossians and Romans.

Figure 1

Social Media

Out of 95 respondents, 95 (100%) are using social media.

In an article entitled, “Students and Social Media” Reach Out Australia (2021) stated that

most popular social media platforms are completely free. However, they may contain paid add-

ons, as well as regular targeted advertising. The platforms are user-friendly, and while there are

age restrictions for some (e.g. Facebook requires users to be at least 13), these terms of use are

38
often unknown or ignored. If students have access to a suitable electronic device and an email

address or phone number, these platforms are available at their fingertips. This ease of access

makes it difficult to know exactly where your students are socializing online, as well as why and

how they are using the various platforms. While some students may be excluded from using

social media, either by bans from their parents or by limited access to technology, it’s still

important that they understand its complexities and how to use it safely, as they are likely to

engage with it in the future.

Figure 1.1

Hourly Usage of Facebook and Messenger

Facebook and Messenger

30

25
24
23
20
20

17
15

10 11

0
5 hours and above 4 hours 3 hours 2 hours 1 hour

39
 Out of 95 respondents, 24 (25.3%), rated Facebook as 4, using it within 2 hours. 23

(24.2%), rated Facebook as 3, using it within 3 hours. 20 (21.2%) rated Facebook as 1, using it

within 5 hours and above. 17 (17.9%) rated Facebook as 5, using it for only an hour and 11

(11.6%) rated Facebook as 2, using it within 4 hours.

In an article entitled, “Facebook for Educational Purposes”, Sarah Mae (2021) stated that

Facebook for education is an integral part of the students’ lives in the new normal due to the

pandemic that we experience today. The global pandemic we faced recently caused the education

system at stake because of the protocols implemented by the authority, including the prohibition

of face-to-face classes.

Figure 1.2

Hourly Usage of Twitter and Instagram

40
 Twitter and Instagram
30

27
25
25

20
20

15

13
10
10

0
5 hours and above 4 hours 3 hours 2 hours 1 hour

Out of 95 respondents, 27 (28.4%), rated Twitter and Instagram as 3, using it within 3

hours. 25 (26.3%), rated it as 2, using it within 4 hours. 20 (21.1%) rated it as 4, using it within

2 hours. 13 (13.7%) rated it as 1, using it for 5 hours and above. Lastly, only 10 (10.5%) rated

Facebook as 5, using it within only an hour.

In an article entitled, “Use Of Twitter Across Educational Settings”, Malik (2019) stated that

since their introduction around a decade ago, social media platforms and applications have

become steadily popular among public and used widely for entertainment, socialization, and

information seeking and sharing purposes. Twitter, which can be categorized as a specific form

of social media activity – microblogging, was established in 2006 and is one of the prominent

social media platforms (others include Facebook, Instagram, and Youtube) across the globe.

Figure 1.3

41
 Hourly Usage of YouTube

Youtube
25

23

20
20 20
19

15

13

10

0
5 hours and above 4 hours 3 hours 2 hours 1 hour

Out of 95 respondents, 23 (24.2%), rated YouTube as 4, using it within 2 hours. 20

(21.1%), rated YouTube as 3, using it within 3 hours. 20 (21.1%) rated YouTube as 1, using it

within 5 hours and above. 19 (20%) rated YouTube as 2, using it for 4 hours and 13 (13.7%)

rated YouTube as 5, using it only within an hour.

In an article entitled, “Why Generation Z Learners Prefer YouTube Lessons Over Printed

Books”, Genota (2018) stated that the preference for YouTube and videos signals a shift in learning

styles, Pearson’s director of global research and insights said. The role of video and visual learning is

“essential in rising learners and the generation to come,” Broad said. Pearson has also found that there is

growing interest in other video-based learning platforms like Khan Academy.

42
Some teens are turning to YouTube because they find that it’s easier to understand something

when they watch someone explain it visually. It also helps that they can pause and rewind a

video if they don’t understand it right away.

Watching a video can be more helpful than having someone lecture at her, Clark-Dupuy said.

43
 Figure 1.4

Hourly Usage of Wattpad

44
 Out of 95 respondents, 36 (37.9%), rated Wattpad as 5, using it within only an hour. 34

(35.8%), rated Wattpad as 1, using it within 5 hours and above. 12 (12.6%) rated Wattpad as 3,

using it within 3 hours. 7 (7.4%) rated Wattpad as 2, using it for 4 hours and 6 (6.3%) rated

Wattpad as 4, using it within 2 hours.

In an article entitled, “Reader for Life”, Byrne (2018) stated that there are so many

benefits of reading. It improves vocabulary, grammar and use of punctuation. Students who read

tend to well in school.

Of course, you can get all this from published books but wattpad is free which is an

added benefit to students who are often low on cash. Many students post sample essays on

wattpad which gives other students inspiration when stuck or confused on how to write an essay

or answer a question. People will also critique and give feedback on these essays so students can

improve. As you read you can find mistakes and point it out to the author. This gives students a

skill which is very useful in exams when rereading and checking answers. All around wattpad

can be very beneficial to students, but the students must actually do these things to help

themselves. If you decide to read poorly written, unedited books it won't be beneficial.

45
 Figure 1.5

Hourly Usage of TikTok

46
 Out of 95 respondents, 24 (25.3%), rated Facebook as 1, using it within 5 hours and

above. 20 (24.2%), rated Facebook as 3, using it within 3 hours. 20 (21.2%) rated Facebook as

1, using it within 5 hours and above. 17 (17.9%) rated Facebook as 5, using it for only an hour

and 11 (11.6%) rated Facebook as 2, using it within 4 hours.

In an article entitled, “How Can Tiktok Be Used In Classrooms?” Edward (2021) stated

that: teachers are using TikTok as a way to set digital assignments. A very useful feature in the

classroom, but even more so for remote learning and home-based assignments. These videos can

be created by individuals or as group-based tasks.

The idea is to promote the use of the app to carry out an assignment, which engages

students on a platform they can relate to and encourages them to understand concepts and in

group scenarios, and helps with peer-to-peer teaching.

From creating videos in lieu of written assignments to making videos as part of a

presentation – the creative ways to use this platform are many. The key is for teachers to keep an

eye on students to make sure they're focused on the task at hand while using their devices. 

One top tip is to make sure the "duet" function is turned off, so others can't make fun of a

video, which is a form of digital bullying that has been recognized already.

47
 Figure 2

Significant Changes in the Length of Social Media Usage During the Pandemic

Out of 95

respondents, 75 (78.9%) of them answered that they spent longer hours in social media when the

pandemic struck. While 10 (10.5%) of them answered that the time they spent on social media

during the pandemic was still the same as before and 10 (10.5%) of them answered that they

spent less hours.

All in all, 85 of them responded that there were significant changes in their social media

usage regardless if it’s an increase or decrease.

48
 Figure 2.1

Reasons Why Students Spent Longer Time in Social Media during Pandemic

Out of 95 respondents, 45 (53.6%) answered that they spent more hours because they

were only confined to their homes. Next, 27 (32.1%) responded that they spent more hours as

classes started, 6 (7.1%) responded that they spent less hours because they got work, 4 (4.8%)

responded that they spent less hours because they could not afford data or a monthly wifi bill, 1

(1.2%) responded that they spent less hours on social media because they think that social media

49
does not help their mental state while the remaining 1(1.2%) responded that they spent more

hours to lessen their stress and to distract themselves from their anxiety.

All in all, majority of the students answered that the spent more hours as they were only

confined to their homes.

Figure 2.2

Time Change in Social Media Usage

Out of 85 respondents who answered yes, 30 (35.3%) answered that 4-6 hours were

added to their social media usage. 27 (31.8%) answered that 1-3 hours were added to their social

media usage, 20 (23.5%) answered that 7-9 hours were added to their social media usage while 8

(9.4%) answered that 10 hours and above were added to their social media usage.

All in all, majority of the students had 4-6 hours increase in their hourly social media

usage.

50
 In an article entitled, “How COvid 19 Has Changed Socia Media Habits”, Molla (2021)

stated that what’s appropriate and not for social media has changed a lot in the past year. One

hard truth of the pandemic was that, in order to someday be together safely, we had to be apart in

the meantime. For many, this meant that social media has become one of the only ways to be

with friends and family, so people have flocked to platforms new (TikTok) and old (Facebook).

The new normal, where many more of our daily interactions are mediated by screens, has made

us change the way we behave on those platforms, with the messiness and realities of pandemic

life crowding out some of social media’s posturing and perfection.

These sites have been a social lifeline as well as a way to get new information about the

disease spreading across the globe and upending life as we knew it. Twitter, especially, shone as

a real-time news source. The pandemic made social media, whose utility had languished

and whose user growth was in decline, suddenly relevant. Some even mused that social media,

though still under intense scrutiny for spreading misinformation and general toxicity, was good

again. After years of social fragmentation, during which people were less likely to have watched

the same shows or even share the same reality, people suddenly had something they could all

talk about.

51
 Figure 3

Device/s Used by Grade 12 Students to Gain Access to Social Media

Out of 95 students, 47 (49.5%) of them use both phone and laptop on accessing their

social media accounts. 44 (46.3%) of them use only their mobile devices while 4 (4.2%) used

laptop alone to gain access in their social media accounts.

All in all, majority of the students stated that they use both phone and laptop.

52
 In an article entitled, “Smartphones win as the most popular social media device in

Australia”, Brinkley (2013) stated that Social media apps are also the most popular way of

accessing social sites on mobile devices, with 69% of users using the dedicated mobile app,

compared to 19% who use the website and 12% that use both. Almost 100% of Australians

access social media at home, most regularly in the living room, but also in the bedroom, study

and bathroom. Increases in the number of social media users accessing sites at work, on transport

and at bars/parties has also been seen in the past year. In fact, 6% even use social media while on

the toilet and 18% in the car, highlighting that there are few areas of our lives that social media

doesn’t reach.

Figure 4

Promising Advantages of Social Media During the Pandemic

Out of 95

respondents, 64

(67.4%) stated that

they were able to

communicate faster,

more efficient and

more confidently thru the use of social media during the pandemic. 12 (12.6%) stated that they

were able to educate themselves by acquiring more wisdom and knowledge thru the use of

Google. 11 (11.6%) stated that they were able to put up an online business such as buy & sell, art

commission, etc., Lastly, 8 (8.4%) stated that they were able to use social media as an outlet for

creativity and self-expression.

53
 All in all, majority of the students answered that they were able to communicate faster,

more efficient, and more confidently.

In the research paper entitled, “Impact of Social Media on Indian Higher Education

Alternative Approaches of Online Learning during COVID-19 Pandemic Crisis”, Online

learning has become an indispensable part of academic and professional education during this

novel coronavirus pandemic. The University teachers have been exploring to create a more

appealing and effective online learning environment. Lots of benefits have been mentioned by

the participants during the qualitative data collection. A master’s student expresses gratitude to

the teachers saying, “The government officials are saving us today by doing every possible thing

and our teachers are preparing us for tomorrow for what comes next”. Another student has

articulated the benefits from the online classes as, “The online classes have been very fruitful

during these difficult times. Firstly, during this lockdown the online classes provide us a daily

purpose to attend it, which helps us in staying somewhat focused and keeps us in the correct

lane. Secondly, the syllabus is getting covered during these off-days, as there will be hardly few

days (hopefully) for the completion of the syllabus in the future. Moreover, it is a unique

experience which we are having and it certainly brightens us with hope for the upcoming days.”

54
 Figure 5

Discerning Disadvantages of Social Media During the Pandemic

Out of 95 respondents, 43 (45.3%) answered that one of the discerning disadvantages of

using social media during the pandemic is the tendency to get addicted to their phones and check

it every minute for possible notifications. 31 (32.6%) answered that their internet connectivity

often terribly slows down, 14 (14.7%) answered that social media has taken a toll on their mental

health, 6 (6.3%) respondents answered that their device is outdated and is becoming too slow.

Lastly, 1 (1.1%) respondent answered that they have been a victim of fake news.

55
 In an article entitled, “Social Media Influence in the COVID-19 Pandemic”, Padilla

(2020) asserted that among the disadvantages, they have the possibility that information

transmitted is not current, has not been subjected to peer review, is invalid, incorrect, not

applicable to our environment, or even false.

Another big obstacle for social media and the dissemination of information are

the “bubble filters”, a concept coined by Eli Pariser in 2011, which tells us about a “personalized

ecosystem” towards the user, in which the algorithms through the data collected from the same

user, predict their preferences and yield results that are considered similar to the likes of that

user. These bubbles produce a loop of similar content that prevents the user from seeing other

different sources to contrast information. This concept applies to any scenario or illness that is

consulted in internet search engines or on social media platforms such as Facebook and Twitter.

Finally, probably the worst face of social media is the potential to disseminate erroneous,

alarmist, and exaggerated information that can cause fear, stress, depression, and anxiety in

people with or without underlying psychiatric illnesses.

A study by Wang et al. in China, conducting an online survey with 1,210 responses,

found that 53.8% of respondents considered the epidemic's psychological impact as moderate or

severe; even a research group created and validated a scale called “Fear of COVID-19 scale” to

assess the level of stress and anxiety in the population and to establish appropriate measures to

prevent sequels associated, such as post-traumatic stress disorder (PTSD) which was the most

prevalent psychiatric sequelae after the Severe Acute Respiratory Syndrome (SARS) epidemic in

Asia in 2003, followed by depressive disorders .Other more severe diseases or events such as

56
suicides have already been reported in some parts of the World like India, Britain, Germany, and

Italy.

Figure 6

Risks Experienced by Grade 12 Students in Using Social Media During the

Pandemic

20.00%

28.40%
1.1
0% My account has been hacked
I have received a sexual message
from a stranger.
I have been scammed in an online
8.40% transaction
Someone sent me a message, asking
me to die
Been tagged in a phishing link.
None

16.80%
25.30%

57
 Out of 95 respondents, 27 (28.4%) respondents stated that their accounts have been

hacked, 24 (25.3%) of the respondents stated that they have received a sexual message from a

random stranger, 16 (16.8%) stated that they have been scammed in an online transaction, 19

(20%) of the respondents stated that they haven’t experienced any risk, 8 (8.4%) stated that they

received hateful messages, asking them to die, and lastly, 1 (1.1%) stated that they have been

tagged in a phishing link.

All in all, majority of the students experienced having their account hacked.

In an article entitled, “How Hackers Breached Vulnerable PH Schools”, Samaniego

(2020) stated that while the world was preoccupied with fighting the pandemic, new tech

problems have surfaced that IT departments of schools need to face.  While everyone was in a

hurry to implement a new work from home scheme and new school learning arrangements,

hackers were also busy exploiting holes in the new systems that are being put into place. The

changes brought about by the pandemic did not only bring new ways to work and learn, but also

new problems on Internet security and personal privacy.

A group of Pinoy hackers who called themselves Pinoy Grayhats observed that

irresponsible hackers are making the PH Internet a playground by exploiting vulnerable schools

at will.  This prompted the group to organize an event where members inform the systems

administrators of vulnerable schools and teach them how to fix the problem. The event got

mixed reactions from schools.  Some systems administrators thanked the group and

acknowledged the help, but most of the time, their warnings were ignored.

58
 In an email and instant messenger interviews, the group said that together with a

Facebook security group Philippine Hacking University (PHU), they have decided to scan

servers for weaknesses. Because of the slow reaction from the concerned schools, they took

matters in their own hands and fixed the security issues they found. “This has become

personal, if these schools would be breached a lot could be affected not only the students

but possibly their friends and relatives” the group said.

Figure 7

Ways to Strengthen Benefits of Social Media Usage

Out of 95 respondents, 59 (62.1%) stated that they will continue to learn from the other

they meet online, 16 (16.8%) stated that they will improve their artistic side by taking negative

criticisms as constructive criticisms, 11 (11.6%) stated that they will take advantage of the

platform by making their business more interesting, and lastly, 9 (9.5%) stated that they will

continue to reach a greater audience and influence.

59
 All in all, majority of the students stated that they will continue to learn from others they

meet online.

In an article entitled, “Learning with Strangers”, Dron and Anderson (2015) stated that

much learning through the Internet involves following or active engagement with strangers,

whether through sharing ideas and comments in blogs and websites, editing a Wikipedia page,

contributing to a Q&A forum or a posting a listserv. Traditional notions of social capital, group

dynamics and social contracts are significantly mutated when we are not talking with people we

know or recognize, and we are in the open, away from the safety of controlled groups of people

with shared purposes and norms. Beyond that, there are often emergent and/or designed effects

arising from large-scale interactions that play an active role in shaping the behaviors of

participants in an anonymous crowd.

Figure 8

Minimizing Social Media Risks

60
 Out of 95 respondents, 33 (34.7%) answered that often taking a break from their phone to

get a breath of fresh air would help them minimize the risks of social media on them. 29 (30.5%)

answered that being warier in sharing thoughts and information in social media, 15 (15.8%)

answered that strengthening the security measures of their social media account details would

help minimize social media risks, 14 (14.7%) answered that they will not let other’s

achievements make them feel insecure. Lastly 4 (4.2%) respondents answered that they will not

fight against school bullies.

All in all, majority of the students stated that they would rather take a breath of fresh air

to minimize the risks of social media to them.

In an article entitled, “How parents and teens can reduce the impact of social media on

youth well-being”, Ketchell (2017) stated that according to Australian Psychology Society, too

much social media use can affect self-esteem Despite social media playing a positive role for

most, the survey found the high use of social media and technology can have a negative impact

on youth self-esteem. Two in three young people feel pressure to look good and nearly a third of

youth have been bullied online. Nearly half (42%) of frequent users look at social media in bed

before sleeping. The survey also found 15% of teenagers reported being approached by strangers

on a daily basis through their online world. Around 60% of parents never monitor their teen’s

social media account and are wrestling their own issues about how much is too much screen

time. Most are unsure of how to provide good guidance of appropriate social media use with

their teens.

61
 Figure 9

Social Media Detox

Out of 95 respondents, 95 (100%) agreed that social media detox could help them break

their habit of using social media.

In an article entitled, “Importance of Social Media Detox”, Ignite Team Treatment (2017)

states that: we know why it’s good to take a break from social media, no matter how long you do

it. Too much social media can be toxic and depressing. Studies have shown that too much social

media can be bad for you, and a break from it is not a bad idea.

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 It could also make a great new year’s resolution, because as Psychology Today reports,

“The early months of the year are traditionally a time for abstinence, introspection, and renewal.

Another emerging tradition has become known as a digital detox. This refers to self-initiated

periods of abstinence from using digital devices, especially abstention from social media.”

As this report continues, “Research indicates a significant increase in the usage of social

media in recent years. This has become especially intense among young people.” This report

cited a study that claimed that over 20% of students are on social media for five hours a day or

more, which is clearly a lot. 

As far as social media and mental health, this story mentions that many studies will tell

you that “low levels of social media usage are associated with better mental health.” Spending

too much time on social media can affect your physical health as well. As this story explains,

“One study indicated that heavy usage of social media and digital devices could negatively affect

the quality of sleep,” and too much social media time can cause headaches and vision problems. 

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 Figure 9.1

Advantages of Social Media Detox

Out of 95 respondents, 48 (50.5%) responded that social media detox would help them

boost their self-esteem and mental health, a step away from toxicity. 31 (32.6%) responded that

they’ll be able to reconnect with people, nature, or anyone they treasure. 16 (16.8%) responded

that they’ll be able to appreciate special moments more while no one responded that social media

detox could help overcome FOMO or the fear of missing out.

In an article entitled, “Importance of Social Media Detox”, Ignite Team Treatment (2017)

mentioned that studies from all over have shown that spending too much time on social media

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can be potentially hazardous to your mental health, and breaks, even now and then, are strongly

advised. One of the biggest reasons is that social media can show distorted views of reality that

make people feel inferior, like their lives can’t measure up to some celebrity or influencer. This

often couldn’t be further from the truth, and we may not realize the grass truly isn’t greener on

the other side, but it’s certainly easy to be convinced otherwise.

A social media detox, no matter the time you spend away from it, be it hours, days,

weeks, or even months, can be very beneficial to your mental health. If you’re not ready to take a

big step away from it, little steps are certainly recommended. See how you like it at first, then

see if you can enjoy more time away from it and if it truly benefits your life and mental health. 

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 Figure 10

Chosen Methods of Grade 12 Students for Social Media Detoxification

Out of 95 respondents, 45 (47.4%) responded that they are likely to do everything listed

upon the options as a part of their social media detox, 15 (15.8%) responded that they are likely

to engage in physical activities such as sports and exercises and meditative activities, 10 (10.5%)

responded that they will rediscover an old hobby, 9 (9.5%) responded that they would turn off

their device’s Wi-Fi signal, 8 (8.4%) responded that they would plot a detailed schedule and

stick to it. The remaining 8 (8.4%) responded that they would get busy with chores.

In an article entitled, “Here’s How to Do A Social Media Detox the Right Way”,

Chantim (2020) shared 12 ways on how to detox slowly, without instantly forcing yourself to

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stop using your phone. Here are her twelve tips: Delete your social media apps, detox with a

buddy, identify what apps you're using most, talk to your friends and family, redesign your lock

screen, put a rubber band around your phone, think of your attention as a valuable resource, give

your phone a bedtime, get a real alarm clock. Set time limits on your apps, create folders on your

home screen and lastly, practice meditation.

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter contains the summary of findings, conclusions, and recommendations based

on the data gathered, analyzed, interpreted and presented in the previous chapters.

Summary

This study was done to analyze the social media usage of Grade 12 students during the

pandemic, wherein, it specifically answered the following questions:

4. How does the pandemic affect the social media usage of Grade 12 students?

5. What are the advantages, disadvantages, and potential risks of social media to Grade

12 students?

6. Based on the findings of the study, what strategies could be conducted to strengthen

the advantages and minimize the risks of social media to students?

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Summary of Findings

Through the use of the survey questionnaire, the researchers were able to collect and analyze the

answers of the respondents.

1. Effects of the Pandemic to the Social Media Usage of Grade 12 Students

Through the use of the survey questionnaire, the researchers were able to collect and

analyze the answers of the respondents. Considering that majority of them use two

devices—phones and laptops, approximately eighty percent of the respondents said that

they spent longer hours—around 4-6 hours in social media during the pandemic because

of their home confinement. It is proven in the chart where they are asked to rate their

hourly usage of social media.

2. Advantages, Disadvantages, and Potential Risks of Social Media to Grade 12

Students

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 Through the use of the survey questionnaire, the researchers were able to collect

and analyze the answers of the respondents. Nearly three-fourths of the respondents said

that they were able to communicate faster, more efficient, and more confidently through

the use of social media. However, this has led to them being addicted to their phones,

checking every minute for possible notifications and experiencing phantom vibration.

Nearly one-third of them also experienced having their accounts hacked, leaving them

concerned.

3. Strategies that Could be Conducted to Strengthen the Advantages and Minimize the

Risks of Social Media to Students

Through the use of the survey questionnaire, the researchers were able to collect

and analyze the answers of the respondents. A large number of respondents answered that

they will continue to learn from others they meet online. It is stated that often taking a

break from their phone to get a breath of fresh air would help them minimize the risks of

social media on them. A hundred percent of them stated that they believe that social

media detox could help them could help them achieve this goal by breaking their habit of

using too much social media. More than half responded that social media detox would

help them boost their self-esteem and mental health and nearly half of the respondents

stated that they are likely to do everything listed upon the options if they are to participate

in social media detoxification.

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Conclusion

The following conclusions were drawn based on the data that has been gathered, analyzed, and

interpreted by the researchers.

1. Effects of the Pandemic to the Social Media Usage of Grade 12 Students

Despite interactions within family members at home, the students felt isolated due to the

lack of social interaction during the pandemic. Because of this, they focused their

attention to social media in hopes of getting the energy from socialization they are

longing for. This has led them to a psychological battle wherein they were led to believe

that social media would provide them their social needs. This has also led them to more

hours using the social media.

2. Advantages, Disadvantages, and Potential Risks of Social Media to Grade 12

Students

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 Their time spent in social media is alarmingly high. This has caused them to feel the urge

to check their devices every minute for possible notifications. Every notification feels

like a reward for them. Because of this, they have been exposed to hacking and sexual

predators. Majority of these students’ accounts have been hacked and have been sent a

sexual message by a stranger. On the other hand, their communication has been made

faster and more efficient, making them feel more confident thru the help of virtual

communication.

3. Strategies that Could be Conducted to Strengthen the Advantages and Minimize the

Risks of Social Media to Students

The selected respondents are no doubt aware of the phrase: “social media detoxification”.

But this has not been practiced and gasconaded since their lives have revolved around

social media during the pandemic. Without it, they feel lost and out of touch with their

friends because it’s the only thing that connects them. Add to it the fact that classes were

held virtually. This makes it harder to give social media up because their grades are

highly likely to depend on it. But it is evident that if ever they are given the chance, they

would gladly participate in social media detoxification because they very well know the

advantages it could give them.

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Recommendation

Based on the data and recent findings, and conclusions, the following recommendations are

offered:

1. Effects of the Pandemic to the Social Media Usage of Grade 12 Students

Based on the findings of the study, the researchers recommend that the social media

detoxification be implemented at certain days of the month. It could be performed

through proper governance. In this way, students, despite undergoing online classes,

could spend less time in social media after their classes end.

2. Advantages, Disadvantages, and Potential Risks of Social Media to Grade 12

Students

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 Based on the findings of the study, the researchers recommend that the social media

detoxification be executed to prevent the students from getting addicted to their social

media applications. At the same time, protect them from potential dangers like hackers,

groomers, and sexual predators. This would not only protect them from these exploitative

people but at the same time help them increase their productivity rate.

3. Strategies that Could be Conducted to Strengthen the Advantages and Minimize the

Risks of Social Media to Students

Based on the findings of the study, the researchers recommend proper promotions for

social media detoxification during certain events such as semestral breaks or every

month, serving as a “mental health day”. It could also be conducted through asking

students to perform activities when at home without the use of their devices. This would

serve as evidence that they could function at certain days without their devices. It is

evident on the questionnaire itself that the respondents are willing to participate in social

media detoxification through getting busy with chores, getting physically active,

rediscovering an old hobby, starting a new morning routine, etc.

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Seyyed Mohsen Azizi, Ali Soroush, and Alireza Khatony. May 3, 2019. The relationship between social networking
addiction and academic performance in Iranian students of medical sciences: a cross-sectional study.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6500070/

Michael, Jacinto, Simoune, et al., (2021). Social Media Platform and its Impact on the Academic Performance of
Senior High School Students in the New Normal Learning System.
https://www.researchgate.net/publication/348930104_Social_Media_Platform_and_its_Impact_on_the_Academic_P
erformance_of_Senior_High_School_Students_in_the_New_Normal_Learning_System

Hilal Bashir, Shabir Ahmad Bhat (2017). Effects of Social Media on Mental Health: A Review.
https://www.researchgate.net/profile/Shabir-Bhat/publication/323018957
_Effects_of_Social_Media_on_Mental_Health_A_Review/links/5a7c9e97aca272341aeb7472/Effects-of-Social-
Media-on-Mental-Health-A-Review.pdf

Larry T. Ojales (2021). Impact of Social Media in the Socialization among Grade 11 Students of Taal Senior High
School. http://journals.resaim.com/ijresm/article/view/1124

Rejie D. Astodello (2016). Impact Of Social Media To Student’s Lives, Academic Performance.
https://www.baguioheraldexpressonline.com/impact-of-social-media-to-students-lives-academic-performance/

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Seyyed Mohsen Azizi, Ali Soroush, and Alireza Khatony (2019). The Relationship Between Social Networking
Addiction And Academic Performance In Iranian Students Of Medical Sciences: A Cross-Sectional Study. Retrieved
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https://bmcpsychology.biomedcentral.com/articles/10.1186/s40359-019-0305-0

Oliver Haynes (2020). Are There Safeguards vs Sexual Expoitation as Children Shift to Online Learning?
Retrieved from:
https://www.rappler.com/nation/safeguards-against-online-sexual-exploitation-as-children-shift-online-learning

Andra Chantim (2020). Here’s How to Do A Social Media Detox the Right Way. Retrieved from:
https://www.goodhousekeeping.com/life/g30681374/social-media-detox-tips/

Reach Out Australia (2021). Students and Social Media. Retrieved from:
https://schools.au.reachout.com/articles/students-and-social-media

Rani Molla (2021). How Covid 19 Has Changed Social Media Habits. Retrieved from:
https://www.vox.com/recode/22295131/social-media-use-pandemic-covid-19-instagram-tiktok
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Dr Ankuran Dutta (2020). Impact of Digital Social Media on Indian Higher Education: Alternative Approaches of
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Rdouan Faizi (2013). Exploring the Potential Benefits of Using Social Media in Education. Retrieved from:
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272998596_Exploring_the_Potential_Benefits_of_Using_Social_Media_in_Education/links/
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Dron and Anderson (2014). Learning with Strangers. Retrieved from:
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http://emptechcollab.blogspot.com/2018/02/the-impact-of-social-media-in-senior.html

Appendix (Questionnaire)

Name: _______________________________________________________ Age: _______

Section: ______________________________________________________ Sex: M__ F__

An In-Depth Analysis of the Effects of Social Media Usage

of Grade 12 Students During the Pandemic
Direction: Read the following questions carefully. Check the box of your chosen answer.
1. Do you use social media?

 Yes
 No
1.1 If yes, on a scale of 1-5, with 1 being the highest and 5 being the lowest, rate the applications
that you use based on the length of your hourly usage.

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  Facebook & Messenger
 Twitter & Instagram
 YouTube
 Wattpad
 Tiktok
2. Was there a significant change in the length of your social media usage when the Pandemic
struck?

 Yes, I spent longer hours.

 Yes, I spent less hours.
 No, it was the same as before.
2.1 If yes, what are the reasons?

 I spent less hours because I got work.

 I spent less hours because we could not afford data or a monthly wifi bill.
 I spent more hours as classes started.
 D. I spent more hours because we were only confined to our homes.
2.2 If yes, by how much time was ADDED to your social media usage nowadays?

 1-3 hours
 4-6 hours
 7-9 hours
 10 and above
3. What device/s do you use to gain access with your social media accounts?

 Cellphone/ Mobile Device

 Laptop/ Desktop
 Both phone and laptop
 iPad/Tablet
4. What are the promising advantages in using social media during the pandemic?

 Faster and more efficient communication.

 Promotion of online business (buy & sell, art commission, etc.).
 Self-education by acquiring more wisdom & knowledge thru the use of Google.
 An outlet for creativity and self-expression.
5. What are the discerning disadvantages in using social media during the pandemic?

 Terrible internet connectivity

 Possible phone addiction that might lead to minute by minute checking for notifications
 Main source of fake news.
 Main source of distraction.
6. Which among the following risks have you experienced while using social media?

 I have received a sexual message from a random stranger.

 My account has been hacked.

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  I have been scammed in an online transaction.
 Someone sent me a hateful message, asking me to die.
7. How would you be able to strengthen the benefits you’ve experienced in using social media?

 I will continue to learn from others I meet online.

 I will continue to reach a greater audience and influence.
 I will improve my artistic side by taking the negativities as constructive criticisms.
 I will take advantage of the platform and make my business more interesting.
8. How would you be able to minimize the risks you’ve experienced in using social media?

 I will be warier (more careful) from now on in sharing my thoughts across social media
platforms.
 I will not let other’s achievements make me feel insecure. Instead, I will use them as an
inspiration to strive harder.
 I will not fight back against online bullies.
 I will often take a break from my phone and get a breath of fresh air.
 I will strengthen my security measures in terms of my social media account details including
passwords.
9. Do you think social media detox (during weekends or vacations, or when there are no
classes) could help you break your habit of using too much social media?
 Yes
 No

9.1 If yes, in what way do you think it could help you?

 It would help me boost my self-esteem and mental health, a step away from toxicity.
 I’ll be able to reconnect with people, nature, or anyone I treasure.
 I’ll be able to appreciate special moments more.
 I’ll be able to overcome FOMO (fear of missing out).

10. Which of the following methods are you most likely to commit to during your journey to
social media detoxification?
 Plot a detailed schedule and stick to it.
 Turn off my device's wifi signal.
 Get busy with chores.
 Rediscover an old hobby.
 Engage in physical activities such as sports and exercises and meditative activities.
 All of the above.

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 Curriculum Vitae (Profile of Researchers)

BUENO, BLANCHE M.
Brgy. Pinagtongulan, Lipa City
Cellphone No: 09397439877
Email Address: tlga.blanchebueno@gmail.com

Date of Birth: July 18, 2003

Place of Birth: Pasay City
Age: 18 years old

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Religion: Christian
Nationality: Filipino
Highest Educational Attainment: Senior High School (The Lipa Grace Academy)

Father’s Name: Bueno, Gener Al G.

Date of Birth: September 19, 1977
Occupation: Retired AFP EP

Mother’s Name: Bueno, Maria Elanie M.

Date of Birth: March 03, 1978
Occupation: Housewife/Part-Time Call Center Agent

Siblings: Bueno, Timothy M.

Bueno, Joshua M.

LAJARA, ARABELA J.
Brgy. Adya, Lipa City
Mobile No: 09206246266
Email Address: tlga.arabelalajara@gmail.com

Date of Birth: April 18, 2004

Place of Birth: Lipa City
Age: 17 years old
Religion: Roman Catholic
Nationality: Filipino

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Highest Educational Attainment: Senior High School (The Lipa Grace Academy)

Father’s Name: Lajara, Edwin A.

Date of Birth: February 15, 1968
Occupation: Retired Philippine Air Force

Mother’s Name: Lajara, Marilou J.

Date of Birth: April 18, 1976
Occupation: Housewife

Siblings: Lajara, Thea Eunice J.

Lajara, Kylle Ederlyn J.

MORELOS, REIGN LEMMOR C.

Brgy. Sabang, Lipa City
Mobile No: 09562096036
Email Address: tlga.reignmorelos@gmail.com

Date of Birth: December 15, 2003

Place of Birth:Lipa City
Age: 17 years old
Religion: Christian
Nationality: Filipino
Highest Educational Attainment: Senior High School (The Lipa Grace Academy)

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Father’s Name: Morelos, Rommel E.

Mother’s Name: Caringal, Lorena S.

Date of Birth: August 10, 1982
Occupation: Unemployed

Siblings: Morelos, Rommel Lorenz Jr.

REY, ANGEL U.
Brgy. Balintawak, Lipa City
Mobile No:09682314010
Email Address: bangelumali@gmail.com

Date of Birth: January 11, 2004

Place of Birth: Balintawak Purok 1
Age: 17 years old
Religion: Roman Catholic
Nationality: Filipino
Highest Educational Attainment: Senior High School (The Lipa Grace Academy)

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Father’s Name: Rey, Edwin R.
Date of Birth: May 17, 1973
Occupation: Foreman/ Construction Worker/ Contractor

Mother’s Name.: Rey, Lourdes U.

Date of Birth: March 10, 1975
Occupation: Brgy. Councilor, GIP of Cong. Vilma Santos- Recto

Siblings: Rey, Marck Ejeth U.

BALDIVIA, CARL ERWIN M.

Brgy, San Carlos, Lipa City
Mobile No:09123473002
Email Address: carlerwinbaldiv@gmail.com

Date of Birth: November 1, 2003

Place of Birth: San Carlos, Lipa City Purok 3
Age: 18 years old
Religion: Roman Catholic
Nationality: Filipino
Highest Educational Attainment: Senior High School (The Lipa Grace Academy)

Father’s Name:.Baldivia, Erwin D.R

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Date of Birth: August 20, 1975
Occupation: Contractor

Mother’s Name.: Baldivia, Evonna M.

Date of Birth: November 12, 1975
Occupation: House Wife

Siblings: Baldivia, Jasmine Joy M.

Baldivia, Carla Yvonne M.

LAGUINDAB, JUSTIN A                                                         

Sampaguita Homes, Lipa City 
Mobile No. 09919495646 
Email Address: tlga.justinlaguindab@gmail.com 

Date of Birth: 02/28/03 

Place of Birth: Banay-Banay, Lipa City 
Age: 18 years old 
Religion: Catholic 
Nationality: Filipino 
Highest Educational attainment: Senior High School  (The Lipa Grace Academy)
 
Father’s Name: LAGUINDAB, JAM A. 
Date of birth: July 24, 1979 

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Occupation: Employee 
 
Mother’s Name: LAGUIBDAB, REMYLYN A. 
Date of Birth: June 12, 1974 
Occupation: Employee  
Siblings: LAGUINDAB, Jasper A. 
                LAGUINDAB, Justin A. 
                LAGUINDAB, Jefferson A. 

Lucero, Christian Angelo M.

San Carlos, Lipa City
Mobile No. 09919136799
Email Address: Lucerochristian990@gmail.com
__________________________________________
Date of Birth: 10/18/03
Place of Birth: San Carlos, Lipa City
Age: 18 years old
Religion: Catholic
Nationality: Filipino
Highest Educational attainment: Senior High School (The Lipa Grace Academy)

Father’s Name: Lucero, Don-don C.

Date of birth: Feb 25, 1978
Occupation: online seller

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Mother’s Name: Lucero, Marinel M.
Date of Birth: Nov 14, 1977
Occupation: online seller
Siblings: Lucero, Brent Miguel M.
Lucero, Angelica Nicole M.

MARCO, JORAM JUNE A.

Brgy. Marawoy, Lipa City
Mobile No: 09454629780
Email Address: tlga.joramjunemarco@gmail.com

Date of Birth: April 23, 2004

Place of Birth: Fernando Airbase
Age: 17 years old
Religion: Christian
Nationality: Filipino
Highest Educational Attainment: Senior High School (The Lipa Grace Academy)

Father’s Name: Marco, Jose June A.

Date of Birth: June 19, 1969
Occupation: Monitoring Supervisor

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Mother’s Name: Marco, Lonie A.
Date of Birth: June 24, 1972
Occupation: Entrepreneur

Siblings: Marco, Jonas Matthew A.

Marco, Jonah Lea Lou A.

MOJARES, ERNESTO GERARD B.

#55D Pres. L. Katigbak St. Brgy. 8 LIpa City
Mobile no.: 09368813133
Email Address: tlga.ernestomojares@gmail.com

Date of Birth: October 27, 2003

Place of Birth: Lipa City
Age: 18 years old
Religion: Roman Catholic
Nationality: Filipino
Highest Educational Attainment: Senior High School (The Lipa Grace Academy)

Father’s Name: Roberto R. Mojares

Date of Birth: September 24, 1966
Occupation: Call Center Agent

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Mother’s Name: Mercy B. Mojares
Date of Birth: December 28, 1976
Occupation: Self employed

Siblings:
Mojares, Jan Carlos B.
Mojares, Sofia Yasmin B.
Mojares, Francis Joaquin B.
Mojares, Patricia Isabel B.

PETALIO, RAFAEL M.

Brgy. 7, Lipa City

Mobile No: 09564163280
Email Address: tlga.rapidopetalio@gmail.com

Date of Birth: Oct 26, 2003

Place of Birth: Granja, Lipa city
Age: 18 years old
Religion: Catholic
Nationality: Filipino
Highest Educational Attainment: Senior High School (The Lipa Grace Academy)

Father’s Name: PETALIO, RONALD ALAN A.

Date of Birth: April 24,1970

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Occupation: OFW

Mother’s Name: PETALIO, IRMA M.

Date of Birth: Oct 16, 1976
Occupation: OFW

Siblings: PETALIO, KIMVERLEE M.

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