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USE OF SOCIAL MEDIA FOR ACADEMIC PURPOSES OF THE

HUMANITIES AND SOCIAL SCIENCES STUDENTS

CRISA JEAN V. LLANITA

PRINCESS STEPHANIE C. LORONO
CINDY C. JANUBAS
KIANNE JAVE A. OLIVER
ROLVEN M. JALAGAT
FLAIRE C. SURA
FRANK KENNETH F. PAMISA
PRINCE DAVE A. SALVADOR
MARC DAVE L. NAALITAN

A RESEARCH SUBMITTED TO THE FACULTY OF SENIOR

HIGH SCHOOL DEPARTMENT, ALUBIJID NATIONAL
COMPREHENSIVE HIGH SCHOOL IN PARTIAL
FULLFILMENT OF THE REQUIREMENTS
IN PRACTICAL RESEARCH II

HUMANITIES AND SOCIAL SCIENCES

(Perseverance)

JANUARY 2023
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Chapter 1

INTRODUCTION

Background of the Study

Nowadays, social media is extremely useful. It is use for school, to

ease boredom and other purposes. Students were mostly the ones who used

social media to communicate with teammates, classmates, or friends. Clearly,

social media challenges and attracts students by offering a wide range of

attention-seeking entertainments.

As source of information, social media has grown in importance. Aside

from that, it provides an excellent platform for interaction between teachers

and students. Because social media has no borders or boundaries, it allows

students to connect with people all over the world and gain a broader

understanding. When students are confused while studying, social media can

be very useful in gathering relevant information through various online

platforms.

Social media impacts learning in both ways, depending on how

students deal with it. Students engagement represents both the time and

energy students invest in interactions with other through educationally

purposeful activities (Kuh, 2001). Laird and Kuh (2005) reported that students

who use information technology for academics also have a higher likelihood of

contributing and participating in active, academic collaboration with other

students. This collaboration indicates that as engagement with technology

increases, engagement with academics also increases, promoting a deeper

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connection between the students, educators, and course content

(Mehdinezhad, 2001).

Generally, females engage in social networking sites to make

connections and stay in touch with families and friends. Men, by contrast,

engage in social media to gather the information they need to build influence.

Social media helps both male and female in performing research and gather

relevant information.

The fact that women are more active on social media than men has

been true for at least five years. However, it’s important to note that women

interact in different ways and are leading the transition from desktop to mobile

when it comes to social media. This is a major concern for adopting social

networking sites in the next few years.

According to McCormick, Kuh and Pike(2011), by participating in a

community of learners, students become more engaged with the course

content which increases the achievement of popular learning outcomes, such

as critical thinking and individual student development.

Student engagement through social media can increase connections to

create a virtual community that leads to better content learning. To investigate

further, the researchers will look into students’ engagement in social media

and students’ learning.

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Conceptual Framework

Social media is becoming more popular among senior high school

students and this is the new way of spending free time and serve as a

separate channel for finding the necessary information, both educational and

entertaining. Therefore, it is urgent to examine the question of what effect

social media have on their users, in particular, how the use of social media

affects the students learning. This study will discover the information, giving

the researchers an opportunity to explore and gain new knowledge.

Furthermore, it can be used for future studies.

In the context of today’s electronic media, social networking sites now

refer to people who utilize the internet and online applications to communicate

in previously unfeasible ways. This study sought to determine how social

media impacted student collaboration and involvement. Student life in school

campuses has been significantly impacted by online social networking. The

researchers will examine the students’ extent of social media use for

academic purpose. The researchers argue, on the basis of the social learning

theory, that two socialization processes, social acceptability and acculturation,

link individual online social networking engagement to different types of social

learning outcomes.
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Schematic Diagram

Independent Variable Dependent Variable

Demographic Profile

Use of Social Media for

Gender Academic Purposes
Grade Level

Figure 1. Schematic Diagram showing the Independent and Dependent

Variables

Statement of the Problem

This study aimed to determine the extent of social media use for

academic purpose of Grade 11 and 12 Humanities and Social Sciences

students of Alubijid National Comprehensive High School, Alubijid, Misamis

Oriental.

Specifically, it sought to answer the following questions.

1. What is the profile of the participants in the terms of;

1.1 gender, and

1.2 grade level?

2. What is the extent of social media use for academic purpose of the

participants?

3. Is there a significant difference on the extent of social media use for

academic purposes when the participants are grouped according to

gender and grade level?

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Objectives of the Study

This study aimed to determine the students’ extent of social media use

for academic purpose of Grade 11 and 12 Humanities and Social Sciences

students of Alubijid National Comprehensive High School, Alubijid, Misamis

Oriental.

Specifically, it aimed to:

1. describe demographic profile of the participants in terms of gender and

grade level;

2. describe the extent of social media use for academic purpose of the

participants; and

3. ascertain a significant difference on the extent of social media use for

academic purposes when the participants are grouped according to

gender and grade level.

Hypotheses of the Study

The following are the hypotheses of the study tested at 0.05 level of

significance.

H0: There is no significant difference on the extent of social media use for

academic purposes when the participants are grouped according to gender

and grade level.

H1: There is a significant difference on the extent of social media use for

academic purposes when the participants are grouped according to gender

and grade level.

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Significance of the Study

This study aims to distinguish the students’ extent of social media use

for academic purpose. The results if this study will benefit the certain group

and the benefits they will gain are as follows:

Students. This study will benefit the students who misuse social media

because they will be aware of their actions towards its uses and be able to

control their behaviors. The researchers will also know the different uses of

social media for academic purposes of Grade 11 and 12 Humanities and

Social Sciences students.

Teachers. This study may serve as a way for the teachers to

determine the students who engage more in social media so they can help the

students to give advice.

Parents. This study is significant to the parents because it may help

them know if engaging in social media affects their children’s academic

performance.

School Administrators. This study may help them gain benefits since

the result will give them knowledge on how engaging in social media affects

the students’ academic performance.

Future Researchers. This would help the future researchers who are

interested in related to this study for their basis and their background about

the research.
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Scope and Limitations of the Study

This study is only limited on the Grade 11 and 12 Humanities and

Social Sciences students of Alubijid National Comprehensive High School,

Misamis Oriental, First Semester of the Academic Year 2022-2023.

This study determines the extent of social media use for academic

purpose of the Grade 11 and 12 Humanities and Social Sciences students.

Definition of Terms

For better understanding of the terms used in this study, the following

terms are defined operationally:

Engagement refers to the act of involvement.

Gender refers to being a male and a female.

Grade level refers to the level of the educational program studied by a

student.

Social Media refers to the websites and applications that enable users to

create and share content or to participate in social networking.

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Chapter 2

REVIEW OF RELATED LITERATURE

This chapter discusses some related literature and studies obtained

from different sources that are relevant to the present study because they

serve as bases for the investigation from various sources leading to the

statement of the research.

According to Yonghwan, Yuan and Jeongyon (2016), social media

have become a widely used platform for student communication activities.

Results showed that students’ need for a sense of belonging was positively

correlated with social media and smartphone use, which facilitated

participation in social activities.

According to Alshuaibi, Shamsudin and Arshad (2018), social media is

a popular communication tool for students in many countries, including

Malaysia. Although the literature indicates that social media use in higher

education settings is likely to improve academic performance among college

students, the mechanisms that explain such associations have not yet been

investigated. Social media use based on the claim that integrating social

media is appropriate to improve student engagement, the purpose of this

paper is to examine social media as a potential mediator between university

students’ social media use and academic performance in investigative

Malaysia. It explores the role of student engagement.

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Social media is widely used by students in their personal lives.

However, the application of social media in teaching and learning has not yet

been fully explored (Evans, 2014).

Social media sites are considered one of the most used tools on the

Internet these days, especially among the younger generation. The impact of

such sites on different sectors of society is observed more clearly than others,

and education is one of them. A survey was conducted among 300

undergraduate students at two of his universities in Phnom Penh, Cambodia.

Students interacted strongly with social media, indicating that the frequency of

use of social networking platforms can be related to various factors. However,

there is no evidence that it promotes active Internet participation, regardless

of frequency of use. It is proposed to explore further implications in academic

settings (Martires, 2019).

According to Hayat, Imran, Shahzad, and Rehman (2022), among the

common communication devices mobile phones are quite popular in the

university students. However, Parents, guardians, and teachers are worried

that students are spending too much money and time on using mobile phone

and have not enough time to study and participate in social activities. Besides,

the students give less time to calling and sending less texts to family and

friends while they give more time to calling and sending more texts to partner

and other peoples. The use of mobile phone has both negative and positive

impacts on the students’ social behaviour and on their academic performance.

However, the negative impacts of using mobile phone on the students’

academic performance and on their social behaviour outweighs its positive

impacts.
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According to Mahdiuon, Salimi, Raeisy (2022, social networking sites

offer the chance to create and maintain online social network groups centered

around a particular interest. Although social networks are increasingly being

used in higher education, little prior study has examined how they affect

student participation and how they view their academic performance.

According to Almutairi, Simpson, Khan, & Dickinson(2022), the ability

of social media has transformed global connectivity within education systems.

Social media has been used in various educational contexts. The widespread

use of social media has prompted a demand for a better understanding of

how it might be used in education.

According to Xu, Chen, and Chen (2020), the online discussion format

has proven itself to be useful for promoting student collaboration and for

accomplishing better learning outcomes. Many studies have explored how

teacher facilitation affects students’ learning performance in the synchronous

or asynchronous discussion settings. However, there was no significant effect

of teacher facilitation on participants’ emotional engagement in the

experimental group. It is also found that the emerging student leaders show

similar positive effects of teacher facilitation towards improving behavioural

and cognitive engagement. Future studies about the moderating effects of

teaching experience and student leaders are also needed.

According to Ahmad, Alvi, and Ittefaq (2019), over the last decade,

extensive literature has been published regarding social media effects on real-

life political participation. Many argue that social media stimulates online and

offline political participation. In addition to that, social media is a vital platform

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for netizens to participate in real-life political activities. In conclusion, the

findings of the study suggest that online political activities strongly correlate to

political awareness and offline political participation. In rural areas of Pakistan,

the younger generations are very active on social media to participate in

online and offline political happenings.

Social media can be used to foster student growth and improve

academic performance. Learn appropriate strategies for using social media

and how social media contributes to student success in both formal and

informal learning environments. Benefits of participating in social media

include improved critical thinking skills, content knowledge, diversity

awareness, interpersonal skills, leadership skills, community engagement,

and student perseverance (Junco, 2014).

According to Dwamena, Kwabla, & Kanyir(2016), scholars have

different views on the use of social media and its effects on teaching and

learning.

Social media are growing rapidly among the young generation of the

world. School age students widely engaged using social media. So, they will

affect students personal and academic live (Sivakumar, 2020).

The amount of time one spends using social media affects academic

performance in a negative way. The amount of time one spends using social

media is negatively correlated with their academic performance (Meyanes,

2015).
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According to Junco, Helbergert, and Loken (2011), social media can

be used in academic settings to promote student engagement and facilitate

better student learning.

Social media offers several opportunities in the classroom that include

increased student engagement, building students’ professional and peer

networks, and developing their social media skills (Dragseth, 2020).

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Chapter 3

RESEARCH METHODOLOGY

This chapter represents the method and procedure in conducting the

study which includes the research design, participants of the study,

instrumentation, research procedure and statistical techniques.

Research Design

This study utilized the descriptive research in order to achieve the

purpose of this study. Descriptive research design puts emphasis on

collecting, organizing and presenting the target population through one or

more variables. This design allows the researcher to describe as well as

explains or validate some sort of hypothesis or objective and predicts an

outcome. This study used descriptive in determining the uses of social media

for academic purposes and academic performance.

Participants of the Study

The participants of the study are the Grade 11 and 12 Humanities and

Social Sciences students of Alubijid National Comprehensive High School

(ANCHS), First Semester of the school year 2022-2023.

The total population of Grade 11 and Grade 12 Humanities and Social

Sciences students is 506. To determine the sample size, Slovin’s Formula

was used. A sample size of 223 students was computed. The samples taken
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from each section of Grade 11 are 27, 24, 23, 26, and 25 out of 63, 54, 53, 59

and 57, respectively. For Grade 12, the samples are 19, 20, 19, 19, 21, 29,

27, 27, and 31 out of 43, 45, 42, 42, and 48, respectively.

Research Procedure

In this research, a letter of request was sent to the school

administration asking permission to conduct the study. Letters were also sent

to the advisers and participants of this study asking permission.

After securing the permission from the school principal, advisers and

participants, the questionnaires were administered. The researchers

distributed copies of the questionnaires and explained the questions properly

for the researchers to measure what is actually intended to be measured. The

researcher made sure that questionnaires are successfully completed and

returned. The respondents’ answers and responses were treated

confidentially.

This study used the descriptive method because it is the technique

that is suited to describe and determine the extent of social media use for

academic purposes and students’ learning.

Instrumentation

The questionnaire on social media use for academic purposes is

adapted from Orachorn Kitchakarn (2016). The questionnaire was edited to fit

the study.
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The questionnaire contained 10 questions and each statement in the

has four options: Never (1), Seldom (2), Sometimes (3), Always (4). The

participants were asked to choose their preferred response by checking the

option based on their answer.

Statistical Techniques

Descriptive statistics such as frequency, percentages, means and

standard deviations were used to determine the students’ demographic profile

students’ extent of social media use for academic.

T-test was employed to determine the significant difference on the

extent of social media use for academic purposes when the participants are

grouped according to gender and grade level

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REFERENCES

Ahmad, T., Alvi, A., & Ittefaq, M. (2019). The use of social media on political

participation among university students: Sage Open 9 (3).

https://journals.sagepub.com/doi/abs/10.1177/2158244019864484

Menayes, J. J. (2015). Social media use, engagement and addiction as

predictors of academic performance: International Journal of Psychological

Studies 7 (4), 86-94.

https://www.ccsenet.org/journal/index.php/ijps/article/view/53975

Almutairi, M., Simpson, A., Khan, E., & Dickinson, T. (2022). The value of

social media use in improving nursing students’ engagement: A systematic

review. Nurse Education in Practice, 103455.

https://doi.org/10.1016/j.nepr.2022.103455

Alshuaibi, M.S.I., Alshuaibi, A.S.I., Shamsudin, F.M. and Arshad, D.A. (2018),

Use of social media, student engagement, and academic performance

of business students in Malaysia: International Journal of Educational

Management 32(4), 625-640.

https://www.emerald.com/insight/content/doi/10.1108/IJEM-08-2016-0182/

full/html

Dragseth, M. R. (2020). Building student engagement through social media:

Journal of Political Science Education 16 (2), 243-256.

https://www.tandfonline.com/doi/full/10.1080/15512169.2018.1550421
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Dwamena, Q. J. Y., Kwabla, F. J., & Kanyir, K. C. (2016). Students’

engagement in social media and its mainstay for teaching and learning:

Science and Education

Evans, C. (2014). Can social media be used to enhance the process of

learning?: British Journal of Educational Technology 45 (5), 902-915.

Hayat, N., Imran, M., Ahmad, S., Shahzad, A.A., & Rehman, J.M. (2022). The

Effect of Mobile Phone Use on the Students’ Budget, Social Behavior and

Academic Performance: Journal of Policy Research 8 (3), 122-134.

Junco, R. (2014) Engaging students through social media: John Wiley & Sons

https://scholar.google.com/scholar?

hl=en&as_sdt=0%2C5&q=junco+2014&btnG=#d=gs_qabs&t=167080235381

8&u=%23p%3D91HR8OZt1FgJ

Junco, R., Heiberger, G., & Loken, E. (2011). Effects of student engagement

with social media on student learning: The Journal of Technology in Student

Affairs 1 (8), 1-8.

Kuh, G.D.(2001). The National Survey of Student Engagement: Conceptual

framework and overview of psychometric properties

Laird, T.F.N., & Kuh, G.D.(2005). Student experiences with information

technology and their relationship to other aspects of student engagement:

Research in Higher Education 46 (2), 211-233.

https://link.springer.com/article/10.1007/s11162-004-1600-y
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Mahdiuon, R., Salimi

Mahdiuon, Salimi, & Raeisy. (2020). Effect of social media on academic

engagement and performance: Perspective of graduate students.

https://scholar.google.com/scholar?

hl=en&as_sdt=0%2C5&q=According+to+Mahdiuon%2C+Salimi

%2C+Raeisy&btnG=#d=gs_qabs&t=1670799987498&u=%23p

%3DE1D8KrZE7IMJ.

Martires. (2019). Students’ engagement in social media.

https://scholar.google.com/scholar?

hl=en&as_sdt=0%2C5&scioq=Martires+2019&q=social+engagement+

of+student+learning+martires&btnG=#d=gs_qabs&t=1670804169917

&u=%23p%3DWYLg-5q2hVoJ

Sivakumar. (2020). EFFECTS OF SOCIAL MEDIA ON ACADEMIC

PERFORMANCE OF THE STUDENTS.

https://tojdel.net/journals/tojdel/articles/v08i02/v08i02-03.pdf

Xu, Chen, & Chen. (2020). Effects of teacher role on student engagement in

WeChat-Based online discussion learning.

https://scholar.google.com/scholar?

hl=en&as_sdt=0%2C5&q=According+to+Bing+Xu%2C+Shing+Chen

%2C+and+Guang+Chen+

%282020%29%2C+the+online+discussion+format+has+proven+itself

+to+be+useful+for+promoting+student+collaboration+and+for+accom

plishing+better+learning+outcomes.

+Many+studies+have+explored+how+teacher+facilitation+affects+stu
 20

dents

%E2%80%99+learning+performance+in+the+synchronous+or+async

hronous+discussion+settings.++However

%2C+there+was+no+significant+effect+of+teacher+facilitation+on+pa

rticipants

%E2%80%99+emotional+engagement+in+the+experimental+group.

+It+is+also+found+that+the+emerging+student+leaders+show+similar

+positive+effects+of+teacher+facilitation+towards+improving+behavio

ural+and+cognitive+engagement.

+Future+studies+about+the+moderating+effects+of+teaching+experie

nce+and+student+leaders+are+also+needed.&btnG=#d=gs_qabs&t=1

670744802189&u=%23p%3DpB8WbQDhKpYJ

Menayes, J. J. (2015). Social media use, engagement and addiction as

predictors of academic performance: International Journal of

Psychological Studies 7 (4), 86-94.

http://dx.doi.org/10.5539/ijps.v7n4p86

Kuh, 2001

Laird and Kuh (2005)

Mehdinezhad, 2001

McCormick, 2001

Yonghwan, Yuan and Jeongyon (2016)

Meyanes, 2015

Please include the source of your questionnaire

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Please read, for corrections:

Conceptual Framework
- Please cite the authors of the sources where you got the idea.
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USE OF SOCIAL MEDIA FOR ACADEMIC PURPOSES OF THE

HUMANITIES AND SOCIAL SCIENCES STUDENTS

SURVEY QUESTIONNAIRE
General Instructions: Read the questions carefully. Make sure to provide an
honest answer to each question. After you have completed your responses,
please return the questionnaire to the researcher.
Part I. Demographic Profile
Name (optional): ______________________ Grade & Section:
____________
Gender: Male Female

Part II. Use of Social Media for Academic Purpose

Directions: Please put a check mark (✓) on the space that corresponds to
your answer on the following statements about your use of social media for
academic purpose.

Statement Never Seldom Sometimes Always

1. I use social media to
communicate with my
groupmates/classmates about
assignments.
2. I use social media to research
school-related topics.
3. I use social media to post
writing assignment.
4. I use social media to stay
connected with my
classmates.
5. I use social media to express
my thoughts and ideas about
lessons.
6. I use social media to access
links to resources provided by
the teachers.
7. I use social media to read
articles and prepare for the
next class.
8. I use social media to contact
my teacher outside the
classroom.
9. I use social media to ask for
help with homework
assignments.
10. I use social media to get rid
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of boredom.