CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Technology significantly influences life and modifies behaviors. The social

media platform is made up of several social media websites and applications that allow users to
upload, post, remark, or engage in other forms of communication with a large audience.
Additionally, sharing information and some hobbies through communication is helpful. Through
an internet platform, Facebook serves as a social media network that links individuals. Facebook
users can participate in discussions and contribute ideas by posting content such as text status
updates, pictures, videos, and external links from other websites like blogs. The most well-
known and commonly utilized platform is still Facebook. With 2.91 billion Monthly Active
Users as of 2023, Facebook will continue to dominate the social media landscape (MAUs).
Multiple studies demonstrate that excessive Facebook use causes addictive behavior, especially
in the younger generation, as Facebook is still the most widely used online social network. In
order to better understand how Facebook addiction and self-esteem affect students' academic
performance, this study will examine these issues. Only a small percentage of students (5%)
acknowledged using Facebook for academic purposes. The majority of students (84.1%) used
Facebook every day, however 44.9% of them only used it for a short time each day (Sangharshila
Basnet, 2016). Facebook has a significant impact on people's lives in many ways, including how
it affects students' academic performance, the goal of this study, its context, and how it became
relevant to students in terms of academic performance.

Since internet access has become widespread, spending time on social media platforms
has incorporated into people's daily lives. Facebook use can help students build and preserve
their social capital, which can positively impact their lives (Ellison, Steinfield, & Lampe, 2017).
Facebook's potential for addiction, particularly among young people, is causing considerable
concern, though. Facebook addiction, also known as Facebook intrusion and problematic

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 Facebook use, is defined as an unhealthy attachment to Facebook that has a negative
influence on day-to-day activities (Elphinston & Noller, 2018). Facebook affects students’
academic performance because of the extensive use of Facebook or the Internet for amusement
may change students' regular reading, writing, and attention patterns that are necessary to
complete academic activities. It is known as academic distraction, and it might eventually have a
negative impact on academic progress. Due to the potential for changing regular reading, writing,
and attention routines, frequent use of Facebook or the Internet for entertainment may have an
impact on students' academic performance. It is referred to as academic distraction, and it could
potentially harm academic achievement. Due to their itinerant lifestyles, students find Facebook
to be a very helpful tool for organizing and leading social gatherings. As they adopt mobile
technologies that allow them to join online social networks, their ad hoc social life is further
facilitated. We draw the conclusion that online social networks are an effective instrument for
fostering side relationships, which are crucial for students in particular. We underline the need to
relate online and offline social practices and the necessity of viewing the use of online social
networks from a perspective that encompasses both mobile and fixed platforms (Louise
Barkhuus, Juliana Tashiro, 2019).

The purpose of this study was ascertained how Facebook use affects STEM students at the
CGC Santa Rosa Campus in the 12th grade. Today's students use Facebook as a kind of fun.
Numerous aspects of people's lives are significantly impacted by Facebook, including how it
affects students' academic performance, the purpose, setting, and development of this study's
relevance to students' academic performance.

2
 STATEMENT OF THE PROBLEM

This study intended to determine the Facebook Usage Effects to the Academic
Performance of Selected Grade 12 Stem Students in CITI Global College at Santa Rosa Campus
A.Y.: 2022-2023.

Specifically, the study aimed to provide answers to the following questions:

1. What is the demographic profile of the respondents in terms of;

1.1. Name (optional),

1.2. Grade section,

1.3. General Weighted Mid-term Average.

2. What are the effects of Facebook Usage in Academic Performance of Senior High School

in CITI Global College Santa Rosa Campus in terms of;

2.1 Frequency,

2.2 Facebook Usage,

2.3 Time Management

3. Is there a significant relationship between the effects of Facebook usage and academic

performance of senior high school in CITI Global College Santa Rosa Campus?

HYPOTHESIS

A. NULL HYPOTHESIS
• Facebook usage has no effect on the academic state of a student.

3
 • The performance and achievements of students has no caused about the pertinent usage
of Facebook.
• Information such as posts and comments from Facebook have no effect on students'
academic performance.
• Communication or interaction shows no purpose to give students that may affect their
performances.
• Interest of students on social media platforms Facebook has no possibility of affecting
students' presence and attention to their study.

B. ALTERNATIVE HYPOTHESIS
• Facebook usage has effect on the academic state of a student.
• The performance and achievements of students has caused about the pertinent usage of
Facebook.
• Information such as posts and comments from Facebook has an effect on students'
academic performance.
• Communication or interaction shows purpose to give students that may affect their
performances.
• Interest of students on social media platforms Facebook has possibility of affecting
students' presence and attention to their study.

SIGNIFICANCE OF THE STUDY

Facebook is important because it allows people to contact their relatives and friends and
access information about others, however not all of it is accurate or can be trusted. Particularly,

students use this to communicate with the group chats that their teachers have set up on
Facebook to let them know what their classmates and teachers are up to. Teachers can also
utilize this to inform students about something.

4
 The importance of Facebook is that it allows users to communicate with their friends and
relevant contacts. It also allows users to access information about other users, though not all of
this information is accurate or real. Particularly, students use Facebook to keep track of what
their classmates and teachers are up to by posting to the group chats their teachers set up.
Students also use Facebook to keep track of what they are doing in class. Additionally, teachers
use this to inform students an announcement.

SCOPE AND DELIMITATION

The overarching goal of these studies were determined the Facebook Usage Effects to the
Academic Performance of Selected Grade 12 Stem Students in CITI Global College at Santa
Rosa Campus A.Y.: 2022-2023, which represent their interest and focus as a student.

This study identified the factors that cause negative and positive factors that were
investigated by the percentage of students that are possibly and mostly affected.

Students whose academic performance is impacted by Facebook usage would gain from
this study. The implications of using Facebook are outside the purview of this study.

CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

5
Figure 1.

Figure 1 presented the conceptual framework of the study. It tells the Input, Process,
Output of this research study as a conceptual framework.

Facebook addiction can develop in people who use it too often. There are many factors
that have been found and are known to have negative effects on the lives of Facebook addict
students, such as poor academic performance and time waste.

THEORETICAL FRAMEWORK

This study is supported by social learning theory of Bandura (1977), which claims that
imitation and modelling are one of the variables responsible for learning something, this notion
still holds true in the age of modern technology, particularly social media, since everyone has the
liberty to post anything without verifying if the data they are disseminating is accurate or
originated from reliable sources. It leads to wrong imitation and furthermore lead to confusion
among students.

Another theory that supported the study was The Connectivism theory by (Downes &
Siemens, 2017). According to this approach, students should accumulate their knowledge and
skills using technology in a corrective and beneficial way. Connectivism can be observed when
using social media. Additionally, it gave us the choice to select our learnings. Since connectivism
connects us with other learners, forming groups and societies. It can be used as a checker by
employing comparison, connectedness to other learners offers us to determine whether our
learning is legitimate and accurate. As Facebook usage rises, learning strategies deteriorate,
academic success declines, and grades suffer as a result of the false information we were exposed
to and Facebook addiction. Facebook addiction is currently becoming more prevalent among
teenagers who use it regularly.

6
 DEFINITION OF TERMS

Students - A student is someone who is registered full-time in a degree-granting program

(undergraduate or graduate) at a higher education institution, as defined by his or her specific
academic institution, and who is not also employed full-time.

Communication - is a procedure that comprises communicating verbally and non-verbally as

well as receiving messages. The goal of communication is to create understanding between two
or more people by sharing information in the form of thoughts, views, and ideas in a two-way
fashion.

Information - knowledge acquired by research, instruction, or study.

Facebook - is described as an online social networking site where users may establish profiles,
submit content about themselves, such as images and quotes, and comment on or link to other
users' posts.

Academic Performance - The degree to which a student, instructor, or institution has reached
their short- or long-term educational goals is known as academic achievement or academic
performance.

Technology - is the application of scientific knowledge to the practical objectives of human

existence, or, as it is referred to sometimes, to the modification and manipulation of the human
environment.

Pertinent - having to relate with the topic under consideration or discussion.

Frequency - frequent or frequently occurring as a situation or reality

Facebook Usage - how is Facebook utilized.

Time Management - the process of determining how much time should be spent on different
tasks in order to maximize productivity, effectiveness, and efficiency.

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 Chapter II

REVIEW OF RELATED LITERATURE

This chapter included the review of related literature and studies which the
researchers have read to learn more about the subject being studied. The literature and studies
reviewed in this chapter were carefully chosen on the basis of comparing to other sources and the
accuracy of the data. This literature and research aid the researchers should have supporting data
and proof for their work.

Foreign Literature

Feng, S., Wong, Y., & Hossain, L. (2019, February 11). The Internet and Facebook
Usage on Academic Distraction of College Students.
The use of the Internet for academic reasons, such as online research, communication
with teachers and peers, and access to academic materials, has significantly improved
educational achievements (Jones, 2017). However, college students also spend a significant
amount of time online engaging in leisure activities like playing games and viewing movies. It
would be damaging to students' learning habits and further affect their academic progress if
Internet usage were imbalanced and enjoyable activities took precedence over educational ones.

Over 2 billion people use Facebook, making it one of the most widely used Internet applications
in the last ten years (Statista, 2017). College students are using it more and more in both their
social and academic lives, which is unprecedented. Seventy to ninety percent of Facebook users
are college students or adults of college age (Dahlstrom, de Boor, Grunwald, & Vockley, 2019;
Lenhart, Purcell, Smith, & Zickuhr, 2018). Users can update their status, update their wall, post
comments, read their news feed, like posts, send messages, post images, form groups, play
games, manage fan sites, create events, take notes, and communicate in groups on Facebook

8
(Ryan & Xenos, 2011). For young individuals to retain their social presence and grow their social
networks.

Studies that have looked into the connection between Facebook use and college students'
academic performance (GPA) have produced mixed results. Facebook use, according to
Kirschner and Karpinski (2010), has a detrimental effect on students' academic success.
However, according to Lambi (2016), there is no statistically significant correlation between
students' use of Facebook and academic achievement. According to Valkenburg and Peter (2011),
students with poor GPAs frequently participate more on Facebook than do those with good
GPAs. The influence of Facebook use on academic performance has not been the focus of past
studies, thus studying academic distraction may be useful to understand why this is the case.

Internet recreational activities receiving an unfair amount of time and attention may cause
academic distraction. The extensive use of Facebook or the Internet for amusement may change
students' regular reading, writing, and attention patterns that are necessary to complete academic
activities. It is known as academic distraction, and it might eventually have a negative impact on
academic progress. The purpose of this study is to investigate the relationships between college
students' use of Facebook, the Internet, and other academic distractions.

Busalim, A. H., Masrom, M., Normeza, W., & Wan, B. (2019, August 5). The Impact
of Facebook Addiction and Self-esteem on Students' Academic performance: A multi group
analysis.
The study's findings show that students who use drugs or alcohol have worse self-esteem
than students who do not. The results also contribute to our understanding of how students' self-
esteem affects how they use Facebook and how well they perform in school. The phenomenon of
Facebook addiction has become more prevalent recently, particularly among the younger
population. For students, browsing Facebook pages and friends' accounts has become a daily
ritual.

9
 There have been numerous studies on the detrimental effects of Facebook addiction on
students, including sadness and anxiety (Hong et al., 2014; Koc & Gulyagci, 2016).

Mathur, G., Nathani, N., Sharma, A., & Arora, D. M. G. (2019, January 6). Impact
of Facebook Usage on Students' Involvement in Studies.

The findings indicate that students use Facebook for a variety of purposes, such as
amusement, relaxation, and passing the time but not for improving their knowledge. It focuses on
how Facebook use has an impact on students' academic performance and reduces their grades,
which ultimately cause their career to fail. The findings make it quite evident how excessive
Facebook use will ultimately impact students' involvement in their academics.

Al-Dheleai, Y. M., & Tasir, Z. (2017). Using Facebook for the Purpose of Students'
Interaction and Its Correlation with Students' Academic Performance.

The results of this study showed that students' perceptions of interactions with their
classmates are favorable for educational purposes through Facebook. It is evident that Facebook
connection between students is valued for pupils, as it connects them with one another outside of
class. Facebook activity among students can permit them to talk about the course material
whenever they need to. A student can ask inquiries and contribute content via Facebook. When
students experience any challenges throughout their study sessions or during the preparation of
their responsibilities, asking inquiries to exchange information, have dialogues, or perform other
explored acts among peers might assist students in better comprehending the course material and,
as a result, improve academic performance. Consequently, this study's findings demonstrate a
strong and significant connection between academic performance and student involvement on
Facebook. Similarly, earlier research discovered that Facebook use in the classroom is associated
with improved academic performance in pupils (Junco, 2012).

10
 Thuseethan, S., & Kuhanesan, S. (2015). Influence of facebook in academic
performance of Sri Lankan university students.

The study discovered a link between social media use and academic success. There is a
large disparity in Grade Point Average between individuals who are deemed to be heavy or
regular social media users and those who are considered to be light or occasional users, with the
majority of heavy or frequent users receiving lower grades than light users. Performance should
significantly decline as we spend more time on Facebook. According to the findings of our
study, academic performance was predicted by Facebook usage time and frequency. It might also
be able to forecast life quality. Unexpectedly, it was discovered that there are still many effective
ways to use Facebook. We anticipate that Facebook will be used more productively in the future
to aid university students in improving their academic performance.

Local Literature

Gorospe, M., Mhelle, A., Sagun, Z. D., Asuero Fe, R. J., Crezol, C. C. N., & Ulsan,
T. R. O. (2018, March). The Impact of Social Media on Students' Academic Performance of
SINHS.
The use of social media has grown immensely in popularity all around the world as a
result of recent technological advancements. Social networking websites are utilized by people
from all walks of life. Many people, especially students, have grown accustomed to social media
to the point where they can easily spend hours on. This research was done to find out how social
media affects students' academic performance. The results showed that student academic
activities can be significantly impacted by time spent on social media. In order for students to be
more productive, it is our opinion that they should limit the amount of time they spend using
social media.

11
 Gabes, J. M., Harnecillo, D. C., Yu, C. A., & Pantoja, E. (2022, January 7). The
Effectiveness of Facebook Advertisements of Subscription based Video-On-Demand
Streaming Services to Filipino Millennials.

As millennials are the largest SVOD consumers, this study targeted them by examining
Facebook marketing, social pressure, consumer attitude, and purchase intention as the key
determinants. 196 participants in this study were chosen at random from a convenience sample.
The study also suggests various strategies to further engage millennials in Central Luzon. The
findings demonstrate that social pressure and attitude have a significant impact on millennials'
purchase intentions for SVODs in that region. According to the study, Facebook adverts have a
substantial impact on social pressure and attitude. Additionally, the study discovered that social
pressure and attitude have an impact on SVOD buying intentions. Another finding is that
Facebook advertising and purchase intention are mediated by social pressure and attitude. The
study's findings led the researchers to the conclusion that since Facebook is the most widely used
social networking site in the Philippines, SVODs may use it as a useful tool to reach Filipino
Millennials.

Magdaong, C. R. (2010, August 19). Facebook Addiction of Filipino Students.

College student Marjorie Ditan enjoys spending the majority of her time on Facebook
and has done so since she first discovered the site. She has gotten a lot out of the website, and
she has made it a habit to log into her account every day. Facebook definitely appeals to her
since it allows her to express her emotions. However, it doesn't really have an impact on her
academic performance because she is well-disciplined and completes a ton of projects and even a
ton of homework when her Facebook account is open. Personal engagement and true
relationships are far superior to network relationships and discourse because Facebook is still
just an internet-based platform.

12
 Del Rosario, A. B. S., Alib, H. A. B., Narvacanlvan, A. M. A., Gajes, K., Macanas, J.
C., & Pareja, J. J. E. (2014, Feb 14). Effects of Facebook to Students Academic Performance.

The study supports the assumption that Facebook affects students' academic results by
reducing the amount of time they spend studying or, if they are studying at all, not giving it their
full attention. Facebook distracts students from their academic performance.

Carreon, A. V., Valenzuela, M. M., Tayag, J. R., & Dizon, C. S. (2019, May 29).
Students who spend more time on Facebook tend to have higher grades: Findings from a
Philippine University.

In terms of college students' academic achievement, Facebook use might be

advantageous. This can be ascribed to the fact that the social media platform has been used to
establish academic organizations, notify students about school events, and other things of the
like. Students have been researching several academic programs, and information about them has
been disseminated via Facebook. The social media platform is also used to inform friends and
other community members about tasks and assignments they have to finish. The respondents'
time spent is consistent with the reported usage of the same location where there is already
literature. While Facebook might improve students' academic performance, the findings of
numerous other research that are relevant to social media usage must also be taken into account.
Universities and other academic organizations have already used sites like Facebook to
disseminate information, therefore these organizations should be able to instruct students on how
to use them responsibly.

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SYNTHESIS

With the aforementioned review of related literature and studies, it is evident that
Facebook has a significant impact on students' academic performance. Facebook is a platform
used for relaxation, so, using it more often than other activities like studying can have a negative
impact on students' academic performance. Less time spent studying causes the student's
academic performance to decline even more. Hence, Facebook improve social connections with
other students, foster interpersonal relationships, and garner support from others. Numerous
studies on how utilizing Facebook affects students school achievement have backed this idea.

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 Chapter III

RESEARCH METHODOLOGY

This chapter described the research techniques the researcher was used to carry out the
study, including the research design, study population, development of the research instrument
and determining its validity and reliability, methods for collecting data, and the appropriate
statistical treatment of data.

RESEARCH DESIGN

Descriptive research aims to say “what is'' or “what is” in relation to a specific
educational phenomenon. Accurate observations and judgments are derived from data that
determine the nature and occurrence of conditions, practices, or descriptions of the structure,
process, and subject under study. It is intended to describe and summarize past data. In
conducting this type of research design, descriptive analysis uses a variety of statistical
techniques, including measures of frequency, central tendency, spread, and location. Percent and
weighted average were used statistically in this study. The descriptive method describes the data
and characteristics of the studied population or phenomenon. It aims to observe, describe and
document aspects of a situation in their natural course.

A descriptive correlation design was used in this study. Correlational study examines the
relationship between two factors, such as a person's height and weight. The descriptive-
correlational research design was used in this study. Best Kahn in 2006 asserts that descriptive
research employs quantitative techniques to describe what is, describing, recording, evaluating,
and interpreting situations that are present. It makes some sort of comparison or contrast and
looks for connections between variables.

15
 The main purpose of descriptive correlational research is to describe the type of situation
that exists at the time of investigation and to investigate the causes of certain phenomena.
Specifically, descriptive correlational design is employed in studies that seek to identify the
relationship between various variables and present static images of situations (McBurney &
White, 2009).

It is intended to describe and summarize past dates. In descriptive research, bias is

avoided through operational definitions of variables, selection of large samples, use of random
sampling techniques, use of good and reliable measurement tools, and formal data collection
procedures. In addition, surveys were used in this study to describe a country or region's
demographics, to gauge public opinion on political and social issues, and to measure satisfaction
with the organization's company products or services. In conducting this type of research design,
descriptive analysis uses a variety of statistical techniques, including measurements of
frequency, central tendency, spread, and location. Percentage and weighted average were used
statistically in this study.

RESEARCH LOCAL

To conduct this study, the researcher chose the Santa Rosa Campus of CITI Global College. The
principles that underpin CITI Global College's mission to serve the people, nation, and world are
pride, integrity, and a desire to do good. The term CITI stands for Center for Information
Technology and Interdisciplinarity. Notably, information technology has always been the
college's signature course rather than computer studies. The institution's expansion, however,
justifies the usage of the word interdisciplinarity, which principally refers to the country of
Britain and includes all CHED and TESDA programs.

16
 POPULATION AND SAMPLE

Simple Random Sampling is a type of sampling method where the researchers randomly
selected participants from the population. Simple Random sampling was utilized in this study.
The purpose of the sampling in this study was to obtain more accurate results in order to achieve
the study's objectives, which improved the study's validity and the reliability of the data and
findings.

The demographics for this study will be the grade 12 STEM students at the CGC Santa
Rosa Branch since this strand is relevant to the topic and because they are well-versed in
technology. Their awareness of how Facebook use affects academic performance will be
measured and analyzed in this study. This study used simple random sampling which chose 3
sections from grade 12 STEM strand to pick for the total of 50 students as respondents. The
purpose of the sampling in this study was to obtain more accurate results in order to achieve the
study's objectives, which improved the study's validity and the reliability of the data and
findings. Their awareness of how Facebook use affects academic performance will be measured
and analyzed in this study.

RESPONDENTS OF THE STUDY

The respondents of the study were the Senior High School students of Citi Global
College at Santa Rosa Campus S.Y. 2022-2023. The total population of selected Grade 12 STEM
students are 50.

TABLE 1.1
RESPONDENTS BY SECTION

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Section Total Respondents Respondents

1 15 30%

2 15 30%

3 20 40%

TOTAL 50 100%

As stated in table 1.1, the respondents were divided by selected three (3) sections in grade
12 STEM students with a total of 50 respondents.

INSTRUMENTATION

To collect the necessary information from the students, a well-designed questionnaire titled
“Facebook Usage Effects to the Academic Performance of Selected Grade 12 Stem Students in
Citi Global College at Santa Rosa Campus Ay: 2022-2023” was used. For the academic year
2022-2023, 50 sets of questionnaires were distributed to Senior High School students at Citi
Global College's Santa Rosa Campus. The instrument is adequate, and the data collected is
reliable and valid.

RESEARCH METHOD AND TECHNIQUE USED

As a result of quantitative research's emphasis on gathering numerical data, data analysis

is required, which can then be used to describe a specific situation or apply to groups of people.
This study used survey method.

18
 STATISTICAL TREATMENT

The gathered data was collated, tallied, and correspondingly summarized by the
researchers. The data, which gathered from the questionnaire, was subjected to statistical
treatment in order to ensure the reliability of the results.

The following is the statistical tool, which will be used to answer the problem posed in
this study.

1. Percentage. The frequency of each response is determined by the number of

respondents who check in the specific item. The demographic profile and most of
the questions that answered by the respondents will be determined using a
percentage formula.

P= RS/Nx100

2. Weighted Mean. This was used to determine and consider the importance of some data
values. Data elements with a high weight contribute more to the understanding of the
research study.

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 Chapter IV

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter presents data gathered by the researchers which comprised the profile of
students in terms of grade section, GWA, status of time spent in studying and using Facebook,
and status of frequency, Facebook usage, and time management of the respondents as a student.

The data gathered were then tallied and presented in tabular and textual form, analyzed
using the statistical formula described in the previous chapter, and interpreted according to the
sub-problems of the study in order to answer the main problem of the study, which is to
determine the effects of Facebook usage on the academic performance of selected grade 12
STEM Students in CITI Global College at Santa Rosa Campus (A.Y. 2022-2023).

TABLE 1.1 GRADE SECTION

Section Frequency Percentage

1 15 30%
2 15 30%
3 20 40%
Total 50 100

Most of the respondents were STEM Students from section 3. There are 15 respondents
from STEM 1 to 2 with 30% percentage both sections. On the other hand, STEM 3 has 20 total
respondents with 40% percentage that has the majority with the overall sections. With total of 50
students who answered the researcher’s survey questionnaires.

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 Legend: Provides the description and interpretation of the academic performance of the
students especially the Senior High School students. (Adapted from K-12 Curriculum)

Percentage Range Description Interpretation

The students at this level exceeds the
90 above Advanced core requirements in terms of knowledge,
skills, understanding and can transfer
them automatically and flexibly through
authentic performance tasks.
The students at this level had developed
85-89 Proficient fundamental knowledge, skills and core
understandings and can transfer them
independently through authentic
performance tasks.
The students at this level had developed
80-84 Approaching Proficiency fundamental knowledge, skills and core
understandings and with little guidance
from the teacher and/with some
assistance from peers, can transfer these
understandings through authentic
performance tasks.
The students at this level possesses the
75-79 Developing Proficiency minimum knowledge and skills and core
understandings, needs to help throughout
the performance of the authentic
performance tasks.
The students at this level struggles with
his or her understanding, prerequisite and
74 below Beginning
fundamental knowledge and/ or develop
adequately to aid something.

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 TABLE 1.2 General Weighted Mid-term Average A.Y. 2022-2023

Percentage Range Frequency Percentage

90 above 29 58%
85-89 19 38%
89-84 2 4%
75-79 0 0%
74 below 0 0%
Total 50 100%

According to Table 1.2, the majority of respondents who use Facebook have excellent
grades. The 58% of respondents achieved a general weighted average of 90 above, indicating
that these students were advanced. Then 38% to those respondents who got 85-89 grades.
Furthermore, there are no respondents whose midterm general weighted average was below 79
and below.

Table 2.1 Frequency

Frequency Weighted Mean Interpretation Rank

1. I access my Facebook while doing an 3.22 Often 4
assignment.
2. I access my Facebook in class. 3 Often 5
3. Checking my Facebook while studying. 3.74 Always
3
4. I able to communicate with my 3.84 Always 2
classmates/teachers through Facebook.
5. I am using social media (Facebook) to share 3.88 Always 1
notes, work on projects, and/or other types of
school work.
Total 3.54 Always

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 Table 2.1 shows the respondents felt about their frequency levels as students when they
were occasionally accessing Facebook. To determine the respondents' overall opinion of their
frequency as students, the weighted means for each item were calculated. The findings show that
respondents use Facebook on a consistent basis as students, whether they are working on an
assignment, studying, communicating, or completing other school-related tasks. The overall
mean of 3.54 indicates that the respondents' use of Facebook had an impact on their academic
achievement. This indicates that even if they use Facebook, it only slightly affects their time
even how long or short these respondents use Facebook.

Table 2.2 Facebook Usage

Facebook Usage Weighted Mean Interpretation Rank

6. Using Facebook helps me to improve my 2.66 Often 5
language skills.
7. Facebook helps me comprehend difficult 2.94 Often 4
languages.
8. I am able to improve my communication 3.28 Often 3
abilities by using Facebook.
9. When it comes to assisting students in 3.64 Always 2
completing group-related projects or
activities, social media (such as Facebook) is
beneficial to education.
10. Using social media has impacted my 3.82 Always 1
GWA or school success.
Total 3.27 Often

23
 Table 3, display the status of Facebook usage of the respondents in their involvement
with academic performance. The weighted mean in each item was computed to find the
respondents' general perception of Facebook usage as a student. The results reveal that the
respondents' level of Facebook usage, which is evident in a total weighted mean of a total of
3.27, it means that their academic performance has a neutral effect from Facebook usage as a
student. This means that even though there is Facebook usage for a student in their academic
performance, it has only a minimal part in playing the role as students.

The statement "Using social media has impacted my GWA or school success." got the highest
weighted mean of 3.82; "When it comes to assisting students in completing group-related
projects or activities, social media (such as Facebook) is beneficial to education" got the second
highest weighted mean with 3.64; Third in the rank is the statement "I am able to improve my
communications abilities by using Facebook." that gained a weighted mean of 3. 28; "Facebook
helps me comprehend difficult languages." gained the weighted mean of 2.94 and lastly, the
statement "Using Facebook helps me to improve my language skills." which gained the lowest
weighted mean of 2.66.

Table 2.3 Time Management

Time Management Weighted Mean Interpretation Rank

11. I always finished my activities on time. 3.2 Often 5
12. I regularly attend school. 3.62 Always 1
13. I do my homework. 3.48 Often 3
14. I do my seatwork. 3.58 Always 2
15. I always take part in school activities. 3.28 Often 4
Total 3.43 Often

Table 4 reflects the status of Time management of the students in relation to Facebook usage in
students' academic performance. The weighted mean of each item was computed to find the
general understanding of the respondents on their level of time management as a student. The

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results imparted that the respondents' level of time management as students are always, which is
evident in the weighted mean of 3.43 means that their time management has a high effect on the
respondents' academic performance as student.

The indicator statement "I regularly attend school." got the highest weighted mean of 3.62,
interpreted as always. Next to it is the statement "I do my seatwork." that gained a weighted
mean of 3.58. While the statement that all got often interpretations are "I do my homework."
with weighted mean of 3.48; "I always take part in school activities." weighted the mean of 3.28
and lastly, "I always finished my activities on time." that gained 3.2.

Table 3. This table shows the relationship between Frequency and Facebook Usage

X X2 Y Y2 XY
3.22 10.3684 2.66 7.0756 8.57
3 9 2.94 8.6436 8.82
3.74 13.9876 3.28 10.7584 12.27
3.84 14.7456 3.64 13.2496 13.98
3.88 15.0544 3.82 14.5924 14.82
Total 17.68 63.156 16.28 54.3196 58.46
R= 0.98

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 Table 3. The relationship between frequency and Facebook usage which obtained 0.98 is
higher than the 0.05 level of significance. Since it is higher than the 0.05 is significant and it
shows that there is no a significant relationship between the 2 variables. If p-value is greater than
0.05, it is not significant but if it is less than or equal to 0.05, it is significant.

Table 4. This table shows the relationship between Time Management and Facebook Usage

X X2 Y Y2 XY
3.2 10.24 2.66 7.0756 8.51
3.62 13.1044 2.94 8.6436 10.64
3.48 12.1104 3.28 10.7584 11.41
3.58 12.8164 3.64 13.2496 13.03
3.28 10.7584 3.82 14.5924 12.53
Total 17.16 59.0296 16.28 54.3196 56.12
R= 0.58

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 Table 4. The relationship between time management and Facebook usage obtained a p-
value of 0.58 which clearly shows that there is no significant relationship between the variables
because it is higher than the 0.05 level of significance.

Table 5. Relationship between the effects of Facebook Usage to the Academic Performance

Effects of Facebook Usage Pearson Decision Interpretation

– Academic Performance Correlation
Frequency-Facebook Usage 0.98 Accept There is no significant
Null relationship
Time Management- 0.58 Accept There is no significant
Facebook Usage Null relationship

Table 5. Frequency - Facebook usage got 0.98 while time management – Facebook usage
got 0.58, both got higher than 0.05 level of significance. It revealed that a significant relationship
was not found. It means that Frequency - Facebook Usage - Time Management decision means
that there is no significant relationship found on the effects of Facebook Usage to the Academic
Performance. This means that the effect of Facebook usage does not have something to do with
academic performance of selected grade 12 STEM students in CITI Global College Santa Rosa
Campus.

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 Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATION

This chapter presented the summary of findings, conclusions, and researchers'

recommendations on Facebook Usage effects to the Academic Performance of Selected Grade 12
STEM Students in CITI Global College at Santa Rosa Campus.

Findings

The findings of the study are as follows:

1. What are the demographic profile of the respondents in terms of Section and GWA midterm
average.

Most of the respondents were STEM Students from section 3. There are 15 respondents
from STEM 1 to 2 with 30% percentage both sections. On the other hand, STEM 3 has 20 total
respondents with 40% percentage that has the majority with the overall sections. The majority of
respondents who use Facebook have excellent grades. 58% of respondents achieved a general
weighted average of 90 or higher, indicating that these students were advanced. Then 38% to
those respondents who got 85-89 normal. Furthermore, there are no respondents whose midterm
general weighted average was below 75.

2. What were the status of frequency, Facebook usage, and time management of the respondents?

The findings show that respondents use Facebook on a consistent basis as students, whether they
are working on an assignment, studying, communicating, or completing other school-related
tasks.

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3. Significant relationship between frequency and Facebook usage, time management and
Facebook usage.

There is no significant relationship between frequency and Facebook usage, time management
and Facebook usage.

Conclusions

1. The majority of respondents who are tend to use Facebook are grade 12 STEM 3 students,
Additionally, the majority of 50 respondents have a General Weighted Average of 90 and above,
with 58% which leads the researchers to the conclusion that the majority of respondents who are
using Facebook were using it in working on an assignment, studying, communicating, or
completing other school-related tasks.

2. The table of frequency has 3.54 mean, with interpretation as always. It reveals how frequently
respondents use Facebook for educational purposes. The table of Facebook usage has 3.27 mean,
with interpretation as often. It tells how is Facebook being used by the students. Then the table of
time management that has 3.43, with interpretation as often. It reveals how the respondents
clearly govern or manage their time, especially when utilizing Facebook as part of their daily
routine.

3. There are no significant relationship between frequency and Facebook usage which obtained
0.98 is higher than the 0.05 level of significance and it shows that there no significant
relationship between the 2 variables. Furthermore, the relationship between time management
and Facebook usage obtained a p-value of 0.58 which clearly shows that there is no significant
relationship between the variables because it is higher than the 0.05 level of significance.

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Recommendations

1. Having no time management is not recommended to those students who are using
Facebook every day.

2. Facebook can be an addiction that can cause your failure in academic performance,
therefore, use it moderately and controlled to keep your time balance between using
Facebook and doing a school related task.

3. Even though this study shows that there is no significance between using Facebook and
academic performance, still, students should be guided.

4. Future researchers should conduct studies using other variables for its improvement.

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