CHAPTER I

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Media plays a particularly important role in the development of human

beings. It has become essential for most individuals. It has become the normal

way of living. Nowadays, the majority of people are into social media.

Especially since the time of the pandemic, it has changed the students’

media consumption. Students use social media for educational and recreational

purposes but there are also factors that researchers would like to study because

it would also benefit the students since it has also impacted their productivity

throughout the day.

While television addiction was the primary concern decades ago, today's

problems center on Internet addiction and the growing amount of time both

children and adults spend online. Students may become so engrossed in social

media activities that they develop addiction to it. Due to this addictive behavior,

students use social media even in the classroom, which could disturb other

students and affects their ability to concentrate. Their grades are impacted by

their inability to pay close attention in class. Many students often check the

status updates and tweets of their friends and families on their laptops, tablets,
 2

desktop computers, and smartphones. Addiction to social media platforms can

consume a person's time that could be spent on productive activities and tasks.

Christakis & Moreno (2009) believe that social network addiction has the

potential to jeopardize people's lives and their precious time.

In the study of Wang, et. al, (2015), it indicates that participants described

many reasons why they used social media frequently throughout the day ranging

from killing the time to routine behaviors. One participant noted that he “already

hated doing homework” (p36) and that social media was just one way to avoid it;

other students described social media use as normative and routine and with

that, the researchers would like to further know more about the factors on how

media affects students’ academic performance.

The study was conducted at Holy Name University, a private, catholic co-

educational and higher education institution run by the Philippine Southern

Province of the Society of the Divine Word in Tagbilaran City, Bohol, Philippines.

The researchers had it administered at Holy Name University to further

investigate the students' media consumption and its effect on their academic

performance.

Students, teachers, and future researchers could benefit from this

research. It helped students understand the setback of media consumption on

their productivity. Christakis & Moreno (2009) believe that social network

addiction has the potential to jeopardize people's lives and precious time.
 3

In the study of Wang, et. al, (2015), it indicates that participants described

many reasons why they used social media frequently throughout the day ranging

from killing time to routine behaviors. One participant noted that he “already

hated doing homework” (p36) and that social media was just one way to avoid it,

other students described social media use as normative and routine and with

that, the researchers would like to further know more about the factors on how

media affects students’ academic performance.

The is conducted at Holy Name University, a private, catholic co-

educational and higher education institution run by the Philippine Southern

Province of the Society of the Divine Word in Tagbilaran City, Bohol, Philippines.

The researchers had it administered at Holy Name University to further

investigate the students' media consumption and its effect on their academic

performance.

Students, teachers, and future researchers are the people who could

benefit from this research. It helped students understand the benefits and

setback of media consumption on their productivity.

 4

Theoretical Background

This study is anchored on the social cognitive theory by Bandura (1997),

which is relevant to this study. This theory explains how people acquire and

“maintain certain behavioral patterns, while also providing the basis for

intervention strategies” (Bandura, 1997). Evaluating behavioral change depends

on certain factors such as environment, people and behavior. A person’s

everyday interaction with other people can have a great influence and effect. On

social media, students interact with each other and are exposed to all kinds of

information that can influence them. Social media creates the environment for

social interaction.

Likewise, the theory has social and physical environments. Social

environment includes family members, friends and colleagues. Environment and

situation provide the framework for understanding behavior (Parraga, 1990). The

situation refers to the cognitive or mental representations of the environment that

may affect a person’s behavior. The situation can be “a person’s perception and

activity” (Glanz et al, 2002).

Another theory is the theory of educational productivity by Herbert J.

Walberg (1981). Walberg’s theory tackles about the influences on learning that

affects the academic performance of a student. It is an exploration of academic

achievement wherein Walberg used a variety of methods on how to identify the

factors that affects the academic performance of a student. In his theory, he

 5

classified 11 influential domains of variables, 8 of them were affected by social-

emotional influences namely: classroom management, parental support, student-

teacher interactions, social-behavioral attributes, motivational-effective attributes,

and the peer.

The variables are reflected in different representation. The first three

variables (ability, motivation, and age) reflect characteristics of the student. The

fourth and fifth variables reflect instruction (quantity and quality), and the final

four variables (classroom climate, home environment, peer group, and exposure

to media) represent aspects of the psychological environment. He explained that

these variables have certain effects that might cause problems with the academic

performance of students if this would not be properly guided. Giving importance

with a certain variable could mean a big impact with the student’s academic

performance.

Choney, (2010), MehMood & Taswir, (2013), Kist (2008), Jacobsen &

Forste, (2011), believe that the use of technology such as Internet is one of the

most important factors that can influence educational performance of students

positively or negatively. It stated that many parents and guardians are worried

that students now spend too much time on facebook and other social media sites

and do not have enough time to study.

Hasnain, et. al., (2015) carried out research to study the relationship

between the use of social media and students’ academic performance in

Pakistan. The results suggest, social media has an inverse relationship with

academic performance. Social media platform used in a positive manner it can

 6

help students and youth gain knowledge that could be used to enhance their

academic performance.

Social media has become almost unavoidable, revolutionizing on the way

students communicate, interact, and socialize, and has become an essential part

of their social and cultural fabric. As a result, students are spending a significant

amount of time on social media (Akakandelwa, & Walubita,2018). Students use

social media for not only social interactions but also educational purposes

(Bosch, 2009, 10). According to the research of Ellison, Steinfield, and Lampe

(2007) and Pempek, Yermolayeva, and Calvert (2009), students use these

platforms primarily for social interaction rather than academic purposes (Ellison,

et al.,2007 ; Pempek,2009).

When it comes to social media usage, the Philippines is at par with the

rest of the world. Filipinos, particularly students, are prone to using this media,

but excessive use may have negative consequences, primarily to the students'

ability to complete academic home-based tasks, as it serves as a hindrance to

them. Students' perspectives may change as a result of their increased

awareness, and they may learn how to balance their time between using social

media and doing their activities like assignments (Kabigting, Paner, Jimenez, &

Mendoza, 2021).

However, other studies like Ahmed and Qazi (2011), Hanqittai and Hsich

(2010), Pasek and Hanqittai (2009), conducted on the same topic revealed no

correlation between social media and students’ academic performance. A study

 7

conducted at Whittemore school of Business and Economic on 1,127 students

revealed that there is no correlation between how much time is spent on social

networking sites and grades (Martin, 2009). Furthermore, the University of New

Hampshire (2010) study also revealed that students’ use of social media sites

does not affect grades.

De Guzman, Jr. (n.d.), carried out a study on the relationship of social

media to academic performance and technology ethics decisions, found out that

majority of the respondents are not fully oriented on the maximum benefits of

using social media in education and learning. Majority of the respondents are not

aware of their ethical level in dealing with issues and trends which has an impact

on their academic performance and their use of social media. The profile and the

use of social media in some respects influence the technology ethics decisions of

the students. Some social media utilization affects the technology ethics

decisions of the students.

Moreover, in the study of Maitem, Davin, Guillen, Garcia, and Salvaleon

(2017), Social Media Utilization and its Effects to the Study Habit of the Students,

revealed that majority of the respondents used Facebook for making friends and

chatting. In addition, majority of the respondents experienced negative effect

such as less study time and due to the heavy participation on social media

networks. Furthermore, there was a high addiction rate among students in the

usage of social media networks.

On an academic level, social media can have a negative effect on student

productivity when it comes to concentration in the classroom, timekeeping, and

 8

conscientiousness. It is important to discuss ways to combat these factors

without heralding new media as a societal crime which many previous attempts

of raising awareness on this issue have tended to do. It is without a doubt that

platforms such as Facebook, Twitter, and Instagram have introduced many

beneficial aspects to modern day society and its users. For one it has made

young people more politically aware, making them more likely to vote, and has

also helped them communicate with other young people on a wider scale than

ever before.

While social media is the “easiest mediums to deliver information in this

digital age using the latest on-hand technologies,” the use of the platform also

“opens one’s identity to the world wide web making young learners exposed to

different cyber threats,” DepEd Undersecretary for Administration Alain Del

Pascua explained in a memorandum dated June 28, 2019. “Social media, as a

tool for collaboration and communication, could defeat its purpose if not used

properly and may cause serious problems,” Pascua said. “It can also be a tool

that could provide gaming applications, marketplace, or online services, and

viewing of different multimedia content which are not appropriate to the level of

maturity of young learners,” he added. Overall, Pascua said that that the use of

social media in the classroom “could promote” problems that the “school may not

be aware of or be caught unprepared for.” For instance, social media has a

group chat feature that has “adult content in it in which can elicit malicious

substance and incorrect values to learners.” Likewise, Pascua noted that social

media may also “open doors” for cyber bullying, identity-theft, online gambling,

pornography, and market fraud that can cause “self-isolation, humiliation and
 9

trauma.” DepEd also expressed concern that the use of social media can affect

the study habits of learners and “they can be distracted with the many available

materials posted on social media.” Moreover, Pascua warned that that the use of

social media “can result to deceit of parents because children who are attracted

to social media can easily say that they are waiting for the teacher’s assignment

post.” This, he noted, will eventually “result to poor performance in school and

poor value formation.” Pascua further explained that in the case of Facebook,

users should be at least 13 years old before they can create an account. Thus,

“creating an account with false information is violation of terms.” Given this legal

impediment, he noted that “all elementary students, 6th graders and below, are

legally barred from using this social media platform.” While 7th to 12 graders

were allowed to use Facebook and other social media platforms, Pascua

stressed that there is a “proper medium” for schools to use in disseminating

assignments, test materials, and even instructional tools for e-learning mode of

lesson delivery. “Social media is not the proper outlet to support needs of

learners,” he explained. DepEd also noted that the use of project-based “likes” in

social media is “highly-discouraged” or “outrightly prohibited” as it does not “entail

a deep sense of linkage in the mastery of lessons and skills.” This method,

Pascua said, “reinforces a distorted concept of the learning process.”

While social media may be the “brightest innovation of this era,” DepEd

urged educators to “look at the bigger picture where the reality if that social

media in itself is not the proper medium for schools to use especially in

connection to the delivery of lessons especially since there are many options

specifically designed for educational use.

 10

 Social Cognitive Theory by DO NO.47, S. 2022

Bandura (1997) Promotion of professionalism in
 Theory of educational the implementation and delivery of
productivity by Herbert J. basic education programs and
Walberg services

Social Media Consumption and its Effect

on Students’ Academic Performance

Recommendations

Figure 1. Schematic Diagram of the Study

 11

THE PROBLEM

Statement of the Problem

This study aimed to determine the effects of social media

consumption on students’ academic performance enrolled in the first
semester academic year 2022-2023 at Holy Name University

Specifically, the study sought to answer the following questions:

1. What is the percentage of the respondents in terms of the

following strands:

1.1 STEM;

1.2 ABM; and

1.3 HUMSS?

2. How many hours do students spend in social media?

3. What are the frequently used social media apps and sites by the

students?

4. What are the effects of students’ social media consumption?

5. What applications do students’ use that affect their academic

performance?

6. Is there a relationship between social media consumption

and student’s academic performance?

 12

Statement of the Hypothesis

There is no correlation between the effects of social media consumption

and the students’ academic performance.

Significance of the Study

This study would be useful to students, teachers, co-researchers, and

future researchers.

Students. This research could help students understand the benefits and

drawbacks of media consumption on their productivity. Moreover, they can be

enlightened and may practice using media in a responsible way.

Teachers. This research would help teachers by providing data on the influence

of media consumption on student productivity. Teachers may inform and educate

their students on the possible impacts of media usage on productivity.

Co-Researchers. This research could help co-researchers to receive research

information and ideas. Also, the findings of this research could be beneficial for

them as they go on the research.

Future Researchers. The ideas presented in this study could be utilized as

reference data in doing new research. Also, it gives them the necessary

recommendations in improving their study from the information and data

gathered by this research. They also get additional insight into the impact of

media use on student productivity as a result of the study. This research would

act as a guide for the future researchers for the next year’s levels.
 13

Respondents. They would gain information and an increase of their knowledge

on how media in general impacts students’ productivity.

Scope and Delimitation

This study aimed to determine the effects of social media consumption on

the grade 11 and grade 12 students’ academic performance at Holy Name

University. Furthermore, the findings of this study utilized basic knowledge to

gain a depth understanding of the relationship of social media consumption on

students’ academic performance. The findings of this study provided knowledge

not only to researchers but also the students, for it supplied the effects of social

media consumption on themselves, although the consumption affects the

student’s academic performance it could give them a positive or negative effect

depending on how it is being used.

Senior High School students were the respondents of the study. Students

outside the campus were not included since it would be more time-consuming.

The other students which do not fall as part of the Senior High School level are

not within the scope and limitation of the study.

The study used questionnaires to respondents in a form of a survey and

reference for observations for data gathering. The survey questionnaire

contained clear and simple questions that enable the respondents to provide

accurate information. The gathered data were collected, tallied, and tabulated.
 14

RESEARCH METHODOLOGY

Research Design

This study used quantitative research strategy for it utilized numbers and

statistical analysis. The data collected from surveys were then statistically

analyzed to draw meaningful research conclusions. In this study the information

was collected through self-made questionnaires distributed by the researchers to

its survey respondents.

This design was chosen to meet the study's objectives, which is to

determine the effects of social media consumption on students’ academic

performance.

Research Environment

The study was conducted at Holy Name University located at Janssen

Heights, Dampas District, Tagbilaran, Bohol, Philippines, 6300. It is a private, co-

educational school run by the Society of the Divine Word (SVD). It provides

education at the elementary, secondary, tertiary, and graduate, and post

graduate levels.

Since researchers, were students of Holy Name University they decided to

administer the study at the campus since it would be easier for them to select

respondent for their research.

 15

Research Respondents

The respondents of this study were the selected Senior High School grade

11 and grade 12 students at Holy Name University. The respondents were

chosen through simple random sampling. The respondents of this study were the

26.03% or the 203 selected students out from the total 780 population students

of Senior High School. This sample size was determined statistically with an

acceptable error of 5% and the level of confidence at 90%.

Research Instrument

An online survey questionnaire was utilized as the research instrument for

the study. The questionnaire that was used in this study was designed to obtain

information on media consumption and its effects to students’ academic

performance.

Research Procedure

Gathering of Data

The researchers provided the questionnaires to Senior High School

students from the 3 different strands namely: STEM, ABM, and HUMSS. The

gathering of data was done through simple random sampling, where participants

of a sample were chosen through a random selection process and all members

of the population were given an equal chance to be selected as respondents.

As to the process, first, the researchers asked permission to conduct this

study to Dr. Prisciano S. Legitimas, the school principal to allow us to conduct

the study. After getting the approval from the school principal, researchers
 16

distributed the survey through online link to the students of the Senior High

School. The respondents were given options to decline or to answer. Once the

data were gathered, they were analyzed using the proper statistical treatment.

The data were evaluated and interpreted.

Statistical Treatment

The study aimed to determine the effects of media consumption on students’

productivity. The researchers applied the following methods to collect the data:

1. Simple Percentage. To determine the frequency counts and percentage

distribution of the respondents' strand, the formula was used.

f
p= x 100
n

Where:

p = percentage

f = frequency

n = number of respondents

100 = constant value

To determine the percentage, the researchers divided the value by the total

value and then multiplied the resultant by 100

 17

2. Weighted Mean.

The weighted mean was used to get the average or the central value of the

respondents.

p=
∑ fx
n

Where:

WM = weighted mean

∑ = summation symbol

F = frequency for each option

W = assigned weight

N = total number of frequencies

The computed weighted mean was used in the following scale:

x1= respondents in strongly disagree

x2= respondents in disagree

x3= respondents in agree

x4= respondents in strongly agree

 18

3. Likert scale.

Where:

Likert Scale/Scoring

1 – Strongly Disagree

2 – Disagree

3 – Agree

4 – Strongly Agree

4. Pearson Correlation

Pearson Correlation also known as Pearson's r, the Pearson product-moment

correlation coefficient (PPMCC), the bivariate correlation, or colloquially simply

as the correlation coefficient was used to measure of linear correlation between

two sets of data.

 19

Where:

DEFINITION OF TERMS

The following terminologies were commonly used throughout the study. These
terms are defined accordingly as utilized in the study for the better
understanding.

Academic performance

This refers to a student's level of knowledge, skills, and competencies in

the educational field and how well a student completes his or her tasks and
studies.

Behavioral pattern/change

This refers to the recurring/repetitive pattern of behavior by a person or

individual toward a specific object or situation. This shows how a student’s
responds to his or her studies and tasks given to him / her.

Conscientiousness

It refers to a personality trait characterized by an awareness of the

impact of one's own behavior that is imbedded in each person.

Correlation

This means a measure of the strength and/or direction of a relationship

 20

between two or more variables. A correlation can have either a positive or

negative direction.

Cybercrimes

It is a criminal activity involving the use of computer to illegally access,

transmit, or manipulate data such as fraud, theft, or cyberbullying.

Drawbacks

This means the negative effects or disadvantages of the relationship

between the independent variable (media) and dependent variable (student’s
productivity).

Factors

It refers to something that influences an event, decision, or situation. It

is used in this research to determine the factors that contributes to the
consuming of media and how it affects student’s productivity.

Inverse relationship

This means a type of correlation between two variables in which an

increase in one variable is associated with a decrease in the other. An example
is our research, the relation between media consumption and students’
productivity.

Simple Random Sampling

It is a sampling technique in which every member of a population has

an equal chance of being chosen for the sample.

Social Media

This term means to any digital tool that allows users to quickly create
and share content with the public. It refers to a variety of websites and apps.
Twitter, Facebook, Instagram, and TikTok are some examples of social media.
21
 CHAPTER II

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the data gathered by the researchers. It contains

the interpretation of data supported by the tables and textual explanation.

I. Profile of the Respondents According to Strand

The total respondents were 203 students. The following were the profile of

respondents in terms of:

Table 1. Strand of Respondents

STRAND FREQUENCY PERCENTAGE

STEM 130 64.04%
ABM 37 18.23%
HUMSS 36 17.73%
TOTAL: 203 100%

Table 1 shows the frequency distribution and percentage count of the

respondents according to their strand. The strands; the Science and Technology,

Engineering and Mathematics or STEM strand consisted of 130 students that

was equivalent to 64.04%; the Accountancy Business and Management or ABM

strand, consisted of 37 students equivalent to 18.23%, and the Humanities and

Social Sciences or HUMSS strand consisted of only 36 students equivalent to

17.73%. The total number of respondents were only 203 students.

 23

Table 2. Hours Spent on Social Media Sites/Application

DURATION FREQUENCY PERCENTAGE

Less than an hour 6 2.96%
An hour 4 1.97%
1-2 hours 29 14.28%
3-4 hours 51 25.12%
More than 4 hours 113 55.67%
TOTAL: 203 100%

Table 2 shows the frequency distribution and percentage count of the

respondents according to the hours they spent on social media sites and

applications. There were four students, who spent an hour on social media which

was equivalent to 1.97%. These students represented the 14.28%of the

respondents. There were 113 students, which shows that 55.67% of students

spent more than four hours per day on social media sites and applications, which

summed up to 100 percent.

 24

Table 3. Applications/Sites Used by Students

APPS / SITES FREQUENCY PERCENTAGE

Facebook 143 70%
Tiktok 147 72.4%
Youtube 124 61%
Instagram 105 51%
Twitter 40 19%
Others:
Google classroom 1 0.5
Netflix 4 1.91
Messenger 2 0.99
Bilibili 1 0.5
Animax 1 0.5
COD 1 0.5
Webnovel 1 0.5
Webtoon 1 0.5
Tchiyomi 1 0.5
Telegram 1 0.5
Reddit 1 0.5
Spotify 1 0.5
Google 1 0.5
Discord 1 0.5
Pinterest 1 0.5

As seen in table 3, the four social media applications and sites that were

mostly used by students at Holy Name University were TikTok, Facebook,

YouTube, and Instagram. Because they provided enjoyment, the respondents

utilized these social media platforms more frequently than other users. The sites

and applications that the respondents barely used had the lowest utilization of

any other social media platforms.

 25

Table 4. Students’ Social Media Consumption

Statements Weighted Mean Quality Improvement

Using social media is time- 3.28 Strongly Agree
consuming.
Social media has affected 2.65 Agree
my grades.
I spent a lot of time using 2.71 Agree
social media than doing
my homework.
I am easily distracted by 2.96 Agree
social media when it is
time to study.
While using social media 2.90 Agree
apps/sites it is difficult for
me to concentrate on my
studies.
I use social media the 2.39 Disagree
whole day.
I don’t take breaks in using 1.89 Disagree
social media.
Legend:
Strongly Disagree 1.00 – 1.75 Agree 2.51 – 3.25
Disagree 1.76 – 2.50 Strongly Agree 3.26 – 4.00

Table 4 shows the respondents social media consumption. It shows that with the

highest mean of 3.28, the students strongly agreed that using social media was

time-consuming. While the lowest mean of 1.89, students disagreed that they did

not have breaks in using social media. Addiction to social media platforms could

consume a person's time that could be spent on productive activities and tasks.

Christakis & Moreno (2009) believe that social network addiction has the

potential to jeopardize people's lives and precious time.

 26

Table 5: Effects of Students Academic Performance

Statements Weighted Mean Quality Improvement
I usually postpone my
academic task for spending 2.24 Disagree
time on social media.
I get distracted by my 2.92 Agree
cellphone easily.
I spend more time on social 2.62 Agree
media than studying.
I find myself saying “just few
more minutes” when using 3.06 Agree
social media.
Legend:
Strongly Disagree 1.00 – 1.75 Agree 2.51 – 3.25
Disagree 1.76 – 2.50 Strongly Agree 3.26 – 4.00

Table 5 shows that when using social media students agree that they find

themselves saying “just a few more times” with the highest mean of 3.06. The

lowest mean which was 2.24 said that they disagreed, and that they usually

postponed their academic task for spending time on social media. Herbert J.

Walberg’s theory tackles about the influences on learning that affects the

academic performance of a student. He classifies 11 influential domains and one

variable, and of those variables that the students realized that they could not

manage well was the classroom management while they were using social

media. Students' perspectives changed as a result of their increased awareness,

and they learned how to balance their time between using social media and

doing other activities or assignments (Kabigting, Paner, Jimenez, & Mendoza,

2021). A study conducted at Whittemore school of Business and Economic on

1,127 revealed that there was no correlation between how much time was spent

on social networking sites and grades (Martin, 2009). University of New

 27

Hampshire (2010) study also revealed that students’ use of social media sites did

not affect their grades.

Table 5.1: Effects of Students Academic Performancee

Statements Weighted Mean Quality Improvement

I complete my daily task 2.94 Disagree
within the given day.
I keep the items on my study 2.98 Disagree
table to only what I need.
I can move into new tasks 2.55 Disagree
without losing focus.
I create study plan for 2.77 Disagree
upcoming tests or exams.

Legend:
Strongly Agree 1.00 – 1.75 Disagree 2.51 – 3.25
Agree 1.76 – 2.50 Strongly Disagree 3.26 – 4.00

Table 5.1 shows that most students disagreed on keeping their items on

their study table to only what they needed, having the highest mean of 2.98. The

lowest mean was 2.55, which means that students disagreed that they could

move into new tasks without losing focus. Choney, (2010), MehMood & Taswir,

(2013), Kist (2008), Jacobsen & Forste, (2011), believe that the use of

technology such as Internet is one of the most important factors that can

influence educational performance of students positively or negatively.

 28

Table 6. Relationship between Social Media Consumption and Students’

Academic Performance

N R- value Interpretation P- value Decision

Media
Consumption HIGH
203 0.452 CORRELATION 0.000 Rejected
Student’s
Productivity

Table 6 shows the relationship between media consumption and student’s

productivity. The results reveal that the p-value 0.000 was less than 0.05, which

means that the null hypothesis was rejected since there was a high correlation

between media consumption and student’s productivity. Rejecting the null

hypothesis means that even if how long or how many hours students would

spend their time with on social media, this wwould greatly affect their academic

performance.
 29

CHAPTER III

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of the study, its findings and
conclusion, and the recommendations that were based on the findings and
conclusion of the study.

Summary

This study aimed to determine effects of social media consumption on

students’ academic performance of Senior High School students grade 11 and

grade12 enrolled during the 1st semester, s.y. 2022-2023 of Holy Name

University.

Specifically, this study sought to answer the following:

1. What is the profile of the respondents according to strands:

1.1. STEM;

1.2. ABM;

1.3. HUMSS;

2. How many hours do students spend their time with using social media?

3. What are the frequently used social media applications and sites by the

students?

4. What are the effects of students’ social media consumption?

5. What application do students use that affect their academic performance?

6. Is there a relationship between social media consumption and

student’s academic performance?

 30

Findings

Based on the result of the study, the following findings emerged:

1. Overall profile of the students according to strand belonged to

1.1 Majority of the respondents were from the strand of STEM (Science

Technology Engineering and Mathematics) strand; followed by the respondents

from ABM (Accountancy Business Management) strand; and the least belonged

to the HUMMS (Humanities and Social Sciences) strand.

1.2 Majority of the respondents spent more than four hours using social media

with the percentage of 55.67%, followed by 3-4 hours with 25.12%, followed by

1-2 hours with 14.28%, followed with less than an hour with the percentage of

2.96, and the least with the percentage of 1.97% an hour.

1.3 Majority of the respondents enjoyed TikTok with 72.4% of votes followed

by Facebook with 70% votes. And least votes belonged to twitter with only 19%

of votes from the respondents.

2. Students level of media consumption

2.1 Majority of the respondents applied break time from using social media and

they strongly agreed that using social media takes time.

2.2 Media Consumption had impacted on their own grades because they spent

more time on it than on their homework. They were easily distracted by it when it

was time to study.

 31

3. For the frequently used social media applications / sites

3.1 Most of the respondents agreed on finding themselves saying "just a few

more minutes." because they always extended their time in using social media

and that affected their productivity.

3.2 The respondents also agreed that they were distracted by their cell phones

and spent more time on social media than studying.

3.3 On the other hand, the students disagreed from switching to new tasks

because it could cause them to lose focus.

3.4 The respondents also disagreed in keeping the items on what they needed

on their study table. Most of the respondents disagreed that they worked their

daily task within the allotted day and would make a study plan for upcoming tests

or exams.

4. For the effects of social media consumption

4.1 The results rejected the null hypothesis since the difference between

media consumption and student’s productivity was highly significant. The results

further explained that media consumption had a significant effect on students’

productivity.
 32

Conclusion

Based on the findings of the study, social media consumption is an issue that is

important and needs to be addressed by the researchers, especially students, by

educating them on what social media consumption is all about since the

perceptions of the chosen respondents are still uncertain towards the issue of

social media consumption. There are two ways social media consumption affects

productivity: it affects people positively or negatively. Using social media has a

negative impact on students’ academic performance because they spend more

time on it than on their homework, and they are easily distracted by it when it is

time to study. However, media consumption can aid them to their studies,

particularly, in doing research work. It all depends on how someone use it. This

study adds new information and increases knowledge of the output. Furthermore,

the results of the study give the researchers and the participants a thorough

understanding of the relationship between the two variables which are the focus

of the research. The results of the study also utilized the recommendations which

are applicable to the students.

 33

Recommendations

In the sight of the findings and conclusion of this study, the researchers

recommend the following:

1. The researchers recommend to replicate the study to acquire more

information regarding the topic.

2. The researchers also recommend to conduct future studies on the

nature of students’ social media consumption to explain media

addiction to same students.

3. Faculty members should intensify consultation of students regarding

their academic performance.

4. Future researchers should conduct similar studies dealing with other

variables for further development of the topic on area of knowledge.

5. The researchers recommend that parents should set parental control

on teens’ social media activities and they should be watchful.

6. The researchers recommend that students should limit their time

spent on social media to avoid becoming addicted to these social

media platforms. They should provide a balance between socializing

and academic pursuits.

34
 35

REFERENCES
 36

REFERENCES

Ahmed and Qazi (2011) A look out for academic impacts of Social networking
sites (SNSs): A student based perspective
https://academicjournals.org/article/article1380704006_Ahmed%20and
%20Qazi.pdf

Akakandelwa, & Walubita,2018 Students’ Social Media Use and its Perceived
Impact on their Social Life: A Case Study of the University of Zambia
file:///C:/Users/JASMIN/Downloads/WalubitaAkandelwa2017.pdf

Bosch, 2009, 10 Using online social networking for teaching and learning:
Facebook use at the University of Cape Town
https://www.tandfonline.com/doi/abs/10.1080/02500160903250648

Cesar, F., De Guzman, F., & Researcher. (n.d.). STUDENTS USE OF SOCIAL
MEDIA: ITS RELATIONSHIP TO ACADEMIC PERFORMANCE AND
TECHNOLOGY ETHICS DECISIONS.
https://psa.gov.ph/sites/default/files/5.1.3%20Students%20Use%20of
%20Social%20Media%20Its%20Relationship%20to%20Academic
%20Performance%20and%20Technology%20Ethics%20Decisions.pdf

Choney, (2010), MehMood & Taswir, (2013), Kist (2008), Jacobsen & Forste,
(2011), Use of Social Media and its Impact on Academic Performance of
Tertiary Institution Students: A Study of Students of Koforidua Polytechnic,
Ghana https://files.eric.ed.gov/fulltext/EJ1083595.pdf
 37

Davin, Garcia, et al; (2017). Social Media and its Effect to the Study Habit of the
Students. Retrieved from:
https://www.academia.edu/31753483/SOCIAL_MEDIA_UTILIZATION_AN
D_ITS_EFFECT_TO_THE_STUDY_HABIT_OF_THE_STUDENTS

Ellison, N. B., Steinfield, C., & Lampe, C. (2007). The benefits of facebook
“friends:” Social Capital and college students’ use of online social network
sites. Journal of Computer-Mediated Communication, 12(4), 1143–1168.
https://doi.org/10.1111/j.1083-6101.2007.00367.x

Hargittai, E. & Hsieh, Y. P. (2010). Predictors and Consequences of

Differentiated Practices on Social Network Sites. Information,
Communication & Society, 13(4), pp. 515-536.

Hasnain, H., Nasreen, A., & Ijaz, H. (2015). Impact of social media usage on
academic performance of university students. In 2nd International
Research Management & Innovation Conference (IRMIC).

Kabigting, R., Jimenez, L. E., Paner, A. A., & Mendoza, R. T. . (2021). Social
Media Exposure and Students’ Perceptions on Home-Based Tasks
Productivity. Studies in Humanities and Education, 2(1), 70–78.
https://doi.org/10.48185/she.v2i1.282

Mehmood, S., & Taswir, T. (2013). The effects of social networking sites on the
academic performance of students in college of applied sciences, Nizwa,
Oman. International Journal of Arts and Commerce, 2(1),111-125.
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Pasek, J. & Hargittai, E. (2009, May). Facebook and academic performance:

Reconciling a media sensation with data. First Monday, 14 (4-5). pp 1- 25

Pempek, T. A., Yermolayeva, Y. A., & Calvert, S. L. 2009. “College students’

social networking experiences on Facebook”. Journal of Applied
Development Psychology, vol. 30, no. 3, pp.227-238.

Social Cognitive Theory. (n.d.). UNC Center for Health Equity Research.
https://www.med.unc.edu/cher/cher-term/social-cognitive-theory/
‌
Tayo, S., Adebola, S., & Yahya, D. (2019). Social Media: Usage and Influence on
Undergraduate Studies in Nigerian Universities. International Journal of
Education and Development Using Information and Communication
Technology (IJEDICT), 15, 53–62.
https://files.eric.ed.gov/fulltext/EJ1227664.pdf

The Effects of Social Media in Student Teens | TeacherBoards Community.

(n.d.). https://www.teacherboards.co.uk/community/the-effects-of-social-
media-in-student-teens/

Walberg’s Theory of Educational Productivity. (2021, February 19). Exploring

Your Mind. https://exploringyourmind.com/walbergs-theory-of-
educational-productivity/

Wang, Q., Chen, W., & Liang, Y. (2011). “The Effects of Social Media on College
Students” John and Wales University. Feinstein Graduate School.
APPENDICES
 40

Appendix A – Letter for Pilot Testing

September 26, 2022

DR. PRISCIANO LEGITIMAS

Principal, Basic Education Department

Holy Name University

Through: SHEILA B. ALTURAS, RN, MA

Vice Principal, Basic Education Department

RE: Permission to Conduct Research Study

Dear Dr. Legitimas:

We are writing to request permission to conduct a research study at your

institution. We are currently enrolled in the 12 th Grade of Accountancy Business

Management strand at Holy Name University in Tagbilaran City, Bohol, and we

are in the process of writing our Undergraduate Thesis. The study is

entitled “Media Consumption and Its Effects on Students Productivity.”

We hope that the school administration will allow us to conduct our study to SHS

students and answer 3-page questionnaire. Interested students, who willing to

participate will be given a consent form, duly signifying the confidentiality of the

data shared.

If approval is granted, student participants will complete the survey in a

classroom. The survey process should take than 5 minutes. The survey results
 41

will be pooled for the thesis project and individual results of this study will remain

absolutely confidential and anonymous. Should this study be published, only

pooled results will be documented. No costs will be incurred by either your

school/center or the individual participants.

Your approval to conduct this study will be greatly appreciated.

May this present merit your favorable approval.

Sincerely,

Shanley E. Arocha

Research Leader

Enclosures

cc: Ms. Jessa Mae Linsag

Research Advisor, HNU

Approved by:

DR. PRISCIANO S. LEGITIMAS, Ph.D.

Principal

PROF.SHEILA B. ALTURAS, RN, M.A.

Vice Principal
 42

APPENDIX B

TITLE OF STUDY

Media Consumption and Its Effect on Students Productivity

PRINCIPAL INVESTIGATOR

Shanley E. Arocha

Senior High School Department

San Vicente Maribojoc Bohol

shanleyarocha@gmail.com

PURPOSE OF STUDY

The purpose of this study is to conduct a survey to our fellow senior high

students of Holy Name University.

STUDY PROCEDURES

If you agree to participate in this study, the following will occur:

1. You will be asked to fill out the researchers’ made questionnaires about the

Media Consumption and Students' Productivity. Before answering the questions,

you must put check mark depending on your strand and sex. You will also, check

the hours you spent on social media and social media sites you usually use. And

lastly, you can already answer the following questions. We already provided

choices so all you have to do is put check mark on your answer. In our survey,
 43

we made Likert Scale for Media Consumption and Students' Productivity. Every

table contains 8 questions each and all you have to do is to put check mark

depending on what scale does your answer belong. You can answer anywhere

on a scale of 1-4. 1-strongly disagreed, 2-disagreed, 3-agreed, and 4-strongly

agreed.

2. The survey/ answering process will take only about 3-5 minutes. You will be

answering this during your lunch/ free time, and it will be done inside the campus

of Holy Name University, specifically inside your respective classroom.

RISKS

You may decline to answer any or all questions and you may terminate your

involvement at any time if you choose.

BENEFITS

There will be no direct benefit for your participation in this study. However, we

hope that the information obtained from this study may help you to obtain more

knowledge for your future research.

CONFIDENTIALITY

Participant data will be kept confidential.

 44

CONTACT INFORMATION

If you have questions at any time about this study, or you experience

adverse effects as the result of participating in this study, you may contact the

researcher whose contact information is provided on the first page.

VOLUNTARY PARTICIPATION

Your participation in this study is voluntary. It is up to you to decide

whether or not to take part in this study. If you decide to take part in this study,

you will be asked to sign a consent form. After you sign the consent form, you

are still free to withdraw at any time and without giving a reason. Withdrawing

from this study will not affect the relationship you have, if any, with the

researcher. If you withdraw from the study before data collection is completed,

your data will be returned to you or destroyed.

CONSENT

I have read and I understand the provided information and have had the

opportunity to ask questions. I understand that my participation is voluntary and

that I am free to withdraw at any time, without giving a reason and without cost. I

understand that I will be given a copy of this consent form. I voluntarily agree to

take part in this study.

Participant's signature ______________________________ Date __________

Investigator's signature _____________________________ Date __________

 45

Appendix C – Questionnaires

Strand: Sex:
ABM Female
HUMSS Male
STEM

Instruction: Please respond to the following questions by placing a check

mark (/) in the box that corresponds to your response and/or fill in the
blank where indicated.

How many hours do you spend on social media sites/apps?

Less than an hour
An hour
1-2 hours
3-4 hours
More than 4 hours
What social media sites/apps do you usually use?
Facebook
Instagram
Twitter
TikTok
Youtube
Others (Please Specify) ______________________
 46

Instruction: Please put a check mark whether you strongly disagree or

agree, agree and disagree. (/)

Likert Scale/Scoring
1 – Strongly Disagree
2 – Disagree
3 – Agree
4 – Strongly Agree

MEDIA CONSUMPTION 1 2 3 4
SD D A SA
Using social media is time-consuming.
Social media has affected my grades.
I spent a lot of time using social media than doing my
homework.
I am easily distracted by social media when it is time to
study.
While using social media apps/sites it is difficult for me
to concentrate on my studies.
I use social media the whole day.
I don’t take breaks in using social media.
 47

STUDENT’S PRODUCTIVITY 1 2 3 4
SD D A SA
I usually postpone my academic task for spending time
on social media.
I get distracted by my cellphone easily.
I spend more time on social media than studying.
I find myself saying “just a few more minutes” when
using social media.

STUDENT’S PRODUCTIVITY 1 2 3 4
SD D A SA
I complete my daily task within the given day.
I keep the items on my study table to only what I need.
I can move into new tasks without losing focus.
I create study plan for upcoming tests or exams.

TOTAL RESPONSES

1. How many hours do you spend on social media sites/apps?

DURATION FREQUENCY
Less than an hour 6
An hour 4
1-2 hours 29
3-4 hours 51
More than 4 hours 113
 48

2. What social media sites/apps do you usually use?

APPS / SITES FREQUENCY
Facebook 143
Tiktok 147
Youtube 124
Instagram 105
Twitter 40
Others:
Google classroom 1
Netflix 4
Messenger 2
Bilibili 1
Animax 1
COD 1
Webnovel 1
Webtoon 1
Tchiyomi 1
Telegram 1
Reddit 1
Spotify 1
Google 1
Discord 1
Pinterest 1

MEDIA CONSUMPTION 1 2 3 4
SD D A SA
Using social media is time-consuming. 7 14 98 84
Social media has affected my grades. 11 77 87 28
I spent a lot of time using social media than doing my 8 67 104 24
homework.
I am easily distracted by social media when it is time to 5 42 113 43
study.
While using social media apps/sites it is difficult for me to 6 47 112 38
concentrate on my studies.
I use social media the whole day. 23 100 58 22
I don’t take breaks in using social media. 53 126 17 7
 49

STUDENT’S PRODUCTIVITY 1 2 3 4
SD D A SA
I usually postpone my academic task for spending time on 29 102 66 6
social media.
I get distracted by my cellphone easily. 7 14 98 84
I spend more time on social media than studying. 11 77 87 28
I find myself saying “just a few more minutes” when using 8 67 104 24
social media.

STUDENT’S PRODUCTIVITY 1 2 3 4
SD D A SA
I complete my daily task within the given day. 5 42 113 43
I keep the items on my study table to only what I need. 6 47 112 38
I can move into new tasks without losing focus. 23 100 58 22
I create study plan for upcoming tests or exams. 53 126 17 7
CURRICULUM VITAE
 51

Name: John Leonard B. Adovo

Address: Montaña, Baclayon, Bohol
Date of Birth: December 29, 2003
Place of Birth: Tagbilaran City, Bohol
Nationality: Filipino
Sex: Male
Civil Status: Single
Religion: Roman Catholic
Email Address:
adovo.john_leonard@hnu.edu.ph

Educational Background
Senior High School: Holy Name University
Junior High School: Immaculate Heart of Mary Seminary
Elementary Education: Bohol Wisdom School
Motto: “If you’re not a good shot today, don’t worry. There are other ways to be
useful”
 52

Name: Shanley E. Arocha

Address: San Vicente, Maribojoc, Bohol
Date of Birth: January 31, 2005
Place of Birth: Bayacabac, Maribojoc, Bohol
Nationality: Filipino
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Email Address: arocha.shanley@hnu.edu.ph

Educational Background
Senior High School: Holy Name University
Junior High School: Holy Name University
Elementary Education: Maribojoc Central Elementary School
Motto: “Don’t ever give up no matter what just always keep going.”
 53

Name: Aldrie Vincent D. Bual

Address: Tawala, Panglao, Bohol
Date of Birth: April 20, 2004
Place of Birth: Tagbilaran City, Bohol
Nationality: Filipino
Sex: Male
Civil Status: Single
Religion: Roman Catholic
Email Address: bual.aldrie_vincent@hnu.edu.ph

Educational Background
Senior High School: Holy Name University
Junior High School: Arbasto Foundation Inc.
Elementary Education: Tawala Elementary School
Motto: “Talent without work is nothing.”
 54

Name: Adrielle Keilah T. Catamora

Address: Jacinto Borja Street, Tagbilaran
City, Bohol
Date of Birth: August 16, 2005
Place of Birth: Tagbilaran City, Bohol
Nationality: Filipino
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Email Address: catamora.adrielle_keilah@hnu.edu.ph

Educational Background
Senior High School: Holy Name University
Junior High School: Holy Name University
Elementary Education: Merne Graham Memorial School
Motto: “Every accomplishment starts with the decision to try.”
 55

Name: Shaina M. Esparraguera

Address: Nagsulay, Lila, Bohol
Date of Birth: March 31, 2005
Place of Birth: Quezon City, Manila
Nationality: Filipino
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Email Address: Esparraguera.shaina@hnu.edu.ph

Educational Background
Senior High School: Holy Name University
Junior High School: Lila National High School
Elementary Education: Nagsulay Elementary School
Motto: “It is not too late to forgive someone to be able to find peace in our
hearts.”
 56

Name: Haidee Clarissa B. Taray

Address: Angilan, Antequera, Bohol
Date of Birth: June 8, 2005
Place of Birth: Tagbilaran City, Bohol
Nationality: Filipino
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Email Address: taray.haidee_clarissa@hnu.edu.ph

Educational Background
Senior High School: Holy Name University
Junior High School: Holy Spirit School of Tagbilaran
Elementary Education: Angilan Elementary School
Motto: “Just keep on going.”
 57

Name: Adele Dion D. Pingkian

Address: Biking, Dauis, Bohol
Date of Birth: October 15, 2003
Place of Birth: Tagbilaran City, Bohol
Nationality: Filipino
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Email Address: pingkian.adele_dion@hnu.edu.ph

Educational Background
Senior High School: Holy Name University
Junior High School: Holy Name University
Elementary Education: Holy Name University
Motto: “Everything has a reason.”
58
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