i

THE IMPACT OF SOCIAL MEDIA TO FOURTH YEAR EDUCATION STUDENTS OF

ST. LOUISE DE MARILLAC COLLEGE OF SORSOGON

A Research Study
Presented to the Faculty of Education Department
St. Louise De Marillac College of Sorsogon – Sorsogon City Campus
Sorsogon City

In Partial Fulfillment
Of the Requirements for the Degree of
Bachelor In Secondary Education

PAULENE MAE FULONG

JOHN KRISTON H. DREU
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APRIL, 2022
ACKNOWLEDGEMENT

The authors are very grateful to God Almighty for without His graces and blessings, this study

would not have been possible.

Deepest gratitude for the support is extended to the following persons who have contributed in

making this study possible.

Mrs. Ma. Gina D. Dichoso, adviser and program coordinator, for her guidance that benefited

them so much in the completion of this study.

Education graduating students, for the active participation and being part of the study.

Fulong Family and Dreu Family, for their moral support, endless love, and positive

encouragement which greatly help them to put their best in every step of the way.

And to all who are not mentioned but shared their love with them in any possible way, thank you

very much.
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PMFS

JKHD

ABSTRACT

RESEARCH STUDY : THE IMPACT OF SOCIAL MEDIA TO FOURTH YEAR

EDUCATION STUDENTS OF SAINT LOUISE DE

MARILLAC COLLEGE OF SORSOGON

AUTHORS : ¹PAULENE MAE FULONG

²JOHN KRISTON H. DREU

SCHOOL : ST. LOUISE DE MARILLAC COLLEGE OF SORSOGON

DEGREE : ¹BACHELOR IN SECONDARY EDUCATION IN ENGLISH

²BACHELOR IN SECONDARY EDUCATION IN SOCIAL

STUDIES

DATE COMPLETED : APRIL 21, 2022

PAGES : 44 PAGES

Summary

This study entitled The Impact of Social Media to Fourth Year Education Students of Saint

Louise de Marillac College of Sorsogon is conducted mainly to evaluate the impact of social media to

fourth year students taking Bachelor in Elementary Education and Bachelor in Secondary Education in
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Saint Louise de Marillac College of Sorsogon. Further investigated by the study the following sub-

problems:

1.What is the impact of social media to fourth year Education students of Saint Louise de Marillac

College of Sorsogon?

2. What are the challenges the fourth year Education students mostly encountered in using social media?

3. What are the strategies the fourth year Education students used to cope up with the challenges they

mostly encountered in using social media?

4. What are the recommendations that can be proposed for a safe and smart use of social media among

fourth year Education students?

There were thirty-nine (39) respondents in this study and utilized questionnaire as the main

instrument. The study utilized both the qualitative and quantitative research designs in treating the

variables in the study. The descriptive method was further used in describing the characteristics of

variables being studied and determining the answers presented in the research problem.

Findings

The following were the salient findings:

1. On the test 1 of the questionnaire, which focused on the impacts of the social media usage, the

first impact statement stating “the usage of information from Wikipedia for research has helped me

improve my grades and learnings” shows that out of the 39 respondents, 12.82% or a number of 5
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students strongly agree that Wikipedia is of great help, 20.51% or 8 students also agree to this, 25.63% or

13 students are neutral, while 33.33% or 13 students disagree that Wikipedia is of big help to them, and

7.70% or a total of 3 students strongly disagree that Wikipedia is an effective tool for improving their

grades and learnings.

2. On the second impact statement stating “the access in mental health and well-being information

in social media has been helpful for my mental health” shows that 7.69% or 3 students strongly disagree

that mental health information on social-media contributes on the improvement of their mental health,

7.69% or another 3 of the students followed up with a disagree vote, 20.51% or 8 students are neutral,

25.64% or 10 students strongly agree that mental health information on social media helps them improve

their mental health, and this was backed up by the 38.47% or 15 students who voted agree on the matter.

3. On the third impact statement stating “engaging in the forums and discussions in any social media

sites has improved my social skills” shows that 12.82% or 5 students of the respondents strongly agree

that online forums and discussions highly contribute on the improvement of their social skills, this was

backed up by 43.58% or 17 respondents who marked agree to the matter, 35.90% or 14 respondents are in

a neutral state, 7.70% or 3 students disagree that online forums and discussions are efficient enough to

contribute to the improvement of their social skills, leaving 0.00% or zero student find it hard to strongly

agree to the matter.

4. On the fourth impact statement stating “the use of social media distracts me from studying”

shows that 10.26% of the respondents or 4 students believe that social media highly distracts them from
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studying, this was again backed up by 23.08% or a total of 9 respondents who agree to the matter, there

were 15.39% or 6 respondents that are neutral about the issue, 17.94% or 7 students of the respondents

strongly disagree that social media distracts them from studying, and 33.33% or 13 of the respondents

disagree to the matter.

5. On the fifth impact statement stating “I spend too much on social media to the point that I suffer

from poor sleep, eye fatigue, and negative body image" shows that 5.12% of the respondents or 2 students

strongly believe that social media creates weaknesses on their physical health such as poor sleep, fatigue

and negative body image, this was backed up by 17.94% or 7 respondents who agree to the matter, more

than half of the respondents which is 53.84% or 21 students are neutral about the impact of social media

to their physical health, 15.40% or 6 respondents disagree to this, and 7.70% or 3 respondents strongly

disagree to the matter.

6. On the sixth impact statement stating “I experienced cyberbullying, anxiety, and depression in

using social media” shows that 5.12% or 2 students strongly agree that social media was a tool that

created anxiety and depression, 20.51% or 8 respondents agree that social media is a contributor to these

kind of experiences, 12.82% or 5 respondents are neutral, 35.90% or 14 of the respondents disagree that

social media contributes on their anxiety, depression, or did not experience bullying, backed up by

25.65% or 10 respondents that strongly disagree to the matter.

7. On the Test 2, which focused on the challenges the fourth year students mostly encountered in

using social media, shows that 10.25% or 4 respondents out of 39 experienced personal data being stolen

without notice, 58.97% or 23 respondents out of 39 received negative or harassing tweets/comments, or

messages from other users, 92.30% or 36 respondents was exposed to inappropriate and harmful contents
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and materials on social media, 5.12% or 2 respondents experienced cyberbullying from other users, and

84.61% or 33 respondents have more time spent on social media rather than studying.

Conclusions

From the foregoing findings, that following conclusions are formulated:

1. The usage of information from Wikipedia for research has not helped the fourth year Education

students improve the grades and learnings.

2. The access in mental health and well-being information in social media has been helpful for the

mental health of the fourth year Education students.

3. Engaging in the forums and discussions in any social media sites has improved the social skills of

the fourth year Education students.

4. The use of social media does not distract the fourth year Education students from studying.

5. The time spend on social media of the fourth year Education students may or may not excessive

to the point that the fourth year Education students suffer from poor sleep, eye fatigue, and negative body

image.

6. The fourth year Education students did not experience cyberbullying, anxiety, and depression in

using social media.

7. The most challenge in using social media the fourth year Education students most experienced is

the exposure to inappropriate and harmful materials/contents.

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Recommendations

The following are the formulated recommendations from the respondents of the study:

1. Create a time schedule of using social media.

2. Uninstall applications that cause interruption in studying.

3. Unmind the negative comments and mind only the positive ones.

4. Inform authorities when experiencing cyberbullying.

5. Divert attention into some other activities rather than spending too much time in using social

media.

The following are the formulated recommendations from the researchers of the study:

1. Open the social media sites for educational purposes only and visit the personal social media accounts

only once a week. This will help the student to focus more on the personal life and avoid distractions

from studying.

2. Do not engage in in any social and random topics that will not positively benefit oneself in any way.

3. Do not communicate with random people in social media.

4. Do not insert your whole birth name, birth date, exact present location, or any personal information to

any social media sites.

5. Report to authorities immediately when experienced cyberbullying.

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TABLE OF CONTENTS

Page
TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
ACKNOWLEDGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xi
LIST OF FIGURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii

CHAPTER I
THE PROBLEM AND ITS SETTING
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . 3
Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . 4
Scope and Delimitation of the Study . . . . . . . . . . . . . . . . . . . .4
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDY
Foreign Literatures . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Local Literatures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
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Foreign Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Local Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Synthesis of the State of the Art . . . . . . . . . . . . . . . . . . . . . .16
Gap Bridged of the Study . . . . . . . . . . . . . . . . . . . . . . . . . 17
Theoretical Framework . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . .20

CHAPTER III
RESEARCH DESIGN AND METHODOLOGY
Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Research Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Data Gathering Procedure . . . . . . . . . . . . . . . . . . . . . . . . . 24
Statistical Treatment of Data . . . . . . . . . . . . . . . . . . . . . . . 25

CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA . . . 26

CHAPTER V
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39
APPENDIX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
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LIST OF TABLES

Pages
Table A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Table B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Table C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Table D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Table E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Table F . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Table G . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Table H . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
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LIST OF FIGURES

Pages
Figure 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Figure 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21