0

THE LEVEL OF SOCIAL MEDIA ADDICTION AND ITS RELATION TO

THE ACADEMIC PERFORMANCE OF THE STEM-11 STUDENTS AT

SAINT FERDINAND COLLEGE, CITY OF ILAGAN, ISABELA

_________________

A Research Proposal

Presented to the Senior High School Department

Saint Ferdinand College

_________________

In Partial Fulfillment of

the Requirements for the Subject

Inquiries, Investigations, and Immersion (3Is)

_________________

By:
Santos, Kathlyne Mae M.
Aragon, Carol Ane B.
Balmes, Hermie Nino P.
Correo, Angielyn A.
Fajardo, Darius John Carl D.
Felipe, Queen Kyle M.
Mabborang, Sandy Joy U.
Manuel, Richelle B.
Tolentino, Ma. Carmela T.

S.Y. 2022-2023
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APPROVAL SHEET

In partial fulfillment of the requirements for Inquiry, Investigation, and Immersion

(Triple I), this study entitled, “ THE LEVEL OF SOCIAL MEDIA ADDICTION AND

ITS RELATION TO THE ACADEMIC PERFORMANCE OF THE STEM-11

STUDENTS AT SAINT FERDINAND COLLEGE, CITY OF ILAGAN, ISABELA”

has been prepared by Kathlyne Mae M. Santos, Carol Ane B. Aragon, Hermie Nino P.

Balmes, Angielyn A. Correo, Darius John Carl D. Fajardo, Queen Kyle M. Felipe, Richelle

B. Manuel, Sandy Joy U. Mabborang, Ma. Carmela T. Tolentino.

ELSA A. CADIENTE, Ph.D

_____________________________ _____________________________

Date Research Adviser

Approved and accepted as partial fulfillment of the requirement for Inquiry,

Investigation, and Immersion (Triple I) by the members of the panel:

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ACKNOWLEDGEMENT
The researchers extend their profound appreciation to several people for their

invaluable support and assistance in making this study feasible.

To Madam Elsa A. Cadiente, Ph.D. our teacher in Practical Research 2 and Inquiry,

Investigation, and Immersion (Triple I), who has been guiding and directing us throughout

the course, and who has motivated us to work hard and finish our research study.

To Madam Jocelyn M. Claravall, Ph.D., our principal, who has influenced us to put

a more excellent value on our studies and has been giving us advice to help us gather data

and succeed in the challenges we face faced while accomplishing this study.

To Sir Arnold T. Osio, our statistician, for his essential contribution to completing

our research study.

To all of our respondents, Grade 11 STEM students from Saint Ferdinand College,

who took part and shared their free time with us to complete our survey questionnaire for

them.

Our top supporters, our families, relatives, and friends, have given us both moral

and financial support to enable us to perform well and to help us succeed in our studies.

More than others, we are thankful to the Almighty Father for guiding us through it

and for being our source of wisdom, love, and strength, which has enabled us to complete

this study.
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TABLE OF CONTENTS

Page

TITLE PAGE ………………………………………………………………… i

APPROVAL SHEET…………………………………………………………. ii

ACKNOWLEDGEMENT…………………………………………………… iii

TABLE OF CONTENTS…………………………………………………….. v

LIST OF TABLES……………………………………………………………. vi

ABSTRACT…………………………………………………………………… ix

CHAPTER

I. THE PROBLEM AND ITS BACKGROUND

Introduction………………………………………………………... 1

Theoretical…………………………………………………………. 4

Research Paradigm………………………………………………... 5

Statement of the Problem…………………………………………... 6

Hypothesis……………………………………………………......… 7

Significance of the Study……………………………………………. 7

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Scope and Delimitation……………………………………………… 8

Definition of Terms………………………………………………….. 9

II. REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature………………………………………………….… 11

Related Studies……………………………………………………..... 14

III. RESEARCH METHODOLOGY AND PROCEDURE

Research Design…………………………………………………….. 18

Selection and Description of the Respondents…………………….... 19

Data Gathering Instrument……… …………………………………. 20

Data Gathering Procedure……………………..…..………………... 21

Statistical Treatment of Data………………………………………... 21

Data Analysis Procedure……………………..………………….….. 22

IV. PRESENTATION, ANALYSIS, AND INTERPRETATION OF

DATA……………………………………………………………….. 24

V. SUMMARY, FINDINGS, CONCLUSIONS, AND

RECOMMENDATION……………………………………………. 33
Summary…….……………………………………………………..... 33
Findings…………………………………………………………….... 34
Conclusions………………………………………………………….. 36
Recommendations…………………………………………………… 37

BIBLIOGRAPHY…………………………………………………………….. 38
APPENDICES…………………………………………………………………. 43
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LIST OF TABLES

TABLE PAGE

1.1 Frequency and Percentage Distribution According Age…………… 24

1.2 Frequency and Percentage Distribution of the Respondents in terms

of Gender…………………………………………………………… 25

1.3 Frequency and Percentage Distribution of the Respondents in terms

of Academic Rank…………………………………………………... 25

2. Frequency and Percentage Distribution of the Respondents According

to Social Media Apparatus…………………………………………… 26

3. Mean Result Distribution on the Factors Contributing to the

Social Media Addiction of the Respondents…………………………. 27

4. Mean Result Distribution on the Level of Social Media Addiction

of the Respondents………………………………….………...….……. 29

5. Mean Result Distribution on the Level of Academic Performance

of the Respondents……………………………………………...……… 30

6. Significant Difference between the Demographic Profile and the

Level of Social Media Addiction of the Respondents………...…..….…. 31

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7. Significant Relationship between Social Media Addiction and the

Level of Academic Performance of the Respondents…………………… 31

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ABSTRACT

This study aims to determine the level of social media addiction and its relation to

the academic performance of the STEM-11 students at Saint Ferdinand College, City of

Ilagan, Isabela. The Internet plays a vital role in people's everyday lives, considering that

it is how they communicate, learn, transact, collaborate, entertain themselves, and for

their interests. Social media websites such as Facebook, Instagram, Tiktok, and Twitter

are now becoming widely used forms of communication and rapidly gaining popularity.

However, social media exists to provide leisure among people of all ages regardless of

one's work and status in life. Since the Internet has become an essential part of daily life,

especially among adolescents and youth, there is a growing concern about whether

Internet use leads to addiction.

This study focuses on the student's social media addiction level and academic

performance. In collecting the data required to solve the specific questions, a survey

questionnaire with five main parts was distributed to the grade 11 STEM students as the

respondents of the study. The analysis of the responses demonstrated that most

respondents belong to no academic rank, with only ten percent (10%) being students with

high honors.

The results indicate no significant relationship between the level of social media

addiction and the level of academic performance of the respondents.

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Chapter I

The Problem and Its Background

Introduction

The Internet in 1976 has become one of the most critical events in the lives of the

past and today's generation and this was the time when Queen Elizabeth II hit the send

button on her first email. We can say that the internet has been a great help to many since

then. It becomes an avenue for many to make fast communication attainable and accessible.

Now, there are various social media platforms being created such as Facebook, Instagram,

TikTok, and Twitter that are used by people of all ages and genders. People use the Internet

in various sectors, such as education, E-commerce, financial transaction, file sharing,

collaboration, trades, shopping, and personal interest. The Internet comprises social media

that has become part of people's daily lives since it provides comfort and entertainment.

Social media has become one of the essential entertainment means in today's time.

However, social media exists to provide leisure among people of all ages regardless of

one's work and status in life. Since the Internet has become an essential part of daily life,

especially among adolescents and youth, there is a growing concern about whether Internet

use leads to addiction.

Social media addiction is the excessive use of social media occasionally. It is

known as behavioral addiction known and is defined as having an excessive preoccupation

with social media, being driven by an irresistible urge to access or use social media, and

spending so much time and energy on social media that it interferes with other crucial

aspects of one's life. Social media use becomes detrimental whenever anyone perceives the
 2

use of social media as a vital coping method to alleviate anxiety, isolation, or sadness.

Social media use gives these individuals continual incentives they are not receiving in real

life, so they increasingly engage in the activity. This constant use eventually causes

numerous interpersonal issues, including the neglect of lasting relationships, obligations

from work or school, and physical health, all of which can compound someone's bad

moods. This subsequently causes individuals to participate in social media activity even

more to reduce dysphoric mood states. The degree of psychological dependence on social

media rises when users of social networks continue this cycle of using social media to lift

negative moods.

1
According to De Guzman (2022) The Philippines has 84.45 million active social

media users as of January 2023. This figure indicates that 72.5% of the nation maintains

an online connection. No matter their occupation or social standing, everyone in the

Philippines almost definitely owns a mobile phone with an internet connection. There are

around 1.5 times as many people using the cell phone network as there are residents. Social

media addiction is slowly spreading in the Philippines as more Filipinos embrace digital

nomads' online social media lifestyle. With the occurrence of Corona Virus 2019 (COVID-

19), Filipinos' internet and social media usage is rapidly increasing. On the other hand,

students are among the most affected by the said addiction after the two-year online classes

brought about by the pandemic. 2According to Kemp, "Digital 2022: The Philippines"

1
Amurthalingam, Sue, and Jaime De Guzman. 2022. “Social Media Statistics in the
Philippines [2022].” Meltwater. November 14, 2022.

2
Kemp, Simon. 2022. “Digital 2022: The Philippines.” DataReportal – Global Digital
Insights. February 15, 2022.
 3

2022, The population of the Philippines rose by 1.5 million (+1.3%) between 2021 and

2022, according to data. With said addiction, it may affect the students' performance,

particularly in the field of academics, since it is said that social media addiction can cause

students to lose focus on their actions. For young people to thrive in society, academic

performance is crucial. 3(Vietor 2022) Children who perform well in school are better

prepared to transition to adulthood and succeed in their careers and economies. Several

studies precisely measure students' intellectual and non-intellectual traits that can be used

as valuable indicators of students' overall academic progress. The study thus proved that

teachers impact students' knowledge of and understanding of their academic performance,

as well as their motivation to succeed academically.

Saint Ferdinand College a prestigious school in the City of Ilagan, Isabela from the

time of the pandemic has been using social media as its learning delivery mode, particularly

Google Classroom. The Science, Technology, Mathematics, and Engineering (STEM)

strand of Saint Ferdinand College, City of Ilagan Isabela, is not an exception to this. With

this, it was observed during and after the pandemic, students become addicted to social

media and networking sites.

It is for this reason that the researchers conducted this study, to determine the level

of social media addiction of STEM students and its relation to their academic performance.

3
Vietor, Tabatha. 2022. “Why Is Academic Important?” Academicresources.net.
December 17, 2022.
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Theoretical Framework

The study uses the Uses and Gratifications Theory (UGT) proposed by Jay Blumler

and Elihu Katz's in 1974 and the Behaviorism proposed by John B. Watson.

According to 4Vinney (2022) the UGT was employed to investigate the motivations behind

people's media consumption decisions. It portrays media consumers as being proactive in

the media they choose to consume. Second, individuals are conscious of the factors

influencing their choice of media. They rely on their understanding of their motives to

choose media that will best serve their unique goals and needs.

On the other hand, according to 5Cherry (2022) the behaviorism theory of learning, all

behaviors will learn by conditioning, which occurs through interaction with the

environment.

Concerning the present study, the UGT emphasizes that individuals are motivated to

consume media information. Therefore, the usage of social media will be more immense

than before. Social and psychological variables filter the impact of media on behavior.

According to the behaviorism theory regarding the study, a student's surroundings may

cause their use of social media and impact their academic achievement. They may use

social media to escape life's happenings and reality due to their environment. They employ

this as a coping strategy, which results in addiction and impairs their academic

performance. Thus, the present study seeks to determine whether the social media addiction

of students affects their academic performance and level.

4
Vinney, Cynthia. 2019. “What Is Uses and Gratifications Theory? Definition and
Examples.” ThoughtCo. April 19, 2019.
5
Cherry, Kendra. 2022. “History and Key Concepts of Behavioral Psychology.”
Verywell Mind. November 7, 2022.
 5

Conceptual Framework

INPUT PROCESS OUTPUT

I. Demographic profile of Analyses of: • Identified factors

the respondents
a. demographic that contribute to
a. Age
b. Gender profile
social media
c. Academic Rank b. commonly used
addiction and
social media
II. Commonly used social
applications level of social
media applications
c. social media
media addiction
III. Factors that contribute
factors leading to
to social media • Improved
addiction
addiction:
d. level of social academic
a. Study Habits media addiction
performance
b. Concentration of the
IV. Level of social media respondents
addiction of the e. level of the
respondents Academic

V. Level of the academic Performance of

performance of the the respondents
respondents

FEEDBACK MECHANISM

Figure 1: Research Paradigm

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The figure above shows the conceptual paradigm of the study to be used to analyze

the social media addiction of Grade 11 STEM students of Saint Ferdinand College in the

City of Ilagan, Isabela. The Input-Process-Output (IPO) model was used in the study.

The variables such as age, gender, academic rank, commonly used social media

applications, the factors contributing to their social media addiction, and the level of their

social media addiction and performance are in the INPUT column. These variables will be

analyzed using the appropriate statistical tools in gathering the data. This is under the

PROCESS column. The expected outcome of the study includes the identification of

factors that contribute to social addiction and the level of social media addiction and the

improved academic performance of the respondents.

Statement of the Problem

The researchers aim to determine the level of social media addiction and its relation

to the academic performance of the STEM-11 students at Saint Ferdinand College, City of

Ilagan, Isabela.

Specifically, the researchers seek to answer the following questions:

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

a. Age

b. Gender

c. Academic Rank

2. What are the most used social media applications of the respondents?

3. What are the factors contributing to respondents’ social media addiction?

a. Study Habits

b. Concentration
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4. What is the level of social media addiction of the respondents?

5. What is the level of academic performance of the respondents?

6. Is there a significant difference between the demographic profiles and the level of

social media addiction of the respondents?

7. Is there a significant difference between social media addiction and the academic

performance of students?

Hypotheses

This study was based on the following hypothesis:

Ho1. There is no significant difference between the demographic profiles and the academic

performance of the respondents.

Ho2. There is no significant difference between the academic performance and social

media addiction of the respondents.

Significance of the Study

The study's findings may provide deeper insights into the Level of Social Media

Addiction and its relation to respondents' academic performance. The results of this study

will be beneficial to the following:

Students. The study will assist them in determining the seriousness of their addiction to

social media and its negative effect on their academic performance through research and

in developing countermeasures for the latter. For this research, people also have a role to

play; they contribute information and participate in understanding this difficult

circumstance better and, thus, have a better experience.

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Parent. As a result of this research, parents will have access to information on their

children's academic progress and issues, allowing them to provide better support and

encouragement. They are also responsible in educating their children and discipling them.

It will encourage them to impart knowledge that will ultimately have an impact. The ability

will increase children's social awareness and encourage them to prioritize their academics

above social media use.

Teachers. The teachers could use the findings of this study to devise strategies and

preventative measures to ensure that their students maintain a high academic performance

level. In addition, this can assist them in identifying the negative impact, finding a new

solution to the problem, and providing them with a strategy for how they can advise their

students on the effective way of controlling their addiction to social media.

Future Educators. Future educators will benefit from the gathered data accumulated as a

result of this study. Additionally, their lesson plan can be attained using the findings,

information, and data presented in this study.

Future Researchers. The future proponents of this study can widen the topic and

determine other factors that may affect the student's functionality in education apart from

being addicted to social media. They may also use this study to reference their new thesis

proposal.

Scope and Delimitation

This study focuses on two significant variables: the respondents' social media

addiction level and their academic performance. Social media addiction can vary among

students depending on the social media applications they usually use daily. These include

Facebook, Messenger, Twitter, Instagram, TikTok, etc. The factors referred to in this study
 9

that may affect the student's academic performance are their study habits and concentration

concerning social media. In this study, the level of social media addiction refers only to the

student's performance, as mentioned above.

This study was conducted in Saint Ferdinand College, City of Ilagan, Isabela. Only

Grade 11 STEM students, a total of one hundred thirty-two (132), were chosen to

participate in the study because of the excessive usage of technology by the STEM

students.

Definition of Terms

The following terminology is operationally and conceptually defined for clarity and

a better understanding of this study.

Academic Performance. The level of achievement of a student's, a teacher's, or an

institution's short- or long-term educational objectives, as determined by formative

evaluation or cumulative grade point average (GPA).

Academic Rank. An accomplishment that is gained in the field of academics. Example:

With Highest Honor, With High Honor, and With Honor.

6Behaviorism. The belief is that observed behaviors, as opposed to thoughts and feelings

that cannot be seen, can be used to study either human or animal psychology objectively.

Concentration. Is the act of focusing the full attention on something.

6
Alane Lim. 2018. “Behaviorism: The Psychological Theory of Stimulus-Response.”
ThoughtCo. 2018.
 10

7Gratification. The act or an instance of satisfaction.

8Relation. A characteristic or trait (such as similarity) that identifies two or more items or

pieces as being of the same sort, belonging to the same group, or functioning together.

Social Media. Refers to interactions between users of online communities and networks

who produce, distribute, and exchange knowledge and ideas.

Social Media Addiction. A behavioral disorder in which teenagers or young adults

become fixated on social media and are unable to cut back or stop using it, despite apparent

adverse effects and serious disadvantages.

Study Habits. The routine behaviors people adopt to facilitate their learning and study.

When learning academic content, the actions.

7
“Gratification - Definition, Meaning & Synonyms.” n.d. Vocabulary.com. Accessed
March 18, 2023.

8
“Definition of RELATION.” n.d. Www.merriam-Webster.com.
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CHAPTER II

REVIEW OF RELATED LITERATURES AND STUDIES

This chapter consists of related literatures and studies which gave the researchers a

wide knowledge and concept about the present study.

Related Literature

Foreign

This research is sought to gain insight into the relationship between social media

addiction and its relation to students' academic performance. It explores and investigates

whether the excessive use of social media has a factor that affects the overall performance

of students in terms of academics. This literature ascertains the recommendation to lessen

the impact of social media on students and improve their performance. This literature

overall discusses the effect of social media addiction on students.

In many ways, social media may be addictive. It offers a means of social interaction

and has the potential to be enjoyable. Yet, social media may also be compulsive in that it

can give users a sense of approval, community, and connection. Some people's addiction

to social media can become a time-consuming habit that interferes with other pursuits,

exacerbates anxiety and despair, and even has the potential to become addictive. The use

of social media has numerous advantages, but it also has a "dark side" of which we should

be aware. As frequently as most people know, students face social media risks. Social

media can be addictive in a variety of ways. First, social media can be a tool for building

relationships. It could provide people a feeling of belonging and community. Social media
 12

may be a location where some individuals go to feel connected to others. Social networking

can also provide some people with an escape from their regular life. Second, social media

might give a feeling of approval. Social media can also be a way for some people to get

approval from others. Third, entertainment can be found on social media. Social

networking can be a method to spend time for some people.

Nevertheless, 9Malak et al. (2021) stated that social media addiction directly

influenced students' stress and anxiety levels. The results showed that social media

addiction indirectly impacted academic performance. Stress levels may affect anxiety,

which in turn may immediately impact kids' academic performance. Moreover, stress

levels among students directly affected anxiety, which in turn could lead to melancholy.

Due to the significance of social media addiction, the potential significance of its impacts

on students' psychological reactions, and the effects of these emotions on academic

achievement. According to Sivakumar 10(2020), Sharing and creating information are two

essential characteristics of social media networking in higher education. Social media is

crucial in the world of education and in the lives of students. Social media makes

communicating, sharing, and receiving information more superficial and convenient.

9
Malakeh Z. Malak et al., “Correlation between Psychological Factors, Academic
Performance and Social Media Addiction: Model-Based Testing,” Behaviour &
Information Technology 41, no. 8 (February 25, 2021): 1–13,
https://doi.org/10.1080/0144929x.2021.1891460.
10
R Sivakumar, “EFFECTS of SOCIAL MEDIA on ACADEMIC PERFORMANCE of
the STUDENTS,” April 2020, https://tojqih.net/journals/tojdel/articles/v08i02/v08i02-
03.pdf.
 13

Local

As satated by 11Cyril et al. (2019, 58), social media is where almost half of the world's
12
population spends their time (Kemp, 2018). Of the 7.524 billion people on Earth as of

January 2018, an estimated 4.021 billion use social media regularly. Its usage increased

from 2015 to 2016 by 18%. (Brown, 2017). Facebook (FB), which is regarded as the "king

of social media platforms," has an estimated 2.17 billion active users monthly and is one

of the top fifteen media websites 13(Kallas, 2018). (ABS-CBN News, 2018). Filipinos use

the internet on average for nine hours and twenty-nine minutes daily (Camus, 2018).

Research has shown that excessive internet use can develop into an addiction, lead to

academic difficulties, psychological issues, cyberbullying, a sense of exclusion, and an

increase in major depressive episodes. Predicting that students' grades will suffer if they

spend more time on social media than studying makes sense. A lack of effort combined

with difficulty focusing creates the ideal environment for procrastination. A shortened

attention span has the effect of making tasks that demand extended periods of concentration

more challenging. This links to the concept of delayed gratification because it has to wait

until one has studied the subject and taken the exam to determine whether it has been

11
Jean Cyril et al., “Social Media Use, Perceived Depression and Academic Performance
of College Students in a Philippine Higher Education Institution,” Cabrini Journal of
Allied Medicine 3, no. 2 (2019), http://lpulaguna.edu.ph/wp-
content/uploads/2019/10/10.-Social-Media-Use-Perceived-Depression-and-Academic-
Performance-among-College-Students.pdf.
12
Simon Kemp, “Digital 2022: The Philippines,” DataReportal – Global Digital Insights,
February 15, 2022, https://datareportal.com/reports/digital-2022-philippines.
13
Priit Kallas, “Top 15 Most Popular Social Networking Sites (and 10 Apps!),”
DreamGrow (Dreamgrow.com, November 13, 2018), https://www.dreamgrow.com/top-
15-most-popular-social-networking-sites/.
 14

successful or unsuccessful. In social media, though, everything happens instantly. "How

Social Media Affects Student Productivity" (2020).

All the above literature reviews suggest that social media addiction exists. The review

also revealed that social media addiction and its relation to academic performance have yet

to be explored here in Saint Ferdinand College, City of Ilagan, Isabela.

Related Studies

Foreign

The use of social media has changed in recent years. Individuals, groups, and

organizations all produce, exchange, and seek out knowledge from one another. According

to the study of 14Samat (2018) most students have also grown so accustomed to using social

media for communication, self-expression, community building, and other activities that

they now consider it the only reality they are familiar with. People can contact and interact

with one another globally because of the availability of social media, which is one of the

best innovations of our time. As a result, they live in a global village. Although mobile

devices are only sometimes necessary for accessing social media, their efficacy increase

because it is used more frequently. The various social media platforms have been proven

to assist students by enhancing social connections, communication, and even technical

skills. Most students use social media to interact and communicate with one another,

enabling them to stay in touch with friends and family, meet new people, share photos, and

exchange ideas. Also, by doing this, pupils might develop their sense of self and special

14
Muhammad Faizal Samat, review of A REVIEW ON SOCIAL MEDIA USAGE
AMONG STUDENTS, by Nurul Syazwani Zamri and Nur Atiqah Zaihan, November
2018.
 15

social abilities. In addition, social media improved learning chances for middle and high

school pupils by putting them in touch with one another for group projects and homework.

An exclusive subset of technology addiction is internet addiction. Ivan Goldberg

introduced the idea of "Internet addiction" as a psychological condition in 1995, as stated

15
by Simsek, Elciyar, and Kizilhan (2019). Today, Facebook is regarded as the most

popular social networking site, founded in 2004. According to wearesocial.org, the website

has rapidly grown to become a global network with more than 2.3 billion users, more than

half of whom log in daily. Social networking sites are primarily used for social interactions

and to maintain and strengthen offline connections. Considerable research on the subject

of the addictiveness of the Internet and its applications have been carried out globally. A

study in China with 2,620 students found that 24% of the participants had a social media

addiction. One thing to note is that the students who scored well on addiction also scored

poorly on time management. Adolescents with internet addiction also significantly

improved emotional symptoms, problem-solving, hyperactivity circumstances, and social

conduct ratings. Research on the prevalence of social media addiction has yielded

conflicting findings. While some have concentrated on the benefits of using social media,

some are concerned about the detrimental effects of intensive use. These findings

corroborate that young people make up most of the first social media users. The younger

generation is beginning to use this new media swiftly, and their access to it has started to

lead to negative usage habits in addition to the advantages they offer, according to 16Gazi,

15
Ali Simsek, Kemal Elciyar, and Taner Kizilhan, “A Comparative Study on Social
Media Addiction of High School and University Students,” Contemporary Educational
Technology 10, no. 2 (April 16, 2019): 106–19, https://doi.org/10.30935/cet.554452.
16
Mehmet Ali Gazi, Muharrem Çetin, and Caner Çakı, “The Research of the Level of
Social Media Addiction of University Students,” International Journal of Social Sciences
 16

Çetin, and Çakı (2017). These findings corroborate that young people made up the initial

social media user base. In addition to the advantages brought about by the younger

generation's increased access to new media and technologies, it has also begun to result in

negative usage patterns.

Local

According to the research 17(Tus 2021), students use social media to interact with their

classmates. Also, it is employed throughout academic performances. In gathering data and

information, the social media platforms assist students in improving their academic

performance and expanding their knowledge. According to 18Azadon et al. (2019), several

study participants concurred that social media impacts student’s academic performance.

Respondents stressed that being regularly missing was one of the effects of social media

on their attendance. Students could not participate in class activities because they struggled

to focus, which is another effect of social media. Based on their findings, the researchers

advised teachers to be rigid about cellphone usage in the classroom, for pupils to learn

essential time management skills, and to prevent social media addiction. The amount of

time people spend on social media is between three and more hours, according to Arlantico

et al. (2019). One of the reasons kids may experience issues at home, at school, or with

and Education Research 3, no. 2 (February 2, 2017): 549–49,

https://doi.org/10.24289/ijsser.279705.
17
Jhoselle Tus, “The Social Media Usage and Its Impact on the Filipino Learners’
Academic Performance amidst the Online Education,” Figshare.com, November 12,
2021, https://doi.org/10.6084/m9.figshare.16997119.v2.
18
Ma Eunice R. Azadon et al., “Impact of Social Media to the Academic Performance of
Selected General Academic Strand Students of Bestlink College of the Philippines,”
Ascendens Asia Singapore – Bestlink College of the Philippines Journal of
Multidisciplinary Research 1, no. 1 (April 1, 2019),
https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/article/view/2346.
 17

their health and families is because they browse Facebook during class discussions, which

is bad for their academic performance.

Since effective study habits are essential for all students who want to achieve in their
19
academic careers, Salcedo-Relucio (2019). This study revealed a variety of influences

that have an impact on students' study habits. Social media affects students' academic

performance; thus, it might be difficult for teachers to change students' perspectives on

using social media in the classroom 20(Casama Orlanda-Ventayen and Ventayen 2017, 4).

Social media has ingrained itself into everyone's daily lives. Social media experience

among the participant has become standard. Although there are many positive purposes for

social media, there are also drawbacks, especially if one needs to learn how to handle or

utilize it responsibly. Students often become distracted, which impacts their conduct and

connections with others. This results in a need for more concentration.

19
Maria Angelica Salcedo-Relucio, “Factors Affecting the Study Habits of Grade Eleven
Students in One National High School in Pangasinan, Philippines,” Southeast Asian
Journal of Science and Technology 4, no. 1 (October 25, 2019): 89–97,
https://www.sajst.org/online/index.php/sajst/article/view/99/64.
20
Caren C Orlanda-Ventayen and Randy Joy, “Role of Social Media in Education: A
Teachers’ Perspective,” Ssrn.com, 2017,
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3275172.
 18

CHAPTER III

RESEARCH METHODOLOGY AND PROCEDURE

This chapter presents a discussion of the research design, selection of the respondents,

research instruments used, data gathering procedure, analysis of data, and statistical

treatment of the data gathered.

Research Design

The researchers used the non-experimental quantitative research design, specifically,

descriptive research design based on the purpose or objectives of this research. Research

that does not manipulate an independent variable is referred to as non-experimental

research. Non-experimental researchers measure variables as they occur naturally instead

of modifying an independent variable. Descriptive designs do not examine potential cause

and effect since they collect data on the variables without altering the environment or
21
modifying any variables. Descriptive research aims to precisely and methodically

describe a population, circumstance, or phenomenon. What, where, when, and how

questions can all be addressed. A descriptive research design might employ various

research techniques to explore one or more variables.

In order to gather information about social media addiction and academic performance

from the entire population at Saint Ferdinand College in the City of Ilagan Isabela, this

study used a structured questionnaire research methodology. This methodology encourages

21
Shona McCombes, “Descriptive Research Design | Definition, Methods & Examples,”
Scribbr, May 5, 2022, https://www.scribbr.co.uk/research-methods/descriptive-research-
design/.
 19

honest responses, ensures confidentiality, and simplifies data analysis. Since

questionnaires are used to assess respondents’ behavior and explain the current state of the

mentioned environmental concern, it is a suitable method. This method enables the

researchers to comprehend social media addiction deeper and see how it affects

respondents' academic performance.

Selection of Respondents

The respondents of the study were the Grade 11 students from the Science,

Technology, Engineering, and Mathematics (STEM) strand of Saint Ferdinand College-

Main Campus, enrolled in the School Year 2022-2023. The 132 respondents were from the

three sections of STEM 11.

Table 1

Respondents of the Study

SECTIONS TOTAL POPULATION

St. Michael the Archangel 46

St. Raphael the Archangel 41

St. Clare of Asissi 45

TOTAL: 132
 20

Data Gathering Instrument

The present study used a survey questionnaire with five main parts to collect the

required data to solve the specific questions:

Part I consists of the demographic profile of the respondents; the name, age, sex, and

academic rank profile.

Part II of the research instrument determines the respondents commonly used social

media applications.

Part III contains the evaluative questions about the factors contributing to the

respondents’ social media addiction, specifically study habits, and concentration. It is a 14-

item questionnaire with a scale of one to five wherein the students rated each item

according to their degree of agreement and frequency of use.

Parts IV and V contain the 7-item questions determining their level of social media

addiction and the 7-item questions determining the level of the respondents' academic

performance. Total of a 14-item questionnaire with a scale of one to five wherein the

students rated each item according to their degree frequency of use.

The 28 items from Part III, IV, and V were answered on a five-point Likert scale,

varying from never, rarely, sometimes, often, to always. This response scale stated the

respondents' degree of frequency of use.

The researchers adopted standardized instruments from the developed and validated

questionnaires of previous research studies. The Study Habits and Concentration questions

from the Study Habits and Concentration Survey of Texas A&M University were adopted

to answer if the study habits contribute to the respondent's social media addiction. The
 21

questionnaire for the level of social media addiction was adopted from (GoodTherapy.org

2016, n.d), and the questionnaire for the level of academic performance was adopted from

("UHCL Counseling Services 1 Study Skills Assessment Questionnaire," n.d.)\

Data Gathering Procedure

A survey questionnaire was constructed and validated by the Inquiries, Investigations,

and Immersion subject adviser. The researchers made a letter to the principal for

permission purposes. After this, the researchers personally floated the questionnaires to the

respondents. Printed questionnaires were given out to each section during their free time

to prevent class disturbance and the teachers’ permission was assured. The respondents

completed the questionnaire in three days because of the immediate response of the

respondents.

Statistical Treatment of Data

The following statistical treatment was used for the analysis and interpretation of data

gathered from the respondents:

1. Frequency Count Percentage. This was used to determine the respondents’

demographic profile variables, such as age, gender, academic rank, and the social

media applications used by the respondents.

2. Weighted Mean. This tool was used to examine and answer SOP 3,4, and 5, which

are the factors contributing to respondents' social media addiction, specifically

study habits, and concentration. Additionally, the level of Academic performance

and social media addiction was also used by this tool.

 22

3. A one-way analysis of variance (ANOVA). This tool was used to conduct on the

mean addition scores of the two groups of participants, specifically, to answer SOP

6.

4. Pearson Coefficient Test. This statistical tool was used to examine and answer

SOP 7, the significant relationship between the demographic profile and social

media addiction of the respondents, as well as the significant relationship between

social media addiction and the respondents’ academic performance level.

Data Analysis Procedure

The data gathered were organized, tabulated, and interpreted using the following:

PART III & IV

NUMERICAL RANGE VERBAL DESCRIPTION

VALUE

5 4.20-5.00 SEVERELY ADDICTED

4 3.40-4.19 SLIGHTLY SEVERELY ADDICTED

3 2.60-3.39 MILDLY ADDICTED

2 2.80-2.59 SLIGHTLY ADDICTED

1 1.00-1.79 NOT ADDICTED

 23

PART V

NUMERICAL VALUE RANGE VERBAL

DESCRIPTION

5 4.20-5.00 SEVERELY ADDICTED

4 3.40-4.19 SLIGHTLY SEVERELY

ADDICTED

3 2.60-3.39 MILDLY ADDICTED

2 2.80-2.59 SLIGHTLY ADDICTED

1 1.00-1.79 NOT ADDICTED

 24

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

The results of the data collection, analysis, and interpretation are presented in this

chapter. The discussion is supported using tables. The interpretation demonstrates how

ideas and data can be integrated to provide conclusions and recommendations.

Table 1.1

Frequency and Percentage Distribution

According to Age

Profile Indicators Frequency Percentage

16 79 61%

17 51 39%

Age 18 1 0%

19 1 0%

TOTAL 132 100.00%

Table 1.1 shows the frequency and percentage distribution of the demographic

profile of the respondents in terms of Age. As can be seen from the table, the majority of

the respondents (79 or 61%) were within the age of 16, with only 1 (0%) over the age of

19.
 25

Table 1.2

Frequency and Percentage Distribution of

the Respondents in terms of Gender

Profile Indicators Frequency Percentage

Male 45 34%

Gender Female 87 66%

TOTAL 132 100.00%

Table 1.2 illustrates the frequency and percentage distribution of the demographic

profile of the respondents in terms of Gender. As can be seen from the table, there are 87

or 66% of females. Thus, there are more female grade 11 STEM students in Saint Ferdinand

College, City of Ilagan, Isabela than males.

A. Academic Rank

Table 1.3

Frequency and Percentage Distribution of

the Respondents in terms of Academic Rank

Profile Indicators Frequency Percentage

With Highest Honor 0 0%

Academic Rank
With High Honor 13 10%

With Honor 59 45%

None 60 45%

TOTAL 132 100%

 26

Table 1.3 shows the frequency and percentage distribution of the demographic

profile of the respondents in terms of Academic Rank. The majority of the respondents (60

or 45%) are without honors, with only 13(10%) students that are with high honors.

Table 2

Frequency and Percentage Distribution of the Respondents

According to Social Media Apparatus

Profile Indicators Frequency Percentage

Facebook 112 85%

Messenger 120 91%

Used Social Twitter 44 33%

Media Tiktok 100 76%

Applications Instagram 83 63%

Youtube 73 58%

Tumblr 3 2%

WeChat 0 0%

TOTAL 132

Table 2 exhibits the frequency and percentage distribution of the respondents

according to their commonly used social media applications. Thus, there are 120 or 91%

of users of Messenger among grade 11 STEM respondents. The table further shows that

there are more respondents who are using Messenger.

 27

Table 3

Mean Result Distribution on the

Factors Contributing to the Social Media Addiction of the Respondents

A. PERSONAL FACTORS MEAN VERBAL

DESCRIPTION

a. Study Habits

1. I set a regular time for studying every day. Slightly Severely

3.61 Addicted

2. I give up if an assignment is difficult. 2.38 Mildly Addicted

3. I focus entirely on my work when I study. Slightly Severely

3.77 Addicted

4. I don’t bother taking notes on lectures. 2.69 Mildly Addicted

5. Before I begin an assignment, I estimate how Mildly Addicted

long it will take me and then try to beat the clock. 2.96

6. I take time to study every day. Slightly Severely

3.48 Addicted

7. I set a time every week to review for each Slightly Severely

course 3.28 Addicted

8. I usually seek a quiet place to study. 4.33 Severely Addicted

9. I wait until the night before a test to review my Slightly Severely

lectured notes. 3.55 Addicted

Total Slightly Severely

3.34 Addicted
 28

b. Concentration

1. You have the ability to concentrate on your Mildly Addicted

studies while using social media. 2.98

2. You have the ability to concentrate if you have Slightly Severely

to switch from one task to another. 3.06 Addicted

3. You have the ability to pay continuous Slightly Severely

attention to a rapid flow of information. 3.14 Addicted

4. You have the ability to concentrate on more Slightly Severely

than one thing at the same time. 3.42 Addicted

5. You have the ability to concentrate on more Slightly Severely

than one thing at the same time. 3.11 Addicted

Total Slightly Severely

3.14 Addicted

Table 3 shows the mean of the factors contributing to the respondents’ social media

addiction specifically, study habits and concentration. As shown in the table, the majority

of the items have the means that are described as Slightly Severely Addicted. This means

that the respondents’ study habits and concentration, contribute to their social media

addiction. Moreover, the highest mean (4.33) that is in item number 8 indicates that the

respondents are severely addicted to seeking a quiet place to study.

 29

Table 4

Mean Result Distribution

on the Level of Social Media Addiction of the Respondents

Indication Mean Verbal Description

1.How often in the last year have you Slightly Severely Addicted

used social networking sites so much that

it had a negative impact on your studies? 3.62

2. How often in the last year have you Slightly Severely Addicted

felt an urge to use social networking sites

more and more? 3.80

3. Is social media use heavily integrated Slightly Severely Addicted

into your daily routine? 3.86

4. DO you find yourself spending Slightly Severely Addicted

progressively more time on social media

to get the same satisfaction? 3.59

5. Do you rely on social media as a Slightly Severely Addicted

source of excitement, or cope with

boredom or loneliness? 3.96

6. Does your attempts to quit or reduce Slightly Severely Addicted

social media use fail? 3.45

7. Does social media cause problems in Slightly Severely Addicted

your life or conflicts with your studies? 3.08

Average Mean Slightly Severely

3.62 Addicted
 30

Table 4 illustrates the mean of the level of social media addiction of the

respondents. As shown in the table, all of the items have means that are described as

Slightly Severely Addicted. This means that the majority of the respondents are slightly

severely addicted to the use of social media. Additionally, the highest mean (3.96) in item

number 5 indicates that the respondents often rely on social media as a source of excitement

and to cope with their boredom and loneliness.

Table 5

Mean Result Distribution

on the Level of Academic Performance of the Respondents

Indicator Mean Verbal Description

1. There is no improvement in my grade since I became Satisfactory

engaged into social networking sites. 2.45

2. I always think that I will not perform well in my Satisfactory

academics even if I stop using social media. 2.45

3. How well do you exert more effort when you do more Very Satisfactory

difficult assignments? 3.72

4. How well do you study the lessons you missed if you Very Satisfactory

were absent from the class? 3.57

5. How well do you study and prepare for quiz and test? 3.93 Very Satisfactory

6 How well do you do your assignment regularly? 3.95 Very Satisfactory

7. How well do you study to improve your academic Very Satisfactory

performance when you get low grades? 4.02

Total 3.40 Very Satisfactory

 31

Table 5 illustrates the mean of the level of academic performance of the

respondents. As shown in the table, all of the items have means that are described as Very

Satisfactory except for item number one and two. This means that the majority of the

respondents are very satisfied with their academic performance while using social media.

Additionally, the highest mean (4.02) in item number 7 indicates that the respondents

always study to improve their academic performance when having a low grade.

Table 6

Significant Difference between

the Demographic Profile and the Level of Social Media Addiction of the

Respondents

Profile Level of F test Analysis Decision Remarks

Social Media
Addiction
Probability Alpha
Variable ( P) ( A)

Gender Study Habits .65 0.05 P>A Ho is There is No

Accepted significant
difference
Concentration .53 0.05 P>A Ho is There is No
Accepted significant
difference
Age Study Habits .27 0.05 P>A Ho is There is No
Accepted significant
difference
Concentration 1.3 0.05 P>A Ho is There is No
Accepted significant
difference
Academic Study Habits 1.00 0.05 P>A Ho is There is No
Rank Accepted significant
difference
Concentration 1.3 0.05 P>A Ho is There is No
Accepted significant
difference
 32

Table 6, shows the respondents’ Level of Social Media Addiction of the when

grouped according to demographic profile. A one-way analysis of variance (ANOVA) was

conducted on the mean addition scores of the two groups. The 0.65, 0.53,0.27,1.3,1.00, and

1.30 significant values indicate that there is no significant difference between the Level of

Social Media Addiction of the respondents when grouped according to their age, sex, and

academic rank respectively. These values are all greater than the 0.05 level of significance,

therefore the null hypotheses are accepted indicating no significant difference among the

variables. This means that the Level of Social Media Addiction of the Respondents of the

students of Saint Ferdinand College is not related to their demographic profile.

Table 7

Significant Relationship between

Social Media Addiction and the Level of Academic Performance of the Respondents

Analysis Decision Remarks

Alpha (A)

p- value .05

Coefficient 0.096657 P>A Ho is There is no

N 132 Accepted Significant

T static 1.107246 Relationship

Df 130

p-value 0.864884

P- value = .05

The computed p-value is 0.86 is greater than the equivalent of the p-value of 0.05.

Therefore, there is no significant relation between the level of social media addiction and

the level of academic performance of the respondents.

 33

CHAPTER V

SUMMARY, FINDINGS, CONCLUSION, AND RECCOMENDATION

This chapter discusses the summary of the study, its findings. The conclusion derived

from the study and recommendation forwarded which are based on the findings and conclusion

of this study.

SUMMARY

The researchers aim to determine the level of social media addiction and its relation to the

academic performance of STEM-11 students at Saint Ferdinand College, City of Ilagan, Isabela.

In order to fulfill the aforementioned objective, the following problems are

answered.

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

a. Age

b. Gender

c. Academic Rank

2. What are the most used social media applications of the respondents?

3. What are the factors contributing to respondents’ social media addiction?

a. Study Habits

b. Concentration

4. What is the level of social media addiction of the respondents?

5. What is the level of academic performance of the respondents?

 34

6. Is there a significant difference between the demographic profiles and the level of

social media addiction of the respondents?

7. Is there a significant difference between the social media addiction and academic

performance of the students?

The respondents of this study were the 132 students of Grade 11 STEM of Saint

Ferdinand College, City of Ilagan, Isabela. The study utilized the descriptive survey with

the survey questionnaire as the primary gathering tool.

The statistical tools used in the study were the following; frequency count

percentage to analyze the demographic profile of the respondents, weighted mean to

analyze the most used social media applications, factors contributing to social media

addiction, and the level of social media addiction and academic performance of the

respondents, A one-way analysis of variance (ANOVA) to test the significant difference

between the demographic profile and the level of social media addiction and lastly, Pearson

Coefficient Test on testing the significant relationship between the respondents' academic

performance and social media addiction.

FINDINGS

Based on the data gathered, the following findings were obtained:

1. Demographic profile of the respondents in terms of age, sex, and academic rank.

• Majority of the respondents ages 16 years old.

• Majority of the respondents are female.

• Majority of the respondents do not have academic honors.

2. Most used social media applications of the respondents.

• Majority of the respondents are using messenger applications.

 35

3. What are the factors contributing to respondents’ social media addiction?

• In terms of the respondent’s attitude towards study habits, majority of the

respondents usually seeks a quiet place to study with the overall mean of

4.33.

• Majority of the respondents have the ability to concentrate on more than

one thing at the same time with the overall mean of 3.42.

4. Level of social media addiction of the respondents.

• Majority of the respondents rely on social media as a source of excitement,

and in coping boredom and loneliness with the overall mean of 3.96.

5. Level of academic performance of the respondents.

• Majority of the respondent’s study to improve the academic performance

when they get low grades with the overall mean of 4.02.

6. Is there a significant difference between the demographic profiles and the level of

social media addiction of the respondents?

• The statistical tool used was one-way analysis variance (ANOVA) test with

0.05 level of significance alpha. The probability values are all greater than

the 0.05 level of significance, therefore the null hypothesis are accepted

stipulating no significant difference among the variables. This means that

the level of social media addiction of the respondents at Saint Ferdinand

College has no relation to their demographic profile.

 36

7. Is there a significant difference between the social media addiction and academic

performance of the students?

• The statistical tool used was the Pearson Coefficient Test with the computer

statistic at 0.05 level of significance alpha. The findings indicate that there

is no significant relationship between the respondent’s social media

addiction and their academic performance. The p-value of 0.86 indicates

that the null hypothesis is accepted at 0.05 level of significance. This

indicates that the social media addiction is not related to the respondent’s

academic performance.

CONCLUSION

Based on the findings of the study, the following conclusions were made.

1. Most of the respondents were 16 years old, female, and do not belong to with

academic honors.

2. The respondents mostly used the Messenger application.

3. The factors contributing to respondents’ social media addiction in terms of attitude

towards study habits, they prefer a quiet place and the majority of them have the

ability to concentrate on more than one thing at the same time.

4. Majority of the respondents rely on social media as a source of excitement, and in

coping with boredom and loneliness.

5. Majority of the respondents’ study to improve their academic performance when

they get low grades.

6. The level of social media addiction of the respondents at Saint Ferdinand College

has no relation to their demographic profile.

 37

7. There is no significant relationship between the respondent’s social media addiction

and their academic performance and that social media addiction is not related to the

respondent’s academic performance.

RECOMMENDATIONS

Contingent on the findings and conclusions of the study, the following are hereby

recommended:

Parents. They should help in educating their children at home because they know better

the effect of social media addiction on someone’s health. They should provide a schedule

for using gadgets so their children will not be addicted.

School. They should provide a seminar or training for social media awareness. Through

this, the students will be aware of and educated about its pros and cons.

Teachers. They should not allow their students to use their gadgets in the classroom when

not needed. This would help them discipline themselves; controlling themselves in using

their gadgets.

Students. Since they are already mature enough to make decisions, they should discipline

themselves and find ways to educate themselves on how not to be addicted to using social

media. Self-awareness and discipline are the key to improving their academic performance

as well.
 38

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 44

APPENDICES

Questionnaire

I. PERSONAL DATA SHEET

Direction: Please check (/) or write your answer to the following items in the space

provided.

Name: ____________________________________________________________

Age: ___

Sex: ___ Male ___Female

Academic Rank:

___ With Highest Honor ___With Honor

___ With High Honor ___None

II. COMMONLY USED SOCIAL MEDIA APPLICATIONS

Direction: Indicate the commonly used social media addiction you used (multiple

responses). Please put a check mark on the parenthesis below.

( ) Facebook ( ) Instagram

( ) Messenger ( ) Youtube

( ) Twitter ( ) Tumblr

( ) Tiktok ( ) WeChat
 45

III. FACTORS CONTRIBUTING TO THE RESPONDENT’S SOCIAL MEDIA

ADDICTION

Direction: Below are the factors which contributes to your social media addiction. Please

indicate your judgement by checking the appropriate column of your choice.

A. STUDY HABITS ALWAYS OFTEN SOMETIMES RARELY NEVER

(5) (4) (3) (2) (1)

1. I set a regular time for studying

every day.

2. I give up if an assignment is

difficult.

3. I focus entirely on my work when I

study.

4. I don’t bother taking notes on

lectures.
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5. Before I begin an assignment, I

estimate how long it will take me

and then try to beat the clock.

6. I take time to study every day

7. I set aside time every week to

review for each course.

8. I usually seek a quiet place to study.

9. I wait until the night before a test

to review my lecture notes.

B. CONCENTRATION

1. You have the ability to

concentrate on your studies while

using social media.

2. You have the ability to

concentrate if you have to switch from

one task to another.

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3. You have the ability to pay

continuous attention to a rapid flow of

information.

4. You have the ability to

concentrate if you have little time to

finish the task.

5. You have the ability to

concentrate on more than one

thing at the same time.

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IV. LEVEL OF SOCIAL MEDIA ADDICTION OF THE RESPONDENTS

Directions: Please put a checkmark (/) on the appropriate column. The numbers are keyed

as:

LEVEL OF SOCIAL MEDIA ADDICTION ALWAYS OFTEN SOMETIMES RARELY NEVER

(5) (4) (3) (2) (1)

1. How often in the last year have you used

social networking sites so much that it has had

a negative impact on your studies?

2. How often in the last year have you felt an

urge to use social networking sites more

and more?

3. Is social media use heavily integrated into

your daily routine?

4. Do you find yourself spending

progressively more time on social media to

get the same satisfaction?

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5. Do you rely on social media as a source of

excitement, or to cope with boredom or

loneliness?

6. Does your attempts to quit or reduce social

media use fail?

7. Does social media cause problems in your

life or conflicts with your studies?

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V. LEVEL OF ACADEMIC PERFORMANCE OF THE RESPONDENTS

Directions: Please put a checkmark (/) on the appropriate column. The numbers are keyed

as:

LEVEL OF ACADEMIC ALWAYS OFTEN SOMETIMES RARELY NEVER

PERFORMANCE (5) (4) (3) (2) (1)

1. There is no improvements in my grade since

I became engaged in social networking

sites.

2. I always think that I will not perform

well in my academics even if I stop

using social media.

3. How well do you exert more effort

when you do more difficult

assignments?

4. How well do you study the lessons you

missed if you were absent from the

class?
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5. How well do you study and prepare for

quiz and test?

6. How well do you do your assignment

regularly?

7. How well do you study to improve your

academic performance when you get

low grades?