Abanilla D Effects of Social Media in The Life of STEM Students of Calaca Senior High School S.Y. 2020 2021 Amidst Pandemic

Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Batangas
District of Calaca
Calaca Senior High School
Madalunot, Calaca, Batangas
Effects of Social media in the Life of STEM Students of Calaca

Senior High School S.Y. 2020-2021 Amidst Pandemic
Researcher:
ABANILLA, DREXLER O.
Grade 12 Science, Technology, Engineering and Mathematics 01 (STEM 1201)
Dr. FRANKLIN GALOYO

TEACHER OF PRACTICAL RESEARCH II
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TITLE PAGE
This document paper entitled “Effects of Social media in the Life of STEM
Students of Calaca Senior High School S.Y. 2020-2021 Amidst Pandemic,”
is a particular fulfillment to the requirements of Mr. Franklin Galoyo Practical
Research Teacher of Calaca Senior High School in Madalunot Calaca Batangas.
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APROVAL SHEET
This thesis, “Effects of Social media in the Life of STEM Students of
Calaca Senior High School S.Y. 2020-2021 Amidst Pandemic,” prepared by
Abanilla, Drexler O. in partial fulfillment of the requirements for Grade 12
Dr. Franklin Galoyo
Research Adviser
Approved by the Committee on Oral Examination with a grade of _______.
Accepted and approved in partial fulfillment of the requirement Grade 12.
Date: __________________ Godofredo P. Marasigan
Principal
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RESEARCH ABSTRACT
The worldwide pandemic of COVID-19 has forced higher education institutions
to shift from face-to-face to online education. The researcher came up to this study
to know the roles of social media in student’s life in time of a pandemic so that the
researcher could determine the positive and negative effects of it on them. This
study will also determine if the role of social media have greater positive effects or
greater negative effects. This study utilized the descriptive method and is
quantitative in nature. The researchers used surveys as a method of gathering the
data. Surveys were used extensively in library and information science to assess
students’ motivation of a wide range of subjects. There is no significant difference
between the reasons of the students on using social media in terms of their grade
level and sex. There is no significant difference between the effects of using social
media to the students on in terms of their grade level and sex. There is a very
small positive relationship between the amount of time using social media to the
reasons why student’s life use social media. There is a very high positive
relationship between the amounts of time using social media to its effect on
student’s life. There is a high positive relationship between the reasons of using
social media to its effect on student’s life.
Keywords: Pandemic, COVID-19, Social Media, Online Education,
Face-to-Face
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ACKNOWLEDGEMENT
Foremost, we like to thank our Almighty God for the guidance which protects us
from any danger and risk, for giving me wisdom, patience and strength in
accomplishing this thesis.
The researcher likes to express his sincere gratitude to all the people who
supported him morally.
The researcher would like to thank their classmates for their help, support and
understanding them in accomplishing this thesis.
The researcher also wants to thank the STEM students of Calaca Senior High
School S. Y. 2020-2021 in responding to the researcher.
To the researcher's family (Abanilla) for their understanding, moral-band financial

support which made the researchers accomplished this Thesis paper.
To Mr. Franklin Galoyo, the thesis adviser for his guidance, advice and
suggestions which made the researcher understand and completed his thesis.
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DEDICATION
This thesis paper is dedicated to our Almighty God who gives us strength and
wisdom that help the researcher in accomplishing this Thesis.
To the researcher’s family, classmates, and friends who supported him even in a
simple way.
To our research adviser, Mr. Franlin Galoyo, who supported us throughout 2nd
semester in doing this thesis paper.
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TABLE OF CONTENTS
Title page………………………………………………………………………..…………2
Approval Sheet……………………………………………………………………..…….3
Abstract…………………………………………………………………………………...4
Acknowledgement……………………………………………………………………….5
Dedication………………………………………………………………………………..6
Chapter I: The Problem and the Background……………………………………12
Introduction……………………………………………………………………………….12
Statement of the Problem……………………………………………………………....12
Significance of the Study…………………………………………………………….....16
Scope, Limitation and Delimitations…………………………………………………..17
Hypothesis……………………………………………………………………………….18
Chapter II: Review of Literature ……………………………………………………19
Conceptual Literature…………………………………………………………………..19
Research Literature…………………………………………………………………….26
Synthesis……………………………………………………………………………..….33
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Chapter III: Research Methodology……………………………………………….34
Research Design…………………………………………………………..…………...34
Research Environment………………………………………………………………….34
Subjects of the Study………………………………………………………….………..35
Data Gathering Procedures……………………………………………………..……..35
Data Gathering Instruments……………………………………………………………36
Chapter IV: Presentation, Analysis and Interpretation of Data……………….39
Chapter V: Summary of Findings, Conclusions and Recommendations…..84
Summary...…………………………………………………………………………..…..84
Findings…………………………………………………………………………………..84
Conclusions………………………………………………………………………………89
Recommendations……………………………………………………………………...93
Bibliography………………………………………………………………………………95
Appendixes……………………………………………………………………………….97
Curriculum Vitae………………………………………………………………………..108
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LIST OF TABLES
Table 1.1 Profile of the Respondents in terms of Grade Level
Table 1.2 Profile of the Respondents in terms of Sex
Table 2 List of Social Media sites that respondents uses
Table 3 Amount of Time Respondents’ use Various Social Media Sites each Day
Table 4.1.1 The STEM students’ reason on using Social Media in terms of
Educational Purposes (Grade Level)
Educational Purposes (Sex)
Entertainment Purposes (Grade Level)
Entertainment Purposes (Sex)
information Purposes (Grade Level)
information Purposes (sex)
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Communication Purposes (Grade Level)
Communication Purposes (Sex)
Table 5.1.1 Effect of using Social Media to the Academic Performance of the
STEM Students in terms of Grade Level
Table 5.1.2 Effect of using Social Media to the Academic Performance of the
STEM Students in terms of Sex
Table 5.2.1 Effect of using Social Media to the Physical Health of the STEM
Students in terms of Grade Level
Table 5.2.2 Effect of using Social Media to the Physical Health of the STEM
Students in terms of sex
Table 5.3.1 Effect of using Social Media to the Mental Health of the STEM
Table 5.3.2 Effect of using Social Media to the Mental Health of the STEM
Students in terms of Sex
Table 5.4.1 Effect of using Social Media to the Behavior of the STEM Students in
terms of Grade Level
Table 5.4.2 Effect of using Social Media to the Behavior of the STEM Students in
terms of Sex
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Table 6.1 Reasons of STEM Students on using Social Media in terms of Grade
Level
Table 6.1.1 Significant Difference between the reasons of the students in using
social media in terms of their grade level
Table 6.2 Reasons of STEM Students on using Social Media in terms of Sex
Table 6.2.1 Significant Difference between the reasons of the students in using
social media in terms of their Sex
Table 7.1 Effects of using Social Media to the STEM students in terms of Grade
Level
Table 7.1.1 Significant Difference between the effects of using social media to the
students in terms of their grade level.
Table 7.2 Effects of using Social Media to the STEM students in terms of Sex
Table 7.2.1 Significant Difference between the effects of using social media to the
students in terms of their Sex
Table 8 Relationship between the amount of time of using social media to the
reasons why students use social media.
Table 9 Relationship between the amount of time of using social media to the
effects on students’ life
Table 10 Relationship between the reasons of using social media to its effect of
students’ life
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CHAPTER I
THE PROBLEM AND THE BACKGROUND
This chapter contains Background of the study, Statement of the problem,
Significance, Scope limitation and delimitation, hypothesis
1.1. Introduction
The COVID 19 pandemic has brought so many challenges that affect
everyone’s life including politicians, health care workers, and even students. This
limits ones activities and works that they usually does. In this time, social media
plays a big part of everyone’s life since interactions are limited to avoid the
transmission of the virus.
The COVID-19 pandemic has forced leaders in politics and at universities to
take drastic measures that affect how citizens and students interact and socialize
with each other. In many countries around the world, individuals are required to
reduce physical contact to others outside one’s household (social distancing).
Additional measures include curfews, quarantines, and closing of non-essential
stores, schools, and universities. As many universities suspended classroom
teaching and switched to online teaching, the lives of students have changed
drastically. While social distancing measures may successfully slowdown the
spread of the infection and relieve the public health systems, they may eventually
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increase the socialization of students and affect their psychological well-being and
mental health. Being under a lot of pressure to perform academically, students are
prone to developing mental health problems. The social networks of students have
been argued to be an important factor in buffering stress and helping them to be
more effective. Reduced social interactions, a lack of social support, and newly
arising stressors associated with the COVID-19 crisis could potentially affect
students’ mental health negatively (Timon Elmer, 2020).
Never before in human history has it been possible to communicate so
quickly during a pandemic, social media platforms have been a key piece for the
dissemination of information; however, there are multiple advantages and
disadvantages that must be considered. Responsible use of these tools can help
quickly disseminate important new information, relevant new scientific findings,
share diagnostic, treatment, and follow up protocols, as well as compare different
approaches globally, removing geographic boundaries for the first time in history.
In order to use these tools in a responsible and useful way, it is recommended to
follow some basic guidelines when sharing information on social networks in the
COVID-19 era. In this paper, we summarize the most relevant information on the
influence, and advantages, and disadvantages of the use of social networks during
the COVID-19 pandemic. (Padilla, 2020)
The worldwide pandemic of COVID-19 has forced higher education
institutions to shift from face-to-face to online education. However, many public
institutions, especially in developing countries, often do not have access to formal
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online learning management systems (LMS) for facilitating communication with
students and/or among faculty members. This research empirically examines the
extent to which social media sites are adopted by faculty members and students
for sustaining formal, i.e., sole and official tools, academic communication. For this
purpose, online questionnaire surveys, supplemented with in-depth interviews,
were undertaken with both faculty members and students. The results showed that
students’ personal usage of social media has promoted its effective usage for
sustaining formal teaching and learning. However, significant differences were
found between faculty members and students regarding social media usage for
student support and building an online community. Students used social media for
building an online community and supporting each other, whereas faculty
members were focused on teaching and learning exclusively. The results confirm
that proper usage of social media could promote a new era of social learning,
social presence and an alternative platform to foster online learning. Research
implications for higher education policymakers, especially in developing countries,
and scholars are discussed (Sobaih et.al, 2020).
In a period of just few months, the COVID-19 pandemic caused by a novel
coronavirus has radically transformed the lives of masses of people around the
globe, including students. Indeed, as of April 1, 2020, the number of learners
required to stay at home due to the closure of their educational institution at all
grade levels reached a peak of 1.598 billion from 194 countries (UNESCO, 2020).
Apart from the devastating health consequences for those directly affected by the
virus, the COVID-19 pandemic holds major implications for the way higher
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education students live and work, affecting their physical and mental well-being in
profound ways. To capture the immediate economic and social effects of the
pandemic, between May 5 and June 15, 2020 (Aristovnik, 2020)
The researcher came up to this study to know the roles of social media in
student’s life in time of a pandemic so that the researcher could determine the
positive and negative effects of it on them. This study will also determine if the role
of social media have greater positive effects or greater negative effects.
1. 2 Statement of the Problem
This research aims to find out the roles of social media in the Life of
Students Amidst Pandemic.
Specifically ‘researchers seek to answer the following questions:
1. What is the demographic profile of the respondents in terms of grade level
and sex?
2. What kind of social media do students use in this time of pandemic?
3. How many hours do a student use social media each day in this time of
pandemic?
4. What are the reasons why students use social media in terms of:
a. Education
b. Entertainment
c. Information
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d. Communication
5. What are the effects of using social media in students life in terms of:
a. Academic Performance
b. Physical health
c. Mental health
d. Behavior
6. Is there any significant difference between the reasons of the students in
using social media in terms of their grade level and sex?
7. Is there any significant difference between the effects of using social media
to the students in in terms of their grade level and sex?
8. Is there any significant relationship between the amount of time of using
social media to the reason why students use social media?
9. Is there any significant relationship between the amount of time of using
social media to its effect on students life?
10. Is there any significant relationship between the reason of using social
media to its effect on students life?
11. What are the ways to lessen the negative effects of using social media in
student’s life?
1.3 Significance of the Study
This study will be beneficial to the following:
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For the Society, the society can have productive students if they set a good
example in using social media.
For the School, it will benefit the school because they will know the list of
social media they can advise to use by students.
For the teachers, this will help them to have better understanding on which
social media they can advise students to use with.
For the Parents, this will help them because they can now limit their child’s
usage of social media if it has negative effects.
For the Students, this will help them to know their limitation in using various
social media sites.
For the Researchers, this will help them to determine the role of social media
in student’s life in times of a pandemic.
For the Future Researchers, this will serve as a guide for them if they will
conduct a research that has a connection with the study.
1.4 Scope, limitation and delimitation
This study is only focusing and assessing the role of social media in the life of
students amidst pandemic. The effects of social media to the life of students are
also included here.
This study is limited to the grade 11 and grade 12 STEM students of Calaca
Senior High School S.Y. 2020-2021.
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This study is delimited to the other grade 11 and grade 12 strand of Calaca
Senior High School. This study is also delimited to the grade 11 and grade12
students of any strands in other senior high schools.
1.5 Hypothesis
Ho1 There is no significant difference between the reasons of the students in
using social media in terms of their grade level.
Ho2 There is no significant difference between the reasons of the students in
using social media in terms of their sex.
Ho3 There is no significant difference between the effects of using social media
to the students in in terms of their grade level.
Ho4 There is no significant difference between the effects of using social media
to the students in in terms of their sex.
Ho5 There is no significant relationship between the amount of time of using
social media to the reason why students use social media.
Ho6 There is no significant relationship between the amount of time of using
social media to its effect on student’s life.
Ho7 There is no significant relationship between the reasons of using social
media to its effect on students’ life.
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CHAPTER II
REVIEW OF LITERATURE
This chapter contains research literature, conceptual literature, and
synthesis.
2.1 Conceptual Literature
This is where we need to warn for the dark side of social media and its role
in spreading fake news. Platforms have been slow in acknowledging their
responsibility in helping platform users distinguish fake news from facts, but
they are taking steps in the right direction. Instagram, for example, announced
to only include COVID-19 related posts and stories in their recommendation
section that are published by official health organizations. In general, my advice
is to crosscheck information that you get through social media with at least two
other information sources such as government websites and high-quality news
outlets. In addition, we also all have a role to play by not further spreading
rumors through our social media accounts (Valck, 2020).
Helen Leggatt (2011) stated that the latest "Edelman Value, Engagement
and Trust in the Era of Social Entertainment Survey" reveals that 56% of U.S.
respondents were on the Internet more than a year ago while 52% spend more
time on their mobile phone. In the UK the number of people using the Internet
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more frequently for entertainment was slightly higher than in the US at 63%,
and 40% used their mobile phone more. Over half of respondents believe that
social media is a form of entertainment.
According to Ana Perez-Escoda (2020), an increased use of social
networks is one of the most far-reaching consequences of the COVID-19
pandemic. Aside from the traditional media, as the main drivers of social
communication in crisis situations, individual profiles have emerged supported
by social networks, which have had a similar impact to the more specialized
communication media. This is the hypothesis of the research presented, which
is focused on health communication and based on a virtual ethnography
methodology with the use of social metrics. The aim is to understand the
relationship established between the population in general and digital media in
particular through the measurement of engagement. In this regard, a
comparative study was carried out that describes this phenomenon over a
period of six months on three social networks: YouTube, Twitter and Instagram,
with a sample composed of specialized health media versus healthcare
professionals. The results point to a new communications model that opens up
a new space for agents whose content has a degree of engagement
comparable to and even exceeding that of digital media specialized in health
communication. The conclusions show that the crisis of the pandemic has
accelerated the transformation of the communication sector, creating new
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challenges for the communication industry, media professionals, and higher
education institutions related to market demands.
These are unprecedented times. We need to work extra hard to manage
our emotions well. Expect to have a lot of mixed feelings. Naturally we feel
anxiety, and maybe waves of panic, particularly when seeing new
headlines. An article by stress scientist and Vice Chair of Adult Psychology
Elissa Epel, PhD, outlines the psychology behind the COVID-19 panic
response and how we can try to make the best of this situation. Our anxiety is
helping us cope, bond together from a physical distance, and slow the spread
of the virus. So our anxiety - while uncomfortable - is a good thing right now,
especially if we manage it well. At the same time, we must effort fully prevent
panic contagion and create periods when we can be screen-free and calm,
engaging our attention in normal daily activities. Seize opportunities to share
lightness and humor. Laughter right now is a relief for all of us (UCSF,2020).
Learning colleges have the ability to connect with students through social
media networks such as Facebook, Google Plus groups, and YouTube. These
channels can be used to communicate campus news, make announcements
and provide students with useful information. This builds engagement between
the College and students which help tackle many student issues through the
group interactions. Institutions can share supportive and positive posts that
reach all students that are connected to the networks and pages. You can
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initiate hashtags on social media to engage students and online discussions
that are helpful. Video is a prominent tool in social media trends that are
effective and you can use it to share useful videos that inspire students and
help them in their course subjects. Through social mediums such as YouTube,
Facebook or Instagram live video the engagements between students and the
institution can be sustained. It is advisable to be selective about which social
platforms to use for the best practice (Dlamini, 2019).
The present study of Gwendolyn Seidman (2013), examined the
relationship between the Big Five and the use of Facebook to fulfill belonging
and self-presentational needs. One hundred and eighty four undergraduates
completed a survey assessing personality and Facebook behaviors and
motivations. High agreeableness and neuroticism were the best predictors of
belongingness-related behaviors and motivations. Extraversion was associated
with more frequent use of Facebook to communicate with others. Self-
presentational behaviors and motivations were best predicted by low
conscientiousness and high neuroticism. Results suggest that conscientious
individuals are cautious in their online self-presentation. Neuroticism,
agreeableness, and extraversion were positively associated with the tendency
to express one’s actual self. Neuroticism was positively associated with the
expression of ideal and hidden self-aspects. The motivation to express these
self-aspects mediated the relationship between neuroticism and self-disclosure.
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Social media is the leading medium which is used for communication during
the COVID-19 pandemic. The research conducted aims to fill the gap of
literature related to social media use during the COVID-19 pandemic. This
research aims at uncovering the influences of social media use in several
dimensions during lockdown(s). The study aims to answer the research
question of: Are the influences of social media use different from normal times?
The online questionnaire has been completed by six hundred and sixty-eight
users within the period of lockdown. The author prepared the questionnaire,
which is composed of 22 positive statements in order to evaluate the effects of
social media use during the COVID-19 pandemic. A 5 point Likert scale was
used, where reliability and validity were calculated by the Cronbach's alpha
value, which was 0.751. Findings highlight that users have more information
about COVID-19, and they follow recent information via social media, which
shows the shift towards digital medium. Findings also indicate that users are
aware of fake news, and they follow official sources. Social media is powerful
to affect decision-makers, and respondents' social media use did not create
any panic or anxiety amongst them. This research indicates that respondents'
social media use during COVID-19 is different from normal times as a common
purpose triggers this, survival. Before the COVID-19 pandemic, most of social
media shares were like a dream or a strong desire that may cause anxiety in
others. During the pandemic, people are in lockdown and share similar feelings
and follow similar behavioral patterns. As there is a common purpose and
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struggle via users, psychological well-being is not affected negatively (Tugberk
Kaya, 2020).
Technologies are a key factor in gaining a competitive edge and in ensuring
the profitability and survival of a company. Within the last decade a paradigm
shift occurred that has placed external sources at the center of identifying
technologies. Developments in information technologies have created new
external sources of information such as social media, which have enlarged the
organizational search field. Social media possess some characteristics which
could make them a promising source for technology information. The
importance of social media for companies in technology identification has,
however, not been examined empirically. This study therefore analyses social
media as a source for technological information. The findings of this study
show that social media play in comparison to other external sources only a
minor role for companies. Additionally, the evaluation of social media does not
vary depending on internal or external factors (Scheiner, 2014).
Of the four choices we offered, by far the most commonly selected reason
for social media usage was ‘to keep up to date’. This was the leading reason
across every age group, selected by a whopping 42% of those aged 20 or
under, 38% of 21-30 year olds, and 37% of those aged 31+. The second most
common reason for social media usage was ‘it’s interesting’, followed by ‘for
useful connections’ and ‘to have my say’. As may be expected, the opportunity
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to build useful connections was typically seen as more important among older
respondents, who are often more focused on social media usage for
professional development. This also corresponds to our findings on the types of
social network respondents reported using most often – we found that older
respondents were more likely to be regular users of professionally oriented
networks like LinkedIn, while younger respondents reported higher use of
entertainment-based networks like YouTube. Meanwhile respondents aged 20
or under were more likely to value the chance to ‘have a say’ than those aged
31+ ( Bridgestock, 2016).
It is without doubt that social media is and will remain an important tool in
human life as far communication is concerned. Today mankind is harvesting
tremendously from its existence not only in mere communication point of view
but also in most scholarly activities. Different forms of education including
distance education has been widely patronized and facilitated to some degree
through these social media networks. Acquiring information both locally and
internationally from friends, lectures or experts is no longer a struggle as
compared to the olden days and the internet is the ultimate master behind this
success. “Social media is a useful servant but a dangerous master” and can
also be “described as a two edge sword” and as such, users especially
students must be alert about its dangers and be prudent in its utilization
(Frontiers in Veterinary Science, 2020)
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2.2 Research Literature
Social media is important to communicate with people, share/ask
information, and follow/evaluate/interpret the events, etc. for everyone at the
present time. The positive and negative effects of social networking sites on
students’ studying and habits were examined in this research. The study was
conducted on 220 students in vocational school of higher education. The data
were collected with the help of a questionnaire designed for gathering the
students’ opinions about the digital technologies and social media. The results
revealed that the digital technologies and social networking sites have negative
impact on students’ studying and habits. Some suggestions related to the
findings were presented in the study (Tolga Gok, 2016).
The usable responder rate was 55.23%, with majority being undergraduates
(57.3%) in the age group of 18–24 years. The proportion who confirmed using
social media was 88.58% (95% confidence interval [CI]: 85.29%–91.87%),
mainly for academic purposes (82.73%; 95% CI: 78.82%–86.64%). In general,
social media usage was more prevalent among medical students compared to
paramedical and nursing students (P = 0.009), although the extent of use for
an academic purpose was comparable. Nearly two-thirds (60.87%) regarded
social networking having a positive (improved) impact on academic
performance. However, the perceived impact on interpersonal relations was
inconclusive (i.e., was positive and negative in a nearly equal measure; 45%
each). Social media usage for academic purposes is high among medical and
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paramedical students. Students benefit from social networking and are
conscious of its positive as well as negative influence on interpersonal relations
(Sandeep Lahiry, 2019).
According to Talatu Ibrahim Umar and Murja Idris (2018) the increase in
internet usage and advancement in technology, social media networking will
continue to be reckon with as part and parcel of everyday life. Social media is a
vast field of communication where barriers are fast fading while the growing
need for access to data is now of great significance. This will continue to
influence activities of adolescents and youths in particular within this global
world. This unfortunately has become detrimental to students’ academic
performance and psychosocial behavior, hence on the other hand when put to
proper use will enhance both. Therefore, it is imperative to equally consider
other variables to assess the correlation with social media usage.
The result from the findings of this study showed that, though Social media
have negative effects on teenagers such as lack of privacy, distracting students
from their academic work, taking most of their productive time, and such like,
they also have benefits and can be used appropriately. For instance, students
can form online communities in order to plan for a project, have group
discussions about class material, or use the Social networking sites(SNS) as a
way to keep in contact when a student who has been absent needs to be
updated on current academic information. The findings of this study and earlier
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ones showed some noteworthy results. The first independent variable
influencing the academic performance of students, that is, social media
participation was negatively related with students’ outcome, while the other
independent variables were positively related with students’ outcome. The
results of this study suggest that lecturers should come up with a template on
how their students can maximize the benefits of Social media, that school
management should incorporate rules and regulations on the use of the social
media in the school and, that the government should put in place adequate
control measures to regulate their use among students and lecturers (Osharive,
2015).
According to Gabriel Walubita (2018), social media has become ubiquitous
and almost inescapable, revolutionizing the way students communicate,
interact and socialize; and have become an integral part of their social and
cultural fabric. Consequently, students are spending a substantial part of their
time on social media. University students and youth are considered the largest
users of these technologies. Despite a growing corpus of literature on the
usage of social media around the world, there is a dearth of research in Zambia
on how social media affects the students’ social life. This descriptive,
exploratory study examined the types of social media platforms students
commonly use, the amount of time students spend on social media, the
purposes for which students use the social media and the impact of social
media use on students’ social life. Two hundred and forty four time students in
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the School of Education, at the University of Zambia, completed self-
administered questionnaires and their responses were analyzed using the
Statistical Package for the Social Sciences (SPSS) version 23. Results
indicated that the most commonly used social media platform was WhatsApp,
most of the sampled students reported actively engaging in this social media
application between 31 to 60 minutes on a daily basis. The study also found
that more than half of the students found themselves saying “just a few more
minutes” when using social media, checked their social media sites before
doing something else, felt their academic productivity suffered because of
social media, failed to cut down on time spent on social media, received
negative comments from others about their use of social media and felt
stressed out due to social media use. Furthermore, 22.4% of the students felt
addicted to social media. Students used social media more for social
information than for academic purposes. Social interaction is enhanced by
social media use among students. Thus, productive use of social media is
recommended while minimizing its negative impact. Furthermore, it is hoped
that this study will attract further research in this area with more divergent and
larger samples of varying student demographic characteristics.
The data was analyzed using Hierarchical Linear Regression to determine
the association of social comparison on perceptions of physical health after
controlling for other influencing factors. The results showed that participants
were indeed socially comparing via FB. More positive upward comparison was
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reported, followed closely by positive downward and negative upward, with
negative downward comparison perceived least. Analysis showed physical
symptoms were associated with gender, anxiety, depression, FB use and
positively interpreted upward comparison. Those who agreed more with the
positively interpreted social comparison statements and who engaged more
with FB also perceived more physical symptoms. These results showed that
the perception of symptoms still occurred despite the positive comparison.
These results have implications for perceptions of well-being for general users
of FB and for vulnerable populations where more social comparison may occur
(Bridget Dibb, 2019).
Fazida Karim Et. Al stated that social media is a new study that is rapidly
growing and gaining popularity. Thus, there are many unexplored and
unexpected constructive answers associated with it. Lately, studies have found
that using social media platforms can have a detrimental effect on the
psychological health of its users. However, the extent to which the use of social
media impacts the public is yet to be determined. This systematic review has
found that social media envy can affect the level of anxiety and depression in
individuals. In addition, other potential causes of anxiety and depression have
been identified, which require further exploration.
Justice Kofi Armah and Duan van der Westhuizen stated that experiences of
students in Ghana when they use digital technologies for learning shows that
30
little is known about student experiences of learning with technologies, or how
negative they feel when doing this. The Joint Information Systems Committee’s
(JISC) digital experience insight survey offers insight into how students are
using technology in the higher education learning environment. The survey has
four dimensions, “digital life of students”, “digital at the university”, and “digital
at course level” and “student attitudes to digital. Therefore, in this study,
students in three dual-mode HEIs were targeted to complete the survey
instrument. The responses of 1937 students were captured by means of an
online questionnaire, and the data were disaggregated by mode of study. While
these data confirmed that students have positive feeling towards the use of
digital technologies in their subject discipline, they also suggested that fulltime
(residential) students are more positive towards digital technologies for learning
than distance learners. They also have less negative feelings toward digital
learning than distance learners in managing online information. Therefore, it
becomes clear that dual-mode institutions need to take additional measures to
scaffold distance learners appropriation of digital technologies (tools and skills)
for learning.
Focusing on undergraduate students, the study provided a snapshot of
current trends in using social media as information sources. The findings shed
light on which social media platforms are frequently used as information
sources and how the information provided through social media is evaluated
and used. Apparently, undergraduate students tend to use quite a few social
31
media platforms for finding and acquiring information. In addition to applying a
few evaluative actions similar to what they use for traditional resources,
students seemed to have developed their own strategies (such as checking
disclaimer notes) to evaluate the quality of the information accessed through
social media. The effectiveness of these strategies has yet to be fully assessed
(Kyung-Sun Kim Et. Al, 2014).
Mohamed A. A. Mahdy (2020) stated that many universities and colleges
worldwide suspended classroom teaching due to the novel coronavirus
pandemic and switched to online teaching. The current cross-sectional study
was carried out to analyze the impact of COVID-19 lockdown on the academic
performance of veterinary medical students and researchers. Veterinary
medical students and researchers were invited to answer an online google form
questionnaire. A total of 1,392 participants were from 92 different countries
answered the questionnaire with response rate of 94.1%. The data showed that
COVID-19 pandemic lockdown affected the academic performance of most
participants (96.7%) with varying degrees. The mean evaluation score for the
online education in general was 5.1 ± 2.4 while that for the practical parts was
3.6 ± 2.6. Although online education provides an opportunity for self-study, the
main challenge that online education faces in veterinary medical science is how
to give practical lessons. Since most of the subjects are practical; therefore, it
is not easy to learn it online. Students think that it is difficult to fulfill the
veterinary competencies only with online education system. Online education
32
could be improved by making it more interactive, showing medical procedures
in real situations, giving concise information, and providing 3D virtual tools to
mimic the real situation.
2.3 Synthesis
The studies cited are similar to the current study in a way that they are both
about the effects of the social media whether it has an effect to the academic
performance, physical health, mental health, and behavior. Also the reasons why
people or student (In my study) uses social media are similar. But there are also
differences on the cited studies to the current study because the current study only
focusses on the effects of the social media on student’s health amidst pandemic
and on how to lessen the negative effects of it, not on other people and not about
academic performances.
33
CHAPTER III
RESEARCH METHODOLOGY
This chapter contains research design, research environment, subjects of
the study, data gathering procedure, statistical treatment of data.
3.1 Research Design
This study utilized the descriptive method and is quantitative in nature. The
researchers used surveys as a method of gathering the data. Surveys were used
extensively in library and information science to assess students’ motivation of a
wide range of subjects. Surveys represent one of the most common types of
quantitative, social science research. In this survey research, the researcher
selected the samples of respondents from a population and administers a
standardized questionnaire to them.
3.2 Research Environment
This research will be conducted within the school of Calaca Senior High
School as the respondents are all from this school.
34
3.3 Subjects of the Study
The respondents of this study are the STEM students of the Calaca Senior
High School, S.Y. 2020- 2021. The researcher uses the Slovin’s formula with a
margin of error 0.1 to know the number of respondents.
Section Number of Respondents
STEM 1101 15
STEM 1102 14
STEM 1201 15
STEM 1202 14
Total: 58
3.4 Data Gathering Procedures
1. The researchers asked the permission of the principal and the department
heads to conduct the study.
2. When approved, the researchers personally distribute the questionnaire to the
respondents in the campus.
35
3. The respondents were given enough time to completely answer the
questionnaire.
4. After, the researchers personally collected the questionnaires from the
respondents then tally.
5. The researchers computed the weighted mean of each questions answered by
the respondents.
3.5 Data Gathering Instruments
Statistical Treatment of Data
In order to interpret and analyze the data gathered from the respondents of
the study, the following tools and procedures were used by the researchers.
Scoring
To assess the answer of the respondents in the Effects of social media in
STEM students’ life amidst pandemic, the scale was used to determine the
corresponding rating of the mean.
POINT SCALE VERBAL INTERPRETATION

4 3.25 – 4.00 Strongly Agree
3 2.50 – 3.24 Agree
2 1.75 – 2.49 Disagree
1 1.00 – 1.74 Strongly Disagree
36
Mean
This is used to get the average of the ranking for the students’ perception in
terms of their interest and level of difficulty, and preparedness in terms of
background knowledge and willingness.
T-Test
Used for testing non- significance difference of means, used for testing the
non-difference between two groups. T-Test was used to determine the non-
significance difference of means between sex and personality of respondents with
respect to the work styles.
Pearson R
It is a type of correlation coefficient that represents the relationship between
two variables that are measured on the same interval or ratio scale. The Pearson
coefficient is a measure of the strength of the association between two continuous
variables.
Standard Deviation
Used to tell how measurements for a group are spread out from the
average (mean), or expected value.
37
Ranking
Ranking is a relationship between a set of items such that, for any two
items, the first is either rank higher that, rank lower than, or rank equal to the
second. In mathematics, this is known as the weak order or total pre-order of
objects. It is not necessarily a total order of objects because two different objects
can have the same ranking. The ranking themselves are totally ordered. For
example, materials are totally pre-ordered by hardness, while degrees of hardness
are totally ordered, if two items are the same in rank, it is considered a tie.
38
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the findings, analysis and interpretation of data gathered
whose main objective is to found out the effects of social media to STEM students
in time of pandemic.
TABLE 1.1
Profile of the Respondents in terms of Grade Level
Grade 11 Grade 12 TOTAL
29 29 58
The table above shows the profile of the respondents in terms of grade level.
TABLE 1.2
Profile of the Respondents in terms of Sex
MALE FEMALE TOTAL
29 29 58
The table above shows the profile of the respondents in terms of sex.
39
TABLE 2
List of Social Media sites that respondents uses
Social Media Rank Social Media Rank

Facebook (98%) 1 Whatsapp (5.2%) 9
Youtube (96.6%) 2 Viber (5.2%) 9
Twitter (72.4%) 3 Linkedin (5.2%) 9
Tiktok (63.8%) 4 Tumblr (3.4%) 11
Snapchat (44.8%) 5 Skype (1.7%) 12.5
Pinterest (37.9%) 6 Twitch (1.7%) 12.5
Telegram (27.6%) 7
The table above shows the Social media sites used by the respondents,
facebook being the top 1 with 98% of the respondents use it followed by Youtube
with 96.6%, Twitter that has 72.4%, Tiktok with 63.8%, Snapchat for 44.8%,
Pinterest got 37.9%, Telegram with 27.6%. The Whatsapp, Viber and Linkedin got
the 9th place ith 5.2% of the respondents use it, Tumbler with 3.4% and lastly the
Skype and Twitch both got 1.7%.
TABLE 3
The Amount of Time Respondents’ use Various Social Media Sites each Day
Amount of Time Percentage Rank

Above 3 hrs. And 31 mins. 55.9% 1
2 hrs. And 31 mins. – 3 hrs. And 30 mins. 16.9% 2
1hr. and 31mins. – 2 hrs. And 30 mins. 13.7% 3
30 mins. – 1hr and 30 mins. 13.5% 4
40
The table above shows how much time each respondent uses social media sites every
day being Above 3 hrs. And 31 mins.the highest with 55.9% followed by 2 hrs. And
31 mins. – 3 hrs. And 30 mins with 16.9%, 1hr. and 31mins. – 2 hrs. And 30 mins
got the rank 3 with 13.7% and lastly the 30 mins. – 1hr and 30 mins with 13,5% got
the rank 4.
TABLE 4.1.1
The STEM students’ reason on using Social Media in terms of Educational
Purposes (Grade Level)
Grade 11 Grade 12
STATEMENT
M R V. I. M R V. I.
1. I use social media for my
3.55 2.5 Strongly 3.41 5 Strongly
assignments. Agree Agree
2. I use social media in making
3.48 5 Strongly 3.62 2.5 Strongly
projects. Agree Agree
3. Whenever I didn’t understand
3.52 4 Strongly 3.72 1 Strongly
the lessons, I use social media to Agree Agree
reach my teacher or friend to
teach me.
4. I use social media to share my
2.83 6 Agree 2.72 6 Agree
achievements in school.
5. I am using social media to be
updated on the posts of my Agree Agree
school.
6. I use social media to help
others whenever they need my Agree Agree
response and answers.
41
COMPOSITE MEAN: 3.42 3.28
The table above shows the mean for every statement about Grade 11
STEM students’ reason on using Social Media in terms of Educational Purposes.
The statement number 6 which is “I use social media to help others whenever they
my response and answers,” ranks 1 with a mean of 3.59 and a verbal
interpretation of strongly agree. The second rank are statements number 1 and
number 5 which are “I use social media for my assignments,” and “I am using
social media to be updated on the posts of my school,” got the same mean of 3.55
with a verbal interpretation of strongly agree. The statement 3:” Whenever I didn’t
understand the lessons, I use social media to reach mg teacher or friend to teach
me,” ranks number 4 and got a mean of 3.52 with a verbal interpretation of
strongly agree. The rank 5 is the statement number 2: “I use social media in
making projects,” with a mean of 3.48 with a verbal interpretation of strongly agree.
The last rank was got by statement number 4: “I use social media to share my
achievements in school,” with a mean of 2.83 and verbal interpretation of agree.
The table above shows the mean for every statement about Grade 12
STEM students’ reason on using Social Media in terms of Educational Purposes.
The rank number 1 is statement number 3” Whenever I didn’t understand the
lessons, I use social media to reach mg teacher or friend to teach me,” with a
mean of 3.72 that has the verbal interpretation of strongly agree. The statements 6
and 2 which are: “I use social media in making projects,” and “I use social media to
help others whenever they my response and answers,” got the next rank with a
42
mean of 3.62 and verbal interpretation of strongly agree. The rank number 4 is the
statement number 5” I am using social media to be updated on the posts of my
school,” with a weighted mean of 3.59 and a verbal interpretation of strongly
agree. The rank 6 is the statement 4” I use social media to share my achievements
in school,” with a weighted mean of 2.83 and a verbal interpretation of agree.
Moreover, as stated by Selwyn (2012), social media and mobile devices
allow the students to create, edit and share the course contents in textual, video or
audio forms. These technological innovations give birth to a new kind of learning
cultures, learning based on the principles of collective exploration and interaction.
43
TABLE 4.1.2
The STEM students’ reason on using Social Media in terms of Educational
Purposes (Sex)
Male Female
STATEMENT
M R V. I. M R V. I.
1. I use social media for my
assignments. Agree Agree
2. I use social media in making
projects. Agree Agree
3. Whenever I didn’t understand
the lessons, I use social media to Agree Agree
reach mg teacher or friend to
teach me.
4. I use social media to share my
achievements in school.
5. I am using social media to be
updated on the posts of my Agree Agree
school.
6. I use social media to help
others whenever they my Agree Agree
The table above shows the mean for every statement about male STEM
students’ reason on using Social Media in terms of Educational Purposes. The
statement number 5 ranks 1 which is “I am using social media to be updated on

44
the posts of my school,” with a mean of 3.66 and a verbal interpretation of strongly
agree. The second rank is statement number 6:” I use social media to help others
whenever they my response and answers,” with a mean of 3.62 and verbal
interpretation of strongly agree. The statement number 3 got the third rank
“Whenever I didn’t understand the lessons, I use social media to reach mg teacher
or friend to teach me,” with a mean of 3.52 and a verbal interpretation of strongly
agree. The statements 1:” I use social media for my assignments,” statement 2:” I
use social media in making projects,” and statement 4:” I use social media to share
my achievements in school,” got the rank 4, 5, 6 with mean of 3.48, 3.45 and 2.66
respectively, making the statement 1 and 2 have strongly agree and statement 4
agree as verbal interpretation.
The table above shows the mean for every statement about female STEM
students’ reason on using Social Media in terms of Educational Purposes. The
statement number 3 ranks 1 which is “Whenever I didn’t understand the lessons, I
use social media to reach mg teacher or friend to,” with a mean of 3.76 and verbal
interpretation of strongly agree. The statement number 2:” I use social media in
making projects,” ranks number 2 with a mean of 3.66 and a verbal interpretation
of strongly agree. The third rank is statement number 6:” I use social media to help
others whenever they my response and answers,” with a mean of 3.59 and a
verbal interpretation of strongly agree. Statement number 5: “I am using social
media to be updated on the posts of my school,” ranks 4 with a mean of 3.52 and
a verbal interpretation of strongly agree. The rank 5 is statement number 1: “I use

45
social media for my assignments,” with a mean of 3.48 and a verbal interpretation
of strongly agree. The rank 6 is the statement number 4: “I use social media to
share my achievements in school,” with a mean of 2.90 and a verbal interpretation
of agree.
Data of 723 Malaysian researchers confirmed that both male and female
students were satisfied with the use of social media for collaborative learning and
engagement was found positively affected with learning performance (Al-Rahmi,
Alias, Othman, Marin, & Tur, 2018)
46
TABLE 4.2.1
The STEM students’ reason on using Social Media in terms of Entertainment
Grade 11 Grade 12
STATEMENT
M R V. I. M R V. I.
1. I use social media because I
want to relax. Agree Agree
2. I am using social media
because I always watch videos. Agree Agree
3. I use social media to share
memes to spread happiness. Agree Agree
4. I use social media to play
games. Agree Agree
5. I use social media to perform
some pranks to my friends.
6. I use social media to post
something that comes into my Agree Agree
mind.
The table above shows the mean for every statement of grade 11 STEM
students’ reason on using Social Media in terms of Entertainment. The statement
number 2: “I am using social media because I always watch videos,” ranks number
1 with a mean of 3.69 and a verbal interpretation of strongly agree. The statement
number 4: “I use social media to play games,” ranks 2 with a mean of 3.55 and a
47
verbal interpretation of strongly agree. The statements number 1 and 3 tied on the
rank 3 with a mean of 3.55 and a verbal interpretation of strongly agree. The
statement number 6: “I use social media post something that comes into my mind,”
ranks number 5 with a mean of 3.48 and a verbal interpretation of strongly agree.
The statement number 5 ranks 6: “I use social media to perform some pranks to
my friends,” with a weighted mean of 2.48 and a verbal interpretation of agree.
number 2: “I am using social media because I always watch videos,” ranks 1 with a
mean of 3.62 and a verbal interpretation of strongly agree. “I use social media to
share memes to spread happiness,” the statement 3 ranks number 2 with a mean
of 3.59 and a verbal interpretation of strongly agree. The statements 4: “I use
social media to play games” and 6: “I use social media to post something that
comes into my mind,” tied on rank 3 with a mean of 3.55 and a verbal
interpretation of strongly agree. The statement 1: “I use social media because I
want to relax,” ranks 5 with a mean of 3.34 and a verbal interpretation of strongly
agree. Lastly, the statement number 5: “. I use social media to perform some
pranks to my friends,” ranks 6 with a mean of 2.38 and a verbal interpretation of
agree.
According to Eid & Al-Jabri (2016), responses on 308 graduate and
postgraduate students in Saudi Arabia University exhibited that positive correlation
between chatting, online discussion and file sharing and knowledge sharing, and
entertainment and enjoyment with students learning.

48
TABLE 4.2.2
The STEM students’ reason on using Social Media in terms of Entertainment
Purposes (Sex)
Male Female
STATEMENT
M R V. I. M R V. I.
1. I use social media because I
want to relax. Agree Agree
2. I am using social media
because I always watch videos. Agree Agree
3. I use social media to share
2.59 5 Agree 3.59 2 Strongly
memes to spread happiness. Agree
4. I use social media to play
games. Agree
5. I use social media to perform
2.38 6 Disagree 2.41 6 Disagree
some pranks to my friends.
6. I use social media to post
something that comes into my Agree Agree
mind.
The table above shows the mean for every statement of male STEM
2: “I am using social media because I always watch videos,” ranks 1 with a mean
of 3.66 and a verbal interpretation of strongly agree. The statement number 6: “I
use social media to post something that comes into my mind,” ranks 2 and got a
49
mean of 3.55 and verbal interpretation of strongly agree. The statement number 1:
“I use social media because I want to relax,” ranks 3 with a mean of 3.45 and have
a verbal interpretation of strongly agree. The statements 3, 4 and 5 got the means
2.69, 2.59 and 2.38 respectively and verbal interpretation of agree and disagree.
The table above shows the mean for every statement of female STEM
number 2: “I am using social media because I always watch videos,” ranks number
1 with a mean of 3.66 and a verbal interpretation of strongly agree. The rank
number 2 is the statement number 3: “I use social media to share memes to
spread happiness,” with a mean of 3.59 and a verbal interpretation of strongly
agree. The statements 1, 4 and 6 which are “I use social media because I want to
relax,” “I use social media to play games,” and “I use social media to post
something that comes into my mind” respectively got a mean of 3.48 and verbal
interpretation of strongly agree. Lastly the statement number 5: “I use social media
to perform some pranks to my friends,” ranks 6 with a mean of 2.38 and verbal
interpretation of disagree.
According to Eid & Al-Jabri (2016), responses on 308 graduate and
postgraduate students in Saudi Arabia University exhibited that positive correlation
between chatting, online discussion and file sharing and knowledge sharing, and
entertainment and enjoyment with students learning.
50
TABLE 4.3.1
The STEM students’ reason on using Social Media in terms of information
Grade 11 Grade 12
STATEMENT
M R V. I. M R V. I.
1. I am using social media to
gather some news about the Agree Agree
COVID 19.
2. I am using social media to fact
check some information I saw. Agree Agree
3. I use social media to be
updated on the requirements for Agree Agree
scholarships.
4. I use social media to spread
information that I know will be Agree
useful for others.
5. I use social media to gather
some information I needed. Agree Agree
6. I use social media to watch
some documentaries and Agree Agree
interviews.
students’ reason on using Social Media in terms of information. The statement
number 3: “I use social media to be updated on the requirements for scholarships,”

51
ranks 1 with a mean of 3.69 and a verbal interpretation of strongly agree. The
second rank is the statement number 5: “I use social media to gather some
information I needed,” with a mean of 3.62 and verbal interpretation of strongly
agree. The statements 1, 2 and 6 ranks 3, 4 and 5 respectively with a mean of
3.55, 3.52 and 3.34 with verbal interpretation of strongly agree. Lastly the
statement number 4 ranks 6 which is “I use social media to spread information that
I know will be useful for others,” with 3.24 and verbal interpretation of agree.
students’ reason on using Social Media in terms of information. The statements
number 3: “I use social media to be updated on the requirements for scholarships,”
and 5: “I use social media to gather some information I needed,” ranks number 1
with a mean of 3.66 and verbal interpretation of strongly agree. The statement
number 2 ranks 3 with a mean of 3.62 and verbal interpretation of strongly agree.
The statements 1 and 6 ranks number 4 and have a mean of 3.52 that is strongly
agree. Lastly the statement number 4: “I use social media to spread information
that I know will be useful for others,” with a mean of 3.45 ranks 6 with a verbal
interpretation of strongly agree.
According to Cavus and Ibrahim (2009), adoption and application of mobile
devices and social media can provide ample futuristic learning opportunities to the
students in accessing course contents as well as interaction with peers and
experts.
52
TABLE 4.3.2
The STEM students’ reason on using Social Media in terms of information
Purposes (sex)
Male Female
STATEMENT
M R V. I. M R V. I.
1. I am using social media to
gather some news about the Agree Agree
COVID 19.
2. I am using social media to fact
check some information I saw. Agree Agree
3. I use social media to be
updated on the requirements for Agree Agree
scholarships.
4. I use social media to spread
information that I know will be Agree Agree
useful for others.
5. I use social media to gather
some information I needed. Agree Agree
6. I use social media to watch
some documentaries and Agree Agree
interviews.
students’ reason on using Social Media in terms of information. The statements 3:
“I use social media to be updated on the requirements for scholarships,” and 5: “I

53
use social media to gather some information I needed,” ranks number one with a
mean of 3.72 and verbal interpretation of strongly agree. The statements 2, 1 and
6 got the mean 3.59, 3.52 and 3.41 respectively and verbal interpretation of
strongly agree. Lastly the statement number 4: “I use social media to spread
information that I know will be useful for others,” ranks 6 with a mean of 3.26 and
verbal interpretation of strongly agree.
students’ reason on using Social Media in terms of information. The rank 1
statement is statement number 3: “I use social media to be updated on the
requirements for scholarships,” with a mean of 3.62 and a verbal interpretation of
strongly agree. The statements 1, 2 and 5 ranks number 2 with a mean of 3.55
and a verbal interpretation of strongly agree. The statements 6: “I use social media
to watch some documentaries and interviews,” and 4: “I use social media to
spread information that I know will be useful for others,” ranks 5 and 6 respectively
with a mean of 3.45 and 3.41 with verbal interpretation of strongly agree.
According to Cavus and Ibrahim (2009), adoption and application of mobile
devices and social media can provide ample futuristic learning opportunities to the
students in accessing course contents as well as interaction with peers and
experts.
54
TABLE 4.4.1
The STEM students’ reason on using Social Media in terms of
Communication Purposes (Grade Level)
Grade 11 Grade 12
STATEMENT
M R V. I. M R V. I.
1. I use social media to
connecting with my friends Agree Agree
through video call.
2. I use social media to respond
on the things people say about
me.
3. I use social media to have an
ease in communicating. Agree Agree
4. I use social media to improve
my communication skills.

communicate with bigger market/
amount of people
6. I use social media to broadcast
2.41 6 Disagree 2.79 6 Agree
myself.
students’ reason on using Social Media in terms of communication. The statement
number 3: “I use social media to have an ease in communicating,” ranks 1 with a

55
mean of 3.48 and have a verbal interpretation of strongly agree. The statements
number 1, 4, 5 and 2 got the 2nd, 3rd, 4th and 5th rank with a mean of 3.41, 3.21,
3.10 and 2.97 respectively making them strongly agree and agree as the verbal
interpretation. Lastly the statement number 6: “I use social media to broadcast
myself,” ranks 6 with the mean of 2.41 and verbal interpretation of disagree.
students’ reason on using Social Media in terms of communication. The rank 1
statement is the statement number 3: “I use social media to have an ease in
communicating,” with a mean of 3.52 and verbal interpretation of strongly agree.
The statement 1: “I use social media to connecting with my friends through video
call,” ranks 2 with a mean of 3.45 and verbal interpretation of strongly agree. The
statement number 6: “I use social media to broadcast myself,” ranks 6 with a mean
of 2.79 and a verbal interpretation of agree.
Social media platform in academic institutions allows students to interact
with their mentors, access their course contents, customization and build students
communities (Greenhow, 2011).
56
TABLE 4.4.2
The STEM students’ reason on using Social Media in terms of
Communication Purposes (Sex)
Male Female
STATEMENT
M R V. I. M R V. I.
connecting with my friends Agree Agree
through video call.
2. I use social media to respond
3 5 Agree 3.06 4 Agree
on the things people say about
me.
3. I use social media to have an
ease in communicating. Agree Agree
4. I use social media to improve
my communication skills.

communicate with bigger market/
amount of people
6. I use social media to broadcast
myself.
number 3: “I use social media to have an ease in communicating,” ranks number 1

57
with mean of 3.48 and verbal interpretation of strongly agree. The rank 2 is
statement number 1: “I use social media to connecting with my friends through
video call,” with a mean of 3.55 and verbal interpretation of strongly agree. The
statement number 6: “I use social media to broadcast myself,” ranks last with a
mean of 2.55 and verbal interpretation of agree.
number 3: “I use social media to have an ease in communicating,” ranks number 1
with mean of 3.52 and verbal interpretation of strongly agree. The statement
number 1 ranks 2 with a mean of 3.4 and verbal interpretation of strongly agree.
Lastly the statement number 6: “I use social media to broadcast myself,” ranks last
with a mean of 2.66 and verbal interpretation of agree.
Social media platform in academic institutions allows students to interact
with their mentors, access their course contents, customization and build students
communities (Greenhow, 2011).
58
TABLE 5.1.1
Effect of using Social Media to the Academic Performance of the STEM
Grade 11 Grade 12
STATEMENT
M R V. I. M R V. I.
1. Social media helped me in
achieving higher grades
2. This helped me in coping with

the lessons that I am not fully Agree Agree
familiar.
3. Whenever I post my
achievements, there are a lot of
positive feedbacks that makes
me more determine to study well.
4. Social media makes me lazy.
5. I lost my concentration on my
study because I always want to
use social media than studying.
6. I spend a lot of time using
social media
The table above shows the mean for every statement of the effects of social
media to the academic performance of grade 11 STEM students. The statement
number 2: “This helped me in coping with the lessons that I am not fully familiar,”
59
ranks number 1 with a mean of 3.41 and verbal interpretation of strongly agree.
The second rank is the statement number 1: “Social media helped me in achieving
higher grades,” with the mean of 3.21 and verbal interpretation of agree. The
statement number 3 ranks 3rd with a mean of 3.07 and verbal interpretation of
agree. The statement number 4, 6 and 5 ranks 4, 5 and 6 respectively with mean
of 2.83, 2.79 and 2.72 with verbal interpretation of agree.
media to the academic performance of grade 12 STEM students. The statement
The statements 3, 1 and 4 have the mean 3.21, 3.17 and 3.07 with verbal
interpretation of agree. The statements number 6 and 5 have the mean 2.69 and
2.62 with verbal interpretation of agree.
Additionally, Kuh (2007) stated that students’ engagement in social media
and its types represent their physical and mental involvement and time spent boost
to the enhancement of educational Excellency, time spent on interaction with
peers, teachers for collaborative learning.
60
TABLE 5.1.2
Effect of using Social Media to the Academic Performance of the STEM
Students in terms of Sex
Male Female
STATEMENT
M R V. I. M R V. I.
1. Social media helped me in
achieving higher grades
2. This helped me in coping with

the lessons that I am not fully Agree Agree
familiar.
3. Whenever I post my
achievements, there are a lot of
positive feedbacks that makes 2.90 4 Agree 3.17 2 Agree
me more determine to study well.

5. I lost my concentration on my
study because I always want to
use social media than studying.
6. I spend a lot of time using
social media
media to the academic performance of male STEM students. The statement
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The statement number 1: “Social media helped me in achieving higher grades,”
ranks 2 with a mean of 3.14 and verbal interpretation of agree. The respondents
agreed to the statements 4, 3, 6 and 5 with a mean of 2.93, 2.90, 2.76 and 2.69
respectively.
media to the academic performance of female STEM students. The statement
The statement number 3: “Whenever I post my achievements, there are a lot of
positive feedbacks that makes me more determine to study well,” got the rank 2
and a mean of 2.90 with a verbal interpretation of agree. The statement number 5
got the lowest rank at 6,” I lost my concentration on my study because I always
want to use social media than studying,” with a mean of 2.69 and a verbal
interpretation of agree.
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TABLE 5.2.1
Effect of using Social Media to the Physical Health of the STEM Students in
Grade 11 Grade 12
STATEMENT
M R V. I. M R V. I.
1. I got a lot of information on
social media on how to improve Agree
my physical health
2. Posting my exercise on social
2.79 3 Agree 2.24 5 Disagree
media and receiving good
feedbacks does me good.
3. Monitoring my health with the
use of social media.
4. I always sleep late at night
because of using social media
5. I am not doing any physical
activities because I am always
lying on bed while using social
media.
6. I skip meals because I don’t
1.86 6 Disagree 1.69 6 Strongly
want to be interrupted in using . Disagree
social media
media to the physical health of grade 11 STEM students. The statement number 1:
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“I got a lot of information on social media on how to improve my physical health,”
ranks 1 with a mean of 3.21 and verbal interpretation of agree. The statements
number 4, 2, 3 and 5 got the mean 2.86, 2.70, 2.73 and 2.69 respectively and
have a verbal interpretation of agree. The statement 6: “I skip meals because I
don’t want to be interrupted in using social media,” got a mean 1.86 and a verbal
media to the physical health of grade 12 STEM students. The statement number 1:
“I got a lot of information on social media on how to improve my physical health,”
ranks 1 with a mean of 3.45 and verbal interpretation of strongly agree. The
statements number 4, 3, 5 and 2 got the mean 2.93, 2.66, 2.62 and 2.24 with a
verbal interpretation of agree and disagree. The statement number 6: “I skip meals
because I don’t want to be interrupted in using social media,” got a mean 1.69 and
a verbal interpretation of strongly disagree.
John Johnson (2020) stated that, social media and mobile devices may lead
to psychological and physical issues, such as eyestrain and difficulty focusing on
important tasks. They may also contribute to more serious health conditions, such
as depression. The overuse of technology may have a more significant impact on
developing children and teenagers.
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TABLE 5.2.2
Effect of using Social Media to the Physical Health of the STEM Students in
terms of sex
Male Female
STATEMENT
M R V. I. M R V. I.
1. I got a lot of information on
social media on how to improve Agree Agree
my physical health
2. Posting my exercise on social
media and receiving good
3. Monitoring my health with the
2.69 3.5 Agree 2.66 3 Agree
use of social media.
4. I always sleep late at night
because of using social media
5. I am not doing any physical
2.69 3.5 Agree 2.62 4 Agree
activities because I am always
lying on bed while using social
media.
6. I skip meals because I don’t
1.62 6 Strongly 2.21 6 Disagree
want to be interrupted in using Disagree
social media
media to the physical health of male STEM students. The statement number 1: “I
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got a lot of information on social media on how to improve my physical health,”
ranks 1 with a mean of 3.28 and verbal interpretation of strongly agree. The rank
number 2 statement is statement number 4: “I always sleep late at night because
of using social media,” with a mean of 2.86 which respondents agreed. The
statements 3 and 5 got the same mean of 2.69 and a verbal interpretation of
agree. The statement number 6: “I skip meals because I don’t want to be
interrupted in using social media,” with a mean of 1.62 and verbal interpretation of
strongly disagree.
media to the physical health of female STEM students. The statement number 1: “I
got a lot of information on social media on how to improve my physical health,”
ranks 1 with a mean of 3.38 and verbal interpretation of strongly agree. The
statement number 6:” got the lowest rank with a mean of 1.62 and verbal
interpretation of strongly disagree.
According to John Johnson (2020), social media and mobile devices may
lead to psychological and physical issues, such as eyestrain and difficulty focusing
on important tasks. They may also contribute to more serious health conditions,
such as depression. The overuse of technology may have a more significant
impact on developing children and teenagers.
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TABLE 5.3.1
Effect of using Social Media to the Mental Health of the STEM Students in
Grade 11 Grade 12
STATEMENT
M R V. I. M R V. I.
1. This relaxes me because I
always watch some inspirational Agree
videos on social media.
2. Being socially connected to my
love ones I am always happy for Agree Agree
that.
3. I can withstand my problems
with the help of my friends
through social media.
4. Receiving hatred comments in
2.37 5 Disagree 2.79 5 Agree
the social media makes me
depress.
5. The risk of having anxiety is
high because of the topics in
social media.
6. I feel lonely whenever I see
others that have what I don’t
have.
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media to the mental health of grade 11 STEM students. The statement number 2:
“Being socially connected to my love ones I am always happy for that,” ranks
number 1 with a mean of 3.48 and verbal interpretation of strongly agree. The
statements number 3, 1 and 5 got a mean of 3.24, 3.17 and 2.69 respectively and
verbal interpretation of agree. The statement number 6: “I feel lonely whenever I
see others that have what I don’t have,” got the lowest rank and a mean of 1.79
with a verbal interpretation of disagree.
media to the mental health of grade 12 STEM students. The statement number 1:
“This relaxes me because I always watch some inspirational videos on social
media,” ranks number 1 with a mean of 3.31 and verbal interpretation of strongly
agree. The statement number 6: “I feel lonely whenever I see others that have
what I don’t have,” got the lowest rank and a mean of 2.03 with a verbal
According to Lawrence Robinson (2020), everyone is different and there is
no specific amount of time spent on social media, or the frequency you check for
updates, or the number of posts you make that indicates your use is becoming
unhealthy. Rather, it has to do with the impact time spent on social media have on
your mood and other aspects of your life, along with your motivations for using it.
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TABLE 5.3.2
Effect of using Social Media to the Mental Health of the STEM Students in
terms of Sex
Male Female
STATEMENT
M R V. I. M R V. I.
1. This relaxes me because I
3.38 2 Strongly 3.24 2 Agree
always watch some inspirational Agree
2. Being socially connected to my
love ones I am always happy for Agree Agree
that.
3. I can withstand my problems
3.28 3 Strongly 3.14 3 Agree
with the help of my friends
Agree
4. Receiving hatred comments in
2.66 5 Agree 2.03 5 Disagree
the social media makes me
depress.
5. The risk of having anxiety is
high because of the topics in
social media.
6. I feel lonely whenever I see
others that have what I don’t
have.
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media to the mental health of male STEM students. The statement number 2:
statement number 6: “I feel lonely whenever I see others that have what I don’t
have,” got the lowest rank and a mean of 1.97 with a verbal interpretation of
disagree.
media to the mental health of female STEM students. The statement number 2:
statement number 6: “I feel lonely whenever I see others that have what I don’t
have,” got the lowest rank and a mean of 1.86 with a verbal interpretation of
disagree.
According to Lawrence Robinson (2020), everyone is different and there is
no specific amount of time spent on social media, or the frequency you check for
updates, or the number of posts you make that indicates your use is becoming
unhealthy. Rather, it has to do with the impact time spent on social media have on
your mood and other aspects of your life, along with your motivations for using it.
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TABLE 5.4.1
Effect of using Social Media to the Behavior of the STEM Students in terms
of Grade Level
Grade 11 Grade 12
STATEMENT
M R V. I. M R V. I.
1. Because of my constant use of
social media, I am well intact to Agree Agree
my friends even when we are not
together.
2. I became open minded and be
able to see the bigger picture of a Agree Agree
problem because I learn the
value of life in social media.
3. I am always inspired to live
because of the positive feedback
I got in social media.
4. I became short temper
because of the influences I saw
in the social media.
5. Because if the violence I
always see on social media, I Disagree
became violent too.
6. I became disrespectful
because I don’t want anyone to Disagree
bother my usage of social media.
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media to the behavior of grade 11 STEM students. The statement number 2: “I
became open minded and be able to see the bigger picture of a problem because I
learn the value of life in social media,” ranks number 1 with a mean of 3.34 and
verbal interpretation of strongly agree. The statement number 6: “I became
disrespectful because I don’t want anyone to bother my usage of social media,”
got the lowest rank and a mean of 2.27 with a verbal interpretation of disagree.
media to the behavior of grade 12 STEM students. The statement number 2: “I
Social media use has also been associated with cyber bullying and cyber
abuse by anonymous users online, which leads to problems of self-esteem,
privacy, etc. Most studies have shown that, social media's violent games result in
increase in violent tendencies and behaviors in children (Piyushi, 2018).
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TABLE 5.4.2
Effect of using Social Media to the Behavior of the STEM Students in terms
of Sex
Male Female
STATEMENT
M R V. I. M R V. I.
1. Because of my constant use of
social media, I am well intact to Agree Agree
my friends even when we are not
together.
2. I became open minded and be
able to see the bigger picture of a Agree Agree
problem because I learn the
value of life in social media.
3. I am always inspired to live
because of the positive feedback
I got in social media.
4. I became short temper
because of the influences I saw
in the social media.
5. Because of the violence I
2 5 Disagree 1.41 6 Strongly
always see on social media, I Disagree
became violent too.
6. I became disrespectful
because I don’t want anyone to
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media to the behavior of male STEM students. The statement number 2: “I
media to the behavior of female STEM students. The statement number 1:
“Because of my constant use of social media, I am well intact to my friends even
when we are not together” and statement number 2: “I became open minded and
be able to see the bigger picture of a problem because I learn the value of life in
social media,” tied on rank 1 with a mean of 3.34 and verbal interpretation of
strongly agree. The statement number 5: “Because of the violence I always see on
social media, I became violent too,” got the lowest rank and a mean of 1.93 with a
verbal interpretation of disagree.
Piyushi (2018) states that social media use has also been associated with
cyber bullying and cyber abuse by anonymous users online, which leads to
problems of self-esteem, privacy, etc. Most studies have shown that, social
media's violent games result in increase in violent tendencies and behaviors in
children
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TABLE 6.1
Reasons of STEM Students on using Social Media in terms of Grade Level
Grade 11 Grade 12
Reasons C. M. R V. I. C. M. R V. I.
Education 3.42 2 Strongly Agree 3.28 3 Strongly Agree
Entertainment 3.37 3 Strongly Agree 3.34 2 Strongly Agree
Information 3.49 1 Strongly Agree 3.57 1 Strongly Agree
Communication 3.10 4 Agree 3.20 4 Agree
The table above shows the composite means of the reasons of STEM
students on using social media in terms of the grade level of the respondents
TABLE 6.1.1
Significant Difference between the reasons of the students in using social
media in terms of their grade level
Grade 11 Grade 12 T-TEST

RESPONDENTS T- CRITERIAL
WM SD WM SD COMPUTATION VALUE INTERPRETATION Decision
Reasons of Accept
STEM students
3.345 0.17 3.348 0.16 0.03 1.943 Not significant Ho
on using Social
Media
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It can be gleaned from the data that the Hypothesis is accepted with a T-
Value of 0.03 that was interpreted as not significant. Generally, the computed T-
Value of 0.03 is lower than the critical value of 1.943 or at 0.5 percent. Therefore
the hypothesis is accepted.
Thus, there is no significant difference between the reasons of the students
in using social media in terms of their grade level.
TABLE 6.2
Reasons of STEM Students on using Social Media in terms of Sex
Male Female
Education 3.40 2 Strongly Agree 3.49 3 Strongly Agree
Entertainment 3.07 4 Agree 3.35 4 Strongly Agree
Information 3.54 1 Strongly Agree 3.52 1 Strongly Agree
Communication 3.15 3 Agree 3.50 2 Strongly Agree
The table above shows the composite means of the reasons of STEM
students on using social media in terms of the sex of respondents.
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TABLE 6.2.1
Significant Difference between the reasons of the students in using social
media in terms of their Sex
Male Female T-TEST

WM SD WM SD COMPUTATION VALUE INTERPRETATION DISCUSSION
Reasons of Accept
STEM students
on using Social
Media
Thus, there is no significant difference between the reasons of the students
in using social media in terms of their sex.
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TABLE 7.1
Effects of using Social Media to the STEM students in terms of Grade Level
Grade 11 Grade 12
Academic 3.01 1 Agree 3.06 1 Agree
Performance
Physical Health 2.69 4 Agree 2.60 3 Agree
Mental Health 2.79 2 Agree 2.94 2 Agree
Behavior 2.70 3 Agree 2.56 4 Agree
The table above shows the composite means of the effects of using social
media to the STEM students in terms of the grade level of the respondents.
TABLE 7.1.1
Significant Difference between the effects of using social media to the
students in terms of their Grade level.
Grade 11 Grade 12 T-TEST

Effects of using Accept

social media to
the STEM
students
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Thus, there is no significant difference between the effects of using social
media to the students in terms of their grade level.
TABLE 7.2
Effects of using Social Media to the STEM students in terms of Sex
Male Female
Academic 2.97 2 Agree 3.04 1 Agree
Performance
Physical Health 2.59 4 Agree 2.67 3 Agree
Mental Health 2.99 1 Agree 2.71 2 Agree
Behavior 2.68 3 Agree 2.58 4 Agree
The table above shows the composite means of the effects of using social
media to the STEM students in terms of the grade level of the respondents.
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TABLE 7.2.1
Significant Difference between the effects of using social media to the
students in terms of their Sex
Male Female T-TEST

Effects of using Accept

social media to
the STEM
students
Thus, there is no significant difference between the effects of using social
media to the students in terms of their sex
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TABLE 8
Relationship between the amount of time of using social media to the
reasons why students use social media.
Pearson R
Variables
Pearson Remarks Decision
Coefficient
Amount of Time 0.23 Very Small Rejected Ho
to the Reasons
Positive Relation
It can be gleaned from the data that the there’s a very small positive
relationship between the amount of time of using social media to the reasons why
students use social media. Therefore, the hypothesis is not accepted.
TABLE 9
Relationship between the amount of time of using social media to the effects
on students’ life
Pearson R
Variables
Coefficient
Amount of Time 0.80 Very High Positive Rejected Ho
to the Effects
Relation
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It can be gleaned from the data that the there’s a very high positive
relationship between the amount of time of using social media to the effects on
students’ life. Therefore, the hypothesis is not accepted.
TABLE 10
Relationship between the reasons of using social media to its effect of
students’ life
Pearson R
Variables
Coefficient
Reasons to the 0.72 High Positive Rejected Ho
Effects
Relation
It can be gleaned from the data that the there’s a high positive relationship
between the reason of using social media to its effect of students life. Therefore,
the hypothesis is not accepted.
Ways to lessen the negative effects of using Social media
These are the ways to lessen the negative effects of using social media
based on the results of this study:
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 The students must use the social media in moderation as it has a direct
effect on the duration of its use.
 The students must have a good reason on using social media because
that will conclude whether they use social media properly.
 The students must limit their actions towards using social media as it
can affect other feelings too.
 The students must use the social media to connect with other people not
to make feud with them.
 The students must use social media to help others by inspiring them to
do good to everybody and be a role model.
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CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECCOMENDATION
This chapter contains the summary of the research work undertaken, the
conclusions drawn and the recommendations made an outgrowth of this
study.
1.1 Summary
This research was conducted to determine the effects of Social
Media to the life of STEM students amidst Pandemic. The descriptive
method of research .was used in the study. The questionnaires served as
the instrument of the study for gathering necessary data. 58 STEM students
were chosen by the use of Slovin’s formula to become the respondents of
this study.
1.2 Findings
The salient findings of the study are as follows:
1. The number of Grade 11 STEM students is 29 and the Grade 12 STEM
students are also 29 making the total of respondents in this study 58.
2. The number of male respondents in this study is 29 and the female is also 29,
making the total of respondents in this study 58.
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3. The most used social media by the respondents is the Facebook with 98% of
their votes and making the Twitch and Skype the least used social media by
the respondents with 1.7% of the votes.
4. 55.9% of the respondents chose that they use social media above 3 hours and
30 minutes every day and 13.5% chose 30 minutes – 1 hour and 30 minutes.
5. The reason of the grade 11 STEM students in using social media in terms of
educational purposes got a composite mean of 3.42 with verbal interpretation
of Strongly Agree, while the reason of grade 12 STEM students in using social
media in terms of educational purposes got a composite mean of 3.28 and a
verbal interpretation of Strongly Agree. The reason of the male STEM students
in using social media in terms of educational purposes got a composite mean
of 3.40 with verbal interpretation of Strongly Agree, while the reason of female
students in using social media in terms of educational purposes got a
composite mean of 3.49 and a verbal interpretation of Strongly Agree.
entertainment purposes got a composite mean of 3.37 with verbal interpretation
of Strongly Agree, while the reason of grade 12 STEM students in using social
media in terms of entertainment purposes got a composite mean of 3.34 with a
in using social media in terms of entertainment purposes got a composite mean
of 3.07 with verbal interpretation of Agree, while the reason of female students
in using social media in terms of entertainment purposes got a composite mean
of 3.35 and a verbal interpretation of Strongly Agree.
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information purposes got a composite mean of 3.49 with verbal interpretation of
Strongly Agree, while the reason of grade 12 STEM students in using social
media in terms of information purposes got a composite mean of 3.57 with a
in using social media in terms of information purposes got a composite mean of
3.54 with verbal interpretation of Agree, while the reason of female students in
using social media in terms of information purposes got a composite mean of
3.52 and a verbal interpretation of Strongly Agree.
communication purposes got a composite mean of 3.10 with verbal
interpretation of Agree, while the reason of grade 12 STEM students in using
social media in terms of communication purposes got a composite mean of
3.20 with a verbal interpretation of Agree. The reason of the male STEM
students in using social media in terms of communication purposes got a
composite mean of 3.15 with verbal interpretation of Agree, while the reason of
female students in using social media in terms of information purposes got a
composite mean of 3.50 and a verbal interpretation of Strongly Agree.
9. The effects of using social media on the academic performance of the grade 11
STEM students got a composite mean of 3.01 with a verbal interpretation of
Agree, while the effects of using social media on the academic performance of
the grade 12 STEM students got a composite mean of 3.06 with verbal
interpretation of Agree. The effects of using social media to the academic
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performance of the male STEM students got a composite mean of 2.97 with a
verbal interpretation of Agree, while the effects of using social media to the
academic performance of the female STEM students got a composite mean of
3.04 with a verbal interpretation of Agree.
10. The effects of using social media on the physical health of the grade 11 STEM
students got a composite mean of 2.69 with a verbal interpretation of Agree,
while the effects of using social media on the physical health of the grade 12
STEM students got a composite mean of 2.60 with verbal interpretation of
Agree. The effects of using social media to the physical health of the male
STEM students got a composite mean of 2.59 with a verbal interpretation of
Agree, while the effects of using social media to the physical health of the
female STEM students got a composite mean of 2.67 with a verbal
interpretation of Agree.
11. The effects of using social media on the mental health of the grade 11 STEM
while the effects of using social media on the mental health of the grade 12
STEM students got a composite mean of 2.94 with verbal interpretation of
Agree. The effects of using social media to the mental health of the male STEM
while the effects of using social media to the mental health of the female STEM
students got a composite mean of 2.71 with a verbal interpretation of Agree.
12. The effects of using social media on the behavior of the grade 11 STEM
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while the effects of using social media on the behavior of the grade 12 STEM
students got a composite mean of 2.56 with verbal interpretation of Agree. The
effects of using social media to the behavior of the male STEM students got a
composite mean of 2.68 with a verbal interpretation of Agree, while the effects
of using social media to the behavior of the female STEM students got a
composite mean of 2.58 with a verbal interpretation of Agree.
13. The compute value 0.03 is lower than the critical value of 1.943, thus the
hypothesis is accepted. This means that there is no significant difference
between the reasons of the students on using social media in terms of their
grade level. It can be inferred that there is no difference on the reason why
students use social media whether they are grade 11 or grade 12.
between the reasons of the students on using social media in terms of their
sex. It can be inferred that there is no difference on the reason why students
use social media whether they are male or female.
between the effects of using social media to the students in terms of their grade
level. It can be inferred that there is no difference on the effects of using social
media on students whether they are grade 11 or grade 12.
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between the effects of using social media to the students in terms of their sex
level. It can be inferred that there is no difference on the effects of using social
media on students whether they are male or female.
17. The compute pearson coefficient is 0.23 which is very small positive
correlation, thus there is a very small positive relationship between the amount
of time using social media to the reasons why students use social media. It can
be inferred that the reason of the students affects the time of using social
media, if the reason is very important the time could be long and if the reason
is not important the time of using social media could be short.
18. The compute pearson coefficient is 0.80 which is very high positive correlation,
thus there is a very high positive relationship between the amount of time using
social media to its effect on students life. It can be inferred that the amount of
time of using social media affects the effect of it, because the longer the time
students use social media the more effects can be seen.
19. The compute pearson coefficient is 0.72 which is high positive correlation, thus
there is a high positive relationship between the reason of using social media to
its effect on students life. It can be inferred that the reason of using social
media affects the effect of it, because if the reason of the students in using
social media is good, the effects also can be good and if the reason is for bad
things, the effects could also be bad.
1.3 Conclusions
Based on the findings, the researchers concluded the following:
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1. The number of respondents from grade 11 and grade 12 are balance.
2. The number of male respondents and female respondents are balance.
3. Among all the Social Medias presented in this study, facebook is the most
used social media by the respondents and Skype and twitch as the least
used social media.
4. Most of the respondents use social media more than 3 hours and 31
minutes a day.
5. The grade 11 STEM student uses social media to help others whenever
they need their response and answers while Grade 12 STEM student
strongly agreed that whenever they didn’t understand the lessons, they use
social media to reach their teacher or friend to teach them. The male STEM
students use social media to be updated on the posts of their school while
female STEM students strongly agreed that whenever they didn’t
understand the lessons, they use social media to reach their teacher or
friend to teach them.
6. Both grade 11 and 12 STEM students use social media because they
always watch videos. Both male and female STEM students strongly
agreed that they use social media because they always watch videos.
7. Both grade 11 and 12 STEM students strongly agreed that they use social
media to be updated on the requirements for scholarships. Both male and
female STEM students strongly agreed that they use social media to be
updated on the requirements for scholarships.
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8. Both grade 11 and 12 STEM student use social media to have an ease in
communicating. Both male and female STEM student strongly agreed that
they use social media to have an ease in communicating.
9. Both grade 11 and 12 STEM students strongly agreed that social media
helped them in coping with the lessons that they are not fully familiar. Both
male and female STEM student strongly agreed that social media helped
them in coping with the lessons that they are not fully familiar.
10. Both grade 11 and 12 STEM students got a lot of information on social
media on how to improve their physical health. Both male and female STEM
students strongly agreed that they got a lot of information on social media
on how to improve their physical health.
11. Grade 11 STEM students strongly agreed that being socially connected to
their love ones they are always happy for that. Grade 12 STEM students
strongly agreed that social media relaxes them because they always watch
some inspirational videos on social media. Both male and female STEM
students strongly agreed that being socially connected to their love ones
they are always happy for that.
12. Both grade 11 and 12 STEM students strongly agreed that they became
open minded and be able to see the bigger picture of a problem because
they learn the value of life in social media. Both male and female STEM
students strongly agreed that that they became open minded and be able to
see the bigger picture of a problem because they learn the value of life in
social media.
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13. There is no significant difference between the reasons of the students on
using social media in terms of their grade level because there is no
difference on the reason why students use social media whether they are
grade 11 or grade 12.
14. There is no significant difference between the reasons of the students on
using social media in terms of their sex because there is no difference on
the reason why students use social media whether they are male or female.
15. There is no significant difference between the effects of using social media
to the students on in terms of their grade level because there is no
difference on the effects of using social media whether they are grade 11 or
grade 12.
16. There is no significant difference between the effects of using social media
to the students on in terms of their sex because there is no difference on
the effects of using social media whether they are male or female.
17. There is a very small positive relationship between the amount of time using
social media to the reasons why student’s life use social media because the
impact of the reason could make the amount of time longer or shorter.
18. There is a very high positive relationship between the amounts of time using
social media to its effect on student’s life because the effects of using social
media depend on the duration of using it.
19. There is a high positive relationship between the reasons of using social
media to its effect on student’s life, because if the reason of the students in
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using social media is good, the effects also can be good and if the reason is
for bad things, the effects could also be bad.
1.4 Recommendations
1. The researcher recommends the respondents to use the social media in
good ways and to spread awareness and happiness.
2. STEM students should use the social media in moderation.
3. STEM students should use the social media as an aid on the educational
system in this time of pandemic
4. Social media has many forms of entertainment but the researcher
recommends using this as a form of relaxation as students face problems in
time of pandemic.
5. STEM students need to check every detail on the information they gathered
through social media as some information are fake news.
6. STEM students should continue their way of interacting and communicating
to everyone in time of pandemic through the use of social media.
7. As much information is present in different social media sites, STEM
students should utilize that information for their studies.
8. Too much exposure to social media could lead to bad physical health,
mental health and behavior so the researcher recommends to STEM
students that they should limit themselves on using social media.
9. The researcher recommends the STEM students to make them clear on the
reasons why they use social media as it can affect every aspect of their lives.
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10. Many good and bad effects of using social media are existing so the
researcher is suggesting that the STEM students should know all of that in
order for them to avoid bad effects.
11. The researcher recommends the students to consider the ways to lessen
the negative effects of using social media.
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Mohamed A.(2020). The Impact of COVID-19 Pandemic on the Academic
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Social Media Usage for Sustaining Formal Academic Communication in
Developing Countries
96
APPENDIXES
Effects of Social media in the Life of STEM Students of Calaca Senior

High School S.Y. 2020-2021 Amidst Pandemic
Name: _____________________ (optional)
Grade and Section: _________________________
Sex: _____________________________________
Put check (✓) on which social media sites you are using.
Facebook Tumblr
Instagram Skype
Twitter Viber
Snapchat Pinterest
Tiktok LinkedIn
Youtube Telegram
WhatsApp Twitch
Put check (✓) on the number of hours a day you consume for social media:
30 mins - 1 hr. and 30 mins.

1 hr. and 31 mins. – 2 hrs. and 30 mins.
2 hrs. and 31 mins. – 3 hrs. and 30 mins.
Above 3 hrs. and 31 mins.
This questionnaire is used to help the researchers collect information in order to

complete the study about the Effects of Social media in the Life of STEM
Students of Calaca Senior High School S.Y. 2020-2021 Amidst Pandemic.
Please answer all the questions by putting a check ( ) on the table. The data will
be treated with utmost confidentiality.
97
Scale:
4- Strongly Agree 3- Agree 2- Disagree 1-Strongly Disagree
Reasons on using Social Media
For educational purposes 4 3 2 1

1. I use social media for my assignments.
2. I use social media in making projects.
3. Whenever I didn’t understand the lessons, I use social
media to reach mg teacher or friend to teach me.
4. I use social media to share my achievements in school.
5. I am using social media to be updated on the posts of my
school.
6. I use social media to help others whenever they need my
For entertainment 4 3 2 1
1. I use social media because I want to relax.
2. I am using social media because I always watch videos.
3. I use social media to share memes to spread happiness.
4. I use social media to play games.
5. I use social media to perform some pranks to my friends.
6. I use social media post something that comes into my mind.
For information 4 3 2 1
1. I am using social media to gather some news about the
COVID 19.
2. I am using social media to fact check some information I
saw.
3. I use social media to be updated on the requirements for
scholarships.
4. I use social media to spread information that I know will be
useful for others.
5. I use social media to gather some information I needed.
6. I use social media to watch some documentaries and
interviews.
For communication 4 3 2 1
1. I use social media to connecting with my friends through
video call.
2. I use social media to respond on the things people say
about me.
3. I use social media to have an ease in communicating.
4. I use social media to improve my communication skills.
5. I use social media to communicate with bigger market/
amount of people
6. I use social media to broadcast myself.
98
Effects of using Social Media
Academic Performance 4 3 2 1
1. Social media helped me in achieving higher grades
2. This helped me in coping with the lessons that I am not fully
familiar.
3. Whenever I post my achievements, there are a lot of
positive feedbacks that makes me more determine to study
well.
5. I lost my concentration on my study because I always want
to use social media than studying.
6. I spend a lot of time using social media that doing my home
works.
Physical Health 4 3 2 1
1. I got a lot of information on social media on how to improve
my physical health
2. Posting my exercise on social media and receiving good
3. Monitoring my health with the use of social media.
4. I always sleep late at night because of using social media
5. I am not doing any physical activities because I am always
lying on bed while using social media.
6. I skip meals because I don’t want to be interrupted in using
social media
Mental Health 4 3 2 1
1. This relaxes me because I always watch some inspirational
2. Being socially connected to my love ones I am always
happy for that.
3. I can withstand my problems with the help of my friends
4. Receiving hatred comments in the social media makes me
depress.
5. The risk of having anxiety is high because of the topics in
social media.
6. I feel lonely whenever I see others that have what I don’t
have.
Behavior 4 3 2 1
1. Because of my constant use of social media, I am well
intact to my friends even when we are not together.
2. I became open minded and be able to see the bigger
picture of a problem because I learn the value of life in
social media.
3. I am always inspired to live because of the positive
feedback I got in social media.
4. I became short temper because of the influences I saw in
99
the social media.
5. Because if the violence I always see on social media, I
became violent too.
6. I became disrespectful because I don’t want anyone to
100
TWO-TAILED TEST RESULTS
Reasons
Grade 11 Grade 12
X (x-x̄) (x-x̄ ) ̂2 X (x-x̄) (x-x̄ ) ̂2
3.42 0.075 0.005625 3.28 -0.068 0.004624
3.37 0.025 0.000625 3.34 -0.008 0.000064
3.49 0.145 0.021025 3.57 0.222 0.049284
3.10 -0.245 0.060025 3.20 -0.148 0.021904
COMPOSITE 3.345 COMPOSITE 3.348

MEAN: MEAN:
√∑(𝑥 − 𝑥)2 √∑(𝑥 − 𝑥)2
𝑆𝐷 = 𝑆𝐷 =
𝑛−1 𝑛−1
0.0873 0.075876
𝑆𝐷 = √ 𝑆𝐷 = √
3 3
𝑆𝐷 = √0.0291 𝑆𝐷 = √0.025292
𝑆𝐷 = 0.17 𝑆𝐷 = 0.16
𝑋̅1 − 𝑋̅2
𝑇=
𝑆1 𝑆2
√ 2 + 2
𝑁1 𝑁2
3.345 − 3.348
𝑇=
2 (0.16)2
√(0.17) +
4 4
−0.003
𝑇=
√𝑂. 013625
−0.003
𝑇=
0.116726175
𝑇 = −0.03
101
Reasons
Male Female
X (x-x̄) (x-x̄ ) ̂2 X (x-x̄) (x-x̄ ) ̂2
3.40 -0.11 0.0121 3.49 0.025 0.000625
3.07 -0.22 0.0484 3.35 -0.115 0.013225
3.54 0.25 0.0625 3.52 0.055 0.003025
3.15 -0.14 0.0196 3.50 0.035 0.001225

MEAN: MEAN:
√∑(𝑥 − 𝑥)2 √∑(𝑥 − 𝑥)2
𝑛−1 𝑛−1
0.1426 0.0181
𝑆𝐷 = √ 𝑆𝐷 = √
3 3
𝑆𝐷 = √0.47533333 𝑆𝐷 = √0.00603333333
𝑆𝐷 = 0.69 𝑆𝐷 = 0.078
𝑋̅1 − 𝑋̅2
𝑇=
𝑆1 𝑆2
√ 2 + 2
𝑁1 𝑁2
3.29 − 3.465
𝑇=
2 (0.08)2
√(0.69) +
4 4
−0.175
𝑇=
√𝑂. 120625
−0.175
𝑇=
0.120625
𝑇 = −1.45
102
Effects
Grade 11 Grade 12
X (x-x̄) (x-x̄ ) ̂2 X (x-x̄) (x-x̄ ) ̂2
3.01 0.21 0.0441 3.06 0.27 0.0729
2.69 -0.11 0.0121 2.60 -0.19 0.0361
2.79 -0.01 0.0001 2.94 0.15 0.0225
2.70 -0.1 0.01 2.56 -0.23 0.0529

MEAN: MEAN:
√∑(𝑥 − 𝑥)2 √∑(𝑥 − 𝑥)2
𝑛−1 𝑛−1
0.0663 0.1844
𝑆𝐷 = √ 𝑆𝐷 = √
3 3
𝑆𝐷 = √0.0221 𝑆𝐷 = √0.061466666
𝑆𝐷 = 0.15 𝑆𝐷 = 0.25
𝑋̅1 − 𝑋̅2
𝑇=
𝑆1 𝑆2
√ 2 + 2
𝑁1 𝑁2
2.80 − 2.79
𝑇=
2 (0.25)2
√(0.15) +
4 4
0.01
𝑇=
√𝑂. 02125
0.01
𝑇=
0.145773797
𝑇 = 0.069
103
Effects
Male Female
X (x-x̄) (x-x̄ ) ̂2 X (x-x̄) (x-x̄ ) ̂2
2.97 0.16 0.0256 3.04 0.29 0.00841
2.59 -0.22 0.0484 2.67 -0.08 0.0064
2.99 0.18 0.0324 2.71 -0.04 0.0016
2.68 -0.13 0.0169 2.58 -0.17 0.0289

MEAN: MEAN:
√∑(𝑥 − 𝑥)2 √∑(𝑥 − 𝑥)2
𝑛−1 𝑛−1
0.1233 0.121
𝑆𝐷 = √ 𝑆𝐷 = √
3 3
𝑆𝐷 = √0.0411 𝑆𝐷 = √0.040333333
𝑆𝐷 = 0.20 𝑆𝐷 = 0.20
𝑋̅1 − 𝑋̅2
𝑇=
𝑆1 𝑆2
√ 2 + 2
𝑁1 𝑁2
2.81 − 2.75
𝑇=
2 (0.20)2
√(0.20) +
4 4
0.06
𝑇=
√𝑂. 02
0.06
𝑇=
0.141421356
𝑇 = 0.42
104
PEARSON R RESULTS
X= Amount of Time
Y= Reasons
X Y X^2 Y^2 XY
1 55.9 25.44 3,124.81 647.1936 1,422.096
2 16.9 24.58 285.61 604.1764 415.402
3 13.7 26.41 187.69 697.4881 361.817
4 13.5 23.57 182.25 555.5449 318.195
Total 100 100 3,780.36 2,504.403 2,517.51
𝑟𝑥𝑦
𝑁 ∑ 𝑥𝑦 − (∑ 𝑥)(∑ 𝑦)
=
√(𝑁 ∑ 𝑥 2 − (∑ 𝑥)2 )(𝑁 ∑ 𝑦 2 − (∑ 𝑦)2
70.04
=
√90,198.80128
= 0.23
105
X= Amount of Time
Y= Effects
X Y X^2 Y^2 XY
1 55.9 27.08 3,124.81 733.3264 1,513.772
2 16.9 23.68 285.61 560.7424 400.192
3 13.7 25.65 187.69 657.9225 351.405
4 13.5 23.59 182.25 556.4881 318.465
Total 100 100 3,780.36 2,508.4794 2,583.834
𝑟𝑥𝑦
𝑁 ∑ 𝑥𝑦 − (∑ 𝑥)(∑ 𝑦)
=
√(𝑁 ∑ 𝑥 2 − (∑ 𝑥)2 )(𝑁 ∑ 𝑦 2 − (∑ 𝑦)2
335.336
=
√173,706.9533
= 0.80
106
X= Reasons
Y= Effects
X Y X^2 Y^2 XY
1 25.44 27.08 647.1936 733.3264 688.9152
2 24.58 23.68 604.1764 560.7424 582.0544
3 26.41 25.65 697.4881 657.9225 677.4165
4 23.57 23.59 555.5449 556.4881 556.0163
Total 100 100 2,504.403 2,508.4794 2,504,4024
𝑟𝑥𝑦
𝑁 ∑ 𝑥𝑦 − (∑ 𝑥)(∑ 𝑦)
=
√(𝑁 ∑ 𝑥 2 − (∑ 𝑥)2 )(𝑁 ∑ 𝑦 2 − (∑ 𝑦)2
17.6096
=
√597.3567712
= 0.72
107
CURRICULUM VITAE
ABANILLA, DREXLER O.
Address: Salong, Calaca, Batangas
Email address: abanilladrexler@gmail.com
Contact Number: 09292288231
Objective:
To know the Effects of Social media in the Life of STEM Students of Calaca
Senior High School S.Y. 2020-2021 Amidst Pandemic
PERSONAL INFORMATION
Nickname: Drex
Birthday: May 21, 2003
Age: 18
Nationality: Filipino
Religion: Roman Catholic
Father: Abanilla, Ramilito D,
Mother: Abanilla, Viviana O.
108
Educational Attainment
Secondary: Dacanlao Gregorio Agoncillo National High School
Dacanlao, Calaca, Batangas
S.Y. 2018-2019
Elementary: Salong Elementary School
Salong, Calaca, Batangas
S.Y. 2014-2015
109

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Republic of the Philippines

Effects of Social media in the Life of STEM Students of Calaca

Grade 12 Science, Technology, Engineering and Mathematics 01 (STEM 1201)

Dr. FRANKLIN GALOYO

Students of Calaca Senior High School S.Y. 2020-2021 Amidst Pandemic,”

is a particular fulfillment to the requirements of Mr. Franklin Galoyo Practical

Research Teacher of Calaca Senior High School in Madalunot Calaca Batangas.

This thesis, “Effects of Social media in the Life of STEM Students of

Calaca Senior High School S.Y. 2020-2021 Amidst Pandemic,” prepared by

Abanilla, Drexler O. in partial fulfillment of the requirements for Grade 12

Dr. Franklin Galoyo

Approved by the Committee on Oral Examination with a grade of _______.

Accepted and approved in partial fulfillment of the requirement Grade 12.

Date: __________________ Godofredo P. Marasigan

The worldwide pandemic of COVID-19 has forced higher education institutions

quantitative in nature. The researchers used surveys as a method of gathering the

students’ motivation of a wide range of subjects. There is no significant difference

social media to its effect on student’s life.

Keywords: Pandemic, COVID-19, Social Media, Online Education,

To the researcher's family (Abanilla) for their understanding, moral-band financial

Chapter I: The Problem and the Background……………………………………12

Statement of the Problem……………………………………………………………....12

Significance of the Study…………………………………………………………….....16

Scope, Limitation and Delimitations…………………………………………………..17

Chapter II: Review of Literature ……………………………………………………19

Subjects of the Study………………………………………………………….………..35

Data Gathering Procedures……………………………………………………..……..35

Data Gathering Instruments……………………………………………………………36

Chapter IV: Presentation, Analysis and Interpretation of Data……………….39

Chapter V: Summary of Findings, Conclusions and Recommendations…..84

Table 1.1 Profile of the Respondents in terms of Grade Level

Table 1.2 Profile of the Respondents in terms of Sex

Table 2 List of Social Media sites that respondents uses

Educational Purposes (Grade Level)

Educational Purposes (Sex)

Entertainment Purposes (Grade Level)

Entertainment Purposes (Sex)

information Purposes (Grade Level)

information Purposes (sex)

Communication Purposes (Grade Level)

Communication Purposes (Sex)

STEM Students in terms of Grade Level

STEM Students in terms of Sex

Students in terms of Grade Level

Students in terms of sex

Students in terms of Grade Level

Students in terms of Sex

terms of Grade Level

social media in terms of their grade level

social media in terms of their Sex

students in terms of their grade level.

students in terms of their Sex

reasons why students use social media.

effects on students’ life

THE PROBLEM AND THE BACKGROUND

This chapter contains Background of the study, Statement of the problem,

Significance, Scope limitation and delimitation, hypothesis

The COVID 19 pandemic has brought so many challenges that affect

transmission of the virus.

The COVID-19 pandemic has forced leaders in politics and at universities to

reduce physical contact to others outside one’s household (social distancing).

Additional measures include curfews, quarantines, and closing of non-essential