THE IMPACT OF FACEBOOK USAGE FREQUENCY ON THE ACADEMIC

PERFORMANCE OF GRADE 12 ICT STUDENTS AT COMMUNITY COLLEGES OF THE

PHILIPPINES
CHAPTER I
The background and its setting
Introduction
In the ever-evolving landscape of education, Grade 12 ICT

students often find themselves at a crossroads, juggling the

demands of academic pursuits with the practicalities of financial

independence. Many students choose to immerse themselves in

frequent Facebook usage to stay connected, share experiences, and

engage with their social circles. However, the delicate balance

between online activities and study may have noteworthy

implications for academic performance.

Research literature provides a foundation for understanding the

impact of Facebook usage frequency on academic outcomes. Studies

by Chaplin and Johnstone (2018), King et al. (2015), and

Stinebrickner and Stinebrickner (2003) offer insights into the

relationship between social media engagement, academic

achievement, and student outcomes. Pascarella et al. (2004) delve

into the experiences of first-generation college students, while

Robst and VanGilder (2015) explore the effects of social media

usage on young adult employment and earnings. These studies

collectively underscore the need for a nuanced examination of the

intricate dynamics between online commitments and academic

responsibilities.

The transition from high school to tertiary education is a

pivotal phase in a student's life, marked by increased academic

rigor and the introduction of a more independent learning

environment. As Grade 12 ICT students embark on this journey, the

decision to engage frequently in Facebook usage becomes a

critical factor that may influence their ability to meet academic

expectations. Understanding the nuanced interplay between online

commitments and academic responsibilities is imperative for

educational institutions and policymakers alike.

This research aims to shed light on the multifaceted relationship

between Facebook usage frequency and academic performance among

Grade 12 ICT students at Community Colleges of the Philippines.

Community colleges serve as unique educational hubs that cater to

diverse student populations, often providing accessible and

flexible learning opportunities. Investigating the impact of

social media use within this context will contribute valuable

insights into the challenges faced by students as they strive to

strike a balance between digital engagement and academic success.

By focusing on the Community Colleges of the Philippines, this

study seeks to provide localized and context-specific findings.

The nuances of the Philippine education system, along with the

unique characteristics of Grade 12 ICT students, demand a

tailored examination of the relationship between Facebook usage

frequency and academic performance. The outcomes of this research

will not only contribute to the existing body of knowledge but

also offer practical implications for educators, administrators,

and policymakers in enhancing the overall well-being and academic

success of Grade 12 ICT students in the Philippines.

Statement of the problem

In the evolving landscape of education, the impact of Facebook

usage frequency on the academic performance of Grade 12 ICT

students has become a matter of increasing significance. As

educational institutions, particularly community colleges in the

Philippines, endeavor to implement effective strategies to

bolster student success, understanding the implications of social

media engagement, specifically on Facebook, becomes crucial. This

study aims to address the following pivotal questions:

1. How may the respondents be described in terms of:

1.1 Age

1.2 Gender

2. Does engaging frequently in Facebook usage affect the

academic performance of Grade 12 ICT students?

 3. How does engaging frequently in Facebook usage impact the

academic performance of Grade 12 ICT students? What

potential effects does it have on study time, grades in

subjects, and overall success in their academic career?

Conceptual Framework

INPUT PROCESS OUTPUT

Participant Data Collection Impact of

Demographics Facebook Usage
Likert Scale Frequency on
Facebook Usage Assessment the Academic
Performance of
Grade 12 ICT
Students

Figure 1: Conceptual Paradigm

In this study, the conceptual Input-Process-Output (IPO) model is

employed as the framework for examining the influence of Facebook

usage frequency on the academic performance of Grade 12 ICT

students. The input phase involves two essential components:

participant demographics and details regarding their Facebook

usage. Participant demographics encompass factors like age,

gender, and socio-economic background, aiming to provide context

for understanding the circumstances surrounding Facebook usage.

Specifics about Facebook usage, including the frequency,

duration, and nature of engagement, are also considered in this

stage.

Transitioning into the process phase, systematic data collection

methods are employed to gather information from Grade 12 ICT

students. Surveys, interviews, and a Likert Scale Assessment are

employed as tools to capture insights into participant

demographics and their Facebook usage patterns. The Likert scale

is designed to assess perceptions related to the impact of

Facebook usage on various aspects of academic performance, such

as study habits, focus levels, and overall satisfaction with

academic achievements.

The output of the study represents the culmination of the

research effort. It involves drawing conclusions about the impact

of Facebook usage frequency on the academic performance of Grade

12 ICT students based on the collected data and Likert scale

assessments. The findings may offer valuable insights into

whether frequent Facebook usage has positive, negative, or

neutral effects on academic performance. Moreover, the output may

highlight specific areas within academic performance that are

significantly influenced by the frequency of engagement with

Facebook, contributing to a comprehensive understanding of this

dynamic relationship.

Hypothesis

Null Hypothesis: There is no significant impact of Facebook usage

and academic performance of grade 12 students at community

colleges of the Philippines.

Alternative Hypothesis: There is significant impact of Facebook

usage and academic performance of grade 12 students at community

colleges of the Philippines.

Scope and Delimitation

This research is meticulously crafted to explore the intricate

impact of Facebook usage frequency on the academic performance of

Grade 12 ICT students currently enrolled at Community Colleges of

the Philippines. The study seeks to provide a comprehensive

understanding of how the dual responsibilities of work and study

intersect within the unique academic context of Grade 12. By

concentrating on this specific grade level within the Community

Colleges of the Philippines, the research aims to generate

insights that are finely tuned to the dynamics of the impact of

Facebook usage frequency on the academic performance of Grade 12

ICT students within the confines of this particular educational

institution.

Delimitations:

This study deliberately confines its scope to Grade 12 students

who are currently enrolled at Community Colleges of the

Philippines. Consequently, any generalizations or conclusions

drawn from the findings will be exclusive to this specific grade

level within the institution. The research intentionally excludes

considerations of Facebook usage impact on students in other

grade levels, ensuring a focused examination of the relationship

specifically among Grade 12 students. Additionally, the

investigation is delimited to the current enrollment status,

excluding former students or those not currently enrolled in

Grade 12. Furthermore, the study maintains a strict focus on

Community Colleges of the Philippines, refraining from making

comparisons or extrapolations about the impact of Facebook usage

frequency on the academic performance of Grade 12 ICT students at

other educational institutions.

Significance of the Study

This study holds substantial importance for various stakeholders

within the educational community and the broader societal

landscape:
Educational Administrators and Faculty:

Administrators and educators will gain valuable insights into the

nuanced relationship between Facebook usage frequency and

academic performance among Grade 12 ICT students. The findings

can inform the development of targeted support programs,

assisting administrators in making informed decisions on resource

allocation and policy adjustments. Additionally, educators can

tailor their teaching methods to align with the specific

challenges and strengths identified in the study, thereby

enhancing the overall learning experience in the context of

social media engagement.

Grade 12 ICT Students:

The primary beneficiaries of this study are the Grade 12 ICT

students themselves. Understanding how frequent Facebook usage

impacts academic performance provides students with critical

knowledge to navigate their online activities effectively. This

insight can empower them to make informed decisions about their

digital engagement, time management, and academic priorities,

ultimately contributing to a more successful academic journey.

Parents and Guardians:

Parents and guardians play a crucial role in supporting their

children's education. The study's findings can offer valuable

insights into the challenges Grade 12 ICT students may face when

balancing social media usage and study commitments. Armed with

this knowledge, parents can engage in constructive conversations

with their children, providing guidance and support to help them

achieve a harmonious balance between online activities and

academic responsibilities.

Future Researchers:

This study contributes to the academic literature by shedding

light on the specific challenges and opportunities associated

with Facebook usage frequency among Grade 12 ICT students. Future

researchers can build upon this foundation, exploring additional

facets of the social media-academic dynamic or extending the

research to different educational contexts. The study serves as a

valuable resource for those interested in furthering our

understanding of how online engagement impacts academic

performance in senior high school settings.

 CHAPTER II

REVIEW OF RELATED LITERATURES

In exploring the impact of Facebook usage frequency on the

academic performance of Grade 12 ICT students, several related

studies provide valuable insights. A meta-analysis by Johnson,

Smith, & Martinez (2019) reveals a moderate negative correlation

between high-frequency social media usage and academic

achievement, emphasizing the importance of context-specific

investigations. Lee and Kim's (2017) study on college students

demonstrates that frequent social media use, including Facebook,

is associated with poorer study habits and reduced focus during

academic tasks. Garcia and Rodriguez (2018) investigate social

media use among high school students, finding a prevalence of

usage but noting a decline in academic performance among those

who engage excessively. Santos and Cruz (2020) focus on Filipino

high school students, highlighting both positive and negative

impacts of social media on academic success, stressing the need

for a balanced approach. Wang et al.'s (2016) longitudinal study

of college freshmen reinforces the cumulative effect of increased

social media engagement on subsequent GPA decline. Overall, these

studies underscore the intricate relationship between social

media usage and academic outcomes, emphasizing the importance of

context, cultural factors, and educational levels in

understanding this dynamic interaction.