Republic of the Philippines

Department of the Education

Division of Quirino
Maddela Comprehensive High School
UNDERSTANDING THE IMPACT PF USING SOCIAL MEDIA BY THE
GRADE 11 AND 12 TVL STUDENTS OF MCHS SHS
Submitted in Partial Fulfillment of the Requirements for Practical Research 2 to
the Faculty of Senior High Department (TVL 12)

GROUP 6 Members
CHRISTINE, SUMIBCAY JANDY BANGGAD
ALLYZA MAE, GIGANTE JERICK CATUSALEM
(Researchers) DANNISON BLANZA

CHAPTER 1
 INTRODUCTION

BACKGROUND OF THE STUDY

Social media offers numerous benefits, its impact on the younger demographic, specifically students,

has raised significant concerns and garnered increasing attention from parents, educators, and researchers.

Students today are growing up in a digital age 15-21y/o where smartphones, tablets, and computers are

ubiquitous. Access to social media platforms is no longer an exception but a norm, with children as young

as six having their own digital devices and engaging with various online platforms. Research indicates that

social media use among teenagers is not uniform, with variations based on factors such as age, socio-

economic status, and cultural background. Understanding these variations is crucial for developing

effective strategies to address the unique challenges faced by diverse groups of students.

This study aims to contribute to the existing body of knowledge by examining the impact of TVL11 &

12 use of social media on various facets of their well-being. By exploring the nuances of this digital

landscape, we hope to inform parents, educators, policymakers, and other stakeholders about the

challenges and opportunities presented by teenager s interaction with social media platforms in order to

promote a safe and positive online environment for the younger generation. the impact of TVL 11 & 12

use of social media, this research strives to provide valuable insights that can guide parents, educators, and

policymakers in fostering a balanced and positive digital environment for Grade 11 & 12 TVL by

recognizing the complexities of teens interaction with social media and addressing the associated

challenges, it is possible to facilitate their well-rounded development and resilience in the digital era.

STATEMENT OF THE PROBLEM

The widespread adoption of social media among TVL11 & 12, often at an early age 15 -21 years old,

poses a multifaceted challenge. Additionally, issues such as cyberbullying, privacy concerns, and the

addictive nature of certain platforms contribute to a complex problem that needs careful examination.

This study aims to sled light to fallowing: research question

What is the demographic profile of the respondents?

a. age

b. sex

c. year level

What are the impact of using social media?

⁻ Cyberbullying

⁻ Mental Health Issues

⁻ Social Isolation

⁻ Addiction and Time Wasting

⁻ Global Connectivity

⁻ information Dissemination.

⁻ Career Opportunities

⁻ Marketing and Branding

1. Is there a significant difference on understanding the Impact of using social media by the Grade 11 &

12 when grouped according to age?

2. Is there a significant difference on understanding the Impact of using social media by the Grade 11 &

12 when grouped according to sex?

3. Is there a significant difference on understanding the Impact of using social media by the Grade 11 &

12 when grouped according to year level?

HYPHOTHESES
1. There is no significant difference on understanding the Impact of using social media by the Grade 11

& 12 when grouped according to age.

2. There is no significant difference on understanding the Impact of using social media by the Grade 11 &

12 when grouped according to sex.

3. There is no significant difference on understanding the Impact of using social media by the Grade 11 &

12 when grouped according to year level.

SIGNIFICANCE OF THE STUDY

1. Students

-Social media use is prevalent among students: The study found that 90% of TVL 12 aged 15-21years

the widespread adoption of social media among students and the need for parents, educators, and

policymakers to understand its impact.

2. Teachers

-Social media use is associated with positive outcomes: The study found that social media use was

associated with positive outcomes such as enhanced social skills, increased self-esteem, and improved

academic performance. These findings challenge the common perception that social media has only

negative effects on TVL 11&12 students.

3. School

-Gender differences in social media use: The study found significant gender differences in social

media use, with girls being more likely to use social media for communication and boys being more

likely to use it for entertainment

4. Community
 -Age differences in social media use: The study found that older students (aged 15-21 years) were

more likely to report negative outcomes associated with social media use compared to younger

students (aged 15-21 years).

5. Future researchers- In an era dominated by digital interconnectedness; using of social media by

the Grade 11 & 12 has become a subject of profound significance. The evolving landscape of social

media platforms continually shapes the childhood experiences of the younger generation These

research directions can contribute to a deeper understanding of the complex dynamics using of social

media by the Grade 11 & 12 and inform the development of effective guidelines, policies, and

interventions to support their well-being in the digital age.

SCOPE AND DELIMITATIONS

This study focused on the TVL11 &12 using of social media basing through age, sex, and year

level.

The scope and limitations of understanding the impact of using social media by

Grade 11 and 12 TVL (Technical-Vocational-Livelihood) students primarily focus on

examining their online behavior, perceptions, and experiences related to social media

platforms. This analysis aims to provide insights into the positive and negative

aspects of social media usage among these students.

SCOPE

Online behavior: Investigating how Grade 11 and 12 TVL students use social

media, including the frequency, duration, and types of platforms they engage with.

Perceptions: Assessing students' attitudes, beliefs, and opinions about social media's

influence on their lives, education, and future careers.

Experiences: Analyzing the impact of social media on students' mental health,

communication skills, and overall well-being.

educational implications: Examining the role of social media in enhancing or

hindering students' learning experiences and academic performance.

DELIMITATIONS

Sample size: The study may not be representative of all Grade 11 and 12 TVL

students due to a limited sample size.

Self-reporting: Students might not accurately report their social media usage or

experiences due to social desirability bias or lack of self-awareness.

Platform-specific: The study may not cover all social media platforms, which could

limit the generalizability of the findings.

Time-sensitive: The impact of social media on students might change over time,

making the study's findings less relevant in the future.

External factors: Other variables, such as family background, socio-economic

status, and personal traits, might influence students' social media usage and

experiences, which are not accounted for in this study.

In conclusion, understanding the impact of social media on Grade 11 and 12 TVL

students is crucial for educators, policymakers, and parents to develop strategies that

promote responsible and beneficial social media usage. However, it is essential to

recognize the limitations of this scope to ensure accurate and comprehensive insights

into the subject

CONEPTUAL FRAMWORK

INPUT PROCESS OUTPUT

1. What is the demographic
profile of the respondents as to:
Age
sex
year level
2. What are the learning styles
of the children’s use of social
media?
3. Is there a significant
correlation between the Age and
grade level?
1. Collection of the data through
survey questionnaires
2. Analyzing and interpretation
of data
3.Determine the implications
and conclusions from the
findings
Awareness of the students
regarding their learning style and
its relevance to their academic
achievement
Developing effective and
successful learners
Improving parents’ instructional
methodologies
Further enhancing parents’
professional development

4. Is there a significant
relationship between learning
style and the academic
achievement of the children?
DEFINITION OF TERMS

The following terms are further defined conceptually to determine terms under the using of social

media by the Grade 11 & 12:

1. Cyberbullying: The use of digital technologies to intentionally harm, intimidate, or

threaten another person, particularly a teenager.

2. Online predator: An adult who uses the internet to groom and exploit teenagers for sexual

purposes. Predators may pose teenagers to gain their trust and lure them into meeting in

person or engaging in sexual activity online.

3. Sexting: The act of sending sexually explicit messages, images, or videos via digital

devices such as smartphones or tablet

4. Social Media: A group of internet-based applications that allow the creation and sharing of user-

generated content or participation in social networking. Examples include Facebook, Instagram,

Twitter, and LinkedIn.

5. Grade 11 and 12 TVL Students: Students enrolled in the Technical-Vocational-Livelihood track in

their final two years of secondary education. TVL education focuses on providing students with

practical skills and knowledge for specific careers or industries.

6. Impact: The effect or influence of using social media on Grade 11 and 12 TVL students. This can

be positive or negative and may encompass various aspects of their lives, such as mental health,

communication, learning, and career prospects.

7. Perceptions: The opinions, beliefs, and attitudes held by Grade 11 and 12 TVL students regarding

social media's influence on their lives, education, and future careers.

8. Online Behavior: The actions and activities of Grade 11 and 12 TVL students while using social

media platforms, including the frequency, duration, and types of platforms they engage with.

CHAPTER II
Review of Related Literature
Increasing concern has been expressed about the impact of digital technology on
children's social interaction. In today's world, more and more people are using the internet in
everyday life. This raises concerns about access and inequalities, as well as its impact on
children's social and educational development (Livingston & Bober, 2006). With the
proliferation of smartphones, tablets, and social media platforms, children are increasingly
exposed to digital media, and there is a growing concern about the potential impact on their
social development. The purpose of this research paper is to explore the existing literature on the
topic of how digital technology impacts children's social interaction, with a particular focus on
communication theories and statistical evidence.
In terms of background information, digital technology has become an integral part of
modern society. Children are now exposed to digital media from a young age, and many use
digital devices for socializing, learning, and entertainment. The ubiquity of digital technology
has led to concerns about its impact on children's social development. Some researchers argue
that digital technology can lead to decreased face-to-face interaction and a decline in social
skills. Others argue that digital technology can provide new opportunities for social interaction
and communication.
In terms of communication theories, a number of different frameworks have been used to
explore the impact of digital technology on social interaction. Social cognitive theory, for
example, suggests that children learn social behavior through observation and imitation and that
digital media can have a significant impact on this process. Social learning theory emphasizes
the role of rewards and punishments in shaping social behavior and can be applied to the study of
Increasing concern has been expressed about the impact of digital technology on
children's social interaction. In today's world, more and more people are using the internet in
everyday life. This raises concerns about access and inequalities, as well as its impact on
children's social and educational development (Livingston & Bober, 2006). With the
proliferation of smartphones, tablets, and social media platforms, children are increasingly
exposed to digital media, and there is a growing concern about the potential impact on their
social development. The purpose of this research paper is to explore the existing literature on the
topic of how digital technology impacts children's social interaction, with a particular focus on
communication theories and statistical evidence.
In terms of background information, digital technology has become an integral part of
modern society. Children are now exposed to digital media from a young age, and many use
digital devices for socializing, learning, and entertainment. The ubiquity of digital technology
has led to concerns about its impact on children's social development. Some researchers argue
that digital technology can lead to decreased face-to-face interaction and a decline in social
skills. Others argue that digital technology can provide new opportunities for social interaction
and communication.
In terms of communication theories, a number of different frameworks have been used to
explore the impact of digital technology on social interaction. Social cognitive theory, for
example, suggests that children learn social behavior through observation and imitation and that
digital media can have a significant impact on this process. Social learning theory emphasizes
the role of rewards and punishments in shaping social behavior and can be applied to the study of
Increasing concern has been expressed about the impact of digital technology on
children's social interaction. In today's world, more and more people are using the internet in
everyday life. This raises concerns about access and inequalities, as well as its impact on
children's social and educational development (Livingston & Bober, 2006). With the
proliferation of smartphones, tablets, and social media platforms, children are increasingly
exposed to digital media, and there is a growing concern about the potential impact on their
social development. The purpose of this research paper is to explore the existing literature on the
topic of how digital technology impacts children's social interaction, with a particular focus on
communication theories and statistical evidence.
In terms of background information, digital technology has become an integral part of
modern society. Children are now exposed to digital media from a young age, and many use
digital devices for socializing, learning, and entertainment. The ubiquity of digital technology
has led to concerns about its impact on children's social development. Some researchers argue
that digital technology can lead to decreased face-to-face interaction and a decline in social
skills. Others argue that digital technology can provide new opportunities for social interaction
and communication.
In terms of communication theories, a number of different frameworks have been used to
explore the impact of digital technology on social interaction. Social cognitive theory, for
example, suggests that children learn social behavior through observation and imitation and that
digital media can have a significant impact on this process. Social learning theory emphasizes
the role of rewards and punishments in shaping social behavior and can be applied to the study o
children's social interaction. In today's world, more and more people are using the internet in
everyday life. This raises concerns about access and inequalities, as well as its impact on
children's social and educational development (Livingston & Bober, 2006). With the
proliferation of smartphones, tablets, and social media platforms, children are increasingly
exposed to digital media, and there is a growing concern about the potential impact on their
social development. The purpose of this research paper is to explore the existing literature on the
topic of how digital technology impacts children's social interaction, with a particular focus on
communication theories and statistical evidence.
In terms of background information, digital technology has become an integral part of
modern society. Children are now exposed to digital media from a young age, and many use
digital devices for socializing, learning, and entertainment. The ubiquity of digital technology
has led to concerns about its impact on children's social development. Some researchers argue
that digital technology can lead to decreased face-to-face interaction and a decline in social
skills. Others argue that digital technology can provide new opportunities for social interaction
and communication.
In terms of communication theories, a number of different frameworks have been used to
explore the impact of digital technology on social interaction. Social cognitive theory, for
example, suggests that children learn social behavior through observation and imitation and that
digital media can have a significant impact on this process. Social learning theory emphasizes
the role of rewards and punishments in shaping social behavior and can be applied to the study of
Research studies have shown that student use of social media has a significant impact on

various aspects of their academic and social lives. One major impact of social media use among

students is on their academic performance. A study by (Karpinski and Duberstein (2009) found

that students who spent more time on social media had lower GPAs compared to those who spent

less time on these platforms. This suggests that excessive use of social media can be detrimental

to academic success.

Furthermore, social media has been found to influence students' social interactions and

relationships. According to a study by (Kietzmann et al. (2011), social media platforms such as

Facebook and Twitter provide students with new ways to connect with their peers and build

relationships. However, social media use can also lead to feelings of isolation and loneliness, as

students may compare themselves to others and feel pressure to present an idealized version of

themselves online.

In addition, social media use has been shown to impact students' mental health. Research by

(Primack et al. (2017) found a strong association between high social media use and symptoms

of depression and anxiety among college students. This highlights the need for educators and

parents to support students in developing healthy habits and boundaries around social media use.

Overall, the impact of using of social media by the Grade 11 & 12 is complex and multifaceted,

affecting academic performance, social relationships, and mental health. It is essential for

educators, parents, and students themselves to be aware of these potential consequences and take

steps to promote responsible and balanced use of social media platforms.

Research studies have extensively explored the impact of using of social media by the Grade

11 & 12 on various aspects of their lives. One key area of impact is on student engagement and

participation. A study by (Junco (2012) found that students who used social media for academic
purposes, such as connecting with classmates for group projects or discussing course materials,

reported higher levels of engagement and participation in their courses.

Moreover, social media use among students has been linked to the development of digital

literacy skills. Research by (Prensky (2001) suggests that interacting with social media platforms

can enhance students' ability to navigate online resources, evaluate information credibility, and

communicate effectively in digital spaces. This highlights the role of social media in supporting

students' digital literacy development in the 21st century.

Additionally, social media use has been shown to provide opportunities for students to

collaborate and share knowledge beyond the classroom walls. A study by (Margaryan et al.

(2011) demonstrated that social media platforms can facilitate informal learning networks among

students, enabling them to exchange ideas, seek feedback, and access resources from a diverse

range of peers and experts.

Furthermore, social media use has the potential to enhance student motivation and self-

regulation. Research by (Trust et al. (2016) indicated that students who engaged in online

collaborative activities through social media reported increased motivation to learn and a stronger

sense of autonomy in their academic pursuits. This suggests that social media can serve as a

valuable tool for promoting student agency and self-directed learning.

In conclusion, the impact of using of social media by the Grade 11 & 12 extends beyond

academic performance and social relationships to encompass student engagement, digital literacy,

collaborative learning, and motivation.

 CHAPTER III

RESEARCH METHODOLOGY

This study looks at the effects of social media on TVL 11& 12 students’ mental health and

socialization, as well as how social media can be used in positive ways to help Grade 11 & 12

students learn and grow. The paper discusses the potential dangers of excessive use of social

media, such as cyberbullying and online predators, and the need for parents to be vigilant in

monitoring their students’ online activities. The paper concludes by recommending measures that

parents should take to ensure that their students use of social media is safe and beneficial.

Research Design

The research is about exploring the impact using of social media by the Grade 11 &

12 TVL interaction. It aims to provide a detailed description and analysis of the positive

and negative effects of social media on social lives, with a particular focus on social

media, video and online relationships. The research recognizes that social media has

become increasingly ubiquitous in modern society and seeks to explore the complex

interplay between social media factors that shape use and adoption. The goal of the

research is to promote positive social media use and take steps to mitigate negative

consequences, by providing a nuanced understanding of the complex relationship between

social media on TVL 11 & 12 social interaction.

Sample and Sampling Procedures

 In conducting this study, the researchers used simple random sampling in identifying the sample

from the given population. The researchers also used solvin’s formula in every section population

to get the sample. Slovin’s formula is used to calculate an appropriate sample size from a

population.

Slovin’s Formula

N = N / (1 + Ne2

n-sample size

N-total of grade 12 Students

e-margin of error

* A researcher wants to conduct a survey about the number of TVL 11 &12 using social media if

the population (N) of a large difficulty is 204 Find the sample size if the margin of error is 7%.

N=204

e =7%

n=?

 This research uses probability sampling especially stratified sample sampling from on

SHS with a total 204 from uses stratified as sample respondents from TVL 11 & 12 with

204 total of respondents of the study.

RESEARCH ENVIRONMENT

This study will be going to conduct in the TVL 11 &12 students of Maddela Comprehensive

high school (MCHS) main campus. This institution for the learner of Maddela Comprehensive is

the successfully in their dreams. In its pursuit of achieving such aim, problems along its way are

sometimes inevitable to the extent that there will be various environmental interrelationship

factors and individual values that affect academic performance in the TVL 11 &12 Students has
huge environments factors such as schools, classrooms, student center, library, computer

laboratory and various learning resources that could extremely impact the progress of the

students. However, it is a mere fact that there are students who raised concern with respect to

functionality, availability, accessibility, convenience, effectiveness and even difficulty of

understanding with respect to teachers in teaching.