Journal of Social Sciences & Humanities Research

www.advancejournals.org
Open Access Scientific Publisher

Research Article
INFLUENCE OF SOCIAL NETWORKING ON THE STUDY HABITS
AND PERFORMANCE OF STUDENTS IN A STATE UNIVERSITY
Ariel R. Judilla1, Raymund B. Gemora1
1
West Visayas State University – Janiuay Campus, Iloilo Philippines

Correspondence should be addressed to Ariel R. Judilla

Received October 31, 2015; Accepted November 10, 2015; Published December 04, 2015;

Copyright: © 2015 Ariel R. Judilla et al. This is an open access article distributed under the Creative Commons
Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the
original work is properly cited.

Cite This Article: Judilla, A., Gemora, R.(2015). Influence of Social Networking on the Study Habits and
Performance of Students in a State University. Journal of Social Sciences & Humanities Research, 1(2).1-12

ABSTRACT

This study aimed to ascertain the influence of social networking on the study habits and academic performance of tertiary
students of the West Visayas State University (WVSU) System. It likewise aimed to determine the significant differences
on the extent of influence of social networking on the study habits and academic performance of the students when they
were grouped as to age, sex, socio economic status and educational attainment of parents; as well as to ascertain the
significant relationships among the extent of influence of social networking and students’ study habits and their academic
performance. This study utilized the descriptive-correlational method in describing how social networking influenced the
study habits and academic performance of the students. Two hundred thirty five (235) graduating students taking Bachelor
of Science in Information Technology (BS InfoTech) at WVSU were utilized as respondents of the study.Researcher-made
and duly-validated instruments such as questionnaire checklists that described the influence of social networking and the
status of students’ study habits and the WVSU terminal competencies assessment to measure their academic performance
were used to gather data. Means and standard deviations were used to describe the influence of social networking on the
study habits and academic performance of the students. The t-test and ANOVA were used to assess the significant
differences on the influence of social networking on the respondents’ study habits and academic performance and Pearson’s-
r correlation was used to test the significant relationships among the extent of influence of social networking, students’
study habits and their academic performance. Results revealed a high extent of influence of social networking on the
respondents regardless of age, sex, socio economic status, and educational attainment of their parents. The status of the
students’ study habits was also high while their level of academic performance was basic. There were significant differences
in the level of academic performance of students when classified as to age, socio economic status and educational
attainment of parent while significant relationship existed between the extent of influence of social networking and the
status of the study habits of the respondents and between the respondents’ extent of influence of social networking and the
level of their academic performance.

KEYWORDS: Social Networking, Influence, Performance, Study Habits

INTRODUCTION increases, so too does the number of tools that utilize this
still-growing technology [1] .

I
nternet technologies have, for the past few decades,
significantly altered the way individuals both in and out of
colleges work, play, and interact and even now, Internet
communication is emergent; as the speed of the Internet
1
Horrigan [2] noted that the Internet has become a primary
vehicle for many individuals’ day-to-day activities, with the
advent and historic growth of technologies such as
electronic mail (e-mail), instant messaging, online
newspapers, eBooks, research databases, Weblogs,

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 Journal of Social Sciences & Humanities Research
eCommerce, and social networking sites and it is an
increasing rarity for an individual in the US to go even a
day without some sort of interaction using an Internet
technology.
Madden [3] explained that internet-based technology that
holds promise for screening in this important population is
social networking and more than 80% of adults aged 18 to
29 visit social networking sites such as Facebook. The
utilization of Facebook has been found to increase users’
sense of personal belonging among college students and
also, this sense of belonging has in and of itself been
positively correlated with academic performance [4].
Social Networking Site (SNS) covers all about engagement
creating relationships, communicating with one’s readers,
building his following and connecting with his online
audience. It has been observed as the practice of expanding
the number of one's business and/or social contacts by
making connections through individuals.
Livingstone [5] stated that affinity for self-presentation is
often a mark of adolescence, and SNS use has made it
possible for one’s own display of personality to reach a
larger audience than previous generations.
However, there are some overlap and integration with
social media and social networking. Social media experts
say that Facebook, Twitter and Pinterest are whole package
platforms -- and are considered both social media (tools)
and social networking (a way to engage). You Tube, on the
other hand, is a tool for video, so it's social media. Chatting
with other colleagues on LinkedIn? That's social
networking. Both work together for one’s overall social
media strategy.
Hughes [6] defines social media as a collection of Internet
websites, services, and practices that support collaboration,
community building, participation, and sharing, these
technologies have attracted the interest of higher education
faculty members looking for ways to engage and motivate
their students to be more active learners.
Similarly, there has been interest in integrating various
social media tools (such as blogs, microblogs, video-
sharing sites, and social networking) into the learning
process [7], especially by faculty members with a
disposition towards the use of newer technology in
education [8].
Junco, Merson and Salter [9] discusses the excessive use of
social media tools by college students has led to debate
over whether or not it has changed the very shape and
structure of students’ social behavior and academic
practices, and has thus caused leading educators to redefine
their understanding of interpersonal communication and
study dynamics.
According to Wang, Chen and Liang [10] students use
2 keeping in mind all the factors that can positively or
social media tools for many purposes such as access to
information, group discussion, resource sharing and
entertainment. On the contrary, Gross and Acquisti [11]
argue that users may be putting themselves at risk both
offline (e.g., stalking) and online (e.g., identify theft).
JSSHR 22|Volume 1|Issue 2|2015
In this study, social networking and social media are used
interchangeably.
Social networking has only one goal. It is to encourage
new ways to communicate and share information.
Observations showed, however, that many students have
been blaming various social networking for it affects
adversely their study habits and the steady decrease in their
grade point averages. This emergent phenomenon has
aroused the researcher to look into social networking and
why it affects the study habits of students.
The System’s theory input-output model developed by
Ludwig Von Bertalanffy, according to Koontz and
Weihrich [12], postulates that an organized enterprise does
not exist in a vacuum; it is dependent on its environment in
which it is established. They add that the inputs from the
environment are received by the organization, which
then transforms them into outputs. As adapted in this
study, the students (Inputs) from different social
economic backgrounds and are from various school
backgrounds, and how the social networking affects the
output which is the study habits and can be seen through
their academic performance.
Study habits, are learning tendencies that enable students
to work privately. Azikiwe [13] describes that good study
habits are good asset to learners because they assist
students to attain mastery on areas of specialization for a
consequent academic performance.However, Devine [14]
asserted that researchers have not found any one study
strategy or skill that is best for all students in all learning
tasks. There are many useful strategies or skill, and the
ones that a particular individual uses will depend on the
individual and the learning situations.
According to Hay [15], the more time spent on social
networking sites, the less they may be good for students’
social lives, in the way that it may cause them to be more
illiterate; short forms, and even the limited amount of
characters one is allowed to type on certain statuses, don’t
help expand the writing portion of a student’s mind
resulting in lower grade averages and less time spent on
studies.However, the positive is also that an ‚interactive
world‛ full of ideas and insight and opinions can act as an
aid for school work in the sense that students have a wide
range of people’s information, knowledge, and experience
to learn from and to report on. In this study, study habits is
one of the variables upon which the researchers believed
may have been affected by social networking, either good
or bad.
Academic performance, on the other hand, is not a concept
that is new, many social scientists and researchers alike
have defined academic performance in various ways.
Tuckman [16] rightly put it that performance is the
apparent demonstration of understanding, concepts, ideas
and knowledge of a person and proposed that grades
clearly depict the performance of a student. Thus, their
academic performance must be managed efficiently
negatively affect their educational performance. Banquil
[17] states that a student is generally judged on
examination performance. Performance, therefore, is the
application of a learning product that at the end of the
 Journal of Social Sciences & Humanities Research
process provides mastery. It is the acquisition of particular
grades on examinations that indicates candidates’ ability,
mastery of the content, skills in applying learned
knowledge to particular situations. A student’s success is
generally judged on examination performance. Success on
examinations is a crucial indicator that a student has
benefited from a course of study [18].
According to Vaughn [19], student users are affected by
the internet and this impact is determined by the type of
internet usage. They are positively or negatively affected
by the informative use of internet while having drastic
impact of recreational use of internet on them. Also, Flad
[20] asserted that internet is advantageous to both students
and teachers if used as a tool of knowledge creation and
dissemination. As another variable for this study, the
researchers also believed that there may be impact of social
networking that can be put at forefront especially when
respondents were classified as to age, sex, socio-economic
status and educational attainment of parents.
Social networking evidently has a lot of positive effects,
but there are also some negative impacts. Interesting
relevant information on the impact of social networking or
social media on the study habits and academic performance
of tertiary students at the West Visayas State University
System would be put to fore. Credible evidences that
would solidify the support on controlling the activities of
social networking and reducing the risk of assimilating
such addicting activities and damaging impacts would also
be highlighted; hence, this study.
This study aimed to describe how social networking
influenced the study habits and academic performance of
the Bachelor of Science in Information Technology
graduating students of the West Visayas State University
System. Specifically, it also sought answers to: Extent of
utilization of social networking by the students as an entire
group and as to their age, sex, socio economic status, and
educational attainment of their parents; status of study
habits of the students as an entire group and as to their age,
sex, socio economic status, and educational attainment of
their parents; level of academic performance of the
students as an entire group and as to their age, sex, socio
economic status, and educational attainment of their
parents; if significant differences exist in the extent of
utilization of social networking of students as an entire
group and when classified as to age, sex, socio economic
status, and educational attainment of their parents; if
significant differences exist in the status of study habit of
the students as to their age, sex, socio economic status, and
educational attainment of their parents; if significant
differences exist in the level of academic performance of
the students as to their age, sex, socio economic status, and
educational attainment of their parents; if significant
relationship exists between the extent of influence of social
networking and the status of study habit of students; if
significant relationship exists between the extent of
influence of social networking and the level of academic
performance of students; and if significant relationship
exists between the status of study habit and the level of
academic performance of students.
MATERIALS AND METHODS
Conducted among the 235 (100%) graduating students
enrolled in the Bachelor of Science in Information
Technology (BS InfoTech) program of West Visayas State
University System for school year 2012 – 2013, this study
aimed to ascertain the extent of influence of social
networking on the respondents’ status of study habits and
level of academic performance.
This study utilized the descriptive-correlational type of
research. According to Gay [21], the descriptive method of
research involves collecting data to answer questions
concerning the current status of the subject under study.
Correlation studies, on the other hand, determine whether
or not two variables are correlated. This means to study
whether an increase or decrease in one variable
corresponds to an increase or decrease in the other
variable. This study involved collecting data to be used in
determining whether, and to what degree relationship
exists among the given variables.
The independent variables were the respondents’ age, sex,
socio economic status, and educational attainment of their
parents. The moderator variable was the influence of social
networking and the dependent variables were the status of
study habits and the level of academic performance of the
respondents.
Employed statistics were means and standard deviations, t-
test, ANOVA, and Pearson’s r Correlation. Statistical level
for all inferential tests was set at .05 alpha. All statistical
computations were processed through the Statistical
Package for the Social Sciences (SPSS) software.
The respondents were classified as to age, sex, socio
economic status, and educational attainment of their
parents. As to age, the respondents were classified as to
young (20 years old below) and old (above 20 years old).
As to sex, they were classified as to male and female. As to
socio economic status, they were classified as to low,
average, and high. As to educational attainment of their
parents, they were classified as to elementary, high school,
and college.
To gather data from the respondents such as age, sex, socio
economic status and educational attainment of their
parents, a personal data sheet was attached to the
questionnaire checklists. To determine the academic
performance of the respondents, the Terminal
Competencies Assessment (TCA) results were used. TCA
is divided in to two parts: general competencies and the
specialized knowledge. The general competencies include:
Critical Thinking, Historical Perspective, Civic
Responsibility, Technological Facility, Research
Competence, Scientific Literacy, Information Literacy, and
Effective Communications. The specialized knowledge
covers disciplinary knowledge and skills in line with the
respondents’ area of specialization. 3
Study habit component skills included were homework and
assignment, time allocation, reading and note-taking, study
period procedure, concentration, written work,
examination, teacher consultation.
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The researcher-made and duly validated questionnaire
checklists were used to obtain the data on the influence of
social networking and study habits of students. A five-point
scale was used with the following weights and descriptions
to the responses: 1—never, 2- seldom, 3- sometimes, 4-
often, and 5- always. The instrument was validated by
experts in research of the University. The instruments were
pilot tested by the proponents. Split-half method was used
to determine the reliability of the data gathering
instruments.
and its descriptions were used: 65-75 – Advanced; 54-64 -
Very proficient; 43-53 – Proficient; 32-42 – Basic; 21-31 –
Novice. To determine the socio-economic status, this scale
and its descriptions were used: Php 8, 801.00–above –
High; Php 4, 701.00-Php 18,000.00 – Average; Php 4,
700.00-below – Low.
Table I shows the distribution of respondents when
grouped as to age, sex, socio-economic status and
educational attainment of parents.

The data obtained from the study were subjected to
descriptive and inferential statistical tools. Means and
standard deviations were used to determine the influence of
social networking, the status of study habits, and the level
of students’ academic performance.
To determine the extent of influence of social networking
and the status of study habits, this scale and its descriptions
were used: 4.21-5.00 - Very Highly Influenced; 3.41- 4.20
– Highly Influenced; 2.61-3.40 – Moderately Influenced;
1.81-2.60 – Fairly Influenced; 1.00-1.80 – Not Influenced.
To determine the level of academic performance, this scale
The total number of respondents was 235 or 100% of the
total population. Out of 235 respondents, as to age, 140
(60%) were young and 95 (40%) were old; as to sex, 85
(36%) were males and 150 (64%) were females; as to
socio-economic status, 130 (55%) were low, 68 (29%)
were average and 37 (16%) were high; as to mother’s
educational attainment, 46 (19%) finished elementary; 89
(38%), finished high school; and 100 (43%) finished
college; and as to father’s educational attainment, 17 (7%)
finished elementary; 108 (46%) finished high school; and
110 (47%) finished college

Table 1: Distribution of Respondents

Category N %

Entire group 235 100

Age Young (20 years old and below) 140 60

Old (above 21 years old)

95 40

Sex Male 85 36
150
Female 64
Low 130 55
Socio Economic Status
Average 68 29
High 37 16
Elementary 46 19
Educational Attainment
Mother High School 89 38
College 100 43
Elementary 17 7
Father
High School 108 46
4 College 110 47

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RESULTS AND DISCUSSIONS

As to the descriptive and inferential findings of this study, Table 2 shows that as an entire group, social networking highly
influenced the respondents (M=3.43, SD=.64). The extent of influence of social networking among the students covered the
use of social networks for their social life, entertainment and educational reasons.

Table 2: Extent of Influence of Social Networking among the Respondents

Category N Mean SD Description

Entire group 235 3.43 64 Highly Influenced

Young (20 years old and below) 140 3.43 64 Highly Influenced
Age

Old (above 21 years old) 95 3.43 60 Highly Influenced

.
Male 85 3.54 66 Highly Influenced
Sex
Female 150 3.37 65 Highly Influenced
Low 130 3.33 .57 Highly Influenced
Socio Economic Status
Average 68 3.47 .67 Highly Influenced
High 37 3.71 .43 Highly Influenced
Elementary 46 3.44 62 Highly Influenced
Educational Attainment
Mother High School 89 3.28 67 Highly Influenced
College 100 3.57 .73 Highly Influenced
Elementary 17 3.32 62 Highly Influenced
Father
High School 108 3.35 .60 Highly Influenced
College 110 3.56 .60 Highly Influenced
Legend: 4.21-5.00 - Very Highly Influenced; 3.41- 4.20 – Highly Influenced; 2.61-3.40 – Moderately Influenced; 1.81-2.60
– Fairly Influenced; 1.00-1.80 – Not Influenced
.
SD=.62) and college (M=3.56, SD=.60). The SDs
When they were classified as to age, social networking obtained showed the narrow dispersion of the means for
highly influenced the young (M=3.43, SD=.64) and the each group, revealing the homogeneity of the respondents
old (M=3.43, SD=.65). Likewise, as to sex, social concerned in relation to the general influence of social
networking on their study habits and academic
networking highly influenced the male (M=3.54, SD=.60) performance. These results proved that the respondents’
and the female (M=3.37, SD=.66). When the respondents study habits and academic performance were to a high
were grouped as to socio-economic status, social extent influenced by social networking. Most likely that
networking highly influenced those with low income this high influence may have been result of easy access to
and brought about by the availability of gadgets at hand
(M=3.35, SD=.65), those with average income (M=3.47, like cell phones, desktops, laptops with mobile data and
SD=.57) and those with high income (M=3.71, SD=.67). Wi-Fi connection. The affordability of these gadgets in the
When they were classified as to educational attainment of market may have been another reason.
parents, social networking highly influenced those whose
mothers finished elementary (M=3.44, SD=.43), high Table 3 reveals that as entire group, the respondents had 5
school (M=3.28, SD=.62) and college (M=3.57, highstatus of study habits (M=3.82, SD=.63). The study
habit component skills upon which the researchers based
SD=.67). Similarly, those whose fathers finished the respondents’ status of study habits included homework
elementary (M=3.32, SD=.72), high school (M=3.35, and assignment, time allocation, reading and note-taking,

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study period procedure, concentration, written work, examination, and teacher consultation.

Table 3: Status of Study Habit of the Respondents

Category N Mean SD Description

High
Entire group 235 3.82 .63
Y
oung (20 years old and below) 140 3.73 .63 High
Age
Old (above 21 years old) 95 3.96 .62 High

Sex Male 85 3.81 .65 High

Female 150 3.83 .62 High

Low 130 3.87 .60 High
Socio Economic Status
Average 68 3.84 .56 High
High 37 3.61 .80 High
Elementary 46 3.43 .43 High
Educational Attainment
High School 89 3.28 62 High
Mother
College 100 3.57 67 High
Elementary 17 3.32 .73 High
Father
High School 108 3.35 .62 High
College 110 3.56 .60 High
Legend:4.21-5.00 - Very High; 3.41- 4.20 – High; 2.61-3.40 – Moderate; 1.81-2.60 – Fair; 1.00-1.80 – Poor.

When they were classified as to age, the respondents
yielded high status for both the young (M=3.73, SD=.63)
and the old (M=3.96, SD=.62). Likewise, as to sex, they
showed high status for both male (M=3.81, SD=.65) and
female (M=3.83, SD=.62). When the respondents were
grouped as to socio-economic status, they showed high
status for all those with low income (M=3.87, SD=.60),
those with average income (M=3.84, SD=.56) and those
with high income (M=3.61, SD=.80). When they were
classified as to educational attainment of parents, the
respondents yielded high status for all those whose
mothers finished elementary (M=3.44, SD=.43), high
school (M=3.28, SD=.62) and college (M=3.57,
SD=.67). Also, those whose fathers who finished
elementary (M=3.32, SD=.72), high school (M=3.35,
SD=.62) and college (M=3.56, SD=.60). The SDs
obtained showed the narrow dispersion of the means for
each group, revealing the homogeneity of the respondents
concerned in relation to the status of their study habits. The
6 overall results disclosed a high status among respondents’
study habits. The revealed high status may have been
brought about by their academic struggles, perseverance to
pass their subjects with high grades, ability to adapt to
academic demands and pressures, systematic study
schedules, and the like. Most likely that they have relevant
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study practices as well as influences of peer groups and
others as regards how to balance and focus on their studies.
Table 4 shows that as entire group, the respondents had
basic level of academic performance (M=35.17,
SD=6.09).
When they were classified as to age, the respondents
yielded basiclevel of academic performance for both the
young (M=36.55, SD=6.55) and the old (M=33.04,
SD=4.60). Likewise, as to sex, they showed basiclevel of
academic performance for both male (M=36.15,
SD=6.55) and female (M=34.59, SD=5.75). When the
respondents were grouped as to socio-economic status,
they showed basic level of academic performance for all
those with low income (M=34.36, SD=5.73), those with
average income (M=35.04, SD=.5.30) and those with
high income (M=38.13, SD=7.67). When they were
classified as to educational attainment of parents, the
respondents yielded basic level of academic
performancefor all those whose mothers finished
elementary (M=34.00, SD=5.22), high school (M=33.69,
SD=5.15) and college (M=36.74, SD=6.66). Also, those
whose fathers who finished elementary (M=34.64,
 Journal of Social Sciences & Humanities Research
SD=7.30), high school (M=33.89, SD=5.33) and college
(M=36.54, SD=5.89). The SDs obtained showed the
narrow dispersion of the means for each group, revealing
the homogeneity of the respondents concerned in relation
to the level of their academic performance. The general
competencies covered in the terminal assessment test
administered to the respondents like critical thinking,
historical perspective, civic responsibility, technological
facility, research competence, scientific literacy,
information literacy, and effective communications yielded
overall results of a basic level of academic performance
among the respondents, showing a very modest
accomplishment.These turn out may have been brought
about by personal factors, lack of review or to the extent,
weak teaching-learning procedures. Most likely, though
it’s a specialized learning that covered disciplinary
knowledge and skills in line with the respondents’ area of
specialization, there may be lack of experiential learning,
practice and more practice.

Table 4:level of academic performance of the respondents

Category N Mean SD Description

A Entire group 235 35.17 6.09 Basic

Young (20 years old and below) 140 36.55 6.55 Basic

B Age
Old (above 21 years old) 95 33.04 4.60 Basic

85 36.15 6.55 Basic

C Sex Male

Female 150 34.59 5.75 Basic

Low 130 34.36 5.73 Basic
D Socio Economic Status
Average 68 35.04 5.30 Basic
High 37 38.13 7.67 Basic
Elementary 46 34.00 5.22 Basic
E Educational Attainment
Mother High School 89 33.69 5.15 Basic
College 100 36.74 6.66 Basic
Elementary 17 34.64 7.30 Basic
Father
High School 108 33.89 5.33 Basic
College 110 36.54 5.89 Basic
Legend: 65-75 – Advanced; 54-64 - Very proficient; 43-53 – Proficient; 32-42 – Basic; 21-31 – Novice

t-test and ANOVA results on Table 5 revealed that there
were no significant differences on the extent of influence of
social networking on the respondents as to their age (t =
.02, p = = 1.94; p = .05) and educational
.98), sex (t
attainment of father (F=.40, p = .26). Social networking
has been and will be a worldwide trend, and the clientele
regardless of age, young or old, are captive users. Sex,
represented by male and female, may be an interesting and
important variable, yet in this study may not be significant
at all. This may be due to the mental and emotional
interests of both sexes on using social networking. Both
have been observed to be sociable people living in a
sociable society. As to their everyday activities and
decisions, they may resort to such occupational hobby or
serious business of social networking and no sex is an
exception. Most likely that they’re both strongly exposed
to social media as their springboard for social networking.
Regardless of their father’s educational attainment, the
respondents took personally their interests and perhaps
developed attachment on social networking through the
use of available gadgets at hand.
On the other hand, ANOVA results showed significant
differences existed when the respondents were classified as 7
to socio economic status (F=.40, p=.01) and educational
attainment of mother (F=.40, p=.003). It is well noted
that the higher the socio economic status, the better
opportunity for anyone to avail gadgets like cell phones,
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laptops and the like and can change them with more high- due to the closeness and the impact of mothers to their
tech ones at one’s disposal. Social networking may have a kids. The higher the education of the mother, the higher
better impact to those who can afford the technology. the possibility that she has influenced how her kids would
Likewise, the respondents, when classified as to prefer to be socially active and be adept with social
educational attainment of mother, also showed a significant networking.
difference as to social networking’s influence. This may be

Table 5:Differences in the Extent of Influence of Social Networking on the Respondents

Category Mean df t-value 2-tailed Statistical

Probability Decision

Young (20 years old 36.55

and below)
Age Not Significant
233 .02 .98

Old (above 21 years 33.04

old)

Male 36.15 1.94 .05 Not Significant

Sex 232
Female 34.59

Category Mean df mean-Square 2-tailed Statistical

Probability Decision

Low 34.36
Socio Economic Status Significant
Average 35.04 232
.40 .01

High 38.13
Educational Attainment Elementary 34.00 232 .40
Mother .003 Significant
High School 33.69
College 36.74
Father Elementary 34.64 232 .40
.26 Not Significant
High School 33.89
College 36.54
P, <.05

t-test and ANOVA results on Table 6 revealed that there
was a significant difference on the status of study habits of
the respondents when classified as to their age ( t =-2.66,
p = .01). It may be posited that age is a factor on how one
prioritizes his studies. Getting aged perhaps creates a
better perspective and system on how one can manage his
time schedule and activities, be it in the classroom or in
personal life; most likely, with the respondents of this
study.
of these variables, the students’ study habits may have
been a result of the stringent instructional activities
afforded by their teachers and their institution; that their
academic demand and pressure may have drove them to
study, set time schedules and religiously follow these
schedules.

When they were classified as to sex (t=-.16, p = .87),

8
socio economic status (F=.39, p = .08) and educational
attainment of parents: mother (F=.40; p= .18), father
(F=.40, p=.07), there were no significant differences on
the status of study habits of the respondents. Irrespective

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Table 6:Differences in the Status of Study Habits of the Respondents

Category Mean df t-value 2-tailed Statistical

Probability Decision
Young (20 years old 36.55
and below)
Age -2.66 Significant
233 .01
Old (above 21 years 33.04
old)

Male 36.15 Not Significant

Sex 232 -.16 .87
Female 34.59

Category Mean df mean-Square 2-tailed Statistical

Probability Decision
Low 34.36
Socio Economic Status
Average 35.04 232 Not Significant
39 .08
High 38.13
Educational
Attainment Elementary 34.00 232 .40 .18 Not Significant
Mother
High School 33.69

College 36.74

Elementary 34.64 232 .40 .07 Not Significant

High School 33.89
Father

College 36.54

P, <.05

t-test and ANOVA results on Table 7 revealed that there be academically prepared, ready or otherwise; hence, no
were significant differences on the level of academic significant difference was found.
performance of the respondents when classified as to their
age (t=-4.50, p=.00), socio economic status (F=-35.65,
p=.003), and educational attainment of parents: mother
(F=-35.12, p=.001) and father (F=-35.93, p=.009). It has
been observed that as one aged, supported with better
family income and strong educational background of
parents yielded better academic performance on the
students. Hence, these variables may have been generally
true when gauged with academic performance.

When they were classified as to sex (t=1.84, p=.07), no

significant difference was noted. Regardless of sex, the
respondents may have been generally to either be 9
academically high or less performing as brought about by
equal opportunity given them in academic activities and
instructional endeavours. They may have been similarly to

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 Journal of Social Sciences & Humanities Research
Table 7: Differences in the Level of Academic Performance of the Respondents

Category Mean df t-value 2-tailed Statistical

Probability Decision

Young (20 years old 36.55

and below)
Age Significant
233 4.50 .00

Old (above 21 years 33.04

old)

Male 36.15
Sex 232 1.84 .07 Not Significant
Female 34.59

Category Mean df mean-Square 2-tailed Statistical

Probability Decision

Low 34.36
Socio Economic Status Significant
232
Average 35.04 35.61 .003

High 38.13
Educational Attainment Elementary 34.00 232 35.12
Mother .001 Significant
High School 33.69
College 36.74
Father Elementary 34.64
232 35.93 .009 Significant
High School 33.89
College 36.54
P, <.05

As shown on Table 8, a significant correlation existed
between the extent of influence of social networking and
the status of the study habits of the respondents as shown
by Pearson’s r of .36 and two-tailed probability of .00
which was less than the set of 0.05 level of significance It
may been well underscored the importance of one with the
other. This significant relationship may have been
contributed by the degree program of the respondents, to
whom this study was administered, knowing the
respondents as computer education and information
technology learners. Social networking would have been
fastened in their daily activities and school requirements;
hence, to their study habits.
While it was found out that no significant relationship
existed between the status of the study habits and level of
academic performance of the respondents as revealed by
Pearson’s r of -117 and two-tailed probability of .07 which
was greater than the set of 0.05 level of significance. No
significant correlation was noted because both variables
may not have much of impact to the respondents’ daily
instructional activities. They may have become vital
components in their studies of information technology but
not much relationship significance has been identified.

Also, a significant relationship existed between the extent

of influence of social networking and the level of academic
performance of the respondents as revealed by Pearson’s r
of .13 and two-tailed probability of .04 which was less than
the set of 0.05 level of significance. As information
10 technology students, social networking would have been
embedded in their instructional activities in school or more
likely, at home. This significant relationship would have
been a result of the respondents’ imbibing both as part of
their system, where one exists so with the other.

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 Journal of Social Sciences & Humanities Research
Table 8:Relationship between the Extent of Influence of Social Networking and Status of
Category
Pearson’s r
Social Networking
.36
Study Habit
Social Networking
.13
Academic Performance
Study Habit
-117
Academic Performance
CONCLUSIONS
The extent of influence of social networking on students as
an entire group and regardless of age, sex, socio economic
status, and educational attainment of their parents was
high. It also proved that the respondents’ study habits and
academic performance were to a high extent influenced by
social networking. Most likely that this high influence may
have been result of easy access to and brought about by the
accessibility of gadgets like cell phones with mobile data
and Wi-Fi connection. The affordability and availability of
these gadgets in the market may have been another reason.
Likewise, this implies that students may have not realized
that spending more time in social networking could be a
hindrance to a good academic performance. In fact they
have more important things to do like school works and
studying their lessons. The status of study habits of
students as an entire group and regardless of age, sex, socio
economic status, and educational attainment of their
parents was high. This means that students may have
established certain habits in accordance to their needs and
have their aspirations and purpose of utilizing social
networking in improving their academic performance.
The level of academic performance of students as an entire
group and regardless of age, sex, socio economic status,
2-tailed Statistical
Probability Decision
.00 Significant
.04 Significant
.07 Not Significant
and educational attainment of their parents was basic. The
findings mean that being active in social networking could
affect students socially, emotionally and academically. This
may mean that social networking could highly influence
study habits and academic performance of students
negatively. Being involved in social networking can
influence the students not to give importance to their
academic subjects.
Students should utilize certain time for researching or
advance study aside from social networking. Students
would have certain restrictions on how will they use and
view the pages of social networking sites. For example, if
they have spare time or they are on the time of net
researching they could visit their educational social
networking sites. Students should evaluate themselves;
assess their aspirations in looking for friends. They should
not always seek attention, instead try to confide themselves
with those people who appreciate them.
It is suggested that parents should get appropriate guidance
and counselling about dealing on how to develop good 11
study habits for the educational development of their
children. Healthy and sympathetic teacher-student
relationship should be initiated to upgrade the level of
academic self-esteem of students. Self-study should be
encouraged and emphasized. The teachers should ask the
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 Journal of Social Sciences & Humanities Research
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