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Chapter 1
THE PROBLEM AND ITS SCOPE
Rationale
Social media are computered - mediated technologies that facilitates the
creation and sharing of information, ideas, career interests and other forms of
expression at virtual communities and network. Social media are interactive web and
internet based applications (Obar, Jonathan A, Wildman, Steve, 2015).
Today’s world is a global village. Everyone is connected to another in this vast
network generated by the interests. As said by Marshall McLuhan, a philosopher of
communication theory, "The new electronic independence recreates the world in the
image of global village.” This electronic independence is inherently dependent upon the
internet illuminates the lived at thousand at people by spreading knowledge
internationally thereby making us global citizen (Abhishek Karadkar, 2015).
Social media is a popular trend today, especially among students. It is currently
being used regularly by millions of people. The internet is more than just a means of
seeking information. People discovered that the internet could be used to connect with
people, whether business or educational purposes, make new friends, reawaken old
friend and long lost relatives. The use of social networking sites has been widespread
that they have not only caught the attention of academic and industry researchers
worldwide but also us, in particular.
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Students use social media sites to communicate and express their selves and by
students, it had led to debate over whether or not it has changed the very shape and
structure of students’ behavior, and thus causes leading educators to wider their
understanding of interpersonal communication and study dynamics (Junco, Merson &
Satter, 2011)
As said by Professor S. Shyam Sunder in 2015, a renowned researcher at Penn
State University, "The types of actions users take and the kinds at information they are
adding to their profiles are a reflection of their identities.” The lives of people, especially
students, are largely influenced by what is posted by other people on their profile on
social media. Students have become prone to frequent fluctuations in mood and self-
control. Actions that attract more public attention hold more value, even despite some of
being immoral or illegal. Even many students are worried about their looks, and so they
always try to upload nice picture than their friends. A recent survey has stated that
whenever someone uploads, it immediately affects the mood. It often produces stress,
Anxiety of fear about their identities as people. Consistently thinking in this way can
sometimes lead to depression.
In the local setting, in Lyceum of the Philippines-Laguna, the established effects
showed that social networking sites/media decrease students` study time and increase
leisure time. They use social networking sites/media mainly for non-academic purposes
or entertainment activities and for communicating with friends and classmates about
school works and assignments (Isaac Morallo, 2014).
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While in UPV or The University of the Philippines Visayas in Iloilo City. They
tackle the interesting feature of understanding behavior of students towards use of
social media sites that it is varied and complex. A natural progression of the work is to
compare results to other social media sites, such as Facebook and Wikis, in which
educators are currently using (Moran etal., 2011). Thus, students that use social media
should be given attention. It establishes that behavioral institutions to use technology
such as social media sites, may explain its usage. However, its application to students’
intention to use and actual usage of social media sites are not the same (Dumpit and
Fernandez, 2017).
Benedicto College, A.S Fortuna St. Bakilid Mandaue City, as reflected on its
vision and mission that states “As the preferred higher educational institution in the
Asia-Pacific, making life-long learners and developing a culture of competence,
industriousness, integrity, and service”, this research will provide strong insights to
address problems that students nowadays are facing off, particularly in usage of social
media sites and the effects it brought to students’ behavior.
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Literature Background
Erik Erikson’s (1950-1963) in “Theory of Psychosocial Development”, discusses
psychological stages. According to Erikson, the ego develops as it successfully resolves
crises that are distinctly social in nature. These involve establishing a sense of trust in
others, developing a sense of identity in society. Recognizes that conscious actions
shape an individual’s engagement with the social environment; that human
development is a recursive relationship between the mutual influence of the individual
and the social. Erikson suggest that there is still plenty of room for continued growth and
development throughout one`s life. Erikson puts a great deal of emphasis on the
adolescent period, feeling it was a crucial stage for developing a person`s identity.
Moreover, social media is a stepping stone for ones’ individual to generate its social
identity likewise with the students that are still developing with its personal identity, but
with social identity it generates might just only for public appearance, on how they
wanted the public to look on them, not like with personal identity that emphasizes its
true identity as a whole.
Meanwhile, students who are engaged to social media have brought some
effects towards their behavior in particular with social behavior, which is supported by
the theory of George Homans entitled “Social Behavior as Exchange” in 1958. He
defined social exchange as the exchange of activity, tangible or intangible, and more or
less rewarding or costly, between at least two people. Through social media students
can easily reach out their problems or thoughts with their friends by just having
communicate with it as if social media is a free social networking site wherein it is free
from charge, and because of this, as it is a free social networking site, they tend to
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posts things whatever they want that pops into their minds that sometimes made them
exaggerated and arrogant some things.
On the other hand, Leon Festing a social psychologist in 1954 proposed a theory
called “Social Comparison Theory”, which centers on the belief that there is a drive with
individuals to gain accurate self-evaluations. The theory explains how individuals
evaluate their own opinions and abilities by comparing themselves to others in order to
reduce uncertainty in these domains, and learn how to define the self. This theory of
Leon Festing is accurate to the happenings on the social media world wherein people
tends to showcase what they have, just like eating on a fancy restaurant and picturing
their foods to posts it on their walls, some ideas will pop up and comparing or social
insecurities are starting to arose. In addition, people who compare themselves with
those who are similar to them typically produce accurate appraisals of their capabilities
and beliefs. This explains how individuals compare themselves to others for the purpose
of self-evaluation (assessment of comparative personal standing), self-enhancement
(self-esteem), and self-improvement (ability) (Buunk and Gibbons, 2007; Festinger,
1954; Suls et al., 2002). Social comparison behavior serves to not only enhance self-
knowledge, but also to satisfy a desire to be similar to, or related to others (Goethals,
1986; Krueger, 2000).
In the modern time, students tend to compare themselves based on what other
people posted on their social media accounts, because of this, they do think that they
are not that worthy to be compared by others, insecurities are starting to arose which is
not good as a student for as having insecurities will lead to some major problems. In
accordance to the Social Insecurity Personality, insecurity is what each person
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perceives as a weakness within themselves (Schultz & Schultz, 2009). Insecurity can
hold a person back from behaving the way they wish to be and does not believe they
can be whatever it is they are striving to be.
In addition, it may cause to the idea of having low self-esteem which is
supported by the theory of Abraham Maslow`s Hierarchy of Needs in 1973. According to
Maslow, one of the needs that human being must satisfy is the need for self-esteem.
Maslow's hierarchy of needs is a motivational theory in psychology describing the needs
that drives human behavior. Esteem needs are the basis for the human desire all have
to be accepted and valued by others. Due to the emerging number of social networking
sites/media, students nowadays tend to posts on their walls just to express their feelings
or so whatever, but some students who’ve posted on their walls do received negative
criticism which makes them feel bad about their selves and lowers their confidence in
facing people. On the other hand, the influence of self-esteem on behavior is also
complicated by comparisons that have begun to reveal varying societal interpretations
of self-esteem (Abbas 1993).Their confidence need to be build up because of having a
perception that they’re not that better, that they're not that good, pretty, smart, and etc.
And as a result of having low self-esteem, students might look for respect from others to
improve the view of their selves. That’s why some students are trying to expose things
that aren’t that good to showcase. Just like posting pictures with nudity sense, wanting
to gain public attention, followers, become famous and to be accepted by the society.
However, it is important to remember that until you feel good about yourself, it is difficult
to truly appreciate the way others view you (Shanekia Thomas, 2016).
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According to the research of Nawaz Ahmad in 2017, entitled “Impact of Social
Media on Self-Esteem”. Social media has a very strong impact on the self-esteem of
individuals. Students use these social networking sites for information, communication
and building and maintain of relationships. But majority of the people end up making
upward and downward comparisons with others. The upward comparisons make people
envy others and their lifestyles and also feel less obliged and ungrateful for their
bounties. As a result, the self-esteem of such people gets negatively affected. Social
media is growing very drastically in almost every country in the world. So it is impossible
to keep people, especially students who use Facebook on a daily basis, away from
social media for a very long time. Parents and teachers should play an active role here
by guiding students regarding self-esteem, self-recognition, self-actualization and self-
confidence.
In some aspects,the use of social media plays a variety of roles in education as
highlighted by Al-Khalifa and Garcia (2013), which include providing a media to share
ideas as well as allowing students to build their own communities to collaborate with
each other, facilitating the art of learning and reaching out to the students in order to
understand and teach them at the same time. According toKarpinski, social media has a
negative association with students’ academic performance which is much greater than
the advantages derived through the use of social media platforms (Karpinsiki,
2009).Nalwa & Anand (2003) advised and recommended that those who are
addicted users love to use the internet to set back their personal and
professional responsibilities in which the final outcome is poor academic
performance.According to Kubey, Lavin, and Barrows (2001), there is a correlation
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between academic performance and the dependency on social media platforms.
Researchers have conducted different studies to find out the influence of social
platforms users, for instance a study on ‘’impact of Facebook on undergraduates
academic performance’’, stated that social platforms have negative impact on students.
According to the outcome, students’ academic performance is affected the more they
use Facebook. Social platforms are mainly used by students for socializing
activities rather than academic purpose (Oye, 2012). On the other hand, (Oye, 2012)
also states that majority of students feel that social platforms have positive impact on
academic growth. In accordance to the study of Isaac D. Morallo (2014), “The Effects of
Social Networking Sites on Students’ Academic Performance in Lyceum of The
Philippines – Laguna”,the established effects show that SNSs decrease students’ study
time and increase leisure time. They use SNSs mainly for non-academic purposes or
entertainment activities and for communicating with friends and classmates about
school work and assignments.
Moreover,the use of social media has a variety of disadvantages especially for
students, some of those disadvantages includes cyber bullying(Dictionary, 2014). Cyber
bullying on social media is linked to depression in teenagers, according to new research
that analyzed multiple studies of the online phenomenon. Victimization of young people
online has received an increasing level of scrutiny, particularly after a series of high-
profile suicides of teenagers who were reportedly bullied on various social networks
(Stephanie Pappas, 2015). With the invention of the Internet and its mass commercial
use, some people might not have foreseen the issue of “cyber bullying” and how
harmful it can really be. A non-profit organization called stopcyberbullying.org describes
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it as, “when a child, preteen or teen is tormented, threatened, harassed, humiliated,
embarrassed or otherwise targeted by another child, preteen or teen using the Internet,
interactive and digital technologies or mobile phones” it is already a type of cyber
bullying (Wiredkids, 2011).
According to the study of Jeff White in 2012 entitled, “Cyber bullying and Social
Media”, over half of adolescents and teens have been bullied online, and about the
same number has engaged in cyber bullying” says bullyingstatistics.org. Cyber bullying
can lead to anxiety, depression, and like previously stated, suicide. It also doesn’t help
that since things circulate online a lot, the pain of cyber bullying can reoccur since
nothing is ever truly taken down from the Internet. People who are bullying online think
it’s funny. In some cases they want to hurt or harm the person they’re bullying, like in
Megan Meier’s case. The cyber bullies think its ok for them to do this to people, when in
reality it’s not. Cyber bullies think nothing will ever come of their actions, but in the past
it has proven that things can result.
In accordance to the Anti-Bullying Act of 2013 (RA 10627). This law finds
applicability in school-related bullying incidents which cover those uttered on social
media platforms. “Bullying” under this law refers to any severe, or repeated use by one
or more students of a written, verbal or electronic expression, or a physical act or
gesture, or any combination thereof, directed at another student that has the effect of
actually causing or placing the latter in reasonable fear of physical or emotional harm or
damage to his property; creating a hostile environment at school; infringing on the rights
of another student at school; or materially or substantially disrupting the education
process. (Sec. 2, RA 10627) When done through the use of the Internet, the law
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categorizes the same as “cyber-bullying.” (Sec. 2-D, RA 10627) This covers social
bullying aiming to belittle another individual or group or gender-based bullying which
humiliates another on the basis of perceived or actual sexual orientation and gender
identity. (Sec. 3, B-1, RA 10627, Implementing Rules). However, this law only
addresses student-student bullying. Hence, a teacher who belittles a student in
Facebook or any other social media account, on account of grades or class
performance, social standing or gender may not be held liable under this law.
Therefore, social media has brought so many effects towards students’
behavior, it covers much radius with the problem, moderate prohibition and avoidance
might be good in order to cope up with the problem.
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 Social Comparison Theory Anti-Bullying Act of 2013 (RA 10627)
- States that we people determines our
own social and personal worth based
- The law defines the act of bullying as
on how we stack up against others
“any severe or repeated use by one or
(Festing, 1954).
more students of a written, verbal or
electronic expression, or a physical ac
 Hierarchy of Needs Theory
of gesture, or any combination thereof”.
- States that each one of us is wanting
 Sec.2,RA 10627
being; there is always a need to satisfy
- Acts of Bullying, for purpose of this act
(Maslow, 1943).
of “bullying” shall refer to any severe of
repeated used by expression, or
 Psychological Development Theory
physical act or gesture or any
- Establishing a sense of trust and
combination.
developing a sense of identity on the
 Sec.2, D
society (Erikson, 1950).
- Cyberbullying is any done through the
use of technology or any electronic
 Social Behavior as an Exchange
means.
Theory
 Sec.3,B
- Exchange of activity, tangible or
intangible, and more or less rewarding - Identifies the range of disciplinary
or costly between at least two people administrative action that may be taken
(Homans, 1958). against a perpetrator for bullying or
retaliation which shall be
commensurable with the nature.
Senior High School Students of Benedicto College
Profile
 Age
 Course
 Year Level
 Sex Students’ Psychological,
Social, and Academic Behavior

Effects of Social Media
 Academic participation
 Social Behavior
.
 Psychological: anxiety, depression,
social and physical insecurities, & etc.
Figure 1. Theoretical and Conceptual Framework
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THE PROBLEM
Statement of the Problem
This research assessed the effects of social media towards students’ behavior at
Benedicto College during the Academic Year 2017-2018.
Specifically, this sought to answer the following question:
1. What is the profile of the students in terms of:
1.1. Age;
1.2. Course;
1.3. Sex; and,
1.4. Year Level?
2. What are the main effects of social media towards students’ behavior as to:
2.1. Psychological;
2.2. Social; and,
2.3. Academics
3. How do social media affect students’ behavior as to:
3.1. Psychological;
3.2. Social; and,
3.3. Academics
4. Is there a significant difference between the effects of social media and the
students’ behavior as to:
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4.1. Psychological;
4.2. Social; and,
4.3. Academics
Hypotheses
1. Social media do really affect students' behavior.
2. There is really a significant difference between the effects of social media and
the students’ behavior as to psychological, social, and academics.
3. There is no a significant difference between the effects of social media and the
students behavior as to psychological, social, and academics.
Significance of the Study
This study examined the effects of social media towards students’ behavior. It
provides a comparative look at the difference between teachers and parent’s
knowledge, beliefs and practices at the local level.
The following will benefit our study:
Students. Through this study, students will be guided that social media brings
negative effect on their behavior. This study is directed to determine how social media
affects behavior of the students.
SchoolAdministrators. This study can provide data to school heads and
administrators relevant in guiding the students on how social media affects the student’s
behavior.
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Teachers. This study helps in monitoring the individual involvement of the
students in using social media.
Parents. Through this study, students will be guided on facing this kind of
challenge that will lead them to better understand to their child`s situation.
Researcher. They will be able to determine the factors of social media towards
student’s behavior.
RESEARCH METHODOLOGY
Design
This study utilizes the quantitative method of research. Those methods
require gathering data based on the existing condition when this study was conducted.
Data were gathered and analyzed quantitatively and interpreted qualitatively. Random
sampling was made and administered.
Environment and Participants
This study was conducted in the Senior High School Department of
Benedicto College, particularly Senior High School students. Benedicto College is
located at A.S Fortuna Street, Bakilid, Mandaue City,Cebu Philippines.
The participants were randomly selected forty (40) students of the four (4)
over academic track of Benedicto College campus, namely: GAS (General Academic
Strand), STEM (Science, Technology, Engineering and Mathematics), ABM
(Accountancy on Business Management) and HUMMS (Humanities and Social
Sciences).
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Procedure
The researcher-made questionnaire for the effect of social media towards
students' behavior in Benedicto College were distributed to the target respondents after
permitted by the School Director and Dean. These were then collected and presented
through table and figures, and were further subjected to documentary analysis. The
results were used as basis for conclusions and recommendations.
Instrument
To gather all needed data and information, the researchers categorized
the instruments into two (2) parts namely: demographic profile and effect of social
media to the behavior of the students.
On the Demographic Profile. This determines the students' age, strand,
sex, and year level.
On the effect of social media to the behavior of the students. With a
bipolar scale, this determines the students' behavior due to the effect of social media in
Benedicto College.
Statistical Treatment
To determine the relationship between social media and the students’
behavior; academically, psychologically, and socially, the Percentage, Weighted Mean,
and Wilcoxon Rank - Sum Test was used.
1. To obtain the percentage, the formula has been used is which is listed below.
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𝑓
𝑝 = 𝑛 × 100
Where:
P = Percentage
F = Frequency
N = Number of Respondents
2. To obtain the weighted mean, the formula has been used is listed below:
𝑓1 ∗ 𝑥1 +∗ 𝑓2 ∗ 𝑥2 + 𝑓3 ∗ 𝑥3 + 𝑓4 ∗ 𝑥4 + 𝑓5 ∗ 𝑥5
𝑊. 𝑀 =
𝑛
Where:
W.M = Weighted Mean
F = weight given to each response
X = number of responses (x1, x2, x3, x4, x5)
N = total number of responses
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3. To obtain the correlating difference between the effects of social media
and students behavior as to psychological, social, and academics, the Wilcoxon
Rank – Sum Test has been used which is listed below.
𝑅−µ𝑅
Z=
𝜎𝑅
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DEFINITION OF TERMS
There are the terms and variables that are used throughout the literature review
to be operationally defined for clarity and deep-seated understanding. These terms are:
Cyber Bullying. Is a form of bullying or harassment using electronic means, it
includes posting rumors, threats, sexual marks, a victims’ personal information, or
pejorative labels.
Self-actualization. It is the realization or fulfillment of one's talents and
potentialities, especially considered as a drive or need present in everyone.
Self-Esteem. It refers to the students’ level of confidence and self-satisfaction
within themselves. It can also refer to the belief of themselves to perform tasked
successfully.
Social Media. It refers to a computer mediated technologies that facilitate the
creation and sharing of information, ideas, career interests and other forms of
expression via virtual communities and networks.
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Chapter 2
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This part of the research presents, analyzes, and interprets the information
collated through percentage, weighted mean, and Wilcoxon Rank – Sum Test by the
use of questionnaires as the main data-gathering tool. Data are composed of
respondents’ demographic profile namely: age, strand, sex, and grade level; effects of
social media towards students behavior as to psychological, social, and academics and
students behavior as to psychological, social, and academics.
Table 1.1
Students’ Profile as to Age
N=40
Ages Frequency Percentage
16 6 15%
17 17 42.5%
18 13 32.5%
19 3 7.5%
20 1 2.5%
Total 40 100%
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Table 1.1 shows that those students who aged 17 ranks the highest with a
frequency of (17) or 42.5 % of the total sample size. Next in line is the students who
aged 18 with a frequency of (13) or 32.5%, with a frequency of (6) aged 16 with a total
sample size of 15%, (3) aged 19 with a total sample size of 7.5% and with the lowest
frequency goes to student who aged 20 with a frequency of 1 or 2.5% of the sample
size.
Table 1.2
Students’ Profile as to their Strand
N=40
Strand Frequency Percentage
ABM 11 27.5%
STEM 9 22.5%
GAS 16 40%
HUMS 4 10%
Total 40 100%
As reflected in table 1.2, majority of the students were GAS (General Academic
Strand) with a frequency of (16) or 40% of the total sample size, next is ABM (
Accountancy and Business Management) with a frequency of (11) or 27.5%, with a
frequency of (9) or 22.5% of the total sample size, STEM ( Science, Technology,
Engineering, and Mathematics) ranks third, lastly with the lowest frequency got is
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HUMMS ( Humanities and Social Sciences) with a frequency of (4) or 10% of the total
sample size.
Table 1.3
Students’ Profile as to Sex
N=40
Sex Frequency Percentage
Male 9 22.5%
Female 31 77.5%
Total 40 100%
Table 1.3 reveals that most of the respondents are female with a frequency of
(31) or 77.5% of the total sample size , while the rest of it are male with a frequency of
(9) or 22.5% of the total sample size.
Table 1.4
Students’ Profile as to Grade Level
N= 40
Grade Level Frequency Percentage
11 20 50%
12 20 50%
Total 40 100%
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Table 1.4 shows that the frequency and the total sample size of grade levels 11
and 12 are equal with a frequency of (20) or 50% of the total sample size.
Table 2.1
Effects of “Social Media” towards students’ Psychological behavior.
N =40
Psychological WM DV
1. Social media helps me in building up my confidence. 3.7 MA
2. With social media, it helps me release my stress. 3.65 MA
3. Seeing what my friends/ people on social media (e.g., 3.33 N
vacation photos, relationship updates, achievements) makes
me want to change my lifestyle.
4. With social media, it helps me boost my self- reliance on 3.45 N
things.
5. Social media serves as my ear when I have problems. 2.85 N
6. I sometimes feel jealous or envy on what my friends / people I 2.95 N
follow posts on their social media accounts.
7. I sometimes compare myself on what my friends/ people I 2.98 N
follow has posted (e.g., achievements, travel vacations,
aesthetic and etc.) on their social media accounts.
8. With social media, it reduces the level of my self-esteem as I 2.95 N
am not confident to face the social media world and afraid to
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be judged.
9. I feel anxious when I’ve missed out current events, 2.8 N
happenings and trends on social media.
10. I get depressed when I’ve received negative outcomes on my 2.9 N
social media posts.
Composite Mean 3.16 N
As reflected in the table 2.1, question number 1 which states that “social media
helps me in building up my confidence” got the highest weighted mean of 3.7 that
interprets “Moderately Affected (MA)”. According to (Nyagah, Stephen and Muema,
2015), theadvantages of social networking sites for example like Facebook gives
individuals a sense of freedom and identity, boosts up the confidence level of individuals
and cheers them up during hard times. On the other hand, question number 5 which
states that “social media serves,as my ear when I have problems” got the least
weighted mean of 2.85 that interprets “Neutral (N)”. Lastly. According to (Facebook,
2012), social media sites like Facebook, Instagram, Twitter and etc. are used being the
medium for expression of opinion and platform for sharing of knowledge and moments.
Lastly, the composite mean got 3.16 which interprets as ‘Neutral (N)”
Legend:
Range Interpretation
4.6 – 5.0 (VA) Very Much Affected
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3.6 – 4.5 (MA) Moderately Affected
2.6 – 3.5 (N) Neutral
1.6 – 2.5 (SA) Slightly Affected
1.0 – 1.5 (NA) Not Affected
Table 2.2
Effects of “Social Media” towards students’ Social behavior.
N=40
Social WM DV
11. Social media makes me feel connected to all people. 4.05 MA
12. With social media, it helps me find new friends. 4.0 MA
13. With social media, it helps me create such a bond with my 3.53 MA
family and friends.
14. Social media makes me feel updated all the time with the new 3.8 MA
societal issues and current events.
15. Social media helps me in building up my capability of 3.63 MA
socializing.
16. Social media makes me sometimes “anti-social”, in a way of 3.35 N
using it in times of celebration (e.g., birthday parties, reunions,
and etc.)
17. I feel anxious about my true self-identity (e.g., gender, state of 2.8 N
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living, and etc.) that’s why I am posting things that contradicts
with the reality as I am afraid to be judged by the society.
18. With social media, I sometimes feel different from others 3.2 N
(e.g., aesthetic, state of living and etc.).
19. With social media, it makes me feel like an unproductive 2.75 N
member of the society.
20. I am not usually engaged to social events as I don’t have time 3.15 N
with it.
In table 2.2, the highest weighted mean that has got was question number 11
which states that “social media makes me feel connected to all people” with a weighted
mean of 4.05 with an interpretation of “Moderately Affected (MA)”. According to (Boyd &
Ellison, 2007), social media site like Facebook has reduced distances by making people
feel more connected and helped them build new relationships and maintain the existing
ones. On the other hand, the least weighted mean was question number 17 which
states that “I feel anxious about my self-identity (e.g., gender, state of living, and etc.)
that’s why I am posting things that contradicts with the reality as I am afraid to be judged
by many”, with a weighted mean of 2.8 with an interpretation of “Neutral (N)”. According
to (Muise et al., 2009; Boyd & Ellison, 2007) one of the major feature of social media is
to make the personal profiles of users available for public and friends allowing them to
scrutinize and pass on their judgements or feedback through comments.Lastly, the
composite mean got 3.43 which interprets as “Neutral (N)”.
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Legend:

2.6 – 3.5 (N) Neutral
Table 2.3
Effects of “Social Media” towards students’ Academic behavior.
N =40
Academic WM DV
21. With social media, it makes me knowledgeable as it gives me 3.8 MA
wide coverage of information that I could use in my studies.
22. With social media, it motivates me to do great things in school 3.7 MA
as what I have seen on my friends/ people I follow based on
their achievements that they’ve been posted on social media.
23. With social media, it makes my grades maintained as I am 3.47 MA
always informed by my classmates what are the recent
assignments or tasks in time when sometimes I couldn’t make
to school.
24. Social media has influenced me to become a resourceful and 3.6 MA
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an initiative person as It has wide range of information that I
could apply to in my daily life, especially academics.
25. Social media makes me understand to respect each 3.95 MA
individuals’ perspectives in life which I could apply into my
daily life, especially academics.
26. With social media, it makes me lazy in doing school works 3.37 N
(e.g., projects, assignments, group activities and etc.)
27. I find it hard concentrating with my studies knowingly that I 3.35 N
have lots of things to do with my social media accounts.
28. I frequently lacks out of time in studying than the time I spent 2.55 N
in using social media.
29. I sometimes skip classes just to attend the current events 2.25 SA
nearby that has been posted on social media (e.g., parties,
free entrance clubs, and etc.)
30. With social media, it makes me hard to think ideas and 2.57 N
answers on my studies as I am always mentally blocked by
the recent articles and posts of my friends/ I follow on social
media.
As reflected on the table 2.3, question number 25 that states “social media
makes me understand to respect each individual’s perspectives in life which I could
apply into my daily life, specifically academics” got the highest weighted mean of 3.95
27
with an interpretation of “Moderately Affected (MA)”. According to Paul and Gelish
(2011), students’ social network use is related to their personality and, hence, attitude
toward social networking. They elaborated that “some students are influenced more
than others depending on their personality. On the other hand, the least weighted mean
got was question number 29 which states that “I sometimes skip classes just to attend
the current events nearby that has been posted on social media (e.g., parties, free
entrance clubs, and etc.) with a weighted mean of 2.25 with an interpretation of “Slightly
Affected (SA)”. According to the study of Philine Palana (2016), , five out of 16 students
confessed that they have lied to their professors, parents, etc. that they have skipped
their classes just to go to a nearby computer shop and surf the internet. Lastly, the
composite mean got 3.26 which interprets as “Neutral (N)”.
Legend:

2.6 – 3.5 (N) Neutral
28
Table 3.1
Students’ Behavior into Social media as to Psychological Aspect
N=40
Psychological WM DV
1. I sometimes minds others post on social media that make 3.1 N
me feel frustrated.
2. I sometimes interact with people whom do I not know and 3.28 N
sometimes I encountered being rejected which makes me
feel depressed.
3. I usually share my OOTD selfies and sometimes I do 2.43 SA
received bad comments which makes me feel bad about
myself.
4. I usually does status frequently which makes me sometimes 2.48 SA
judged by others.
5. I sometimes post my achievements in my social media 2.8 N
accounts which sometimes others misinterpret it as
bragging.
6. The number of likes I get in my posts boosts my self- 3 N
confidence.
7. The good feedbacks that I’ve received on social media 3.42 N
makes me feel like unique to others
29
8. The number of friends/ followers I have on my social media 3.62 MA
accounts make me feel important to others.
9. The shares I got with my posts (e.g., video vines, photo 2.27 SA
challenge, and etc.) make me feel proud to myself.
10. Every time that I got appreciation from my friends/ followers 3.3 N
on my social media accounts sometimes relieves me from
stress.
In table 3.1, the question that has the higher weighted mean is question number
8 with a weighted mean of 3.62 which states that “the number of friends or followers I
have on my social media accounts make me feel important to others” , which interprets
as “Moderately Affected (MA). According to (Megan Stonecipher, 2017) with social
media, it is not just having a negative outcome but also positive, as if social media is
also a good medium in making and maintaining good relationship. On the other hand,
the lowest weighted mean got was question number 9 with a weighted mean 2.27 which
states that “I feel anxious when I’ve missed out current events, happenings, and trends
on social media”, which interprets as “Slightly Affected (SA)”. According to Mariella
Mostoff (2018) on her study “How Social Media FOMO Affects Well – Being” we
compare our social lives against the examples that come to mind the fastest, which are
often the most memorable because they are the most impressive or novel. In other
words, someone's perfectly composed Snapchat Story sticks in your mind and then
later, when you're assessing how you feel about your own social life, you tend to recall
30
only the most extreme examples of other people's social bliss . Lastly, the composite
mean got 2.97 which interprets as “Neutral (N)”.
Legend:

2.6 – 3.5 (N) Neutral
Table 3.2
Students’ Behavior into Social Media as to Social Aspect
N=40
Social WM DV
11. The negative comments that I’ve received on my posts 2.95 N
makes me think sometimes that I am left out from the
society.
12. The less number of likes that I’ve received on my posts 2.9 N
makes me think sometimes worthless to others.
13. The less number of friends/ followers I have on my social 2.6 N
media accounts makes me sometimes not that productive in
the society or group I belong
31
14. Every time that I missed out any current events makes me 2.88 N
sometimes being left out.
15. Every time that I didn’t receive any replies with someone 3.08 N
that I’ve chatted though he/ she have seen the message
makes me feel like unhealthy to them.
16. Every time that someone has liked my status makes me 3.05 N
feel like part of the social media world.
17. The number of likes I get on my posts boosts my 3.45 N
confidence in socializing with others.
18. The number of friends/ followers I have on my social media 3.5 N
accounts makes me friendly towards others, online and
offline (the real world).
19. By socializing, social media helps me in creating new sets 3.83 MA
of friends.
20. By interacting with different people on social media, it 3.82 MA
makes me updated with the current events and trends.
Composite mean 3.21 N
As reflected in table 3.2, the higher weighted mean got was 3.83 in question
number 19 which states that “with social media, it makes me feel like an unproductive
member of the society”, which interprets as Moderately Affected (MA). According to
Staff Writers (2013) in her study titled “How Social Media is Killing Students Success”,
social media shortens attention spans, become addictive, lead to less diverse social
32
groups, and even, among student users, cause a marked drop in academic
performance. On the other hand, the lowest weighted mean got was question number
13 with a weighted mean 2.6 which states that “with social media, it helps me create
such a bond with my family and friends” which interprets as Neutral (N). According to
Trisha Baruah (2012) in her study titled “Effectiveness of Social Media as a tool of
communication and its potential for technology enabled connections: A micro-level
study” with social media, it makes it possible for people who would not normally
communicate more than a few times a year to keep in touch— colleagues met at
conferences, for instance, or friends met through the online community itself which
makes them create a bond or bring back relationships. Lastly, the composite mean got
3.21 which interprets as “Neutral (N)”.
Legend:

2.6 – 3.5 (N) Neutral
Table 3.3
Students Behavior into Social Media as to Academic Aspect
N=40
Academic WM DV
33
21. I make fun at social media rather than studying which later 3.1 N
on makes me lazy in studying.
22. I gave much time on using social media rather than the 3.23 N
time I allocate in studying.
23. I multitask using social media while studying which makes 3.35 N
me sometimes less concentrate with my studies.
24. During class hours, I frequently open my social media 3.1 N
accounts to check updates that sometimes makes me out
of the discussion.
25. I open my social media every time I wake up to check 3.23 N
updates that sometimes makes me late at school.
26. Every time that I have research in particular with that 2.35 SA
involves current events, social media does help me in
coping up with my studies.
27. By extracting information in social media, it does help me 3.82 MA
finding answers onto my assignments and research.
28. By being motivated to others (e.g., influential people, 3.63 MA
academic achiever, and etc.) makes me want to excel in
class to do great things.
29. Peoples’ likes and reactions on my social media posts lets 3.25 N
my self-esteem boosts and makes me confident in raising
in participating class discussion.
30. By having lots of friends on my social media accounts, it 3.28 N
34
contributes in making me participative in extra-curricular
activities in our schools.
In table 3.3, the question that has the higher weighted mean is question number
27 with a weighted mean 3.82 which states that “with social media, it motivates me to
do great things in school as what I have seen on my friends/people I follow based on
their achievements that they’ve been posted on social media”, which interprets as
Moderately Affected (MA). According to Despoinina Antokaki (2016), with social media,
students got motivated of what they have seen on others posts, for example sports, as if
that student wanted ever to be part of that team, so he got motivated to join, while the
lowest weighted mean got was question number 26 with a weighted mean 2.35 which
states that “with social media, it makes me knowledgeable as it gives me wide coverage
of information that I could use in my studies”, which interprets as Slightly Affected (SA).
Social media does not merely allow knowledge transfer but it also facilitates students’
collaborative learning to creating understanding among students, discussion with peers,
lecturers, increase knowledge sharing, and improve research students’ skills (Redecker
et al., 2010). Lastly, the composite mean got 3.23 which interprets as “Neutral (N)”
Legend:

2.6 – 3.5 (N) Neutral
35
Table 4.1
Difference between the Effects of Social Media and Students’ Behavior as to
Psychological Aspect
N= 40
Z – test Z – critical Interpretation
Value Value
Effects of Social Students’ Behavior
Media
3.16 ( Very High) 2.97( Low) 0.955 ±1.96 Insignificantly
Different
After subjecting to Wilcoxon Rank-Sum Test, the data gathered reveals that there
was no significant difference between the effects of social media as to Psychological
and students’ behavior psychologically into social media since the z – test values
“0.955” do not exceeds the bounds marked by the critical value “±1.96” thus not
rejecting the null hypothesis (Ho) at 0.05 level of significance. As shown, the effects of
social media as to psychological had a higher mean of µ1 (3.16) “Very High” than the
students behavior psychologically into social media which has a mean of µ2 (2.97)
“Low”.
36
Table 4.2
Social Aspect
N = 40
Effects of Social Students’ Behavior Value Value
Media
Significantly
3.43 ( Very High) 3.21 ( Low) 2.801 ±1.96 different
As reflecting to the table 4.2, the data reveals that there was a significant
difference between the effects of social media and students’ behavior since the z – test
value “2.801” exceeds the bounds marked by the critical value “±1.96” thus rejecting the
null hypothesis (Ho) at 0.05 level of significance. As shown, the effects of social media
as to social had a higher mean of µ1 (3.41) “Very High”, while the students’ behavior
socially had a lower mean of µ2 (3.21) “Low”.
37
Table 4.3
Academic Aspect
N = 40
Value Value
Effects of Social Students’ Behavior
Media
3.26 (Very High) 3.23 (Low) 0.13 ±1.96 Insignificantly
Different
Based on the table 4.3, the data reveals that there was no significant difference
between the effects of social media as to academics and students’ behavior
academically into social media since the z – test value “0.13” do not exceeds the
bounds marked by the critical value “±1.96” thus not rejecting the null hypothesis (Ho) at
0.05 level of significance. As shown, the effects of social media as to academics had a
higher mean of µ1 (3.26) “Very High” than the students’ behavior academically into
social media with a mean of µ2 (3.23) “Low:”
38
CHAPTER 3
This chapter presents the summary of findings, conclusion and
recommendations based on the analysis and interpretation of the data gathered.
Summary
This study aimed to ascertain the effects of social media towards students’
behavior at Benedicto College during the school year 2017 – 2018.
The researchers employed the descriptive and casual comparative design.
The respondents’ profile in terms of age, course, sex, and year level; effects of social
media towards students’ psychological, social, and academic behavior and students’
behavior as to psychological, social, and academic aspect.
The researchers employed a sequence of statistical treatments in order to
analyze and make implications from the data collected. Findings served as basis for
another analysis, conclusions, and recommendations in relation to the study.
Findings
Based on the data gathered, the following findings were drawn.
As to students’ age, majority of the students were considered at the
“Adolescence Stage” (12-18).
As to students’ course or strand, it was recorded that the majority were
GAS (General Academic Strand)
As to sex, female students dominated from the total sample size.
39
As to students’ year level, there is an equal amount of students’ number
as to grades 11 and 12.
As to the effects of social media towards students’ Psychological behavior,
majority of the students considered themselves as “Moderately Affected”.
As to the effects of social media towards students’ Social behavior, most
of the students considered themselves as “Moderately Affected”
As to the effects of social media towards students’ Academic behavior,
majority of the students considered themselves as “Moderately Affected”.
There is no a significant difference between the effects of social media
and students’ behavior as to Psychological Aspect; hence the null hypothesis (Ho1) was
accepted.
There is a significant difference between the effects of social media and
students’ behavior as to Social Aspect; therefore rejecting the null hypothesis.
There is no a significant difference between the effects of social media
and students’ behavior as to Academic Aspect; hence the null hypothesis (Ho1) was
accepted.
Conclusions
There was a significant difference between the effects of social media and
students’ behavior as to Social Aspect; therefore rejecting the null hypothesis.
However, there was no a significant difference between the effects of social media and
students’ behavior as to Academic Aspect and also to the difference between the
40
effects of social media and students’ behavior as to Psychological Aspect; hence the
null hypothesis of the both (Ho1) was accepted.
Recommendations
From the aforementioned conclusions of the study, the following
recommendations are offered:
1. Students are encouraged to limit their use of social media sites, if ever it would
be that really helpful in their studies, prohibition is the best option.
2. The school may conduct seminars in particular with the usage of social media
sites of their students and may provide more programs or activities that would help
in building relationship towards teacher to student and student to student or
classmates rather than building relationship in the cyberspace.
41
REFERENCE LIST
Ahmad N. (2012). Impact of Social Media on Self-Esteem
Akubugwo, L., Burke M. (2015). Influence of social media on social behaviour of
post graduate students.
Baruah T. (2012). Effectiveness of Social Media as a tool of communication and
its potential for technology enabled connections: A micro-level study.
Dumpi D. Z., Fernandez C. J. (2013). Analysis of the use of social media in
Higher Education Institutions (HEIs) using the Technology Acceptance Model.
Durkheim G., Simmel G. (1958). Social Behavior as an Exchange.
Igor, P. (2013). The effects of Social Media on Children. 2013, 39, Volume 3.
Morallo, I. (2014). The effects of Social Networking Sites on Students’ Academic
Performance in Lyceum of the Philippines – Laguna.
Mostoff M. (2018). How Social Media FOMO Affects Well – Being
Schultz S. (2009). Social Insecurity Personality
White J. (2012). Cyber bullying and Social Media
Writers S. (2013). How Social Media is Killing Students Success
42
APPENDIX A
LETTER OF REQUEST
Republic of the Philippines

BENEDICTO COLLEGE - MAIN CAMPUS
A.S. Fortuna, Bakilid, Manduae City
January 14, 2018
NINA AIZA SORIA

SHS Teacher, LPT.
Madam:
Greetings!
In partial fulfillment of the requirements for the Practical Research 2, the

researchers are asking permission to conduct a study entitled “EFFECTS OF SOCIAL
MEDIA TOWARDS STUDENTS’ BEHAVIOR IN BENEDICTO COLLEGE.”
The researchers are looking forward for your approval.
Thank you so much and God Bless!
Sincerely yours,
(Sgd.) JAY PAUL CASINILLO
(Sgd.)ALYSSAJEAN BELANDRES
(Sgd.) AILA GENE DE GUZMAN
(Sgd.) JOYCE JEAN DENILA
(Sgd.) JINKY PATLINGRAO

Approved:
(Sgd.) SHERWIN ASENJO
NINA AIZA SORIA
Research Adviser (Sgd.) ALEXANDER RENDON
43
January 14, 2018
ABELARDO S. DAYAO, Ph.D., E.D.

School Principal
Sir:
Greetings!
In partial fulfillment of the requirements for the Practical Research 2, I

would like to ask permission for a group of Senior High School Grade 12 students to
conduct a study entitled “EFFECTS OF SOCIAL MEDIA TOWARDS STUDENTS’
BEHAVIOR IN BENEDICTO COLLEGE.”
I am looking forward for your approval.
Thank you so much and God Bless!
Respectfully yours,
NINA AIZA SORIA

Research Adviser
Approved:
ABELARDO S. DAYAO, Ph.D., E.D.

School Principal
44
RANULFO L. VISAYA, LPT., Ed. D Candidate

School Director
BENEDICTO COLLEGE- Main Campus
Sir:
We have the honor to ask permission for the schedule of the Pre-Oral Defense
for the Senior High School students.
The schedule of the Pre-oral defense is on January 14, 2018 (Sunday) at ___:
___ in the classroom (Room no. 303). Below is the group with the corresponding title and
researchers:
1.) INVOLVEMENT IN CO-CURRICULAR ACTIVITIES TO COLLEGE STUDENTS’

SELF-ESTEEM
-Jay Paul Casinillo
-Alyssa Jean Belandres
-Aila Gene De Guzman
-Joyce Jean Denila
-Jinky Patlingrao
-Alexander Rendon
-Sherwin Asenjo
The members of the panel are the following:
Nina Aiza Soria, LPT. -Chairman

Xhara Joyce Del Socorro -Member
Adrian Marvin Yamson -Member
We are anticipating for your favorable action on this matter.
Respectfully yours,
NINA AIZA SORIA

Approved:
RANULFO L. VISAYA, LPT., Ed. D Candidate

School Director
45
January 14, 2018
MARK JOSEPH CATIPAY

Academic Consultant MSA
Sir:
We, the undersigned, are undergoing research on “EFFECTS OF SOCIAL

MEDIA TOWARDS STUDENTS’ BEHAVIOR IN BENEDICTO COLLEGE” as a
requirement for our Practical Research 2 subject.
In this connection, we would like to request you to be our statistician.
We hope for a favorable response to this request.
Respectfully yours,
(Sgd.) ALYSSA JEANBELANDRES
(Sgd.) ALEXANDER RENDON

Approved:
MARK JOSEPH CATIPAY

Academic Consultant MSA
46
January 14, 2018
LOVELY JANE CASINILLO

English Teacher
Ma’am:
We, the undersigned, are undergoing research on “EFFECTS OF SOCIAL

MEDIA TOWARDS STUDENTS’ BEHAVIOR IN BENEDICTO COLLEGE” as a
requirement for our Practical Research 2 subject.
In this connection, we would like to request you to be our editor.
We hope for a favorable response to this request.
Respectfully yours,
(Sgd.) ALYSSA JEAN BELANDRES

(Sgd.) ALEXANDER RENDON
Approved:
LOVELY JANE CASINILLO

English Teacher
47
APPENDIX B
RESEARCH INSTRUMENT
PART I
Name: Strand/ Course:
Grade/ Year Level: Age:
Sex:
PART II.
Directions: Put a check on the desired table that corresponds with your answer.
S.A, for Strongly Agree, A for Agree, NAD for Neither Agree or Disagree, D for
Disagree, and lastly S.D, for Strongly Disagree.
5- Strongly Agree
4- Agree
3- Neither Agree or Disagree
2- Disagree
1- Strongly Agree
Psychological S.A A NAD D SD

31. Social media helps me
in building up my
confidence.
32. With social media, it
helps me release my
stress.
48
33. Seeing what my friends/
people on social media
(e.g., vacation photos,
relationship updates,
achievements) makes
me want to change my
lifestyle.
helps me boost my self-
reliance on things.
35. Social media serves as
my ear when I have
problems.
36. I sometimes feel jealous
or envy on what my
friends / people I follow
posts on their social
media accounts.
37. I sometimes compare
myself on what my
friends/ people I follow
has posted (e.g.,
achievements, travel
vacations, aesthetic and
etc.) on their social
media accounts.
reduces the level of my
self-esteem as I am not
confident to face the
social media world and
afraid to be judged.
39. I feel anxious when I’ve

missed out current
events, happenings and
trends on social media.
40. I get depressed when
I’ve received negative
outcomes on my social
media posts.
Social
41. Social media makes me
feel connected to all
people.
49
helps me find new
friends.
helps me create such a
bond with my family and
friends.
feel updated all the time
with the new societal
issues and current
events.
45. Social media helps me
in building up my
capability of socializing.
sometimes “anti-social”,
in a way of using it in
times of celebration
(e.g., birthday parties,
reunions, and etc.)
47. I feel anxious about my
true self-identity (e.g.,
gender, state of living,
and etc.) that’s why I am
posting things that
contradicts with the
reality as I am afraid to
be judged by the society.
48. With social media, I
sometimes feel different
from others (e.g.,
aesthetic, state of living
and etc.).
makes me feel like an
unproductive member of
the society.
50. I am not usually
engaged to social events
as I don’t have time with
it.
ACDEMIC
makes me lazy in doing
school works (e.g.,
50
projects, assignments,
group activities and etc.)
52. I find it hard
concentrating with my
studies knowingly that I
have lots of things to do
with my social media
accounts.
53. I frequently lacks out of
time in studying than the
time I spent in using
social media.
54. I sometimes skip classes
just to attend the current
events nearby that has
been posted on social
media (e.g., parties, free
entrance clubs, and etc.)
makes me hard to think
ideas and answers on
my studies as I am
always mentally blocked
by the recent articles
and posts of my friends/
I follow on social media.
makes me
knowledgeable as it
gives me wide coverage
of information that I
could use in my studies.
motivates me to do great
things in school as what
I have seen on my
friends/ people I follow
based on their
achievements that
they’ve been posted on
social media.
51
makes my grades
maintained as I am
always informed by my
classmates what are the
recent assignments or
tasks in time when
sometimes I couldn’t
make to school.
59. Social media has

influenced me to
become a resourceful
and an initiative person
as It has wide range of
information that I could
apply to in my daily life,
especially academics.
understand to respect
each individuals
perspectives in life which
I could apply into my
daily life, especially
academics.
PART III
Directions: Put a check on the desired table that corresponds with your answer.
V.M for Very Much Like Me, S.M for Somewhat Like Me, N for Neutral, N.M for Not
Much Like Me, and N for Not At All.
5- Very Much Like Me
4- Somewhat Like Me
3- Neutral
2- Not Me
1-Not At All
52
Psychological V.M S.M N N.M N.A
31. I sometimes minds
others post on
social media that
make me feel
frustrated.
32. I sometimes
interact with
people whom do I
not know and
sometimes I
encountered being
rejected which
makes me feel
depressed.
33. I usually share my
OOTD selfies and
sometimes I do
received bad
comments which
makes me feel bad
about myself.
34. I usually does
status frequently
which makes me
sometimes judged
by others.
35. I sometimes post
my achievements
in my social media
accounts which
sometimes others
misinterpret it as
bragging.
36. The number of
likes I get in my
posts boosts my
self-confidence.
37. The good
feedbacks that I’ve
received on social
media makes me
feel like unique to
others
38. The number of
53
friends/ followers I
have on my social
media accounts
make me feel
important to
others.
39. The shares I got
with my posts
(e.g., video vines,
photo challenge,
and etc.) make me
feel proud to
myself.
40. Every time that I
got appreciation
from my friends/
followers on my
social media
accounts
sometimes
relieves me from
stress.
Social
41. The negative
comments that I’ve
received on my
posts makes me
think sometimes
that I am left out
from the society.
42. The less number
of likes that I’ve
received on my
posts makes me
think sometimes
worthless to
others.
43. The less number
of friends/
followers I have on
my social media
accounts makes
me sometimes not
that productive in
the society or
group I belong
54
missed out any
current events
makes me
sometimes being
left out.
didn’t receive any
replies with
someone that I’ve
chatted though he/
she have seen the
message makes
me feel like
unhealthy to them.
46. Every time that
someone has liked
my status makes
me feel like part of
the social media
world.
47. The number of
likes I get on my
posts boosts my
confidence in
socializing with
others.
48. The number of
friends/ followers I
have on my social
media accounts
makes me friendly
towards others,
online and offline
(the real world).
49. By socializing,
social media helps
me in creating new
sets of friends.
50. By interacting with

different people on
social media, it
makes me
updated with the
current events and
55
trends.
Academic
51. I make fun at
social media rather
than studying
which later on
makes me lazy in
studying.
52. I gave much time
on using social
media rather than
the time I allocate
in studying.
53. I multitask using
social media while
studying which
makes me
sometimes less
concentrate with
my studies.
54. During class
hours, I frequently
open my social
media accounts to
check updates that
sometimes makes
me out of the
discussion.
55. I open my social
media every time I
wake up to check
updates that
sometimes makes
me late at school.
have research in
particular with that
involves current
events, social
media does help
me in coping up
with my studies.
56
57. By extracting
information in
social media, it
does help me
finding answers
onto my
assignments and
research.
58. By being
motivated to
others (e.g.,
influential people,
academic
achiever, and etc.)
makes me want to
excel in class to do
great things.
59. Peoples’ likes and
reactions on my
social media posts
lets my self-
esteem boosts and
makes me
confident in raising
in participating
class discussion.
60. By having lots of
friends on my
social media
accounts, it
contributes in
making me
participative in
extra-curricular
activities in our
schools.
57
APPENDIX C
SUMMARY OF DATA
Effects of “Social Media” towards Students’ Psychological behavior.
Psychologica SA A NAD D SD ∑ 𝒇𝒘 𝑿 DV
l (5) (4) (3) (2) (1)
F WM F WM F WM F W F WM
M
1 5 25 20 80 13 39 2 4 0 0 148 3.7 MA
2 6 30 18 72 12 36 4 8 0 0 146 3.6 MA
3 9 45 11 44 8 24 8 16 4 4 133 3.33 N
4 1 5 19 76 17 51 3 6 0 0 138 3.45 N
5 2 10 12 48 9 27 12 24 3 3 114 2.85 N
6 1 5 14 56 11 33 10 20 4 4 118 2.95 N
7 3 15 13 52 8 24 12 24 4 4 119 2.98 N
8 1 5 10 40 17 51 10 20 2 2 118 2.95 N
9 1 5 9 36 16 48 9 18 5 5 112 2.8 N
10 3 15 12 48 9 27 10 20 6 6 116 2.9 N
Composite 3.16 N
Mean
58
Effects of “Social Media” towards Students’ Social behavior.
SOCIAL SA A NAD D SD ∑ 𝒇𝒘 𝑿 DV
(5) (4) (3) (2) (1)
F WM F WM F WM F WM F WM
11 13 65 16 64 10 30 0 0 1 1 162 4.05 MA
12 15 75 15 60 8 24 1 2 1 1 141 3.53 MA
13 7 35 17 68 8 24 6 12 2 2 152 3.8 MA
14 9 45 17 68 12 36 1 2 1 1 145 3.63 MA
15 7 35 19 76 9 27 2 4 3 3 134 3.35 N
16 4 20 14 56 15 45 6 12 1 1 112 2.8 N
17 2 10 9 36 14 42 9 18 6 6 128 3.2 N
18 2 10 13 52 16 48 9 18 0 0 110 2.75 N
19 1 5 5 20 19 57 13 26 2 2 126 3.15 N
20 2 10 9 36 23 69 5 10 1 1 160 4 MA
Composite 3.43 N
Mean
59
Effects of “Social Media” towards Students’ Academic behavior.
ACADEMIC SA A NAD D SD ∑ 𝒇𝒘 𝑿 DV
(5) (4) (3) (2) (1)
21 7 35 15 60 11 33 3 6 4 4 135 3.37 N
22 4 20 16 64 11 33 8 16 1 1 134 3.35 N
23 6 30 10 40 13 39 9 18 2 2 102 2.55 N
24 2 10 6 24 7 21 10 20 15 15 90 2.25 SA
25 4 20 6 24 9 27 11 22 10 10 103 2.57 N
26 7 35 21 84 9 37 3 6 0 0 152 3.8 MA
27 6 30 19 76 12 36 3 6 0 0 148 3.7 MA
28 6 30 14 56 14 42 5 10 1 1 139 3.47 MA
29 5 25 19 76 12 36 3 6 1 1 144 3.6 MA
30 10 50 19 76 10 30 1 2 0 0 158 3.95 MA
Composite 3.26 N
Mean
60
Students’ Behavior into Social media as to Psychological
PSYCHOLOGI VM SM N NM NA ∑ 𝒇𝒘 𝑿 DV
CAL (5) (4) (3) (2) (1)
1 4 20 13 52 7 21 15 30 1 1 124 3.1 N
2 3 15 14 56 16 48 5 10 2 2 131 3.28 N
3 1 5 8 32 11 33 7 14 13 13 97 2.43 SA
4 2 10 6 24 11 33 11 22 10 10 99 2.48 SA
5 2 10 10 40 11 33 12 24 5 5 112 2.8 N
6 2 1`0 12 48 15 45 6 12 5 5 111 3 N
7 8 40 11 44 14 42 4 8 3 3 137 3.42 N
8 7 35 15 60 14 42 4 8 0 0 145 3.62 MA
9 4 20 9 36 13 39 10 20 4 4 119 2.27 SA
10 5 25 13 52 14 42 5 10 3 3 132 3.3 N
Composite 2.97 N
Mean
61
Students’ Behavior into Social media as to Social
SOCIAL VM SM N NM NA ∑ 𝒇𝒘 𝑿 DV
(5) (4) (3) (2) (1)
11 3 15 8 2 17 51 8 16 4 4 118 2.95 N
12 3 15 10 40 11 33 12 24 4 4 116 2.9 N
13 1 5 7 28 14 42 11 22 7 7 104 2.6 N
14 3 15 8 32 13 39 13 26 3 3 115 2.88 N
15 5 25 12 48 8 24 11 22 4 4 123 3.08 N
16 3 15 10 40 16 48 8 16 3 3 122 3.05 N
17 8 40 13 52 11 33 5 10 3 3 138 3.45 N
18 8 40 14 56 11 33 4 8 3 3 140 3.5 N
19 11 55 16 64 8 24 5 10 0 0 153 3.83 MA
20 9 45 20 80 7 21 3 6 1 1 153 3.82 MA
Composite 3.21 N
Mean
62
Students’ Behavior into Social media as to Academics
ACADEMIC VM SM N NM NA ∑ 𝒇𝒘 𝑿 DV
(5) (4) (3) (2) (1)
21 3 15 13 52 12 36 9 18 3 3 124 3.1 N
22 5 25 14 56 9 27 9 18 3 3 129 3.23 N
23 8 40 8 32 14 42 10 20 0 0 134 3.35 N
24 6 30 10 40 10 30 10 20 4 4 124 3.1 N
25 0 0 8 32 8 24 9 18 5 5 84 3.23 N
26 5 25 19 76 10 30 5 10 3 3 94 2.35 SA
27 9 45 20 80 7 21 3 6 1 1 153 3.82 MA
3
28 9 45 13 52 13 39 4 8 1 1 118 3.63 MA
29 4 20 13 52 16 48 3 6 4 4 130 3.25 N
30 6 30 12 48 13 39 5 10 4 4 131 3.28 N
Composite 3.23 N
Mean
63
APPENDIX D
STATISTICAL COMPUTATIONS

Psychological Aspect
Sample means 𝑋1 = 3.16 &𝑋2 = 2.97
Population Standard Deviation: 𝜎1 = 0.45 & 𝜎2 = 0.44
Sample Sizes: n1= 10 and n2=10
The significance level is α=0.05, and the critical value for a two-tailed test is zc=1.96
𝑋1−𝑋2 3.16−2.97
Z= = = 0.955
√𝜎12 ÷𝑁1+𝜎22 ÷𝑁2 √0.452 ÷10+0.442 ÷10
Since it is observed that ∣z∣=0.955≤zc=1.96, it is then concluded that the null hypothesis
is not rejected.
64
Social Aspect
Sample means µ: 𝑋1 = 3.43 &𝑋2 = 3.21
𝑋1−𝑋2 3.43−3.21
Z= = = 2.801
√𝜎12 ÷𝑁1+𝜎22 ÷𝑁2 √0.192 ÷10+0.162 ÷10
Since it is observed that ∣z∣=2.801>zc=1.96, it is then concluded that the null hypothesis
is rejected.
65
Difference between the Effects of Social and Students’ Behavior as to Academic
Aspect
Sample means µ: 𝑋1 = 3.26 &𝑋2 = 3.23
𝑋1−𝑋2 3.43−3.21
Z= = = 0.13
√𝜎12 ÷𝑁1+𝜎22 ÷𝑁2 √0.192 ÷10+0.162 ÷10
Since it is observed that ∣z∣=0.13≤zc=1.96, it is then concluded that the null hypothesis
is not rejected.
66
CURRICULUM VITAE
Name: Jay Paul Casinillo
Address: Subangdaku Mandaue City
Mobile No: 09213554010
Email Address: jaypaul1578@gmail.com
PERSONAL INFORMATION
Age: 18
Date of Birth: 10/15/1999
Place of Birth: Mandaue Citu
Marital Status: Single
Height: 178 cm.
Weight: 88 kg.
Citizenship: Filipino
Religion: Roman Catholic
EDUCATIONAL BACKGROUND
Primary Education: Subangdaku Elementary School
Secondary Education: Tipolo National High School
Tertiary Education: Benedicto College (2017-2018)
67
CURRICULUM VITAE
Name: Alyssa Jean Belandres
Address: PARADISE HOME, TABOK MANDAUE CITY
Mobile No: 09239457078
Email Address: alyssa_belandres@yahoo.com
Age: 18
Date of Birth: January 03, 2000
Place of Birth: Tabok, Mandaue City
Height: 151
Weight:50
Primary Education: Tabok Elementary School I
Secondary Education: Tabok National High School
68
CURRICULUM VITAE
Name: Aila Gene De Guzman
Address: Upper Sampaguita, Banilad Mandaue City
Mobile No: 09224366896
Email Address: ailagene@gmail.com
Age: 18
Date of Birth: November 4,1999
Place of Birth: Cebu City
Height: 145
Weight: 36
Primary Education: Banilad Elementary High School
Secondary Education: Cabancalan National High School
69
CURRICULUM VITAE
Name: Joyce Jean G. Denila
Address: Bagakay, Tayud, Consolacion
Mobile No: 09568633389
Email Address: djoycejean@yahoo.com
Age: 17
Date of Birth: June 11,2000
Place of Birth: Tangbo, Samboan, Cebu
Height: 153
Weight: 55
Primary Education: Tangbo Elementary School
70
CURRICULUM VITAE
Name: Jinky Patlingrao
Address: Upper Sampaguita Banilad Mandaue
Mobile No: 09568633389
Email Address: jinky. Patlingrao@yahoo.com
Age: 17
Date of Birth: April 18, 2000
Place of Birth: Mandaue City
Height: 158
Weight: 48
Primary Education: Paculob Elementary School
Secondary Education: Cogon National High School
71
CURRICULUM VITAE
Name: Alex Rendon
Address: CASUNTINGAN MANDAUE CITY
Mobile No: 09432182049
Email Address: LEKLEKJUANO@YAHOO.COM
Age: 18
Date of Birth: February 09,2000
Place of Birth: Cebu City
Height: 159
Weight: 68
Primary Education: Subangdako Elementary School I
72
CURRICULUM VITAE
Name: Sherwin Asenjo
Address: Pagsabungan Mandaue City
Mobile No:09435313701
Email Address:Asenjo_sherwin@yahoo.com
Age:19
Date of Birth:Jan 24 , 1999
Place of Birth: Tabon Dalaguete Cebu
Height:154
Weight:78
Primary Education:Pagsabungan Elementary School
Secondary Education:Pagsabungan National High School
Tertiary Education: Benedicto College (2017-2018
73

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Chapter 1

THE PROBLEM AND ITS SCOPE

Social media are computered - mediated technologies that facilitates the

internet based applications (Obar, Jonathan A, Wildman, Steve, 2015).

Today’s world is a global village. Everyone is connected to another in this vast

network generated by the interests. As said by Marshall McLuhan, a philosopher of

internet illuminates the lived at thousand at people by spreading knowledge

internationally thereby making us global citizen (Abhishek Karadkar, 2015).

Social media is a popular trend today, especially among students. It is currently

worldwide but also us, in particular.

understanding of interpersonal communication and study dynamics (Junco, Merson &

As said by Professor S. Shyam Sunder in 2015, a renowned researcher at Penn

sometimes lead to depression.

In the local setting, in Lyceum of the Philippines-Laguna, the established effects

school works and assignments (Isaac Morallo, 2014).

tackle the interesting feature of understanding behavior of students towards use of

should be given attention. It establishes that behavioral institutions to use technology

Asia-Pacific, making life-long learners and developing a culture of competence,

media sites and the effects it brought to students’ behavior.

Erik Erikson’s (1950-1963) in “Theory of Psychosocial Development”, discusses

psychological stages. According to Erikson, the ego develops as it successfully resolves

others, developing a sense of identity in society. Recognizes that conscious actions

shape an individual’s engagement with the social environment; that human

development is a recursive relationship between the mutual influence of the individual

true identity as a whole.

the theory of George Homans entitled “Social Behavior as Exchange” in 1958. He

exaggerated and arrogant some things.

individuals to gain accurate self-evaluations. The theory explains how individuals

of self-evaluation (assessment of comparative personal standing), self-enhancement

(self-esteem), and self-improvement (ability) (Buunk and Gibbons, 2007; Festinger,

1986; Krueger, 2000).

accordance to the Social Insecurity Personality, insecurity is what each person

can be whatever it is they are striving to be.

In addition, it may cause to the idea of having low self-esteem which is

supported by the theory of Abraham Maslow`s Hierarchy of Needs in 1973. According to

Maslow's hierarchy of needs is a motivational theory in psychology describing the needs

complicated by comparisons that have begun to reveal varying societal interpretations

of self-esteem (Abbas 1993).Their confidence need to be build up because of having a

by guiding students regarding self-esteem, self-recognition, self-actualization and self-

In some aspects,the use of social media plays a variety of roles in education as

professional responsibilities in which the final outcome is poor academic

performance.According to Kubey, Lavin, and Barrows (2001), there is a correlation

platforms users, for instance a study on ‘’impact of Facebook on undergraduates

Social Networking Sites on Students’ Academic Performance in Lyceum of The

school work and assignments.

Moreover,the use of social media has a variety of disadvantages especially for

students, some of those disadvantages includes cyber bullying(Dictionary, 2014). Cyber

bullying on social media is linked to depression in teenagers, according to new research

harmful it can really be. A non-profit organization called stopcyberbullying.org describes

interactive and digital technologies or mobile phones” it is already a type of cyber

bullying (Wiredkids, 2011).

it has proven that things can result.

applicability in school-related bullying incidents which cover those uttered on social

or more students of a written, verbal or electronic expression, or a physical act or

of another student at school; or materially or substantially disrupting the education

bullying aiming to belittle another individual or group or gender-based bullying which

addresses student-student bullying. Hence, a teacher who belittles a student in

Facebook or any other social media account, on account of grades or class

Therefore, social media has brought so many effects towards students’

might be good in order to cope up with the problem.

Senior High School Students of Benedicto College

Social, and Academic Behavior

Statement of the Problem