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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The world is changing from one condition to another, thus there are revolutions of

new ideas that come up to the mind of every person especially in improving technology

which can help people to make their living better. As a result, modern technology has

been bringing people certain advantages and one of those is for fast communication.

Nowadays, people can get hot news from any parts of the world very quickly by

using the E-mail and the Internet. Moreover, telephone-local or/and overseas plays a

key role for people to communicate with each other. They can also communicate by

using Social Networking Sites (SNS).

Social networking sites are 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 other people, whether for business or

commercial purpose, make new friends, reawaken old friends 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.

Social networking sites are now being investigated by numerous social science

researchers and an increasing number of academic commentators are becoming more

and more interested in studying Facebook, Twitter, and other social networking

services, because of their probable impact on academic performance. (BohatAla 2015)

Social networking sites also offer features like the profile. It contains the general

information about person’s, applications plus the photos and videos posted by his
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friends. Other SNS like Facebook contains games like Mobile Legends, the most

popular game nowadays. Due to the increased popularity, many professors and parents

are asking if such can affect the study habits as well as the academic performance of

the students’ based on how much time they spend on surfing this sites.

Academic achievement or (academic) performance is the outcome of education –

the extent to which a student, teacher or institution has achieved their educational

goals.

Academic achievement is commonly measured by examinations or continuous

assessment but there is no general agreement on how it is best tested or which aspects

are most important – procedural knowledge such as skills or declarative knowledge

such as facts.

At school or in any office, social media used by students and teachers to share

original content the articles or the publications. Students, in particular, use it and provide

an opportunity to seek to questions they may have related to their course. Thus, the use

of social media has extended throughout the community (Roblyer, et al., 2010).

On the other hand, Oskouei (2010) contented that internet is advantageous to

both students and teachers if used as a tool of knowledge creation and dissemination.

He stated that informational usage of technology promotes the efficiency of teachers

and this increased productivity ultimately leads to build a strong social capital.

And this SNS is one of the popular topics being talked about by the students of

Tanauan City North District. Facebook, Tumblr, Twitter and YouTube are examples of

Social Networking Sites. Along with this, this researcher has observed a number of

pupils from elementary level that have been conversing about their use of Social
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Networking Sites. From this observation, to the elucidated effects of SNS on students’

performance, has triggered her to conduct a study on the extent of the use of Social

Networking Sites of Grade V Pupils of Tanauan City North District and their Academic

Performance: A Basis for a Proposed Intervention Program.

Theoretical Framework

The researcher anchored her study on the theory of connection or S-R theory by

Edward Lee Thorndike which includes Law of Effect and Law of Exercise. This theory

explains that learning is the result of the form of association between stimuli (s) and

responses (r). Such associations or habits could be strengthened or weakened by the

nature and frequency of the S-R pairings.

Thorndike’s S-R theory states that learning is acquired when a strong connection

between stimulus and response is formed. He came up with three primary laws. Two of

these laws are the Law of Effect and the Law of Exercise.

The Law of Effect stresses that when the consequence is positive (reward), a

connection between a stimulus and response is strengthened and is weakened when

the consequence is negative (punishment). The other theory is the Law of Exercise

(1905) which tells that the more an S-R bond is practiced the stronger it will become.

Repetition or constant use of stimulus-response will produce better understanding.

These two existing theories correlate with the current study of the researcher.

Since students used SNS as way of communication, in the law of effect, better or poor

academic performance, can be the effect of the association between the social

networking sites surfed by the respondents (as stimulus) and the access to it (response)
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by the participants who are users of social networking sites. However, the users’ s-r

bond positive consequences depend on the factors that interest them in accessing

social networking.

The effect of the use of SNS on the pupils Academic Performance may affect the

exercise on the extent of the use, whether the positive results may increase the extent

on the negative decrease the same.

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INPUT THROUGHPUT OUTPUT

Non significant
Use of Social difference in the
Networking Sites like: perception of the
 Facebook The use of two groups of
respondents on
 Twitter checklists in
the extent of use
 Instagram gathering of data
of social
 YouTube to support the networking site.
topics of
investigation Non significant
formulated under relationship
the statement of between the of
No. of hours spent in the problem. extent of use of
surfing social Data Gathering social networking
Procedure sites and the
networking sites
academic
performance of
the pupil-
Analysis and
respondent.
Academic interpretation of
Performance of the data. A basis for a
selected Grade V Statistical tools proposed
Pupils to provide intervention
accurate and program.
interpretable
data.

EXTENT OF THE USE OF SOCIAL NETWORKING

SITES OF GRADE V PUPILS OF TANAUAN CITY
NORTH DISTRICT AND THEIR ACADEMIC
PERFORMANCE: A BASIS FOR A
PROPOSED INTERVENTION
PROGRAM

Figure 1. Research Paradigm

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The arrows and the lines were used to connect the different boxes representing

the classification of the variables considered in the piece of work. The input variables

noted in the left box are the social networking sites like: facebook, twitter, Instagram,

youtube, vine, snapchat and viber. In addition it also includes the academic

performance of Grade V pupils of Tanauan City North District.

Meanwhile the first arrow pointed to the middle box represents on the number of

hours spent in surfing social networking sites by conducting survey through

questionnaires with the respondents’ statistical treatment on the problems and also the

analysis, tabulation, presentation and interpretation of the data.

And the second arrow pointed to the output box presents the significance or non-

significant differences on the perceptions of the group of respondents concerning extent

of use of social networking sites and the significant or non-significant relationship

between the extent of the use of social networking sites and the academic performance

of Grade V pupils.

Statement of the Problem

This study is an endeavor to identify the extent of the use of social networking

sites of Grade V pupils of Tanauan City North District and their academic performance:

a basis for a proposed intervention program.

Specifically, it would try to seek answers to the following questions:

1. What social networking sites are surfed by the Grade V pupils under study?
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2. What is the extent of the said surfing done by the Grade V pupils during

weekdays and weekends?

3. What is the academic performance level of the Grade V pupils under study?

4. Is there a significant relationship between the academic performance of the

pupils and extent of use of Social Networking Sites (SNS)?

5. Is there a significant difference between the perception of the teachers and pupils

on the extent of use of SNS?

6. What intervention programs may be proposed based on the result of the study?

Hypotheses

The researcher subjected the following hypotheses to test:

There is no significant difference on the perception of the two groups of

respondents as far as the extent of use of social networking sites is concerned.

There is no significant relationship between the extent of surfing networking site

and the academic performance level of the said pupils.

Significance of the Study

This study will help the school and the school administrators to know the effect of

SNS to the Academic Performance of Grade V pupils. With enough information about

the SNS and its influence to the students, the school administrators can help in solving

this problem and give advices to the students regarding to the effect of too much used

of SNS.
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Grade V Pupils. The result of the study may make the students become aware of how

SNS influences them and how it affects their study habits as well as their academic

performance. This will help the students to focus more in their studies rather than

spending their time on surfing SNS.

Teachers. Findings in this study may encourage the teachers to think and give more

activities in their lessons to motivate their students to study hard and pay more attention

to their studies. In line with this, teachers, as student’s locus parents, should know the

effect of too much use of SNS on the academic performance of the students.

Parents. This study may serve as an eye opener to the parents as to the purpose of

social networking sites, therefore may make them to fully aware of the influences of

SNS to the academic performance of their children. They further could think of ways on

how to prevent their children from spending too much of their time in surfing the social

networking sites.

Future Researcher. The results of the study may motivate the future researchers to

conduct similar studies on parents’ understanding and awareness about the effect of

social networking sites to the academic performance of their children. This study may

also serve as a reference for further expansion of their study, with parents as their

respondents.
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Scope and Delimitation of the Study

This researcher investigated the effect of the extent of the use of social

networking sites of Grade V Pupils of Tanauan City North District and their Academic

Performance: A Basis for a Proposed Intervention Program. It identified the commonly

surfed SNS by the Grade V pupils during weekdays and weekends. It further

determined its relationship to the extent of surfing and to the academic performance of

the said pupils.

The subject of the research involved teachers and students in 10 elementary

schools of Tanauan City North District at Tanauan City, Batangas. Using the simple

random techniques or the fish bowl, the groups of respondents were chosen.

Definition of Terms

The following terms are operationally defined to understand the terms used in

this study.

Academic achievement or (academic) performance. This is the outcome of

education – the extent to which a student, teacher or institution has achieved their

educational goals. In this study, it refers to the Grades of Grade V pupils last year.

Electronic mail. This is commonly known as email or e-mail, it is a method of

exchanging digital messages from an author to one or more recipients.

Extent. It refers to the space or degree to which a thing extends; length, area,

volume, or scope.

Facebook. It implies a social networking service and website launched in

February 2004, operated and privately owned by Facebook Inc.

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Grade Point Average (GPA). It means the average grade earned by a student,

figured by dividing the grade points earned by the number of credits attempted.

Instagram. It is a mobile, desktop, and Internet-based photo-sharing application

and service that allows users to share pictures and videos either publicly, or privately to

pre-approved followers.

Internet. This is a global system of interconnected computer networks that use

the standard Internet protocol suite (TCP/IP) to serve billions of users worldwide.

Intervention. It means an act of inserting one thing between others, like a

person trying to help. Intervention comes from the Latin intervenire, meaning "to come

between, interrupt.

School. It pertain as an organized group of pupils pursuing defined level and

receiving instructional from one or more teachers, frequently which the addition of other

employees and officers, such as principles, various supervisors of instruction and a staff

of maintenance workers, usually housed in a single building or group of buildings.

Social networking service. This is an online service platform, or site that

focuses on building and reflecting of social networks or social relations among people,

who, for example, share interests and/or activities.

Teacher. As used in the study, it is a person who has the person who has the

personal qualities of agreeableness, consideration for others, sincerity and the like, one

who is professionally interested and competent, who respects students and respected

by students and establishes wholesome student-teacher relationship.

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Technology. This refers to the making, usage, and knowledge of tools,

machines, techniques, crafts, systems or methods of organization in order to solve a

problem or perform a specific function.

Twitter. This is an online social networking service and micro blogging service

that enables its users to send and read text-based posts of up to 140 characters, known

as “tweets”.

YouTube. It allows users to upload, view, rate, share, add to favorites, report,

comment on videos, and subscribe to other users and also offers a wide variety of user-

generated and corporate media videos.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

To gain insights and learning which could be used in writing the present study,

the researcher reflects on the reading of literature taken from foreign books, magazines

and other publications, which could be use in writing the present study.

A. Related Literature

Foreign Literature

According to Weber (2012), SNSs are becoming more ubiquitous, they are also

becoming more sophisticated and many operate on a free service model based on

advertising revenues. The educational uses have generally been the result of the

creative adaptation of SNSs by educators and application builders. Therefore some

serious issues of data privacy, trust, and security have arisen since both the

educational, medical, and medical education realms.

Gafni and Deri (2012) used the term “social absorption” for students, where they

emphasized the role of social networks in socializing and opening new channels for

discovering more academic resources.

Willie Schaefer (2011), BFA, Graphic Design and MFA, Computer Art stated that

staying online has a negative effect in people’s lives, in their relationship and in their

work as well. He believed that “computer addiction” can cause the disconnection to the

real world and he observed it in this schools and universities. He added that: although

some people say that online addiction isn’t really addiction at all and that a change in

the way that humans interact it cannot be denied that addiction is something that
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interferes with one’s life. Schaefer further explained that he has known people who lost

their jobs due to online addictions and also people that have lost their relationships for

the same reason.

According to DeSchryver, Mishra, Koehler, & Francis, (2009) distance education

courses are often more successful when they develop communities of practice as well

as encourage high levels of online social presence among students. Through these

sites, distance education courses can easily access and communicate to their school,

professors and classmates. Additionally, if course participants share few common

interests or have a minimal commitment to each other or to the discussion form,

interactions, consist merely of the exchange of information and often diminish overtime.

Given these challenges, it is important to investigate technologies like SNSs that have

the potential to build online communities. Or practice.

Furthermore, as noted by Hart and colleagues “with the advent of Web 2.0, social

networking websites have been one of the main internet success stories in recent years,

with Facebook receiving most of the attention as it continues to become a growing

success.” They stated that most research on Facebook focus on identity and privacy.

According to Hart et al (2008), with respect to Facebook:

Members seem to be using it as a tool for maintaining previous

relationships, and as a ‘social search’ tool by which they can investigate
people they have met offline. Members use the site mainly to manage
relationships initiated offline by maintaining contact with old friends and
getting to know new ones. Other SNS carry out ‘social browsing’ or
search for new online friends with the intention of moving that
relationship offline (2008, p. 471).

Baroness Greenfield (2009), an Oxford University neuroscientist and director of

the Royal Institution, believes repeated exposure to internet could effectively ‘rewire’ the
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brain. Stating that: My fear is that these technologies are infantilizing the brain into the

state of small children who are attracted by buzzing noises and bright lights, who have a

small attention span and who live for the moment.

She argued that the exposure to the computer games, instant messaging, chat

rooms and social networking sites could leave a generation with poor attention spans.

She pointed out that autistic people, who usually find it hard to communicate, were

particularly comfortable using computers.

Social media are collection of Internet websites, services, and practices that

support collaboration, community building participation, and sharing. These

technologies attracted the higher education faculty members that are looking for ways

on how to motivate their students and be more active learners as stated by Hughes

(2009).

With regard to uses and activities of children on social networking, Ito et al (2009)

identified a number of positive activities that children undertake. The technologies

involve several positive activities mostly related to involvement in interest-driven

communities.

Tyagi (2008) forwarded the idea that sites like Facebook and Myspace could be

harmful for the young people who frequently use them. According to him, the problem is

that teens begin to live their lives actively online and they may begin to put less value on

their own “real” lives. He stressed that:

This is the age group involved with the Bridgend suicides and what
many of these young people had in common was their use of internet to
communicate. It’s a world where everything moves fast and changes all
the time, where relationships are quickly disposed at the click of a
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mouse, where you can delete your profile if you don’t like it and swap an
unacceptable identity in the blink of an eye for one that is more
acceptable (Tyagi 2008).

On the other hand, Englander and Muldowey, (2010) proclaimed that internet

usage is negatively associated with academic performance of student users and

destructive impact of internet usage is far more momentous than its advantages. They

also believed that Internet addiction has come forth as a result of striking boost in

internet usage over the past few decades.

They also had research about cyber bullying and according to them adults are

often incredulous that cyber bullying can have serious consequences for young people;

they may confuse it with simple “teasing” or suggest that youth should just “turn the dam

thing off”. As young people spend more and more of their time online, cyber bullying

may outpace traditional bullying as the most common form of aggression among youth.

Local Literature

According to Gudia (2017) social media is a rising trend in the world today.

Communication skills are exemplified by the use of social media networking. Social

media networking allows for a communication outlet and it is being utilized by students,

parents, businesses, and religious organizations. It is also being used in many forms by

many different platforms for many reasons.

On the other hand, Rappler.com (2013) reported that the Philippines have one of

the highest penetrations in social media, preceding Australia and Indonesia. Further, in

2011's 24/7 Wall St report, the Philippines ranked first in "The Ten Nations Where

Facebook Rules the Internet."

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As stated by Astodello (2016) students are highly motivated to using social media

sites the majority of them use these to satisfy their social needs more than their

academic needs. They have the freedom to do whatever they want – they can upload or

download data, they can make new friends and comment on other people’s lives, and

they can even create other online identities the real world does not allow. It has been

observed too that the majority of the students nowadays, particularly those in the

secondary level, spend most of their time chatting with their acquaintances, playing

online games, and watching videos instead of reading their lessons, making their

assignments, and other academic requirements. The main reason is when they work or

search their materials online they get attracted to social networking sites to kill boredom

during study time, diverting their attention from their work. The darker side of this that

has gained the attention of many parents is that some students are getting lazier and

are no longer interested in going to school. This is probably due to being extensively

indulged to get global access and therefore leading them to perform less academically.

According to the survey conducted by comScore, Inc., (2010) a global leader in

measuring the digital world and preferred source of digital marketing intelligence,

Filipino internet users are the most engaged in social networking online, a leading

online audience measurement service on year 2010. In a press statement, comScore

said the Philippines has the highest social networking usage in the Asia-Pacific region

with more than 90% of its entire Web population visiting a social networking site during

the month of February 2010, followed by Australia (89.6% penetration) and Indonesia

(88.6% penetration).
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Moreover, social networkers in the Philippines also showed the highest level of

engagement on social networking sites averaging 5.5 hours per visitor in February, with

visitors frequenting the social networking category an average of 26 times during the

month. According to Alexa Website Facebook is not just the #1 social network, it is now

listed as the #1 website in the Philippines, period. Based on the rankings, the

“calculated using a combination of average daily visitors and page views over the past

month. The site with the highest combination of visitors and page views is ranked #1.”

Data released by Facebook in September 2009, show the Philippines ranked at #13 in

terms of Facebook users, with 4,832,040 registered users. In Asia, it is second only to

Indonesia, which registered 8,786,920 users. But the growth period from January to

September 2009 shows Pinoy Facebook population growing at a whopping 1136.76%.

That is the second highest rate in the world, second only to Taiwan.

Tuli (2015) stated that when people think of social media, the most popular

internet-based applications and social networks such as Facebook, Twitter, Instagram,

LinkedIn and YouTube immediately spring to mind. These channels have changed the

way people interact using instant messaging and sharing of multimedia content like

photos and videos. This is certainly evident in the Philippines, which is already

considered as the “texting capital of the world”, where the use of social media in the

country is extensive. Filipinos are using a range of social media platforms to post

pictures, express themselves, search and connect with old friends and relatives, and

communicate with loved ones. In fact, messaging apps like Viber, WeChat, Line, Skype,

and Facebook Messenger that provide free voice over internet calling and texting are

also being used heavily by Filipinos in communicating with families abroad.

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In the Philippines, most people use social medias specifically Facebook, as a

venue for various kinds of interactions and collaborations. Facebook is the most visited

site based on the data generated by Alexa (2013). The most visited social media sites in

the Philippines are ranked accordingly below: (1) Facebook (2) Google (3) Google

(Philippines) (4) Yahoo (5) Youtube (6) Blogspot (7) Wikipedia (8) Twitter (9) Sulit.com

(10) WordPress

Facebook alone, based on the data by CheckFacebook.com (2013), an

independent site that tracks social media trends, the Philippines ranks eighth in the

world in terms of the number of Facebook users – with more than 30 million registered

users - and ranks second as the fastest growing users.

Mangosing (2016) reported that there’s no stopping to the rise of social media in

the Philippines and soldiers are also all over Facebook. “[Social media] is a powerful

platform…it can affect change, so why not learn the things that can make us master the

power of social media so that we can improve public service.”

In addition, Rosal (2015) said that social networks are very much in use by

almost everybody. In our country, many teachers use Facebook as a communication

tool between the students and teachers. Assignments are also uploaded in Facebook

and answers are also sent there, like in the case of fundamentals of research or thesis

writing.

B. Related Studies

Foreign Studies

The research conducted by the California State University (2011) found

out that students have a tendency to have behavioral problems and “narcissistic
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tendencies” from spending too much time in logging in SNS. As revealed by Psychology

professor Larry Rose and fellow researchers that: The more media they consumed per

day, the worse students they were. If they checked Facebook just once during 15

minutes, they were. If they checked Facebook just once during 15 minutes, they were

worse students.

Moreover, the negative effect of using Social Networking Sites is that it

can make students more prone to vain, aggressive and anti-social behavior. It is also

revealed that SNS can help shy students to interact with other people and it is the

positive effect of using this sites.

On the other hand, Whittemore School of Business and Economics recently

conducted a survey of over 1, 000 students and investigated on which SNS they

commonly use, how much time they spend in these sites, what is their Grade Point

Average (GPA) and what is their reason on going to school. Their study concluded that

there is no correlation between how much time is spent on a social networking site and

grades Martin (2009).

Likewise, the University of New Hampshire (2009) agrees and believes that the

majority of their students use SNS for social connections and entertainment, but they

also use it for education and professional reasons. Their research show that “63% of

heavy users received high grades, compared to 65% of light users” (U of NH, 2009).

The University of New Hampshire said that a majority of students use social networking

for social connections and entertainment but are also using it for education and

professional reasons.
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Karpinski focused on the relationship between time spent on Facebook and the

academic performance of students (San Miguel, 2009). Based on his findings the more

time they spend on Facebook equals slightly lower grades. Karpinski’s study revealed

that the GPA of the students who uses Facebook is 3.0-3.5 while the GPA of the non-

Facebook user is 3.5-4.0. It also stated there that the Facebook users studied for 1-5

hours while the non-Facebook users studied for 11-15 hours per week. It further found

out that:

Every generation has its distractions, but I think Facebook is a

unique phenomenon. The Ohio report shows that students who used
Facebook had a “significantly” lower grade point average-the marking
system used in US universities-than those who did not use the site. It is
equivalent of the difference between getting an A and B (Karpinski
2009).

Students who use Social Networking Sites are likely to have 20% lower grades

than the students who do not use SNS as revealed by Kirschner (2010). He believes

that the problem is that most people have Facebook or other social networking sites,

their e-mails and maybe instant messaging constantly running in the background while

they are carrying out their tasks Enriquez (2010).

Vitak (2008) explained that social networking sites such as Facebook offer users

a convenient method for maintaining a large number of weak ties. While maintenance of

strong ties typically requires significant commitments of time and energy, weak ties

maybe managed solely through the connections that link Facebook “friends.” Facebook

allows users to stay up-to date on their weak ties’ lives simply by viewing the

information available in those friends’ profiles and by connecting through actions such

as pokes, private messages, wall posting and photo comments.

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He cited that there are reasons why people use Social Networking Sites like

desire to make friends, to meet strangers and befriend with them. Based on his

research, majority of his respondents (57%) revealed that they were initially introduced

to those “friends” through mutual friends which increases the likelihood of such

relationships developing into strong ties. On the other hand, 85% of the respondents

stated that they do not communicate with the majority of their online-only friends, while

only one respondent disclosed that he/she considered befriending a strong tie.

The American Educational Research Association’s 2009 annual conference in

San Diego, California, U.S. presented a research about college students who use

Internet social networking sites such as Facebook study less and have lower grades.

Again, researchers found the same findings as Karpinski.

Social networking became popular between 2004 and 2006, after Facebook and

MySpace were created. Facebook has over 500 million members and it is still growing.

It showed that approximately “85% of undergraduate students are Facebook users

(Schneider, 2010).” These numbers are only expected to grow since the number of

members continues to grow. And this is not only true for Facebook. Numbers for

YouTube closely follow as well.

Students who work tends to use social networking sites less than those students

who are more activities based within campus. However, “researchers indicated that they

couldn’t be certain that Facebook use was the direct link to lower grades because of

less studying” but they felt that it was an obvious connection to make.

In studying the total number of hours spent by the users, Wang, Chen and Liang

(2011) disclosed that 45% of their samples admitted that they spent 6 – 8 hours per day
 22

checking social media sites, while 23% spent more 8 hours; 20% spent 2 – 4 hours and

only 12% spent less than 2 hours on this task. Results showed that social media is a

college interest in the Wales University. Students consume a lot of time on social

networking sites especially the adolescents.

In addition, a study found out that 90% of college students visit social media

networking sites in a regular basis using desktop computers, laptops, e-readers, tablets,

and cell phones to actively engage in social networking, text messaging, blogging,

content sharing, online learning, and much more daily (Guy, 2012).

Local studies

UP junior Communication Research students (2010) conducted a study about the

effects of Facebook on Filipino. The study also aims to find out how Facebook has

revolutionized Philippine culture and society. The project is being undertaken through

the 13th Department Extension Research Program (DERP) of the UP-CMC Department

of Communication Research. Through the DERP, the department studies key issues

related to communication and mass media, and provides an avenue for the hands-on

application of research principles and techniques.

Cruz, F.M. & Tombado, J.M. (2010) conducted a research on the influence

of using Social Networking Sites at work on Filipino employees’ productivity and

interpersonal relationships. This study explored how accessing Social Networking Sites

(SNS) influence work behavior and work productivity. Literature has shown that using

SNS and other forms of social media while at the workplace affected work productivity.
 23

Thus, a series of focus interviews on employees and HR personnel were done. An

online survey was also conducted to further strengthen the qualitative data.

Their findings showed that accessing such sites during working hours helped

employee respondents and informants get diversion and relief from the stress they

experience in work. SNS also helped in facilitating a more comfortable face-to-face

communication between an employee respondents/informant and her/his work

colleagues.

On the other hand, Morallo (2013) study revealed that there is a statistically

significant positive relationship between time spent by students on SNSs and their

academic performance. The student-respondents tended to use SNSs to interact with

their friends and not use for academic reasons. Specifically, the study found out that the

higher the time spent on SNSs showed the lower is the time spent on studying. Hence,

correlation analysis showed an inverse relationship between the GPA and the number

of SNSs accounts being maintained by the students, the frequency of SNSs use, since

when they have SNSs, length of SNSs use, and the number of study hours. The results

revealed that as these mentioned variables increases, the GPA also increases, showing

that SNSs had made a contribution in the attainment of higher grades.

Social networking media has been the major source of communication between

individuals in the world over, hence, the label cyber-world. According to the study of

Kulidtod (2017), those students who used the media wisely, their academic

performance improved. However, those who failed to regulate their use of these social

networking tools negatively affected their studies which oftentimes led to their addicted
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use. In general, the study found out that the exposure of the IMEAS students to the

social networking media positively affected their academic performance.

Moreover, Vicera (2016) conducted a study to determine the effects of social

networking sites on the academic performance of the students as related to the socio-

demographic characteristics, social networking site usage and social network addiction.

Out of 50 respondents 50% percent do not have community group membership in their

favorite social networking sites. The respondents logged on to their account once a

week with 30% and another 30% occasionally signed in to their favorite social network

service. A big proportion of the respondents with 64% spent an average one hour in

their favorite social networking site per session. The survey revealed that 66% of the

respondents are most likely not addicted to social media.

Judilla & Gemora (2015) studied 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. 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
 25

of the study habits of the respondents and between the respondents’ extent of influence

of social networking and the level of their academic performance.

In addition, Collado (2008) studied the socio–demographic characteristics,

communication participation, source accessibility, frequency of use, perceived attributes

of social networking sites, and psycho–cultural factors of UPLB students in relation to

their acceptance of social network sites.

Another study conducted by Liggayu (2010) revealed that social networking sites

are potential tools for learning media, especially if faculty and teachers know how to

properly use them for academic purposes.

In Universal McCann’s 2008 Wave 3 study on social media, the Philippines has

the highest penetration of social networking among Internet users at 83%, compared

with the global average of 58%. Among the available social media platforms, Filipino

online users prefer using Facebook over Twitter, Tumbler, Pinterest among others, with

92% having profile and with women as the most active users. For Filipino online users,

Facebook is the easiest and cheapest to access. Mobile networks in the Philippines

offer it for free as package for data plan or as an incentive for subscribing to their

network.

Tamayo & Dela Cruz (2014) conducted a research which aims to study the

relationship of Social Media in relation to the Academic Performance of the students of

Bachelor of Science in Information Technology at Centro Escolar University-Malolos.

The result of the study shows that seventy one (71) or 51.4% of the respondents have

reached below satisfactory grade average and only sixty seven (67) or 48.6% students

have successfully reached the satisfactory academic performance and more than 50%
 26

of the respondents performed below satisfactorily at school. The students’ diversion

from school activities to Social Media usage largely affects their academic performance.

In conclusion, using Social Media has effect on Student’s Academic Performance.

Students who participated in the study rarely participate on class activities, perform well

on class and attend class regularly.

Syntheses

Based from the data and information gathered from different literature and

studies both local and foreign the researcher got some insights which in one way help

her to pursue this study.

The present study has the same bearing with the studies of Karpinski (2009),

American Educational Research Association’s 2009, Kirschner (2010), Schneider

(2009), Judilla & Gemora (2015) and Tamayo & Dela Cruz (2014) because they also

discussed the extent of use of using social networking sites and its effect to the

academic performance of the students. Moreover, California State University (2011)

found out that students have a tendency to have behavioral problems and “narcissistic

tendencies” from spending too much time in logging in SNS.

On the other hand, the studies of Martin (2009), Morallo (2013), Kulidtod (2017)

and Vicera (2016) revealed that there is a statistically significant positive relationship

between time spent by students on SNSs and their academic performance.

In addition, the University of New Hampshire, Collado (2008), Liggayu (2010)

said that a majority of students use social networking for social connections and

entertainment but are also using it for education and professional reasons while UP
 27

junior Communication Research students (2010) conducted a study about the effects of

Facebook on Filipino. The study found out how Facebook has revolutionized Philippine

culture and society.

The studies of Cruz, F.M. & Tombado, J.M. (2010) showed that accessing such

sites during working hours helped employee respondents and informants get diversion

and relief from the stress they experience in work. Moreover, Vitak (2008), Wang, Chen

and Liang (2011) and Guy (2012) cited that there are reasons why people use Social

Networking Sites like desire to make friends, to meet strangers and befriend with them.
 28

Chapter 3

RESEARCH METHODOLOGY AND PROCEDURES

Indicated in this chapter are the different types of instruments to be undertaken

by the researcher in collecting and gathering the data from the respondents.

Established also in this portion are the methods of research employed, the process

undertaken for the questionnaire, its validity and reliability, and the statistical treatment

used in the topics of investigation under the statement of the problem.

Research Design

The researcher used the descriptive method of research for the researcher’s

believe that this is appropriate to their study. The researcher was also guided with the

definition of descriptive method of research given by Good (2014) who professed that

this method is directed in ascertaining the normal typical and current conditions existing

in a particular place. It is concerned with the condition of relationship that exist the

process of developing and finding the truth. The truth may have been many different

forms, such as increased quantity of knowledge, a new generalization or new “law”, an

increase insight into factors which are operating, the discovery of new casual

relationship, a more accurate formulation of the problem to be solved and many others.

This was agreed by Calmorin (2014) which defines descriptive research as the status of

events, people, or subject as they exist.

Since the descriptive method is the easiest to use, the researcher decided to use

it in conducting a survey. Though a questionnaire, information’s needed to seek

answers to the problem can be easily gathered.

 29

Respondents of the Study

The respondents of this study were the selected Grade V pupils and teachers of

Tanauan North District, Division of Tanauan City. The random sampling method was

used in getting 38% of the respondents.

TABLE A

Distribution of Respondents

Name of Schools Teachers Students Total Number

Population Respondents Population Respondents of
Respondents
Tanauan City North
District
Laurel ES 6 2 38 14 16
Pagaspas ES 9 3 60 23 26
Pantay Bata ES 7 3 40 15 18
Pantay Matanda ES 15 6 80 30 36
Sala ES 7 3 40 15 18
Sambat ES 10 4 40 15 19
Ulango ES 8 3 56 21 24
Tanauan North 64 25 420 160 185
Central School
Tapia ES 24 9 113 43 52
Trapiche ES 8 3 44 17 20
TOTAL 158 61 931 353 414

Locale of the Study

The locales of the study were the following schools In Tanauan City North

District: Tapia Elementary School, Sambat Elementary School, Trapiche Elementary

School, Pagaspas, Elementary School, Sala Elementary School, Pantay Bata

Elementary School, Pantay Matanda Elementary School, Ulango Elementary School,

Laurel Elementary School and Tanauan North Central School. This shown in the map

which follows.
 30

Legend: School used in the study

Figure 1.Map of Tanauan City showing the schools used in the study
 31

Research Instrument

The researcher’s instrument used the questionnaire checklist for the

respondents’ and the form of 5 point scale for the extent of the use of social networking

sites of Grade V pupils of Tanauan City North District and their academic performance:

a basis for a proposed intervention program. The questionnaire was specific in order to

attain clearer understanding by the respondents. The random sampling method was

used in getting 38% of the respondents.

Validity of the Questionnaire

The devised questionnaire was composed of items taken from books, several

thesis and dissertation topics found relevant to the present study.

Through the help of adviser and three experts in the field, all items were

checked. All the comments and suggestions were given considerations until the final

data of the instrument was completed. The suggestions focused on the status of its

constructions, grammar, purpose and direction of the study.

Reliability of the Questionnaire

The Grade V pupils and selected teachers in the public elementary schools

covered by this study was the place where the reliability status of the devised

instrument were conducted. A test and retest were done in some Grade V pupils and

teachers in Tanauan South District to find out if the teacher and student respondent in

such method were able to answer each item with ease and comfort in conformity with

what was anticipated. The results of the test and re-test were analyzed and treated
 32

statistically to disclose the significant errors that required further revision of the

instrument.

Data Gathering Procedure

The researcher requested the permission of the school heads concerned before

she distributed the copies of their questionnaire. She sought the help of the master

teachers in the selection of respondents through random sampling and in explaining to

them how the instrument were answered.

The researcher personally retrieved the copies of the instrument from the schools

in the district and nearby schools in order for her to conduct and informal interview with

the respondents in such schools and get related information necessary for the

qualitative analysis for feedback.

For the respondents in far-flung schools, the retrieval was coursed through

school heads and teacher respondents themselves.

Statistical Treatment of the Data

To analyze and interpret the data to be gathered from the respondents, the

researcher employed the following statistical techniques and procedures.

1. Percentage and Rank. This statistical tools was used to answer posited problem

number 1,2,3

The formula is: P = f x 100%

n
 33

Where:

P - Percentage

f - frequency

n - number of cases

2. Weighted mean – This instrumentation was used to weigh question number 1,2,3

The formula is: WM = f1x1 + f2x2 + ………… fnxn

n

Where:

WM - weighted mean

f - frequency

x – scale of variable

n – number of cases/respondents/same

3. T-test – Statistical treatment used to evaluate question number 4,5

The formula is:

Where:

T – t-test

X1 – mean of first samples

X2 – mean of second samples

S1 – standard deviation of first sample

S2 – standard deviation of second samples

n1 – number of cases of first samples

 34

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis and interpretation of the data

gathered regarding the extent of the use of Social Networking Sites of Grade V Pupils of

Tanauan City North District and Their Academic Performance: A Basis for a Proposed

Intervention Program.

Specifically, the purpose of the study is to find the answer in the following

queries.

1. On the social networking sites surfed by the Grade V pupils under study

The researcher found out that the Grade V pupils under study use SNS in their

respective residences through their cellphones. Her findings further revealed that there

are 4 SNS used by them and these are Facebook, Instagram, Twitter and YouTube.

Table 1

Social Networking Sites surfed by the Grade V Pupils

Which social networking sites are you using?

Facebook 353 100.0
Instagram 47 13.4
Twitter 27 7.7
YouTube 111 31.5

As presented in Table 1 it can be noted that 353 (100%) were found to be users

of Facebook which is the trending SNS nowadays; 111 (31.5%) surfed YouTube; 47

(13.4%) browse Instagram; 27 (7.7%) was obtained by Twitter the lowest rank.
 35

Furthermore, as noted by Hart and colleagues “with the advent of Web 2.0, social

networking websites have been one of the main internet success stories in recent years,

with Facebook receiving most of the attention as it continues to become a growing

success.” They stated that most research on Facebook focus on identity and privacy.

According to Hart et al (2008), with respect to Facebook:

Members seem to be using it as a tool for maintaining previous

relationships, and as a ‘social search’ tool by which they can investigate
people they have met offline. Members use the site mainly to manage
relationships initiated offline by maintaining contact with old friends and
getting to know new ones. Other SNS carry out ‘social browsing’ or
search for new online friends with the intention of moving that
relationship offline (2008, p. 471).

2. On the extent of the said surfing done by the Grade V pupils during

weekdays and weekends

The results of this study further revealed that during weekdays and weekends,

majority spend less than 30 minutes of surfing SNS and only 16 (4.5%) out of 353

respondents use SNS for more than 3 hours during weekdays and 23 (6.5%) during

weekends. The given findings are presented in Table 2.

 36

Table 2

Extent of Use of Grade V pupils in Surfing SNS during Weekdays and

Weekends

How long do you spend on social networking

sites every weekday?
Less than 0.5 hour 184 52.1
0.5 – 1 hour 67 19
1-2 hours 69 19.5
2-3 hours 17 4.8
More than 3 hours 16 4.5
How long do you spend on social networking
sites every weekend?
Less than 0.5 hour 193 54.7
0.5 – 1 hour 42 11.9
1-2 hours 72 20.4
2-3 hours 23 6.5
More than 3 hours 23 6.5

The preceding table also provides the details of the extent of the use of Grade V

pupils in surfing SNS during weekdays and weekends. It is clearly shown that during

weekdays 184 (52.1%) of the 353 respondents surf less than 30 minutes; 69 (19.5%)

browse SNS 1 hour - 2 hours; 67 (19.0%) spend 30 minutes to 1 hour; 17 (4.8%) allot 2

-3 hours; and 16 (4.5%) for more than 3 hours.

On the other hand, during weekends, 193 (54.7%) of the 353 respondents surf

SNS for less than 30 minutes; 72 (20.4%) for 1 – 2 hours. Moreover, 42 (11.9%) spend

30 minutes to 1 hour; 23 (6.5%) allot 2 – 3 hours; and 23 (6.5%) used SNS for more

than 3 hours.

In studying the total number of hours spent by the users, Wang, Chen and

Liang (2011) disclosed that 45% of their samples admitted that they spent 6 – 8 hours

per day checking social media sites, while 23% spent more 8 hours; 20% spent 2 – 4
 37

hours and only 12% spent less than 2 hours on this task. Results showed that social

media is a college interest in the Wales University. Students consume a lot of time on

social networking sites especially the adolescents.

3. On the academic performance level of the Grade V pupils under study

As the results of the gathered School Form 5 of Grade V pupils of Tanauan City

North District further revealed that most of the respondents are average learners. On

other hand, some of them got an outstanding grade.

Table 3
Academic Performance Level of the Grade V pupils

Descriptor & Male Female Total Percentage

Grading
Did Not Meet 0 0 0 0%
Expectations (74
and below)
Fairly 50 26 76 21.5%
Satisfactory (75-
79)
Satisfactory (80- 84 78 162 45.9%
84)
Very 40 55 95 26.9%
Satisfactory (85-
89)
Outstanding (90- 9 11 20 5.7%
100)
Total 183 170 353 100%

Table 3 presents the academic performance level of Grade V pupils. 162 (45.9%)

got a satisfactory grade of 80-84; 95 (26.9%) obtained 85-89 (very satisfactory); 76

 38

(21.5%) got fairly satisfactory grade of 75-79; and only 20 (5.7%) got an average grade

of 90-100 (outstanding).

On the other hand, Whittemore School of Business and Economics recently

conducted a survey of over 1, 000 students and investigated on which SNS they

commonly use, how much time they spend in these sites, what is their Grade Point

Average (GPA) and what is their reason on going to school. Their study concluded that

there is no correlation between how much time is spent on a social networking site and

grades Martin (2009).

4. On the significant relationship between the academic performance of the

pupils and extent of use of Social Networking Sites (SNS)

In terms of relationship between the academic performance of the pupils and the

extent of use of social networking sites, it was noted that most of pupils who got

satisfactory grade surf from less than 30 minutes while students who got very

satisfactory grade surf from more than 3 hours. This was clearly stated in the table

that follows.
 39

Table 4

Frequency of the Respondents who use SNS during Weekdays

Weekdays Outstanding Very Satisfactory Fairly TOTAL Percentage

Satisfactory Satisfactory
Less than 9 48 93 34 184 52.1%
0.5 hour
0.5 – 1 4 17 28 18 67 19%
hour
1-2 hours 4 15 30 20 69 19.5%
2-3 hours 2 7 7 1 17 4.8%
More than 1 8 4 3 16 4.5%
3 hours
TOTAL 20 95 162 76 353 100%

As shown in the preceding table, from 353 respondents 184 (52.1%) use social

networking sites from less than 30 minutes; 69 (19.5%) from 1 – 2 hours; 67 (19%) from

30 minutes to 1 hour; 17 (4.8%) from 2 – 3 hours; and 16 (4.5%) from more than 3

hours.

On the other hand, 162 (45.9%) of the 353 respondents got satisfactory grade;

95 (26.9%) obtained very satisfactory grade; 76 (21.5%) has a fairly satisfactory grade;

and only 20 (5.7%) got an outstanding grade.

Moreover, Karpinski focused on the relationship between time spent on

Facebook and the academic performance of students (San Miguel, 2009). Based on his

findings the more time they spend on Facebook equals slightly lower grades.

Karpinski’s study revealed that the GPA of the students who uses Facebook is 3.0-3.5

while the GPA of the non-Facebook user is 3.5-4.0. It also stated there that the

Facebook users studied for 1-5 hours while the non-Facebook users studied for 11-15

hours per week. It further found out that:

 40

Every generation has its distractions, but I think Facebook is a

unique phenomenon. The Ohio report shows that students who used
Facebook had a “significantly” lower grade point average-the marking
system used in US universities-than those who did not use the site. It is
equivalent of the difference between getting an A and B (Karpinski
2009).

Table 4.1 shows that most of the respondents who got satisfactory grade use

social networking sites for less than 30 minutes while pupils satisfactory grade surf SNS

for 2 -3 hours and those who had a very satisfactory grade browse for more than 3

hours

Table 4.1

Frequency of the Respondents who use SNS during Weekends

Weekdays Outstanding Very Satisfactory Fairly TOTAL Percentage

Satisfactory Satisfactory
Less than 7 51 87 48 193 54.7%
0.5 hour
0.5 – 1 6 10 16 10 42 11.9%
hour
1-2 hours 3 16 40 13 72 20.4%
2-3 hours 2 8 11 2 23 6.5%
More than 2 10 8 3 23 6.5%
3 hours
TOTAL 20 95 162 76 353 100%

Relative to the use of SNS during weekends, 193 (54.7%) surf social networking

sites from less than 30 minutes; 72 (20.4%) browse from 1 – 2 hours; 42 (11.9%) uses

SNS from 30 minutes – 1 hour; 23 (6.5%) surf from 2 – 3 hours same result of more

than 3 hours.
 41

On the other hand, 162 (45.9%) of the 353 respondents got satisfactory grade;

95 (26.9%) obtained very satisfactory grade; 76 (21.5%) has a fairly satisfactory grade;

and only 20 (5.7%) got an outstanding grade.

In addition, students who use Social Networking Sites are likely to have 20%

lower grades than the students who do not use SNS as revealed by Kirschner (2010).

He believes that the problem is that most people have Facebook or other social

networking sites, their e-mails and maybe instant messaging constantly running in the

background while they are carrying out their tasks Enriquez (2010).

Table 4.2 shows the difference of responses on the use of social networking sites

when grouped according to profile.

Table 4.2

Difference of Responses on the Use of SNS When Grouped According to Profile

Profile F- p- Interpretation Decision

value value
How long do you spend on Not Significant Fail to Reject
social networking sites 2.335 0.055
every weekday?
How long do you spend on Highly Rejected
social networking sites 7.600 0.000 Significant
every weekend?
Where/how do you engage Not Significant Fail to Reject
1.072 0.370
surfing SNS?
How many social Highly Rejected
networking sites are you 7.488 0.000 Significant
using?
Legend: Significant at p-value < 0.05

As seen from the result, there were significant difference observed on the length

of time spent in using SNS every weekend (p-value = 0.000) and number of social sites
 42

used (p-value = 0.000) since the obtained p-values were less than 0.05 alpha level. This

means that the responses differs significantly and based from the post hoc test

conducted, those who spent 1 to 2 hours assessed the used of SNS greater compared

to the others while those who use 1 social networking sites assessed the use of SNS

more positively.

In studying the total number of hours spent by the users, Wang, Chen and

Liang (2011) disclosed that 45% of their samples admitted that they spent 6 – 8 hours

per day checking social media sites, while 23% spent more 8 hours; 20% spent 2 – 4

hours and only 12% spent less than 2 hours on this task. Results showed that social

media is a college interest in the Wales University. Students consume a lot of time on

social networking sites especially the adolescents.

5. On the significant difference between the perception of the teachers and

pupils on the extent of use of SNS

Table 5 presents the use of SNS as observed by the students. It was observed that

the composite mean of 3.33 indicates that the students are uncertain. However, among

the items cited, it shows that social networking sites is more effective in communicating

with their friends which obtained the highest weighted mean score of 4.03 and rated

agree. Moreover, the pupil will not perform well in their academics even if they stop

using social networking sites got the lowest weighted mean of 2.82 rated as uncertain.
 43

Table 5

Use of SNS as Observed by the Students

Indicators Weighted Verbal Rank

Mean Interpretation
1. Social networking sites positively affect
3.77
my study timings in routine life Agree 2
2. I timely submit my assignments whether
3.46
spending time on social networking sites Uncertain 5
3. Groups and pages related to studies
are created by scholars on Facebook helps 3.17
me in my study Uncertain 10
4. Social networking sites have a positive
3.20
impact on my academic performance Uncertain 9
5. I find it flexible to focus on school work
by logging into a social networking sites as
2.96
it helps me to remain in contact with
classmates Uncertain 14
6. Social networking sites affect my way of
2.98
speaking or writing Uncertain 13
7. Social networking sites can be an
3.16
effective tool for me Uncertain 11
8. I find Social networking sites more
4.03
effective in communicating with my friends Agree 1
9. Online social networking sites distract
3.60
me from my studies. Agree 4
10. Hours spent online can never be
compared to the number of hours I spend 3.36
reading Uncertain 7
11. There is no improvement in my grades
since I became engaged into those social 3.63
networking sites Agree 3
12. I engaged in academic discussions on
social networking sites and this has 3.15
improved my academic performance Uncertain 12
13. I make use of social networking sites
to disseminate knowledge to my 3.26
classmates Uncertain 8
14. I will not perform well in my academics
2.82
even if I stop using social networking sites. Uncertain 15
15. I will still use social networking sites in
3.36
the near future. Uncertain 6
Composite Mean 3.33 Uncertain
Legend: 4.50 – 5.00 = Strongly Agree; 3.50 – 4.49 = Agree; 2.50 – 3.49 = Uncertain; 1.50 – 2.49
= Disagree; 1.00 – 1.49 = Strongly Disagree
 44

As presented in the table, it shows that social networking sites is more effective

in communicating with their friends which obtained the highest weighted mean score of

4.03 and rated agree; social networking sites can positively affect the study timings got

3.77 rated agree; 3. 63 for there is no improvement in their grades since they became

engaged into those social networking sites which is rated agree: and online social

networking sites can distract them from my studies got 3.60 rated agree.

Moreover, other items were assessed as uncertain and social networking sites

affect the way of speaking or writing (2.98), find it flexible to focus on school work by

logging into a social networking sites as it helps them to remain in contact with

classmates (2.96) and will not perform well in my academics even if they stop using

social networking sites (2.82) rated the least.

On the other hand, Morallo (2013) study revealed that there is a statistically

significant positive relationship between time spent by students on SNSs and their

academic performance. The student-respondents tended to use SNSs to interact with

their friends and not use for academic reasons. Specifically, the study found out that the

higher the time spent on SNSs showed the lower is the time spent on studying. Hence,

correlation analysis showed an inverse relationship between the GPA and the number

of SNSs accounts being maintained by the students, the frequency of SNSs use, since

when they have SNSs, length of SNSs use, and the number of study hours. The results

revealed that as these mentioned variables increases, the GPA also increases, showing

that SNSs had made a contribution in the attainment of higher grades.

 45

Table 5.1 represents the use of SNS as observed by the teachers. It was observed

that the composite mean of 3.46 indicates that the teachers are uncertain. However,

among the items cited, revealed that social networking sites can positively affect the

study timings of the pupils which obtained the highest weighted mean score of 4.30 and

rated agree. On the other hand, they will still recommend using social networking sites

in the near future got the least weighted mean of 2.54 rated uncertain.

Table 5.1

Use of SNS as Observed by the Teachers

Indicators Weighted Verbal Rank

Mean Interpretation
1. Social networking sites positively affect
4.30
the study timings of my pupils Agree 1
2. Students timely submit their
assignments whether spending time on 3.80
social networking sites Agree 5
3. Groups and pages related to studies
are created by scholars on Facebook help 3.36
my pupils in their study Uncertain 6
4. Social networking sites have a positive
impact on the academic performance of 3.07
my pupils Uncertain 7
5. Social networking sites affect the way of
3.82
speaking or writing of my pupils Agree 4
6. Social networking sites can be an
2.89
effective tool for my pupils Uncertain 8
7. Online social networking sites distract
4.20
my pupils from their studies. Agree 2
8. There is no improvement in my pupil’s
grades since they became engaged into 3.90
those social networking sites Agree 3
9. My pupils will not perform well in their
academics even if they stop using social 2.75
networking sites Uncertain 9
10. I will still recommend using social
2.54
networking sites in the near future Uncertain 10
Composite Mean 3.46 Uncertain
Legend: 4.50 – 5.00 = Strongly Agree; 3.50 – 4.49 = Agree; 2.50 – 3.49 = Uncertain; 1.50 – 2.49 =
Disagree; 1.00 – 1.49 = Strongly Disagree
 46

As shown in the preceding table, social networking sites can positively affect the

study timings of the pupils which obtained the highest weighted mean score of 4.30 and

rated agree; online social networking sites distract the pupils from their studies got 4.20

rated agree; 3.90 for there is no improvement in the pupil’s grades since they became

engaged into those social networking sites rated agree; social networking sites can

affect the way of speaking or writing of the pupils got 3.82 rated agree; and students

can timely submit their assignments whether spending time on social networking sites

got 3.80 rated agree.

On the other hand, some items were assessed as uncertain which are groups

and pages related to studies are created by scholars on Facebook help the pupils in

their study (3.36); social networking sites have a positive impact on the academic

performance of the pupils (3.07); social networking sites can be an effective tool for the

pupils (2.89); pupils will not perform well in their academics even if they stop using

social networking sites (2.7); and they will still recommend using social networking sites

in the near future (2.54).

Likewise, the University of New Hampshire (2009) agrees and believes that the

majority of their students use SNS for social connections and entertainment, but they

also use it for education and professional reasons. Their research show that “63% of

heavy users received high grades, compared to 65% of light users” (U of NH, 2009).

The University of New Hampshire said that a majority of students use social networking

for social connections and entertainment but are also using it for education and

professional reasons.
 47

6. On the intervention programs may be proposed based on the result of the

study

Table 6 represents the intervention program based on the result of the study.

Table 6

Intervention Program

KEY TIME EXPECTED

OBJECTIVE STRATEGIES
PLAYER FRAME OUTPUTS
Identify the pupils
who will constitute Teacher June, The parents are
the peer tutoring Parents 2019 aware of the peer
and call for tutoring
teacher-parents
conference
Actual
implementation of Teacher June- Improved academic
peer tutoring Pupils October, performance of the
2019 pupils
(Phase 1)

To give Mid-year Teacher October, Evaluated the

additional assessment Parents 2019 progress of the
help to pupils pupils over a six‐
who, for one month period of time
reason or The parents are
another, have Parents-Teacher Teacher October, informed for the
fallen behind mid-year Parents 2019 status and
the rest of the conference improvement of their
class children.
because of Implementation of Teacher Novembe .
the use of peer tutoring for Pupils r, 2019 to Improved academic
SNS. second semester March, performance of the
2020 pupils
(Phase 2)
Final assessment Teacher March, Observed the
Pupils 2020 essential difference
of the academic
performance of the
pupil-participants
over academic year
 48

Table 6 shows the intervention program suggested by the researcher based on

the result of the study. The objective of the said program is to give additional help to

pupils who, for one reason or another, have fallen behind the rest of the class because

of the use of SNS. Strategies were also given for the whole year round. The table also

shows the expected output of the intervention program which is to improve the

academic performance of the pupils.

 49

Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions, and

recommendations of the study. This also attempted to determine the extent of the use of

social networking sites of Grade V pupils of Tanauan City North District and their

academic performance: a basis for a proposed intervention program.

Summary of Findings

The subsequent statements beneath are obtainable summing up all the salient

findings disclosed in the study.

1. On the social networking sites surfed by the Grade V pupils under study.

The researcher found out that the Grade V pupils under study use SNS in their

respective residences through their cellphones. Her findings further revealed that there

are 4 SNS used by them and these are Facebook, Instagram, Twitter and YouTube. It

shows that all of the respondents surf Facebook while Twitter got the least number of

users which is 27 (7.7%).

2. On the extent of the said surfing done by the Grade V pupils during

weekdays and weekends.

The results of this study further revealed that during weekdays and weekends,

majority spend less than 30 minutes of surfing SNS and only 15 (4.3%) out of 353

respondents use SNS for more than 3 hours during weekdays and 22 (6.3%) during

weekends.
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3. On the academic performance level of the Grade V pupils under study.

As the results of the gathered School Form 5 of Grade V pupils of Tanauan City

North District further revealed that 162 (45.9%) of the respondents got a satisfactory

grade while 20 (5.7%) of the respondents got an outstanding grade. On other hand,

some of them got an outstanding grade.

4. On the significant relationship between the academic performance of the

pupils and extent of use of Social Networking Sites (SNS).

That there were significant difference observed on the length of time spent in

using SNS every weekend (p-value = 0.000) and number of social sites used (p-value =

0.000) since the obtained p-values were less than 0.05 alpha level. This means that the

responses differs significantly and based from the post hoc test conducted, those who

spent 1 to 2 hours assessed the used of SNS greater compared to the others while

those who use 1 social networking sites assessed the use of SNS more positively.

5. On the significant difference between the perception of the teachers and

pupils on the extent of use of SNS.

The result of the use of SNS as observed by the students. It was observed that

the composite mean of 3.33 indicates that the students are uncertain. However, among

the items cited, it shows that social networking sites is more effective in communicating

with their friends which obtained the highest weighted mean score of 4.03 and rated

agree. Moreover, the pupil will not perform well in their academics even if they stop

using social networking sites got the lowest weighted mean of 2.82 rated as uncertain.
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Moreover, the result of the use of SNS as observed by the teachers. The

composite mean of 3.46 indicates that the teachers are uncertain. However, among the

items cited, revealed that social networking sites can positively affect the study timings

of the pupils which obtained the highest weighted mean score of 4.30 and rated agree.

On the other hand, they will still recommend using social networking sites in the near

future got the least weighted mean of 2.54 rated uncertain.

6. On the intervention programs proposed based on the result of the study.

The intervention program suggested by the researcher based on the result of the

study is to give additional help to pupils who, for one reason or another, have fallen

behind the rest of the class because of the use of SNS. Strategies were also given for

the whole year round. The table also shows the expected output of the intervention

program which is to improve the academic performance of the pupils.

Conclusions

With reference to the findings, the researcher arrived at the following

conclusions:

1. That most of the respondents find enjoyment in using Facebook because of its

available features for the users where they can post their ideas, videos and

pictures and also chat with their friends, relatives and classmates.

2. That the respondents spend less time in surfing SNS during weekends and

weekdays. This shows that the respondents get distracted in their study habits

even if they spend less time in surfing SNS.

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3. That most of the respondents got a satisfactory grade and least of them got an

outstanding grade.

4. That there was a significant relationship between the academic performance of

the pupils and the extent of use of social networking sites.

5. That there was a significant difference between the perception of the teachers

and pupils on the extent of use of SNS.

6. That an intervention program should be encouraged to improve the academic

performance of the pupils under study.

Recommendations

In the light of the conclusions drawn in this study, the following recommendations

are hereby made:

1. The students must properly use social networking sites and not just for fun and

entertainment but for communication with their family, friends, classmates and

teachers.

2. The students should spend more time on studying and reviewing their lesson

during weekdays and weekends to improve their academic performance.

3. The students should be encouraged to focus on their studies rather than

spending more time in surfing social networking sites.

4. The teachers should be aware of the effect of too much use of social networking

sites because it affects their study habits and therefore should engage their

students in activities that would help them to be motivated in their studies.

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5. The parents should be informed about the results of this study for them to set

some limits and make a few rules for their children with regard to their online

behavior, especially on social networking sites.

6. The school should set programs about motivating their students to spend more

time in their studies not on surfing social networking sites. They should also

discuss the effects of too much use of these sites.