Social Networking Sites Usage and Its effects

to Students’ Behavior in Tandaay High

School

In Partial Fulfillment of the requirements for

practical research II

Members:

Llagas Zildjian Xavier F.

Sta. Cruz Marie B.

Mediado Kristine P.
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Tandaay High School of Nabua Camarines, Sur is situated in a rural area,

in a western part of the municipality. In comparison with students in the Poblacion

area, cities or urban area, most of the students are having cellphones and others

are not using it in a proper way. Based on researchers’ observation, they are

oftentimes told and reminded by their teachers to have discipline on the proper use

of their gadgets specifically cellphones.

As primary concern, the administration together with the parents and

teaching staff implemented the No Cellphone Policy during Class hours in which the

purpose is to increase students’ attention and to have effective students’

participation in class.

It is a worldwide concern that students are using cellphones and are using

them in browsing social networking sites.

Social networking has made an enormous impact on the lifestyle of

individuals around the globe. It has already been a huge contribution to the daily

social routine of the people in various types of communities. High and middle class

society is now into social networking sites like Facebook, Twitter, My Space,

Tumblr and etc. Even low-class people are into these social networking sites as
well. Actually, these social networking sites have played a big part to the global

community in terms of communication purposes.

Some use those sites in order to communicate to their loved ones across

the globe, in different countries as possible. Companies and business people use

it for selling and advertising products and for gaining customers. Some also use it

as a media for gaining friends and for engaging in relationships and others use

these internet sites for gaming purposes. But what is other some today is the way

students use these networking sites.

Social Networking is helpful among students in ways such as

communicating about projects and tasks in school but some students cross the

boundaries of using such sites. They use it for sexual and intimacy purposes. Some

use it for gambling purposes. Misuse of such sites are what makes the social

networking world hazardous to all people involved in it especially to students of

minor ages. What’s more harmful is that it seldom leads to the destruction of the

student’s foundation for their future – which is education.

Currently education is making a move toward the use of more

technology within classrooms ranging from elementary to the collegiate level. In

high schools and colleges, devices being used most commonly for educational

purposes are tablets (iOS/Android), smartphones (iOS/Android), and laptops

(Windows/Macintosh) (Dietz & Henrich, 2014). These devices are being used in

hopes of enhancing students’ overall educational performance; students are using

 devices for activities such as answering questions, examining visualizations, note

taking, researching, and communicating (e.g., email) (“Integrating Tech in High

School,” 2012). Although the intended purposes of these devices are to improve

educational experiences for the student, there have also been negative

consequences from the introduction of modern technology in the classroom

(Junco, 2012). Research has been conducted on the negative effects of cell

phone usage in the classroom on students, but the effect of increased cell phone

use by students in the classroom on teachers has not been examined. Although

there is a lack of understanding of how student cell phone usage affects teachers,

there is research demonstrating how cell phones negatively affect the students

using them and how usage could also lead to side effects that negatively impact

the teacher. The following. paragraphs discuss the negative side effects of

student cell phone use, the belief of “multitasking,” and how distraction can affect

cognitive processes.

Research has extensively shown that there are negative effects for

students in the classroom when they use their cell phones for non-educational

purposes. Junco (2012) found that 53% of undergraduate students at a university

reported text messaging during class. Dietz and Henrich (2014) examined 99

college students during a 20-minute lecture, which was part of the experiment,

and the average amount of texts sent and received among each student was

26.29 (14.10 sent, 12.69 received).

 Dietz and Henrich (2014) found that since the increase of technology in the

classroom (e.g., use of cell phones), there has been an increased report of a

decline in overall grades and decrease in seat work. Using cell phones in the

classroom has been connected with lower recall and a decrease in student

satisfaction with instruction (Dietz

Henrich, 2014); comprehension has also lessened when students use

electronic devices for non-educational purposes. Alarmingly, research shows that

even students in proximity to other students using this technology are more likely

to perform poorer in the classroom, even when they were not personally using

technology (Sana, Weston, & Cepeda, 2013).

When looking at why students use cell phones for non-educational

purposes, it was found that students find their devices more exciting and

stimulating than what is happening in their class (Sana et al., 2013); students

have also been found to continue to use cell phones for non-educational purposes

during class instruction, even when they are aware of the negative side-effects of

cell phone usage in the classroom. Another reason students use their cell phones

in class (e.g., messaging, looking at social media, gaming) is because they

believe they can “multitask.” A study by Sana, Weston and Cepada (2013) found

that college undergraduate students were observed to be “multitasking” 42% of

the time during class. A study by Wood et al. (2012) found that students who used

Facebook during a classroom lecture had significantly lower scores on tests of

the lecture material than students who only used notes taken with paper and

pencil.

There has been plenty of research done about “multitasking” and how the

view of students being able to “multitask” is a myth. The ability to truly process

two streams of independent information at the same time is nearly impossible;

what most people refer to as multitasking is actually considered serial tasking,

which is the action of shifting back and forth from one task to another (Fischer &

Plessow, 2015)

Knowing the students’ belief of multitasking is important because it needs

to be compared to teachers’ beliefs of multitasking. Students who believe they

can multitask may be more likely to believe they can use their cell phones and

pay attention during class (Kuznekoff, Munz, & Titsworth, 2015). If teachers see

that students are using their cell phones during class and do not believe the

students have the ability to multitask, it could then distract the teacher. Becoming

distracted while teaching may then affect other cognitive processes and harm the

teacher’s ability to instruct his or her class.

 One of the teacher’s cognitive processes that could be negatively affected

by the distraction of student cell phone usage in the classroom is working

memory, which is one of the most important cognitive processes for a teacher.

Working memory is defined as, “the brain system that provides temporary storage

and manipulation of the information necessary for such complex cognitive tasks

such as language, comprehension, learning, and reasoning” (Baddeley, 1992, p.

3) Everyone uses working memory to work more efficiently and effectively;

however, it has a limited amount of storage in which information can be

processed. Working memory is also important for teachers because it is used for

staying focused while performing a complex task, such as giving a lecture,

attempting to block out distractions (e.g., cell phone use), and maintaining

awareness of activities that are going on within the classroom (Eysenck & Keane,

2015).

The example of a teacher attempting to block out the distraction of student

cell phone use, delivering his or her lecture, and monitoring students to make sure

they are understanding what is being taught could also be considered divided

attention. Divided attention is the act of attempting to execute one or more actions

at a time, while simultaneously trying to pay attention to two or more channels of

information. When people are performing a number of tasks in parallel, they must

divide their attention, which can lead to weakened performance (Craik et al.,

1996).
 If one’s working memory is negatively impacted, and a teacher is trying to

divide his or her attention among multiple stimuli, it can increase cognitive load.

Cognitive load consists of the total amount of mental effort being used in the

working memory (Sweller, 1994). When there is a high amount of cognitive load

that is placed on an individual (such as a teacher who is trying to teach a lesson

and deal with a student using a cell phone during class), research shows that

decision making strategies become less effective, and even impaired (Beilock &

Decaro, 2007).

A study conducted by Neisser and Becklen (1975) provides an example of

the effects of divided attention and cognitive load. In this study, participants were

shown two videos that were superimposed (i.e., laid over top of each other). One

of the videos showed two people who were playing a hand game, with the object

of the game to slap the opponent’s hand; the other video was of three people

playing basketball. When participants were told to pay attention to one of the two

games, the participants were successful at recalling the events. Next, participants

were asked to keep track of both games in the superimposed video, and it was

deemed almost impossible as being able to recall events from both of the videos.

When teachers have to focus on delivering the information to the students

that are paying attention, their mental effort may be working at full capacity.

However, if a teacher witnesses a student using his or her cell phone during
classroom instruction it could be considered distracting and be connected to the

teacher to delivering a lesson of a lesser quality. Therefore, cell phone policies

may need to reflect and take into account the negative outcomes that derive from

student use of cell phones.

Summary and Critique

Using cell phones for non-task related purposes during class time has been shown

to have negative outcomes on student learning; it also has a negative effect on the

students in close proximity. However, there is little to no research on how non-

educational uses of cell phones by the students affect teachers’ performances.

When a teacher sees a student texting, or using his or her phone inappropriately,

it may have a negative impact on the teacher’s ability to teach. Thus, there is a

need for research that examines the effect of non-educational cell phone usage by

students on teachers.

BACKGROUND OF THE STUDY

The researchers/students as part of Tandaay High School Community are

concerned about the issue of rampant usage and misuse of cellphones and wants

to determine the effectiveness of No Cellphone Policy and its significance to

academic performance of students if it is a way of gaining back their interests in

their studies and school activities.

OBJECTIVES OF THE STUDY

This study aims to know the social factors that affect the Tandaay National

High School Senior High School Students to become addicted to social networking

sites like Facebook, Twitter and etc. This study also aims to know how this addiction

affects the lack of interest of students in school works and activities.

STATEMENT OF THE PROBLEM

This study determines the social factors that cause the Tandaay National High

School Senior High School Students to get addicted to social networking that result

to habitual absenteeism and poor class performance. Specifically, answers to the

following are sought:

1. What is the profile of the respondents in terms of:

a. Gender d. with or without

b. Religion cellphone

c. Academic Grades e. Age

s/y 2018-2019 f. Strand

2. What are the social factors that cause the Tandaay National High School Senior

High School Students to get addicted to social networking that result to habitual

absenteeism and poor class performance in terms of:

a. Attitude towards study

b. Family involvement and concern

c. Peer pressure

SIGNIFICANCE OF THE STUDY:

The study wants to identify the social factors that cause the Tandaay

National High School Senior High School Students in getting addicted to social

networking that result to poor class performance.

Theoretical Background

These days the most commonly utilized method of communication is social

media and it is being used by individuals belonging to every walk of life. Due to

this, social media has become pervasive thus impacting the behaviors of the

people using it. It has revolutionized the way we communicate, interact and

socialize. Also, this new approach to consuming and creating information is in

particular attractive to youth as a platform and space for activities not possible in

the face-to-face context (Leea, Chena, Lia & Lin, 2015).

With social media providing flexibility in learning, stimulate innovative ideas,

and increase interpersonal relationships among student, these tools, however, can

have negative impacts on students as they might distract their attention from the

learning process, reduce their physical social interaction and make them

potentially addictive. The excessive use of social media tools by students has led

to the changed in shape and structure of students’ social behavior and academic

practices. With such a high rate of students using social media networking on daily

basis, there is a strong need to analyze the extent to which social media is having

its impact on students. Thus, this research will seek to have conclusions on the

effects of social media addiction to the behaviors and academic performance of

selected Senior High School students in Tandaay High School.

Certainly, coming up with theories is the heart of its scientific process that

needs thorough study, evidences and investigation to support the research.

Hence, in order to know the effects of social media addiction to the participants’

behavior, the researchers used a specific theory which is the Uses and

Gratification that explains why they use social media. The theory of uses and

gratifications was first introduced by an American sociologist Elihu Katz in 1959 in

an article in which he explained that communication research was near extinction

because researchers only focused on the effects the media had on people. He

therefore suggested that researchers’ focus must be on how media is used.

Elihu Katz first introduced the Uses and Gratification Approach, when he

came up with the notion that people use the media to their benefit. The perspective

emerged in the early 1970’s as Katz and his two colleagues, Jay Blumler and

Michael Gurevitch continued to expand the idea. This theory was contemporary

because it contradicted older views that assumed the audience was a passive

group. The Uses and Gratifications Approach views the audience as active,

meaning that they actively seek out specific media and content to achieve certain

results or gratifications that satisfy their personal needs.

According to Ruggerio (2000), internet users choose activities online that

satisfy needs like “entertainment, information and social interaction.” Uses and

Gratification theory therefore shows an affirmative relationship between the choice

of using social media and the gratification users get when they use it. Ruggerio

again states that “the Uses and Gratification theory is important for internet related

research because of its ability to examine new technologies with regards to its
strengths in evaluating new media because of their characteristics”. This assertion

is backed by Severin &Tankard (2001) who admit that the uses and gratifications

theory is extremely effective as technology moves the universe into the electronic

information age.

Additionally, different studies have been found by the researchers which

uses the Uses and Gratification theory and one of which is “Social Media Addiction

among Students of the University of Ghana” conducted by Akua Adoasi Otu last

October 2015. This study is a quantitative analysis of the level of social media

addiction among students of the University of Ghana. Using the Uses and

Gratification theory as the theoretical framework, which looks at people’s choice of

specific media to satisfy specific pleasures sought from the media they choose.

This theory assume that users of media rely on it to fulfil specific needs and in the

process develop preoccupations with it and will explain how students of the

University of Ghana use social media and whether they have developed

dependencies on the media they use.

The researchers choose the Uses and Gratification Theory for the reason

that this explains why students look for different social media platforms to meet

their interests and entertainment. Also, this theory focuses on what people do with

media, as opposed to what media does to people. Thus, the Uses and Gratification

Theory will be a great help for this research for it seeks to know the effects of social

media addiction to the students’ behavior in school.

THEORETICAL FRAMEWORK

This study is anchored on theories propounded by Albert Bandura, B. F. Skinner

and Abraham Maslow. Bandura's Social Learning Theory, as social media made

inroads into our living rooms, much of social learning has been influenced by it,

especially among the impressionable minds of children and adolescents.

Adolescents have the most impressionable minds, which explains their ability to

learn and comprehend and quickly pick up behaviors from their surrounding

environment. Behavior patterns do not necessarily have to be taught to them - they

are highly receptive to learning through social networking.

As media and its various forms have gradually intruded into most households,

social learning theories have identified the influence of media in shaping the social

behavior of adolescent and children. Social networking sites are virtual worlds for

the internet users. Spending so much time in the virtual worlds affects the

academic learning abilities of young minds and the behavior of these youths. It is

from the constant exposure to and interaction in the virtual world as well as through

chatting and video sharing that students pick up many of their characteristics traits.

There behavioral traits, learned as young adults, continue throughout adulthood.

These are potential influences of social learning patterns seen in grownups.

B. F. Skinner Operant Conditioning Theory is based upon the idea that learning is

function of change in overt behavior. Changes in behavior are the result of an

individual's response to events that occur in the environment. In the case of

students who are engaging in social networking sites, the reason why students are

addicted to modern social media is the stimulus or the environment that drive them

to practice such.

Psychological theory of needs theorized by Abraham Maslow pointed out that

humans need to feel a sense of belonging and acceptance, whether it comes from

a large social group, such as clubs, office culture, religious groups, professional

organizations, sports teams, gangs, small social connections or even social

networking sites. They need to be love and be loved by others. In the absence of

these elements, many people become susceptible to loneliness, social anxiety,

and clinical depression.

Behaviorist theorized that learning occurs through interactions with the

environments. Two other assumptions of this theory are that the environment

shapes behavior and that taking internal mental states such as thoughts, feelings

and emotions into considerations is useless in explaining behavior.

The Theoretical Framework is best presented in Figure 1.
Figure1. Theoretical Framework of the Study
Scope and Delimitation

This study focused mainly on the social factors that cause the Tandaay

National High School Senior High School Students in getting addicted to social

networking that result to poor class performance.

The students’ background of social media was limited only to the specific

social media platform they use such as Facebook, Youtube, Instagran, Pinterest,

Snapchat, LinkedIn and Twitter and their frequency in using the platform.

Furthermore, the effects of social media in the behaviors of students are limited

only to procrastination of participants, depression and withdrawal of personal

interactions.

This study only evolves in Tandaay High School in Tandaay,Nabua,

Camarines Sur. Also, the study only focuses the Grades 11 and 12 Senior High

School students of the institution.

 CHAPTER II

Review of Related Literature

The Review of Related Studies is among the essential part in the chapter

when conducting a research. This mainly serves as a foundation for the

researchers’ proposed study. It also serves as a guide in pursuing the research as

well. It is essential for the researchers when conducting a research as it provides

a framework, more valid information that supports and carry importance of the

researcher study.

The realm of social media is increasingly rising as the technology is emerging in

today’s time. Thus, researchers begun to investigate the various aspects of social

media and its effects to students’ behavior in school. Many studies have been

conducted around the world to investigate how these sites may influence issues of

identity, privacy, social capital, youth culture, education and interpersonal

relationships. Therefore, an attempt has been made in this chapter to review

literature and articles related to the theme of the research. It is evident that there

exists a relation between social media and their impact on the youth change in

behavior. Consequently, messages can reach audiences and target groups in real

time and they can generate changes and tendencies.

 This study mainly tackles about the participant’s background of social media

and the possible behaviors of participants from the usage of social media. Social

media has become a part and parcel of everyone’s life. The participant’s

background of social media has become a norm. Despite all the beneficial aspects

of the uses of the social media, it has negative impacts especially if they do not

know how to handle or use social media in a responsible way. It affects their

behavior, relationships with others, students easily get distracted thus it leads to

procrastination.

media use. Social media and social networks, from Facebook to Snapchat to

Twitter and beyond, are an increasingly important part of how we communicate

and connect day to day. They are a key for staying in touch and up-to-date as well

as contributing to our world and being creative. Many students look for social

networking sites to expand their personal learning network and to discover

resources. Social media access and usage has grown rapidly in the past several

years. In academia, social media is a new pedagogical tool that may be used to

engage students both inside and outside the economics classroom, and impact

their overall success (Al-Bahrani, et.al,.2015, p. 36-50).

The sub-variable include the specific platform they use such as Facebook,

You tube, Instagram, Pinterest, Snapchat, LinkedIn and Twitter and their frequency

in using the platform. People use social media platforms to keep in touch with

friends, to fill spare time, to share some ideas and makes life easier. In the journal
written by Aaron Smith and Monica Anderson (2018), a new Pew Research Center

survey of U.S. adults, found that the social media landscape in early 2018 is

defined by a mix of long-standing trends and newly emerging narratives. As has

been the case since the Center began surveying about the use of different social

media in 2012, Facebook and YouTube dominate this landscape, as notable

majorities of U.S. adults use each of these sites. At the same time, younger

Americans (especially those ages 18 to 24) stand out for embracing a variety of

platforms and using them frequently. Some 78% of 18- to 24-year-olds use

Snapchat, and a sizeable majority of these users (71%) visit the platform multiple

times per day. Similarly, 71% of Americans in this age group now use Instagram

and close to half (45%) are Twitter users. People spend so much time on different

sites and they were not able to handle the social media revolution that it begins to

interfere with their lives. Psychologists are referring to this as a social networking

compulsion or addiction. On the article of Dr. Wilson (2015), it states that spending

more than one hour daily at social media sites is a sign of social media addiction.

Pew Research asked users of each platform how often they engage with the site,

whether on a daily, weekly or less frequent basis. Facebook users are highly

engaged with the platform. Fully 70% say they use Facebook daily (including 45%

who do so several times a day). Some 17% visit Facebook weekly, while 12% of

users log on less often. Some 36% of Twitter users visit the site daily, with 22%

saying they go on Twitter several times a day. Another 24% say they visit a few

days a week, while 40% say they check Twitter less often. Some 17% of Pinterest
users visit the site daily, including 9% who visit several times a day. Some 29% of

users go on Pinterest weekly, while 52% say they visit the site less often. Lastly

some 13% of LinkedIn users visit the site every day, including 7% who say they

visit LinkedIn several times a day, stated by Duggan, M, & Ellison, N. et.al, 2013)

. According to Melissa Leiter (2014), students have the strongest presence

in different platforms: First, Facebook it is a website that allows registered users to

create profiles, upload photos and video, send messages and keep in touch with

friends, family and colleagues. Second, YouTube allows users to upload, view,

rate, share, add to favorites, report, comment on videos, and subscribe to other

users. It offers a wide variety of user-generated and corporate media videos. Third,

Instagram an online photo-sharing application and social network platform that

allows users to edit and upload photos and short videos through a mobile app.

Fourth, Pinterest where we go to be inspired and get ideas, be it for style, for

cooking, for design or for words of wisdom for day-to-day life. Fifth, Snapchat

focused on private, person-to-person photo sharing, you can now use it for a range

of different tasks, including sending short videos, live video chatting, messaging,

creating caricature-like Bitmoji avatars, and sharing photos and videos. Sixth,

LinkedIn is typically where people go to look for jobs and/or connect with other

business professionals. and lastly, Twitter people use it to connect with their

immediate social network, it's typically a place where people go for niche content

that interests them.

 Today, young generations grow up having great contact with different kinds

of social media. It is evident that there exists a relation between social media and

their impact on the youth‘s change in behaviour. Thus, another variable of this

research is the possible behaviors of students from the usage of social media.

Richtel (2010) states that lure of these technologies, while it affects adults too, is

particularly powerful for young people. The risk, they say, is that developing brains

can become more easily habituated than adult brains to constantly switching tasks

— and less able to sustain attention. Thus, this affects the behaviors of the

students on their day-to-day life. In a book titled Social Media: Usage and Impact

written by Al-Deen (2012), it states that within the past ten years, social media

such as Twitter, Facebook, My Space, YouTube, Flickr, and others have grown at

a tremendous rate, enlisting an astronomical number of users. Also, it explores the

emerging role and impact of social media as they evolve. The contributors examine

the implementation and effect of social media in various environments, including

educational settings, strategic communication, politics, and legal and ethical

issues.

The sub-variables include the procrastination of participants, depression

and withdrawal of personal interactions (Richtel, 2010). Richtel (2010) defines

procrastination as to put off something until another day or time. He expanded that

“students have always faced distractions and time-wasters. But computers and

cellphones, and the constant stream of stimuli they offer, pose a profound new

challenge to focusing and learning”. According to the book of Timothy Pychyl

(2010) titled Solving the Procrastination Puzzle, the basic notion of procrastination

as self-regulation failure is clear, you know what you ought to do and you’re not

able to bring yourself to do it. It’s that gap between intention and action. The author

clarified that procrastination is a matter of choice, having the freedom to choose

whether to do the certain task or not. Despite being able to do the task, the control

of our own behavior, emotions or thoughts altering with the demands of the

situation does not go along with our intention. On the article of The Huntington

News written by Morford (2014), the social media is cited as the largest source of

procrastination. Procrastination is by no means a new invention, but its survey

shows that social media takes time from studying and projects the most. The

second sub-variable, depression, is defined by Richtel (2010) as an illness wherein

it significantly affects the way someone feels, causing a persistent lowering of

mood. Depression is more than just a low mood – it's a serious condition that

affects your physical and mental health. The book titled Social Networking and

Depression written by Feinstein, et. al. (2015) reviews the theoretical basis for a

potential association between social networking sites (SNS) use and depression

as well as the empirical literature on this association and its underlying

mechanisms. Also, it states that research on social media use and mental health

has important implications for the users themselves as well as those who interact

with other social media users. Also, according to the article titled “Does social

media cause depression?” by Waldemar (2018), as the popularity of the internet

grew, depression and mood disorders among adolescents have steadily risen,
becoming the most lethal affliction to young people in the developed world.

Research on social media use has concluded over and over again that as social

media use rises, so does the number of cases of depression and mood disorders.

Lastly, the third sub-variable is the withdrawal of personal interactions. Richtel

(2010) states that social media has led us to have fewer interactions with the

people that they associate with. The majority of people have access to social

media at any time they please via their smartphones, so this only worsens as more

people begin to acquire smartphones. According to the article of Jeff Nalin titled

Social Media and Teen Depression: The Two Go Hand-In-Hand, when it comes to

the dangers of social media, it's critical one can understand the impact that it can

have on a teenager's social skills. Interacting with peers is about more than the

words you use, and learning to read body language and understand vocal tonality

is a critical part of the puzzle that you can't overlook. Because teenagers often rely

on social media to stay in touch, they don't have many real interactions with others.

This isolation can prevent them from learning the critical social skills that they will

need in life.

All the above literature reviews suggest that social media addiction exists.

The review also revealed that various scales for measuring addiction to Internet

and certain social media platforms especially Facebook exist and have been used

in measuring addiction in other studies in other parts of the world. Also having

reviewed literature on social media addiction, it appears that in University of Cebu

Lapu-Lapu and Mandue (UCLM), the social media addiction phenomenon has not
been explored therefore this study will look at social media addiction in the said

school. The study focuses on the effects of social media among students of the

UCLM, determine the social media platforms they use and the reasons behind the

usage.

Transition in behavior has led the youth to explore new patterns of information and

perform multitasking. Though, this multitasking has to affect the time utility and

distribution in both positive and negative ways. One significant effect of these

channels is on the student’s academic performance and several empirical studies

have reported that the excessive unproductive time spent on social networking

sites have affect the student grades. (Facebook and Academic Performance)

Similarly, a preliminary analysis of the “Effects of Facebook usage” by

undergraduate students at Lulea University of Technology in Sweden. The

research model used for this study tests the perceived affect of self regulation,

trust and personality traits on student achievements. The research model suggests

the negative mediating affects of the Social Networking Sites such as Facebook,

Twitter and Skype etc. The concluding remarks are that, a decrease occurs in the

student’s academic performance but a positive effect on the satisfaction with life.

(Impact of SNS usage on Students Academic Achievements)

Similarly, SNS do affect one’s academic performance adversely. It causes the

gradual drop in the grades of the students directly. It affects the student’s academic
performance if he/she invests his/her time in SNS instead in his studies. Time

wasting is a major issue in this regard. SNS are highly addictive to those people

who cannot control themselves into constantly using these sites, prioritize

entertainment over work and gives to much attention to social acceptance and

affiliation. The situation is that if a student gives too much time to SNS, there is an

ultimately decrease in its academic performance. (SNS affects one’s academic

performance adversely)

According to recent studies, Facebook has negative effect on the academic

performance. The Britain School study which was about the Facebook and its

effect. Testing was done for a period of three months, the first two months access

to Facebook was denied and the third month access to Facebook was allowed. In

this study, it was noticed slight decline of grades, but what is even more important

is lack of concentration and poor knowledge acceptance. The problem does not

occur only in case when students were actually logged on to Facebook and didn’t

pay attention to what teacher says. The problem is in the fact that current event on

the Facebook divert them also in the time when they are not connected to it. The

students do not concentrate on their studies because their concentration is divided

into study and Facebook both. The test showed that the use of social networks in

school has a negative impact on grades.

(http://ezinearticles.com/?Facebook-Has-a-Negative-Impact-on-the-

Concentration-of-Students&id=5692798 )
Similarly, FACEBOOK users may feel socially successful in e-world but they are

more likely to perform poorly in exams, according to new research into the

academic impact of the social networking website. Mostly students spend a lot of

time on these sites during exams instead of on preparation for their exams. The

Karpinski research shows that students who used Facebook had a “significantly”

lower grade point average – than those who did not use the site. The majority of

students who use Facebook every day are underachieving by as much as an entire

grade compared with those who shun the site. Researchers have discovered how

students who spend their time accumulating friends, gossiping and poking others

on the site may devote as little as one hour a week to their academic work.

Karpinski says she isn’t surprised by her findings but clarifies that the study does

not suggest that Facebook directly causes lower grades, merely that there’s some

relationship between the two factors. May be Facebook users are just prone to

interruption.

(http://www.timesonline.co.uk/tol/news/uk/education/article6078321.ece)

Same as mentioned above, Social networking site like Facebook becomes an

issue as people relates this with academic performance. Many researchers are

working to explore the correlation between social networking sites and academic

performance. Those students, who use Facebook and twitter, have shorter span

of attention in classrooms. Such sites create many problems for teachers because

abbreviations commonly used on sites such as Twitter and Facebook are also
making it into coursework, essays and experiment write-ups. The study conducted

with 500 teachers reveals many interesting fact. Teacher believed that these sites

shaping student’s attitude. The report concludes that the children with the poorest

grades at school are the ones who spent most time on social networking.

Unfortunately, 58 per cent of teachers believe mobile phones and computers are

responsible for children being unable to spell as well as previous generations. And

54 per cent say children can’t write as well as they should because they are more

used to keyboards and touch pads. It is obvious that if children are spending hours

at night on social media than teachers will see the negative results of poor

concentration.

(http://www.telegraph.co.uk/education/educationnews/8142721/Social-

networking-teachers-blame-Facebook-and-Twitter-for-pupils-poor-grades.html)

Similarly, Researchers focused on the relationship between time spend on

facebook and the academic performance of students. The overall findings

indicated more time on facebook equals slightly lower grades. The average

facebook users have a GPA of 3-3.5 while the non-facebook users have a GPA of

3.5-4. Also the average facebook user studied for 1-5 hour per week while non-

facebook would studied 11-15 hour per week. Researcher revealed that who multi-

task between SNS and homework are likely to have 20% lower grades than a

student who doesn`t have a SNS in visual range. Students who work tends to use

SNS less than those students who are more activities based within campus.
( https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2254235/.)

Same as mentioned above, prior studies have examined the relationship between

Facebook use and college grade point average (GPA). For instance, previous

studies used non-continuous measures of time spent on Facebook and self-

reported GPA. This paper fills a gap in the literature by using a large sample of

college students to examine the relationship among multiple measures of

frequency of Facebook use, participation in Facebook activities, and time spent

preparing for class and actual overall GPA. Linear regression analysis revealed

that time spent on Facebook was strongly and significantly negatively related to

overall GPA, while only weakly related to time spent preparing for class.

Furthermore, using Facebook for collecting and sharing information was positively

predictive of the outcome variables while using Facebook for socializing was

negatively predictive.

(journal homepage: www.elsevier.com/locate/comphumbeh )

Similarly, Facebook is a source of education for student. Almost 75% of student

respondents said that they would like to have online collaboration for class. Social

media is a source for students to prove themselves in the society. SNS user

students have much more good communication skills than their peers. Some

negative effects are also there. Students try to do multitasking by simultaneously

opening their assignments and entertainment sites and they ultimately loose
grades. According to the survey, 25% college students showed depression signs

in their status updates.

( http://mashable.com/2011/04/27/facebook-effect-students/)

Similarly, A study was presented at the annual meeting of the American Education

Research Association on April 16, surveyed 219 undergraduate and graduate

students and found that GPAs of Facebook users typically ranged a full grade point

lower than those of nonusers — 3.0 to 3.5 for users versus 3.5 to 4.0 for their non-

networking peers. It also found that 79% of Facebook members did not believe

there was any link between their GPA and their networking habits. Oxford

University neuroscientist Susan Greenfield expressed that social networks like

Facebook, Twitter and Yahoo etc are “infantilizing the brain into the state of small

children” by shortening the attention span and providing constant instant

satisfaction. It is in the hands of students, in consultation with their parents, to

define preferences and decide how to spend their time.

(http://www.time.com/time/business/article/0,8599,1891111,00.html#ixzz1umHlC

J1e))

Similarly, the emphasis of this review will be upon empirical findings rather than

opinion or theoretical explanations. Review is organized into three sections that

cover the major topics of current research: (a) students’ Facebook usage profile or

extent of Facebook use (e.g., time students spend on Facebook each day,
students’ motives for using Facebook,as well as various factors that may affect

these usage profiles) (b) the effects of Facebook use (e.g. effects

of Facebook self-disclosure on teacher credibility, effects of Facebook use on

student social presence and discussion, and effects of Facebook on students’

academic performance) and (c) students’ attitudes toward Facebook. The

conclusions overall suggest that Facebook thus far has very little educational use,

that students use Facebook mainly to keep in touch with known individuals, and

that students tend to disclose more personal information about themselves on

Facebook.

(Students’ and teachers’ use of Facebook By: Khe Foon Hew National Institute of

Education, Singapore)

Same as mentioned above, social networking among college students has become

more and more popular. Facebook has over 500 million members and it is still

growing. Approximately 85% of undergraduate students are Facebook users. the

average Facebook user had a GPA of 3.0 to 3.5, while the non-Facebook user had

a GPA of 3.5-4.0. Also, the average Facebook user studied for 1-5 hours per week,

while the non-Facebook user would student 11-15 hours per week. Many

researchers are aware that Facebook is not the only thing that could possibly be

taking away study time. However, 55% of those surveyed “access their pages

several times a day or at least once a day for a long period of time”. This time has
to eat away at study time. Social networking is here to stay. As demonstrated

above, its use has an impact on how students interact with others, and on grades.

(http://www.asbbs.org/files/2011/ASBBS2011v1/PDF/S/StollakM.pdf)

Similarly, SNSs are currently the most popular online activity. With the number of

users on Facebook surpassing 500 million, the impact of social networking sites

on society is beginning to attract many people’s attention. Every week

undergraduates spend multiple hours on Facebook, from updating their status to

posting a funny picture they took yesterday. This habit has forced some to put

limits on their Facebook usage. It is amazing what students will do in order to

prevent themselves from going on time demanding websites like Facebook. In the

United Kingdom, an employment website polled a group of employees and found

that 6% spent more than an hour on social networking sites every day. It first looks

an insignificant amount, but according to MyJobGroup.co.uk this small fraction

accounts for more than 22 billion dollars’ worth in lost time. At Cal’s internet usage

limitation is mostly related to campus funding, but it is not too far to say that one

day colleges or universities may endorse rules to ban excessive use of Facebook

and other networking sites to improve student performance.

(Social Networking and Student Performance)

Similarly, students are a main class of Facebook users who spend long hours on

the social network, which has worried parents and educational authorities about
their academic performance. The students themselves argue that their presence

on Facebook, as a leisure activity, does not hinder their academic efforts, though

some evidence suggests that their grades decline after they join Facebook. The

results show that students’ presence on and cognitive absorption in Facebook do

not immediately threaten their academic performance but gradually drops it. A

student’s interest in school and his performance goal orientation represent strong

determinants of academic achievement.

(Impacts of Facebook Hedonic Usage on Students’ Academic Achievement)

Unlike to the above mentioned situations, this study implies the investigation of

relationship between SNSs usage and educational performance of the student

users. A sample of one thousand students was selected from different universities

of Pakistan. In first step of Multistage Sampling Technique, simple random

sampling technique was used to select 6 universities i.e. 2 from private sector and

4 from public sector. To form clusters, these universities were further divided and

each cluster consisted of four faculties i.e. faculty of social sciences, faculty of

engineering, faculty of business/management sciences and faculty of natural

sciences. Simple random sampling was done at last stage of multistage sampling.

Personally administrated questionnaires were used as data collection tool and

73% students responded back. Conclusion drawn is that student manage their time

efficiently and fulfill their study requirements effectively, hence use of SNSs does

not have an adverse impact on their academic performance.

(A look out for academic impacts of SNSs: A student based perspective)

Likewise, Parents know that computers are important for their children’s school

work, but may worry that the attraction of social networking pulls students away

from studies. Those students who are heavily engaged with social networking

sites, those students do just academic discussion as well, those students are less

interested with other activities. The professor of University of New Hampshire

Chuck Martin, said that the College students have grown up with social networks.

The research shows that there is no correlation between the amount of time

students spend using social media and their grades. The study indicates that social

media is being integrated with rather than interfering with students’ academic lives.

SNSs are now simply part of how students interact with each other with no

apparent impact on grades. Sixty-three percent of heavy users received high

grades, compared to 65 percent of light users. Researchers found similar results

with lower grades. While 37 percent of heavy users of social media received what

were defined as lower grades, 35 percent of light users received fell into that same

category.

(Social Networking does not Harm Student Performance: By Lucy Belnora)

Similarly, this study provides that the social networking sites like FaceBook, Twitter

etc can play a vital role to increase the engagement of students and increase the

desired grades which can be helpful in future. This study provides the evidence

that students and faculty members were highly related to increase the learning
process through communication and connection. It helps to share the new ideas

between the students and faculty who gives the different suggestions that how to

develop the new ideas. So this study gives the evidence that social networking

sites have the positive effects on students. It helps for active learning, co-ordination

among students, emphasizing on task and respecting diversity.

Same as mentioned above, a 2011 study found that the social networking sites

effects the students. It seems that only large amounts of time spent on Facebook

produce the greatest effect on outcome measures such as GPA and time spent

studying. This study also tell that there is no strong link between students and

study those who use the facebook. Ninety-two percent of students said that

spending at least some time on Facebook. Facebook users in this sample spent a

substantial amount of time on Facebook, tell that by a mean of 106 minutes on the

site per day. So 106 minutes spend on the facebook slightly effects on the student

grades. It is definitely a distraction during class but Study says it depends on the

person whether how much time spend on the Facebook. Sharing links and

checking to see what friends are up to are positive predictors of GPAs, the study

found. Checking to see what friends are up to may be related to the construct of

student engagement leading to greater academic gains.

Similarly, a study was sought to determine the feasibility of using a social

networking site, specifically Facebook, as a study supporter for a biology content

course for elementary education majors at a comprehensive Midwestern

university. One hundred and ten students were surveyed as to their current social

network usage and their possible use of such sites in an educational setting. While

initial survey results proved favorable, there were considerable comments

regarding aspects of privacy, and possible distractions using such social

networking sites for school work.

(Exploring the Potential Perceptions of Social Networking Systems in University

Courses)

Likewise, It is away to connect the people not only in the campus but with friends

outside the colleges and universities. Smart phones increase the usage of social

networking sites because in smart phones facebook application are amended and

also Wi-Fi technology. In 2009 27 per cent students buy the smart phones but in

2010 49 per cent students buy the smart phones because they want to online every

time. In that particular topic lot of studies made some study give the evidence that

there is no correlation between the usage of social networking sites and student

grades. It is also uses for the education purpose. Northwestern university recently

conducted the research and their conclusion that SNS no effect on student grades.
NOTES:

(http://asbbs.org/files/2011/ASBBS2011v1/PDF/S/StollakM.pdf)JULY 20,2019

(http://www.dailytargum.com/news/facebook-slightly-affects-student-grades-

study-says/article_75cdde4a-4584-11e1-84aa-001a4)JULY 23, 2019

(journal homepage:www.elsevier.com/locate/comphumbeh )JULY 28,2019

( http://mashable.com/2011/04/27/facebook-effect-students/JULY 28,2019

(http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2010.00387.x/full)JULY

31,2019
 CHAPTER III

Research Design

The main locale of our study is the Tandaay High School. The school is

situated at barangay Tandaay since it is considered to be in the geographical and

urban center of the area. Its feeders include San Vicente Gorong-Gorong, Duran,

Dolorosa, San Roque Sagumay, Aro-Aldao, Tandaay and part of Topas and

Inapatan. The researchers chose this location since the study focuses on the said

institution. Also, it gives convenience to the researchers as they can easily conduct

surveys about the effects of social media addiction to their behaviors in school.

Research Respondents

The respondents of the study are 60 selected Senior High School students

of Tandaay High School and is only limited within the Grade 11 and 12 year level

both male and female between the ages 16-21 years old including all sections on

the said institution.

Research Instruments
 A well-constructed survey questionnaire will be used to get the desired

information from the students. The questionnaire will be divided in to 3 parts. The

first part is a Yes or No type, second part is a Recognition Type where in it contains

close ended questions only, and the last part is the Subjective type where in the

respondents are free to state their opinions regarding the question.

Research Procedures

DATA GATHERING TOOLS

In gathering data the researchers will conduct the study through room to room

process in which the researchers will go to the respondents’ room. The transmittal

letter will be given to the teacher providing the recipient with a specific context that

describe why it is being sent or given as well as the purpose for sending it. Before

handing the questionnaires to the respondents we will ask them if it is okay for

them to answer the questionnaires and explain what our topic is all about so that

they will have an idea when answering. After, we will give the questionnaires to

each student and wait for them until they are all finished answering.

Definition of Terms

For a clear presentation of this research proposal, some terms are defined

operationally.

Social Networking
the use of dedicated websites and applications to interact with other users, or to

find people with similar interests to oneself.

Alarming

This refers to a warning of danger or to be alarmed.

Depression

This refers to an emotional state wherein a person feels sad

and is not in their normal state.

Frequency

This refers to the number of times the participant use the

social media in a period of time.

Global Phenomenon

This refers to an event observed worldwide or globally.

Pervasive

This refers to the bad or pessimistic influence that reflects

people’s behaviors.
Procrastination

This refers to the state of delaying something that should be

done such as school works.

Senior High

This refers to the specific students going through the last two

years of high school.

Social Media

This refers to the websites wherein people can receive, send

or share information and communicate with various people.

Bibliography

Griffiths, M. (2013). Social Networking Addiction: Emerging Themes and Issues. J

Addict Res Thar 4: e118. doi:10.4172/2155-6105.1000e118.

Hashim, K. & Al-Sharqi, L., et.al. (2016). Perceptions of Social Media Impact on

Social Behavior of Students: A comparison between Students and Faculty.

International Journal of Virtual Communities and Social Networking (IJVCSN),

2016, vol. 8, issue 2, 1-11.

Khurana, N. (2015). The Impact of Social Networking Sites on the Youth. Jmass

Communicat Journalism.

Mushtaq, J & Benraghda, A. (2018). The Effects of Social Media on the

Undergraduate Students’ Academic Performances. Library Philosophy and

Practice.

Nakaya, A. (2015). Interest and Social Media Addiction. References Point Press,

Incorporated.

Steers, M. & Morena, M., et.al. (2016). The Influence of Social Media on Addictive

Behaviors in College Students. Journal of Current Addiction Reports, 2016, 3(4):

343-348.

Smith, A. & Anderson., M. (2018). Social Media Use. Pew Research Center
 Social Networking Sites/ Social Media Obsession and Its effects to Students’

Behavior in Tandaay High School

Survey Form

Name: (optional):

_________________________________________Section:____________

Academic Grade s/y 2019 -2020

65-69 70-74 75 – 79 80-84 85 -89 90-94 95 -up

Do you have own a cellphone: _____ Yes, or ______ No

Answer the questions as honest as possible.

5 most of the time

4 often times

3 sometimes
 2 rarely

1 Never

5 4 3 2 1

Do you use social

media?

Do you consider yourself

addicted to social

media?

Do you use social media

during class hours?

Do think social media

usage can be one of the

reason why students

procrastinate?

Do you think that there is

a withdrawal of personal
 inter actions between

you and your friends

when using it at school?

II. Encircle the letter of your answer.

1. How many social media accounts do you have?

a.1-3 b.4-6 c.7-9. d.10 above

2. What specific social media platforms do you use?

a. Facebook B. Instagram c. Twitter d. others, specify

3. How many times a day do you open your social media accounts?

a. not every day b. 1-3 times a day c. 4-10 times a day d. above 10 times a

day

4. Approximately how many hours do you use social media every day?

a. 1-2 hours b. 3-4 hours c. 5-6 hours d. 6 hours above

5. When do you access social media?

a. during class hours b. during free time c. social occasions d. meal times