CHAPTER 1

The social media has transformed the way individuals communicate and
interact, particularly among young people. A significant area of concern and
study is the impact of social media on the academic performance of senior
high school students, specifically their Grade Point Average (GPA). As social
media becomes a ubiquitous element of modern life, understanding its
effects on students’ educational achievements is crucial.

Social media platforms like Facebook, Instagram, Snapchat, and TikTok have
become integral to the daily lives of adolescents. Many students use these
platforms for social interaction, entertainment, and information sharing.
However, this constant connectivity can also lead to distractions. Research
has indicated that students who spend excessive time on social media often
find it challenging to concentrate on their studies. For example, a student
who checks their phone frequently for notifications may interrupt their study
sessions, leading to fragmented attention and a lack of focus on their
academic tasks. This disruption can negatively affect their GPA as they
struggle to absorb information and complete assignments efficiently.

On the other hand, social media can be a powerful educational tool when
used appropriately. Many students utilize platforms to form study groups,
share resources, and discuss academic topics. Groups on social media can
enable students to collaborate on projects and help each other with difficult
subjects, potentially improving their understanding and performance. For
instance, platforms like Discord and WhatsApp allow students to hold virtual
study sessions, exchange ideas, and provide support, which can enhance
their academic outcomes and lead to higher GPAs.

Moreover, social media can serve as a source of motivation and inspiration.

Following educational accounts or joining groups focused on specific subjects
can foster a sense of community and encourage students to engage more
deeply with their studies. When students see peers achieving academic
success, it can inspire them to strive for similar accomplishments and take
their studies more seriously.

However, it is essential to strike a balance. While social media offers valuable

resources, it is easy for students to become sidetracked by non-academic
content, leading to a decline in their GPA. Setting boundaries around social
media use, especially during study times, is vital for academic success.
Background of the Study

In recent years, social media has transformed the way individuals

communicate, learn, and interact with each other. For senior high school
students, platforms such as Facebook, Instagram, Twitter, and TikTok have
become integral parts of daily life. This study aims to explore the impact of
social media usage on the Grade Point Average (GPA) of senior high school
students. Understanding this relationship is vital, as academic performance
can significantly influence a student’s future opportunities and career paths.

Social media provides students with numerous advantages, such as better

communication with peers, access to educational resources, and
opportunities for collaboration on school projects. For instance, students can
create study groups through messaging apps or share helpful study material
via social media platforms. This accessibility can enhance learning and
potentially lead to improved academic performance. A 2021 study found that
students who actively engaged in educational discussions on social media
scored higher in their assessments compared to those who did not.

However, the negative impact of social media cannot be overlooked. With

the allure of constant notifications and the temptation to browse, students
may find themselves distracted during study times, which can adversely
affect their GPA. A survey conducted in 2022 indicated that students who
spent more than three hours a day on social media reported lower GPAs
compared to their peers who limited their usage. This distraction could lead
to unfinished assignments, inadequate preparation for exams, and a decline
in overall academic performance.

Moreover, the social comparison often fostered by social media can affect
students’ mental health, resulting in anxiety and low self-esteem. These
psychological factors can further contribute to poorer academic outcomes.
For example, a student feeling inadequate compared to their peers may end
up disengaging from studies entirely, leading to a spiral of declining
performance.

Statement of the Problem

In recent years, the rise of social media has transformed how students
interact, communicate, and access information. Platforms like Instagram,
Snapchat, Twitter, and Facebook have become integral parts of adolescents’
lives, particularly among senior high students. However, while social media
offers numerous benefits, it also raises concerns regarding its impact on
students’ academic performance, specifically their Grade Points Average
(GPA). This chapter seeks to explore the relationship between social media
usage and its effect on the GPA of senior high students.

One significant issue regarding social media is its potential to distract

students from their studies. Many students often find it difficult to resist the
impulse to check notifications, scroll through feeds, or engage in
conversations during study hours. Research indicates that excessive time
spent on social media can lead to procrastination, reduced focus, and
ultimately lower academic performance. For instance, a study conducted by
a university in 2021 found that students who dedicated more than three
hours daily to social media reported a GPA drop by an average of 0. 5 points
compared to peers who spent less time online.

Moreover, social media is also associated with the phenomenon of social

comparison, which can adversely affect students’ self-esteem and
motivation. Senior high students are in a crucial developmental stage where
peer influence is significant. Constant exposure to curated portrayals of
success and achievement can make some students feel inadequate, leading
them to disengage from their academic responsibilities. A study published in
2022 highlighted a correlation between high social media engagement and
increased anxiety, which further detracts from a student’s ability to perform
well academically.
Conversely, social media can serve as a beneficial tool for students when
used appropriately. It offers opportunities for collaboration and access to
academic resources. Groups on platforms such as Facebook or educational
forums on Reddit allow students to help each other with coursework and
share valuable resources, leading to improved understanding and
performance. When used strategically, social media can enhance learning
and contribute positively to a student’s GPA.

RESEARCH QUESTIONS

Here are some research questions you could explore regarding ;

1. How much time do senior high students spend on social media daily?

2. How do social media platforms facilitate academic collaboration among

senior high students?

3. How does time spent on social media correlate with students’ GPAs?
Significance of the study

This research is significant to various groups of people including:

Policy Makers – The research can inform the development of policies and
initiatives aimed at promoting responsible technology use among students.
This could include guidelines for schools regarding social media access,
educational programs on digital citizenship, and support services for
students struggling with social media addiction or cyberbullying. Policy
changes can create a safer and more supportive digital learning environment
for all students.

Educators – The study provides valuable insights for educators to better

understand the challenges students face in balancing social media use with
their studies. This understanding can inform the development of educational
strategies and interventions, such as incorporating digital literacy into the
curriculum, teaching effective time management skills, and addressing the
mental health implications of excessive social media use. Educators can then
create a more supportive learning environment that acknowledges and
addresses the realities of students’ digital lives.

Students – The study’s results can empower students to understand the

potential effects of their social media habits on their academic success. By
identifying the mediating factors (like time displacement, distraction, sleep
deprivation) and moderating factors (like self-regulation, motivation),
students can develop strategies for more responsible social media use,
improving their time management and academic focus. This self-awareness
can lead to better academic performance and overall well being.

Parents – The study’s findings can help parents understand the potential
impact of social media on their children’s academic performance and mental
health. This knowledge can empower parents to engage in more informed
discussions with their children about responsible technology use, setting
appropriate boundaries, and fostering open communication about online
experience. Parents can then play a more active role in supporting their
children’s academic success and well-being in the digital age.

Society – Understanding the impact of social media on academic

achievement has broader societal implications. As technology continues to
shape education and daily life, it is crucial to understand its effects on
learning and well-being. This research contributes to a larger conversation
about the responsible integration of technology into education and society,
promoting a balanced approach that maximizes the benefits while mitigating
potential harms.

Researcher – The study contributes to the existing body of knowledge on

the impact of social media on academic performance, potentially identifying
gaps in current research and suggesting avenues for future investigation.
This could lead to more nuanced and comprehensive studies that explore the
complexities of this relationship, considering divers student populations and
contexts.
 SCOPE OF THE STUDY

This report examines the scope and impact of social media on the grade
point averages (GPas) of senior high school students. The issues is
multifaceted, with both positive and negative influences stemming from
social media usage. We will explore The extent of social media use among
this demographic, analyze the correlation between usage and GPA, And
discuss the mediating factors that influence this relationship. Finally, we will
consider potential solutions and strategies for mitigating negative impacts.
Senior high school students represent a significant portion of social medias
user base.the pervasiveness of smartphones and readily available internet
access has made social media and Integral part of their daily lives. While
precise figure vary depending on location and platform, studies consistently
show a high rate of social media engagement spend several hours daily on
platforms like Facebook, Instagram, TikTok, YouTube, and whatApp.

The relationship between social media use and GPA is complex and not
definitely established. Some studies suggest a negative correlation,
indicating, that increase social media usage is associated with Lover GPAS.
This is often attributed to factors like distraction, reduced study time, and
sleep deprivation. One study found that 90% of students who spent
significant Time on social media failed to archive a CGPA above 3.50
however, other research has found no significant correlation or even a
positive correlation in certain context.
The impact of social media on GPA is significantly medicated by how
students use these platform. Positive uses include collaborative learning,
access to educational resources,and engagement with diverse perspective.
Conversely, negative impacts arise from excessive use, cyber bullying,
addictions, and exposure to distracting content. Students who use social
media for education purposes or to build supportive network may experience
no negative impact on their GPA, or even a positive one. Conversely, those
who engage in excessive passive consumption or become addicted to social
media often experience a decline in their academic performance.

Addressing the negative impacts of social media on student GPA requires a

multi-pronged approach. Schools can play a crucial role by implementing
digital literacy programs that educate student on responsible social media
usage. Parents can encourage balances screen time and open
communication about online activities student themselves can develop self-
regulation strategies, such as setting time limits and prioritizing academic
task. Furthermore, the development of social media platforms that prioritizes
education content and limit distracting elements could help mitigate the
negative effects. A comprehensive approach involving Schools, parents,
And students is crucial to foster a healthy relationship between social media
and academic success.
 DEFINITION OF TERMS

•Social media – Social media refers to interactive computer-mediated

technologies that facilitate the creation and sharing of information, ideas,
career interest, and other forms of expression via virtual communities and
networks. This includes platforms like Facebook, Instagram, Tiktok, Twitter,
YouTube, Snapchat, and others, enabling users to connect, communicate,
and interact, communicate, and interact with each other.

•Social Media Usage- This refers to the extent and nature of a student’s
engagement with social media platforms. It encompasses several
dimensions:

•Frequency: How often the student uses social media (daily, weekly, etc.).

•Duration: The total amount of time spent on social media platforms each
day or week.
•Platform Type: The specific platforms used (e.g., Facebook, Instagram,
TikTok).

Different platforms have different characteristics that may influence their

impact.

•Activity Type: The types of activities engaged in on social media (e.g.,

passive consumption, active participation, communication, information
seeking).

•Grade point average (GPA)- GPA is a numerical representation of a

student’s academic performance. It’s calculated by averaging the grades
received in all courses taken, with each grade assigned a numerical value
(e.g., A=4.0, B=3.0, C=2.0, etc.) A higher GPA indicates better academic
performance. The specific GPA calculation method may vary depending on
the educational institution.

•Academic Performance- Academic performance refers to a student’s

overall achievement in their academic studies. It encompasses various
aspects, including grades, test scores, class participation, and overall
academic engagement. GPA is a common metric used to measure academic
performance.

•Mediating Variables- These are factors that explain how social media use
affects GPA.

Examples include:

•Time Displacement: Reduced time available for studying due to social

media use.
•Distraction and Reduced Focus: Impaired concentration and attention
due to social media notification and content.

•Sleep Deprivation: Disrupted sleep patterns leading to fatigue and

reduced cognitive function.

•Mental Health: Negative impacts on mental well-being (anxiety,

depression, etc.) affecting motivation and academic engagement.

•Moderating Variables- These are factors that influence the strength of

the relationship between social media use and GPA. Examples include:

•Self Regulation and Time Management Skills: Ability to manage social

media use effectively without compromising academic responsibilities.

•Academic Motivation and Goal Orientation: Level of commitment and

dedication to academic success.

CHAPTER 2

INTRODUCTION

The Social media has permeated every aspect of modern life, including the
academic landscape. This research delves into the complex relationship
between social media usage and the Grade Points Average (GPA) of Senior
High School (SHS) students. While social media offers numerous benefits,
such as communication, information access, and social engagement, it’s
potential impact on academic performance remains a subject of ongoing
debate.
This research will contribute valuable insights into the envolving relationship
between technology and education, providing a deeper understanding of the
potential benefits and challenges posed by social media in the contex of
academic success. The findings will have practical implications for educators,
parents, and policymakers seeking to navigate the complexities of social
media usage among SHS students and foster a supportive learning
environment.

THEORETICAL FRAMEWORK

The theorical framework for a research study on the impact of social media
on the senior high students’ grade point average (GPA) provides a lens
through which to understand the complex relationship between these two
variables. Several theories can be applied to this research, each offering
valuable insights into the potential mechanisms at play.

This theory suggests that individuals’ behaviors are influenced by their

attitudes, subjective norms, and perceived behavioral control. In this context,
students’ attitudes towards social media, their perception of social norms
regarding social media use, and their perceived ability to control their social
media use can influence their actual social media usage and its impact on
their GPA.

These theories are not mutually exclusive. A comprehensive theoritical

framework for this research might integrate several of these perspectives,
providing a richer understanding of the complex interaction between social
media use and academic performance.

Conceptual Framework

INPUT

• Age

• Gender

• Grade level

• Academic Performance (First Sem, 1st Quarter)

 PROCESS

• Sending of intent Letter to the School Principal

• Distribution of Survey Questionnaire

• Gathering and Collecting of Data

• Analyzing, and Interpreting the Data Gathered

• OUTPUT/RECOMMENDATION

• Schools should establish accessible mental health programs

• Students should be encouraged to seek social support from family,

friends, or mentors

• Parents should be more involved in their children’s academic and

emotional well-being

• Future studies could explore the effectiveness of specific

intervention

Review Related Studies

International studies

Recent studies (2020-2023) have explored the impact of technology on

academic performance, showing a complex relationship. While access to
educational technology can enhance learning, excessive screen time and
distractions can negatively affect concentration and grades. The COVID-19
pandemic, for example, highlighted the challenges of online
learning, with some students struggling to adapt to the new
environment and experiencing a decline in their GPAs. Conversely,
others thrived in the flexible structure of online learning, showcasing the
variability of individual responses to technological advancements in
education.

This phenomenological study examines the relationship between social

media use and academic performance among Grade 11 students. It
concludes that social media is perceived as 70% helpful and 30% unhelpful
to students’ studies, with platforms like Facebook playing a pivotal role in
collaborative learning

Research investigates the impact of social media platforms,

particularly Facebook, on Grade 11 students’ academic
performance. It finds that self-regulation among students can mitigate
negative effects, and certain platforms may even enhance learning.

Study explores how social media usage affects academic achievement

among senior secondary school students. It highlights that while social media
can be a tool for research and educational material, excessive use may lead
to distractions. The study emphasizes the importance of guiding students to
utilize social media effectively.

Local studies

This phenomenological study examines the relationship between social

media use and academic performance among Grade 11 students from
Nueva Ecija and Manila. It concludes that social media is perceived as
70% helpful and 30% unhelpful to students’ studies.

Conducted at Palawan National School, this research investigates how

addiction to social media platforms impacts academic responsibilities, such
as homework. It highlights both the advantages and disadvantages of social
networking sites.

Peer influence also constitutes a significant external factor. Students

surrounded by a supportive peer group often exhibit higher GPAs, as positive
peer pressure can encourage academic engagement and achievement.
Conversely, negative peer influence can lead to disengagement and lower
academic performance. Therefore, the school environment and its social
dynamics are crucial factors impacting student GPAs.

Research Gap

Limited Exploration of Long-Term Effects:

Most studies focus on immediate or short-term impacts of social media on

academic performance. There is a lack of research examining how prolonged
social media usage influences students’ GPA over an extended period.
Underrepresentation of Diverse Contexts:

Existing studies often concentrate on specific schools or regions, such as

Nueva Ecija or Palawan. Broader research encompassing diverse socio-
economic and cultural contexts across the Philippines is needed to generalize
findings.

Focus on General Usage Patterns:

Many studies analyze the overall time spent on social media but do not delve
deeply into the qualitative aspects, such as the type of content consumed or
the specific platforms used, and how these factors uniquely affect academic
performance.

Limited Examination of Positive Impacts:

While negative effects like distraction and addiction are well-documented,

there is less emphasis on the potential positive impacts of social media, such
as collaborative learning, access to educational resources, and skill
development.

Lack of Interventions and Solutions:

Few studies propose actionable strategies or interventions to mitigate the

negative effects of social media while enhancing its positive aspects for
academic performance.

Chapter 3

Research Methodology
Research Design

This study will employ a phenomenological research design to explore

the lived experiences of senior high school students regarding the impact of
social media on their GPA. The phenomenological approach is suitable for
understanding the subjective perspectives of students and uncovering the
essence of their experiences.

Research Locale

The study will be conducted in selected senior high schools in Negros

College , ensuring a diverse representation of students from various socio-
economic backgrounds.

Participants

The participants will consist of Grade 11 and Grade 12 students who

actively use social media platforms. A purposive sampling technique will be
used to select 10-15 participants who meet the following criteria:

•Currently enrolled in senior high school.

•Regular users of social media (at least 2 hours daily).

•Willing to participate in in-depth interviews.

Data Collection Methods:

In-Depth Interviews: Semi-structured interviews will be conducted to

gather detailed insights into students’ experiences with social media and its
perceived effects on their academic performance.

Focus Group Discussions (FGDs): FGDs will be organized to encourage

interaction among participants and explore shared experiences and differing
perspectives.

Document Analysis: Academic records (with consent) will be reviewed to

correlate students’ GPA trends with their reported social media usage
patterns.
 Population and Sampling

Population

The target population for this study consists of senior high school
students, specifically Grades 11 and 12, who are currently enrolled in
selected schools within Negros college Tampocon II Ayungon Negros
Oriental. These students must be regular users of social media platforms, as
their experiences and perceptions will provide valuable insights into the
relationship between social media use and academic performance.

Sampling Technique

This study will utilize purposive sampling, a technique appropriate for

qualitative research where participants are selected based on specific criteria
relevant to the research objectives. Purposive sampling ensures the inclusion
of participants who can provide in-depth information about the phenomenon
being studied.

Sampling Criteria

•Participants will be selected based on the following inclusion criteria:

•Currently enrolled in Grades 11 or 12 in senior high school.

•Active users of social media platforms, spending at least 2 hours daily on

social media.

•Willing to participate in interviews and provide academic data (with

consent).

Sample Size

The sample size will consist of 10–15 participants, sufficient for qualitative
research to allow for rich and detailed exploration of their lived experiences.
This sample size is consistent with phenomenological research designs,
where depth of data is prioritized over quantity.”
 Research Instrument

The primary instrument for this study will be semi-structured interview

guides developed specifically to gather qualitative data on senior high school
students’ experiences with social media and its perceived impact on their
academic performance, particularly their Grade Point Average (GPA). Semi-
structured interviews are ideal for capturing participants’ detailed
perspectives while allowing flexibility to probe deeper into emerging themes.

Design of the Instrument

• The interview guide will be divided into the following sections:

Demographics:

• Basic questions about the participants (e.g., grade level, age, daily hours
spent on social media, preferred platforms).

Social Media Usage:

• Open-ended questions about students’ patterns of social media use.

Example: “Can you describe how you use social media on a typical day?”

Academic Experience:

•Questions focused on how social media affects their academic

responsibilities and performance. Example: “How does social media influence
your ability to focus on school tasks?”

Perceived Impact on GPA:

• Probing into participants’ perceptions of social media’s effect on their GPA.

Example: “In what ways do you think social media has positively or
negatively affected your grades?”
Suggestions for Improvement:

• Questions about possible interventions or strategies to manage social

media use and maintain academic performance. Example: “What changes, if
any, would you make to your social media habits to improve your academic
performance?”

Validation of the Instrument

To ensure reliability and validity:

Expert Review:

• The interview guide will be reviewed by educational researchers and

psychology experts to ensure the relevance and appropriateness of the
questions.

Pilot Testing:

• A small-scale pilot test will be conducted with 2–3 senior high school
students. Feedback will be used to refine the guide.

Supplementary Instrument

Focus Group Discussion Guide: A similar structure will be followed for

focus group discussions, allowing for the exploration of shared experiences
among participants in a group setting.
 Data Gathering Procedures

This study will utilize qualitative methods to collect data from senior high
school students about their experiences and perceptions regarding the
impact of social media on their academic performance.

Steps in Data Gathering:

Preparation Stage:

• Ethical Approval: Secure approval from the school administration and

ethics review board before commencing data collection.

• Informed Consent: Obtain consent from participants and their

guardians, explaining the purpose, procedures, and confidentiality of the
study.

• Participant Recruitment: Use purposive sampling to identify and invite

eligible Grade 11 and Grade 12 students who meet the criteria.

Data Collection:

• In-Depth Interviews: Semi-structured interviews will be conducted with

individual participants to collect detailed insights into their social media
habits and perceived effects on GPA. Procedure: Each interview will last
approximately 30–45 minutes and will be audio-recorded (with consent) for
transcription.
 • Focus Group Discussions: Organize group discussions to explore shared
experiences and contrasting perspectives among participants. Procedure:
FGDs will be conducted in small groups of 4–6 participants, lasting 60
minutes each, and will also be audio-recorded.

•Document Analysis: With permission, academic records of participants

(e.g., GPA trends) will be reviewed to complement interview and FGD data.

Handling and Organizing Data:

• Transcribe audio recordings from interviews and FGDs verbatim.

• Store transcripts, recordings, and any academic documents securely to

ensure confidentiality.
 Data Analysis Procedure

The qualitative data collected through interviews, focus group discussions

(FGDs), and document analysis will be analyzed using thematic analysis,
which is suitable for identifying and interpreting patterns and themes within
textual data. This procedure ensures a comprehensive understanding of
participants’ experiences and perceptions.

Steps in Data Analysis:

Data Familiarization:

• All interviews and FGDs will be transcribed verbatim to ensure accuracy.

•The researcher will read and re-read the transcripts to familiarize

themselves with the content and to immerse in the data.

Initial Coding:

• The data will be systematically coded by identifying meaningful

segments of text that align with the research objectives.

• Open coding will be used, allowing the researcher to label data freely
without pre-defined categories.

Theme Identification:
 • Codes will be grouped into broader themes that capture the essence of
participants’ narratives.

• Themes may include categories such as distractions caused by social

media, educational benefits of social media, or time management
challenges.

Reviewing and Refining Themes:

• Identified themes will be reviewed to ensure they are coherent, distinct,

and accurately represent the data.

• Redundant or overlapping themes will be merged, while insufficiently

supported themes will be discarded.

Theme Definition and Naming:

• Each theme will be clearly defined and given a concise name to

encapsulate its essence.

• Descriptions will include specific examples from participants’ narratives to

illustrate the theme.

Integration with Academic Records:

• The themes will be correlated with GPA data (if available) to explore
connections between students’ experiences and their academic
performance.
Interpretation and Reporting:

• The findings will be interpreted in light of existing literature, providing a

nuanced understanding of the impact of social media on students’ GPA.