1

Chapter 1
THE PROBLEM AND ITS SCOPE

Rationale of the Study

Social network site (SNS) has become the most dynamic web application,

which enables students not only to socialize with friends but also interact with

lecturers (Hamat, et al. 2012). In the definition of Boyd & Ellison (2007) social

network sites are web-based services that allow individuals to (1) construct a

public or semi-public profile within a bounded system, (2) articulate a list of other

users with whom they share a connection, and (3) view and traverse their list of

connections and those made by others within the system.

As proposed by Bruns (2008), “the World Wide Web has been radically

transformed, shifting from an information repository to a more social environment

where users are not only passive receivers or active harvesters of information,

but also creators of content” (p. 22).

Social networking has become an essential part of a student’s social life; it

is now seen as a learning platform that could be utilized to enhance student

engagement and performance. Social networking and media tools offer school

children the opportunity to communicate, get in touch, access information,

research, and chat (Abdulahi et al., 2014; Ahn, 2011).

Like almost all technologies, there are also drawbacks in using SNS,

especially to the population who are mostly involved with these sites, the youth,
particularly the students. Academic performance is one of the key factors to the

success of an individual’s educational attainment. Since the students are mostly

involved with these online interactions, it is important to determine if these sites

are beneficial or detrimental to the class performance of a student.

Therefore, the researchers find it necessary to determine the effects of the

social networking sites to the academic performance of a student prior to the

degree of their usage most specifically to the SHS students of CIT-University.

Hence, this study is conducted.

THE PROBLEM

Statement of the Problem

This study aims to determine the effects of using social network sites to

the academic performance of SHS CIT-U students.

Specifically, the study seeks answers to the following questions:

1. What is the most used social networking sites by the CIT-University SHS

students?

2. What are the effects of the number of hours spent on social networking

sites to the academic performance of CIT-University SHS students?

3. Based on the findings, what intervention maybe proposed?

Significance of the Study

The study is significant in many ways and will highly contribute an in-depth

knowledge about how the social networking sites affects the academic

performance of a student Through this research study, the researchers intend to

guide the SNS users, particularly the students, in the responsible usage of these

sites. Moreover, school faculties such as guidance counselors and school

administrators would be enlightened of the impacts of these SNS and how these

sites could be helpful and somehow detrimental to the academic welfare of the

students. Guidance counselors would be aware of the nature of SNS and how

these sites could affect the behaviors and attitudes of students in the school

premises. Furthermore, to the other researchers who are interested to pursue a

study in relation to the effects of social networking sites, this study will be

significant. The synthesis of theories found in the review of related literature and

studies and throughout the study will also deem useful in providing other

researchers essential backgrounds for conducting similar studies being

prompted.

DEFINITION OF TERMS

Academic Performance

This refers to the performance of a student on his or her academic setting.

Connectivism

This theory explains how Internet technologies allow people to learn and

share information across the World Wide Web.

General Weighted Average

This refers to the overall academic standing of students in a semester.

Social Cognitive Theory

This theory states that a person can learn things by imitating others.

Social Networking SIte (SNS)

 This refers to a web application network used for socializing people and

means of sharing knowledge and information to fellow students.

Uses and Gratification Theory

It states that people turn to media to assist them in fulfilling certain needs.

THEORETICAL BACKGROUND

Theoretical Background of the Study

In today’s society, the social media becomes the source of observational

learning. The Social Cognitive Theory also called “social learning,” or

“observational learning”. This theory has its roots in psychology. Albert Bandura

developed this communication theory in the 1960s. His theory states that

humans learn behaviors by others performing those behaviors and imitating

them. This theory also states how the mind is influenced by social interactions

and how to implement technology to enhance social learning. This theory is

presently applied to the effects of social networking sites on the academic

performance of the student. For example, a student who uses SNS primarily for

educational purposes most likely learns useful knowledge about the page

through observational learning.

Another theory anchored in this study is Connectivism. Connectivism

developed by Siemens and Downes is a learning theory that explains how

Internet technologies have created new opportunities for people to learn and

share information across the World Wide Web and among themselves (Deyne,

2012). These technologies include Web browsers, email, wikis, online discussion

forums, social networks, YouTube, and any other tool, which enables the users
to learn and share information with other people. In relation to this theory, the

students are able to share knowledge due to the advancement of technology.

They can disseminate information efficiently to their social networking sites

(SNS).

Uses and Gratification Theory is one of many communications theories

that help to explain human’s relationship with mass media. The main idea is that

people turn to media to assist them in fulfilling certain needs that used to be filled

by just talk to other people. Some benefits from using social media networks

include sharing information and ideas and improving reading skills. Despite the

benefits of participation of students in social media networks, its misuse could

affect the academic life of the students and, thereby, their performance. The

media chosen by people would compete with other sources of information.

Therefore, as this study shows, social networking sites compete with academic

work for students’ attention. It is therefore the responsibility of the student to

make the right decision in relation to the use of social media networks.

In conclusion, the ideas aforementioned above deals with the theories

about social learning and mass communication that will be made as basis to

understand better the effects of SNS to the academic performance. First, the

Social Cognitive Theory that states that individual’s’ knowledge can be directly

acquired by observing within the context of social networking sites. Second,

Connectivism, the theory explains how Internet technologies have created new

opportunities for people to learn and share information across the World Wide

Web. Lastly, Uses and Gratification Theory states that people turn to media to
assist them in fulfilling certain needs such as sharing information or the cognitive

needs or just simply for entertainment needs in which either affects the academic

performance of a student.

Social Networking
Site

Uses and Gratification

Social Cognitive Theory Technological
Theory in Media
Determinism Theory
 Social media as
source of  Explain human’s
observational  Face-to-face relationship with
learning or social interaction and mass media.
learning. verbal or written  Media used to
communication assist peoples’
 Implementing
developed certain needs.
technology to
relationship.  Categories of
enhance social  Media technology needs fulfilled by
learning. shapes how media: cognitive,
individuals in a affective, personal
 Mind is society feel, act integrative, social
influenced by and think. integrative, and
social interactions. tension-free
needs.

Contributes social
skills

Figure 1.The Theoretical Framework of the Study

 CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Student engagement and achievement through online social networking

sites has been the focus of this review. It has been shown that student

achievement is directly correlated with and impacted by student engagement

(Brady et al., 2010; Junco et al., 2011). Further to this, participation on online

SNSs was associated with increasing student engagement (Hoffman, 2009;

Junco, 2011; Martin & Dowson, 2009; Wise et al., 2011). However, while it has

been reported that SNSs can improve engagement and thereby student

achievement, there was more conclusive evidence relating to improved

engagement, and less evidence of actual increases in student achievement.

Today’s college students (which consist of Baby Boomers, Generation

Xers, and Millennials) are exposed to all types of technologies in many aspects

of their lives (Browning, Gerlich, & Westermann, 2011). On a daily basis they use

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 (Cassidy, Griffin, Manolovitz, Shen, & Turney, 2011).

As documented in recent research, students and faculty are using these

emerging technologies and platforms in all facets of their daily lives, specifically

social media (Browning, et al. 2011; Chen & Bryer, 2012); yet, a low percentage

of users are engaging in such for academic practice (Chen & Bryer, 2010;

Lenhart, et al., 2010; Tiryakioglu & Erzurum, 2010).

 A recent report from the Pew Research Center’s Internet and American

Life Project (Lenhart, Purcell, Smith, & Zickuhr, 2010) highlights the use of social

media in the United States. A cohort of 2,253 adults (18 and older) was surveyed

in September, 2009. The findings indicate that 72% of survey respondents use

social networking sites with an increase in the number of profiles maintained on

multiple sites compared to the prior year. Among profile owners, Facebook is

currently the social network of choice (73%), whereas only 48% and 14%

maintain profiles on MySpace and LinkedIn, respectively. Additionally, 19% of the

survey respondents use Twitter while only 4% use virtual worlds such as Second

Life. A number of survey respondents reported participating in content creation

activities with 30% “sharing” self- created content such as photos, videos, and

artwork; 15% “remixing” material such as songs or images to showcase their

artistic abilities; and 11% “blogging” to inform, update, or notify readers about

specific topics and/or events.

Related Study

It is important to understand the connection between student achievement

and student engagement. Much of the research indicates that enhancing student

engagement may increase student academic achievement, and accordingly,

student engagement has been identified as a significant predictor of academic

performance (Zhao & Kuh, 2004, p 1332; Wise, Skues, &Williams, 2011). The

connection between academic engagement and academic performance is

supported by Junco, Heiberger and Loken (2011), they reported that the
academic and co-curricular engagement are powerful forces in student

psychosocial development and in academic success.

Brady, Holcomb and Smith (2010), in a study of the educational benefits of

the social networking site Ning state that, since social networking sites are

centered on the individual, rather than on the class, they have the potential to

increase student engagement. These same authors also noted that the majority

of participants in their study highlighted the educational advantages of SNSs and

the instructors observed positive effects of using Ning on student engagement

(2010). These types of interactions begin to identify how relationship

development in a social networking setting may contribute to increased

engagement and learning.

Social media has enhanced social networking activities among students.

This has made it possible for people to communicate with one another. With the

emergence of social media sites, people would rather text or even email than to

meet in person or face-to-face with one another (Keller, 2013). In a study

conducted disclosed that social media allows collaborative learning to take place

among students where students do not have to be only in the classroom to be

able to share ideas on their courses (Chen & Bryer, 2012). Heafner & Friedman

(2008) supports this assertion by indicating that social media ensures and

provides opportunity for students to freely engage in discussions.

"Children who spend much of their time online find it harder to focus in

class and have short attention span " researchers found through the samples that

7 out of 10 teachers believed that their students are becoming obsessed with
social media sites such as Facebook. Their students tend to study while using

Facebook and it shows that they got 20% lower grades.

 CHAPTER 3
RESEARCH METHODOLOGY

This chapter presents the research method used, identifies the sources of

the data, and describes the data-gathering procedure employed in the

investigation.

Research Environment

This study is conducted at Cebu Institute of Technology –University at N.

Bacalso, Avenue, Cebu City. CIT-U is a private non-sectarian academic

institution, providing basic and higher education with a foundation in general and

technological education in the Philippines. The university was known then as

simply Cebu Institute of Technology until 2009.It is composed of six departments,

the Nursery, Kindergarten I & II, Elementary, Junior High School, Senior High

School and College Department. We choose this location to have an easier

dissemination of the questionnaires and because the researchers are students of

this school as well.

Specifically, this study involved the participation of the students who uses

social networking sites in their day-to-day basis.

Research Respondents

The researcher chose the Senior High School students of Cebu Institute of

Technology-University as the respondents of their research. The participants of

the study are determined through convenience sampling.

 Out of the total population of 2399 CIT-University SHS students, only 96

students are the respondents. The researchers used the formula, which is

Slovin’s formula with a 0.1% margin of error, in this manner a total of 96 students

will be the sample size of the research. Both gender will be able to answer the

survey questions who are present in the moment as this is research use

convenience sampling.

Research Instruments

The instrument used for gathering the data needed for the study is a

questionnaire, which determines the percentage of the data needed to give

answer to the problem.

Statistical Treatment

The statistical treatment used in the study is the Frequency and

Percentage Distribution. The formula is presented as follows:

Research Procedure

The data-gathering procedure of the study involves four phases:

 Phase 1 of the study will focus on the making and sending of permission

letter to the school principal to sincerely ask permission for the distribution of

questionnaires to gather data needed for the study.

Phase 2 of the study involves the proper distribution of the questionnaires

to the chosen respondents right after being approved.

Phase 3 of the study will engage to the data-gathering procedure with the

distributed questionnaires consisting of likert-type scales.

Phase 4 of the study will focus on analyzing and interpreting the gathered

data in relation to the effects of social media use to the social skills of the

students.
 Chapter 4

RESULTS AND DISCUSSION

This chapter presents, analyzes, and discusses the data gathered

pertaining the effects of the number of hours spent on social networking sites to

the students’ academic performance with their semestral average as the basis. It

is done through survey questionnaires distributed within the CIT–University’s

Senior High School Students’. The analysis of data gathered provided will be the

basis in knowing whether the varying number of hours spent on social networking

site is beneficial or not to their academic performance.

The Senior High School Department of Cebu Institute of Technology –

University has a total of 2,399 students in the school year 2017-2018, with a total

of 1,110 Grade 11 students and 1,289 Grade 12 pioneering students. These

senior high school students are in the age range of 16 to 19 years. The average

age of the Grade 11 students are 17 years while in Grade 12 students are aging

18 years. These students are under the Academic Track, which is the only Track

offered by the University. Students are taking up three of the following strands:

Science, Mathematics, Engineering, and Technology (S.T.E.M.), Accounting and

Business Management (A.B.M.), and General Academic Strand (G.A.S.).

To explore the relationship between social networks and impact on

students’ academic performance, we chose a sample of 96 students to those

currently enrolled as SHS students in CIT- University.

 Table 1 presents the data gathered from the Senior Highschool students

of CIT-University about the most used social networking site. Youtube, Twitter,

Facebook, and Instagram are the top social networking sites being evaluated.

MOST USED SOCIAL NETWORKING SITE BY THE SHS-STUDENTS

Social Networking Site Frequency Percentage

(SNS)
1. Youtube 24 26%
2. Twitter 15 15%
3. Facebook 48 50%
4. Instagram 9 9%
Total 96 100%

The findings of the study revealed that Facebook is the most use social

networking site among the students. Facebook is the most useful tool especially

in schools in terms of disseminating information and lesson. It is an advantage

for students and teachers since in today’s generation; Facebook becomes the

eye and ears for them because teachers can easily share the notes for their

students by merely posting it to Facebook. In addition, students take advantage

of the post posted by their teachers because in just a click, they can download

those posts or files and save it to their mobile phones.

On the other hand, the lowest rate among those social networking site is

the Instagram. It is a social networking site primarily used in sharing photos you

are fond with or photos that entertain. Instagram is only best at sharing photos,

not a file or anything practical to use for academic purposes.

 Table 2 presents the data gathered from SHS students of CIT-University.

The table includes the range of hours spent on SNS, frequency, its percentage,

and the general average obtained.

THE EFFECTS OF THE NUMBER OF HOURS SPENT ON SNS TO THE

ACADEMIC PERFORMCE

Range of Hours
Spent on Social General Weighted
Netwoking Sites Frequency Percentage Average (GWA)
(SNS)
1-3 Hours 22 23% 88.97
4-6 Hours 24 26% 89.25
7-9 Hours 32 33% 88.54
More than 9 Hours 18 18% 86.67
Total 96 100%

The 96 respondents from the Senior High School Department reported the
number of hours they spent on social networks per day. 23% spent 1-3hours,
26% spent 4-6 hours per day, 33% spent more than 6-8 hours, and 18% spent
their time more than 8 hours.
The 23% of the respondents who frequently use social networking sites for
1-3 hours gained a general average of 88.97. The 26% of the respondents who
uses social networking sites for 4-6 hours gained a general average of 89.25.
The 33% of the respondents who uses social networking sites for 7-9 hours
gained a general average of 88.54. Lastly, 18% of the respondents who uses
SNS for more than 9 hours gained a general average of only 86.67.
The results shown in the table proved that the number of hours spent in
social networking sites could affect the grades of the students. As the number of
hours from 1-3 hours until 4-6 hours, the Grade Weighted Average increases.
Eventually, as it exceeds more than 6 hours, the GWA of the respondents
decreases. This might be due to the overusing of social networking sites.
Therefore, the more time spent in social networking sites, the more chances of
getting low grade.
Chapter 5

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS

Summary

This research tests the Senior Highschool students about the effects of

social networking sites to their performance task particularly to their obtained

grade. The researchers conducted the survey through the distribution of

questionnaires to 96 respondents: grade 11 and grade 12 students of Cebu

Institute of Technology-University. The study applied the quantitative methods of

research. Specifically, the study determined the most used social networking site

by the CIT-U SHS students. Moreover, the study also determined the effects of

the number of hours spent on social networking sites to the academic

performance of the students.

Findings

The result for the most used social networking site is the Facebook with

50% and 9% for the less used SNS, Instagram. Facebook-using students

perform tasks (projects or assignments) without completion for the reason that

they spend more time scrolling down on their newsfeed to see updates about

their friends and look up for their notifications rather than finishing their school

tasks. Facebook chats and posts would make them busy nowadays. They may

be connected to many people but they somehow disconnect with the important

aspects of their lives and one of those is education. The prime activity they used

for SNS are to post photos and update their status. Furthermore, the findings
showed that the longer they are engaged to SNS the lesser the general weighted

average (GWA) a student can get.

Conclusion

The outcome from the most used SNS by the SHS students is Facebook

with the percentage of 50%. The data clearly shows how Facebook becomes a

prominent part of everyone’s life. For students, Facebook is the most applicable

SNS because it consists of different options: from chatting to posting photos. In

addition, students take advantage to the posts being posted by their teachers in a

specific group page.

The findings revealed in table 2 indicate that the range of hours spent on

social networking sites affects the general weighted average (GWA) obtained by

a student. The GWA proved that prolonged use of SNS could be detrimental

factor to a student’s performance in class. As presented in the table, the students

who used SNS for about 7-9 hours obtained lesser GWA than students who only

used SNS below 7 hours. In other words, the longer social networking site (SNS)

exposure the lesser general weighted average attained by a student.

Recommendations

Based on the findings of this study, the researchers suggest that the

parents and teachers should monitor and supervise the activities of their children

most especially in the areas of internet and social networking sites. Students

should also know how to balance between chatting and academic activities. More
attention should be directed to e-learning, academic purpose and research in the

social media. It is further recommended that the government should monitor and

supervise the people with their use of internet and SNS so as to control the

abusive and excess usage of social media in the country.

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