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Relationship of Social Media Use and Academic Performance of Senior High School

Students Across Levels of Intelligence


Ma. Laura Nerisa Macabale, Maika Ishigaki, and Maria Cequeña

Relationship of Social Media Use and Academic Performance of Senior High School Students
Across Levels of Intelligence
Ma. Laura Nerisa Macabale, Maika Ishigaki, and Maria Cequeña

Abstract
The impact of social media use on academic performance has been the subject of
educational research globally. Inquirer (2018) reported that Philippines is the heaviest social media
user in Asia, with Filipino millennials taking the lead. Hence, the study aimed to determine the
relationship of senior high school (SHS) students’ social media use and their academic
performance based on their level of intelligence. Data were collected from three groups of SHS
students from Central Luzon, Philippines, with different levels of intelligence: below average
(GPA 70-79), average (GPA: 80-89), and above average students (GPA: 90-99). 148 students
participated in the study. The respondents were asked to accomplish a 5-day online diary where
they recorded the social media they used (e.g. Twitter, You-tube, Facebook, Instagram), the time
spent in using these social media, and the activities they engaged in using these social media. Their
first semester GPAs were also collected. Students’ diary entries were coded based on themes, then
frequency count was applied. Pearson r moment correlation was used to determine the relationship
between social media use and academic performance. Results showed that most students used
Facebook for checking announcements, Twitter and Instagram for entertainment, and You-tube
for watching non-academic videos. The study also revealed a weak positive correlation between
students’ social media use and academic performance across levels of intelligence. The results
may not be conclusive since the data collected are based only on a five-day diary. Hence, a
longitudinal study is recommended to obtain conclusive results.

Key Words: academic performance, social media, senior high school, media use, level of
intelligence

INTRODUCTION

Technology rapidly evolves this 21st Century, and the young generation are coping with it as fast
as it is evolving. Internet, specifically, “has changed the information world with regard to sharing,
speed, storage, and retrieval of information in whatever form regardless of the person’s location”
(Adams & Mingle, 2015, p.2). Through technology, many other types of web technologies
emerged from simple information sharing to as complex as taking online classes and doing online
marketing. Some of these technologies that include social networking sites (SNS) have
revolutionized communication and education.

In the Philippines, as of February 2018, Inquirer reported that the country hit 67 million social
media users. The statistics were reported by London, United Kingdom-based consultancy We Are
Social. With an average of 3 hours and 57 minutes of Facebook usage a day, the Philippines topped
as the heaviest social media user of 2018 as it was in the 2017 report. Furthermore, about 10 million
Filipinos were reported users of Instagram, In all, Filipinos spent an average of 9 hours and 29
minutes a day on the internet.
Relationship of Social Media Use and Academic Performance of Senior High School
Students Across Levels of Intelligence
Ma. Laura Nerisa Macabale, Maika Ishigaki, and Maria Cequeña

Rappler (2018), on the other hand, reported that the median user of the internet is 24 years-old,
millennials who grew up with the evolution of the internet. From a population of 101 million, there
is about 119 million mobile subscriptions (117% penetration), in all. People spend an average of
3.2 hours on their mobile phones and 5.2 hours on desktops and tablets. Top activities, as per the
report, are Social Media (47%), Online shopping (29%), videos (19%), Online and Mobile Games
(15%), and Location-Based search (13%).

Using social media considering the time spent with it lessened students’ academic activities that
could improve students’ grades and academic performance (Al-Menayes, 2014). Many researchers
have become interested in studying the effect of social media use on students’ academic
performance. Mingle and Adams (2015) reported that majority of senior high school students using
Whatsapp and Facebook in Ghana experience negative effects on their academic activities, namely
grammar and spelling failure, late submissions of assignments, and less study time due to heavy
usage of the said apps. It was also observed that heavy usage of social networking sites, for college
(undergraduate) students, has a negative effect on their academic performance (Wang et. al., 2011).

Researchers in the field of education are now looking for ways on how to use social to their
advantage as academicians. Some studies (Mensah, 2016; Tiene, 2000; Pasek et.al, (2006) have
proven that social media can be beneficial to students’ learning. Through social media, students
are able to work collaboratively, which significantly affects their academic performance positively
(Al-Rhami & Othman, n.d). Social interaction is made possible through social-networking and
cellular-communication (Jacobsen & Forste, 2011). Intention to use social media for collaborative
learning significantly relates to interactivity among research group members and their research
supervisor, thus improving their academic performance (Al-rhami et. al., 2014). When students
are guided to use social media for learning, then, it will have a significant impact on their academic
performance (Powers, Aalhussain, Averbeck (2012).

While several studies focused on the effect of social media use on students’ academic
performance in general, no study to the best knowledge of the researchers considers the level of
academic intelligence as a variable that might influence the results. The present study aims to fill
in that research gap, to determine the effect of social media use on academic performance of
students across levels of intelligence.

Specifically, the main objectives of the study are as follows:


1. Determine the relationship of social media use and academic performance of senior high
school students across levels of intelligence
2. Discover the common activities in social media engaged in by senior high students
3. Identify the level of benefits of social media on learning as perceived by senior high school
students across levels of intelligence

Hypotheses of the Study


1. There is a significant relationship in social media use and academic performance of
senior high school students across levels of intelligence.
2. Students primarily use social media to communicate with peers.
Relationship of Social Media Use and Academic Performance of Senior High School
Students Across Levels of Intelligence
Ma. Laura Nerisa Macabale, Maika Ishigaki, and Maria Cequeña

3. Senior high school students find social media helpful to their academic activities.

REVIEW OF RELATED LITERATURE

Social Media

Social media as defined by Oxford dictionary (2011) are “websites and applications used for social
networking.” According to Boyd and Ellison (2007), social networking sites are web-based
platforms where individuals are users and at the same time co-creators in content construct. Social
networking sites allow users to construct their own profile, public or semi-public and articulate
their own list of other users whom they want to share connections with (Boyd & Ellison, 2007;
Kaplan & Haenlein, 2010). Engaging with social media sites rapidly became popular and
mainstream, especially for the youth, making it part of their daily lives (Singh et al., 2015). Social
media become the most modern and attractive tools for connecting people throughout the world
(Aghazamani, 2010). Social media sites provide youth platforms to connect and join different
communities to increase their knowledge about happenings in the world (Ahn, 2011). Kaplan and
Haenlein (2010) categorized social media into six (6) different groups namely;
1. Collaborative project; e.g Wikipedia
2. Blogs and microblogs; e.g Twitter
3. Content communities; e.g YouTube
4. Social networking sites; e.g FB, 2go, BB chat
5. Virtual game World; e.g World of WarCraft
6. Virtual second world (second life)

The categorization of social media made it easy for all groups of individuals to identify and study
a particular type of social media (Kolan & Dzandza, 2018). In 2018, We Have Social conducted a
worldwide study, to determine which country uses social media the most. In fact, Inquirer.net
reported that the Philippines topped the world in terms of social media usage in 2017 and 2018
according to London, United Kingdom-based consultancy We Are Social (Camus, 2018). It was
reported that the Philippines spend an average of 5 hours and 12 minutes, per day on social media,
making it the country with the longest hours spent on the Internet in the world. The Philippines
has an average annual growth of 12% in terms of people using social media (Kemp – WeAreSocial,
2018). Much of this use growth of social media has been driven due to more and more affordable
smartphones and data plans available for consumers.

For the past two decades, the effect of social media on academic performance has been the
subject of various studies (Karpinski (2009); Pasek, More, and Hargittal (2009), and Martin,
2009, and Stollak et al., (2011). Rosen, Carrier, & Cheever, 2013; Adam, 2015; Jacobsen &
Forste, 2011; Mingle & Adams; 2015; Al-rhami et al., 2014).
Many recent studies showed the relationship between the academic performance of students and
social media. However, most researches focused on higher education where university
undergraduate students served as the participants of their studies. Conflicting findings were also
noted about the relationship between social media and academic performance. Karpinski (2009)
found out that college Facebook users have lower Grade Point Averages (GPAs) compared to
Relationship of Social Media Use and Academic Performance of Senior High School
Students Across Levels of Intelligence
Ma. Laura Nerisa Macabale, Maika Ishigaki, and Maria Cequeña

nonusers of the site. Rosen. Carrier and Cheever (2013) had a similar finding. They discovered
that students who accessed Facebook had lower grades compared to students who avoided it. In
addition, Mingle and Adams (2015) concluded in their study that the excessive use of Facebook
affects SHS students’ academic performance negatively. Jacobsen and Forste (2011) echoed
similar finding although their study did not only focus on Facebook but included other types of
social media such as online social networks, emails, video online games, cell phone/IM, and the
like. They posited that there is a negative relationship between the use of various types of electronic
media and first- semester grades of university students. The negative effect of social media use
was attributed mostly to students’ heavy usage of social media.

When students spend more time with social media than with academic activities, their academic
performance is affected (Ndaku, 2013). Students are aware that participating in social networking
sites lower their grades but continue to use it (Al-Menayes, 2014; Cheung, et. al, 2010). Moreover,
in a study conducted by Olaitan (2017), the author found out that social media has a negative
impact on students’ academic performance because their attention is focused on other stuff like
chatting and music than on academic activities.

While several researchers claimed the negative effect of Facebook and other social networks on
students’ academic performance as measured by their GPAs, some had proven otherwise. Al-
Rahmi (2013) stated that social media use shows a positive relationship with academic
performance of university students through collaborative learning. Mensah (2016) found out “that
there is a positive and significant relationship between Friend-People connections and students’
academic performance and that there is a positive and significant influence of Nature of Usage
with students’ academic performance,” (p.18). Her findings show that the people the students
interact with and the purpose of using social networks like Facebook are positively correlated with
academic performance. If students use Facebook and other social networks to interact with their
teachers about their lessons and to work with their peers on group assignments and projects, then
social media use would have a positive effect on their learning that will translate into high grades.
Among social networks, Blewett (2018), Hassan (2014) and Prescott, Stodart, Becket, and Wilson
(2015) recognize the essential role of Facebook on students’ learning through virtual
communication, collaboration and engagement. Furthermore, Pasek and his colleagues (2006)
found that students who use Facebook have higher scores. In addition, Tiene (2000) shows that
“written communication on cyberspace enables students to take part in discussions at a time
convenient to them and articulate their ideas in more carefully thought-out and structured ways”(p.
1344).

In addition, some studies (Mingle & Adams, 2015; Baquil et al, 2009; Kirschner & Karpinski,
2010; Ndaku, 2013) indicate that part of students’ grades and academic performance are effects of
social media participation. Social media are also beneficial in the development of students’ writing
skills because it makes students gain more vocabulary and reduce their spelling mistakes (Yunus
& Salehi, 2012). Moreover, social media has four major significant use for students such as
enhancing a relationship, improving learning motivation, offering personalized course material,
and developing collaborative abilities (Wheeler et al, 2008; Longnecker et. al. (2009). Commented [1]: Only one author’s name should appear
here because of et al.
Relationship of Social Media Use and Academic Performance of Senior High School
Students Across Levels of Intelligence
Ma. Laura Nerisa Macabale, Maika Ishigaki, and Maria Cequeña

With the positive effects of social media on academic performance as shown by several
studies, educators, may use social media as a tool to encourage further learning among students
(EDUCAUSE Learning Initiatives, 2007). However, although social networks influence academic
performance positively, Mehmood and Taswir (2913) stated “that the use of these networks has to
be disciplined as it can lead to distraction from education)” (p.122).

Finally, other researchers contended that no linear relationship exists between social media
use and academic performance. In 2014, Alwagait and his colleagues conducted a study on the
impact of social media on the academic performance of Saudi Arabian university students. They
found out that there is no linear relationship between social media and academic performance of
students. It shows that time management is one of the factors which have a direct relation with
students’ Grade Point Average (GPA). Several studies (Mingle & Adams, 2015; Alwagait,
Shahzad, & Alim, 2014; Pasek, More, & Hargittal, 2000; Martin, 2009; Stollak et al., 2011; and
Whittemore School Business and Economics, 2009) have also proven the non-significant
correlation between social media usage and students’ academic performance.

Past studies show why social media would not have any effect on students’ academic performance.
Mostly, the reason is time management. Another is that social media have an interesting feature
where students can participate in experience-and resource-sharing (Dabbagh & Kitsantas, 2011).
This feature is evident in Facebook, Twitter, and YouTube that enables participants to engage in
microblogging, blogging, and sharing information through videos. Northwestern University also
states in its research that social media sites do not actually affect students’ GPA, rather, it is the
ethnic background and parental education which have more influence on students’ GPA.

Reasons for Social Media Use


Social media is used by students, mainly, to communicate. Students engage with social
media primarily for completing assignments (46%), e-mail and/or instant messaging (36%), and
playing computer games (38%).
In the study of Oye (2012), he found out that social media are mainly used for
communication rather than academic purposes. In addition, students’ use social media to contact
their classmates, to share information, and to showcase their social lives (Ellison et. al., 2007).
In summary, social media are mainly used for communication with their friends and
classmates, messaging/ e-mail, listening to music, watching video or movies, and especially using
social networking sites (Facebook, YouTube, Blogs, Foursquare, Twitter, etc.).

Blogs have been widely popular for giving users a platform to share opinions with the
mass. It was during the earlier times of social media when blogs are the only platforms known to
allow users to share to a large number of people. Now, Facebook, Twitter, Instagram, and You-
Tube are used to open up communities, share facts, lessons, and open more minds on specific
global topics and concerns.

Theoretical Framework
Relationship of Social Media Use and Academic Performance of Senior High School
Students Across Levels of Intelligence
Ma. Laura Nerisa Macabale, Maika Ishigaki, and Maria Cequeña

Social Constructivism Theory

The study is anchored on Social Constructivism theory of Lev Vygotsky that emphasizes that all
cognitive functions including learning are dependent on interactions with others (e.g. teachers,
peers, and parents). According to social constructivism, nothing is learned from scratch; instead,
it is related to existing knowledge with new information being integrated into and expanding the
existing network of understanding. Basically, every conversation or encounter between two or
more people presents an opportunity for new knowledge to be obtained, or presents knowledge
expanded. Vygotsky (1978) posits that “in social constructivism, learners are incorporated into a
knowledge community based on language and culture. Learning is a collaborative process.” (p.
14 para. 3)
In terms of collaborative studying using social media, students can talk to other students,
teachers, and professionals through the use of telecommunication tools such as e-mail or
messenger, to provide a means for dialogue, discussion, and debate.

METHODOLOGY
This correlational study used mixed method, a combination of quantitative and qualitative
approach in investigating the relationship of social media use and academic performance of senior
high schools across levels of intelligence, common reasons of senior high students in using social
media, and the level of perceived usefulness of social media use on students’ learning.
One hundred forty-eight students from Munoz National High School, University Science
High School, San Jose City National High School, Araullo University Cabanatuan, Wesleyan
University Philippines, Catholic Filipino Academy, and some private schools in Metro Manila and
Quezon City participated in the study.

Before conducting the study, the researchers sought the approval of the High School
Principal in two national high schools and the consent of student participants. Then, the students
were given orientation on how to answer the researcher-made questionnaire which was evaluated
by language and media experts and pilot tested to a small class. To gather accurate data on the
length of time students used social media daily for five consecutive days, a built in phone setting
where it records all app activities, including the exact number of time on-screen time use, was
used. Students were taught how to monitor the screen time and percent of usage of each social
networking site (Twitter, FaceBook, Instagram, Youtube, and Messenger). Each student was made
to do online 5-day diary in recording their time of usage of each social networking site (SNS) and
the specific activity/activities engaged in while using each SNS daily for a period of five days.
The online 5-day diary form was given to over 1,200 senior high school students from different
schools (both public and private) in different regions of Luzon, Philippines. Among those number
of students, only 148 students were able to complete a record of the time spent used each day in
five social networking sites.

A research survey was given out randomly to senior high school students from public and
private schools. The survey was administered online and ran for 5 days to observe how students
with different levels of intelligence use social media for a week. The study was dependent on each
Relationship of Social Media Use and Academic Performance of Senior High School
Students Across Levels of Intelligence
Ma. Laura Nerisa Macabale, Maika Ishigaki, and Maria Cequeña

of the students’ individually owned and used cell phones. Cell phones have built-in features of
recording daily activities done in it. Recorded time spent and percentage of use per social media
app were collected for analysis. The number of students who recorded their activities in SNS
decreased each day up until the 5th day. The total number of students who were able to complete
the five-day diary is 64.

The survey was able to collect only average, with GPAs ranging from 80-89, and above average,
with GPAs ranging from 90-99, students. The reason for not having below average students with
GPAs ranging from 70-79 is that according to Head Teachers interviewed after conducting the
survey, it is very rare for students to get below 80 since students get different grades in different
subject but when their grades are combined and averaged, there is a rare chance that students would
get a GPA of 79 and below. In addition, students who were aware of the survey stated that most
of the students coming from lower sections do not have the capacity to always be connected to the
internet and use internet dependent applications like YouTube, Twitter, and Instagram on a daily
basis. They just use Cellular Networks’ “free facebook” promos, free of charge, however, their use
is limited to just seeing texts, sending texts, and receiving texts using Facebook and Messenger
social media applications. Most of the activities Free Facebook promo users are dependent on the
cellular signal. That’s why these students without access to the internet were unable to participate
in the study.

The online survey also obtained the participants’ demographic profile, the reasons
(activities) for use of specific social media where they could tick more than one responses and/or
specify specific activities they engaged in for each social media which were not found in the
options. Activities engaged in social media by students were coded and tallied using frequency
count and percentage for analysis and interpretation.

Students were grouped according to their level of intelligence. The data from each group
were then analyzed by averaging each group’s time spent on specific social media applications
and the activities they engaged while in-use. Pearson moment correlation was then used to
determine the relationship of students’ use of social media and their academic performance across
their levels of intelligence. The study also gathered and verified participants’ perspective of social
media’s usefulness to their academic performance through giving out a Likert scale measure of 1-
5, with 1 labeled “Very helpful” to 5 labeled “Very unhelpful”.

RESULTS

The data gathered to determine the relationship between social media use and academic
performance were taken from the responses of 148 students from different schools. However, the
five-day diary record of activities engaged in by students came from about 148 on Day 1 down to
64 students on Day 5. The reason for the decreasing number of students accomplishing the daily
diary each day is that students were busy accomplishing projects and preparing for the final exams
when the study was conducted.
Relationship of Social Media Use and Academic Performance of Senior High School
Students Across Levels of Intelligence
Ma. Laura Nerisa Macabale, Maika Ishigaki, and Maria Cequeña

1. The relationship of senior high school students’ level of intelligence and their use of social
media.

Table 1 presents the average students’ number of hours spent on Messenger, Facebook, YouTube,
Twitter, and Instagram, on-screen percentage of the number of hours each app consumes and its
relationship to their GPAs.

Table 1 Relationship of Social Media Use and Academic Performance of Average Students

Social Media Time in Hours On-Screen P Value Strength


App Percentage

Messenger 2.65 19.08% -0.0605 No Relationship

Facebook 1.76 14.67% -0.2440 Weak Negative

YouTube 1.08 12.77% -0.3646 Weak Negative

Twitter 0.83 10.74% -0.0664 No Relationship Commented [MC2]: Please remove the highlight.

Instagram 0.52 7.2% -0.2276 Weak Negative

Table 1 shows the number of hours the average students spend in a day. Among the social
media sites, students spend most of their time in Messenger (communication social media
application). Students with average intelligence spend approximately 2 hours and 39 minutes a
day on Messenger, using an average of 19.08% of phone on-screen time. Facebook follows
Messenger with an average of 1 hour and 46 minutes a day with 14.67% of phone on-screen time.
Students spend an average of 1 hour and 5 minutes a day, using 12.72% of phone on-screen time.
Twitter places second to the least used application in a day followed by Instagram. Twitter is used
by students for an average of 50 minutes a day using 10.74% of phone on-screen time. Instagram,
on the other hand, is used for approximately 36 minutes a day, taking up about 7.21% of phones
on-screen time. The data collected show that average students’ use of social media has a weak
negative relationship with their academic performance.

Table 2 presents the average students’ number of hours spent on Messenger, Facebook, YouTube,
Twitter, and Instagram, on-screen percentage of the number of hours each app consumes and its
relationship to their GPA.
Relationship of Social Media Use and Academic Performance of Senior High School
Students Across Levels of Intelligence
Ma. Laura Nerisa Macabale, Maika Ishigaki, and Maria Cequeña

Table 2 Relationship of Social Media Use and Academic Performance of Above Average Students

Social Media Time in Hours On-Screen P Value Strength


App Percentage

Messenger 2.65 19.89% 0.0769 No Relationship

Facebook 1.76 14.67% 0.1215 No Relationship

YouTube 1.08 12.05% 0.1928 Weak Positive

Twitter 0.83 7.80% 0.0135 No Relationship

Instagram 0.52 4.30% 0.1728 Weak Positive

Table 2 shows the number of hours above average students spend on the aforementioned
social media applications together with each App’s consumed percentage when used on-screen.
Results reveal that the relationship of above average students’ GPA and the number of hours used
in each social media site ranges from weak positive to positive correlation. Above average students
spend about 2 hours and 10 minutes consuming 19.89% of phone’s on-screen time percentage, 1
hour and 21 minutes with 15.82% of phone’s on-screen time, 1 hour and 6 minutes using 12.05%
of phone’s on-screen time, 1 hour consuming 7.08% of the phone’s on-screen time, and 22 minutes
consuming 4.30% of phone’s time on Messenger, Facebook, YouTube, Twitter, and Instagram
respectively. The data show that above average students’ GPA and their use of social media have
a weak positive relationship.
2. The common activities that senior high school students engaged in social media apps:
Messenger, Facebook, YouTube, Twitter, and Instagram.

Table 3 Activities Engaged in by Senior High School Students in Social Media

Social Media Activities Engaged In Percentage

` Above Average Average


Facebook Browsing

49.8% 54.8%

Search for Friends 11.1% 9.8%

Announcement Check 28.4% 22.7%


Relationship of Social Media Use and Academic Performance of Senior High School
Students Across Levels of Intelligence
Ma. Laura Nerisa Macabale, Maika Ishigaki, and Maria Cequeña

Post 8.5% 11.1%

Twitter Communication 27.0% 9.5%

Tweeting and Browsing 36.4% 31.2%

Check for 23.0% 12.3%


Announcements

None/Not a User 22.9% 39.6%

Instagram Communication 7.0% 9.5%

Update 18.8% 20.9%

Browsing 21.7% 12.3%

Check for 10.8% 5.9%


Announcements

None/Not a User 28.8% 40.8%

You-tube Watch Non-Academic 51.7% 54.1%


Videos

Watch Academic Videos 16.4% 9.1%

None/Not a User 9.7% 11%

Watch both Non- 16.9% 19.7%


Academic and Academic
Videos

Messenger Communication with 32.7% 38.5%


friends

Check for 25.0% 32.2%


announcements

Communication with 20.3% 17.2%


group members

Communication with 12.0% 11.9%


Family Members
Relationship of Social Media Use and Academic Performance of Senior High School
Students Across Levels of Intelligence
Ma. Laura Nerisa Macabale, Maika Ishigaki, and Maria Cequeña

Table 3 shows that students use Messenger the most, on a daily basis. Communicating with friends,
check for announcements, and communicating with group mates (academic group) are the top
ranking activities that students engage in. The data collected show that only these three are used
by the students consistently throughout the week.

Facebook, on the other hand, ranks second among social media used by students. Common
activities include checking for announcements, browsing feed, and searching for friends. The study
found out that students use YouTube mostly for non-academic videos which include vlogs of
famous and non-famous people, inspirational or non-inspirational. Twitter ranks second to the last
most used social media apps and the common activities that students engage in with this app are
Browsing Feed, Talking to Friends, and Tweeting. Instagram is the social media least used by
students in a day. Students use Instagram to get updated about people in the industry of
entertainment and showbiz.

3.Students’ Perceived Level of Social Media’s Usefulness to their Studies

Table 4 Perceived Level of Usefulness of Social Media to Their Studies

Level of Intelligence Level of Usefulness of Interpretation


Social Media (Mean)

Average 2.87 Moderately useful

Above Average 2.53 Moderately useful

Table 4 shows that both average and above average learners perceived that social media were
moderately useful to their studies during the five days that they recorded the daily activities they
engaged in using each social networking site. This finding is supported by Ellison et. al.,
Hrastinski and Aghee, Mingle and Adams, Wheeler et. al., and Alwagait et. al. who state that
social media when used for academic studies will positively affect academic performance.

DISCUSSION

The study determined the relationship between the academic performance of senior high
school students across levels of intelligence and their social media use represented by the average
Relationship of Social Media Use and Academic Performance of Senior High School
Students Across Levels of Intelligence
Ma. Laura Nerisa Macabale, Maika Ishigaki, and Maria Cequeña

time spent in using social media sites, namely Facebook, Messenger, Instagram, Twitter, and
YouTube. It also explored the activities engaged in by students in using specific social media apps.
The study also determined the level of usefulness of social media as perceived by students across
levels of intelligence and the time spent in the social media sites mentioned.

The study showed that students with average level of intelligence and their social media
use have a weak negative to a negligible relationship. Average students’ use of Messenger and
Twitter shows a negligible relationship with their academic performance. Their use of Facebook,
YouTube, and Instagram, on the other hand, also shows a weak negative relationship with their
academic performance.

However, above average students’ use of social media shows negligible to weak positive
relationship. Above average students use of YouTube and their academic performance has a weak
positive relationship while the rest of the other apps have a negligible relationship with their
academic performance. This implies that above average students learn more on watching
YouTube videos.

The study also reveals that average students spend more time in social media compared to above
average students. It was observed that students who spend more time with social media have lower
GPA than those who use less. Similarly, Ohio State University also found out that college students
who spend more time on Facebook have lower grades than those who do not use, at all (Kalpidou
et.al., 2011; Wang et. al., 2011). Another factor which might have led to the results is consistency
of students’ behavior towards social media use. Moreover, result shows that students who exhibit
consistency on the type and number of hours spent in social media are above average students
while average students show no consistency at all. This implies that above average learners
somehow know their priorities and they are more disciplined than average learners. Perhaps, they
have established their daily routine and follow it strictly.

Activities mostly engaged in by above average and average senior high school students
when using Facebook include browsing, checking for announcements, and searching for friends;
tweeting and browsing, communication, and checking for announcements on Twitter;
communication with friends, checking announcements, communication with group members and
family members on Messenger; browsing, getting updates, checking announcements, and
communication on Instagram; watching non-academic and academic videos on YouTube.

Senior high students perceived that social media are useful in communication. Students use e-mail
and instant messaging to coordinate group works and share files. Some mention YouTube for
retrieving content and Facebook to initiate contact with classmates and other course peers
(Hrastinski & Aghee, 2011). Furthermore, students’ diverse social support network during their
semester increases through site usage (DeAndrea et. al., 2011). Commented [3]: Provide transition here to connect this
idea smoothly with the previous one.

Finally, the study reveals that social media, for both above average and average students, is
moderately helpful to their academic activities. In a scale of 1-5, with 1 being very helpful to 5
Relationship of Social Media Use and Academic Performance of Senior High School
Students Across Levels of Intelligence
Ma. Laura Nerisa Macabale, Maika Ishigaki, and Maria Cequeña

being Very unhelpful, students were asked for five consecutive days on how social media helped
them in their studies on a daily basis. Results show that average and above average learners
perceived social media as moderately helpful with 2.9 and 2.5 weighted mean for average and
above average students, respectively. The weighted mean indicates social media to be moderately
helpful to students throughout the week. Data collected shows that students are aware and are using
social media in their studies. In fact, social media is actually regarded, by students, as one of the
key factors contributory to their the educational experience, together with face-to-face meetings,
and management systems. Social media are used mainly for brief questions and answers and for
group work coordination (Hrastinski & Aghee, 2011). Another study shows that Facebook was
found to have a good interaction within psychological measures, suggesting that it may provide
benefits for users having low self-esteem and low life satisfaction (Ellison et. al., 2007), which are
considered to be other factors affecting academic performance.

Conclusion

Based on the data gathered, no relationship exists between above average students’ use of
Facebook, Messenger, Instagram, and Twitter and their academic performance. Their use of
YouTube, on the other hand, shows a weak positive relationship with their academic performance.
The study also found out that there is no significant relationship between average students’ use of
Messenger, Instagram, and Twitter and their academic performance. Their use of YouTube and
Facebook was seen to have a weak negative relationship with their academic performance.
Furthermore, messenger is said to be the most and longest used social media site and app among
all the other apps. The study reveals that students most likely use social media to communicate
with peers. Result also shows that above average and average students, perceive social media to
be moderately useful to their academic activities.

As a limitation, students’ daily record of their social media use ran only for 5 days, hence the
results and observations may not be conclusive. Hence, the researchers recommend a longitudinal
study to follow students’ usage of social media on certain seasons of the semester. It is suggested
to compare how students use social media during breaks, exam weeks, and regular class weeks.
The researchers also recommend investigating specific subjects only. Students in the Philippines
perform better in other subjects compared to others, thus their GPAs may not really be low.
Considering specific subjects can be more accurate, as a factor, than generalized academic
performance.
Relationship of Social Media Use and Academic Performance of Senior High School
Students Across Levels of Intelligence
Ma. Laura Nerisa Macabale, Maika Ishigaki, and Maria Cequeña

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