The Influence of Facebook to the Social Skills of Senior

High School students of Filamer Christian University

Arro, Cleo B.
Bonsalan, Shella Mae B.
Borbon, Generose C.
Benjie, Degala C.
Dimson, Missy D.
Martinez, Donah B.
Villaruz, Jun Mark
 The Influence of Facebook to the Social Skills of Senior

High School students of Filamer Christian University.

Chapter 1

Introduction of the Study

Chapter 1 consists of five (5) parts namely;(1)

Background and Theoretical Framework of the Study,

(2)Statement of the Problem and Hypotheses, (3) Significance

of the Study, (4) Delimitation of the Study, (5) Definition

of Terms.

Part One, Background and Theoretical Framework of the

study, presents the introduction, rationalizes the

importance of conducting the research, and provides the

theoretical framework, which serve as the foundation of the

study’s frame of reference or base of reference and basis of

study.

Part Two, Statement of the Problem, states the general

specific problem addressed in this study.

Part Three, Significance of the Study, state the

essence and the importance of the study, enumerates the

positive benefits of the recipients and explicitly discusses

how each of them will benefit from the results of the study.
 Part Four, Delimitation of the Study, specifies the

limits or enumerates the limitations, scope and as well as

the boundaries of the research in terms of variables,

research design , participants, instruments and statistical

tools used in the study.

Part Five, Definition of Terms,defines the important

terms and key variables used in the study, both conceptually

andoperationally.

Background and Theoretical Framework of the Study

 Facebook is a popular free social networking website

that allows registered users to create profiles, upload

photos and video, send messages and keep in touch with

friends, family and colleagues. Is a social networking

service launched in February 2004, owned and operated by

Facebook, inc. Facebook was founded by Mark Zuckerberg with

his college roommates and fellow Harvard University students

Eduardo Saverin, Andrew McCollum, Dustin Moskvitz and Chris

Hughes.

It is supported by Angela (2006) who states that

Facebook presents students with choices on how to use

technology creatively to avoid pit falls. There are many

benefits of Facebook. However, it is important for students

to use and adapt to the use of Facebook wisely. Facebook

helps to develop critical social skills that are developed

via making friends from all over the world. Experience is

the best teacher. The author also stresses on the fact that

diverse social environments help people develop these skills

because they force individuals to reevaluate the signals

they take for granted. We learn over time on how to make up

a situation, handle friend’s reactions and so on. Facebook

influences on social capital in many ways. According to

Sebastian V. (2008), common interest groups can help users

to coordinate for collective action.

 It has become a medium of connecting with other users

from all over the world. It is the number one social media

platform which created linkages of information,

entertainment and socialization. Almost every Filipino with

a gadget (smartphones, tablets, computers, etc.) has access

or accounts on Facebook.

Though the advent of Facebook. A social skill or is a

process of learning skills called socialization, is any

competence facilitating interaction and communication with

others where social rules and relations are created,

communicated brought a different turn for the communication

and socialization, the undeniable repercussions of using

these modern communicating medium have been rampant in so

many levels affecting the young and adult users. According

to Faudree M. R. (2009) “Facebook Groups,” allows

users to create and join groups based on common interests

and activities. She also states that the “Facebook Groups”

application frequently displays list of group members as

well as new friends who have joined recently. Thus, using

Facebook will result in civic and political influences

within the groups developed by users and

organizations.Moreover, using Facebook provide many kinds of

relationship such as the student-faculty relationship that

make them feel likely to be accepted.

 In school setting, most of the students are aware of

these side effects of using Facebook but do not necessarily

take precautionary measures to avoid them. This directly

affects their health, behavior, routinely activities and

also performance in school.The main reason for this

isaddiction to the application. This addiction can lead to

several negative developments.

Recent research suggests that use of social networking

sites can be addictive for some individuals. Due to the link

between motivations for media use and the development of

addiction, this systematic review examines Facebook-related

uses and gratifications research and Facebook addiction

research.Facebook use are relationship maintenance, passing

time, entertainment, and companionship. These motivations

may be related to Facebook addiction through use that is

habitual, excessive, or motivated by a desire for mood

alteration. Examination of Facebook addiction research

indicates that Facebook use can become habitual or

excessive, and some addicts use the site to escape from

negative moods. 

Hence, Facebook usage has been associated with both

positive and negative influence to different aspects of

people's lives, including positive influence, such as

improving relationships between friends and family and

negative influence such as low academic performance; health,

personal relationships problems; and social . Good social

skills are pivotal in forming and deepening social bonds and

are associated with proactive social styles. Another

influence of Facebook is it teaches students how to

use technology creatively. Facebook allows students to

express themselves and highlight their talent and

experiences via games and activities.

Spending time on Facebook has a positive effect on

theiracademic performance, which indicated that the time

spent onFacebook did not affect their education.

It is anticipated that the findings from this

study would provide clear insights on how the behavioral

factors of a student affect their academic performance.

Facebook is the most popular social networking site of

all time, it has helped a lot to cut down the physical

boundaries, and it has its many benefits for personal or for

the business purposes, Facebook is free and it’s one of the

best medium for communication , It can help you connect to

different people from anywhere in the world as almost every

people around the world use it .

 Facebook has experienced dramatic growth, it has

reached more than a billion users and it is still growing

rapidly. It can be very useful but you must avoid becoming

addicted to it. It has good privacy setting as you can start

a video call. You can upload the photos and the videos

without charge.

Facebook helps you connect & share with the people in

your life. You can connect and find your old school friends

and college friends, you can connect with your relatives,

You can make new friends on Facebook from the different

areas of world, You can connect with people by using

Facebook chat and the messages.

Facebook lets you connect to different people from

anywhere in the world, it help you learn more about the

culture, the values, the customs and the traditions of the

other countries in the world .

In particular, empathic social skills, a key dimension

of empathy, denote one’s ability and skills in encoding,

decoding, and regulating communication. Facebook is a source

of information and news. It is one of the best sources to

stay updated with the latest news &updates, you will not

miss the important updates, TheBloggers and Internet

marketers can subscribe to popular blog Fan pages and keep

themselves up with latest updates.

 This study was anchored to Social Capital theory is

related to improved self esteem, fewer psychological and

behavioral problems, and improved quality of life

( McPherson et al., 2005). Furthermore, increased social

capital can help students feel more of a connection to their

institution, which is related to more positive educational

outcomes (Pascarella&Mastrodicasa, 2007). Students use

Facebook to maintain their former network of high school

friends and also to build and sustain bonds with new friends

on their campuses (Ellison et al.,2011). The practice of

social information seeking is related to students perceived

levels of social capital (the resources obtained from their

relationships and interactions such as emotional support

(Ellison et al., 20110).

And lastly, Social learning theory (Bandura 2001)

explain that three factors such as individual learners,

peers, and situations potentially affect individuals

learning outcomes. For instance, social learning theory,

which is also known as social cognitive learning affirms the

significant of learning via observation and modelling. To

add on, this theory basically explains how his environmental

and cognitive components collaborate to affect an individual

learning and behavior patterns. Social learning theory views

learning as a social process that individuals will self-

initiate, regulate learning and actively construct knowledge

by acquiring, generating, and structuring information (Yu et

al, 2010). This theory emphasized that individual’s

cognition and behavior are influenced through observation

and interacting with peer’s situation (e.g. learning the

environment norms, cultures, policies).

Statement of the Problem

The primary purpose of the study is to determine the

positive and negative influences of Facebook to senior high

school students of Filamer Christian University.

Specifically, this study sought answers to the

following questions:

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

a. age

b. gender

2. How does Facebook affect a student’s academic

performance?

Significance of the Study

This study is significant because of the benefits that

it could offer to the varied sectors. The results of this

study could serve as guide and as wake up call to the

teachers, students, parents and future researchers.

Teachers.This study will benefit from teachers able to

keep track and assess the students’ profile, behavior and

academic performance especially those who have access to

technological/electronic devices that can link to social

media networks.

Students. This study will help students to guide them

to formulate a decisions and ways of living in their

scholastic performance and studies.

Parents.It serves as guide for their children to have a

better future as well. This study can serve as a guide for

them in order to take their children in the right track of

learning.

Future Researchers. This study will serve as guide and

provide them a relevant information and sources.

Scope and Delimitation of the Study

The qualitative research method is used to determine

the influence of Facebook to the social skills to senior

high school students of Filamer Christian University through

a survey that were conducted during the second semester

school year 2019-2020.

The survey questionnaires on Facebook usage of selected

students will be used on gathering information of this

study.

Definition of Terms

For better understanding, the following terms were

defined conceptually and operationally.

Facebook- The term Facebook in this study refers to the

popular free social networking site that allows registered

users to create profiles, upload photos, and video, send

messages and keep in touch with friends , family and

colleagues. The site which is available in 37 different

languages includes public features. Also referred to as ‘FB’

to its common users.

Facebook Users – these refer to the users of the

application specifically the students of FCU.

Negative influence- in this study refers to the

negative emotions and poor self concept or the affectivity

subsumes of Facebook to senior high school students of FCU.

 Positive Influence- in this study refers to the

positive emotions or positive influence of Facebook to

senior high school students of FCU.

Senior High School- refers to the K TO 12 program that

has been implemented by the DEPED. In this study, ‘senior

high’ refers to the target respondents of the study.

Students – a person who goes to school to gain

learning. In this study ‘student’ refers wherein the

respondents of this study.

Social Media- they are forms of electronic

communication which facilitate interactive base on certain

interests. Social media include web and mobile technology.

Boyd & Ellison (2008) defined Social Media as a group of

internet based application that allows the creation and

exchange of user generated content.

Social Networking- the use of internet to make

information about yourself available to other people

especially people you share an interest with to send

messages to them.

Social Networking Sites- a website where people put

information about them and can send to others.

 Chapter 2

Review and Related Literature

 This chapter is made up of two parts, namely: (1) The

influence of Facebook and (2) Social Skills.

A literature search was performed using the academic

databases ProQuest (including PsycInfo,ScienceDirect, and W

eb of Science. These databases were selected as they provide

access to a large number of scientific peer-reviewed journal

articles and theses from multiple disciplines. Two types of

research studies were of interest in the current study:

those relating to the uses and gratifications of Facebook,

and those relating to Facebook addiction. Searches for uses

and gratifications studies were performed using the terms

‘Facebook’, ‘social networking sites’, ‘social network

sites’, ‘motivations’, and ‘uses and gratifications’.

Searches for studies of Facebook addiction were performed

using the terms ‘addiction’, ‘problematic’, ‘abuse’,

‘compulsive’, ‘excessive’, ‘social networking sites’,

‘social network sites’, and ‘Facebook’.

Uses and gratifications studies were included in the

review if they measured the motivations of Facebook use in

general; therefore, studies were excluded if they only

focused on specific features of Facebook (i.e. a particular

Facebook game). Furthermore, given that the present review

was focused on the uses and gratifications of Facebook,

rather than those of other SNSs, studies were excluded if

they measured aggregated uses and gratifications for

multiple SNSs (even if they included Facebook). According to

LaRose, Mastro and Eastin (2001), “uses and gratifications

researchers typically start with descriptions of common

media uses, obtain ratings of the frequency or importance of

those uses, and factor analyses the results to obtain

gratification factors that are then correlated with media

use” (p. 396). However, as this systematic review was

interested in identifying all of the possible uses and

gratifications of Facebook use, studies were included even

if they had not reported evidence of factor analysis. In

cases where factor analysis had been performed, the

percentages of variance explained by each factor were

recorded where available. This information was included in

order to ascertain whether certain motivators of Facebook

use are more important than others.

In regard to Facebook addiction literature, studies

were excluded if they focused on addiction to SNSs in

general (even if this included Facebook) and only provided

combined results from these multiple sites in an aggregated

format. As explained above, this criterion was necessary to

ensure that results relating to other SNSs were excluded.

For similar reasons, studies considering the role of

Facebook use in relation to Internet addiction were also

excluded.

In regard to companionship, this factor was present in

six out of 24 studies. Companionship taps into the use of

Facebook to avoid loneliness and gratify interpersonal

needs. Similarly, two other studies included motivations

that related to decreasing loneliness (Balakrishnan&Shamim,

2013; Teppers, Luyckx, Klimstra&Goossens, 2014). Given that

there is a link between loneliness and the development of

Internet addiction (Caplan, 2010), it is possible that

factors such as these may also be related to Facebook

addiction. It is interesting to note that in Valentine’s

(2011) study, top-loading items in the companionship factor

related to the use of Facebook to escape from worries and

problems. Such items may be suggestive of mood alteration,

which, as mentioned earlier, is linked to addiction of

online social applications (Caplan, 2010; Lortie&Guitton,

2013). Environment of the study includes physical conditions

during study time. The place of the study should be clean,

calm and free from distractions. The room should be properly

ventilated and must have sufficient light. The furniture in

the room should be as per the requirement and supporting to

the seating arrangements to maintain correct and comfortable

posture. Study table should be clean and contain only and

all the necessary things. The study area should be fixed and

one should study at the same time daily to create the

association with the surroundings which helps to concentrate

on the study. The stress free, happy and peaceful home

environment is essential to focus on the study.

Time management is the act or process of planning and

exercising conscious control over the amount of time spent

on specific activities, especially to increase

effectiveness, efficiency or productivity. (Michael

Melkonnian 2001) that Sex differences in achievement were

also examined.  It was found that the youngest‐born pupils

in a year group made up the highest percentage of repeating,

i.e. non‐promoted students. However, the findings do suggest

a need for a re‐evaluation of the nature of the age‐position

effect. It was also found that, in general, female students

attained significantly higher grades than their male

counterparts.

Social-networking sites (SNS) are the latest online

communication tool that allows users to create a public or

private profile to interact with people in their networks

(Boyd & Ellison, 2008). Facebook, MySpace, Orkut, Cyworld,

Bebo, Twitter and other social network sites are the best

examples of SNs that allow individuals to present themselves

to other users using a variety of formats; including text,

video and chat services. These sites have become an

increasingly important part of young adult life (Gemmill&

Peterson, 2006). Relative to the general population,

adolescents and young adults are the heaviest computer and

Internet users, primarily using it for completing school

assignments (36%), e-mail and/or instant messaging (26%),

and playing computer games (38%) (DeBell& Chapman, 2006).

SNS incorporate a list of other users with whom individuals

share a connection. But unlike any other web service, SNS

allow individuals to make visible their list of connections

to others and to traverse their social networks (Boyd &

Ellison, 2007). Hence, more than virtual Lessons from

Facebook communities born online, SNS are usually online

communities created and maintained to reflect offline

relationships.

SNS can be defined as web-based services that allow

individuals to construct a public or semi-public profile

within a bounded system, articulate a list of other users

with whom they share a connection, and view and traverse

their list of connections and those made by others within

the system (Boyd & Ellison, 2008, ). Facebook was created by

Mark Zuckerberg to help residential college and university

students to identify students in other residence halls. It

is described as “an online directory that connects people

through social networks at colleges and universities”

(Zuckerberg, 2005). Websites such as MySpace and the more

popular FB have millions of registered users, with FB

becoming the overwhelmingly more popular SNS

(comScore, 2009; Gonzalez, 2009).

Becoming Social

Over the last decade, and particularly in the last five

or six years, SNS has transformed our thinking about our

relationships, our connections with and affinity to others,

and the influence and persuasive power of online communities

on how we think, organize, and act politically. Since the

inception of the Internet and integration of email

technology into our personal and work lives, our ways of

communicating began to change. However, it was not until the

creation of social media interfaces like Facebook, MySpace,

Friendster, LinkedIn, YouTube, Twitter and other similar

applications that have we seen such a massive harnessing of

the potential of the now-pervasive online connectivity in

our everyday lives.

 Unlike the communication functions of other online

technologies, SNS in particular has provided a virtual

landscape mirroring familiar elements of community as we

understood and experienced it prior to the existence of such

technologies. Social media technology links people together

in ways that resemble traditional feelings of connection,

belonging, loosely defined memberships, exchange of feelings

and ideas, and the reporting of experiences and actions.

Indeed, some suggest SMT has suddenly lowered the costs of

collaborating, sharing, and producing, thus providing

revolutionary new forms of interaction and problem-solving

(Shirky, 2010). We can now create, maintain, and access both

well-defined and amorphously defined communities online,

while also using the social media technology as a tool to

fluidly transition between online and face-to-face contact

via friendships, planned activities, and other more formal

organizational affiliations.

One of the most powerful social media platforms is

Facebook. Initially, Facebook was privately conceived within

and navigated through the social networks of students at

Harvard, and subsequently at other elite universities:

Princeton, Yale, and Stanford. If we consider the birth of

this particular social media interface at Harvard, we can

recognize it as a telling example of how components of a

university’s social “community” were rapidly transferred

onto this online platform. Since its inception, this

interface has expanded across multiple college communities

and then quickly encompassed a wider range of connected

networks of individuals and groups around the world. Today,

the adoption of social media technology now stretches across

the globe, integrating into the lives of individuals of

diverse social, national, racial and ethnic, cultural, and

socioeconomic backgrounds.

Traditional-aged college students have embraced social

media technology; it has become a major part of their

everyday lives. In this way, the boundaries between online

and “real-world” communities are rapidly stretching if not

completely deteriorating. Particularly, as we consider the

generation for whom such social media technology exchanges

have existed their entire lives, there is a fluid

interchange between digital and physical experiences. For

this generation, SNS is a primary means of communication and

information seeking, and possibly, a central component of

their identity and community building.

Extent of Social Media Technology Use

Smith’s (2011) study for the Pew Internet and American Life

Project reports that African Americans and Latinos had equal

or greater rates of usage of social media platforms, often

from cellular devices, as compared to White Internet users

in 2010. In a separate Pew report on Asian Americans and

technology, Rainie (2011) reports Asian Americans as the

leaders in overall Internet usage, mobile connectivity

through cell phones, laptops, and wireless devices, but they

remain on par with social media engagement as other minority

groups.

Additional Pew research conducted by Jansen (2010)

notes, expectedly, that individuals with greater income

spend more time on connected devices, and in many cases,

increased use is due to the disparity in ownership of

internet-ready devices beyond the mobile phone. However,

Flowtown (2010) reports that this trend does not hold true

regarding social media usage. In its analysis of Google Ad

Planner Data, Flowtown found that a curve exists for users

of SNS with regard to income. Those who made less than

$24,000 per year were less social than were those making

between $25,000-$74,000 – who led all users – but were more

social than users making >$100,000. When determining the

effects of education on social media usage, Flowtown found a

similar curve, where SNS usage peaked for users with some

college – which may include current college students – and

tailed off on either end for users with less than some

college or with a bachelor’s degree and higher.

Lastly and not surprisingly, across the U.S. the use of

SNS varies greatly by age, with older generations

participating less often than younger ones. Older

generations have been slower to embrace SNS, struggling

somewhat to keep pace with younger cohorts. However, they

have recently begun making a sharper turn in support of the

technology. In 2009, 11% of adults over 30 reported to be

engaged online in activities such as blogging. In the same

year, 22% of Internet users over 50 reported being engaged

on a social networking site (Madden, 2010).

Comparatively, younger generations remain by far the

greatest beneficiaries and users of SNS. Among users 18-

29 years of age, 86% are actively engaged in social

networking compared to just 61% of users 30-49 years old,

47% of users 50-64 years old, and only 26% of users over 65

years of age (Madden, 2010).

heterogeneous user types run the gamut from identity

exploration to media piracy or illegal downloading,

entertainment, and social activism – all of which are

manifested through socially enabled media.

 According to a recent national poll completed by the

Harvard Institute of Politics (2011), over 90% of students

at four-year colleges reported having Facebook profiles.

Based on an additional study (Junco, 2011), presumably,

usage is most robust among first-semester freshmen and

sophomores among such students at four-year institutions.

College student use of Facebook has been shown mostly to

reflect a one-to-many style, in which students create

content to disseminate to others. Interactions between

students were most often primarily between existing friends

rather than new connections and users were most often

observing content rather than producing it.

An Overview of Facebook

Facebook was created in February 2004 by Mark Zuckerberg,

Dustin Moskovitz and Chris Hughes as a site for Harvard

students only. But later it becomes most popular and visited

with 34 million unique visitors by January 2008, and as the

13th most popular website worldwide (comScore, 2008), with

98 million unique visitors by December 2007. As of

March 2008, Facebook reported having 67 million active users

(those who have returned to the site in the last 30 days),

with more than half of them returning daily and spending an

average of 20 minutes per day on the site (Facebook, 2008).

Like most social network sites, Facebook provides a

formatted web page into which each user can enter personal

information, including gender, birthday, hometown, political

and religious views, e-mail and physical addresses,

relationship status, activities, interests, favourite music

and movies, educational background and a main personal

picture. Today, Facebook is comprised of all types of

people, but college students still make up the largest

percentage of active Facebook users, which is roughly 30% of

all users (insideFacebook.com, 2009). To date, Facebook

serves roughly 500 million people enabling them to share

multitudes of information and connect with others

(Fletcher, 2010).

Facebook Usage

Facebook usage encompasses both the simple use of the

platform and the extent of cognitive immersion into the

site. Its use implies the presence of individual users on

the social website, time spent on this platform, frequent

visits, and the nature of the activities performed. People

from different age ranges interact and exchange content;

they share videos and pictures, discuss subjects, chat,

publish advertisements for group events, or play available

applications. Younger generations (e.g., students) spend

many hours up to 8 per day surfing this socializing website.

We presume that an extensive presence on Facebook and the

resulting increased levels of information flow management

requirement engage students in these tasks while they

engaged in constant interactions and socialization, which

prohibit them from focusing appropriately on their academic

tasks (Chen, et al., 2010).

Students’ Perceptions of Facebook

Recent literature by Martinez Aleman and Wartman (2009)

sought to better understand the campus culture of Facebook

through the lens of college students. The researchers

examined college students ‘thoughts and perceptions of

Facebook use through an ethnographic study, where they found

students use Facebook for a myriad of reasons (Martinez

Aleman &Wartman, 2009). The authors devised four consistent

themes to portray their findings of college student Facebook

use: (1) use-consciousness, (2) campus culture, (3) identity

factors, and (4) voyeurism and impression management

(Martinez Aleman &Wartman, 2009). The authors captured four

students ‘voices using the aforementioned themes. The four

diverse students shared multitudes of information regarding

their experiences with Facebook.

Scholastic Performance

Scholastic Performance refers to how students deal with

their studies and how they complete different assignments

given to them by their teachers. The popularity of the

social networking sites enlarged briskly in the last span.

This is most likely due to the reason that every person used

it extensively to get worldwide access. These social

networking sites such as Twitter and Facebook have become a

furious craze for everyone these days. Students are paying

more attention towards these social networking activities

rather than utilizing this time for their studies and this

surely affects their academic performance. The destructive

effects of these social networking sites overweigh the

progressive ones. These sites have caused some latent harm

to society. The students become preys of social networks

more often than anyone else. This is because of the reason

that when they are studying or probing their course material

online, they get attracted to these sites to kill the

boredom in their study time, sidetracking their attention

from their work & they forget why they are using internet.

LaRose et al. (2001) proposed that student users are

affected by the internet and this influence is determined by

the type of internet usage. The misuse of these sites on a

daily basis has many destructive effects on the physical and

mental health of students making them sluggish and

unenthusiastic to build interaction with the people in real

life.

Facebook and Academic Performance

Recent literature found that leisurely Internet use is

strongly correlated with weakened academic performance

(Kubey, Lavin, & Barrows, 2001). Kubey, Lavin, and Barrows

(2001) found that students who spent five times more hours

online reported schoolwork problems. In the Kubey et al

(2001) study, 10-15% of the student participants felt their

Internet visits were out of control. Although this study did

not mention Facebook specifically, the researchers did

mention that the captive social opportunities of the

Internet appeared to be the culprit of the schoolwork

problems (Kubey et. al, 2001). In addition, VandenBoogart

(2006) discovered that excessive Facebook use was found

among students with lower GPAs.

Usage of Facebook and Academic Performance

Usage results from activities devoted for pleasure. Facebook

usage provided interconnections of people from the same

university or all over the world; people continue to connect

through it when they want to get in touch with someone they

lost contact with or meet new people worldwide. Few other

media or channels allow that. However, observed Facebook

usage is mostly embedded in the pleasure experienced by

surfers who maintain profiles and exchange content. Such

usage also can offer better functionality for exchanging

videos or pictures, because its integrated application

reduces picture sizes and facilitates video sharing compared

with messages sent by e-mail for example. But this kind of

Facebook usage resulted students for wastage of time on

starring on computers rather than studying hard and scoring

good results in colleges (Van der Heijden 2004; Rosen and

Sherman 2006; Shin, 2010; Shin and Shin, 2011; Sun et

al. 2011).

Borrowed from psychology, flow theory helps assess

human-computer interactions and addresses people’s use of

the internet. Flow, as defined by Csikszentimanlyi (1997,

p36), is the “holistic sensation that people feel when they

act with total involvement.” It implies absorption in a

task, such that the person is completely attracted by the

artefact and the task being performed. Websites, email

tools, and the computer itself are all artefacts; the tasks

refer to an assignment performed using these tools

(Firineran and Zhang, 2003). Thus Facebook is an artefact,

and people using this network engage in tasks that prompt

their flow on the platform. Novak et al (1998) also provide

an extensive review of the definition of flow as experienced

by people immersed in a task. Described as total

concentration and deep involvement in the tasks, these

activities result in intrinsic enjoyment, combined with keen

curiosity and pleasure that encourages repetition of the

activity, but also the loss of time and an inability to

control usage or halt the activity.

Distraction Effect

Although the use of social networking platform is subject to

persuasive attitude of the social website and the attitudes

of users toward social networking in general (Fogg and

Iizawa, 2008), online behaviours also reflect personality

traits, values, and cultures (Hofsted, 1984). The way people

use online social networks especially in terms of their

behavioural patterns and attitudes toward information

sharing and privacy is a direct result of and reflection on

their cultural backgrounds (Kiesler, 1997).

Social Skills Process

Intellectual capabilities to manage time and process

information also should affect their capacity to benefit

from online activities and restrict their efficiency on any

tasks performed in parallel. Facebook users usually

interrupt their work to visit Facebook profiles, because of

the short-term capacity needed for the working memory

process. Unemployed people might go online to look for job

opportunities and end up interacting on social platforms,

ultimately spending much more on them than expected. This

split attention paid to multiple tasks causes’ distraction.

The use of online social networks also varies across

countries because cultures induce diverse influences on

their members. Absorption in the social networking activity

entails extended immersion in these websites, enjoyment

while interacting, aid curiosity, but people are also

temporally disassociated from their main tasks; whether

online or offline, and lose control over the main activity

in favour of chatting or checking new updates. Consequently,

this research will assess the influence of Facebook hedonic

usage on academic performance.

Improving oral communication skills helps those learners

speak un hesitated, order speeches in a specific manner,

hold perfect control over what they say especially relating

to meaning perfection, ideas blindness and mastering the art

of speech with its contents such as tuning and versatile

voices, press what needed to be pressed and pay attention to

exclamations and interrogative parentheses. Considering

listeners, they should identify and harmonize

with them in speed, slowness, summarization, redundancy and

equality. In the same token, having the ability to use

convenient pauses, bodily expressive movements and helping

aids, attracting and affecting the listener leaving no

chance for him to be bored. Thus, this can be done through

good data show, outstanding performance, self-confidence and

convince in what they say (Al-Naqa, 2003). Hamdi (2011)

mentioned that English language entails four skills;

listening, speaking, reading and writing. Continuously,

pronouncing words is essentially the origin of two

substantial aspects in the English language; sub skills of

speaking and listening are essentially the main bases for

many skills. In the same manner, AlOmari (2011) depicted

that others think that mastering English language is focused

on its morphology and grammar without realizing its sounds

properly, but the truth is that mastery and proficiency in

language cannot be achieved when mastering sounds of

language only but it could be accomplished via enhancing

oral communication skills because humans communicate orally

more than in writing scripts. Continuously, Taema (1999)

referred that oral communication skills, are an end but

other skills such as listening, reading, speaking and

writing are means that assist learners practicing and

expressing the final form of linguistic proficiency. In the

same context, Younis (2001) depicted that linguistic aspects

are commonly used among other linguistic skills, but oral

communication aspects represent 90% of oral communication as

learners need to express ideas, emotions and even attitudes.

Reversely, reasons for significance of oral communication

skills are stuck to complexity of modern communicative

technologies as they depend on oral interaction such as

discussions and debates. So, linguistic expressions are

attained to be essential domains not only in enhancing

linguistic skills but also in the process of theoretical

development in social contexts and areas (Zang & Alex,

1995). As for the significance of oral communication skills,

they face many various problems that hinder learners from

mastering them; continuously these reasons tend to subject

choice, non-appropriate use of modern teaching method, too

little stated time in teaching them, non-stated bases of

assessment, and colloquial usage during

teaching and weakness of linguistic outcome. So, the

researcher may propose the following question; how can

English language learners who speak other languages master

oral communication skills? In the same point, many English

and foreign studies have such as Abdel-Hamid (2002) and

Abualhajaj (2007) assured that oral communication skills

need more attention in various stages. The emergence of

social media has created a new avenue for facilitating daily

information and communication needs. As technology grows and

expands our range of communication, social media is becoming

a vital tool for daily social interaction. It creates

opportunity for people to interact with each other in a way

that is both helpful and essential to socially motivate

people. The rapid fire quick communication style that

captivates the millennial and other generation has shifted

our conversations from ‘face-to-face’ instances to ‘through

–the-screen’ ones.

Social skills, also known as interpersonal or soft skills,

are used to communicate with others. There are several types

of communication we use on a daily basis including verbal,

nonverbal, written and visual. Verbal skills involve the

spoken language, while nonverbal communication includes body

language, facial expressions and eye contact. Any time you

interact with another person, you’re using social skills in

some way. Strong social skills can help you build and

maintain successful relationships both professionally and

personally.

Social skills are important because they help you build,

maintain and grow relationships with colleagues, clients and

new contacts alike. They are important to maintain and

improve no matter your position, industry or experience

level.

Influences of Facebook Usage

Given the high-volume usage of SNS, an obvious and popular

concern among faculty, administrators, and parents is the

widespread notion that students spend far too much time on

nonacademic activities related to the Internet and social

media. Countless articles in popular newspapers,

periodicals, and blogs have raised these very same concerns

(Bart, 2009; Ingram, 2011; Ojalvo, 2011; Schulten, 2009).

The most salient concern among scholars, educators, and the

public however is related to the effects of social

networking sites such as Facebook on the time dedicated to

studying and offline activities.

 Hence, Facebook usage has been associated with both

positive and negative influences to different aspects of

people’s lives, including positive influences, such as

improving relationships between friends and family and

negative influences such as low academic performance;

health, personal relationships problems; and social

problems. These are discussed below.

Facebook is currently the largest online social network

in the world and plays an active role in connecting people

from distinct geographical regions and with diverse cultural

backgrounds. According to the statistics released on its

official website, its monthly active users currently

exceed 1.79 billion and daily active users

passed 1.18 billion as of September 2016 (Facebook, 2017).

As Facebook use continues to be an integral part of people’s

everyday life, enriching our understanding of the influence

of Facebooking on its users will better inform researchers

and the lay public alike about the psychological influence

of using Facebook.

Facebook research to date has mainly examined five

topics: descriptions of Facebook users, motivations for

using Facebook, identity presentation, the effects of

Facebook use on social interaction, and privacy

concerns/information disclosure (Wilson et al., 2012).

Psychological theories such as the dual factor model have

been proposed to explain the primary drivers of Facebook

use: belongingness and self-presentation (Nadkarni and

Hofmann, 2012). Interestingly, current empirical evidence

has yielded mixed and even contradictory results pertaining

to its influence and implications for users’ social

relationships and psychological well-being. On the one hand,

studies have identified certain benefits and advantages of

intensive Facebooking. For instance, intensity of Facebook

use is positively linked to students’ life satisfaction,

social trust, civic engagement, and political participation

(Valenzuela et al., 2009), associated with three types of

social capital: bonding (tightly knit, emotionally close

relationships), bridging (broader identities and generalized

reciprocity), and maintenance (connection to a previously

inhabited community) (Ellison et al., 2007), and strongly

predicts bridging social capital using longitudinal data

(Steinfield et al., 2008). Furthermore, updating one’s

Facebook status has been found to reduce loneliness by

increasing users’ daily social connectedness (große Deters

and Mehl, 2012). Smile intensity in Facebook photos predicts

changes in life satisfaction over time (3.5 years later)

(Seder and Oishi, 2012). Thus, studies seem to indicate that

Facebooking can provide social psychological benefits for

users’ social relationships and psychological well-being.

One the other hand, studies also reveal potential

downsides of Facebook usage. For instance, the number of

Facebook friends is negatively linked to self-esteem and

academic adjustment in college (Kalpidou et al., 2011),

positively related to romantic jealousy and relationship

dissatisfaction (Elphinston and Noller, 2011), and greater

Facebook use predicts declines in cognitive and affective

well-being over time (Kross et al., 2013). Moreover,

frequent Facebook interactions have also been found to be

associated with greater stress directly and indirectly via a

two-step pathway comprising of increased communication

overload and reduced self-esteem (Chen and Lee, 2013).

Additionally, “Facebook envy” may occur especially when

people tend to share their most positive experiences to

construct an appealing online persona. Indeed, evidence

reveals that Facebook envy mediates the relation between

Facebook surveillance and depression (Tandoc et al., 2015)

and may pose a hidden threat to users’ life satisfaction

(Krasnova et al., 2013). Even more puzzling, Facebook use is

found to be simultaneously positively associated with both

relatedness-need satisfaction and relatedness-need

dissatisfaction (Sheldon et al., 2011). Overall, prior

research suggests a paradoxical effect such that intensive

Facebooking can be both helpful and harmful to users’ social

engagements and psychological well-being.

In a similar vein, literature in Internet Psychology

has highlighted an analogous phenomenon termed the “Internet

Paradox” (Kraut et al., 1998). Internet use has been

associated with increased levels of loneliness, depression,

and decreased social support which may reduce social

involvement and psychological well-being (Kraut et

al., 2002). Other studies, however, have linked Internet use

to decreased loneliness and depression along with increased

perceived social support and self-esteem (Shaw and

Gant, 2002). Borrowing from the “Internet Paradox,” we coin

the term “Facebook Paradox” to describe the inconsistent and

sometimes contradictory influence of Facebooking on users’

social relationships and psychological well-being.

Several hypotheses have been proposed to explain the

interplay between online and offline relationships. Previous

research suggests that online relationships are much weaker

than offline ones (Vitak, 2008) and are also perceived as

less close and less supportive (Mesch and Talmud, 2006).

Psychologists contend that the growth of online connections

may occur at the expense of offline relationships (i.e., the

displacement hypothesis) (Kraut et al., 1998).

Alternatively, the social enhancement hypothesis posits that

people who are more extroverted and with high self-esteem

reap the benefits from Facebooking by augmenting their

offline popularity. Additionally, the social compensation

hypothesis asserts that people who are more introverted and

with low self-esteem compensate for their offline inadequacy

by controlling social interactions on Facebook (Zywica and

Danowski, 2008). Although current findings are mixed and

inconclusive with respect to the relations between online

and offline social contexts, distinguishing between online

and offline social relationships may help unpack the complex

relations interplay between Facebooking and psychological

well-being.

Personality and Facebook Use

Personality characteristics can influence the way an

individual behaves on the Internet. A growing body of

literature has documented the relationships between

personality traits and Internet use. For instance, according

to the Oxford Handbook of Internet Psychology, some

personality traits associated with Internet use include need

for closure, need for cognition, locus of control, sensation

seeking, risk taking, and the big five personality traits

(Joinson, 2007). Moreover, research suggests that

extraverted and unconscientious individuals engage in higher

levels of social networking use (Wilson et al., 2010).

Extraversion and neuroticism are linked to different

preferences for Internet use such as information, leisure,

or social services (Hamburger and Ben-Artzi, 2000). Finally,

people high in neuroticism engage in more self-disclosing

(actual, hidden, and ideal selves) and self-presentational

behaviors (Seidman, 2013).

With regard to Facebook, prior research suggests that

compared to non-Facebook users, Facebook users tend to be

more extraverted and narcissistic but less conscientious and

less socially lonely (Ryan and Xenos, 2011). Moreover,

individuals with low self-esteem are more likely to actively

engage in social compensatory friending (Lee et al., 2012)

and feel safer disclosing themselves on Facebook, even

though no direct social benefits are reaped (e.g., being

more liked by their Facebook friends) (Forest and

Wood, 2012). Additionally, people who have a preference for

Facebook over Twitter see themselves as higher in

sociability, extraversion, and neuroticism but lower in need

for closure (Hughes et al., 2012). Other research findings

indicate that the relationships between Facebook usage and

personality traits are mixed and inconclusive (Gilbert and

Barton, 2013). Thereby, more nuanced investigations are

needed to further unpack the puzzling relationships between

Facebooking and personality characteristics.

Taken together, this research attempts to reconcile the

reported inconsistencies and contradictions of prior

findings by distinguishing context-specific social

relationship satisfactions (i.e., online and offline). To

our knowledge, research has not yet examined the

interrelations among these psychological constructs

simultaneously. Structural equation modeling is a useful

statistical technique to decompose complex interrelations.

Therefore, path analyses were performed to test possible

pathways among measured variables.

Social networking helps us communicate and understand each

other better. But, we cannot seem a way to separate our

screens and our eyes. When enjoying real human interaction,

like lunch with a friend, we would rather be texting another

far away. We have lost touch in what really connects all of

us together amidst the divides. We have lost touch with what

social media is really for. Facebook is a venue for the

users to communicate and connect with others, access

information, share contents and experience cheap

entertainment. However, as being stated, this do not neglect

the fact of its side effects especially on students who have

been addicted to the social media platform.

Chapter 3

Research Design and Methodology

This chapter is divided into (3) parts: (1) Purpose of

the Study and Research Design, (2) Methods and (3) Data

Analysis Procedure.

Part One (1), Purpose of the Study and Research Design,

restates the main problem and discusses the research design

Part Two (2), Methods, describes the participants, the

research instrument and the procedure employed in the

conduct of the study

 Part Three (3), Data Analysis Procedure, discusses the

descriptive and differential procedures use in the analysis

of data.

Purpose of the Study and Research Design

The main purpose of this study is to find out the

influence of Facebook to the social skills to senior high

school student on their academic performance. In this study,

the researchers plan to use open ended questions in the

interview questionnaire. The sample population is made up of

senior high school students. Before the researchers conduct

the study, the researchers proceeded to the Office of School

Principal to get the permit to conduct the study. The

researchers identified the respondents to be selective

purposive sampling. The researchers will give the

respondents the best treatment to make sure that the

respondents will not feel disappointed towards the

researchers.

Qualitative type of research will be used in this

study. The Qualitative Research is defined as a market

research method that focuses on obtaining data, through open

ended and conversational method. This method is not only

about “what” people think but also “why” they think so.
(https://www.google.com/amp/s/www.questionpro.com/blog/quali

tative-research-methods/amp/?espv=1)

Qualitative Research is primarily exploratory

research. It is used to gain understanding of underlying

reasons, opinions, and motivations. It provides insights

into to the problem or helps to develop ideas or hypotheses

for potential quantitative research. Qualitative Research is

also used to uncover deeper in to the problem.

(https://www.snapservice.com/blog/qualitative-versus-

quantitative-research/)

Qualitative Research is designed to reveal the meaning

that informs the action or outcomes that are typically

measured by quantitative research. So qualitative

researchers investigate meanings interpretations, symbols,

and the processes and relations of social life.

(https://www.thoughtco.com/qualitative-research-methods-

3026555)

Qualitative Data Collection Methods vary using

unstructured or semi-structured techniques. Some common

methods include focused groups (group discussions),

individual interviews, and participation/observations. The

sample is typically small, and respondents are selected to

fulfill a given quota.

https://www.snapservice.com/blog/qualitative-versus-

quantitative-research/)

Methods

Participants

The respondents of this study are the Senior high

school students ofFilamer Christian University for the

school year 2019-2020. They are purposively selected by the

list of students provided by the advisers of every section

of Senior high school of Filamer Christian University. They

will asked what will be the influence of Facebook to the

social skills on their academic performance.

Data Gathering Instrument

A researcher will make a guide questionnaire to gather

informations.

Guide Questionnaire. The instrument of this study will

be initially made with ten (10) questions not answerable by

yes or no.
 Data Gathering Procedure

Prior to the conduct of the study, the researcher will

ask permission of the Secondary Principal to conduct this

study and to utilize the Filamer Christian University senior

high school students to be the respondents of this study.

The researchers administered an interview using the guide

questionnaire to all the respondents chosen in the purposive

sampling.

Data Analysis Procedure

The researchers will conduct a questionnaires that the

researchers prepared beforehand.

Encoding and analyzing the data to compile from the

different perspective and point of view of the respondents

in order to assess the data needed.

Using the gathered data, the researchers will interpret

and organize the over-all data gathered from the respondents

in order to come up with an answer needed in the research

study made by the researchers

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