Chapter 1

The Problem

Background of the Study

The evolution of social media has cut across all

facets of society with its positive and negative

impacts. Social media has transformed and impacted on

communication, learning, research and education in

general.

The increased use of social media has become an

international phenomenon in the past several years. What

started out as a hobby for some literate people has

become a social norm and way of life for people from all

over the world. Teenagers and young adults have

especially embraced these sites as a way to connect with

their peers, share information, reinvent their

personalities, and showcase their social lives

(Boyd,2007).

Teenagers now use the social media for the majority

of their daily activities and information gathering, as

opposed to older generations who used resources like the

television or newspaper (Lewis,2008).Use of technology

such as internet is one of the most important factors

that can influence educational performance of students

positively or adversely (Tuckman, 1975). Shah et

al.(2001) stated that users are affected by the internet

and impact is determined by the type of internet usage.

They are positively affected by the information use of

internet while having drastic impact of recreational use

of internet on them. Oskouei (2010) proposed that

internet is advantageous to both students and teachers

if used as a tool of knowledge creation and

dissemination.

The Internet revolution changed the information

world with regard to sharing, speed, storage and

retrieval of information in whatever form regardless of

the person’s location. Through the Internet a number of

web technologies emerged, and one technology that is

making waves with regard to information sharing and

communication are the social media networks. Among the

vast variety of online tools which are available for

communication, social networking sites (SNS) have become

the most modern and attractive tools for connecting

people throughout the world (Aghazamani, 2010).

Davis et al (2012), refer to social media

technology (SMT) as “web-based and mobile applications

2
that allow individuals and organizations to create,

engage, and share new user generated or existing

content, in digital environments through multi-way

communication”.

Through this platform, individuals and

organizations create profiles, share and exchange

information on various activities and interests. An

interesting aspect of social media is that, it is not

limited to desktop or laptop computers but could be

accessed through mobile applications and smart phones

making it very accessible and easy to use. Examples of

these social media platforms both on the web and mobile

application include Facebook, Twitter, YouTube,

Whatsapp, Instagram, blogs etc.

According to Ito et al. (2009), teens use these

technologies for a number of positive activities, which

include delving deeper into interest-driven communities

and participating in various activities. Ahn (2011) adds

that “Social Network Sites (SNS) provide a platform for

the youth to participate in communities that help them

to learn, and practice skills within a particular

knowledge area”. Similarly, a study by Fishman et al

(2005), also indicated that students produce tremendous

3
volume of writing through various social media tools

such as blogs, emails and other social media

environments.

Conversely, Banquil et al. (2009), found a

continuing drop of grades among students who use social

networking sites. This was supported by Kirschner and

Karpinski (2010), who found a significant negative

relationship between Facebook use and academic

performance. They concluded that students who use

Facebook spend fewer hours per week studying on an

average than Facebook non users and this resulted in

lower mean grade point averages (GPAs). Junco (2012),

examined the relationship among numerous measures of

frequency of Facebook use with time spent preparing for

class and overall GPAs. Hierarchical linear regression

analysis from the study by Junco (2012), indicates that

time spent on Facebook was strongly and significantly

negatively correlated with overall GPA.

The Impact of “Social Speak” on the Written

Wordemail, SMS and social media communications tools

have made irreversible impacts on the way we write, but

that is not to say we should write in that “social”

manner.

4
 The social web has changed the written word in a

couple of key ways: Writing is more concise, Use of

different spelling and abbreviations.

Eliminating the complex typeface of script from

lesson plans makes kids poorer readers. Now a growing

body of research is investigating how text messages

affect children’s ability to spell and use correct

grammar. Most recently, a study from the University of

Tasmania found that many of the common “violations” of

standard written English, such as using “gonna” in place

of “going to” or several exclamation points at a time,

may not hurt these formal abilities all that much.

Social media is definitely changing the way people

communicate, but in many ways it is for the better as

they expand their social circles and explore new

horizons through online connections and adapt to

changes. One of the things that make it exciting and

vigorous is the way things are changing to make it more

useful (Ackermann,1996).

It was predicted that in 1984, many home will have

computers which will be used for entertainment,

education, for the retrieval of facts and for household

management. There is significant disagreement whether

5
some of these changes are for good and for evil.(Parsons

& Oja,2012)

In a world of networks, it helps instructors and

students work synchronously to understand and apply

technology in their personal and professional lives. It

is an engaging platform that supports diverse teaching

and learning styles in today’s classrooms. Teachers and

students can communicate more often, more easily and

more effectively than before. Teachers can monitor

progress and check comprehension and students can hone

in on expectations and make sure they master

competencies.

Statement of the Problem

The study aimed to assess the use of social media

by the Junior high school students of Kamora National

High School, Kabayan, Benguet.

Specifically, it sought answers to the following:

1. What are the common social media applications

used by the student as an aid in their academic and

social activities?

2. What is the extent of the effects of social

media used as an aid to the academic and social

activities of students as perceived by them?

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 2.1. Are there differences on the perceptions

of students in the extent of effects of social media

used as an aid to the academic and social activities of

students when grouped according to duration of use?

3. What are the problems encountered by students in

the use of social media?

Hypotheses of the Study

There is a significant difference on the

perceptions of students in the extent of effects of

social media used as an aid to the academic and social

activities of students when grouped according to

duration of use.

Importance of the Study

The results of this study will be beneficial to the

following:

The secondary school curriculum planners, that they

may give emphasis on the effects of social media on

academic needs;

The secondary school administrators, so they may

determine how social media can be used as a platform for

educational learning,

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 The teachers, so they may consistently work towards

the improvement of their skills in imperious electronic

teaching.

The secondary students, so they may better benefit

from the positive effects of participating in social

media and create awareness about the responsible use of

social network,

The researcher, as an educator, that she may be

able to assist other teachers in addressing issues

encountered as influence of using social media,

The future researchers, who may opt to conduct

similar researches, are also beneficiaries of this

study.

Scope and Delimitation of the Study

This study was conducted in Kamora National High

School,Kabayan, Benguet during the school year 2016-

2017.

It focused on determining the common social media

applications used by students as an aid in their

academic and social activities; the extent of the

effects of social media and degree of seriousness of

8
problems encountered by students in the use of social

media.

The respondents of the study were limited to One

hundred (100) students who have internet connections are

students of Kamora National High School, Kabayan,

Benguet.

Theoretical/Conceptual Framework

The study is anchored form Bandura’s Social

Learning Theory (SLT) and Katz’s Use and Gratification

theory. The SLT has three elements, including individual

learners, peers, and situations, potentially affect

individuals’ learning outcomes (Bandura, 1997). Ainin et

al (2015), states that the Social Learning theory

“basically explains how the environmental and cognitive

components collaborate to affect an individual learning

and behaviour pattern”. “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).

In relation to the SLT as stated by Bandura (1997),

the uses of the social networks (by the individual or

student) with friends (peers) on various social network

9
platforms (situations) affect his or her academic

performance (learning outcomes). This is supported by

Ainin et al (2015), who “emphasized that individuals'

cognition and behavior are influenced through

observation and interacting with peers and the

situations (e.g., learning the environmental norms,

cultures, policies). It is the individuals' interaction

with the environment that causes their behavioral

consequences”. “Therefore, individual interaction with

peers, social support from peers and their understanding

of situations are important factors which affect

individual learning outcome”

Social Network Sites According to Boyd & Ellison

(2007), are 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”. Helou and Rahim (2010), also defined

online social networks (OSNs) “as virtual communities

which allow people to connect and interact with each

other on a particular subject or to just ‘‘hang out”

together online. Social media sites around the globe

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provide users with a number of options to interact with

each other through entertainment, chats, gossips, and

games”. Through these social network platforms students

are able to meet to interact with each other on various

topics and interests.

Popular social network platforms on mobile and web

applications include Facebook, Twitter, YouTube,

Whatsapp, Instagram, snap chat, Google Plus etc. These

platforms have specific roles, functions and modes of

communication although their functions are mostly

related. This relates to the definition by Kaplan and

Haenlein (2010), who defined Social media as “a group of

Internet-based applications that build on the

ideological and technological foundations of Web and

that allow the creation and exchange of user-generated

content”. Ayiah and Kumah(2011), summed up the

definition of social network as a web platform where

people from different settings can connect and interact

with each other. Social networks have become an integral

part of student social life (Tavares, 2013). These

networks have become important as they serve as

platforms for users to interact and relate with their

peers. Social networks are now been seen as learning

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platforms or communities that could be utilized to

enhance student engagement and performance.

A study by Tiene (2000), showed 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. In support of Tiene’s (2000) findings,

Deng and Tavares (2013) also concluded that “Web-based

discussions can contribute to the development of

students’ reflective ability and critical thinking

skills. Also, compared to face-to-face (F2F)

interaction, students are more willing to voice their

views or even disagreement and are more attuned to

others’ opinions in online discussions”. According to

Apeanti and Danso (2014), students believed that it

would be fun for their lecturers to use social media.

Also, their grades would be better if they could contact

lecturers through social media and lecturers should hold

lecture hours on social media. A number of researchers

have outlined a number of student benefits in relation

to education as a result of social network

participation. Yunus et al. (2012), indicates that

students gained more vocabulary and improved their

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writing skills as a result of their participation on

social networks such as Facebook and Twitter.

According to Salvation and Adzharuddin (2014),

students are able to formulate group discussions to

exchange ideas and communicate to their teachers as well

as appeal to their friends about assignments on SNSs.

They indicated that teachers share course related

materials with their students and create student groups

to collaborate on projects and communicate with their

fellow lecturers from other schools through SNSs, thus

facilitating teaching and learning process and the

enhancement of academic performance. Richard

Mayer(1998),findings that the reason for exploring media

is its ability to broaden traditional academic

discourse, reach into different learning modalities, and

thus, offer success to a wider swath of students,

particularly those with divergent learning.

Dr.Tallal,(1998) believe invention has succeeded in

reshaping the brains language areas, making powerful

media an ally in treating handicaps and behavioral

difficulties.

A study conducted by Roberts and Foehr (2008),

Studies about student extracurricular activity, rather

13
suggested that new media, such as Facebook, Twitter etc.

replace or enhance other leisure activities, but do not

take away time from the youth. In other words, they were

of the view that the time spent by students on social

network sites is the same time that normally use for

extracurricular activities and therefore do not take

away their productive time for studies. Negussie and

Ketema (2014), also indicated that there is no

significant relationship between times spent on social

networks such as Facebook with students’ grade point

average (GPA). This was also consistent with a study by

Ahmed and Qazi (2011).They discovered that there no much

difference between times spent on social media networks

and students’ academic performance.

Conversely, a number of researchers and studies

have also found a negative impact that social network

participation has on students’ academic performance. In

the study of Kirschner and Karpinski (2010), they found

a “significant negative relationship between Facebook

use and academic performance. Facebook users reported

lower mean GPAs and also reported spending fewer hours

per week studying on average than Facebook nonusers. A

majority of students claimed to use Facebook accounts at

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least once a day”. Malaney (2005), found that grades

suffer as a result of too much time spent on the

Internet as well as on social media networks.

As stated by Ndaku (2013), students spend a lot of

time on social networking sites than in their academic

activities and this affects their academic performance.

These included a high addiction rate among students

which affects their time of study, the wrong usage of

grammar and spelling in social media discourse as well

as distracting students from their studies. In the study

conducted by Horton, Alloway, and Dawson (2012), it

revealed that the use of Facebook had an effect on the

spelling of some of the students. Wood et al (2014), in

another study also noted that the use of texting

language harms the grammatical understanding of

students. Sven Birkerts(1998) warns that increasing

multimedia experiences at the expense of written texts

risks “language erosion”, decline of analytical and

logical thought, “flattening of historical perspective,”

and “ the warning of the private self. Richard

E.Mayer,(1998) found out that advances have not been

matched by corresponding advances in understanding how

people learn. Matsuoka (1998), believes in the 80/20

15
rule that is, 80% of the content and communication takes

place face to face and 20% can be online.

The research of Karpinski (2009) found that SNSs

specifically Facebook usage is negatively correlated

with Grade Point Averages (GPAs) of its users. She

observed that the GPAs of non-users are relatively

higher than the users of these sites. It means that they

are not aware of the fact that networking habits affects

their academic performance.

The study of Jabr (2011) found that SNSs are making

a tremendous effect nearly in every aspect of life. In

fact, it had shifted as a tool for extending academic

learning and communication. SNSs are web-based

applications that allow individuals to create profile

and share information with friends within the system.

This “SNSs phenomenon” had permeated on the students and

became the latest online avenue for social interactions,

as well as academic interaction.

Every technological innovation has been a center of

research attention and same is the case with the

development and evolution of Social Networking Sites.

Some noted researchers have conducted studies to find

the several impacts of SNSs on their users, and they

16
have arrived at mixed conclusions. For example, the

study of Suhail and Bargees (2006) found that excessive

usage of Social Networking Sites causes many

psychological, physical, interpersonal, and educational

problems to users. A number of studies have also been

conducted to delineate the impact of Social Networking

Sites on young generation and students. Ellison (2007)

As shown in the study of Choney (2010) due to the

increased popularity of SNSs, economists and professors

are questioning whether grades of students are being

affected by how much time is being spent on these sites.

Essentially, the environment and other factors may

affect the way a student views learning and studying.

Truly SNSs are one of the factors that can affect

student’s time, insight, and outlook about learning and

studying. With the prevalence of SNSs, the study of

Karpinski and Kirschner (2010) validated that students’

study time and their academic performance could be

affected. Moreover, the study of Karpinski (2009) shows

that users who spend more time on SNSs like Facebook

spend less time in studying. Hence, school authorities

are one of the primary people who oppose it’s use

particularly in schools, which is the reason why they

17
usually ban it during class hours. The teachers and

administrators are likewise affected because of these

negative implications. Many schools have opted for

strict restrictions on SNSs usage in campuses amid

concerns about safety, privacy and confidentiality, and

lack of knowledge about how best to ensure it’s

appropriate use.

The study of Lewis et al. (2008) found out that the

influence of these SNSs continues to get increasingly

more pervasive, making actual and virtual realities

almost indistinguishable. Students are talking about the

social networking related stuffs almost every single

day; thus it would be a surprise if any student never

got involved with Facebook, Twitter or any other SNSs

nowadays. Moreover, students are paying more attention

towards these social networking activities rather than

utilizing their time to study which will surely affect

their academic performance.

Social networking features are increasingly

integrated into other types of media tools and online

communities. Sonia Livingstone (2008) notes that SNS

invite “convergence among the hitherto separate

activities of email, messaging, website creation,

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diaries, photo albums and music or video uploading and

downloading” (p. 394). For example, YouTube is primarily

a video sharing service, but users can add others as

their friends or subscribe to a member's collection of

videos. Using Boyd and Ellison's (2007) definition,

YouTube can be included as a type of SNS. As researchers

examine the effects of SNS on social behaviors, they

will undoubtedly come across these blurring of

technologies. The proliferation of SNS, both as

standalone communities and integrated into other media

tools, underscores the importance of understanding the

unique effects these sites have on human interaction.

A recent report by the Berkman Center for Internet

& Society observes that while the Internet may

potentially provide access to negative experiences for

children, technology alone is not the causal mechanism

(Berkman Center for Internet & Society, 2008). Factors

such as age influence when and how youth experience

unwanted sexual solicitation or cyberbullying. In

addition, youth characteristics are related to both

those who are victims of online harassment, and those

who bully their peers. The underlying social,

psychological, and emotional characteristics of youth

19
influence whether they engage in negative activity, and

technology provides another avenue. Whether a teenager

uses a particular technology or not will likely prove to

be an inconclusive predictor of self-esteem and well-

being.

Student’s use of social networking continues to

create challenges and these challenges has proved

difficult because of the speed at which new technologies

are being introduced ( Bugeja,2006). Social networks are

studied with an educational context, they are part of a

virtual learning environment. The classroom is shifting

in time and space with e learning . The rampant use of

social networks for learning purposes by students makes

this imperative.

Therefore, when students interact with peers on

social media platforms through observations,

interactions and other activities, these may result in a

behavioral outcome which might affect the academic

performance positively or negatively. People are

responsible for choosing a particular media to meet

their needs. That media in turn compete with other

information sources for viewers' gratification (Katz et

al., 1974). Therefore, the academic performance of

20
students is as a result of the competition between

social media network participation and academic work.

This implies that the amount of time invested

participating on social media could affect the time

allocated for studies by students and this could affect

their learning outcome as a result.

Junco and Cotton (2012) found that engaging in

Facebook use or texting while trying to complete

schoolwork taxes the students’ limited capacity for

cognitive processing and preludes deeper learning. This

occurs because students who attempt to simultaneously

pay attention to both schoolwork and texting/facebook

reduced their capacity to process information, limit

their ability to store information in working memory,

and this creates an information bottleneck the precludes

effective information processing.

Peter and Michael Dimond (2001), most people of

this generation, even those who profess themselves

Christian, are so fallen in morals that even the

debauched people who lived a hundred years ago would be

ashamed of many things people today enjoy. This is

exactly what the devil had planned from the start, to

step by step lowering the standard of morality in the

21
world through the media until, in fact, one cannot

escape to sin mortally by watching it with the intention

of enjoying oneself and direct mind towards worldly

things. The media have such power that it preconditions

peoples mind in such a way that what was shameful

yesterday will be the norm today. For gloating (also

called disability humor) leads to odious sins prevails

in every kind of media where people are beating each

other or laughing at the different calamities or

stupidities that another person will experience. It is

understood that media gives the person a drug-free

experience. The most dangerous effect of media is the

dream state it puts a person into. High levels of

violence make participants aggressive, animated shows

have more brutality that programs broadcast for general

audiences. Researchers also found out that viewers tend

to mimic the negative behavior, showed unwholesome

unrealistic desires or depressions, and injure virtue.

From St. Luke chapter 3 verse 9, every tree therefore

that bringeth not forth good fruit, shall be cut down

and cast into fire. Most media today have unacceptable

pictures which make them extremely unsuitable to view

and read.

22
 According to Zhang Jinlian, many students like to

imitate the actions of movie characters causing trouble

in classroom and at home. But, todays students don’t

want to be instructed, they want innovative cartoons

with characters who are rebellious. Many children now

bulley their parents into bullying them into a toy-a

trick they pick up from movies and even worse she said,

some young boys lustfully gaze at their girl classmates.

Not all media is bad, but almost however, edifying the

soul, mind and body that directs the mind to contemplate

and draw fruit .If a person cannot stand a single day

without visual and audible media, this is clear sign of

addiction to media.

According to former DepEd Secretary, Florencio

Abad, use of internet creates opportunities for people

to empower themselves. Enable educator and students to

fully realize their potential and a valuable tool in

education. The DepEd in the 21st century recognizes the

value in media advances in addressing the challenges our

education system is facing in these exciting times of

the information age. DepEd believes in the crucial role

teachers play in the quality of education learners will

imbibe. The Department’s schools first initiative (SFI)

23
hopes to improve overall system of education tapping

rich reservoir of capability and knowledge. This is to

enhance use of new tools for maximum effect.

The study shall make use of the independent and

dependent variable scheme.

The independent variable are the following; 1)

common social media applications used by the students;

2) effectiveness of social used by the students; 3)

Problems encountered by students using social media.

The paradigm of the study, shown in figure 1

illustrates the coverage and direction of the study.

The independent variables include the identified social

media applications used by the students, the

effectiveness of using social media and the problems

encountered by the students in using social media.

The dependent variables are the common social media

applications used by the students, the extent of

effectiveness of using social media and the common

problems encountered by the students in using social

media.

The moderator variable is the duration of use which

indicated the number of minutes students spend in social

media.

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 Independent Dependent Variable
Variables
1. Identified common
1) Social media social media
applications used by applications used by
students as an aid in the students
their academic and
social activities

2) effectiveness in 2. Extent of
the use of social effectiveness in the
media as an aid in use of social media
academic and social as an aid in academic
activities and social activities

3) Problems 3. Common problems

encountered by encountered by
students in using students in using
Social Media. social media

Figure 1. Paradigm of the Study

Moderator Variables

Duration and use of social media by the students

Figure 1. Paradigm of the Study

25
 Definition of Terms

For purposes of establishing a common frame of

reference, the following terms are hereby defined:

Duration. The length of time spent on social media

in a day.

Facebook. It 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.

Multimedia. is content that uses a combination of

different content forms such as text, audio, images,

animations, video and interactive content. It can be

recorded and played, displayed, interacted with or

accessed by information content processing devices, such

as computerized and electronic devices, but can also be

part of a live performance.

Social Media. The collective of online

communication channels which users can input, interact,

share content and collaborate.

Time Spent. It is the number of hours spent on

social media.

26
 Whatsapp. It is a freeware, cross-platform and end-

to-end encrypted instant messaging application for

smartphones. It uses the Internet to make voice calls,

one to one video calls; send text messages, images, GIF,

videos, documents, user location, audio files, phone

contacts and voice notes.

Use. It refers to connection to social media.

Quippers. It is a free online platform for teachers

and students. Quipper School consists of two parts: link

for teachers, and learn for students.

27
 CHAPTER 2

Design and Methodology

This chapter presents the research design, the

population and locale of the study, data gathering

tools, data gathering procedures used and statistical

treatment of data.

Research Design

The study made use of the descriptive method of

research with the survey questionnaire as the data

gathering tool to assess the use of social media of

students. The descriptive design was utilized since the

study focused on assessing the use of social media by

the students. As discussed by Fraenkel and Wallen

(2006.), in educational research, the most descriptive

methodology is the survey when researchers would

summarize the characteristics(abilities, preferences,

behaviours) of individuals or groups.

The formulation of the questionnaire was based on

the study of Kasthuripriya A/P Nanda Kumar (2014) and

other on-line articles and readings made on the related

studies and literature and from internet sources. From

these, the researcher identified and documented

28
pertinent information that provided the needed data for

the study.

Population and Locale of the Study

The participants in this study were 100 selected

students with internet connections and who are students

of Kamora National High School, Kabayan, Benguet. The

study was conducted during tha school year 2016-2017.

Table 1 shows the population of the study. Total

enumeration was used.

Table 1 Population of the study

Name of Secondary School Number of students
Kamora National High School 100
TOTAL 100

Data Gathering Tool

The study made use of questionnaire to gather the

needed data. The questionnaire has three parts. Part 1

is on the personal profile of the students. Part two is

on the common social media applications used. Part three

is on the effectiveness of using social media as an aid

in academic activities and Part four is on the problems

encountered by students in using social media.

The questionnaire was pre-tested to thirty (30)

students of Adaoay National High School and with

internet connections, who are not the actual subjects of

29
the study. Cronbach’s alpha was used to measure the

internal consistency of the questionnaire. The result of

.76 indicates that the instrument is reliable. That is,

the set of items are closely related as a group. Thus,

the instrument used was considered reliable and valid.

Data Gathering Procedure

Permission was sought from the office of the Public

Schools District Supervisor, Mr. Joseph A. Pacpaco; the

School Principal of Kamora National High School, Mrs.

Merlyn Conchita O. De Guzman; and the School Head of

Adaoay National High School, Mr. Jaime B. Coligman for

the administration of the questionnaire. The researcher

personally administered the questionnaire to the

participants in the secondary school covered by the

study upon approval.

Treatment of Data

The data gathered were tallied, tabulated,

analysed, interpreted and presented using frequency, and

weighted mean and F-test or Analysis of Variance

(ANOVA).

To measure the extent of effectiveness of social

media use by the students, the following scale was used;

30
Numerical Rating Descriptive Rating (Statistical

Limit)

4 Highly Effective 3.25-4.00

3 Moderately Effective 2.50-3.24
2 Slightly Effective 1.75-2.49
1 Not Effective 1.00-1.74

To measure the problems encountered by the students

in using social media, the following scale was used;

Numerical Rating Descriptive Rating Statistical Limit

4 Very Much Serious 3.25-4.00

3 Moderately Serious 2.50-3.24
2 Less Serious 1.75-2.49
1 Not Serious 1.00-1.74

The Analysis of Variance (ANOVA) parametric analysis was

used to test the hypothesis.

31