CHAPTER 1

INTRODUCTION

BACKGROUND OF THE STUDY

YouTube is a website that enables free video sharing and makes it easy to

watch videos online. It is also a public communications site online. The site is free for

all registered users to upload and watch videos online. The uploaded videos can

also be watched by anybody. The videos are anything from beginner videos to more

professional videos including Educational Videos. YouTube being very popular has

become one of the most used website and a large resource for educational content.

The site has millions of videos tagged as educational, many of them uploaded by

teachers, students and researchers (Hicks 2015).

A cited stated the possible uses of YouTube in the educational process,

stating that YouTube videos can be used directly in the classroom as part of the

teaching/learning process. They are usually used to introduce and explain some new

concepts even while teaching by displaying information for the class to see, or at

the end of the lesson to recommends some websites. YouTube videos can

also be used as an educational resource, where the teacher uses the video as

a model for classroom activities and discussions. Universities and Schools are

currently incorporating free video platforms like YouTube into their classrooms

activities. YouTube Sessions are produced either by teachers, content developers or

lecturers themselves, using some learnable software like webcam one can easily

upload educational contents to YouTube. The link is then attached in the course

contents where the students can watch it at their convenient or on demand. These

videos shared can be made public or private (Jones & Cutherll, 2011).

1
 It is very evident in today’s setting that teaching and learning has become

more accessible through the use of technology. It is a must for teachers in the 21st

century to use modern technology in the classroom. Exposure to ICT (Information

and Communication Technology) leads the teacher to achieve pedagogical

knowledge to be imparted to all the learners. Nowadays, ICT-based teacher can

easily improve the quality education forit really enhance the learning development of

every learner. Apparently, teaching classical subjects such as Araling Panlipunan

has led to an understanding that history and social issues is boring for pupils. This

has led to the actions which requires the teacher to integrate ICT in their class

discussion (Sun.Star Pampanga, 2017).

According to Insorio and Macandog (2022), video lessons assist students in

comprehending ideas when used in conjunction with module lessons. Students

appreciated watching YouTube videos because they could observe the teacher

demonstrate the subject. Students frequently requested their teacher provide videos

with more examples and explanations in a strong and clear voice. Incorporating

YouTube Videos into the learning environment can expand students' creative

freedom and encourage them to work harder and engage more. Teachers integrate

YouTube videos into their classrooms to engage students and support their

educational development. Thus, YouTube is shaping and influencing how students

learn and interact today.

This study aims to examine the use of YouTube on the academic

performance of students. The researchers wanted to find out findings of this study

will provide valuable insights into the effects of social media on students' educational

outcomes and suggest recommendations for responsible social media usage.

2
STATEMENT OF THE PROBLEM

The main purpose of this study is to determine the “The Use of Social Media

to the Academic Performance of Grade – 10 students of Cantuhaon National High

School.

This aim the following questions:

1. What is the level of frequency in using YouTube of the students?

2. What is the level of academic performance of the students?

3. Is there a significant relationship...?

SIGNIFICANCE OF THE STUDY

Understanding the relationship between YouTube and academic performance

is crucial for various stakeholders, including students, parents, educators, and the

future researchers, the findings of this study will have several implications:

Students: The results will help students become more aware of the potential

consequences of excessive social media use on their academic achievements and

make informed decisions about their online activities.

Parents: This will help them gain insights into the effect of the social media use on

their children’s academic performance and can provided guidance and support in

promoting responsible social media usage.

Teacher: Many of our teachers are worried to their students when they often uses

social media. Therefore, this study will help those implementing plans and to

understand why students engage in those kinds of activities and with this, they can

give advice strategies to mitigate any negative effects and enhance student’s

academic engagement.

3
Future Researcher: It will be important material for future research in that it will

provide results on issues that might affect home economic pupils. Future

researchers can use it as a reference.

DEFINITION OF TERMS

The terms below will help the readers to understand the unfamiliar words in

the study.

YouTube. Refers to online platforms and applications that enable user to create and

share content, interact with others, and participate in virtual communities.

Academic Performance. Refers to the GWA of students in their educational during

the third grading period.

SCOPE AND DELIMITATION

The main objective of this study focuses on the effects of social media use on

the academic performance of Grade 10 Students at Cantuhaon National High

School.

4
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the Conceptual Literature and Related Literature.

CONCEPTUAL LITERATURE

Technology facilitating and providing educational services have gained much

attention during the past few years (Kaya et al., 2021). Existing literature also

witnessed that the relevant technology has improved teaching, and learning

practices as social networks' importance is fully acknowledged at every level (Djerf-

Pierre et al., 2019).

In this regard, the YouTube social network is a platform with a lot of

interaction capacity that has a great variety of audio-visual content that could be

categorized if desired; for example, there are users interested in being entertained,

informed, and also trained (Geyser, 2021). The importance of visual learning lies in

the implementation of tools that develop thinking skills. These visual learning

techniques (charting, organizing ideas, and presenting information) help students

improve critical thinking and process, organize, and prioritize new information (Ali,

2020).

During the last decade, technological advances have changed the learning

environment inside and outside the classroom. The blackboard and the textbook are

no longer the main mediation tools between teachers and students (Alhammad et al.,

2021). One factor that has contributed to this fundamental change is access to the

Internet through different electronic devices such as computers, tablets, and

5
smartphones since this medium allows people to have more and better access to

textual and audio-visual information and save time and money by not having to travel

to specific places of study or having to buy high-cost texts. Current generations

adapt quickly and in a natural way to technological advances in all fields, including

the educational field (Habes et al., 2020).

Many schools have started to use these sites to promote education, keep

students up to date with assignments, and offer help to those in need (Boyd, 2007).

Social media platforms, including YouTube, become an alternative way to reach

higher education. When these are considered, YouTube becomes an attractive

platform for learning and studying. Also, it plays a role in encouraging lifelong

learning and meeting on-demand learning needs of persons (Gilroy, 2010).

Smart phones are a new concern to the academic world when it comes to

social networking. A smart phone is a cell phone that "allows users to choose the

applications they want to install" while acting as a communication and computing

device (tech-faq.com). According to the study, the use of YouTube videos in learning

has shown to have a positive impact on students learning. The study showed that

the majority of learning that has made use of YouTube demonstrated high access to

the material, a more successful learning, and increased motivation of students to

learn even further by searching more relevant videos in the class or after class

discussion (Balcikanli, 2011).

6
RELATED LITERATURE

There is an unending search of looking for effective ways on how to level up

the performance of the students in the classroom. Since, nowadays, most of the

students are engaged in technology there is no reason of why teachers should not

use technology in the classroom. After all, employing technology in the classroom is

the best way in getting the learners’ interest and in reaching them out even when

they are out of the school. Taking into account the importance of using video and

visual objects for teaching, some universities utilize YouTube as a complementary

teaching tool. This work analyses students’ perspectives on the usage of YouTube

for learning, their corresponding usage patterns, and associated factors prompting

them to use YouTube (Moghavvemi, 2018).

Educational and informational equipment and materials have evolved. In the

present information era, students are more motivated and technologically focused

than ever. Social media is becoming a familiar learning resource, and university

graduates use it for their classes, assignments, and projects. It has to utilize to

interact and cooperate with the broader population. Once more, one of the most

effective forms of social media in the university environment is video-sharing

websites. Among these, YouTube is one of the utmost widespread video-sharing

websites. Over 1.9 billion people utilize the free video website YouTube, which has

over 100 million videos and users from over 100 nations. Over two billion individuals

watch YT monthly, watching over a billion hours of video. YouTube and other social

media are frequently used as educational material sources and effective learning

and self-training tools, especially among students.

7
 YouTube has many vidoes about case teaching for the online courses. The

evaluations of the videos by 48 students progressed in achieving “skills in working

with other as a member of a team” and “expressing myself orally or in writing”,

majority of them made “exceptional progress” (Greena, 2018). A noteworthy number

of learners

depend on “YouTube” for finding the solution to their problems and questions related

to study (Moghavvemi, 2018).

Technology has also assisted the domain of education for the creation of

educational messages and their dissemination through internet for self-driven

learning purposes (Chintalapati, 2017). There are different Web 2.0 tools to be used

for learning. LibGuides and/or YouTube provide instructions to users in academic

libraries (Kenton, 2016). YouTube videos engage more students, provide better

understanding and satisfaction for student’s sensitivity of learning ability (Buzzetto,

2015).Iftikhar, Riaz & Yousef 128 Videos and “podcasts” are significant

considerations after the advent oftechnology as it has converted the tutorials into

“short videos” (Dalal, 2014).

8
 CHAPTER III

METHODOLOGY

This chapter represents the discussion of the research design, research

environment, research respondents, research instruments, and the data gathering

procedure.

RESEARCH DESIGN

The research design adopted for the study was a descriptive correlational

design. This design is considered apt because it enables the researcher to generate

data through the standardized collection procedures based on highly structured

research instrument(s) and well-defined study concepts and related variables.

RESEARCH ENVIRONMENT

The study will be conducted at the Cantuhaon National High School (CNHS).

Located at Sitio Simangan Brgy. Cantuhaon Palompon, Leyte. With the total

population of over six hundred plus

RESEARCH RESPONDENTS

The research respondent of this study was selected are the Grade 10

students over a population of more than hundreds of students, consisting between a

range of a number of female or male. This School Year 2022-2023.

RESEARCH INTRUMENT

In this research, an anonymous questionnaire was administered to collect

data which is used evaluate the students effect of social media use to the academic

9
performance. The designed questionnaire was submitted to the teacher for vetting,

correction and approval before distributing it to the respondents. The questionnaire

consisted of questions that elicited responses from the respondents with response

options: Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D) and Strongly

Disagree (SD).

Data Gathering Procedure

The data gathering procedure will consist of the following steps:

Step 1: Preparation

- Prepare the questionnaires and necessary materials in advance for data collection.

Step 2: Obtaining Approvals

- Seek necessary approvals to conduct the study on the effects of social media use

on academic performance.

- Obtain written consent from the participants' parents or guardians, clearly

explaining the study's purpose and voluntary participation.

Step 3: Communication and Instructions

- Explain the study's purpose to the participants, emphasizing the importance of their

participation and assuring confidentiality.

- Provide clear instructions on how to complete the questionnaire accurately.

Step 4: Distribution of Questionnaires

- Bring the questionnaires and necessary materials to the designated locations.

- Distribute the questionnaires to the participants, ensuring each participant receives

a copy.

Step 5: Clarifications and Monitoring

- Be available to address any questions or concerns from the participants.

10
- Monitor the participants' progress to ensure accurate completion of the

questionnaires.

Step 6: Collection of Completed Questionnaires

- Collect the completed questionnaires once the designated time is over, ensuring

all questionnaires are accounted for.

- CHAPTER IV
- PRESENTATION,
ANALYSIS AND
INTERPRETATION OF
DATA
- CHAPTER IV
- PRESENTATION,
ANALYSIS AND
INTERPRETATION OF
DATA
CHAPTER IV

PRESENTATION INTERPRETATION AND ANALYSIS

This chapter presents the results, the analysis and interpretation of data gathered

11
 From the answers to the questionnaires distributed to the field.

DATA ANALYSIS

The table shows ten question which answerable by Strongly Agree (SA),

Agree (A), Neutral (N), Disagree (D) and Strongly Disagree (SD).

QUESTIONS SA A N D SD
1. Do you have access to
a smartphones or any
gadgets with a high- 6 9 9 14 11
speed connection outside
of class?
2. Do you find YouTube
videos helpful in
understanding complex
topics or concepts related 31 22 4 6 2
to your academic
studies?
3. Do you feel that
YouTube videos provide
a better explanation than 32
traditional textbooks or 12 15
classroom lectures?
4. Have you used 43 19 6 12 7
YouTube before?
5. Do you often use
YouTube outside of 17 27 10 15 3
class?
6. When using YouTube,
does the class made 24 14 15 9 13
more interesting.
7. In your opinion, does
the use of YouTube 25 23 21
enhance or hinder your
academic progress?
8. Have you ever utilized
YouTube to supplement
your in-class learning or
to clarify concepts that 37 5 12 3 2
you did not understand
during lectures?
9. Do you use YouTube
primarily because you
find certain subjects or
topics in your academic 39 23 11
curriculum challenging to

12
understand?
10. When you use ENTERTAINMENT EDUCATION NEWS How-To-Guide GAMING
YouTube on your own,
what do you usually use it
for? 23 29 12 15 24

DATA INTERPRETATION

Based on the data presented above, the researchers revealed the result of

the survey through tables.

In summary, the data from questions 1 indicates that a majority of

respondents (Strongly Agree - 6, Agree - 9) as their answer, that states they may not

13
have access to smartphones or gadgets with high-speed internet connections

outside of class. However, there is a smaller group of respondents (Disagree - 14,

Strongly Disagree - 11) who lack access to such devices, which may limit their ability

to benefit from YouTube's educational content. For questions 2, the most response

was (Strongly Agree - 31, Agree - 22). This results indicates that YouTube serves as

a valuable resource for students in supplementing their learning.

In questions 3, the majority of respondents expressed that YouTube videos

provide a better explanation than traditional textbooks or classroom lectures

(Strongly Agree - 32, Agree - 12). Indicating that students perceive YouTube as a

more effective medium for learning, possibly due to its visual nature and the ability to

access a variety of content creators' explanations. For the questions 4, by selected

by (Strongly Agree - 43, Agree - 19) have used YouTube before. This means the

widespread familiarity and usage of the platform among students. It is worth noting

that a smaller number of respondents (Disagree - 12, Strongly Disagree - 7) reported

not having used YouTube, which could be due to personal preferences or limited

access to technology.

In questions 5, students selected by (Agree - 27), indicating that they actively

engage with the platform beyond their academic commitments. Furthermore, a

considerable proportion of respondents (Strongly Agree - 17) also indicated their

regular usage of YouTube outside of class and while (Disagree - 15, Strongly

Disagree - 3) do not use YouTube frequently outside of class. While for questions 6,

respondents or students have selected by (Strongly Agree - 24, Agree - 14). By

mean, some students can enhance student engagement and attention inside the

classroom environment. However, a portion of respondents expressed a neutral

stance (Neutral - 15), while some disagreed (Disagree - 9, Strongly Disagree - 13)

14
with the statement, indicating that YouTube's impact on class interest may vary

among individuals.

For questions 7, a considerable number of respondents agreed that the use of

YouTube enhances their academic progress (Strongly Agree - 25, Agree - 23). This

indicates that students perceive YouTube as a valuable tool for academic

development and improvement. In questions 8, the majority of respondents (Strongly

Agree - 37) reported utilizing YouTube to supplement their in-class learning or clarify

concepts not understood during lectures. It is evident from questions 9, that a

majority of students (Strongly Agree - 39, Agree - 23) use YouTube primarily

because they find certain subjects or topics in their academic curriculum challenging

to understand.

Lastly in questions 10, the most commonly selected purpose was education

(27), indicating that a significant number of students utilize YouTube for educational

content. Entertainment (23) and gaming (24) were also popular choices, suggesting

that some students may use YouTube for recreational purposes. Then, a number of

students selected news (12) and how-to guides (15), might state that YouTube

serves as a source of information and practical guidance. The range of responses

reflects the diverse ways in which students utilize YouTube, combining both

educational and recreational purposes.

CHAPTER V

CONCLUSION AND RECOMMENDATIONS

CONCLUSIONS
15
 Based on the findings of this study, it can be concluded that YouTube plays a

significant role in supporting the academic performance of Grade 10 students. The

majority of the respondents reported having access to smartphones or gadgets with

high-speed connections outside of class, indicating the widespread availability of

technology among students. Furthermore, the results revealed that students find

YouTube videos helpful in understanding complex topics and perceive them to

provide better explanations than traditional textbooks or classroom lectures. This

suggests that YouTube serves as a valuable supplementary learning resource for

students.

The frequency of YouTube usage outside of class varied among respondents,

with a significant portion reporting frequent usage. Students also expressed that

YouTube makes the class more interesting and enhances their academic progress.

This indicates that incorporating YouTube into the learning process has the potential

to increase engagement and improve students' overall academic performance.

Additionally, many students reported utilizing YouTube to supplement their in-

class learning and to clarify concepts they did not understand during lectures. This

demonstrates that YouTube serves as a resource for independent learning and can

help bridge gaps in understanding.

RECOMMENDATIONS

16
 Based on the findings of this study, the following recommendations are

proposed:

 Based on the data collected from the questionnaire, we recommend educational

institutions to leverage the educational benefits of YouTube for students.

 Given that a majority of students have access to smartphones or gadgets with

high-speed internet connections, integrating YouTube into the curriculum as a

supplementary learning tool is advisable.

 Educators can curate or create educational content on YouTube that aligns with

the academic subjects and challenges faced by students.

 Providing guidance and recommending specific YouTube channels or videos

that explain complex topics can enhance students' understanding and

engagement.

 Promoting responsible and discerning usage of YouTube by encouraging

students to evaluate the credibility and reliability of the content they encounter is

crucial.

 Implementing these strategies will contribute to a more effective and productive

learning experience for students.

17
 BIBLIOGRAPHY

A. Electronics Sources

https://files.eric.ed.gov/fulltext/EJ1083595.pdf

http://stmarticle.org/id/eprint/163/1/373-Article%20Text-575-1-10-20221006.pdf

http://stmarticle.org/id/eprint/163/1/373-Article%20Text-575-1-10-20221006.pdf

www.googlescholar.com

https://d1wqtxts1xzle7.cloudfront.net/40319725/

The_Effects_of_Social_Media_on_College_Students-libre.pdf?

B: UNPUBLISHED MATERIALS

Buzzetto-More, N. (2015). Student Attitudes towards the Integration of

Chintalapati, N., & Daruri, V. S. K. (2017). Examining the use of YouTube as a

18