SMOKING AND ALCOHOL DRINKING CASES AMONG SENIOR

HIGH SCHOOL STUDENTS: AN INPUT FOR AN

INTERVENTION PROGRAM
Miel Dominique D. Sarmiento & Ralph Quezedech A. Quintos

ABSTRACT
o Introduction – One of the most common problems in the community is smoking and alcohol
drinking among students. In the Philippines, 70% of students under the age of 14 have already
tried alcohol. The country is considered to be the number two country in Southeast Asia with
the most alcohol consumption because Filipinos start to drink at a young age. The researchers
observed that the students in Narra Integrated School partook in underage smoking and
drinking, some even doing so inside the school campus. The researchers, therefore, aim to
understand the smoking and drinking cases of senior high school students in Narra Integrated
School.
o Methodology – This study employed a phenomenological study design. This study included
(15) fifteen senior high school students in Narra Integrated School who smoke and drink at
least once a week. Responses were analyzed using thematic analysis.
o Results – The study found that (1) most of the participants see smoking and drinking as a
source of happiness and a stress reliever, but they also see the harmful effects of smoking and
drinking; (2) the students are aware of their smoking and drinking habits, ranging from
excessive, maintained, and on occasions; (3) students smoke and drink to forget and relieve
themselves from stress, problems, and sadness, while some started to smoke and drink alcohol
because of peers’ or friends’ influence; (4) most of the participants are aware that their health
declined ever since they started to smoke and drink, others stated that they became lazy in
class, some said that nothing has changed, and a few of the participants responded that they
improved after smoking and drinking.
o Recommendations – Apply an intervention program that includes individual consultation to
properly assess the needs of students. A wider scope and quantitative approach must be done
for more generalized findings and for a more effective intervention program.

CHAPTER I
INTRODUCTION
Background of the study
One of the most common problems in the community is smoking and alcohol drinking
among students. More than 25% of students participate in underage drinking and smoking. This is
a common behavior among teens, with male high school students being more susceptible to such
behavior (Youth Risk Behavior Survey, 2019).
The COVID-19 pandemic also caused the smoking and drinking behavior of youths to
worsen. One-third of students in the US who partake in these habits reportedly used more of these
substances during the pandemic (Brener et al., 2022). The use of alcohol and cigarettes at such a
young age will affect the brain development of adolescence and cause major health problems in
the future. Smoking causes more the 8 million deaths annually, while alcohol drinking causes 3
million deaths (World Health Organization, 2022).
In the Philippines, 70% of students under the age of 14 have already tried alcohol. At the
ages of 16 and 17, 22.6% of females and 36.6% of males consume alcohol regularly. The country

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is considered to be the number two country in Southeast Asia with the most alcohol consumption
because Filipinos start to drink at a young age (Payawal, 2020).
When it comes to smoking, it can either be through cigarettes or vapes. 10.8% of students
in the Philippines smoke tobacco. While 14.1% of students use electronic cigarettes, which are
still harmful to their health (Global Youth Tobacco Survey, 2019). Although some students are
trying to quit smoking in recent years, many are still vulnerable to the temptation of such vices.
The sale of cigarettes and alcohol in the country, especially in areas such as Narra, Palawan,
is not strict. The legal age for drinking and smoking in the country is 18 years old, and selling
alcohol and cigarettes to minors is illegal, but most stores do not check the ID of the person they
are selling to. Thus, enabling minors to participate in such vices easily. Students also abuse
substances because of peer influences, family problems, and other factors.
Smoking can cause a slew of health problems, such as chronic obstructive pulmonary
disease (COPD), which has approximately 20 cases in 2022 recorded by the Sarmiento Medical
Clinic in Narra, Palawan. Similarly, liver diseases such as liver cirrhosis usually caused by
drinking have approximately 10 cases reported in the same year. These cases are usually found in
50-60-year-old patients.
The researchers observed that the students in Narra Integrated School partook in underage
smoking and drinking, some even doing so inside the school campus. The researchers, therefore,
aim to understand the smoking and drinking cases of senior high school students in Narra
Integrated School. And to provide ways to help the students who smoke and drink by creating an
intervention program. Furthermore, it helps the school lessen the cases of substance abuse.

Statement of the Problem

The purpose of this phenomenological study is to describe the smoking and alcohol
drinking cases among senior high school students at Narra Integrated School to be used as input
for an intervention program. This study included only those who smoke or drink at least once a
week. Specifically, this study sought to answer the following questions:
1. What is the outlook of senior high school students on smoking and drinking?
2. How would the participants describe their smoking and drinking habits?
3. What are the experiences of senior high school students that lead them to smoke or drink?
4. How do students view the effects of smoking and drinking on their lives as students?

Scope and Delimitation

This study entitled “Smoking and Alcohol Drinking Cases among Senior High School
Students: An Input for an Intervention Program” focuses on understanding the students' outlooks
toward smoking and alcohol drinking. Likewise, this study was focused on the participants’
descriptions of their habits and the experiences that led them to such vices. The study also focused
on their views of the effects of smoking and drinking on their lives as students. It was limited to
senior high school students that smoke and drink at least once a week.
Additionally, this study gathered the needed data by interviewing the participants face-to-
face. In doing so, the researchers were able to gain an understanding of smoking and alcohol
drinking cases among senior high school students in Narra Integrated School, Narra, Palawan. The
results will serve as input for an intervention program to lessen the smoking and alcohol drinking
cases among students. The study was conducted within a time frame of 4 months.
Significance of the study

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 This study will help senior high school students stop smoking and drinking. Through this,
an intervention program will be made to help the students quit smoking and drinking. Further,
benefitting their health and future, as it will prevent substance abuse.
In addition, understanding alcohol drinking and smoking cases among SHS students will
help the school provide the proper help they need and formulate school policies. Therefore,
preventing the students from smoking or drinking inside the campus. It will also improve its
reputation as a safe school free from vices.
This study will also benefit other students. Secondhand smoking and alcohol-induced
violence will be avoided, ensuring the safety of other learners inside the campus.
Furthermore, this study will be of help to future researchers. Providing additional
knowledge that will help further interventions and other studies related to this topic.

CHAPTER II
THEORETICAL FRAMEWORK

Review of Related Literature

Smoking Cases Among Students
Teenagers smoke for many reasons, and a combination of these may worsen their smoking
behaviors. Smoking can be a habit they have gotten from the people around them, curiosity can
also cause smoking habits, as well as considering it a cool thing to do. Awareness of the negative
effects of smoking must be increased, along with smoking prevention programs (Anjum et al.,
2016).
Added hardships such as financial problems, stress related to academics, rebelliousness,
being surrounded by smokers, and seeing smoking in media are factors that can increase the risk
of smoking at an early age. Amidst this, teens can be protected from smoking if they have higher
self-confidence and support from parents (Wood et al., 2019). Smoking begins in the teenage
years. This may cause the effects of smoking to worsen such as cancer, mental health problems,
and behavioral problems (Song & Park, 2021).
In addition, smoking at an early age will also cause immediate health problems such as
respiratory problems, getting tired easily, and possible effects on lung growth and function.
Starting at this age will cause lasting addiction. 87% had tried their first cigarette by the time they
were 18 years of age, and 95% had by age 21 (American Lung Association, 2022). Smokers have
a chance to quit, the risk of death from smoking can still be stopped if they quit smoking at the age
of 30. Although smoking at an early age will still cause a slew of health problems, and these
problems may hinder their health in the future (Winnall et al., 2021). Smoking more than 4
cigarettes a day will likely cause an addiction. It is important to address smoking issues even within
light smokers to avoid severe nicotine addiction (Sexton, 2020).

Alcoholism Among Students

Meanwhile, alcohol consumption among high school students is also a problem. There are
many reasons for students’ drinking habits. One is that school policies may not be directly
associated with the students’ drinking habits, but the students who are not aware of the school
policies have a higher weekly alcohol intake. The availability of alcohol and the price of purchase
also play a factor in students’ drinking behavior. This implies that stricter school policies may help
decrease alcohol consumption among students (Pisinger et al., 2020).

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 58% of secondary students in Lao PDR reported drinking alcohol. With 27% of them being
heavy drinkers. ⅓ of the students are permitted by their parents to drink alcohol, while most
students were highly affected by peer pressure to increase their drinking habits. Educational
awareness among the students and their parents is needed to increase knowledge about the negative
effects of alcohol (Kounnavong et al., 2021).
As an example, alcohol consumption among secondary school students in Nigeria is more
prevalent among male students than females. Male students mostly consume beer and local
cocktails, while female students have various alcohol preferences. This results from their lack of
knowledge of the effects of alcohol on their health and body (Eze et al., 2017). Alcohol
consumption also leads to problems in terms of the academic performance of students. Students
who often drink alcohol show cognitive problems, a lack of motivation to attend school, and a lack
of focus. Those who binge drink are more likely to be expelled or fail to graduate (Panes, Ablian,
& Gantang, 2023). There is a relationship between the number of nights students drink and their
grade average. As the number of nights increases, their grade level decreases. Low self-esteem and
anxiety are the biggest determining factors that cause drinking problems (Makongho, 2018).
Severe alcohol use is associated with drinking more than 14 drinks per week for men, and
7 drinks per week for women. This is considered to be very harmful to the health, and should be
avoided (National Institute on Alcohol Abuse and Alcoholism, 2020).

Smoking and Alcohol Preventions among Students

Smoking interventions are most valuable and effective for teenagers in schools when the
application of such programs is strict and applied by teachers who are credited (Song & Park,
2021). Primary care, behavioral interventions, and counseling to prevent tobacco use in school
have been found to be effective (Owens, 2020).
Furthermore, incentives such as added academic credits are an effective recruitment
technique for alcohol intervention among students. Characteristics of the participants must also be
known to increase the student’s participation in intervention programs (Goncalves et al., 2021).
Excessive drinking among high school students requires a multi-component intervention program;
relating to school policies, students’ knowledge and social norms surrounding alcohol, and parent
involvement (Pisinger, 2020). Alcohol-related consequences are dangerous among students, so an
effective intervention program is needed. Knowing the students’ prevalence of alcohol
consumption, drinking behavior and beliefs, and knowledge about alcohol will help build an
effective foundation for an intervention program (Doumas & Esp, 2019).

Conceptual Framework
This study attempted to understand the smoking and alcohol-drinking cases among senior
high school students. The outlooks, descriptions, experiences, and views of the participants about
their smoking and drinking habits were described. In the figure below, smoking and alcohol
drinking cases among senior high school students were understood and described through their
outlooks, descriptions, experiences, and views and believed to be relevant in formulating of an
intervention program.
• Outlooks of participants to smoking
and drinking
• Description of the participants’
smoking and drinking habits Formulation of
• Experiences that lead students to intervention
smoke and drink program 4
• Views on the effect of smoking and
drinking

Figure 1. Research Paradigm

Assumption the Study
The outlooks of participants to smoking and drinking, their description of their smoking
and drinking habits, the experiences that lead them to smoke and drink, and their views on the
effect of smoking and drinking on their lives as students is an important input for formulating an
intervention program.

Definition of Terms
Alcoholism - in this study, this term stands for the bad drinking habits and the addiction to alcohol
of adolescent students.
Drinking – in this study, this term refers to drinking alcoholic beverages such as beer and gin.
Intervention – in this study, this word stands for ways to help students from stopping their bad
habits.
Senior High School Students - in this study, this term stands for grade 11 and 12 students.
Smoking - in this study, this word stands for the intake of teenagers of tobacco in their bodies,
may it be vaping or cigarette smoking.

CHAPTER III
RESEARCH METHODOLOGY
Research Design
This study entitled “Smoking and Alcohol Drinking Cases among Senior High School
Students: An Input for an Intervention Program” employed a phenomenological study. This design
was selected to fully understand the participants’ outlooks on smoking and drinking and their
smoking and drinking habits. The design was also apt for assessing the participants’ experiences
that lead them to smoke and drink and their views on the effect of smoking and drinking on their
lives as students. An in-depth interview consisting of open-ended questions was used to collect the
desired data. The study results will be used as input for an intervention program.

Respondents of the Study

The respondents of this study were the senior high school students of Narra Integrated
School. Specifically, students who smoke and drink at least once a week. The researchers selected
the participants from this location because it is suitable and nearby. Snowball sampling was used
to select the respondents of the study. This sampling method was chosen to properly identify the
senior high school students who smoke and drink at least once a week, by asking the guidance
counselor, advisers, and students whom they may recommend as participants. A total of fifteen
(15) senior high school students from the school year 2022-2023, who smoke and drink alcohol,
were this research’s participants.

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Instrument of the Study
This study utilized an interview guide with semi-structured questions and open-ended
questions. The interview guide was composed of questions about the students’ outlooks on
smoking and drinking, their descriptions of their smoking and drinking habits, their experiences
that lead them to smoke and drink, and their views on the effect of smoking and drinking on their
lives as students.

Data Gathering Procedure

Using the developed and validated interview guide questions, a face-to-face, in-depth
interview was conducted. The selected participants were asked questions regarding their outlooks
on smoking and drinking, their descriptions of their smoking and drinking habits, their experiences
that lead them to smoke and drink, and their views on the effect of smoking and drinking on their
lives as students. To ensure accuracy, the language used during the interview process was Filipino
which the participants are more comfortable using.

Data Analysis
Thematic analysis was utilized to interpret the data collected. This type of analysis was
selected as it is an iterative process, concerned with large bodies of data. The researchers followed
a step-by-step procedure. First, recorded data from the interviews were transcribed and
familiarized. Similar codes and patterns were then identified from the data gathered. At the same
time, the codes were divided and categorized accordingly. The themes were labeled, then given a
meaning and description to relate to the data. Lastly, the results were discussed and implications
were drawn.

CHAPTER IV
PRESENTATION AND INTERPRETATION OF DATA
The following is the data gathered from the interviews of the respondents. Themes emerged
from the responses of students who smoke and drink alcohol in four categories; specifically, (1)
their outlooks on smoking and drinking, (2) their description of their smoking and drinking habits,
(3) the experiences that lead them to smoke and drink, (4) and their views on the effect of smoking
and drinking.

SOP #1: What is the outlook of senior high school students on smoking and drinking?
The participants have similar outlooks on smoking and drinking. The 3 core ideas identified
are shown in Table 1, which are arranged thematically as sources of enjoyment, coping
mechanisms, and harmful to health. Most participants see smoking and drinking as their source of
happiness since they participate in such vices with friends. Their answers showed that smoking
and drinking have become a hobby they do to be happy. Similarly, smoking and drinking are
viewed as coping mechanisms by the respondents. Several answers showed that participants turn
to smoking and drinking when stressed and when faced with problems. They know that it wouldn’t
be able to solve their problems, but the vices will help them to deal with said problems. On the
other hand, the average participants are aware of the bad effects of alcohol and cigarettes. They
see these as harmful vices which can cause an increased risk in the future. Although, this fact
doesn’t stop them from participating in such vices.
Smoking and alcohol drinking are common motivations to relieve stress and as a form of
entertainment, which supports the above findings. Although their negative effects might also
6
negatively affect the physical and mental well-being of those who participate in such vices (Perski,
et al., 2022). Based on the findings, the participants are still willing to smoke and drink, even with
its determined health risk, because these vices are their way to relax and find joy.
Table 1
Participants’ responses to “What is the outlook of senior high school students on smoking and
drinking?”
Theme Core Idea Supporting Quotes
Source of Smoking and drinking are “Duon ako nagiging masaya sa paninigarilyo at
enjoyment sources of enjoyment as it pag-iinom”
can help to pass time, in (Smoking and drinking are the source of my
bonding with friends, and happiness.)
it is an enjoyable hobby. “Nakakasira ng katawan, pero masaya kapag
kasama mo tropa mo.”
(It can ruin our bodies, but it is enjoyable when
doing it with friends.)
“Nakakatulong para malibang ako.”
(It helps me to entertain myself.)
Coping Smoking and drinking “Smoking can relieve someone’s stress, ganun din
mechanism help in dealing with ang alcohol. Kung baga nagiging stress reliever
sadness, stress, and siya in some point kahit may negative impacts siya
problems. sa ibang tao.”
(Smoking can relieve someone’s stress, the same
with alcohol. It becomes a stress reliever even if it
has negative impacts on other people.)
“Nakakasama siya, pero parang gamot din siya
kasi nakakatanggal ng stress.”
(It has bad effects, but it is like medicine because it
can relieve stress.)
“Masama pero kailangan para makaiwas sa
lungkot.”
(It is bad but I need it to avoid sadness.)
Harmful to Smoking and drinking are “Masama siya sa kalusugan, lalo na sa baga kasi
health vices that cause major yun yung punterya ng sigarilyo. Hindi ko alam
health consequences. kung anong naaapektuhan ng alak pero masama pa
din.”
(It’s very bad for the health especially the lungs
because that’s the main target of cigarettes. I don’t
really know what part of the body alcohol affects,
but it is still bad.)
“Bisyo, nakakasama sa kalusugan. Pero
mamanatay ka na lang din, sagadin mo na.”
(For me smoking and drinking are vices, and it is
bad for the health. But you’re going to die too,
enjoy it.)

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SOP #2: How would the participants describe their smoking and drinking habits?
Table 2
Participants’ responses to “How would the participants describe their smoking and drinking
habits?”
Theme Core Idea Supporting Quotes
Average There is a set number “Maintain lang naman, limang stick araw araw. Parang
of cigarettes consumed addicted na, hindi na maiwasan.”
per day, usually 3-5 (Just maintain, 5 sticks per day. But I can’t avoid it because
sticks. While alcohol is maybe I’m addicted to it.)
usually only consumed “Maintain lang, lalo na kapag gipit sa pera, hindi makabili
ng alak.”
on weekends.
(Maintained, especially when there’s a strict budget and I am
unable to buy alcohol.)
“Hindi naman ako naghahanap ng sigarilyo sa bahay. Pero
kapag nasa labas at pagkatapos kumain, naghahanap ako.”
(When I’m at home, I really don’t look for cigarettes. But I
do when I’m outside and after eating.)
Excessive At least half a pack of “Gabi-gabi, palagi. Lalo na yung yosi, lalo na pag walang
cigarettes is used per pasok”
day and alcohol is (Every night. Especially the cigarettes, especially when there
consumed every night. are no classes.)
“Araw-araw akong nagyo-yosi. Kalahating pack ng
sigarilyo.”
(I smoke every day, and I consume half a pack per day.)
“Parang naging hobby na ang drinking kasi gabi-gabi.”
(Maybe my drinking became a hobby because I drink every
night.)
“Naninigarilyo ako pagtapos ng klase, sa labas, pagkatapos
kumain. Umiinom din ako pagnaninigarilyo.”
(I smoke after school, smoke outside, then after eating. Then
I drink whenever I smoke.)
Occasionally The consumption of “Nagiging sobra lang lalo na pag naglalaro ng online
cigarettes and alcohol games. Parang libangan lang.”
depends on the (It becomes too much when playing online games. Just for
situation and occasion. entertainment.)
“Hinahanap lalo na pag may okasyon, hindi mawawala.”
(Looking for it especially when there’s an occasion, really
cannot be avoided.)
“Depende lang sa sitwasyon. Kapag may problema lang o
kapag stress.”
(It depends on the situation. I usually drink when there are
problems and when I’m stressed.)
“Minsan lang ako umiinom, kapag nayayaya lang.”
(I rarely drink, only when my friends want it.)

The participants’ descriptions of their smoking and drinking habits vary, the themes in
Table 2 are maintained, excessive, and on occasion. Most participants said that they can maintain
their vices, by consuming at most 5 cigarette sticks per day, and alcohol on weekends. While some
participants admitted that they are excessively participating in these vices. Dubbing it as a hobby
8
and an addiction, that they do when they have the chance. Other participants said that they only
drink and smoke on occasion, but still do so at least once a week. The participants’ understanding
and description of their smoking and drinking habits help gauge their awareness when it comes to
these vices.
Smoking and drinking habits must be understood to know and capture the proper ways to
deal with addiction and vices. Habits such as these can be replaced for a better one when
understood properly (Ray, et al., 2020).

SOP #3: What are the experiences of senior high school students that lead them to smoke or
drink?
Problems and peer influence are the two themes identified in Table 3. Most participants
disclosed that they started to smoke and drink because of problems, stress, and sadness. They
turned to cigarettes and alcohol to forget and relieve their selves of such problems. Another factor
that made them start smoking and drinking is peer influence. Peer influence, especially at a young
age, is very influenceable, especially if the student wants to fit in and have fun with their peers.
People that deal with high levels of stress and problems often turn to unhealthy coping
mechanisms such as smoking and drinking, this is similar to the gathered result above (Syed,
2020). Another evidence for the collected data is that people are more inclined to do risky behavior
and vices when accompanied by friends and peers (Varela and Pritchard, 2018).
Table 3
Participants’ responses to “What are the experiences of senior high school students that lead
them to smoke or drink?”
Theme Core Idea Supporting Quotes
Problems Most experienced “Stress, problems. Yung cause kaya nanigarilyo ako kasi
problems and madaming problema tapos naging escape ko siya. 15
stress, and this led yung smoking, tapos 16 sa drinking.”
them to smoke and (Stress and problems. 15 years old for smoking and 16
drink. years old for drinking, because there were so many
problems it became my escape.)
“Family problems tapos problema sa school. Simula
nung grade 9 ako.”
(Family problems and school problems. Started in grade
9.)
“Dahil sa kalungkutan. Natuto ako nung grade 7.
Sinubukan ko itigil ng 2 months, pero hinanap ng
katawan ko.”
(Because of sadness. I learned how to smoke in grade 7.
I tried to stop for 2 months, but my body looked for it.)
“Dahil sa depression. Nung nag COVID, lumala bisyo
ko.”
(Because of depression. And when COVID came, my
vices worsened.)
Peer influence Students start to “Sa barkada. Graduating ng grade 10 ako nagsimula.”
drink and smoke (Because of friends. Started when I was graduating from
due to the influence grade 10.)
of friends. “Nagsimula nung grade 6 dahil sa tropa.”
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 (Started in grade 6 because of the influence of my friends)
“Nung grade 10, hindi makatanggi sas tropa.”
(Started in grade 10 because I couldn’t say no to my
friends.)

SOP #4: How do students view the effects of smoking and drinking on their lives as students?
Four themes were identified in Table 4, health-related effects, laziness and absenteeism,
no effect, and positive psychological effects. Most participants reported that their health declined
ever since they started to smoke and drink. Saying that they now easily get sick, get out of breath
easily, and have started to lose weight. While other participants said that they became lazy in class.
Their grades started to drop, and their number of absences increased. Some participants believed
that smoking and drinking had no effects on their lives as students. Expressing that their academic
performance remained the same. While a few participants said that they started to improve after
smoking and drinking. They gained the motivation to go to school, and they became more
confident to talk to others. Frequent smoking and drinking will cause a decline in the academic
performance of students; this remains true for some of the results above (Park & Park, 2020).
Table 4
Participants’ responses to “How do students view the effects of smoking and drinking on their
lives as students?”
Theme Core Idea Supporting Quotes
Health-related Participants “Mas napagod ako, dumami yung sakit ko.”
Effects observed a decline (I was more tired, and my vulnerability to sickness increased.)
in their health ever “Humina resistensya ko, tapos madali ng mapagod kapag
since smoking and naglalaro.”
drinking. (My resistance and endurance decreased especially when
playing sports.)
“Mas lalong napalala yung sitwasyon, yung nangyari sa
buhay ko.”
(My situation in life got worse.)
Laziness and Since they started “Parang tinatamad na ako sa lahat. Pag uwian naga sigarilyo
absenteeism smoking and ako.”
drinking, the (I seem to be lazy with everything. When I got home, I smoked
participants said a cigarette)
that they became “Nagbaba grades ko, hindi na ako pumapasok madalas.”
(My grades are dropping; I don’t go to school often anymore.)
lazy in school.
“Minsan tamad na pumasok, hangover.”
(Sometimes lazy to go to school because of a hangover.)
No Effect Some reported that “Wala naman, depende naman sa tao kung magpapaapekto ka
smoking and sa bisyo mo o hindi.”
drinking had no (Nothing, it depends on the person whether you will let it affect
observable effect on your life or not.)
their lives as “Wala naming nagbago. Pero tuwing gabi tsaka pag may
birthday, kukunin talaga schedule mo.”
students. (Nothing really changed. But during the night and on
birthdays. It consumes my whole schedule.)
“Wala naman eh.”
(Nothing at all.)
“Wala din, dumami lang kaibigan ko.”

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 (Nothing really, I just gained many friends.)
Positive A few participants “Mas nag matured yung utak ko tsaka nakakapagsalita sa mas
Psychological said that smoking matanda.”
Effects and drinking made (My brain matured, and I was able to talk to elders.)
them more “Nung wala pa akong bisyo tamad ako magaral, pero ngayon
palagi na akong sa school tapos parang active yung utak sa
confident and
klase.”
happier.
(When I didn’t have a vice, I was lazy to go to school. But now
I’m always present and my brain is active during class.)

CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary and conclusions derived from the conduct of the study
to describe the smoking and alcohol drinking cases among senior high school students at Narra
Integrated School. This also provides recommendations for input for an intervention program.
The study was conducted at Narra Integrated School. The 15 respondents were senior high
school students who smoke and drink at least once a week. They were selected using the snowball
sampling method. This study employed qualitative research. Data were obtained through
interviews with the respondents.
Summary of Findings
The data gathered were summarized according to the statement of the problem stated in
Chapter 1. For question number 1, most of the participants see smoking and drinking as a source
of happiness and a stress reliever. But most of the participants were aware of the harmful effects
of smoking and drinking.
For question number 2, most participants responded that they could maintain their vices,
by consuming at most 5 sticks of cigarettes per day and by drinking alcohol on weekends. Some
of the participants admitted that they are excessively participating in these vices. While the other
participants said that they only smoke and drink occasionally, but still do it at least once a week.
For question number 3, the themes that emerged are problems and peer influence. Most
participants stated that they smoke and drink to forget and relieve themselves from stress,
problems, and sadness. But the other participants said that they started to smoke and drink alcohol
because of peers’ or friends’ influence.
For question number 4 which is about the perceived effects of smoking and drinking, the
common themes are health-related effects, laziness and absenteeism, no effects, and positive
psychological effects. Most of the participants are aware that their health declined, that they now
easily get sick, lose some weight and run out of breath easily ever since they started to smoke and
drink. Other participants stated that they became lazy in class which resulted in their grades
dropping and their number of absences increased. Some said that nothing has changed, they
claimed that smoking and drinking did not affect their lives as students and their academic
performance remained the same. While a few of the participants responded that they improved
after smoking and drinking. That they became more active in classes and gained the motivation to
go to school and gained the confidence to talk to others.

Conclusions
This qualitative research gave a description and understanding of the participants’ outlooks
on smoking and drinking and their smoking and drinking habits. It also helped to assess the
11
participants’ experiences that lead them to smoke and drink and their views on the effect of
smoking and drinking on their lives as students.
Participants see drinking and smoking as harmful vices but it doesn’t stop them from doing
so because they often turned to smoking and drinking as their way to relieve their stress, and
sadness, and to forget their problems. The participants’ smoking and drinking habits vary from
occasional to average and to excessive. They also started smoking and drinking due to problems
they encountered and peer influence. Lastly, the effects of smoking and drinking as perceived by
the students, participants’ responses indicated that health-related effects, laziness and
absenteeism, no effect, and positive psychological effects.

Recommendations
This study's findings and conclusions thereby suggest that proper education on all the
possible risks of alcohol and cigarettes is also needed so that the students will have a full
understanding of the adverse effects of such vices. The students should also be introduced to
alternative and healthier ways of relieving their stress and problems such as sports and community
work. Close guidance from the parents and teachers should be observed for further intervention
and prevention. Moreover, an intervention program that involves individual consultation and
guidance for the students is recommended. Lastly, a similar study but with a wider scope and
quantitative approach must be done for more generalized findings.

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people who smoke. Tobacco in Australia: Facts and issues. Melbourne: Cancer Council
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Prevention. https://www.cdc.gov/alcohol/fact-sheets/underage-drinking.htm

APPENDIX A. Guide Questions for the Interview

Preliminary Questions:
-Good day! How are you?
-We are conducting a study about
-You have been identified as one of our participants. May we interview you?
-For documentation, may we voice record this interview?

Core Questions:
Outlook of senior high school students on smoking and drinking
Q1. Can you tell us what your perception is about smoking and drinking?
Q2. How do you view smoking and drinking?

14
Participants’ description of their smoking and drinking habits
Q1. Do you think that you smoke excessively?
Q2. Do you think you drink excessively?
Q3. How would you describe your smoking and drinking habits?

Experiences of senior high school students that lead them to smoke or drink
Q3. What experiences cause you to smoke in the present?

Students’ view of the effects of smoking and drinking on their lives as students
Q1. How has your life changed ever since you started smoking and drinking?
Q2. What do you think are the effects of smoking on your life as a student?
Q3. What do you think are the effects of drinking on your life as a student?

Closing:
Thank you for agreeing to this interview. We assure you that your identity will remain
anonymous. And that the responses will be handled with confidentiality. We wish you all the
best. Thank you.

15
 INFLUENCE OF SOCIAL MEDIA ON STUDENTS’ LEARNING AND
DEVELOPMENT: IN-DEPTH ANALYSIS
Trisha May L. Yumang, Yuri Belle D. Cinco & Yvonne Hope N. Florentino

ABSTRACT
o Introduction- Social networking sites and social media use in the twenty-first century have
greatly increased as the new generation emerged, impacting changes as we progress in a
world full of technological advances. Technology enlightens humanity to a better method
of doing things, assists individuals in becoming more knowledgeable and open-minded,
keeping informed about worldwide growth. Our everyday life is complete with using our
phones or checking our social media. Social media and networking sites divert students'
attention to entertain themselves, and they need to pay more attention to their
responsibilities as learners.
o Methodology-This study employed a Qualitative method of research. This study included
Thirty (30) students at Narra Integrated School. Responses were analyzed using Thematic
Analysis.
o Results - This study found that social media can be useful and harmful at the same time.
This study proved that it may be advantageous and disadvantageous, depending on how
the user uses it. Also, this study proved that participants have a high and positive point of
view or perception of the use of social media. Using social media is believed to implicate
their learning and development. Furthermore. This study proved that the use of social
media varies from one person to another. Participants have encountered both positive and
negative experiences but with different implications.
o Recommendations - To mitigate these negative effects, students should practice
responsible social media use, set boundaries, and prioritize their well-being and academic
goals. It is important to cultivate a healthy balance between social media engagement and
offline activities and to seek support from trusted individuals or professionals when facing
any adverse effects. The school must implement a policy on social media use, especially
during class hours. Teachers must also refrain from giving instructions through social
media so as not to exploit it.

CHAPTER I
INTRODUCTION

Background of the study

Social networking sites and social media use in the twenty-first century have greatly
increased as the new generation emerged, impacting changes as we progress in a world full of
technological advances. Technology enlightens humanity to a better method of doing things,
assists individuals in becoming more knowledgeable and open-minded, keeping informed about
worldwide growth. Our everyday life is not complete without using our phones or checking our
social media. Social networking sites are the most convenient form of communication, with the
use of billions of people by all generations in various platforms connecting everyone around the
globe without boundaries. Social media and networking sites have become the main way to
exchange information, share ideas, play games, and directly access information (Kouser, 2020).
16
 Using social media in the classroom has both positive and negative impacts. With the usage
of digital media, students can learn according to their own accord. It helps them develop and
advance their knowledge without the help of teachers, which will lead to more effective learning.
The student's engagement on social media will likely increase their ability to explore and promote
deeper collaboration with each other. It also provides opportunities to find students' interests that
can affect their decisions in career planning. Research shows that the applicability and usefulness
of social media in sharing resource materials, collaborative learning, and interaction with
colleagues and professors would enable students to be more successful, passionate, and active
(Ansari, 2020).
Excessive use of this medium can lead not just to addiction, but it can also influence their
mental and emotional well-being. Social media addiction is one of the reasons why students
experience mental and emotional problems. The internet's content can influence how we think and
behave. Research shows that the use of social media can cause negative psychological symptoms
such as depression, anxiety, and stress. Potential difficulties with the young generation’s excessive
usage of social media were encouraged because of the unfair comparisons they made between their
own lives and the inaccurate representation of others on social media (Chen & Xiao, 2022).
Social media and networking sites divert students' attention to entertain themselves, and
they need to pay more attention to their responsibilities as learners. Spending more time on the
internet might result in a sedentary lifestyle and decreased amounts of daily physical exercise. This
can lead to negative habits such as inadequate sleep patterns, loss of appetite, isolation of oneself
from the outside world, and lack of interest in many things. A study conducted among 300 female
students aged 17-29 years old at a certain university showed that 97% of the students used social
media applications. Only 1% of them used social media for academic purposes. Whereas 35% of
them used these platforms to chat with others, 43% of them browsed these to pass the time.
Moreover, 57% of them were addicted to social media. Additionally, 52% reported that social
media use affected their learning activities. 66% of them felt more drawn toward social media than
academic activities (Kolharet al., 2021).
As observed, students in Narra Integrated School have caught up with technological
advancements, evident by their active involvement in various social media platforms. Some are
even seen to be continuously active on various social media platforms even during classes. With
this premise, the study entitled “Influence of Social Media in Students Learning and Development”
was conducted.

Statement of the Problem

This study aimed to determine the effect of social media on the learning and development
of students. Specifically, this study sought to answer the following questions:
1. What are the advantages and disadvantages of social media, as perceived by the students?
2. How do students perceive the influence of social media on their learning and development?
3. How do students’ experiences on the use of social media differ?

Scope and Delimitation

This research aimed to investigate social media's impact on academic learning and
development among Narra Integrated School students. This study was conducted at Narra
Integrated School during the School Year 2022-2023. The respondents to the research were Senior
High School students in grade 11. This study concentrated on assessing the student's academic
learning and development in relation to specific elements that may influence these.
17
Significance of the study
This study was conducted to determine the effects of social media on the development and
learning of students. Through this research, the the benefits and effects of social media on the
students was determined. The outcome of the study is relevant to the following:
Students will be more aware of the implications brought by their social media usage,
hence, making better decisions in the future.
Teachers will be provided the information needed in determining whether social media
may be used to communicate with and instruct their students.
School Administrators will be able to formulate school policy on the use of social media.
Future Researchers will have a beneficial resource for conducting similar studies.

CHAPTER II
THEORETICAL FRAMEWORK

Review of Related Literature

The advantages and disadvantages of student use of social media for academic standing in
which the student is one of the study's constraints interaction were examined in a study. The study
findings showed that social media on the internet had enhanced contact between the students, staff,
and instructors who facilitate accurate information communication (Oueder & Abousaber, 2018).
In addition, when social media platforms like Facebook, YouTube, and Twitter emerged,
the world became both online and offline. Online technological platforms called social media
facilitate human connections. Social media takes over the student's entire life and becomes an
essential component, of a majority of his free time. The responders' time spent (Talaue et al., 2018).
Among the world's young people, social media use is fast expanding, and school-age children
actively participate in social media use. Thus, they will impact students' personal and academic
lives.
The majority of school students were interested in using social media for academic
purposes. Academic accomplishment and the effects of social media on students differ
significantly (Sivakumar, 2020). According to research, many Central University of Punjab
students have to rely on social media. The results showed that social media favorably impacts post-
graduate students' academic success since online educational resources and study materials aided
the students' better grades in school (Kouser, 2020). The study found that interaction with peers,
teachers, and online knowledge-sharing behavior were significantly impacted by the usage of
online social media for collaborative learning. Additionally, student involvement has been
significantly impacted by interaction with professors, classmates, and online knowledge sharing,
which substantially impacts students' academic performance. In light of this study, it would be
important to note that using online social media for collaborative learning encourages students to
be more imaginative, dynamic, and research-focused (Ansari & Khan, 2020). Students commonly
use social media to meet new friends, find sources for schoolwork and other educational resources,
and keep up with the latest news and fashion trends (Oguguo et al., 2020).
Social Networks, due to their intrinsic nature of being addictive, have become an integral
part of our civilization and play an important role in our daily interactions. Facebook is the largest
global online network and is used as a primary platform for carrying out our study and hypothesis
testing. Many students found it easier to enroll in virtual learning rather than face-to-face classes.
On the other hand, spending too much time on the internet may cause young learners to miss out

18
on many opportunities to interact physically in their lives. Social media can boost students'
academic performance but can harm them if exploited (Abouddabous, 2021).
Young people are particularly vulnerable to new trends in internet use. Schoolchildren
often lose themselves in the virtual world, forgetting about the real world. This leads to difficulties
in contact with family or peers, a decline in academic performance, and even road accidents
(Witold et al., 2021). The use of social media is incomparably on the rise among students,
influenced by the globalized forms of communication and the post-pandemic rush to use multiple
social media platforms for education in different fields of study. Though social media has created
tremendous chances for sharing ideas and emotions, the kind of social support it provides might
fail to meet students’ emotional needs, or the alleged positive effects might be short-lasting.
Social media has an impact on students in a variety of ways, both positive and negative.
Understanding the sheer volume of time and the kind of activities for which students utilize social
networking sites is critical for higher education managers. Researchers have begun objectively
analyzing the influence on student well-being and have discovered some preliminary results that
warrant more investigation (Mastrodicasa & Metellus, 2013). They discover that social media
activities' exact use and goal make a difference. Students spend more time on social media than on
personal email. Despite the loss of privacy and safety, social media allows you to interact with
friends, classmates, and people who share your interests (EI-Badawy & Hashem, 2013).
As an extensive international trend, social networking has practically reached every
country in the world. Social media sites are now widely used and have developed into an online
platform where users can instantly generate material, share it, bookmark it, and network. Students
are among particularly prominent social media users. It assesses how social networking sites affect
students' academic achievement (Celestine & Nonyelum., 2018). Social media have become
necessary in today's world, especially for university students who are typically big social media
users. Multitasking on social media has also become more common. However, more is needed to
know how social media use and multitasking impact university students' academic performance
(Lau, 2017). This study aimed to examine the impact of social media consumption, engagement,
and addiction on academic achievement. First, the findings suggest that the amount of time spent
on social media influences academic achievement negatively. The amount of time spent on social
media is inversely associated with academic performance. Second, the research looked at the
impact of social media activity on academic achievement.
According to the findings, the SMEQ had no meaningful influence on academic
achievement. This result reveals that, in contrast, being involved in social media does not impair
academic achievement. Finally, the research looked at the impact of social media addiction on
academic achievement. The Social Media Addiction Scale (SMAS) was employed as a result.
SMAS dimensions were determined using factor analysis once more. The results of the
investigation showed that there are three considerations. Two of these variables were found to be
negative predictors of academic success. This is unsurprising because addiction indicates heavy
use, which has already been shown to have the same detrimental effect on academic performance
(Al-Menayes, 2015).
Under Department Order No. 49, DepEd personnel has to avoid relationships, interaction,
and communication, including following social media with learners outside of the school setting,
except if they are relatives. According to DepEd, teachers and students need a gap in the use of
social media platforms.

19
Conceptual Framework
§ Students’ experiences using social
media
§ Students’ perceptions of the Review of School Policy
advantages and disadvantages of on Social Media Use
social media
§ Perceived influence of social media on
students’ learning and development

Figure 1. Research Paradigm

The above figure presents the variables under study, namely the students’ experiences
using social media, students’ perceptions of the advantages and disadvantages of social media, and
the perceived influence of social media on students’ learning and development. Understanding the
variables would provide input in reviewing the existing school policy on social media use.

Assumption the Study

This study supposes that students’ social media use implies their learning and development.

Definition of Terms
The following terms used in this study are defined operationally.
Development refers to students' academic growth.
Influence – In this study, refers to the effect of social media use on students.
Perceptions refer to the students’ point of view on the advantages and disadvantages of
social media use and how it affects students’ learning and development.
Social media refers to platforms students use to have online social interactions, such as
Facebook, Instagram, telegram, and the like.
Students pertain to the Grade 11 learners of Narra Integrated School in the School Year
2022-2023 who will serve as this research’s participants.
Student learning refers to the knowledge attainment of the students.

CHAPTER III
RESEARCH METHODOLOGY

Research Design
A Qualitative – Phenomenological Research design was adopted in conducting this
research as it determined the perceptions of Grade 11 students on the supposed advantages and
disadvantages of social media use, its influence on the student’s learning and development, and
probed the implications brought by social media use to students’ learning and development.

Respondents of the Study

The Grade 11 students currently enrolled at Narra Integrated School were the target
participants of this study. The study employed a quota-sampling as this study’s sampling
technique. Thirty students of Senior High School Grade 11 were asked to participate in this study.
20
Instrument of the Study
A semi-structured questionnaire was utilized in gathering students' perceptions of social
media. The questionnaires contained open-ended questions answerable through short essay-type
answers. After the survey questionnaires have been completed, the researchers followed step-by-
step procedures. First, the researchers face-to-face interviewed the participants with recorded data
which will be transcribed and familiarized. After that, the researchers divided and classified it
accordingly. In order to tie themes to the data, the themes were first labeled before being given a
definition and a description.

Data Analysis
The gathered data were treated and analyzed using Thematic Analysis, where responses
were transcribed, coded, and categorized resulting in emerging themes. The results were discussed
and implications were drawn.

CHAPTER IV
PRESENTATION AND INTERPRETATION OF DATA
This chapter contains the presentation of the data collected and its interpretation for a
clearer understanding to answer the research questions. The goal is to provide a clearer response
to the research questions at hand. After gathering and analyzing data from the interview, the
following common themes were formulated based on the Statement of Problems.

SOP#1: What are the advantages and disadvantages of using social media?
Table 1
Participants’ responses on “What are the advantages and disadvantages of social media,
as perceived by the students?”
Theme Core idea Supporting Quotes
Advantages
Provides Social media allow students “Social media injects new information to
information to access information by me every day”
providing platform where “ Social media is a source of information
people can share and acquire for social issues in our surroundings”
knowledge on a particular “Social media has access to almost all of
subject. what we wanted to know”
Promote Social media provides “ It keeps me updated on what is
Awareness awareness to the recent happening to the world, to my
events that occurs around the surroundings”
globe ‘It also helps me catch up on news”
“It helps me stay up-to-date on current
events and trends”
Connectivity Social media easily connects “It can help with networking,
individuals from different collaboration, and communication with
cultures, beliefs, and peers and teachers”
backgrounds at anytime, “I have learned a lot from those people I
anywhere resulting in global meet on social media”
relationships.

21
 Personal Leisure Primarily, social media is “I often used social media for
used to bring entertainment to entertainment”
people. “Social media help me relieve stress
through the entertainment it provides”
“There are student who use social media
just to have fun or relax”
Disadvantages
Distractions Social media can cause “Because students cannot focus on the
hindrance on student’s lesson as their mind is focus on social
learning because it distract media more than the lesson”
students from focusing on “Sometimes I get distracted by random
their studies. things posted on social media”
”It’s not good to use social media inside
the classroom since it will only cause
distraction”
Misinformation Fake news and false “Social media has a lot of fake news,
information are very rampant incorrent information and lies.”
nowadays in different social “There are informations that are not true”
media platforms; leading to “There are information that are not
prevalence of misinformation reliable”
Addiction Excessive and irresponsible “In worse cases be addicted to it”
used of social media can lead “I spend too much time on social media”
to addiction.

As presented in Table 1, the advantages of social media use include providing information,
promoting awareness, connectivity, and leisure. Most of the participants revealed that one of the
most prominent advantages of social media is to provide information. They claimed that social
media helps them gain knowledge and develop new/existing skills. They also perceived that one
of the advances of social media is to give awareness and connectivity. They claim that social media
is a tool to keep them aware of recent events and issues occurring while being connected to people
around the globe. And it also provides leisure as participants admitted that they often used social
media for entertainment, to have fun, and to relax.
In addition, according to the participants, the disadvantage of social media use include
distractions, misinformation, and addiction. Social media brings misinformation; students claimed
that fake news and misinformation are widespread on different social media platforms. Whereas
some participants revealed that the disadvantage of social media is to distract our minds. They
claim that the usage of social media whether inside or outside the classroom causes distraction and
loss of focus. Other participants revealed that addiction is the worse disadvantage of social media.

22
SOP#2: How do students perceive the influence of social media on their learning and
development?
Table 2.
Participants’ responses on “How do students perceive the influence of social media on their
learning and development?
Theme Core idea Supporting Quotes
Boost academic Acquisition of knowledge “Yes, I use social media for academic
performance through the use of social learning”
media allow students to “Yes, because it helps me in my
broaden their learning and homework”
understanding on a particular “Yes, because social media has a lot of
subject leading to an enhanced educational content that helps us with
academic performance. our academic performance”
Improve creativity Social media provides new “Tutorials on youtube and other sites,
ideas to which students can helps me improve my creativity.”
use to improve their work.
Enhance skills and The use of social media “Social media can enhance my learning
knowledge enhances students’ critical and development by creating and honing
thinking skills, creativity, new and existing skills for me to use in
socio-communication skills my daily life and academics”
and promotes development of “Yes,it affects my ability and learning in
life-skills that are essential for a good way”
everyday life. “Fake news and misinformation has
helped me distinguish what’s fact or not,
which enhances my critical thinking.”
“it improves my communication skills”
Reduces Learning With the extensive use of “I don't know if social media can help
Capability social media, students tend to me when it comes to development or
vary more on such platforms learning”
to gain information and “Reduced productivity”
knowledge instead of looking “It doesn't really help me enhance my
out for the same in books, learning and development”
journals, or notes.

Table 2 shows how students perceive social media influences on their learning and
development. The themes were categorized into four, namely: boosts academic performance,
improves creativity, enhances skills and knowledge, and reduces learning capability. Students
suggest that social media is beneficial for improving one’s academic performance through the
acquisition of necessary information and knowledge for academic purposes. Secondly, it also
develops their creativity. Lots of videos and tutorials like DIYs, and 5-minute crafts on Facebook,
Youtube, and other sites have helped students to become more creative and resourceful when doing
their crafts. Students also affirmed that social media has helped them develop various skills
necessary for learning and everyday use like critical thinking skills, cognitive abilities and socio-
communication skills. On the other hand, students claimed that social media reduce students
learning capability as they tend to be dependent on it rather than using their own skills, knowledge
and creativity.
23
SOP #3. How do students’ experiences on the use of social media differ?
Table 3.
Participants’ responses on “How do students’ experiences on the use of social media differ?
Themes Core Ideas Supporting Quotes
Procrastination Since that social media has been “I don’t want to do something
quite addictive for students, because social media distracts me.”
excessive usage leads to a loss “It can affect mood and students
of focus in their studies which motivation in learning”
facilitates procrastination. “Sometimes when I’m lazy to study,
it is tempting to use social media”
Cyberbullying Cyberbullying and other online “yes, maybe when bullying is present
threats are widespread in in social media, it will affect me”
different platforms of social “there are lots of toxicity in social
media. These actions can cause media.”
a negative impact on students’
emotional well-being.
Enhanced learning Social media can be highly “it enhances my vocabulary”
engaging and addictive, making “I always see academic lessons on my
it easy for students to get feed that are very helpful”
distracted and procrastinate on “I watch Tiktok videos regarding
their academic responsibilities. English literacy which has helped me
improve my language abilities”
Entertainment Social media provides a great “I often use social media for
platform for leisure and entertainment and informative
entertainment. purposes”
“For me, social media is for mere
entertainment only”

Table 3 shows how students’ experiences of the use of social media vary. The themes were
categorized into four topics, such as the following: procrastination, cyberbullying, enhanced
learning, and entertainment. Students' responses showed that their experiences vary. One student’s
experience may differ from the other as participants’ responses have several themes that have
emerged, from positive to negative experiences. Students claimed that excessive use of social
media has brought a negative impact on their academic learning, which facilitates procrastination.
Additionally, online threats are very rampant on social media platforms, especially bullying and
the widespread creation of unnecessary videos which affects students’ emotional and mental
health. On the other hand, students claimed that social media has helped them improve learning as
it promotes self-directed learning, which prepares students to search for answers and make
decisions independently. Lastly, social media is said to be a great source of entertainment, where
students can access to entertaining videos and other stuffs during leisure hours.

CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
The following chapter closes this report. A research synopsis is provided, and the study's
findings are reviewed and interpreted. The significance of this research in the context Influence of

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Social media on students' learning and development is discussed. Recommendations for further
research end the chapter.

SUMMARY OF FINDINGS
The study was conducted at Narra Integrated School, 30 students were asked to participate
in this study. This study employed qualitative research and data were obtained through interviews
with the respondents. The primary objective of this study was to determine the Influence of social
media on students' learning and development.
This study found that the use of social media, as perceived by the students, has advantages
and disadvantages. Its advantages are providing information, promoting awareness, connectivity,
and leisure while its disadvantages are distractions, misinformation, and addiction. Participants
claimed that social media helps them gain knowledge and develop new/existing skills. They also
perceived that one of the advances of social media is to give awareness and connectivity. In
addition, according to the participants, the disadvantage of social media is that it is used for
personal leisure. They admitted that they often used social media for entertainment, to have fun,
and relax.
As for the participant’s perceptions of the influence of social media on their learning and
development, they believed that social media can improve one’s academic performance, improves
creativity, enhances skills and knowledge, and reduce learning capability. Through social media,
they acquire necessary information and knowledge for academic purposes, it also develops their
creativity. Students affirmed that social media has helped them develop various skills necessary
for learning and everyday use like critical thinking skills, cognitive abilities, and socio-
communication skills but it can also reduce learning capability if they tend to be dependent on it.
Lastly, students' responses showed that their experiences with social media varied, from
positive to negative experiences. Students claimed that excessive use of social media has brought
a negative effect on their academic learning, which facilitates procrastination. On the other hand,
students claimed that social media has helped them improve learning as it promotes self-directed
learning, which prepares students to search for answers and make decisions independently.

CONCLUSIONS
Based on the findings, social media can be useful and harmful at the same time. This study
proved that it may be advantageous and disadvantageous, depending on how the user uses it. Also,
this study proved that participants have a high and positive point of view or perception of the use
of social media. Using social media is believed to implicate their learning and development.
Furthermore. This study proved that the use of social media varies from one person to another.
Participants have encountered both positive and negative experiences but with different
implications.

RECOMMENDATIONS
To mitigate these negative effects, students should practice responsible social media use,
set boundaries, and prioritize their well-being and academic goals. It is important to cultivate a
healthy balance between social media engagement and offline activities and to seek support from
trusted individuals or professionals when facing any adverse effects. The school must implement
a policy on social media use, especially during class hours. Teachers must also refrain from giving
instructions through social media as not all students are fond of using it and to also reduce
misunderstanding between
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 REFERENCES
Chen, M., & Xiao, X. (2022). The effect of social media on the development of students' affective
variables. Frontiers in psychology, 13, 1010766.
https://doi.org/10.3389/fpsyg.2022.1010766
Kolhar, M., Kazi, R. N. A., &Alameen, A. (2021). Effect of social media use on learning, social
interactions, and sleep duration among university students. Saudi journal of biological
sciences, 28(4), 2216–2222. https://doi.org/10.1016/j.sjbs.2021.01.010
Akinlosotu T.N (2016) Predictors of WhatsAPP ‘Consumption’ among Undergraduate Students
of Economics in Amrose Alli University, Ekpoma, African Research Review. 10(3): 290-
301. http://dx.doi.org/10.4314/afrrev.v10i3.19
Oueder, M. &AbousaberI.,(2018). A Study on the Impact of Social Media Usage on Student
Academic Performance: University of Tabuk an Example. American Scientific Research
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Talaue, G. et al.,2018 Vol. 8, No.4/5 (THE IMPORTANCE OF SOCIAL MEDIA ON
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PERFORMANCEOF THESTUDENTS)
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Performance.International Journal of Psychological Studies; 7(4):86-94

APPENDIX A. Guide for the Interview

Preliminary Questions:
-Good day! How are you?
-Can we interview you?
-Our research entitled
-May we voice record you for this interview?
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Core Questions:
Outlook of senior high school student in used of social media
Q1. What are your thoughts about using social media inside the classroom?
Q2. Does using social media help you communicate better?

Participants’ description of their use of social media

Q1. Do you use social media?
Q2. As a students, how does social media enhance your learning and development?
Q3. Do you think social media helps you develop your critical thinking skills?
Q4. Do you think students use social media for academic purposes?

Experiences of senior high school student in using social media

Q1. Does your experience in social media affect your abilities and learning as a student?

Students’ view of the effect of social media on their live as a students

Q1. How do you think social media affects you as a student?
Q2. Is using social media advantageous or beneficial to you as a student? Why or why not?

Closing:

Thank you, for your cooperation on this interview, we guarantee that only our team of researchers
will be aware about the information you provide us today. Stay safe, again, Thank you.

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