Social Media and its Effects on the Perceptions of Grade 12 Students on Their
Self Image
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A Research Proposal in Senior High Department
submitted as partial fulfillment of the requirements
in Practical Research 2
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LIEJEN P. CORTEZA
PRINCESS MAE C. LAYSON
JUSTIN L. DEDICATORIA
JHON PAUL N. JUMANOY
CARLOS JUAQUIN J. SALCEDO
EARLY JANE F. DOGMOC
MARCO MARTINEZ
DENNIS P. RAMIREZ
ERICK D. BARRIOS
LORRAINE B. LAURENTE
JB R. BITOY
JANETH E. OBAPIAL
CHRISTIAN FRANSISCO
Researchers
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JENEFFER E. FRAGA, MAELT
Research Adviser
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Early 21st century marked the emergence and growth of social networking sites
in the whole world. Since then, these sites have become a major part of people’s lives,
specially the lives of the youth. Many teenagers are using social media, especially
Facebook, to build relationships, connect with the world, share and gain knowledge and
information, build stronger personalities and have better social lives (Boyd, 2007).
According to Michell (2017), In the Philippines, social media has a big role to
play in our society. Social media has so much to give to Filipinos. It helps people find
ways to discover recent news or information. It connects family, friends, and people of
like mind to share our emotions, ideas, and expressions. The major objective of this
research is to highlight the clear impact of Facebook, as the most popular and
frequently used social media site, on the self-esteem of youngsters. A mixed-methods
approach adopted therein would further enhance our study design and provide clear
insight into the direction of such a relationship. This study would divert the attention of
individuals and help them analyze their overindulgence on social
media during the most important hours of their lives and the implications for
lowering their social Image..
Primary data was collected for this research. Questionnaires were distributed and
filled out by the participants in the sample, which asked some basic questions about
their attachment to and time spent on social networking sites. Certain interviews were
also conducted to learn how People view other people’s profiles and decide whether
they make comparisons or not. Apart from this, the Rosenberg self-image scale
(Rosenberg, 1965) was used to identify the level of self-image of the participants.
Questionnaire is given in Appendix 1 at the end of the report. In order to quantify the
data, The level of satisfaction of the respondents was measured on a Like rt scale of 1-
4. The division of points is mentioned in Appendix 2. The major findings suggest that
approximately 88% of people engage in making social comparisons on Facebook, and
out of the 88%, 98%. The majority of the comparisons are upward social comparisons.
The body of research on social media and its effect on the perception of grade 12
students on their self-image states has led to mixed results. The existing literature
shows that there are some positive and some negative affective impacts. The major
objective of this research is to highlight the clear impact of the most popular and
frequently used social media site on the internet is social media. Self-esteem of
youngsters. Many Researchers and educators believe that the increased use of social
media. On networking sites, people have become the victims of lower self-esteem and
self-growth.
Theoretical Framework
Social Learning Theory
The social learning theory (Bandura, 1977) refers to learning through social
media settings, focusing on observation as an important aspect of learning, that model
the behavior of learners accordingly. Social learning theory is a theory of learning
process and social behavior which proposes that new behavior can be acquired by
observing and imitating others. It states that learning is a cognitive process that takes
place in a social context and can occur purely through observation or direct instruction,
even in the absence of motor reproduction or direct reinforcement (Smith, 2012).
Social learning theory integrated behavioral and cognitive theories of learning in
order to provide a comprehensive model that could account for the wide range of
learning experiences that occur in the real world. The theory departs from the
understanding that learning is not purely behavioral but rather a cognitive process that
takes place in a social context. In this sense learning involves observation, extraction of
information from those observations, and making decisions about the performance of
the behavior (observational learning or modeling). The learner is not a passive recipient
of information. Cognition, environment, and behavior all mutually influence each other to
enhance the learning process (Smith and Smith, 2008).
Social Cognitive Theory
The Social Cognitive Theory emphasizes that observational learning is not a
simple imitative process; human beings are the agents or managers of their own
behaviors (Bandura, 2001). Based on this idea, Bandura has identified several concepts
critical for learning.
Social cognitive theory (SCT; Bandura, 1989) suggests that heavy viewers are
more likely to internalize and model this celebrity-like behavior, and social media
provide the tools required to do so. With the advent of social media, our role in the
media ecosystem has shifted from content consumer to producer. Viewers can easily
and inexpensively replicate celebrity behavior by curating online profiles consisting of
carefully crafted digital images of themselves in the form of selfies. Evidence shows that
heavy RTV viewers use social media to compete for attention (Stefanone and Lackaff,
2009); however, there may also be negative consequences of this behavior.
Social Identity Theory
Social identity theory posits that a portion of one’s self-concept is dependent on
the importance and relevance placed on the group membership(s) to which an
individual belongs (Turner & Oakes, 1986). The theory suggests that individuals’ drive
for positive identity and esteem influences the social comparisons they make (Tajfel &
Turner, 1979). In particular, group/category comparisons that accentuate group
distinctiveness in favor of one’s ingroup over a relevant outgroup are privileged. As a
result, when a particular group becomes salient, the features associated with that group
guide one’s attitudes and behaviors. Consequently, differences across groups are
highlighted and disparities within categories are trivialized.
This process is explained more fully within self-categorization theory (Turner,
Hogg, Oakes, Reicher, & Wetherell, 1987). Ultimately, the categorization process
stresses perceived similarity between stimuli (i.e., people) within the same category and
differences between stimuli of separate groups. When categorized into separate groups,
people are “depersonalized,” or seen as embodying a relevant group prototype (Hogg,
Terry, & White, 1995). This process assists in the maintenance of self-concept and
image alongside increasing confidence in existing cognitions by providing support via
consensus (Hogg & Abrams, 1988, 1999). Not surprisingly, the desire to maintain
positive ingroup status is enhanced by the personal relevance of the particular ingroup
to one’s identity such that the greater the degree of identification one has with an
ingroup (i.e., race/ethnicity), the more motivated one will be to protect the status and
interests of that group (Hinkle & Brown, 1990; Tajfel & Wilkes, 1963; Verkuyten & Brug,
2004).
Conceptual Framework
The Study is all about Social Media and its Effects on the Perceptions of Grade
12 Students on Their Self Image. Thus, the first box determines the demographic profile
of the respondents. The second box is to identifies the effect of social media to students
self-image. And the third box is the outpot of the intervention of the study.
OBJECTIVES
In this study, the researcher aims to prepare research on social media
and its effects on the perceptions of grade 12 students' on their self-image. Through
this, researchers will gather information that will help mitigate the said study. The
following major considerations are given greater emphasis:
• What is the demographic profile of the respondents:
• Name
• Age
• Gender
• Academic Track
• What are the Effect of Social Media to the following:
• Student’s Health
• Student’s Addiction
• Student’s Academic performance
• What is the proposed intervention of the study?
Hypothesis
H0: there is no relationship between social media and self image
Ha: there is a relationship between social media and self image
Scope and Limitation of the Study
• Due to time constraints, this research was conducted at Jacinto P.
Elpa National High School in Tandag City. The sample size has also been
limited to 200 participants due to time constraints. This research is narrow in
scope and can be subject to limitations.
• Other factors not mentioned in this section are outside the scope of
this study. This study would divert students' attention and help them analyze
their overindulgence on social media during the most precious hours of their
lives, as well as the potential consequences on their self-image.
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• Significance of the Study
Moreover, this study is beneficial to the following:
Children. Should be taken to workshops and awareness programs where they should
be guided about self-image, self-recognition, self-actualization and self confidence.
Parents. Should keep a check on their children. They should observe the effects of
these sites on their children and accordingly limit the time their children spend on such
social networking sites.
Teachers. should raise the morale of students and make them more confident in
their conduct.
School. Must be held to raise awareness in people regarding the negative
repercussions of social networking sites.
DEFINITION OF TERM
Social Media - refers to the means of interactions among people in which they
create, share, and/or exchange information and ideas in virtual communities and
networks.
Self-image - is the personal view, or mental picture, that we have of ourselves.
Students - a person formally engaged in learning, especially one enrolled in a
school or college
Academic Performance - academic performance is the extent to which a
student, teacher or institution has attained their short or long-term educational goals.
Effect - a change which is a result or consequence of an action or other cause.
