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CHAPTER 1

INTRODUCTION

Rationale

Studying the impact of social media usage is essential as it contributes

1
to a deeper understanding of how social media influences students' academic

behaviors, attention span, and overall performance. Various studies have

2
revealed both positive and negative effects, with Smith et al. (2022) finding that

excessive social media use leads to distractions, reduced study time, and lower

grades. Zhang (2022) highlights its potential to enhance collaboration and

facilitate academic resource sharing. These findings advance the

1
understanding of social media's role in education, demonstrating its ability to

support and hinder academic success. However, gaps remain regarding the
1
effects of different social media platforms on students' academic performance,

particularly among education students. This study aims to address this gap by

examining the impact of social media usage on the academic performance of

Bachelor of Elementary Education students at Liceo de Davao, providing

insights into how future educators manage their social media use and

academic responsibilities.
1
Social Cognitive Patterns in AI support the discussion on social media's

influence on academic performance by highlighting how external information

shapes decision-making, opinions, and behaviors—similar to how students

absorb and adapt to social media influences (Arxiv, 2023). Just as large

language models (LLMs) develop biases based on the data they process,

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students internalize behaviors and attitudes from their online environments,

exhibiting authority bias (trusting perceived experts) and in-group bias

1
(favoring dominant viewpoints), which aligns with Bandura's Social Cognitive
1
Theory (SCT). This suggests that students' engagement with social media—

whether for academic collaboration, entertainment, or social interaction—

affects their study habits, attention span, and performance, reinforcing the

need for self-regulation in digital learning. The connection between AI learning

patterns and student behavior underscores the importance of structured

guidance, as SCT emphasizes self-regulation as the key to academic success.

Similarly, students who develop self-regulation skills can maximize the

benefits of online learning while minimizing distractions. By integrating these

perspectives, the study justifies its research framework and deepens the

understanding of how social media shapes educational outcomes. Just as AI

requires ethical data curation to prevent biases, students need digital literacy

skills and guidance to ensure their social media use enhances rather than

hinders their learning, reinforcing the importance of future research on self-

regulated learning strategies.

A recent study by He (2024) examines how international students at a

particular university in the United States use social media to address

academic, cultural, and emotional challenges while emphasizing potential

disadvantages such as addiction and emotional problems. Additionally, higher

social media addiction is linked to lower reading engagement among students

3
at Riphah International University and suggests that promoting balanced social

media use could help foster a stronger reading culture (Ullah et al., 2024). This

shows that while social media helps international students address academic,

cultural, and emotional challenges, excessive use leads to addiction, emotional

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distress, and lower reading engagement, emphasizing the need for balanced

social media use to promote healthier academic habits.

1
Meanwhile, the impact of social media use on students' academic

performance during the COVID-19 pandemic in the Philippines reveals that

1
students' perceptions of social media usage significantly affect their academic

outcomes (Tus et al., 2021). In her study, Obiso et al. (2024) highlight the need
4
for further research with a more diverse student sample to better understand
1
the broader implications of social media use in education. Therefore, students'

perceptions of social media use significantly impact their academic

performance, emphasizing the need for further research with more diverse
5
student samples to better understand its broader effects on education.

Moreover, in Davao City, Cartojano (2024) examines whether cognitive

engagement mediates the relationship between internet usage and academic

endeavor among varying levels of students. The study reveals a significant

relationship between internet usage, academic endeavor, and cognitive

engagement, with mediation analysis showing that cognitive engagement

partially mediates this relationship. Furthermore, Nuñala and Bete (2024)

investigate the relationship between internet dependence and fact-checking

among students while suggesting that the Department of Education should

integrate fact-checking skills into the curriculum and establish policies to

ensure effective implementation.

The problem studied in this research involves the impact of social media

usage on the academic performance of college students. Previous studies show

that excessive internet use negatively impacts academic performance in

various subjects, including mathematics, language, and arts, and is particularly

detrimental to teenagers and undergraduate students (Khine et al., 2022; Bou-

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Hamad, 2020; Jamil et al., 2020). This issue is observed among Bachelor of

Elementary Education students at Liceo de Davao, where social media

platforms such as Facebook, Instagram, and Messenger have become integral

to their daily routines. While these platforms facilitate academic collaboration

and resource sharing, they also contribute to distractions, procrastination, and

decreased academic focus. Consequently, the blurred boundary between

productive and excessive social media use raises concerns regarding its effects
1
on students' learning outcomes and social interactions.

A noticeable gap in existing research lies in the lack of focus on how

6 7
social media usage specifically impacts the academic performance of

education students, particularly those in the Bachelor of Elementary Education

program at Liceo de Davao, Tagum City. Previous works have often generalized

their findings, overlooking the unique academic demands, teaching-related

coursework, and practical training requirements of future educators. This study

is urgent because social media continues to grow rapidly, influencing

1
communication and leisure and students' ability to focus, manage their time,

and engage in academic activities. By addressing these gaps, this research

aims to contribute to developing targeted strategies for improving academic

support services, enhancing digital literacy initiatives, and promoting

responsible social media use among future educators. These findings will offer

valuable insights for ensuring that education students maximize the benefits of

social media while minimizing its potential risks, ultimately supporting their

academic and professional development.

Research Questions

The primary objective of this study is to assess the impact of social

media usage on the academic performance of college students at Liceo de

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1
Davao. By examining how social media influences students' study habits, focus,

and overall academic outcomes, this research aims to better understand its
8
effects on their learning experiences.

Specifically, it seeks to:

1. How does social media usage influence academic performance in terms

of: 1.1. Academic Outcomes/Grades

2. What are the most frequently used platforms and their effects in terms

of: 2.1. Platforms used

2.2. Positive effects

2.3. Negative effects

1. What strategies can be implemented to minimize adverse effects in

terms of:

3.1. Time management

3.2. Collaborative learning

3.3. Skill development

1. What is the correlation between social media usage and academic

performance among Bachelor of Elementary Education students at Liceo

de Davao?

Hypothesis

This section presents the testable predictions that guide the research

investigation. These hypotheses aim to confirm or reject the presumed

relationships between the dependent variable and influencing factors:

H₀: There is no relationship between the academic performance of college

students at Liceo de Davao and their social media usage. This hypothesis

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assumes that differences in social media usage do not significantly affect

1
students' academic performance.

H₁: There is a relationship between the academic performance of college

students at Liceo de Davao and their social media usage. This hypothesis
1
suggests that social media usage influences students' academic performance,

shaping their study habits, focus, and overall learning experiences.

Scope and Delimitation

9
This section defines the boundaries of the study, specifying what is and is not

included in the research. These delimitations ensure the study remains focused

and provides clear insights into the variable of interest.

The study focuses on the impact of social media usage on the academic

performance of all Bachelor of Elementary Education students at Liceo de

Davao during the School Year 2024–2025. Specifically, it examines the amount

of time spent on social media, the types of platforms used, and how these
1
factors influence students' study habits, focus, and academic performance.

The research is limited to Liceo de Davao Tagum to ensure the findings are

relevant to the research objectives and contextualized within the experiences

10
of education students. This study does not explore factors beyond the direct

influence of social media usage on academic performance—such as individual

learning styles, socioeconomic status, or access to academic resources. These

aspects are excluded to maintain a focused analysis of the relationship

between social media usage and academic outcomes. By narrowing the scope,

the study aims to offer clear insights into how social media affects the

academic performance of education students at Liceo de Davao.

Review of Related Literature

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The primary focus of this research is to examine the impact of social media

usage on the academic performance of Bachelor of Elementary Education

students at Liceo de Davao, Tagum City. Existing literature establishes both

positive and negative impacts of social media on student learning, emphasizing

its role in collaborative learning, engagement, and academic support, as well as

its potential to contribute to distraction, procrastination, and lower academic

outcomes. However, most studies focus on general student populations or

specific disciplines, leaving a gap in research on how education students—

particularly future teachers—navigate social media in academic settings.

The study on Social Cognitive Patterns in AI (2023) explores how large language

models (LLMs) exhibit cognitive patterns similar to human social cognition.

11
LLMs are heavily influenced by external information, meaning their responses
12
and behaviors are shaped by the data they process. This mirrors how students

internalize behaviors and cognitive patterns from their media environments,

including social media. High-quality content can improve learning outcomes,

whereas exposure to misleading or distracting content may harm academic

performance. This theory provides a relevant framework for understanding the

13
dual role of social media in either enhancing or hindering academic behaviors.
1
Social media has become integral to students' lives, significantly influencing

their academic performance. Ning and Inan (2024) investigated the impact of

social media addiction on academic outcomes and found that excessive use

contributes to anxiety, stress, and lower GWA. They emphasized the importance

of self-regulation, noting that students who manage their screen time perform

better academically.

While Tafesse (2020) and Al-Rahmi, Othman, and Yusuf (2020) highlighted how

social media enhances engagement and peer collaboration, these studies did

not address how these benefits vary by discipline. For education students—

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who must develop strong pedagogical and teaching competencies—

understanding their social media habits is crucial to determining whether these

tools aid or hinder their preparation.

Research conducted primarily in Western or highly urbanized settings also

presents a gap. Although Ning and Inan (2024) and Giunchiglia et al. (2018)
14
identified the negative effects of excessive social media use, limited research

addresses the local Philippine context, particularly in Tagum City. Differences in

culture, technology access, and institutional environments could significantly

affect how students use social media for academic and non-academic

purposes, calling for a localized response.

Studies reveal mixed findings on the correlation between social media usage

and academic performance. Bedua et al. (2021) found a significant relationship

between time spent on social media and GWA, with 80–90% of students

reportedly using social media for academic tasks. In contrast, Rathi et al. (2020)

and Igcasama et al. (2019) noted negative academic impacts, especially in

subjects like Mathematics, when students spent more time online. Tacadena-

Muico et al. (2024) focused on education graduates and found that academic

performance, as measured by GWA, significantly correlated with licensure

exam results, reinforcing the importance of strong foundational knowledge.

Other studies present a nuanced view. Boahene et al. (2019) and Gloria & Akbar

(2019) found that academic self-efficacy and the purpose of social media use

—educational vs. recreational—play key roles in outcomes. Meanwhile,

Bhandarkar et al. (2021) emphasized the risks of overuse, particularly among

struggling students, noting a decline in performance due to distraction and lack

of self-control.

Interestingly, studies outside education—like Vavliakis et al. (2011) and

15
Mukherjee & Jansen (2015)—demonstrated how social media activity predicts

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user behavior and decision-making, providing parallels for educational

contexts. Though these findings come from fields like transportation or

1
marketing, they underscore social media’s predictive power, which is worth

exploring in academic settings.

Despite growing interest, little research explores evidence-based interventions

in teacher education programs. Since Bachelor of Elementary Education

students are future teachers, understanding their digital behaviors is essential

for shaping how they are taught to integrate social media and promote digital
16
literacy in their own classrooms.
17
This study seeks to bridge those gaps by focusing on the specific experiences
17
and academic impacts of social media among Bachelor of Elementary

Education students at Liceo de Davao. By providing context-specific data and

analysis, this research hopes to inform strategies that optimize social media for

academic benefit while reducing its potential harms.

Theoretical Framework

This study is anchored in the Media Practice Model, which explains how
1
students' media choices are shaped by their identities and how these choices

influence their academic behaviors. According to Steele and Brown (2020),

students engage with media—including social media—based on their

18
experiences and sense of identity, which in turn shapes their content

preferences, study habits, and academic engagement.

19
In addition, the study is guided by Connectivism Theory (Siemens, 2019), which

views learning as a process of building networks and acquiring knowledge

through digital connections. This theory underscores the role of social media as

a collaborative learning environment where students interact, share resources,

and construct knowledge beyond the classroom.

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The study also incorporates the Unified Theory of Acceptance and Use of

Technology 2 (UTAUT2) (Venkatesh et al., 2020), which builds on the Technology

Acceptance Model (TAM) by including factors such as habit, hedonic

motivation, and perceived value. Misirlis and Munawar et al. (2023) found that
1
students' self-efficacy and perceived social norms significantly influence their

use of educational technologies—suggesting that engagement, enjoyment, and

20
perceived usefulness drive social media adoption for learning.

Recent research on Social Cognitive Patterns in AI (Arxiv, 2023) supports this

framework by demonstrating how LLMs develop cognitive biases through the

data they consume—much like students develop academic behaviors and

attitudes based on the content and communities they engage with on social

media.
21 1
Together, these theories explain how students' interaction with social media

affects their academic performance. By applying this integrated theoretical

framework, the current study seeks to extend these models by exploring how

specific platforms influence self-regulation, time management, and learning

behaviors among Bachelor of Elementary Education students at Liceo de

Davao.

Conceptual Framework

The conceptual model of this research provides an organized framework

that demonstrates the impact of social media use on academic achievement,

22
noting both its positive and negative effects. It discusses how social media

influences learning outcomes among students, identifying variables such as

social media use as the independent variable, academic performance as the

dependent variable, and moderating variables, including the positive and

negative influences that either support or suppress the relationship.

23

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Social media plays a double role in education, serving as both a facilitator

and a potential hindrance to learning. Platforms like Facebook, YouTube, and

online forums offer access to learning materials, promote peer collaboration,

and improve research and communication skills (Masrom et al., 2021). However,

excessive social media usage can cause distractions, procrastination, and poor
1
time management, undermining students' focus and academic performance

(Giunchiglia et al., 2018).

Academic performance is evaluated using study skills, productivity, class

participation, and GPA, and the impact of social media differs depending on its

use (Tafesse, 2020). Several variables further moderate the relationship.

Positive influences, such as collaborative learning, access to educational

resources, and skill development, encourage appropriate social media usage. In

contrast, negative influences, such as distraction from studies, poor time

management, and decreased academic engagement, impede effective studying

(Al-Rahmi et al., 2020).

The theoretical underpinning of the model draws from three fundamental

24
theories. The Media Practice Model, as described by Steele and Brown (2020),

explains how students use and interpret media to develop their academic

habits and thinking processes. Connectivism Theory, proposed by Siemens

(2019), highlights the role of online networks in learning, emphasizing social

1
media’s contribution to knowledge acquisition. In contrast, the Unified Theory

of Acceptance and Use of Technology 2 (Venkatesh et al., 2020) focuses on

1
students' motivations, online behaviors, and self-regulation in using social

media to support their studies.

The emerging research model divides social media use into two

dimensions: academic improvement and academic disturbance. Social media

enhances peer education and information-sharing and improves study habits

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when used appropriately. Conversely, overuse can result in cognitive overload,

reduced motivation, and decreased academic engagement. Educators and

1
students can collaborate to maximize social media's benefits while minimizing
25
its risks. The results of this study will inform a more thoughtful approach to

using social media in academic environments, ensuring it becomes a tool for

educational success rather than a source of distraction.

• Distraction from studies

• Poor Time Management

• Decreased Academic Engagement

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Figure 1. Conceptual Paradigm of the Study

Significance of the Study

This study holds significant value for several stakeholders within the

educational sector, focusing specifically on the context of Liceo de Davao in

Tagum City. The research addresses a critical gap by providing valuable insights

into the impact of social media on student learning. Below are the key

stakeholders who benefit from this study:

Students. These were the primary individuals who benefited from the

study. This research helped students at Liceo de Davao develop responsible

social media habits, improve time management, and maximize the educational
26
benefits of social media while minimizing distractions. It guided them in using

social media for academic growth, collaboration, and skill enhancement.

Teachers and Educators. The findings provide teachers with insights into

how social media affects student learning and engagement. Educators can use

this information to effectively integrate social media into lesson plans, create

strategies for minimizing distractions, and encourage digital literacy among

students.

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School Administrators. The research will assist school administrators in

formulating policies and programs that promote responsible social media use.

This may include workshops, guidelines, and institutional policies that balance
1
social media's benefits with academic responsibilities.

Parents and Guardians. The study will offer parents valuable knowledge
1
about the impact of social media on their children's education. It will help them

guide their children toward healthy online habits and support their academic

success through adequate supervision and communication.

27
Future Researchers and Academic.: This study serves as a foundation for
1
future research in educational technology, social media's influence on learning,

and student well-being. It will also contribute to the growing literature on

digital education and academic performance.

Definition of Terms

To better understand this research on the impact of social media usage

on academic performance, the following key terms are defined within the

specific scope of this study:

Correlation. In this study, correlation is conceptually defined as the

statistical relationship between two variables, indicating how changes in one

variable correspond to changes in another. Operationally, correlation is

1
measured using statistical tools to analyze the relationship between students'
28
social media usage and their academic performance, identifying whether

increased or decreased usage impacts academic outcomes.

29
Social Media Usage. This term refers to the time spent and activities

performed by individuals on online platforms to connect, communicate, and

30
access information. It is quantified by assessing the frequency, duration, and

30

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30
purpose (academic or non-academic) of student engagement on platforms

such as Facebook, Instagram, and Messenger.

Academic Performance. Conceptually, academic performance is defined

as the extent to which a student succeeds in educational activities, often

evaluated through grades, participation, and task completion. Operationally,

1
this is assessed through students' GPA, study habits, and level of participation

in academic tasks, evaluating how social media usage affects these outcomes.

CHAPTER 2

METHODOLOGY

This chapter outlined the methodology used to explore the correlation

between social media usage and the academic performance of Bachelor of

Elementary Education students at Liceo de Davao. It described the research

design, participants, data collection process, instruments, and data analysis

techniques. Additionally, ethical considerations and statistical tools were

discussed, ensuring transparency and validity throughout the study. Each

section provided insight into how the research was conducted to achieve

reliable and meaningful results.

Research Design

Using probability-based analysis, this study employed a correlational

research design, which was considered appropriate for examining the

statistical relationship between social media usage and academic

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performance. This design allowed for assessing the degree and direction of

association between the two variables without manipulating the study

environment (Creswell, 2014).

1
To ensure the reliability of the findings, this study utilized Pearson’s

Correlation Coefficient. This probability-based statistical tool measured the

strength and significance of the relationship between social media usage and

academic performance. This technique provided an empirical basis for

identifying patterns and trends in the dataset, as supported by studies from

Cohen et al. (2018).

The research followed a descriptive-correlational approach and adopted

a cross-sectional design, meaning data were collected from participants

simultaneously. Using a randomized sampling technique, all eligible students

had an equal probability of selection, ensuring a representative and unbiased

dataset for correlation analysis.

Population and Sample

The population for this study consisted of Bachelor of Elementary

Education students at Liceo de Davao from the first to fourth year, as they were

the primary subjects affected by the variables under investigation. The

inclusion criteria included students who were actively enrolled in the said

school year under the Bachelor of Elementary Education program and had

regular access to social media platforms. Students who were inactive social

media users or had limited internet access were excluded. Participants were

allowed to withdraw from the study at any time without consequences.

1
The sample size was determined using Slovin’s formula, ensuring a

representative subset of the population.

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𝑛= N

1+ Ne

Where:

𝑛= sample size

𝑁 = total population size

𝑒= margin of error

Based on preliminary enrollment figures, approximately 152 students were

surveyed. With a 5% margin of error, the computed sample size was

approximately 138 respondents. However, due to the smaller population size,

the sample size was adjusted to include all 152 students to ensure

comprehensive data collection.

31
The distribution of the population and sample size per year level was presented

in the table below:

Table 1

Student Population Distribution

Year Population (N) Sample (n)

1st year 54 48

2nd year 31 29

3rd year 54 48

4th year 13 13

Total 152 138

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Since the total population was relatively small, the study used the entire

population to ensure that all perspectives were captured, thereby enhancing

the accuracy and reliability of the findings. A stratified random sampling

method was employed, where students were grouped by year level to ensure

fair representation across different academic stages. A simple random

sampling technique was applied within each stratum, giving all eligible

students an equal probability of selection. This probability-based approach

minimized selection bias and enhanced the generalizability of the findings to

the broader Bachelor of Elementary Education student population.

Research Instrument

The research utilized a structured questionnaire from various online sources to

assess social media usage and academic performance. The questionnaire

consisted of five sections: (1) demographic profile, (2) self-reported academic

1
performance (GWA-based), (3) students’ academic performance, (4) frequently

used social media and its effects, and (5) strategies implemented, such as time

management, collaborative learning, and skills development. Sections 3 to 5

were measured using the Likert scale presented below.

Range of Means Equivalents Description

32 33
5.0 Strongly Agree If the measure describes in the correlation of social media

and academic performance is strongly agreeable

34 35
4.0-4.9 Agree If the measure describes in the correlation of social media and

academic performance is agreeable

36 37
3.0-3.9 Neutral If the measure describes in the correlation of social media and
38
academic performance is neutral
39 40
2.0-2.9 Disagree If the measure describes in the correlation of social media and

academic performance is disagreeable

41 42

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41 42
1.0-1.9 Strongly disagree If the measure describes in the correlation of social
43
media and academic performance is strongly disagreeable

Data Collection

The data collection process began with obtaining permission from Liceo
1
de Davao's research ethics committee. After securing approval, the

questionnaire was distributed to participants via in-person surveys. Data were

44
collected over a two-week period, from March 24, 2025, to April 2, 2025.

The researcher took an active role in data collection, ensuring that

participants were comfortable and well-informed. Confidentiality was

maintained, and students were encouraged to provide honest responses—this

hands-on approach guaranteed adherence to ethical standards and

completeness of data.

Statistical Tools

This study used descriptive statistics (mean, frequency, percentage) to

summarize the data for data analysis. Inferential statistics, particularly

1
Pearson's Correlation Coefficient, were used to determine the relationship

between social media usage and academic performance. These analyses

1
helped test the study's hypotheses and draw conclusions.

The statistical analysis was performed using the Statistical Package for

the Social Sciences (SPSS) software, which ensured precision and

45
reproducibility. The package provided the necessary tools for hypothesis

testing and generating insights from the collected data.

Ethical Considerations

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This study adhered to ethical standards set by Liceo de Davao's

Institutional Review Board (IRB) and was guided by the principles outlined in

the Belmont Report. It upheld the core ethical principles of the Belmont Report,

specifically Respect of Persons, Beneficence, Non-Maleficence, and Justice.

46 1
These principles formed the foundation for ensuring that all participants'
47
rights, dignity, and welfare were protected. Participants were provided with
1
comprehensive information about the study's purpose, procedures, and

potential risks before participating. This process allowed participants to make

autonomous decisions without pressure or coercion.

Recognizing the unique challenges involved in examining the correlation

between social media usage and academic performance of Bachelor of

Elementary Education students at Liceo de Davao, the study took additional

care to ensure that participants fully understood their involvement and were

aware of their right to withdraw from the study at any time, without fear of

penalty or judgment. This approach upheld ethical standards and promoted a

culture of transparency, respect, and accountability in academic research.

Furthermore, the study emphasized the principles of beneficence and

non-maleficence by maximizing the potential benefits while minimizing any

possible harm to participants. By offering participants the opportunity to

withdraw at any point, the study respected their comfort levels and individual

agency, reinforcing the priority of student well-being over research outcomes.

The research team communicated potential risks and took steps to avoid any

harm, ensuring participants were not subjected to undue stress or negative

consequences.

The principle of justice was also upheld through fair and unbiased data

handling practices, including anonymization and secure storage of participant

information. These efforts aimed to promote fairness and equitable treatment,

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ensuring no participant was disadvantaged. In summary, by consistently

1
applying ethical principles and aligning with the IRB's guidelines, the study

demonstrated a strong commitment to ethical research practices, safeguarding

1
all participants' rights, privacy, and well-being.

CHAPTER 3

RESULTS AND DISCUSSION

The purpose of this section was to present the findings from the study

objectively and transparently. All results were presented without bias and were

supported by appropriate statistical analysis.

48
The findings are shown in Table 1, summarized using the table below. This

table represents descriptive statistics of students using social media for

48 1
academic purposes. The table contains each item's diameter, mode, median,

and standard deviation. These measures help identify the central tendency and

dispersion of responses.

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Table 1

Summary of Social Media Usage and Academic Performance

Item Mean Mode Median Standard Deviation

49 50
Solve my academic problems

3.69

1.01

Do research work

4.19

0.92

51
Participate in online academic group discussions

4.06

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52
4.

0.98

Communicated with friends for exam preparation

4.08

0.94

Get job-related information

3.81

1.07

54

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53 54
Learn about my curricular aspect

4.04

0.91

55 56
Seek help from my teachers

3.91

1.04

Overall

3.96

0.98

57

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57
Significant trends included high mean values in items related to research,

communication, and collaboration, suggesting that students heavily rely on

social media for these academic tasks. The low standard deviations across

items indicated consistent responses, while slightly higher variation was

observed in job-related and teacher communication items.

The findings revealed that students commonly used social media for academic

engagement, particularly for research work (M = 4.19), exam preparation (M =

4.08), and academic group discussions (M = 4.06). These results aligned with

prior studies, such as those by Junco (2012) and Tess (2013), which found that

social media could enhance student collaboration and knowledge sharing.

58
Similarly, AI-Rahmi, Otham, & Yusuf (2002) emphasized that social media

promoted engagement and peer interaction in academic contexts. The

consistency in responses, demonstrated by low standard deviations, supported

the reliability of these findings.

Meanwhile, activities such as solving academic problems (M = 3.69) and

seeking job-related information (M = 3.81) received slightly lower means,

suggesting that while students recognized the academic utility of social media,

its use may be more limited or variable depending on the task. The relatively

higher standard deviation for job-related information (SD = 1.07) might have
59
indicated differing levels of exposure to or trust in career content available on
60
social media. This was supported by Rathi et al. (2002), who found that social

media use could sometimes serve as a distraction rather than a support,

particularly when not academically focused.

These findings might have had broader implications for educational practices

and digital learning strategies. The consistent use of social media for
61
collaborative and research-based tasks suggested it could be a valuable

supplementary tool in academic environments. Educators could have

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considered integrating social media into formal learning processes to support

peer discussion, resource sharing, and teacher-student communication.

Furthermore, the findings could have informed policy decisions on digital

62
literacy and curriculum development, emphasizing the responsible and
62
effective use of social media for academic and career advancement. Finally,

institutions might have invested in training programs that helped students

navigate and evaluate academic content on social platforms more critically and

effectively.
63 63 64,65
Moreover, table 2 showed a study finding and analyzed them in relation to
63,65
research objectives, including identification of the most commonly used social
67
media platforms. The aim was to determine the extent of use and consistency
66
of use on a number of popular platforms such as Facebook, Instagram, Twitter,
68
YouTube, Snapchat, WhatsApp and Discord. This supported the observation of

Bedua et al. (2021), who found that 80–90% of students utilized social media

platforms for academic purposes—indicating that these tools were not only

part of their daily routines but were actively used for learning-related activities.

Table 2

Most Frequently Used Platforms

Item Mean Mode Median Standard Deviation

Facebook, Instagram, Twitter, YouTube, Snapchat, WhatsApp,

Discord

4.61

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0.69

Overall

4.61

0.61

The mean score of 4.61 suggested that students, on average, were close to

Strongly Agree on their frequent use of the listed social media platforms. This

high mean reflected widespread usage and indicated that these platforms
1
played a significant role in students’ daily routines and communication habits.

The mode and median, at 5, reinforced this interpretation by showing that the

most common and central response among students was Strongly Agree. This

consistency demonstrated a shared pattern of behavior across the sample.

Moreover, the standard deviation of 0.69 was relatively low, indicating that

responses were closely clustered around the mean. This suggested a high level

of agreement among students and minimal deviation in the frequency of social

media usage. Such a trend implied that using these platforms was a common

and established habit for most respondents.

These findings were aligned with previous studies (e.g., Smith, 2022; Johnson &

Lee, 2021), which highlighted the central role of social media in the lives of

young people, particularly for communication, entertainment, and information-

seeking purposes. The results directly supported the research objective of

identifying the most commonly used social media platforms among students.

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The consistency and high frequency of use suggested that these platforms
1
were prevalent and potentially influential in shaping students’ social

interactions and access to information.

69
From a practical perspective, this insight was useful for educators, digital
70
marketers, and policy-makers who wished to engage students meaningfully—

whether for online learning, digital citizenship, or targeted information

dissemination. As Tafesse (2020) suggested, educational strategies that

integrated social platforms could have improved student engagement when

guided appropriately.

From a theoretical standpoint, the findings reinforced existing models of media

usage behavior among youth and provided empirical evidence for the pervasive

role of digital platforms in modern student life.

Meanwhile, Table 3 presents the time management strategies employed by

71
students in relation to their academic responsibilities. Understanding how

students allocated time, prioritized tasks, and managed deadlines provided

72
insight into their study habits and overall academic performance. This section
1
presents and analyzes the students’ responses to specific time management

behaviors.

Table 3

Students time management strategies

Item Mean Mode Median Standard Deviation

73 74
Allocate time to my daily study activities

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3.78

0.99

75 76
Prioritize my academic activities in order of importance

3.98

0.91

77
Attend lectures on time

4.11

0.94

78 79
Complete my assignments within the stipulated time limit

3.91

0.98

80 81 82
Set alarms to remind me of my study time

3.56

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1.07

Overall

3.87

0.98

The results indicated that students generally agreed with using various

time management strategies, though the extent of agreement and consistency

varied across specific behaviors. Among the listed strategies, attending

lectures on time received the highest mean score of 4.11, suggesting that this

was the most consistently practiced behavior. This finding reflected a strong

commitment to academic routines, possibly influenced by institutional

expectations or class attendance policies. Similarly, prioritizing academic

activities (mean = 3.98) and completing assignments within the stipulated time

(mean = 3.91) showed that many students adopted organized approaches to

manage their academic workload. For instance, Tacadena-Muico et al. (2024)

pointed out that strong academic discipline and time-consciousness among

education students improved GWA and licensure exam readiness.

Allocating time for daily study activities had a slightly lower mean of 3.78,

indicating that while many students tried to schedule their study time, some

may have struggled with consistency or self-discipline in maintaining a daily

routine. The lowest mean score of 3.56 was observed when setting alarms to

remind students of their study time. This suggested that fewer students relied

on external reminders or digital tools to manage their study schedules.

Furthermore, this item also had the highest standard deviation (1.07),

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indicating greater response variability. Such variation may have been attributed

to individual differences in time management styles, reliance on self-

motivation versus structured planning, or access to technological tools for

scheduling. These insights echoed the findings of Ning and Inan (2024), who

emphasized the role of self-regulation in balancing academic demands and

managing distractions from technology, including social media.

These results were consistent with prior research (e.g., Britton & Tesser,

1991; Macan et al., 1990), which found that students who employed planning

and time-monitoring strategies tended to report higher academic satisfaction

and performance. However, the variability in using tools like alarms suggested a

gap in adopting structured time management techniques that relied on

reminders or technology.

1
On the other hand, Table 4 signified students’ perceptions of

collaborative learning and its relationship with various academic and social

aspects, including interaction with teachers and peers, knowledge sharing, and

overall engagement in learning. This section presented and analyzed the

1
students’ responses to determine how collaborative learning contributed to

their academic experiences.

Table 4
1 83
Student's perception to collaborative learning

Item Mean Mode Median Standard Deviation

84
Collaborate learning positively associated with teacher interaction

4.05

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0.92

85 86
Collaborate learning positively associated with peer interaction

4.04

0.88

87 88,89
Collaborate learning positively associated with online knowledge sharing

3.97

0.91

90 91
Collaborate learning positively associated with sharing knowledge online

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3.95

0.90

92
Collaborate learning positively associated with enhanced engagement in
93
learning

4.08

0.87

Overall

4.01

0.89

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The mean scores for all items related to collaborative learning ranged

from 3.95 to 4.08, indicating that students generally agreed that collaborative

learning played a positive role in their academic experience. The item with the

highest mean score (4.08) pertained to enhanced engagement in learning,

suggesting that students viewed collaborative activities as effective in

increasing their participation and motivation in academic tasks. This

perception was supported by the lowest standard deviation (0.87), reflecting a

high level of agreement and consistency in responses. These findings aligned

with Tafesse (2020) and Al-Rahmi, Othman, and Yusuf (2020), who emphasized

that social media facilitated peer collaboration and knowledge sharing,

promoting deeper learning and stronger academic outcomes.

Closely following were the items relating to teacher interaction (mean =

4.05) and peer interaction (mean = 4.04). These findings suggested that

collaborative learning fostered peer communication and support and

encouraged more meaningful interactions with teachers. These results aligned

with Johnson & Lee (2021), who found that collaborative digital platforms

enhanced student-teacher dialogue and fostered a sense of classroom

community. Although the standard deviation for teacher interaction was slightly

higher (0.92), it still fell within the range of moderate variability, indicating a

shared understanding among most students.

The online knowledge-sharing items also received positive responses,

with mean scores of 3.97 and 3.95, respectively. These slightly lower means

suggested that while students acknowledged the role of collaboration in digital

learning environments, there may have been varying levels of comfort or

familiarity with sharing information online. This could have been due to

differences in digital literacy, group dynamics, or the platforms used for

collaboration.

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These findings were consistent with educational literature, such as

1
Vygotsky's Social Development Theory, which emphasized the importance of
1
social interaction in cognitive development. Additionally, Johnson & Johnson's

(2009) studies supported that collaborative learning enhanced student

engagement, communication skills, and critical thinking abilities. The moderate

consistency across responses also aligned with the idea that collaborative

learning was broadly beneficial but may have varied slightly based on context

or implementation.

The significance of the findings highlighted that students perceived

collaborative learning as a beneficial approach that enhanced teacher and peer

interaction, promoted knowledge sharing, and increased engagement in

learning. These positive perceptions suggested that incorporating collaborative

strategies in academic settings could foster a more interactive and supportive

learning environment. The consistent agreement across responses indicated

that students valued the social and academic benefits of working with others in

traditional and online settings. These insights supported integrating

collaborative learning into instructional practices to improve student

participation, communication skills, and overall academic experience.

1
Similarly, Table 5 shows how social media usage contributed to students' skill

development, particularly in verbal and written communication, critical

feedback, non-verbal awareness, and self-confidence in expression. This

94
section presents the data collected on this theme and provides an analysis of

how students perceived the role of social media in enhancing these skills.

Table 5
1
Students’ Perceptions of Skill Development through Social Media

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Item Mean Mode Median Standard Deviation

Improve verbal skills

4.23

0.85

95
Give constructive criticism and show interest in discussions

3.95

0.91

96
Pay attention to gestures and facial expressions in face-to-face interactions

4.02

0.92

Improve written skills

3.98

0.94

97

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97
Increase confidence in writing

3.94

0.91

Overall

4.02

0.90

The results suggested that students generally perceived social media as

valuable for developing verbal and written communication skills and enhancing

social interaction capabilities. The highest mean score of 4.23 was observed for
1 1
the item "Improve verbal skills," with a mode and median of 5, indicating that

many students strongly agreed that engaging with social media had helped

enhance their spoken communication. This could have been attributed to

features like video calls, voice messages, and live discussions, which required

active verbal participation and expression. These findings aligned with Tafesse

(2020) and Johnson & Lee (2021), who noted that students benefited from

interactive and expressive activities on social platforms, enhancing verbal

fluency and interpersonal confidence.

Students also reported positively on their ability to give constructive

criticism, engage in discussions (mean = 3.95), and pay attention to non-verbal

cues during face-to-face interactions (mean = 4.02). These results highlighted

the broader interpersonal skills developed through social media engagement,

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such as empathy, attentiveness, and the capacity to interpret verbal and non-

verbal feedback—skills considered vital in academic and real-life collaborative

settings. This echoed the findings of Al-Rahmi et al. (2020), who emphasized

the role of social media in developing emotional intelligence and

communication awareness.

Additionally, social media appeared to have positively impacted written

communication, with mean scores of 3.98 for improving writing and 3.94 for

increasing writing confidence. These findings suggested that frequent online

communication through posts, chats, and comments may have fostered

1
students' ability to express themselves clearly and confidently in written form.

However, these items also showed the highest variability among the responses,
1
with standard deviations of 0.94 and 0.91, possibly indicating that students'

writing improvement depended on the type of social media they used and the

nature of their engagement, such as casual vs. academic writing.

1
These findings were consistent with Bandura's Social Learning Theory,

which posited that individuals learned behaviors and skills through observation

and interaction with others in social contexts. The study also reinforced the

conclusion of Giunchiglia et al. (2018) that social media fostered real-time

communication practices, improving both confidence and collaboration among

students. Similarly, the results aligned with recent studies that highlighted the
1
role of social media in enhancing students' communication and collaboration

skills, mainly when used in educational or semi-formal settings.

The findings significantly contributed to understanding how social media

98
served as a student skill development platform. By highlighting its positive

influence on verbal and written expression, non-verbal sensitivity, and

interpersonal engagement, the study supported integrating social media into

educational strategies to enhance communication skills. These insights were

70

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70
valuable for educators and policymakers looking to harness digital platforms

for learning, showing that when used purposefully, social media could be an

effective tool for interaction, meaningful skill acquisition, and personal growth.

Furthermore, Table 6 examined the perceived positive impacts of social

media use among students, particularly in academic collaboration, idea

sharing, access to information, and personal time management. This section

presented the findings relevant to this objective and discussed how they
1
aligned with the broader literature on social media's role in student

development.

Table 6

Positive effects of social media usage

Item Mean Mode Median Standard Deviation

Academic discussions and collaboration

4.12

0.88

Become more sociable

4.1

0.91

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Share new ideas

4.27

0.85

Get information on current social events

4.3

0.82

Collaborative learning

4.17

0.84

Efficiently find academic information online

4.21

0.84

99,100
Mindfully managsocial media use and time effectively

4.05

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0.91

Improve ability to prioritize academic tasks over social media use

4.13

0.87

Overall

4.1

0.86

The findings revealed that students perceived social media as having a

predominantly positive influence on their academic and social development.

The highest mean scores were observed in items related to information

1
acquisition and idea sharing, particularly in "Getting information on current
1 1 1
social events" (mean = 4.30) and "Sharing new ideas" (mean = 4.27), with both

having a mode and median of 5. This suggested strong agreement that social

media was a valuable platform for knowledge exchange and staying updated,

aligning with studies that viewed social media as a modern tool for real-time

information dissemination (e.g., Junco et al., 2011).

1 1
Other high-scoring items, such as "Efficiently finding academic information"
1 1
(mean = 4.21) and "Collaborative learning" (mean = 4.17), indicated that

students valued social media for its educational utility. This supported Johnson

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& Lee (2021), who emphasized the capacity of social platforms to extend

learning beyond the classroom and foster academic interactions among

students. These findings reflected that social platforms could extend learning

beyond the classroom by facilitating peer collaboration and easy access to

academic content.
1 1
Students also agreed that social media helped them "Become more sociable"
1 1
(mean = 4.10) and promoted "Academic discussions and collaboration" (mean

= 4.12), suggesting that it enhanced both interpersonal and academic

engagement. These outcomes supported social constructivist theories, such as

1
Vygotsky's, which emphasized the importance of interaction in learning and

development.
1
Interestingly, the lowest mean score of 4.05 was seen in "Mindfully manage
1
social media use and time." While still positive, this suggested that time

management remained a challenge for some students, consistent with

literature highlighting the potential of social media to distract from academic

priorities (Tess, 2013). Nevertheless, the standard deviation values across all

items were relatively low (ranging from 0.82 to 0.91), showing a strong

consensus among students about the benefits of social media.

These results reinforced the idea that when used purposefully, social media
101
offered multiple academic and social advantages for students. The findings
1 1
directly addressed the study's objective of evaluating social media's positive

impact, revealing that students believed it enhanced idea sharing, information

access, collaboration, and even self-management to an extent. Practically,

these insights could have guided educators to integrate social media platforms

into teaching strategies to promote engagement and collaborative learning.

Theoretically, the findings supported digital learning frameworks that

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advocated for the responsible and educational use of social media in academic

environments.

CHAPTER 4

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter summarizes the research and offers actionable conclusions and

recommendations.

Summary

The research aimed to assess the impact of social media usage on the

academic performance of Bachelor of Elementary Education students at Liceo

de Davao, focusing on how social media influenced study habits, focus, and

academic outcomes. The study sought to understand the most frequently used

platforms, their positive and negative effects, and strategies to minimize the

negative impact on time management, collaborative learning, and skill

development. A correlational research design was used, with data collected

1
through a survey of 138 students, employing Pearson's Correlation Coefficient

to examine the relationship between social media usage and academic

performance.

Key findings showed that students actively used social media for academic

purposes, with high engagement in tasks such as conducting research,

participating in group discussions, and preparing for exams. The most

frequently used platforms included Facebook, Instagram, YouTube, WhatsApp,

and Discord, which students found essential for academic collaboration and

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communication. Positive effects included improved communication skills,

greater academic engagement, and enhanced confidence in writing. Adverse

effects were mainly related to time management challenges and distractions.

Despite these challenges, students reported using strategies like allocating

study time and prioritizing academic tasks to effectively manage their social

media use. The study confirmed a positive correlation between social media

usage and academic performance, with social media playing a key role in

facilitating collaboration, skill development, and learning engagement. The

findings suggested that when used purposefully, social media could enhance
1
students' academic experiences while requiring a conscious effort to minimize

its potential negative impacts.

Conclusions

Based on the findings, this study concluded that social media usage generally

positively influenced the academic performance of Bachelor of Elementary

Education students at Liceo de Davao. The primary research question, which

sought to understand the impact of social media on academic outcomes, was

addressed by identifying strong engagement in academic tasks such as

research, group discussions, and examination preparation. These findings

1
suggested that social media platforms supported students' academic routines,

enhancing collaboration and communication. The study also confirmed that the

most frequently used platforms—Facebook, Instagram, YouTube, WhatsApp,

1
and Discord—were integral to students' academic activities, with positive

effects such as improved communication skills, confidence in writing, and

increased engagement in learning. However, adverse effects were also noted,

primarily related to time management challenges and distractions. Despite

these challenges, students employed various strategies, such as allocating

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study time and prioritizing academic tasks, to minimize the negative impacts of
1
social media. The study's results further supported a positive correlation

between social media usage and academic performance, particularly in

fostering collaboration and skill development. Hence, the overall findings of

this study demonstrated that social media, when used thoughtfully, could
1
enhance students' academic performance and contribute to personal and

professional growth. The overall mean score of 4.10 reflected growth, positing

strong agreement.
102
Therefore, the null hypothesis was rejected, which states that there is no

significant correlation between the two variables. Consequently, the alternative

hypothesis was accepted, indicating a significant positive relationship between

social media usage and the academic performance of Bachelor of Elementary

Education students at Liceo de Davao. This hypothesis suggested that social

1
media usage might have influenced students' academic performance, shaping

their study habits, focus, and overall learning experiences.

Recommendations

Based on the findings, several practical recommendations are made:

Since time management was identified as a key challenge, workshops or

training sessions were recommended to help students develop better time

management skills, enabling them to balance their social media use with

academic responsibilities. Universities like Liceo de Davao encouraged

students to use social media platforms purposefully for academic collaboration

and learning rather than solely for social interaction. This was achieved by

integrating social media into academic activities, such as group projects or

research assignments, to maximize its educational benefits. Future research

could explore the long-term impact of social media use on academic

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performance, specifically looking at its influence over a full academic year or

across different disciplines.

Additionally, examining how different social media platforms might have

had varying effects on student engagement and performance could provide

more profound insights. Institutions were advised to consider developing

policies that promoted a balanced use of social media, highlighting its positive

contributions to academic success while acknowledging the potential for

distractions. These policies could include guidelines for students on managing

digital engagement effectively. By incorporating these recommendations,

educational institutions can help students maximize the positive effects of

social media on their learning while minimizing its potential drawbacks.

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60. This Intricate text Clarity

61. suggested → suggests Incorrect verb forms Correctness

62. Furthermore, the findings could have Unclear sentences Clarity

informed policy decisions on digital
literacy and curriculum development,
emphasizing the responsible and
effective use of social media for
academic and career advancement.

63. Moreover, table 2 showed a study Ungrammatical sentence Correctness

finding and analyzed them in relation
to research objectives, including
identification of the most commonly
used social media platforms.

64. in relation to → Wordy sentences Clarity

about, to, with, concerning

65. Moreover, table 2 showed a study Unclear sentences Clarity

finding and analyzed them in relation
to research objectives, including
identification of the most commonly
used social media platforms.

66. a number of → several, some, many Wordy sentences Clarity

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67. The aim was to determine the extent of Incorrect phrasing Correctness
use and consistency of use on a
number of popular platforms such as
Facebook, Instagram, Twitter, YouTube,
Snapchat, WhatsApp and Discord.

68. This Intricate text Clarity

69. useful for → helpful in Word choice Engagement

70. policy-makers; policymakers Text inconsistencies Correctness

71. in relation to → Wordy sentences Clarity

about, to, with, concerning

72. overall Wordy sentences Clarity

73. my Inappropriate colloquialisms Delivery

74. activities. Closing punctuation Correctness

75. my Inappropriate colloquialisms Delivery

76. importance. Closing punctuation Correctness

77. time. Closing punctuation Correctness

78. my Inappropriate colloquialisms Delivery

79. limit. Closing punctuation Correctness

80. me Inappropriate colloquialisms Delivery

81. my Inappropriate colloquialisms Delivery

82. time. Closing punctuation Correctness

83. to → of Wrong or missing prepositions Correctness

84. is positively Incorrect verb forms Correctness

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85. is positively Incorrect verb forms Correctness

86. interaction. Closing punctuation Correctness

87. is positively Incorrect verb forms Correctness

88. knowledge-sharing Misspelled words Correctness

89. sharing. Closing punctuation Correctness

90. is positively Incorrect verb forms Correctness

91. online. Closing punctuation Correctness

92. is positively Incorrect verb forms Correctness

93. learning. Closing punctuation Correctness

94. analyzes Wordy sentences Clarity

95. discussions. Closing punctuation Correctness

96. interactions. Closing punctuation Correctness

97. writing. Closing punctuation Correctness

98. served as → was Wordy sentences Clarity

99. , managsocial Punctuation in Correctness

compound/complex sentences

100. managsocial → social Misspelled words Correctness

101. These results reinforced the idea that Unclear sentences Clarity
when used purposefully, social media
offered multiple academic and social
advantages for students.

102. that there is Wordy sentences Clarity

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