Quantitative Research Paper
Title:
The Impact of Social Media Usage on the Academic Performance of Senior High School
HUMSS Students
Abstract
This quantitative research investigates the relationship between social media usage and the
academic performance of senior high school students under the Humanities and Social
Sciences (HUMSS) strand. A sample of 100 students from various public and private schools
in Metro Manila was surveyed using a standardized questionnaire. Results show a
significant negative correlation between time spent on social media and academic
performance. The study recommends strategies for responsible social media use to improve
students' academic outcomes.
CHAPTER 1: THE PROBLEM AND ITS BACKGROUND
Introduction
The integration of technology into daily life has drastically changed how students
communicate, study, and spend their free time. Among the most influential digital tools is
social media. Students in the HUMSS strand are particularly prone to frequent usage due to
their focus on communication, current events, and social engagement.
Background of the Study
Social media platforms like Facebook, TikTok, Twitter, and Instagram have become primary
sources of information and entertainment. While these platforms offer educational content,
their excessive use has raised concerns about students’ academic performance, especially
for those studying in the HUMSS strand.
Statement of the Problem
This study seeks to answer the following questions:
1. What is the level of social media usage among HUMSS students?
2. What is the academic performance of these students based on their latest General
Weighted Average (GWA)?
3. Is there a significant relationship between the level of social media usage and academic
performance?
Hypothesis
H0: There is no significant relationship between social media usage and academic
performance of HUMSS students.
H1: There is a significant relationship between social media usage and academic
performance of HUMSS students.
Significance of the Study
This research is significant to:
- Students: To become aware of how their social media habits affect their academic
performance.
- Teachers and Parents: To develop strategies to guide responsible digital behavior.
- School Administrators: To implement programs on digital wellness and time management.
Scope and Delimitation
This study is limited to 100 HUMSS senior high school students from Metro Manila. It
focuses only on the relationship between time spent on social media and academic
performance based on their recent GWA.
Definition of Terms
- Social Media Usage: The amount of time spent on social media platforms per day.
- Academic Performance: The student’s GWA for the most recent grading period.
- HUMSS Strand: A senior high school strand that focuses on humanities, social sciences, and
communication.
CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature
Various studies worldwide highlight both the positive and negative impacts of social media
on academic outcomes. According to Junco (2012), social media can distract students and
reduce the time spent studying. In contrast, Greenhow and Lewin (2016) argue that social
media can foster collaborative learning when used appropriately.
Theoretical Framework
This study is anchored on the Displacement Theory, which suggests that time spent on one
activity displaces time from another. Here, social media usage may displace time for
academic tasks.
Conceptual Framework
[Insert diagram]
- Independent Variable: Social Media Usage
- Dependent Variable: Academic Performance
Related Studies
In a local study by Reyes et al. (2019), high school students who spent more than 3 hours
daily on social media had lower academic scores. Similarly, a 2020 research in Cebu City
found a negative correlation between TikTok usage and student grades.
CHAPTER 3: RESEARCH METHODOLOGY
Research Design
This study employs a descriptive-correlational quantitative research design.
Population and Sampling
The target population consists of HUMSS students in Grade 12. A total of 100 participants
were chosen using stratified random sampling to ensure representation from both public
and private schools.
Research Instrument
A self-made survey questionnaire was used to gather data on social media usage and GWA.
It consists of two parts: demographics and social media usage frequency.
Data Gathering Procedure
Permission was sought from school authorities. Questionnaires were distributed during
class hours and collected after 15 minutes. Confidentiality and voluntary participation were
emphasized.
Data Analysis
Data were analyzed using:
- Descriptive statistics (mean, frequency)
- Pearson correlation coefficient to test the relationship between social media usage and
GWA
CHAPTER 4: PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Table 1: Frequency of Social Media Usage
- 1-2 hours: 20 students
- 3-4 hours: 35 students
- 5-6 hours: 25 students
- 7+ hours: 20 students
Table 2: Academic Performance (GWA)
- 90-100: 15 students
- 85-89: 40 students
- 80-84: 30 students
- 75-79: 15 students
Table 3: Correlation Analysis
Pearson r = -0.56
p-value = 0.001
Interpretation: There is a moderate negative correlation between social media usage and
academic performance. As social media usage increases, academic performance decreases.
CHAPTER 5: SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary
This study examined the relationship between social media usage and academic
performance of HUMSS students. Findings show that most students spend 3-6 hours daily
on social media and have GWAs between 80-89. A negative correlation was found between
the two variables.
Conclusions
There is a statistically significant negative correlation between social media usage and
academic performance among HUMSS students. Excessive time on social media may
negatively impact academic outcomes.
Recommendations
- Students should practice time management.
- Schools should offer seminars on responsible digital usage.
- Further research could examine the effects of specific platforms (e.g., TikTok vs.
Facebook).
References
American Psychological Association. (2020). *Publication manual of the American
Psychological Association* (7th ed.).
Greenhow, C., & Lewin, C. (2016). Social media and education: Reconceptualizing the
boundaries of formal and informal learning. *Learning, Media and Technology*, 41(1), 6–30.
Junco, R. (2012). The relationship between frequency of Facebook use, participation in
Facebook activities, and student engagement. *Computers & Education*, 58(1), 162-171.
Reyes, A., Santos, L., & Cruz, J. (2019). Social media habits and academic performance of high
school students. *Philippine Journal of Education*, 92(3), 45-56.
Appendices
Appendix A: Survey Questionnaire
Appendix B: Raw Data Table
Appendix C: Consent Form
