CHAPTER 1

INTRODUCTION

Rationale

Consumers’ purchasing behavior is defined as the psychological, emotional, and

physical activities people engage in when choosing, buying, and disposing of products

and services to fulfill needs and desires (Schifman & Kanuk, 2009). Buying behavior is

the study of how individuals, groups and organizations select, buy, use and dispose

goods and services which satisfies their needs and wants (Kotler and Keller, 2006).

Studying people’s buying behavior will provide a wide understanding for improving or

introducing products or services, setting prices, devising channels, crafting messages,

and developing other marketing activities (Kotler et al., 2008). Consumer behavior is

interconnected with human behavior, and humans are greatly influenced by their

psyche which is oftentimes a problem of many consumers to over purchase goods and

services (Kotler, 2006).

Social media addiction can be described as a form of internet addiction wherein

individuals are driven to inappropriately use social media (Griffiths, 2000; Starcevic,

2013). Social media addicted individuals are often highly concerned about social media

and are driven by an irresistible urge to sign in and use social media (Andreassen &

Pallesen, 2014). Individuals who spend too much time on social media are more likely

to be updated to current happenings immediately (Kuss & Griffiths, 2012). Social media

addiction greatly affects consumer’s buying behavior because it is through social

 2

media websites that consumers find information which help them make various buying

decisions (Lueg, Ponder, Beatty & Capella, 2006).

Locally, in Cavite State University, Cavite City, research showed that

consumers and shoppers has a high level of impulse buying behavior, or the tendency

of a customer to buy goods and services without planning in advance. In addition,

research revealed that impulse buying behavior in the fifth district of Cavite does not

significantly influenced by the participants’ sex and occupation (Sangalang, Siochi &

Plaza, 2017).

There are few researchers who focused their studies about social media

addiction and consumers buying behavior and the factors that affect them (Bharucha

2018; Chambers, 2018). However, the researchers have not come across of a study

in the local setting on the relationship of social media addiction and consumers buying

behavior. It is for this reason that the researchers were interested to determine if there

was a significant relationship between social media addiction and buying behavior

among senior high school students. Consequently, this study can help students identify

how social media addiction greatly contributes to consumers buying behavior.

Research Objectives

The purpose of this study was to determine the relationship between social

media addiction and buying behavior among Senior High School students. Specifically,

this study had the following objectives:

1. To ascertain the level of social media addiction of the students as determined

by:
 3

1.1 virtual tolerance;

1.2 virtual communication;

1.3 virtual problem; and

1.4 virtual information.

2. To describe the level of buying behavior of the students as determined by:

2.1 brand preferences;

2.2 familiarity towards store brands;

2.3 shopping interest and knowledge sharing; and

2.4 risk perception.

3. To determine the relationship between social media addiction and buying

behavior.

Null Hypothesis

The following null hypothesis was formulated and tested at 0.5 level of

significance.

H0 1. There is no significant relationship between social media addiction and

buying behavior among senior high school students.

Scope and Delimitation

The general purpose of this study is to determine the relationship of social

media addiction and buying behavior among senior high school students. The
 4

respondents were given the same questionnaire to answer. Additionally, this study

focused on the senior high school students in a private secondary school in Barangay

Ilang of the present year 2019-2020. It delimits that the study may not be as sufficient

as it needs to be since there was only a short period of time given in conducting the

study. Inadequate timeframe greatly contributes to the overall outcome of the research

study.

Review of Related Literature

This chapter presents the related literature and studies after the thorough and

in-depth search done by the researchers. This contains readings and literature from

different sources like journals, books, websites, article, theses, and dissertation related

to the study. The first part presents the related literature and studies about time

management, followed by stress, and lastly, the correlation between the two variables.

The first variable is time management, while the second variable is stress.

Researchers vary in the indicators that they use in measuring social media

addiction. However, this study includes the following indicators: virtual tolerance, virtual

communication, virtual problem and virtual information (Sahin, 2018). On the other

hand, the assessment of student’s buying behavior includes the following indicators:

brand preference, familiarity towards store brands, shopping interest and knowledge

sharing and risk perception (Nugruho & Wihandoyo, 2009).

Social Media Addiction

Social media addiction is a behavioral addiction that is characterized as being

overly concerned about social media, driven by an uncontrollable urge to log on or use
 5

social media, and devoting so much time and effort to social media that it impairs other

important life areas (Andreassen & Pallesen, 2014). It is another form of internet

addiction where individuals are urged to use social media excessively (Griffiths, 2000;

Starcevic, 2013). Moreover, studies have shown that the symptoms of social media

addiction can be manifested in mood, cognition, physical and emotional reactions, and

interpersonal and psychological problems (Kuss & Griffiths, 2011; Balakrishnan &

Shamim, 2013; Zaremohzzabieh, Samah, Omar, Bolong & Kamarudin, 2014; Tang,

Chen, Yang, Chung & Lee, 2016; Blachnio, Przepiorka, Senol-Durak, Durak &

Sherstyuk, 2017).

Moreover, social media addicted individuals tend to disregard the hazards that

they may acquire online because they focus more on the beneficial part of it, such as

staying in touch with old friends or distant family members and the ability to post and

get information immediately (Kempa, 2015). Consequently, it is very easy to become

addicted to social media because it provides a lot of psychological benefits to the user,

such as creating groups, posting information and receiving positive feedbacks. These

benefits acts as the driving mechanism for the user to continuously use social media

(Hu, 2014).

In addition, social media addiction is positively associated with mental health

problems such as stress, anxiety and depression and negatively associated with long-

term well-being (Hong, Huang, Lin, Chiu & Pantic, 2014; Eraslan-Capan, Malik & Khan,

2015; Toker & Baturay, 2016; Marino, Shakya & Christakis, 2017). Furthermore,

studies shown that excessive use of social media have a negative impact on students’
 6

academic performance (Kirschner & Karpinski, 2010; Junco, 2012; Ozer, Mellott &

Ochwo, 2013; Al-Menayes, 2015).

The first indicator of social media addiction is virtual tolerance. Virtual tolerance

is the ability or the willingness of a social media user to withstand the positive and

negative effects acquired on social media, particularly certain opinions and behavior of

people online that the user does not necessarily agree with (McPherson, Smith-Lovin

& Cook, 2001). Due to the fact that social media users interact through social networks

differently, their ideal behavior, true identity, and tolerance in using social media differ

from each other (Genicot, 2019).

In addition, virtual tolerance is the degree of gradually accepting things that one

actually disapproves or dislikes. It is the act of tolerating the use of social media

whether it produces positive or negative effect on the user (Gibson,2006). In fact, the

adoption of new digital technologies and the emergence of the virtual world has

changed the user’s way of life. Due to the accessibility and unlimited entertainment

that the virtual world offers, it is not surprising that many users tolerate their social

media usage (Guedes, Nardi, Guimaraes, Machado & King, 2016).

The second indicator of social media addiction is virtual communication. Virtual

communication refers to the kind of communication where people all over the world

interact or send messages without meeting physically (Pojuner, 2015). Research

suggest that virtual communication can lead to a decreased group effectiveness and

reduce satisfaction levels in terms of trust and comfort of its users (Goncalves, Ferreira,

Putnik & Cruz-Cunha, 2014).

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In the modern world, virtual communication is very much important especially in

terms of business. Business meetings are no longer limited by physical boundaries.

Instead, many companies are requiring employees to conduct interviews, finish

projects, and hold meetings without being in the same room, place, or even country.

Nowadays, employees may be sitting alone in their respective desks attending a virtual

meeting with colleagues they have never met, each with different offices at different

geographical locations (Layng, 2016).

The third indicator of social media addiction is virtual problem. Virtual problem

refers to the problem associated within the virtual world, particularly online. The

irrational and excessive use of social media has been found to be associated with a

host of emotional, relational, health, and performance problems (Echeburua & de

Corral, 2010; Kuss & Griffiths, 2011; Marino, Finos, Vieno, Lenzi & Spada, 2017).

Research shows that social media addiction is negatively associated with students’

mental health and academic performance. Furthermore, it is expected that these

problems regarding virtual world would be alleviate through an intervention in reducing

social media addiction (Valkenburg, 2006; Pantic, 2012; Koc & Gulyagci, 2013; Jiang,

2016).

In addition, research have shown that there are continued reports of high

dropout rates and achievement problems regarding online education (Morris, Xu &

Finnegan, 2005; Tyler-Smith, 2006; Luyt, 2013). Though online education provide a lot

of benefits to the students in terms of technologically advanced equipment, there are

still identified critical issues affecting the quality of online education such as
 8

communication, time management, pedagogy, and assessment (Conaway, Eston &

Schmidt, 2005; Bassoppo-Moyo, 2006; Ko & Rossen, 2010; Limperos, 2015).

The fourth indicator of social media addiction is virtual information. Virtual

information refers to any data being on or simulated on a computer or computer

network. It is a stimuli that has meaning in some context for its receiver. Information is

generally referred to as data when it has entered into and stored in a computer (Rouse,

2005). As technology becomes increasingly ubiquitous, most of the people acquire

information through the virtual world. Whereas, the only means of acquiring information

or news before was through radio, television, or by mouth-mouth sharing of information

(Ali & Yousaf, 2017).

Social media help users to access information easily and it also allows

publishers to publish diverse context more easily on the virtual world. However, many

lay users take advantage of its accessibility by publishing different and unauthorized

content to the public which may result to false information (Hargittai & Walejko, 2008;

Correa, 2010; Blank & Reisdorf, 2012; Lutz, 2014). Thousands of books, studies,

research articles, reports and scientific papers are now available online (Habiburrahim,

2012).

Buying Behavior

Buying behavior refers to the selection, purchase and consumption of goods

and services for the consumer’s satisfaction. Research shows that there are various

factors, specificities and characteristics influence individuals in deciding what to

consume or purchase. Those factors play a huge role on the consumer’s decision
 9

making process, shopping habits, purchasing behavior and brand preferences. The

result of their decisions is collectively called purchase decision. Moreover, consumers

often select commodities that promises greater utility (Ramya & Ali, 2016).

From the buyer’s point of view, it has become quite difficult nowadays to make

a purchase decision because of the various available options existing at the market,

which are oftentimes very close in comparison. Customers must be wise in deciding

on what product or services they should spend their time, efforts, energy and money.

On the other hand, it is not also that easy for business organizations to understand and

analyze the purchasing patterns and behavior of their target customers. Therefore, the

job of the marketing is very crucial since they are the ones who will understand and

analyze the factors that impact the customers purchasing process and buying decision

(Solomon, Polegato & Zaichkowsky, 2009; Jang, Prasad & Ratchford, 2012; Steinhart,

Ayalon & Puterman, 2013).

Consumers buying behavior refers to all the thoughts, feelings and actions that

a particular individual has or takes before when buying certain products, services or

idea. Buying behavior is a concept that answers what, why, how, when, and where an

individual makes purchase. Research shows that consumers’ buying behavior is

significantly influenced by the consumer’s internal and external factors. Those factors

are identified as cultural, social, personal, and psychological factors (Luna & Gupta,

2001; Radulesco, Cetina & Orzan, 2012; Gajjar, 2013).

The first indicator of buying behavior is brand preference. Brand preference is

also known as brand choice which reflect a desire to use a particular company’s

product or services, even when there are equally priced and equally-available
 10

alternatives. Consumer brand preference is very essential in understanding consumer

choice behavior, and has often receive great attention from marketers. When talking

about brand preference, customers reveal the type of attributes a brand possesses.

Business companies needs to strengthen their brand image in order for the customers

to make it as their preferred brand. By this, the company can strengthen its position

and increase its market share (Ebrahim, 2013).

Brand can facilitate both the customers and the company itself. Brand can

reduce the customers search costs, and it can also help companies in increasing their

probability of repeat purchase, which enhances the company’s overall financial

performance. Therefore, customers’ loyalty is one of the most fundamental constructs

of marketing, and it is essential for companies to give attention to the brand

preferences of their possible customers. Investigation of the factors that drive brand

loyalty is a key concern for marketers, especially that customers nowadays do see

supposedly different brands as becoming more and more similar and they increasingly

express no preference when evaluating brands in certain type of product (Schultz,

2014).

Brand preferences are usually studied in order to profile and understand loyal

customers. The question of why consumers change their brand preferences has

always intrigued marketers and consumer researchers for decades. Early researchers

proposed that the brand-switching behavior of customers is the effect of their past

purchases experience (Morrison, 1996). While recent studies have shown that brand-

switching behavior is related to three types of factors (Morgan & Dev, 1994) consumer
 11

characteristics (Vantrip, Hoyer & Inman, 1996), marketing mix factors (Deighton,

Henderson & Neslin, 1994), and situational influences (Bucklin & Srinivasan, 1991).

The second indicator of buying behavior is familiarity towards store brands.

Familiarity towards store brands or also known as brand awareness is related to brand

recognition. It is the ability of the potential buyer to recognize or recall the brand name

of a certain product purchased. It is the consumer’s ability to identify and know different

existing brands and what these different brands offer. Familiarity towards store brands

influences consumers’ perceived risk assessment and their confidence in their

purchase decisions (Patil, 2017).

Brand awareness is the capacity of the consumers to remember or recognized

existing brands. For business organizations, it is a process wherein they have to put

effort and provide strategies in order for the consumers to patronize the brand, which

will put the brand on higher rank. The brand will later become the top of mind (Aaker,

1991). Moreover, brand awareness is important because a lot of consumers preferred

a particular brand that is popular or known to the mass. Consumers often think that if

a particular brand is popular, it has good quality. It is not the popularity of the brand

that is important, it is what the brand is known for (Melin, 1999).

The third indicator of buying behavior is shopping interest and knowledge

sharing. Shopping interest and knowledge sharing means having a desire to known or

learn about certain products or services and exchanging once thoughts to others to

improve communication among other consumers. To ensure a successful business, it

is essential for managers to attract the interest of their customers. If customers are not
 12

aware that a certain product exist or if they are not informed of its benefits, they are

not likely to be interested enough to buy the product (Hamel, 2008).

Nowadays, social media plays a huge role in utilizing consumer’s knowledge

sharing throughout the world. In the recent years, a significant rise was observed in

the usage of social networking sites for business organizations to organize marketing

campaigns. It is important for advertisers to structure their information well in order for

the consumers to accept the information of the product clearly. Consumer purchasing

process and knowledge flows primarily through social media (Hu, Wei & Huimin, 2013).

The fourth indicator of buying behavior is risk perception. Risk perception is a

factor which affects consumers’ decision making in selecting a certain product or

services or considering a product choice in which the stake is high. Research have

shown that social, financial, functional and physical are the various types of risk a

consumer may encounter (Mitchell & Greatorex, 1998). Risk perception is a

combination of consequences, which is measured in terms of seriousness or

importance, and uncertainty (Sheth, 1973; Mitchell & Greatorex, 1993). Risk

perception is viewed as the function of two variables: the importance of the purchase

and the level of uncertainty associated with the outcome of the purchase (Wilson, 1991;

Kraljic, 1983; Henthorne, 1993; Gelderman & Van Weele, 2002).

Risk perception was originally established in 1960 by Baurer. According to him,

consumer’s purchase behavior was more likely to lead to unpredictable and even

unpleasant outcomes. Hence, consumer’s purchase decision contains uncertainty of

the outcome, which is the initial concept of risk perception (Zhang, 2015). Research
 13

shows that the degree of risk perception by a consumer is also affected by their

shopping situation (Ward, 2008).

Correlations between Measures

Social media addiction has a strong effect on consumers’ behavior, as well as

on their personal lives. Its effect can also change with regards to their respective

culture. Different cultures have different uses of social media, as well as different

behavior in purchasing or consuming products (Poushter, 2017). Consumers’ buying

behavior is influenced by a complex combination of internal and external influences.

Among these influences, research identified group membership and social media as

one of the huge influences of consumers’ buying behavior (Kotler & Armstrong, 2010).

It is because social networking emerged as a strong component of social interaction.

Social networking sites ranging from blogs, networking websites such as YouTube to

entire virtual worlds like Facebook as a medium used by consumers. These existing

social networking technologies offer a much better communication channel among

consumers than any advertising company (Anya, 2006).

The emergence of social media has been considered as the major cause of the

changes on how consumers purchase and how the world does business (Kaplan &

Haenlein, 2010). Businesses have grown to use social media for external and internal

uses (Arnaboldi, 2016). Businesses use social media as a medium to easily market

their products and services. Research shows that 89% of business companies use

Facebook as their number one medium for marketing (Mangles, 2017). Consequently,

social media can increase consumer’s communication and can also spread information

internally between companies and consumers (Chambers, 2018).

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Theoretical Framework

This study is anchored on the proposition of Roesler (2015) which proposed that

social media addiction greatly affects up to 47% of millennial’s purchases. Those who

use social media regularly to find products that interest them, are more likely to spend

four times more money compare to other consumers. Social media usage of certain

companies increases consumer satisfaction, customer loyalty, and consumer

awareness of brands. Social media addiction results to the popularization and

continual development of some technologically based devices which helps the

communication among people (Kim, 2016).

In a recent study, Scheinbaum (2017) also proposed that being addictive to

social media has the potential to be a factor on how social media affects consumer’s

behavior. The addiction of such thing can lead to neglecting one’s real life, mood

change and mental preoccupation. Lastly, Poushter (2017) proposed that due to the

strong effect of social media on the behavior of consumers, it may affect at some point

their personal lives, its effects can also change related to culture. Different culture have

different characteristics and therefore have different style and uses of social media,

which conclude that they have different characteristics in consuming and purchasing

products or services.

Based from the following propositions related to social media addiction and

consumer’s behavior, it is visible that social media addiction plays a vital role on

consumer’s behavior.
 15

Conceptual Framework

This study used the conceptual framework as illustrated in figure 1. The first

variable is social media addiction determined by the following indicators: virtual

tolerance, virtual communication, virtual problem and virtual information (Sahin, 2018).

Virtual tolerance refers to the ever increasing usage of social media, specifically social

networking sites over time; virtual communication is a mode of communication that

includes the use of technology to communicate with people who are not physically

present; virtual problem refers to a matter or situation occurring or existing primarily

online regarded as unwelcome or harmful and needing to be dealt with and overcome;

lastly, virtual information refers to any data being on or simulated on a computer or

computer network.

The second variable is buying behavior, which is determined by the following

indicators: brand preferences, familiarity towards store brands, shopping interests and

knowledge sharing and risk perception (Nugruho & Wihandoyo, 2009). Brand

preferences is also known as brand choice which reflect a desire to use a particular

company’s product or services, even when there are equally priced and equally-

available alternatives; familiarity towards store brands refers to the awareness of

consumer in choosing certain products or services; shopping interests and knowledge

sharing means having a desire to known or learn about certain products or services

and exchanging once thoughts to others to improve communication among other

consumers; lastly, risk perception is the subjective judgement that people make about

the characteristics and severity of a risk.

 16

Variable A Variable B

Social Media Addiction Consumer’s Behavior

• Virtual Tolerance • Brand Preference

• Virtual Communication • Familiarity Towards

• Virtual Problem Store Brands

• Virtual Information • Shopping Interests and

Knowledge Sharing

• Risk Perception

Figure 1. Conceptual Framework Showing the Variables of the Study.

 17

Significance of the Study

This study aimed to find out the relationship between social media addiction and

buying behavior among senior high school students. This study is globally important

because one of the factors that greatly influence consumer’s behavior is social media.

Benefiting the study are the various sectors, to wit: business owners, school heads,

teachers, students, parents and future researchers. Business owners may understand

the behavior of their potential consumers with regards to the use of social media, and

may make use of this information as an advantage to outperform other competitors.

School heads may acquire knowledge from this study about how their students’ buying

behaviors are greatly affected by their addiction to social media.

The findings of this study may also guide teachers on how to handle the level of

social media addiction of their students. They may be able to understand their students

more, learn to connect to them, and guide them. Students may gain knowledge about

the factors that contributes to their consuming behavior and if it is a positive or negative

aspect. It may give the student’s a realization that their addiction to social media has

change their product preferences and their spending behavior. Like the teachers, the

parents too may understand their children and the manifestation of their certain actions.

Finally, this study may greatly benefit the future researchers for this may serve as their

reference for their researches related to the topic.

Definition of Terms

The operational definitions of the following important terms are as follows:

 18

Social Media Addiction. This refers to a form of internet addiction, where

individuals exhibit a compulsion to use social media to excess.

Buying Behavior. This refers to the process whereby individuals decide

whether what, when, where, how, and from whom to purchase goods and services.
 Chapter 2

METHOD

Discussed in this chapter are the research steps and procedures employed in

this study. It includes the research design, the research locale, the population and

sample, the research instrument, the data collection procedures, the statistical tools

used and the ethical consideration.

Research Design

This study used a quantitative, non-experimental research design particularly

using a correlational technique. It is a quantitative study because it is a systematic

empirical investigation of observable phenomena via statistical, mathematical, or

computational technique (Surendran, 2019). Moreover, it was non-experimental in the

sense that the variables in this study, social media addiction and consumers buying

behavior were not manipulated nor changed by the researchers.

In addition, it uses a correlational technique because the researchers had

measure two different variables, which were social media addiction and consumers

buying behavior, and whose main purpose was to understand and assess the

statistical relationship between the two variables. Furthermore, this research method

was indeed appropriate for this study considering the fact that its main goal was to

determine the relationship between social media addiction and an individual’s buying

behavior.
 20

Research Locale

This study was conducted in Davao City, Philippines, particularly in a private

secondary school in Barangay Ilang. The participants of the study were the senior high

school students of a particular private secondary school located in Barangay Ilang. The

map shown in Figure 2 is the country of the Philippines, region and the specific location

of where the study was conducted. This study was conducted from November 2019 to

March 2020.

Population and Sample

Stratified Random Sampling was used in determining the participants of the

study which was composed of all senior high school students, both male and female
of a particular private school in Barangay Ilang, Davao City. The researchers used an
online application called Raosoft.com to determine the sample size. The total number
of population was 191 and the sample size was 131. There were 25 (19%) students
from Grade 11-Diamond and Grade 11-Emerald, 27 (20.6%) students from Grade 11-
Ruby, 32 (24.4%) students from Grade 12-Mercury, 14 (10.6%) students from Grade
12-Venus, and 8 (6.1%) students from Grade 12-Neptune. Shown below is the
distribution of the population in the study.

Distribution of Respondents

Grade and Section Population Sample Percentage

11 - Diamond 37 25 19 %

11 - Emerald 37 25 19 %

11 - Ruby 39 27 20.6 %

12 - Mercury 47 32 24.4 %
 21

Barangay

Figure 2.Philippine map showing the location of Barangay Ilang in Davao City.
 22

12 - Venus 20 14 10.6 %

12 - Neptune 11 8 6.1 %

Total 191 131 100 %

Research Instrument

The researchers used a survey questionnaire as an instrument for the conduct

of the study, and it was composed of two parts. The first part of the questionnaire asked

for the student’s social media addiction with indicators such as virtual tolerance, virtual

communication, virtual problem and virtual information (Sahin, 2018). The survey

questionnaire had 24 items. A five-point Likert Scale was utilized in scoring each of the

items which ranged from Strongly Disagree to Strongly Agree. The original

questionnaire was modified to contextualize the school setting. The modified

questionnaire was validated by experts and pilot testing was conducted which resulted

to an alpha coefficient of .899, suggesting that the items had relatively high

consistency. The following range of means was used in describing the level of time

management.

Range of Descriptive Interpretations

Means Levels
4.20 – 5.00 Very High This means that social media addiction is
always manifested.
3.40 – 4.19 High This means that social media addiction is
oftentimes manifested.
2.60 – 3.39 Moderate This means that social media addiction is
sometimes manifested.
 23

1.80 – 2.59 Low This means that social media addiction is

seldom manifested.
1.00 – 1.79 Very Low This means that social media addiction is
never manifested.

Likewise, the second part of the questionnaire was about the buying behavior

of students which was composed of the following indicators: brand preferences,

familiarity towards store brands, shopping interests and knowledge sharing, and risk

perception (Nugruho & Wihandoyo, 2009). The survey questionnaire had 15 items. A

five-point Likert Scale was utilized in scoring each of the items which ranged from

Strongly Disagree to Strongly Agree. The original questionnaire was modified to

contextualize the school setting. The modified questionnaire was validated by experts

and pilot testing was conducted which resulted to an alpha coefficient of .929,

suggesting that the items had relatively high consistency. The following range of means

was used in describing the level of buying behavior.

Range of Descriptive Interpretations

Means Levels
4.20 – 5.00 Very High This means that buying behavior is always
manifested.
3.40 – 4.19 High This means that buying behavior is
oftentimes manifested.
2.60 – 3.39 Moderate This means that buying behavior is
sometimes manifested.
1.80 – 2.59 Low This means that buying behavior is seldom
manifested.
1.00 – 1.79 Very Low This means that buying behavior is never
manifested.
 24

Data Collection
The following were the data collection procedures followed during the conduct

of the study.

Before the conduct of the study was done, the researchers sent a letter of

request to the head of the school where the study was conducted. By this, the

researchers would have the consent to administer the questionnaire to the senior high

school students of a certain private secondary school. Fortunately, the researchers

were granted permission. Upon the approval of the principal, the researchers

personally administered the questionnaire to the participants of the study to ensure

100% retrieval. The students were assured of utmost confidentiality of their responses.

The data gathered were tallied, analyzed and interpreted statistically. Finally,

conclusions were drawn from the result which gave way to the recommendation.

Statistical Tools

The following were the statistical tools used in interpreting the data gathered.

Mean. This was used to determine the level of social media addiction and

buying behavior of the students which addressed the first and second research

objectives.

Pearson r. This statistical tool was used to determine the significance of the

relationship between social media addiction and buying behavior of the students in

answer to the third research objective.

 25

Ethical Considerations

In the conduct of the study, the researchers assured that appropriate research

guidelines were followed and certain research ethics were considered. Students’

participation of the study was voluntary, in which they could withdraw anytime without

penalty. Any physical or emotional distress towards certain topics were also

considered.

The researchers gave the respondents enough time to answer the research

questionnaire in order for them to actually think of their true insights regarding their

social media addiction and buying behavior. Information of participants were made

confidential to ensure the privacy of their data. In line with Republic Act 10173 or also

known as the Data Privacy Act of 2012, the name of the school where the study was

conducted was not revealed and the participants’ identities were classified in order to

keep their anonymity.

Proper salutation of other authors used in the study were cited in APA

referencing classification. The researchers did not make up any data or results, and

plagiarism were evaded. There was no conflict of interest in the course of discussion

in the research. Therefore, the ethical aspect of research was strictly followed all

throughout the conduct of this study.

 Chapter 3

RESULTS

This chapter presents the data and analysis of findings obtained from the

responses in the questionnaire based on the research objectives presented in the first

chapter of this paper. The discussion of the topic is arranged in this order: level of

social media addiction of senior high school students, level of buying behavior, and

relationship between social media addiction and buying behavior.

Level of Social Media Addiction

The first objective of this study was to determine the level of social media

addiction among senior high school students. It is revealed in Table 1 that the level of

social media addiction among senior high school students gets an overall mean score

of 3.39 with a standard deviation of 1.05. The mean score is described as Moderate

level, which means that social media addiction is sometimes manifested, and the

standard deviation conveyed that the participants have varied responses to the items

in the questionnaire.

Looking at the data per indicator, it can be seen that virtual information got the

highest mean rating of 3.78 described as High level, which is followed by virtual

tolerance with a mean rating of 3.47 or High level, virtual problem with a mean rating

of 3.24 or Moderate level, and virtual communication with a mean rating of 3.20 or

Moderate level.
 27

Table 1
Level of Social Media Addiction of Senior High School Students

Descriptive
Indicators SD Mean
Levels

Virtual Information 0.89 3.78 High

Virtual Tolerance 1.01 3.47 High

Virtual Problem 1.09 3.24 Moderate

Virtual Communication 1.07 3.20 Moderate

Overall 1.05 3.39 Moderate

The table also reveals the standard deviation of virtual information which is 0.89

indicating consistency of responses of the participants in the items under this indicator

in the questionnaire. However, the standard deviation of the rest of the indicators

namely virtual tolerance, virtual problem, and virtual communication ranged from 1.01

to 1.09 which imply that ratings obtained from the study are not close to the mean

indicating varied responses of the participants.

Among the four indicators, virtual information had the highest mean rating of

3.78 or High level. Similarly, the data in the appended Table 1.1, show that the students

gave High level ratings on all items, to wit: I like using social media to keep informed

about the current happenings in the world, 3.98; I surf on social media to keep informed

about what other social media groups share, 3.84; I stay on social media to keep

informed about the things related to my class, 3.74; I spend more time on social media

to see some special announcements (e.g. birthdays), 3.73; and I am always active on
 28

social media to be instantly informed about what my friends and classmates share,

3.60.

The second highest indicator of the level of social media addiction among senior

high school students is virtual tolerance. It has a High-level rating which means that it

is oftentimes manifested. Data, as presented in the appended Table 1.2, further reveal

that students gave High-level ratings on the following views and were perceived to be

oftentimes manifested, to wit: I immediately go on social media after waking up in the

morning, 3.62; I look for internet connectivity everywhere so as to go on social media

and I see social media as an escape from the real world, 3.59; and I am eager to go

on social media, 3.51.

The third highest indicator of the level of social media addiction among senior

high school students is virtual problem. It has a Moderate level rating which means that

it is sometimes manifested. Data, as presented in the appended Table 1.3, further

reveal that students gave High-level rating on one item and was perceived to be

oftentimes manifested, to wit: being on social media excites me, 3.72.

Lastly, among the indicators of the level of social media addiction of senior high

school students, virtual communication has the lowest mean rating of 3.20 which has

a Moderate level. It means that it is sometimes manifested. As presented in the

appended Table 1.4, students gave a High-level rating on one item and was perceived

to be oftentimes manifested, to wit: social media activities is part of my everyday life,

3.56.
 29

Level of Buying Behavior

Shown in Table 2 is the level of buying behavior among senior high school

students. It has an overall mean of 3.27 and a standard deviation of 0.99. The mean is

described as Moderate level which denotes that buying behavior of senior high school

students is sometimes manifested. The standard deviation also conveys that the

responses of the students are close to the mean indicating consistent homogenous

responses to all items in the questionnaire.

Furthermore, looking at the data per indicator, it shows that risk perception got

the highest mean rating of 3.54, described as High level. It is followed by familiarity

towards store brands with a mean rating of 3.36 or Moderate level, brand preferences

with a mean rating of 3.35 or Moderate level, and lastly, shopping interest and

knowledge sharing with a mean rating of 3.23 or Moderate level.

Among the four indicators, risk perception had the highest mean rating of 3.54

or High level. Similarly, the data in the appended Table 2.1, show that the students

gave High-level ratings on all items, to wit: branded products are good in terms of

quality, 3.72; I believe that store brand prices are the agreed price that will benefit both

the seller and the buyer, 3.51; and it is risky to buy unbranded products because of the

low quality it offers, 3.40.

The second highest indicator of the level of buying behavior among senior high

school students is familiarity towards store brands. It has a Moderate-level rating which

means that it is sometimes manifested. Data as presented in the appended Table 2.2,
 30

Table 2
Level of Buying Behavior of Senior High School Students

Descriptive
Indicators SD Mean
Levels

Risk Perception 0.91 3.54 High

Familiarity Towards Store Brands 0.95 3.36 Moderate

Brand Preferences 1.03 3.35 Moderate

Shopping Interest and Knowledge Sharing 1.02 3.23 Moderate

Overall 0.99 3.27 Moderate

further reveal that students gave a High-level rating to one item, to wit: I consider the

financial risks when buying in store brands, 3.53.

The third highest indicator of the level of buying behavior among senior high

school students is brand preferences. It has a Moderate-level rating which means that

it is sometimes manifested. Data, as presented in the appended Table 2.3, further

reveal that students gave High-level ratings on the following views and were perceived

to be oftentimes manifested, to wit: I am willing to make an effort to search my favourite

brand, 3.46; and I usually care a lot about which particular brand I buy, 3.42.

Lastly, among the indicators of the level of buying behavior, shopping interest

and knowledge sharing has the lowest mean rating of 3.23 which has a Moderate level

which means that it is sometimes manifested. As presented in the appended Table 2.4,

students gave a High-level rating to one item, to wit: I am interested on products that I

buy, 3.60.
 31

Table 3
Significance on the Relationship between Social Media Addiction and
Buying Behavior of Senior High School Students

Buying Behavior

𝑅 Degree of Correlation 𝑝

Social Media
0.069 Very Weak Positive 0.435
Addiction
*Significant at 0.05 significance level.

Significance on the Relationship between Social Media

Addiction and Buying Behavior
The test of correlation between Social Media Addiction and Buying Behavior of

the students is presented in Table 3. It reveals the overall computed r-value of 0.069

with a p-value greater than 0.05, which is p=0.435. The confidence level set for this

study was p<0.05. The result depicted a very weak positive relationship between the

variables. However, this was not significant. Thus, the result failed to reject the

hypothesis of no significant relationship between social media addiction and buying

behavior of Senior High School students.

 Chapter 4

DISCUSSION

This discussion pertaining to the results of the study is presented in this chapter.

Discussion followed the sequence of topics by which results were presented in chapter

3 of this paper.

Social Media Addiction

The overall level of social media addiction of the senior high school students is

Moderate. In fact, two of the four domains have Moderate levels. Virtual information

and virtual tolerance were rated High while virtual problem and virtual communication

were rated as Moderate level. This means that the students sometimes manifested the

characteristics of virtual problem and virtual communication in the questionnaire. This

conforms to the pronouncement of Kuss and Griffiths (2011) that social media addiction

can be manifested in mood, cognition, physical and emotional reaction, and

interpersonal and psychological problems.

Among the four domains, virtual information got the highest rating which was

High. The data shows that senior high students in this school have like using social

media to keep informed about the current happenings in the world, they surf on social

media to keep informed about what other social media groups share, they spent more

time on social media to see some special announcements (e.g. birthdays), they stay

on social media to keep informed about the things related to their class, and that they

want to be instantly informed about what their friends and classmates share. This is in

consonance with the statement of Ali & Yousaf (2017) that as technology becomes
 33

increasingly ubiquitous, most of the people acquire information through the virtual

world.

Likewise, virtual tolerance also got a High-level rating from the students. The

findings revealed that senior high school students are eager to go on social media, to

look for internet connectivity everywhere so as to go on social media, to immediately

go on social media after waking up in the morning, that they see social media as an

escape from the real world, and that life is meaningless without social media. This

explains by Guedes, Nardi, Guimaraes, Machado & King (2016) that it is not surprising

that many users tolerate their social media usage because of the accessibility and

unlimited entertainment that the virtual world offers.

Moreover, virtual problem got a Moderate-level rating from the students which

indicates that it is sometimes manifested. The result is indicative of senior high school

students spending much time on social media that on homework, family, and other vital

activities (eating or drinking), feeling bad if obliged to decrease the time spend on social

media, having physical problems because of social media, and that the mysterious

world of social media always captivates them. This is in contrary to the statement of

Jiang (2016) thatsocial media addiction is negatively associated with students’ mental

health and academic performance.

Lastly, the lowest rated indicator of social media addiction is virtual

communication. Virtual communication also got a Moderate-level rating from the

students indicating that it is sometimes manifested. The data is indicative of senior high

school students preferring the friendships on social media than in real life, the

communication via social media, and to use social media even there are somebody
 34

around them, as well as expressing theirselves better on social media. This explains

the statement of Goncalves, Ferreira, Putnik & Cruz-Cunha (2014) that virtual

communication can lead to a decreased group effectiveness and reduce satisfaction

levels in terms of trust and comfort of its users.

Buying Behavior

The second objective of this study was to determine the level of buying behavior

of senior high school students. The data reveals the overall level of buying behavior

among senior high school as Moderate level which denotes that buying behaviour is

sometimes manifested. In fact, three out of four indicators were rated with moderate

level. This is contradicting to the statement of Ramya & Ali (2016) that consumers often

select commodities that promises greater utility. According also to Ayalon & Puterman

(2013) it has become quite difficult nowadays for the buyers to make a purchase

decision because of the various available options existing at the market, which are

oftentimes very close in comparison.

Meanwhile, risk perception got the highest rating which was high which implies

that it is oftentimes manifested. Data conveyed that senior high school students feel

risky to buy unbranded products and that branded products for them are good in terms

of quality. In addition, they also believe that store brands’ prices will benefit both the

sellers and customers. This is parallel to the findings of the studies in the research

summary according to Mitchell & Greatorex (1993) that risk perception is a combination

of consequences, which is measured in terms of seriousness or importance, and

uncertainty.
 35

Furthermore, familiarity towards store brands got a Moderate-level rating from

the students which indicates that it is sometimes manifested. The result is indicative of

senior high school students buying store brands and being familiar with various store

brands. In fact, Patil (2017) stated that familiarity towards store brands influences

consumers’ perceived risk assessment and their confidence in their purchase

decisions.

Though second from the bottom, brand preferences was also rated with

Moderate-level and it is perceived to be sometimes manifested. Based on the data,

students care a lot about which particular brand they buy and that they are willing to

make an effort just to search for their favorite brand. Data also reveals that they prefer

one certain brand of most products they buy. This conforms to the pronouncement of

Schultz (2014) that customers’ loyalty is one of the most fundamental constructs of

marketing which makes it essential for companies to give attention to the brand

preferences of their possible customers.

Finally, shopping interest and knowledge sharing is the lowest rated indicator of

the level. It has Moderate-level and it is also perceived to be sometimes manifested.

Data reveal that the senior high school students are somewhat of an expert when it

comes to shopping, interested on products that they buy, and that they can be a good

source of shopping information. This explains by Hamel (2008) that if customers are

not aware that a certain product exist or if they are not informed of its benefits, they

are not likely to be interested enough to buy the product.

 36

Significance on the Relationship between Social Media

Addiction and Buying Behavior

The test of correlation does not show a significant relationship between social

media addiction and buying behavior of senior high school students. This contradicts

the studies of Poushter (2017) that social media addiction has a strong effect on

consumers’ behavior, as well as on their personal lives, and that its effect can also

change with regards to their respective culture.

The results also does not support the results of the study conducted by Koller

& Armstrong (2010) which revealed that consumers’ buying behavior is influenced by

a complex combination of internal and external influences, and that group membership

and social media are one of the huge influences among those influences of consumers’

buying behavior.

Conclusion

Conclusions are drawn based on the results of the study. The study concludes

that the overall level of social media addiction of senior high school students was

moderate. Its indicators, namely, virtual information and virtual tolerance got High

rating while virtual problem and virtual communication got a Moderate rating.

Furthermore, the overall level of buying behavior of the students was also moderate

which was indicative of the Moderate level of familiarity towards store brands, brand

preferences, and shopping interest and knowledge sharing.

Moreover, the findings does not reject the theoretical assumption of no

significant relationship between social media addiction and buying behavior of the

senior high school students. Contrary to the statement of Kaplan & Haenlein (2010)
 37

that the emergence of social media has been considered as the major cause of the

changes on how consumers purchase and how the world does business.

Recommendation

The following recommendations are made in consideration of the results and

conclusions of the study. Based on the findings, the overall level of social media

addiction of senior high school students was high. Thus, the parents come up with

strategies and rules to lessen social media addiction of the students.

Moreover, it was found out that the overall level of buying behavior of the senior

high school students was Moderate. Findings also reveal a no significant relationship

between social media addiction and buying behavior of the students. Hence, the

researchers recommend the students to be very careful in their selection, purchase

and consumption of goods and services for their own satisfaction. They may consider

various factors, specificities and characteristics in making a purchase decision.

Lastly, future researchers may conduct a similar study on a different setting to

discover new knowledge and add to the limited literature on the relationship of social

media addiction and buying behavior of senior high school students.

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APPENDICES
 APPENDIX A
Specific Items per Indicator for Table 1
 47

Table 1.1
Level of Social Media Addiction of Senior High School Students in terms
of Virtual Information

Descriptive
Item SD Mean
Level
I like using social media to keep informed about the 0.80 3.98 High
current happenings in the world.
I surf on social media to keep informed about what
0.80 3.84 High
other social media groups share.

I spend more time on social media to see some special

0.99 3.73 High
announcements (e.g. birthdays).

I stay on social media to keep informed about the

0.80 3.74 High
things related to my class.

I am always active on social media to be instantly

0.99 3.60 High
informed about what my friends and classmates share.

Overall 0.89 3.78 High

 48

Table 1.2
Level of Social Media Addiction of Senior High School Students in terms
of Virtual Tolerance

Descriptive
Item SD Mean
Level

I am eager to go on social media. 0.85 3.51 High

I look for internet connectivity everywhere so as to go

0.88 3.59 High
on social media.

I immediately go on social media after waking up in

1.00 3.62 High
the morning.

I see social media as an escape from the real world. 1.00 3.59 High

A life without social media is meaningless. 1.19 3.05 Moderate

Overall 1.01 3.47 High

 49

Table 1.3
Level of Social Media Addiction of Senior High School Students in terms
of Virtual Problem

Descriptive
Item SD Mean
Level
I spend much time on social media than on my 1.10 3.24 Moderate
homework.
I feel bad if I am obliged to decrease the time I spend
1.04 3.11 Moderate
on social media.

Being on social media excites me. 0.95 3.72 High

I use social media so frequently that I don’t spend

1.10 3.05 Moderate
much time with my family.

The mysterious world of social media always

0.99 3.34 Moderate
captivates me.

I do not even notice that I am hungry and thirsty when

1.16 3.16 Moderate
I am on social media.

I notice that my productivity has diminished due to

1.04 3.32 Moderate
social media.

I have physical problems because of social media

1.13 2.95 Moderate
use.

Overall 1.09 3.24 Moderate

 50

Table 1.4
Level of Social Media Addiction of Senior High School Students in terms
of Virtual Communication

Descriptive
Item SD Mean
Level
I prefer to use social media even there are somebody 0.90 3.39 Moderate
around me.
I prefer the friendships on social media that the
1.24 2.74 Moderate
friendships in real life.

I express myself better to the people with whom I get

1.03 3.04 Moderate
in contact on social media.

I am more myself when I use social media. 1.09 3.11 Moderate

I usually prefer to communicate with people via social

0.98 3.35 Moderate
media.

Social media activities is part of my everyday life. 0.91 3.56 High

Overall 1.07 3.20 Moderate

 APPENDIX B
Specific Items per Indicator for Table 2
 52

Table 2.1
Level of Buying Behavior of Senior High School Students in terms
of Risk Perception

Descriptive
Item SD Mean
Level
It is risky to buy unbranded products because of the 0.96 3.40 High
low quality it offers.
I believe that store brand prices are the agreed price
0.81 3.51 High
that will benefit both the seller and the buyer.

Branded products are good in terms of quality. 0.91 3.72 High

Overall 0.91 3.54 High

 53

Table 2.2
Level of Buying Behavior of Senior High School Students in terms
of Familiarity Towards Store Brands

Descriptive
Item SD Mean
Level

I buy store brands. 0.90 3.33 Moderate

My shopping cart contains store brands for several

0.97 3.29 Moderate
products.

I am very familiar with the various store brands

0.96 3.30 Moderate
available in the market.

I consider the financial risks when buying in store

0.94 3.53 High
brands.

Overall 0.95 3.36 Moderate

 54

Table 2.3
Level of Buying Behavior of Senior High School Students in terms
of Brand Preferences

Descriptive
Item SD Mean
Level

I usually care a lot about which particular brand I buy. 1.00 3.42 High

I am willing to make an effort to search my favourite

1.02 3.46 High
brand.

I prefer one/certain brand of most products I buy. 1.01 3.37 Moderate

I prefer to always shop at one store. 1.07 3.15 Moderate

Overall 1.03 3.35 Moderate

 55

Table 2.4
Level of Buying Behavior of Senior High School Students in terms
of Shopping Interest and Knowledge Sharing

Descriptive
Item SD Mean
Level

I am a good source of shopping information. 1.00 3.12 Moderate

I am somewhat of an expert when it comes to

0.98 3.14 Moderate
shopping.

I give tips to people about shopping. 1.03 3.06 Moderate

I am interested on products that I buy. 0.99 3.60 High

Overall 1.02 3.23 Moderate

 APPENDIX C
Research Instrument
 57

Social Media Addiction and Buying Behavior Questionnaire

Name (Optional): Grade &Section:
Sex: Male Female Age:
Directions: For each statement in the survey, please indicate how much you agree or
disagree with the statement by putting a check in the box on the right side of each
statement. There are no right or wrong answers. Your answers will be kept strictly
confidential and you will not be identified.
Scale: 5 – Strongly Agree (Indicates that the characteristic is always manifested)
4 – Agree (Indicates that the characteristic is often manifested)
3 – Neutral (Indicates that the characteristic is sometimes manifested)
2 – Disagree (Indicates that the characteristic is seldom manifested)
1 – Strongly Disagree (Indicates that the characteristic is never manifested)
Part I. Social Media Addiction
5 4 3 2 1
A. Virtual Tolerance Strongly Agree Neutral Disagree Strongly
Agree Disagree

1. I am eager to go on social media.

2. I look for internet connectivity everywhere

so as to go on social media.
3.I immediately go on social media after
waking up in the morning.
4. I see social media as an escape from the
real world.

5. A life without social media is meaningless.

5 4 3 2 1
B. Virtual Communication Strongly Agree Neutral Disagree Strongly
Agree Disagree
1. I prefer to use social media even there are
somebody around me.
2. I prefer the friendships on social media
than the friendships in real life.

3. I express myself better to the people with

whom I get in contact on social media.

4. I am more myself when I use social

media.
5. I usually prefer to communicate with
people via social media.
 58

6. Social media activities is part of my

everyday life.

5 4 3 2 1
C. Virtual Problem Strongly Agree Neutral Disagree Strongly
Agree Disagree
1. I spend much time on social media than
on my homework.
2. I feel bad if I am obliged to decrease the
time I spend on social media.
3. Being on social media excites me.

4. I use social media so frequently that I don’t

spend much time with my family.

5. The mysterious world of social media

always captivates me.

6. I do not even notice that I am hungry and

thirsty when I am on social media.

7. I notice that my productivity has diminished

due to social media.

8. I have physical problems because of social

media use.

5 4 3 2 1
D. Virtual Information Strongly Agree Neutral Disagree Strongly
Agree Disagree
1. I like using social media to keep informed
about the current happenings in the world.

2. I surf on social media to keep informed

about what other social media groups share.

3. I spend more time on social media to see

some special announcements (e.g.
birthdays).
4. I stay on social media to keep informed
about the things related to my class.

5. I am always active on social media to be

instantly informed about what my friends and
classmates share.

Part II. Buying Behavior

5 4 3 2 1
A. Brand Preferences Strongly Agree Neutral Disagree Strongly
Agree Disagree
 59

1. I usually care a lot about which particular

brand I buy.
2. I am willing to make an effort to search my
favorite brand.

3. I prefer one/certain brand of most

products I buy.
4. I prefer to always shop at one store.

5 4 3 2 1
B. Familiarity Towards Store Brands Strongly Agree Neutral Disagree Strongly
Agree Disagree

1. I buy store brands.

2. My shopping cart contains store brands

for several products.

3. I am very familiar with the various store

brands available in the market.
4. I consider the financial risks when buying
in store brands.
5 4 3 2 1
C. Shopping Interest and Knowledge
Strongly Agree Neutral Disagree Strongly
Sharing Agree Disagree
1. I am a good source of shopping
information.

2. I am somewhat of an expert when it

comes to shopping.

3. I give tips to people about shopping.

4. I am interested on products that I buy.
5 4 3 2 1
D. Risk Perception Strongly Agree Neutral Disagree Strongly
Agree Disagree
1. It is risky to buy unbranded products
because of the low quality it offers.
2. I believe that store brand prices are the
agreed price that will benefit both the seller
and the buyer.
3. Branded products are good in terms of
quality.

- THANK YOU! -
 APPENDIX D
Letter to the Validators
61
62
 APPENDIX E
Validation Sheet
64
65
 APPENDIX F
Letter of Permission to Conduct the Study
67
 APPENDIX G
Editor’s Certificate
69
 APPENDIX H
Informed Consent Form (ICF)
71
72
 APPENDIX I
Child Assent Form
74
APPENDIX J
Computation
76
 77

Social Media Addiction and Buying Behavior of Senior High School Students

Scatter Plot

4.00

3.50

3.00

2.50

2.00

1.50

1.00

0.50

0.00
0.00 1.00 2.00 3.00 4.00 5.00 6.00