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INFLUENCE OF SOCIAL MEDIA ON THE ACADEMIC PERFORMANCE OF

THE STUDENTS’ OF CRONASIA FOUNDATION COLLEGE, INC.

A Basic Research

Presented to
the faculty of Senior High School Department
CRONASIA FOUNDATION COLLEGE, INC.
General Santos City

In Partial Fulfilment
Of the Requirements for Computer System Servicing
TECHNICAL – VOCATIONAL LIVELIHOOD TRACK

ARVEE G. DAMONSONG
RONZIA D. GREGORIO, JR.
HARIL B. MOLIGRO
JUSTINE D. NAPOLES

January 2022
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Chapter I
INTRODUCTION

Background of the Study

In the past two decades, the way of teaching and learning has
undergone a paradigm shift. Traditionally, schools try to include a lot of factual
information in pre-clinical courses, which leads people to think that students
are at a loss, and this information is almost irrelevant to medical practice, and
in this sense is irrelevant, so they Responded to the challenge. The booming
innovative technologies and learning management systems used for teaching
and evaluation have made great strides, providing educators with a solution
that can be utilized, and giving decision makers the opportunity to implement
information technology to cover the curriculum during the quarantine period
the work. The stakeholders involved include institutional administrators,
teachers, students, etc. Consequently, online learning has now become an
integral part of higher education institutions’ expanding curriculum.
The main objective of this study is to determine the level of perception
of senior high school learners on the e-learning platforms. This study is
important to know the opinions of the learners on the e-learning platforms in
terms of usage, benefits and challenges encountered in order to improve the
programs.
Stakeholders involved including institutional administrators, teachers,
students, etc. are making considerable efforts to optimally utilize the available
technology for continuing the process of education and minimizing the gaps
that are going to result as a consequence of the current circumstances
(Vitoria L, Mislinawati M, Nurmasyitah, 2018).
This role in the academic arena has gained importance furthermore
considering the ongoing Covid-19 pandemic causing all educational
institutions the world over to close down and thus giving rise to multiple
challenges at all stages and levels of education in particular for students
(Aggarwal, Comyn, Fonseca, nd). The flourishing innovative technologies and
learning management systems both for teaching and assessment have taken
a headway providing a utilizable solution for educators and giving policy
makers an opportunity to implement the use of information technology during
the quarantine days for covering the course work (Anca & Cosmina, 2015).

Statement of the Problem

This study aims to determine the influence of social media to the
academic performance of students’ in Cronasia Foundation College, Inc.
Specifically, it seeks to answer to the following:

1. What is the level on the influence of social media to the students’ in

Cronasia Foundation College, Inc.?

2. What is the level of academic performance of the students’ in Cronasia

Foundation College, Inc.?
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3. Is there a significant relationship between the influence of social media

to the students’ academic performance?

Significance of the Study

The result of this research will be of help to the following:
The School Administrator. This research will provide them a
reference to plan and implement education process requiring immediate
feedback is also the advantage to reconstruct personal understanding and
reflections through the learning-teaching process in e-learning platform.
The teachers. This study will be helpful to the need of students to
exchange and share resources in on informational base. Through the help of
technology, it is very easy to reach information, and share with students with
the help of the information technology like internet connection.
The students. This research will provide students to add to the
existing knowledge on how students currently make use of e-learning as an
aid in their studies.
The researchers. This study will help the researchers to enhance their
skills in research analysis and critical thinking. The research result will also be
beneficial for them in their knowledge of enhancing their performance through
e-learning platform.
The future researchers. This study will also serve as a basis to start
up a broader and large scope of the same studies in the future.

Scope and Delimitation of the Study

The focus of this research is to determine the influence of social media
to the academic performance of students’ in Cronasia Foundation College,
Inc.
In this study, the researchers used simple random sampling method to
the selected one hundred (100) Grade 12 senior high school learners of
Cronasia Foundation College, Inc., who were currently enrolled this Academic
Year 2021-2022. The range of this study is from February 2022 to June 2022.
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Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents various readings that have a relationship to the

present study. It also includes the statement of a theoretical and conceptual
framework on the influence of social media.

Related Literature
Social Media

E-Learning is defined as an Internet-enabled learning process

(Gunasekaran, Mcniel & Shaul, 2002). The first courses over the Web started
to emerge in 1995 and there has been a rapid expansion of on-line learning
since then. One of the main reasons for the widespread use of on-line
learning in many institutions is that most students now have access to the
Internet.
Another similar definition is one that sees e-learning as any form of
education that is facilitated by the internet and its technologies, and
encompasses the use of the World Wide Web (www) to support instruction
and to deliver course content (Masrom, 2007).
E-learning is further defined as instruction delivered via a computer that
is intended to promote learning (Clark & Mayer, 2003). Web-based learning
must take into consideration that education has activated a shift from the
teaching paradigm to the learning paradigm. As a result, students are
becoming more independent from the teacher. Unfortunately, much of the
development of Web-based learning is carried out without a true
understanding of issues that are proper to Web-based learning (Hadjerrouit,
2006). In general, Internet-based activities have been incorporated into
regular face-to-face classes as an added resource, without reducing
classroom time, but in many cases teachers have reduced the number of
face-to-face classes (Bates, 2005).
In terms of Web technology, (Sanchez-Franco, Villarejo-Ramos &
Rondan-Cataluña, 2006) indicated that women and men would differ on the
level of trust, risk aversion and information processing, but also in their
attitudes of use and instrumental motives of acceptance of Web
environments. In this sense, we propose that diagnostic usefulness and
perceived ease of use of e-learning environments must be a first step towards
correcting possible deviations and promoting the appropriate use of these
constructs in university teaching. And in turn, results may help to the proper
design of such environments to respond to the different motivations of
students. Furthermore, e-learning reflects the new dynamic response to the
needs of a knowledge society and implies freedom and equality to access
knowledge beyond cultural and social boundaries (Raza & Murad, 2008).
In the study of (Docebo, 2014), it appears that there is universal
agreement that the worldwide e-learning market will show fast and significant
growth over the next three years. It was further indicated that while the
aggregate growth rate of e-learning is 7.6%, several world regions have
higher growth rates - Asia is at 17.3%, followed by Eastern Europe 16.9%,
Africa 15.2% and 14.6% in Latin America. According to this study the potential
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for enhancing e-learning in Africa, and for that matter Ghana, is high due to
the fast growing market for mobile devices. He added that that the potential
for e-learning in Africa, and, for that matter Ghana, is high as the region
places third in terms of the growth rate of e-learning in the world.
In the study of Popovici and Mironov (2015) they revealed that with the
emergence of the Internet and new technologies, eLearning has become the
promising solution for the Universities which are currently in an environment
of intense change. Considering students’ perception toward eLearning
technologies, their expertise in the field is important for successful
development of the academic programs, since the attitude of the end user
towards application of information technology is one of the most effective
factors.
Numerous challenges were discussed with regard to promoting online
education in developing countries. A survey to staff and students from three
Nigerian universities revealed that the low acceptance of e-learning was due
to the low awareness level, low computer literacy level, unreliable platform
and Internet services, and the high cost of implementation (Folorunso,
Ogunseye, & Sharma, 2006). Similarly, obstacles faced by Pakistani
universities included infrastructure, students’ limited access to computer,
untrained instructors, and cultural beliefs. It was further challenging when
schools have to translate English, as the predominant language in the online
environment, into the local language of Urdu in order to reach wider learners
(Iqbal & Ahmad, 2010). Another study by Addah (2012) revealed that
resistance to e-learning in Ghana came from the students’ fear of isolation
and computer illiteracy.
Bhuasiri et al. (2012) explored critical success factors with e-learning
experts (faculty, ICT experts, and researchers) in developing countries. The
top four factors that emerged from the data as ranked by ICT experts were
computer training, perceived usefulness, attitude toward e-learning, and
computer self-efficacy. The top four factors, ranked by faculty, were perceived
usefulness, attitude toward e-learning, program flexibility, and clear direction.
The researchers concluded that people in developing countries are less
familiar with technology and therefore are far more critical of e-learning.
In a survey to students in three public universities in Thailand, Teo,
Luan, Thammetar, and Chattiwat (2011) found that the acceptance of e-
learning was above average, and the students who tended to adopt e-learning
were younger students with technology skills. Siritongthaworn et al. (2006)
reported similar positive attitudes. Based on the interviews with universities’
administrators, instructors, and students, the researchers found that online
learning was viewed as convenient and efficient. The participants liked the
fact that online learning can be used anytime and anywhere and e-learning
helped to reduce the cost of printed materials. Despite these positive
perceptions, the instructors had little or no experience with online teaching
methodology and so they were pedagogically unprepared to use an online
learning system.

Related Studies
For many developing countries, e-learning is considered a solution to
the increasing demand for higher education. In Pakistan, online education is
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promoted as “education for all” as it aims to reach out to students living too far
from the cities and unable to afford the cost of conventional higher education
(Iqbal & Ahmad, 2010). In Botswana, e-learning solves the problems of large
classrooms, increasing enrollment, and limited staff (Ikpe, 2011). The author
stated that the decision to integrate e-learning “was not borne out of a desire
to join an elite club of technologically savvy universities but was out of the
need to solve practical problems related to access and the quality of learning
experiences” (p. 84). E-learning is also expected to help improving students’
computer literacy – the skill needed in the current workforce (Addah, 2012;
Akhu-Zaheya, Khater, Nasar, & Khraisat, 2011; Bediang, et al., 2013).
Numerous challenges were discussed with regard to promoting online
education in developing countries. A survey to staff and students from three
Nigerian universities revealed that the low acceptance of e-learning was due
to the low awareness level, low computer literacy level, unreliable platform
and Internet services, and the high cost of implementation (Folorunso,
Ogunseye, & Sharma, 2006). Similarly, obstacles faced by Pakistani
universities included infrastructure, students’ limited access to computer,
untrained instructors, and cultural beliefs. It was further challenging when
schools have to translate English, as the predominant language in the online
environment, into the local language of Urdu in order to reach wider learners
(Iqbal & Ahmad, 2010). Another study by Addah (2012) revealed that
resistance to e-learning in Ghana came from the students’ fear of isolation
and computer illiteracy.
A number of studies focused on computer access, ownership, and
computer skills, based on the assumption that these factors contribute to
computer literacy that influences the adoption of e-learning. Bediang et al.
(2013) conducted a survey to students in Cameroon and found that two-third
of the students were not familiar with the concept of e-learning and that 17  %
of students did not own a personal computer. Most students who used the
Internet had only basic email and Web search computer skills. In another
study from Jordan, Akhu-Zaheya et al. (2011) found that most students did
not own computers at home and for the most part, they used word processing,
email, and web searching. The students with limited use of computer
developed computer anxiety, which led to computer illiteracy.

Theoretical Framework
Another widely-used model is the Technology Acceptance Model or
TAM (Davis, Bagozzi, & Warshaw, 1989). They adopt perceived
usefulness and perceived ease of use as key variables that influence users’
attitude, intention, and actual behavior to use a new technology. The basic
tenet is that the users are more inclined to use a new technology if they think
that it helps them do their job and is easy to use. A number of e-learning
studies have used the TAM model. For example, Park (2009) attempted to
predict students’ intention to use the e-learning system in a Korean university.
The researcher found that the TAM constructs were effective determinants of
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e-learning acceptance. Park reported that perceived usefulness and

perceived ease of use had strong relationships with attitude, and at the same
time, e-learning self-efficacy and subjective norm were strong predictors of
intention to use e-learning.

Conceptual Framework
The figure describes the independent and dependent variables. In this
study, the independent variable is the perception on e-learning platforms that
includes the use, benefits and challenges. The dependent variable, is the
level of perception of the learners.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Influence of Level of
Social Academic
Media Performance

Figure 1. Conceptual Framework

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Definition of Terms
The following terms are defined as conceptually and operationally for a
better understanding of the study.

Benefits of e-learning. It is time saving as well as removes

the distance barrier between learner & teacher. It has quicker delivery cycle
times than traditional classroom-based instruction. It is less expensive to set-
up an e-learning environment. In this study, it is the level of perceptions of the
respondents.
Challenges of E-learning. The possible challenges instructors
and learners face in an e-learning environment must be considered in order to
ensure learner success. In this study, it is the level of perceptions of the
respondents.
E-learning Platforms. It refers to a judgment resulting from awareness
or understanding. E-learning is a mode of learning that takes place
electronically, often via the Internet. It requires students to use electronic
devices such as computers, tablets, etc. In this study, it is the level of
perceptions of the respondents.
Perceptions. It is a judgment resulting from awareness or
understanding gained through the use of the senses depth perception.
Senior high school. Refers to the last two years of the K to 12
program that has been implemented by the Department of Education here in
the Philippines.
Use of e-learning. In this study, it is the level of perceptions of the
respondents.
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Chapter III
METHODOLOGY

This chapter presents the research design, respondents of the study,

research locale, data instruments, data gathering procedures, and the
statistical treatment used in this research.

Research Design
This study employs a quantitative research design using the
descriptive-correlative method to determine the level of perception of senior
high school learners in e-learning platforms. A survey questions is used to
assess the level of perception, including use of e-learning, benefits of e-
learning, and challenges of e-learning.

Respondents of the Study

The respondents of this study are Grade 12 senior high school learners
of Cronasia Foundation College, Inc. The researchers used a simple random
sampling method to the one hundred (100) respondents.

CATEGORY SAMPLE SIZE

GAS 30
HUMSS 30
TECHVOC 40
TOTAL 100

Table 1. Distribution of Respondents

Research Locale of the Study

This study is conducted at Cronasia Foundation College, Inc. It is an
institution accredited by the Technical Education and Skills Development
Authority, Commission on Higher Education, and Department of Education.
The institution offers TESDA programs, baccalaureate programs, and basic
education such as junior high school and senior high school. The basic
education programs refer to the senior high school programs offering aligned
with the Technical Vocational Livelihood track and Academic Track.
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Figure 2. Roadmap of Schools in General Santos City

Research Instruments
This study used a survey questionnaire to determine the level of
perception of senior high school learners in e-learning platforms. A
questionnaire is adopted from the study of (Field Survey, 2015) to assess the
respondent level of perception of e-learning platforms. The questionnaire
used a 5-point Likert scale, an approach used to scale responses in the
survey research, such one-dimensional scale from which respondents choose
one option that best aligns with their views.

Scale Level Description

4.50 – 5.00 5 Strongly Agree
3.50 – 4.49 4 Agree
2.50 – 3.49 3 Neutral
1.50 – 2.49 2 Disagree
1.00 – 1.49 1 Strongly Disagree

Data Gathering and Procedure

The researchers ask permission from the school administrator. Upon
approval of the letter, the researcher made a survey questionnaire using
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google forms to conduct a study of online learning modality to the academic

performance of senior high school learners in Cronasia Foundation College,
Inc.
The researchers asked permission from their respective respondents to
answer the questionnaires and make sure that the data gathered was
intended only on the purpose of this study. The researchers also observe the
safety health protocols such wearing of face mask and face shields and
observe social distancing. With the consensus of the respondents, a
distribution of survey questionnaire will be given to the respondents providing
online during their vacant time to avoid interruption on their classes.
After they finished answering, the researchers gathered, analyzed,
tallied the data and applied the appropriate statistical treatment.

Statistical Treatment
The collected data is analyzed and interpreted through the following
statistical tools. To measure the profile of the respondent’s frequency and
percentage are used.

Where: %= Percent
F= Frequency
N= Number of cases

To determine the perceptions of senior high school learners in e-

learning platforms, a weighted mean deviation will be used. This will
determine the weighted mean of the respondents' total number and give
interpretation to the mean of the respondent answer.

Where: %= Percent
F= Frequency
N= Number of cases

To determine the relationship between the demographic profile and

perception of the senior high school learners towards e-learning platforms,
Pearson R is used.
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INFLUENCE OF SOCIAL MEDIA ON THE ACADEMIC PERFORMANCE OF

THE STUDENTS’ OF CRONASIA FOUNDATION COLLEGE, INC.
SURVEY QUESTIONNAIRE

DIRECTION: Please put check (/) on the box that corresponds to your
answer. Rest assured that the information gathered will be used for this study
and will kept with utmost confidentiality.

PART I. LEVEL ON THE INFLUENCE OF SOCIAL MEDIA

Legend:
5 – Strong Agree 3 – Neutral 1 – Strongly Disagree
4 – Agree 2 – Disagree

STATEMENTS 5 4 3 2 1
1. I use social media to make new friends.
2. I chat with my friends using social media.
3. When I want to upload my pictures and
videos, I make use of social media.
4. I research on my assignments and read
educational articles using social media.
5. I stay up to date with latest trends and news
with the help of social media.
6. When I want to research about future
academic careers, I simply use social media.
7. I engage in social media to reach out to my
teachers.
8. Social media help me reach out to my
classmates for group assignments easily.
9. I am in social media groups like WhatsApp
and Facebook groups.
Adopted from the study of Basil C.E. Oguguo, Juliet O. Ajuonuma, Roseline
Azubuike, Catherine U. Ene, Florence O. Atta, Chidimma J. Oko. Influence of
social media on students’ academic achievement
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REFERENCES

Anca P, Cosmina M. Students' Perception on Using eLearning

Technologies. Procedia Soc Behav Sci. 2015;180:1514–
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