‘’THE EFFECT OF SOCIAL MEDIA TO THE ACADEMIC ACHIEVEMENTS

AMONG SENIOR HIGH SCHOOL’’

CHAPTER 1

Introduction
In today's communication environment, social media has become a crucial
component of peoples' lives, especially students. Particularly in the post-
pandemic age, when an enormous transformation is taking place in the
educational institutions, its use is increasing much more than at any other
time. Recent studies on social media usage reveal that 3 billion people
worldwide are currently utilizing social media for communication. (Iwamoto
and Chun, 2020). Facts and figures show that people spend, on average, two
hours per day on a variety of social media applications, exchanging photos and
messages, updating status, tweeting, favoriting, and commenting on numerous
updated socially shared items. This growing population of social media users is
spending an increasing amount of time on social network groups. (Abbott,
2017). Researchers are starting to look into how social media use affects
students psychologically. According to Chukwuere and Chukwuere (2017),
social media platforms are the most significant factor in altering people's
moods because, when a person is passively using a social media platform with
no apparent purpose, s/he can finally feel that s/he has changed as a result of
the nature of the content viewed. As a result, social media networks make it
simple for the populace to spread both happy and negative emotions.
(Chukwuere and Chukwuere, 2017). This may become more crucial as kids are
observed utilizing social media platforms more frequently than in the past and
as social networking permeates every part of their life.
According to Iwamoto and Chun (2020), students who are influenced by
social media posts, particularly as a result of the growing dependence on social
media use in daily life, may be encouraged to start comparing themselves to
others or to develop extremely inflated expectations of themselves or of others,
which can have a number of adverse effects.

Given the growing impact of social media on education, this article focuses on
the emotional factors of sadness, stress, and anxiety in students and explores
how social media may either exacerbate or ameliorate these feelings. Here, the
outstanding research on this subject from the past few years will be evaluated
in an effort to clarify the benefits and drawbacks of these increasingly powerful
platforms on the psychology of

Social media networking is the most widely utilized means of communication.

It is being utilized by people from many walks of life. The general populace has
embraced social media. There are several online networking sites, including
but not limited to Facebook, Twitter, Instagram, Pinterest, and YouTube. The
ability of networking to swiftly share useful info has made it the fastest growing
means of connection. Social media has transformed many industries, but it
has had the greatest influence on classroom instruction and the whole
education system.
In recent years, there has been a lot of buzz about the use of digital
technology in education. Academic staff and administrators are expected to
research solutions to ensure the learning environment is current, relevant, and
capable of generating graduates with characteristics linked with the work world
and their career goals. Students go about their daily lives on campus while
carrying very advanced electronic equipment in their pockets.
These pupils frequently used these gadgets for a variety of purposes
unrelated to studying, showing a critical mismatch. Higher education
institutions are concerned that both their faculty and students are digitally
literate in terms of learning delivery or mode of instruction. Students utilize
social media networking to connect, share, communicate, build, and maintain
connections with others for academic and socializing goals.
Social media networking as a communication channel is rapidly growing,
owing mostly to the successful development of mobile device applications.
Previous research has revealed that children who spend more time on social
networking platforms do worse academically. This is because they prefer to
spend their time online conversing and making friends on social networking
platforms rather than reading books. Academically strong pupils have greater
work opportunities, higher earnings, more self-esteem and self-confidence,
lower levels of anxiety and depression, and are less likely to use drugs or
alcohol.
Students' participation in social media activities such as making new friends
and gaining access to relevant information can be channeled towards
improving academic achievements, but this is dependent on the individual's
ability and willingness to take advantage of the opportunity to cope with
academic related issues. Social media are communication platforms that are
used to distribute information or data. Early forms of media can be viewed as
the development of early writing and paper, which enabled longer-distance
communication networks such as mail, particularly in the Persian Empire and
Roman Empire.
Marshall McLuhan, a Canadian communication theorist, coined the word
"social media" in its current context of communication channels. According to
the 1989 American Library Association (ALA) Presidential Committee on
Information Literacy (IL).

Conceptual Framework
The Social Identity of Deindividuation or Impulsive Effects, the Mutual Impact
Hypothesis, Uses and Satisfaction Theory, and Media Credence Theory are some
of the ideas connected to social media and addiction detail. Social media is fast
developing in today's society. Many people all across the world used it every day.
Social networking is very popular among teenagers. It has grown into a place
where individuals may be entertained and express themselves. However, many
children are engrossed with social media. Addiction to social media has a lot of
negative implications, including poor study habits, a loss of focus, and health
problems.
There are various theories that are important to the details of social media and
addiction, such as the Social Identity of Deindividuation or impulsive Effects, as
well as the mutual influence.
Students who are addicted to social media have terrible study habits. Even the
brightest pupils might be distracted by social media. Students may attend an
online lesson but struggle to focus since their minds are elsewhere. Students
routinely peruse Instagram, Facebook, or talk with their friends while their
lecturer is talking about anything. They are continuously checking their phones to
see what is going on in the social media realm. How can students understand
what their teacher is trying to express if they continue to do this in their online
classes? Students who use social media excessively have bad study habits. It has
the ability to turn a diligent adolescent into a lazy.

Theoretical Framework

This study is anchored on the theory blablah called social media….

CONCEPTUALFRAMEWORK

Figure 1 shows the schematic diagram of the study. The

  Sex  STUDENTS’
 Study habits ACADEMIC
 Extracurricular ACHIEVEMENT
activities
 Boyfriend/
Girlfriend
relationship
 Social media usage

DEPENDENT

Figure 1. Schematic Diagram

Statement of the Problem

Q1. What is the distribution of respondents according to their demographic
profile?
1.1: Age
1.2: Sex
Q2. What is the students level of academic achievements?
Q3. Is there a significant relationship[ between time spent on social media and
student’s academic performance
Q4. Is there a significant influence in the use of social media on the academic
achievements of students
Q5. What is the impact of social media use on the academic achievements of
students.

Hypothesis
The researcher developed and tested the following hypotheses in this
study:
1. There is no significant relationship between time spent on social media and
students’ academic achievements
2.There is no significant influence in the use of social media on the academic
achievement of students.

Scope and Delimitation of the Study

This study aims to understand how social media (including Facebook,
Instagram, Messenger, and others) affects students' academic performance.

Significance of the Study

Overuse of social media demonstrates that time spent on social media
and excessive use of social media could have an influence on student academic
attainment. Because social media use has a negative relationship with
academic accomplishment, the study suggests that parents, instructors, and
guardians oversee and watch student property so that they do not injure
themselves on social media. This study found that using Facebook had a
significant detrimental influence on the academic outcomes of students with
outgoing characteristics. However, the self-regulation component among
studies significantly minimizes this detrimental influence since they have a
high degree of effective self-control when using social media sites. Social media
can help students enhance their academic performance, but it can also divert
them from their studies and engage them in non-academic activities (Alshuaibi
et al., 2010).

Definition of Terms
As words may mean differently in different contexts, the following definition
are given us the words used as intended to be understood for the purpose of
this study. Because words can have different meanings in different situations,
the following definitions are provided for the words used as they are meant to
be interpreted for the purposes of this research.

Social media. Refers to websites and other forms of online communication.

apps centered on communication, Input from the community, interactivity, and
content sharing as well as cooperation. People utilize social media to keep
connected keep in touch with friends, family, and others communities.

A social media Platforms. Any company that offers a service for the public to
spread speech, expression, information, or other content (usually content that
includes messages, videos, pictures, and/or sound files) to other users or the
public is referred to as a social media platform. The term "Social-Media
Platform" refers to the company as a whole, as well as any of its officers,
agents, workers, contractors, or other individuals employed by or acting on the
Social-Media Platform's behalf, as well as any subcontractors or organizations
engaged in fact-checking or other tasks related to Content Modulation.
YouTube, Facebook (sometimes known as Meta), Twitter, Next Door, LinkedIn,
Instagram, Google, Reddit, Facebook Messenger, WeChat, TikTok, Weibo,
Wikipedia, Snapchat, and Pinterest are just a few examples of "Social-Media
Platforms."
academically
The student, instructor, or establishment has completed their
measurable short-term and long-term educational objectives either ongoing
evaluation or cumulative grade the average.

References

Boahene, K. O., Fang, J., & Sampong, F. (2019). Social media usage and
tertiary students’ academic performance: Examining the influences of academic
self-efficacy and innovation characteristics. Sustainability, 11(8), 2431.
Mingle, J., Adams, M., & Adjei, E. A. (2016). A Analysis of Social Media Usage
and Academic Performance in Public and Private Senior High Schools. Journal
of Education and Practice, 7(7), 13-22.
Al-Yafi, Karim, Mazen El-Masri, and Ray Tsai. "The effects of using social
network sites on academic performance: the case of Qatar." Journal of
Enterprise Information Management (2018).
 CHAPTER 2
REVIEW OF RELATED LITERATURE

This chapter provides the literature and research from both international
and local contexts that are offered to acquire deeper insights and
understanding of the topics employed in this study.

Literature Review
The study's analysis of Facebook's influence on pupils' performance is its main
point of interest. There are many research papers that examine the issue
below, and they are all pertinent since the majority of the cutting-edge features
made available by the Facebook platform in conjunction with other social
media forums have gained popularity, particularly with the introduction of
revolutionary features and platforms. In the last four to five years, the bulk of
the research that were selected have been published. The development of virtue
courses is credited as Facebook's contribution to higher education in the
thorough literature assessment by Ellison.
Facebook's impact on higher education is related to the development of virtue
courses, according to Ellison's extensive literature assessment from 2007. To
make this evaluation thorough in its coverage for practically all elements of, it
has examined a vast research database from around the globe.

Local Literature
Rejie D. Astodello (December 11, 2016) Tabuk City, Kalinga - People are now
reaping the rewards of modern technology use all over the world. In the past,
barriers like geography, race, and even religion prevented individuals from
freely exchanging ideas and talking with one another. Due to the new world of
social networking, which permits free sharing of thoughts through online social
networking sites like Facebook, Instagram, Twitter, and the like, these barriers
can no longer halt the flow of information and knowledge. Since students are
highly motivated to use social media sites, the majority of them use these to
satisfy their social needs more than their academic needs. They are free to do
anything they like, including uploading and downloading data. They are free to
do anything they choose, including uploading and downloading data, making
new acquaintances, leaving comments on other people's lives, and even
creating online personas that are not permitted in the offline world.
Additionally, it has been noted that most students today, especially those in
secondary school, spend more time chatting with friends, playing online games,
and watching videos than they do reading textbooks, completing assignments,
and attending class. The major cause is that when students work or look up
their materials online, they are drawn to social networking sites to pass the
time while they are studying and end up focusing on other things instead of
their job. They were presumably heavily indurated in order to get access to the
world, which caused them to do less well academically.
Despite the fact that technology is becoming more and more common in
schools, there is fear that children areusing technology excessively. Although
technology may be a useful tool, are kids ready to tackle problems concerns
relating to technology? Some teachers are implementing the flipped classroom
strategy with the use of technology. Students can now do this by come to class
to participate in extra discussions, exercises, and activities after studying the
topic at home. Few research have discussed how to improve students' problem-
solving skills, according to Song and Kapur (2017).
In a flipped classroom setting, students may develop their conceptual
knowledge of mathematics. (p. 293). While in this situation, students study
more independently and lose out on part of the valuable lecture time deepen
the discussion on issues. The pros and cons of a flipped house are examined in
this article classroom. Fisher et al. (2014) highlight how technology is being
used in schools for teaching and learning, as well as the duties of teachers
have evolved. The instructor takes on the role of a facilitator and guides the
pupils through their learning trip, educating them together rather than
'teaching' them. Students must be able to judge and make decisions determine
the worth of the information they collect. Technology is being used by learners
to assess themselves. This aids in "transform students from being information
consumers to producers" (p. 11).

Students’ Motivation
Goals, task values, ability self-concepts, and accomplishment motives are
only a few of the many diverse constructions that make up achievement
motivation, which is not one single construct. Most motivational constructs
predicted academic achievement beyond intelligence, and students' ability self-
concepts and task values are more powerful in predicting their achievement
than goals and achievement motives, according to the few studies that have
looked at various motivational constructs as predictors of school students'
academic achievement above and beyond their cognitive abilities and prior
achievement.
When ability self-concepts, task values, objectives, and achievement
motives are all evaluated at the same degree of detail as the accomplishment
criteria, the current study sought to determine if the previously published
findings can be duplicated. (e.g., hope for success in math and math grades).
The sample included 345 students from Germany's top academic track, the
Gymnasium, who were in their 11th and 12th grade (M = 17.48 years old, SD =
1.06). In math, German, and education in general, students self-reported their
ability self-concepts, task values, goal orientations, and accomplishment
reasons.
Additionally, we evaluated their IQ as well as their math and German
grades as well as their GPA in both the present and the past. A considerable
portion of the variance in grades was explained by domain-specific ability self-
concept, motivations, task values, and learning goals but not performance
objectives, according to relative weight analyses, which also showed that ability
self-concept was the greatest predictor of grades. The significance of the
findings for studying motivational components with various theoretical
backgrounds are examined.
 Academic performance is recognized to be strongly influenced by
achievement motivation, which energises and guides behavior toward
accomplishment. (e.g., Robbins et al., 2004; Hattie, 2009; Plante et al., 2013;
Wigfield et al., 2016). Goals, task values, motivational beliefs, and
accomplishment motivations are only a few of the many diverse structures that
make up achievement motivation, which is not a single construct in and of
itself. (see Murphy and Alexander, 2000; Wigfield and Cambria, 2010; Wigfield
et al., 2016). However, there are relatively few research that (1) looked into
several motivational factors in connection to students' academic success in one
sample and (2) also took into account students' cognitive ability and past
accomplishments. (Steinmayr and Spinath, 2009; Kriegbaum et al., 2015).
It is necessary to include students' cognitive abilities and prior
achievement in the analyses when assessing the significance of motivational
factors for students' achievement because they are two of the best single
predictors of academic success (e.g., Kuncel et al., 2004; Hailikari et al., 2007).
In doing so, Steinmayr and Spinath (2009) found that, in comparison to
objectives and achievement motives, domain-specific ability self-concepts and
domain-specific task values were the greatest predictors of students' math and
German grades. The study's shortcoming is that not all motivational factors
were evaluated with the same level of specificity as the accomplishment
criterion.
For instance, task values and motivational beliefs were examined domain-
specifically whereas students' accomplishment and motivational beliefs were
tested on a domain-general level (e.g., "Difficult problems appeal to me"). (e.g.,
math grades, math self-concept, math task values). Because the specificity
levels of the predictor and criterion variables did not coincide, it is possible that
the significance of students' achievement motives for their math and German
grades was understated. (e.g., Ajzen and Fishbein, 1977; Baranik et al., 2010).
The current study set out to determine if the ground-breaking conclusions
made by Steinmayr and Spinath (2009) would still hold true when motivational
beliefs, task values, objectives, and achievement motivations were all evaluated
at the same degree of specificity as the accomplishment criteria.
This is an important question with respect to motivation theory and future
research in this field. Moreover, based on the findings it might be possible to
better judge which kind of motivation should especially be fostered in school to
improve achievement. This is important information for interventions aiming at
enhancing students’ motivation in school.

Students’ Achievements
 Although the direct effects of student efficacy beliefs on academic
achievement are well supported by research, very few studies have examined
the motivational mechanism that mediates this relationship. These studies are
essential to understanding how and why student efficacy affects students'
academic achievement. This study investigates the connections between
students' expectancy-value beliefs, academic success, and teaching process
satisfaction from a socio cognitive viewpoint on motivation. Its major objective
is to find certain motivating mechanisms via which students' academic student
efficacy influences their performance and satisfaction.
Two of the most crucial learning outcomes are student happiness and
accomplishment, which are also significant measures of an effective education.
797 secondary Spanish education students from 36 educational institutions
and three schools make up the sample. The students efficacy and expectancy-
value belief questionnaires were given out at the start of the course, and
student success and satisfaction were assessed at its conclusion. In order to
analyze the data, structural equation modeling was used. (SEM).
The findings showed that the link between academic student efficacy and
the achievement/satisfaction relationship was mediated by students'
expectancy-value beliefs (Subject value, Process value, Achievement value, and
Cost value). These findings provide empirical data that helped researchers
better understand the mechanisms behind the links between self-efficacy and
accomplishment and efficacy and course satisfaction. These findings'
implications for secondary school teaching and learning are examined.
Bandura (1986) defined student efficacy as "an individual's belief in his or
her own ability to organize and implement action to produce the desired
achievements and results" as a fundamental personal characteristic of the
Social Cognitive Theory (SCT). (Bandura, 1997, p. 3). This concept has received
a lot of attention from educational academics. (see Michaelides, 2008, for a
review). Self-efficacy is a powerful predictor of performance outcomes across a
variety of domains, according to earlier research. (Schunk et al., 2008; Usher
and Pajares, 2008). Students efficacy, for instance, "predicts students'
academic achievement across academic areas and levels," according to Usher
and Pajares (2008, p. 751).
Despite substantial evidence supporting the direct effects of student
efficacy beliefs on academic achievement, studies that have explored the
motivational mechanism that mediates the student efficacy-achievement
relationship are scarce. These studies are required to understand how and why
student efficacy affects students' academic achievement, and will allow
instructional actions and programs to improve academic achievement to be
designed. The social cognitive Expectancy-Value Model (E-VM) of achievement
motivation, developed by Eccles and her colleagues (Eccles et al., 1983;
Wigfield and Eccles, 1992, Usher and Pajares (2000) based on Atkinson's
(1964) expectancy-value model), is one of the most solid proposals that
integrate these variables.
This complicated model has numerous links and components that may
be grouped into three major blocks/variable groups, which are placed in the
following sequential order: social world, cognitive processes, and motivational
beliefs. All of these indicators function as determinants of students'
achievement behavior, perseverance, and choice, either directly or indirectly.
This model, based on motivational beliefs, assumes two things: first, that
expectancies for success (achievement expectancy is considered a component
of expectancy for success) and subjective task values are directly related to
achievement, task choices, and persistence; and second, that expectancies and
task values are influenced by individuals' goals and self-schemata. A
prominent part of self-schemata is/are self-efficacy or personal perceptions
about competence.
Another model that shares similarities with E-VM is the Educational
Situation Quality Model (Doménech, 2006, 2011, 2012, 2013; Doménech-
Betoret et al., 2014; MOCSE is the acronym in Spanish) because: (a) both
models are rooted in the social cognitive perspective of motivation; (b) they
emphasize the important role that expectancy-value variables play in predicting
students outcomes; (c) self-beliefs constructs (e.g., self-efficacy, self-concept,
self-esteem, self-confidence, etc.) are considered important antecedents of
expectancy-value variables.

Students’ Efficacy
Pintrich and Schunk (2003) define motivation as "a process for goal-
directed activity that is initiated and sustained. "sustained” (p.5). Gardner
motivation theory (1985) states that students are driven to study and
accomplish when they believe their teachers are concerned about them.
Teachers who care have been defined as engaging in democratic interaction
approaches, establishing student conduct standards in light of individual
variances, displaying a "caring" attitude toward their own work, and offering
constructive comments.
Furthermore, effective instructors inspire pupils to comprehend. They
address students' misconceptions in the classroom subject, and they employ
various visual aids to make the subject more appealing and understandable.
Additionally, instead of grades, they provide students with opportunity to
engage in dialogues and provide genuine comments assignments.
Furthermore, there is some evidence that instructors' affect, such as their
excitement for learning an techniques to learning, connecting with the kids in
the classroom. According to Wentzel (1994), pupils' impressions of Positivity
toward their professors was associated to their pursuit of pro-social classroom
goals such as getting along with others. Others and being socially responsible
were more significantly connected with student motivation in school than
perceived academic achievement.
Parental and peer help is available. The pursuit of social responsibility
and effort in schools are both positively predicted by perceived teacher support
aims, such as exhibiting pro-social behaviors that promote peer cooperation
(Wentzel, exhibit poor social conduct and low social aspirations are those who
consider teachers to be harsh and chilly.