Extent Of Social Media Engagement and Academic Performance of Senior High School Students in Kayapa East District
DOI:
https://doi.org/10.65339/ijsair.V2.I2.466Keywords:
Academic Performance, Learning Engagement, Senior High School Students, Social Networking Sites, Social Media EngagementAbstract
Social media platforms such as Facebook, TikTok, YouTube, Instagram, and Discord have become integral to students’ daily lives. This study explored the extent of social media engagement and its relationship with the academic performance of Senior High School students in Kayapa East District during the School Year 2025–2026. This study employed a quantitative descriptive-correlational research design. The respondents comprised 198 ABM Senior High School students selected through complete enumeration sampling. Data were collected using a structured and validated questionnaire that focused on respondents’ profiles, the effects of social networking sites on learners’ lives, academic performance, and challenges encountered in using social media. Frequency, percentage, weighted mean, standard deviation, and Pearson Product-Moment Correlation Coefficient were used to analyze the data. The findings indicated that Facebook was the most commonly used social networking site, while Android cellphones were the primary devices used by respondents. Social networking sites positively influenced learners’ mental, social, physical, spiritual, and emotional aspects, with the mental aspect receiving the highest rating. Social media engagement also has positive effects on academic performance and learning engagement when used responsibly and for educational purposes. However, students also face challenges such as distraction, excessive use, and poor time management. Correlation analysis revealed a moderately significant positive relationship between social media engagement and academic performance. The study concluded that responsible and balanced use of social media may support students’ engagement and academic success while minimizing its negative effects on their mental health.
References
Ahmed, D. (2024). EFL University Instructors’ Perspectives on Social Media’s Influence on Student Writing Skills. EVOLUTIONARY STUDIES IN IMAGINATIVE CULTURE, 998–1017. https://doi.org/10.70082/esiculture.vi.1233
Anselmo, C. T., Prudente, M. S., and Aquino, J. L. R., Dumelod, D. A., & Cabrera, F. R. (2024). A systematic review of the effectiveness of mobile learning tools in enhancing physics education. International Journal of Learning, Teaching and Educational Research, 23(12), 237–257. https://doi.org/10.26803/ijlter.23.12.13
Anselmo, C. T., Roleda, L. S., Saet, A. B., and Agorilla-Sario, Y. T., Pascua, J. S., & Baui, D. T. (2026). Mobile Technology in Academia: Analyzing Student Perceptions and Utilization for Enhanced Learning Outcomes. Advances in Consumer Research, 3(2), 55–69. https://doi.org/10.5281/zenodo.18619903
Anselmo, C. T., Saet A. B., Magleleong A. P., Cagayan A. J. D., & Corpuz, F. T. (2025). The potential of portable AR in physics education: A study of student perceptions. International Journal of Multidisciplinary: Applied Business and Education Research, 6(8), 3902–3915. https://doi.org/10.11594/ijmaber.06.08.14
Buctot, D. B., Kim, N., & Kim, S.-H. (2021). Personal Profiles, Family Environment, Patterns of Smartphone Use, Nomophobia, and Smartphone Addiction across Low, Average, and High Perceived Academic Performance Levels among High School Students in the Philippines. International Journal of Environmental Research and Public Health, 18(10), 5219. https://doi.org/10.3390/ijerph18105219
Chowdhury, E. K. (2024). Examining the benefits and drawbacks of social media usage on academic performance: A study among university students in Bangladesh. Journal of Research in Innovative Teaching & Learning, 18(2), 395–411. https://doi.org/10.1108/jrit-07-2023-0097
Gath, M. E., Monk, L., Scott, A., & Gillon, G. T. (2024). Smartphones at School: A Mixed-Methods Analysis of Educators’ and Students’ Perspectives on Mobile Phone Use in School. Education Sciences, 14(4), 351. https://doi.org/10.3390/educsci14040351
Guaya, D. E., Jaramillo-Fierro, X. V., Meneses, M. A., & Valarezo, E. (2025). Innovative Chemical Engineering Education: Social Media-Enhanced Project-Based Learning Approaches. Emerging Science Journal, 8, 358–378. https://doi.org/10.28991/esj-2024-sied1-021
Han, Y., & Xu, Z. (2024). Fostering college students’ mental well-being: The impact of social networking site utilization on emotion management and regulation. BMC Psychology, 12(1), 681. https://doi.org/10.1186/s40359-024-02186-7
Liu, Y., & Yi, H. (2022). Social networking smartphone applications and emotional health among college students: The moderating role of social support. Science Progress, 105(4), 003685042211444. https://doi.org/10.1177/00368504221144439
Lokollo, L. J. (2025). Harnessing Social Media for Independent Learning: Insights from Higher Education Students. Journal of Ecohumanism, 4(1). https://doi.org/10.62754/joe.v4i1.6219
Masood, A., Luqman, A., Feng, Y., & Shahzad, F. (2022). Untangling the Adverse Effect of SNS Stressors on Academic Performance and Its Impact on Students’ Social Media Discontinuation Intention: The Moderating Role of Guilt. Sage Open, 12(1), 215824402210799. https://doi.org/10.1177/21582440221079905
Nguyen, N., Dang-Van, T., Vo-Thanh, T., Thai, T. D.-H., & Nguyen, H. V. (2024). Academic community engagement on social networking sites, creative behavior, and work performance: The mediating mechanisms of knowledge sharing and relationship quality. Education and Information Technologies, 30(3), 2787–2808. https://doi.org/10.1007/s10639-024-12918-2
Ni, W., & Chen, L. (2025). Effects of physical activity on college students’ interpersonal competence: chain-mediated effects of self-control and prosocial interpersonal emotional management. Frontiers in Psychology, 16, 1649527. https://doi.org/10.3389/fpsyg.2025.1649527
Peng, B., Chen, W., Wang, H., Yu, T., & Kong, M. (2025). A study on the relationship between physical exercise and feelings of inferiority among college students: the chain mediating effect of social support and emotional regulation ability. Frontiers in Psychology, 15, 1521510. https://doi.org/10.3389/fpsyg.2024.1521510
Rasool, S. F., Raza, H., Zubr, V., Asghar, M. Z., & Sultana, R. (2024). Exploring the relationship between the usage of social networking sites, cyberbullying, and academic performance: Evidence from the higher education sector of Saudi Arabia. E+M Ekonomie a Management, 27(1), 70–86. https://doi.org/10.15240/tul/001/2024-1-005
Tafesse, W. (2022). Social networking sites use and college studentsu2019 academic performance: testing for an inverted U-shaped relationship using automated mobile app usage data. International Journal of Educational Technology in Higher Education, 19(1). https://doi.org/10.1186/s41239-022-00322-0
Taha, H., Abu-Surrah, D., Abu-Awadh, L., Mahmoud, A., Al-Qadi, T., Al Hamdan, L., Hijazi, M., Al Ani, A., & Berggren, V. (2025). Assessment of the effect of social media use on medical students’ academic performance: a cross-sectional study in Jordan. Frontiers in Public Health, 13, 1551905. https://doi.org/10.3389/fpubh.2025.1551905
Xu, M., Liu, D., & Yan, J. (2024). Effect of SNS addiction on prosocial behavior: mediation effect of fear of missing out. Frontiers in Psychology, 15, 1490188. https://doi.org/10.3389/fpsyg.2024.1490188
Zhang, W. (2024). From Distraction to Dedication: The Paradoxical Effects of Social Media on Students Academic Performance. Pakistan Journal of Life and Social Sciences (PJLSS), 22(2). https://doi.org/10.57239/pjlss-2024-22.2.00650
