RELATION OF FACEBOOK USAGE TO ACADEMIC PROCRASTINATION AMONG GRADE 12 HUMANITIES AND SOCIAL SCIENCES AT IMMACULADA CONCEPCION COLLEGE

Abstract

This study examines the relationship between Facebook usage and academic procrastination among Grade 12 Humanities and Social Sciences students at Immaculada Concepcion College. It aims to investigate how frequent Facebook use contributes to procrastination and to identify the underlying reasons for excessive usage.

Background

Social media platforms, particularly Facebook, have become integral to students' daily lives, offering avenues for communication, entertainment, and information sharing. However, excessive use of these platforms has been linked to negative academic outcomes. Research indicates that high levels of Facebook addiction correlate with increased academic procrastination, leading to delays in academic responsibilities and potential declines in academic performance. 

JOTSE

Objectives

The primary objectives of this study are:

To assess the frequency and patterns of Facebook usage among the target student group.

To evaluate the extent of academic procrastination within this cohort.

To analyze the correlation between Facebook usage and academic procrastination.

To identify the motivations behind excessive Facebook use among students.

Significance

Understanding the link between Facebook usage and academic procrastination is crucial for developing effective interventions. By identifying the factors that contribute to excessive social media use, educators and policymakers can design strategies to mitigate its impact on students' academic performance.

Methodology

The study will employ a mixed-methods approach, combining quantitative surveys to measure usage patterns and procrastination levels with qualitative interviews to explore underlying motivations. Data analysis will include statistical correlation techniques to determine the strength and nature of the relationship between Facebook usage and academic procrastination.

Expected Outcomes

It is anticipated that the study will reveal a significant positive correlation between frequent Facebook usage and higher levels of academic procrastination. Insights into the reasons for excessive use may include factors such as the need for social connection, entertainment, and escapism from academic pressures.

Conclusion

Addressing the challenges posed by excessive Facebook usage requires a comprehensive understanding of its impact on academic behaviors. This study aims to contribute to this understanding, providing a foundation for interventions that promote healthier social media habits and improved academic outcomes among students. In this quantitative study, a correlational research design was employed to examine the relationship between Facebook usage and academic procrastination among Grade 12 Humanities and Social Sciences students at Immaculada Concepcion College. Data were collected from 60 respondents using a survey questionnaire administered through convenience sampling. The Pearson correlation coefficient was utilized to analyze the data, assessing the strength and direction of the relationship between the frequency of Facebook use and levels of academic procrastination.

Previous studies have indicated a significant positive correlation between Facebook usage and academic procrastination. For instance, research has shown that higher levels of Facebook addiction are associated with increased academic procrastination among university students. 

 Similarly, another study found a statistically significant positive correlation between the frequency of Facebook usage and academic procrastination levels. 

These findings suggest that frequent Facebook use may contribute to delays in academic tasks, underscoring the importance of understanding social media's impact on student productivity. The study's findings reveal a general consensus among respondents that Facebook usage often leads to academic procrastination, with an average weighted mean of 2.30. Identified reasons for this behavior include academic, communicative, and entertainment factors, averaging a weighted mean of 2.23. Notably, a statistically significant, albeit weak, negative correlation was found between Facebook usage and academic procrastination (Pearson's r = -0.28906, p = 0.025122).

These results suggest that while students recognize Facebook as a source of procrastination, increased usage is associated with a slight decrease in procrastination behaviors. This counterintuitive finding may indicate that students who manage their Facebook time effectively could experience reduced procrastination, or that those prone to procrastination might use Facebook less as a form of avoidance. Further research is needed to explore these dynamics and develop strategies to help students balance social media use with academic responsibilities. The study's findings reveal a statistically significant yet weak negative correlation between Facebook usage and academic procrastination among Grade 12 Humanities and Social Sciences students at Immaculada Concepcion College. This suggests that while increased Facebook use is associated with a slight decrease in procrastination behaviors, the relationship is not strong.

Recommendations:

Establish Boundaries Around Social Media Use: Students are encouraged to set specific time limits for Facebook usage to prevent it from interfering with academic responsibilities. Implementing self-regulation strategies can help maintain a balance between online activities and schoolwork.

Integrate Awareness Programs in Education: Educational institutions should develop programs that inform students about the potential impacts of excessive social media use on academic performance. Workshops and seminars can equip students with time management skills and strategies to minimize procrastination.

Foster Open Dialogues with Parents: Encouraging conversations between students and parents about social media habits can lead to a supportive environment where healthy usage patterns are promoted. Parents can play a pivotal role by modeling appropriate social media behaviors and setting expectations.

Suggest Future Research Directions: Further studies could explore the underlying factors contributing to the observed negative correlation, such as the quality of time spent on Facebook or the role of academic-related activities conducted on the platform. Additionally, examining the impact of other social media platforms on academic procrastination could provide a more comprehensive understanding.

These recommendations aim to mitigate the potential adverse effects of excessive Facebook use on students' academic performance by promoting awareness, self-regulation, and supportive communication.