Level of Social Media Dependence to the Academic Performance of Learners

Abstract

INTRODUCTION

The impacts of Social Media on society remains underrated due to ignorance. If left unaddressed, Social Media use may result in a negative academic performance. This study aims to measure the level of Social Media dependence of learners based on gathered information affecting their academic performance to increase awareness and develop solutions.

METHODS

The descriptive research design was used. Thirty Senior High School Academic track learners (social media users) responded to a set of questions. Focus group discussion was also conducted to adhere to further differences of responses. The study also used unstructured interviews after the administration of the research questionnaires. The frequency distribution and weighted mean were the statistical treatments used for the quantitative analysis of data gathered.

RESULTS

Many learners who responded to the set of questions and participated in our focus group discussion were highly affected due to social media trends, were very attentive to every online notification, spent a big portion of the day on social media, and switched back and forth between sites feeling an urge. Their social media usage consumed time for studying which indicated high levels of Social Media dependence.

DISCUSSIONS

The results call for solutions to address effects on decision making, time management and academic performance of learners. Raising awareness may be a factor to prevent a higher level of dependence.