Social Networking and Academic Well-Being of Junior High School Students

Abstract

Information and Communication Technology (ICT) has permeated every corner of the globe, revolutionizing how we interact and learn.  Social networking, a prominent facet of this technological evolution, has seamlessly integrated itself into children's social lives.  What once started as a means of socialization has transformed into a dynamic learning platform, offering opportunities to enhance student engagement and academic performance.  This research endeavor undertook a descriptive-correlational study to delve into the perceived influences of social networking on the academic well-being of Junior High School Students.  This exploration aimed to furnish insights that could inform the creation of responsible social media usage advocacy material. To achieve its objectives, the study involved 134 respondents and employed a modified questionnaire adapted from Osharive (2015).  The demographic characteristics of the respondents were showcased through frequency counts and percentages.  The extent to which social networking impacted academic well-being was portrayed using weighted means.  Furthermore, the relationship between these variables was scrutinized using the Pearson Product Moment Correlation.

Unveiling the demographic landscape, the research found a preponderance of female respondents.  The majority of participants hailed from Grade 7 and Grade 10, with nearly half maintaining GPAs ranging from 85 to 89.  While dedicating 1 to 2 hours to studying, they allocated 5 to 6 hours to social media, predominantly on Facebook.  The participants overwhelmingly perceived social media networks as highly influential in bolstering their assignments and project work and refining their communication skills.  However, the influence on their writing skills appeared to be less pronounced.  Notably, the respondents expressed reservations about social media yielding positive effects on their study habits and grades.  Additionally, their inclination toward utilizing social media network groups for academic purposes could have been much higher. Upon scrutinizing the correlation between GPA and the perceived influence of social networking on academic well-being, a significant negative correlation emerged.  This suggests that social networking might bear a detrimental impact on participants' academic performance.

The study's findings resonate with the potential of social networking to foster collaborative academic undertakings and enhance communication skills within a networked environment.  This constructive influence aligns with the tenets of the holistic learning theory, advocating for cultivating students' multifaceted capabilities, including the social dimension that social networks cultivate.  Nevertheless, a paradoxical facet arises—social networking also ushers in threats to academic well-being by exposing learners to the pitfalls of social media's darker aspects.  Moreover, an overreliance on social networks for information hampers the refinement of writing and critical thinking skills.

To counterbalance the potential downsides and to guide students in maximizing the benefits of social networks, the researchers devised a social networking usage advocacy material in the form of a "Wise-Use of Social Network" brochure.  This resource is recommended for widespread student distribution, serving as a compass for judicious social media navigation.

In conclusion, this study delved into the intricate interplay between social networking and the academic well-being of Junior High School Students.  The findings underscore the dual nature of social networks as both catalysts for positive academic interactions and sources of academic pitfalls.  The proposed advocacy material embodies a proactive step toward empowering students to harness the educational potential of social networking while mitigating its potential downsides.