CHAPTER I

THE PROBLEM AND ITS BACKGROUND

I. INTRODUCTION

In the age of information and technology not only the technologies are

influencing our daily life but also they are becoming the part of our life. In

other word, it has brought the human being beyond the magic of ancient fairy

tale stories and has entered into new era of the online social network sites

(OSNs) such as Facebook, MySpace, LinkedIn, twitter and YouTube etc. This

revolution has brought the new innovation in the field of online social media

which has change the traditional way of messaging into modern way news

posting or message posting. Recently it allow users to connect with multiple

communication channels, which facilitate private messages, public display

"walls", updates status, instant messaging, groups and applications. Online

social networks has now spread round the globe and Facebook is world’s

largest social network become so popular for young people that they hardly

use email or other way of communication. People use Facebook to stay

connected with friends and family, to be informed and entertained within their

social circle, and to share and express what matters to them. Launched in

February 4, 2004 Facebook, an innovation of a nineteen year old Harvard

University student for connecting university campus students At time of

Facebook launch, Founder had no idea this social network would turn from

small networking site to giant online social network. In September 2013, there

is more than 1.19 billion monthly active members using Facebook worldwide

and 82% of monthly users are outside of the United States and Canada. “We

have entered the age of Facebook. If Facebook were a country it would be the

1
third largest, behind only China and India”. The trend of traditional studies

regarding student’s lives focus on academics and between student and faculty

relationships. Moreover, discussions and estimates concerning the effects of

information technology on campus have mostly link with academic learning’s

and academic performances. But due to popularity of Facebook in university

campuses the link with academic learning’s by the information technology

may be affected. Some recent research works are demonstrating the impact

of Facebook on student’s academic performances. It is necessary to define

the academic performance before we go any further. According to Aliyas,

Hope and Justin (2012) that ‘academic performance is a function of attention

span, time management skills, student characteristics, academic competence,

time spent on online social network and academic competence is defined as a

student’s ability to manage the required course load and course materials for

his/her chosen field of study.

Facebook is holding the largest percentage of member in online social

network today and most of them are students around the globe. Use of the

Facebook might have good or bad impacts on their academic performance

and academic lives. The excessive use of Facebook among the students is

generating main question that is Facebook use effecting on students’

academic performance and playing positive or negative role in their social and

academic lives? This study will explore the impact of Facebook on students’

academic performance with the glance of social capital. What is the

contribution of Facebook to generating or vanishing students’ social capital

during their academic and social lives? If you use internet you are increasingly

likely to use Facebook, it is the platform of the people to get more out of it and

new form of communication

2
BACKGROUND OF THE STUDY

Facebook is a social networking service launched in February 2004,

owned and operated by Facebook, Inc. As of September 2012, Facebook has

over one billion active users, more than half of them using Facebook on a

mobile device. Users must register before using the site, after which they may

create a personal profile, add other users as friends, and exchange

messages, including automatic notifications when they update their profile.

Additionally, users may join common-interest user groups, organized by

workplace, school or college, or other characteristics, and categorize their

friends into lists such as "People From Work" or "Close Friends".

Facebook was founded by Mark Zuckerberg with his college roommates and

fellow Harvard University students Eduardo Saverin, Andrew McCollum,

Dustin Moskovitz and Chris Hughes. The website's membership was initially

limited by the founders to Harvard students, but was expanded to other

colleges in the Boston area, the Ivy League, and Stanford University. It

gradually added support for students at various other universities before

opening to high school students, and eventually to anyone aged 13 and over.

In May 2005, Accel partners invested $12.7 million in Facebook, and Jim

Breyer added $1 million of his own money to the pot.

According to a May 2011 Consumer Reports survey, there are 7.5 million

children under 13 with accounts and 5 million under 10, violating the site's

terms of service.

Facebook is beneficial to one's social life because they can continuously stay

in contact with their friends and relatives, while others say that it can cause

increased antisocial tendencies because people are not directly

3
communicating with each other. But some argue that Facebook has affected

the social life and activity of people in various ways. With its availability on

many mobile devices, Facebook allows users to continuously stay in touch

with friends, relatives and other acquaintances wherever they are in the world,

as long as there is access to the Internet. It can also unite people with

common interests and/or beliefs through groups and other pages, and has

been known to reunite lost family members and friends because of the

widespread reach of its network.

Facebook also continues to prompt debate about users’ behaviors. The

effects of online activities on themselves and their interactions with others

have been discussed extensively. In particular, students are a main class of

Facebook users who spend long hours on the social network, which has

worried parents and educational authorities about their academic

performance. The students themselves argue that their presence on

Facebook, as a leisure activity, does not hinder their academic efforts, though

some evidence suggests that their grades decline after they join Facebook.

4
STATEMENT OF THE PROBLEM

This study aims to determine the Impact of Facebook to selected

Grade 11 Students of College of Arts Science of Asia And Pacific

Year 2018-2019.

This study will attempt to the answer the following question.

1. What are the demographic profile of the respondent, in terms of;

1.1 Gender and

1.2 Strand

2. What are THE IMPACT OF FACEBOOK IN THE ACADEMIC

PERFORMANCE SELECTED STUDENTS IN GRADE 11, in terms of:

2.1 Grades,

2.2 School Attendance, and

2.3 Extracurricular Activity

3. Is there significant relationship about THE IMPACTS OF FACEBOOK

TO THE ACADEMIC PERFORMANCE OF SELECTED STUDENT IN

GRADE 11, Demographic profile in terms of?

3.1 Gender, and

3.2 Strand

5
HYPOTHESIS

There is significant relation between the Impact of Facebook in The

Academic Performance of selected students in terms of the Grades,

performance and their behavior as a Facebook user.

ASSUMPTION

The researchers assumes that this study will give a good result in

benefits of wholeness of this research study, The researcher also expect that

the Respondents answer is related about The Impact of Facebook related to

researchers predicted.

SIGNIFICANCE OF THE STUDY

This study is advantageous and beneficial to various sectors,

particularly with the following people of studying this field.

Students: This research will provide to answer the following question of

students about the given topic. It can be used for references like assignment

and projects.

Teacher: This study will be beneficial to teachers because it can be used as

reference for teaching to enhance the knowledge of their students.

Information Technology: This study gives additional knowledge about

Impact of Facebook.

Future Researchers: For those who are interested in pursuing on this field.

This study can be used as guide.

Parents: This study also took a broad look at the social media habits of

parents. Among internet-using parents, social media use across a variety of

platforms is common

6
School Administrator: This study gives knowledge to the school

administrator about the impact of Facebook in academic performance of the

student’s

Government: This study can be use as guide by the government to know

what they will do about the impact of Facebook in academic performance of a

student’s. Or they can use this study to observe the behavior of the student’s

academic performances.

SCOPE AND DELIMITATION

The main focus of the study was to know how demographic profile of

the respondent affect Grades, school attendance and extracurricular activity.

The researchers will only study the Impact of Facebook to the Academic

Performance. The Respondent of the study are Selected Grade 11 Students

of College of Arts and Sciences of Asia and the Pacific at Taytay Rizal S.Y:

2018-2019. The limitation of number of the respondent provided by the

researchers are 30 (thirty) Grade 11 Students.

The Researchers make a study in this field because the main goal is to

understand the Impact of Facebook to the Academic Performance of Selected

Grade 11 Students. The Researchers use quantitative method and

questionnaire and instrument to fully understand the Research.

7
 CONCEPTUAL FRAMEWORK

The Conceptual Framework contains Input that includes Demographic

Profile, Impact of Facebook to the Academic Performance and significance of

relationship. Process of conducting Research through preparation, distribution

and collecting/tallying of Questionnaires, Analyzation and observation of Data

gathered and Presentation of data. Output is the possible result such as

familiarity of Facebook and Characteristics of Facebook.

OUTPUT PROCESS INPUT

-Familiarity of -Preparation of Demographic Profile

Facebook
Questionnaires -Gender
-Characteristics of
-Distribution of -Strand
Facebook
Questionnaires Impact of Facebook

-Collecting/Tallying to The Academic

-Analysing and Performance

Observation of -Grades

Data Gathered -School Attendance

-Presentation of -Extra Curricular

data Activity

Figure 1.0 Research paradigm

THE IMPACT OF FACEBOOK TO THE ACADEMIC PERFORMANCE OF

THE SELECTED BY GRADE 11 STUDENTS IN COLLEGE OF ARTS AND
SCIENCES OF ASIA AND THE PACIFIC YR. 2018-2019

8
 THEORETICAL FRAMEWORK

The purpose of this study is to investigate the student involvement in

most popular online social network site Facebook and also the impact of

Facebook negatively or positively on Master’s degree student’s academic

performance and their social lives. Particular focus is on student’s self-

reporting views regarding the use of Facebook and Its influence on student’s

social capital. Student’s opinions will be measured by the 5-likert scale

measurement method. It will be interesting to know self-reported view either

use of Facebook distracting their studies or it does not have any impact on

students’ academic performance and their social capital. The first goal of this

study is to understand student’s attitude towards their studies, for that multiple

questions has been asked from the participant to know how much serious

they are in their studies. The second phase consist of analyzing student extra

curriculum activities, that how much students participate in their daily

gatherings and other social activities. Third section will compare the time

spent on Facebook with other time consuming activities. Last part is

especially designed only for Facebook user to analyze Facebook use and

impact on students’ academic performance and social capital. This research

work will use the concept of social capital to analyze the some of the results in

more detail. In summary, the objectives of this study is to test if student

engagement in Facebook influenced academic performance and also identify

the variables that directly or indirectly impact on students’ social lives. For the

purpose of this study academic performance is the accumulation of student’s

study related activities and extra curriculum activities are the accumulation of

student’s non study related activities.

9
Definition of Terms

The definition and explanation of the some main terms and words which has
been used throughout this research work is as under:

Academic performance: Is commonly measured through examinations or

continuous assessment but there no general agreement on how it is best

evaluate or which aspects are most important procedural knowledge such as

skills or declarative knowledge such as facts.

Attendance: Is the concept of people, individually or as a group, appearing at

a location for a previously scheduled event.

Extracurricular activity: Are those that fall outside the realm of the normal

curriculum of school or university education, performed by students

Extracurricular activities exist for all students.

Facebook: Simply Facebook is a most popular free social networking website

that allows users to create profiles, upload photos and video, send messages

and keep in touch with friends, family and colleagues

Grade: A evaluation of a student’s performance in class.

Online social network site: A web-based network that allows individuals to

create a profile either public or semipublic within bounded system and provide

the users different features according to their groups and interests. It also

provides the features to connect, share information and communicate with

people (friends or strangers) on the internet within the international or local

scale. The features and terminology of these connections may vary from site

to site

10
MySpace: MySpace drives social interaction by providing a highly

personalized experience around entertainment and connecting people to the

music, celebrities, TV, movies, and games that they love. MySpace is also the

home of Music, which offers an ever-growing catalog of freely stream able

audio and video content to users and provides major, independent, and

unsigned artists alike with the tools to reach new audiences.

Twitter: A social network service that allows users to send and read short

messages and posts each other’s walls these messages is called tweets.

YouTube: YouTube allows billions of people to discover, watch and share

originally created videos. YouTube provides a forum for people to connect, 10

inform and inspire others across the globe and acts as a distribution platform

for original-content creators and advertisers, large and small. (YouTube 2013)

World Wide Web: an information system on the Internet which allows

documents to be connected to other documents by hypertext links, enabling

the user to search for information by moving from one document to another.

11
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents some related writings which have relevant to the

recent study. It includes insights of the writer of the books and references that

could assist in the progress of the study.

Foreign Reading

Is Facebook Good Or Bad For Students? Debate Roils On

Does Facebook have a positive or negative effect on students? Oh, if only the

issue were so clear-cut!

Most recently, OnlineEducation.net, an online database designed to

inform current and prospective students about education opportunities in the

U.S., compiled a mound of research data on college students and their use of

social media.

On analyzing it, the group could only conclude that the results were

inconclusive and mixed. Thus, the debate roils on.

Key survey findings include:

96 percent of college students use Facebook;

Grades of students who checked Facebook while studying were 20%

lower than grades of those who didn’t check Facebook while studying;

79 percent of students did not believe that multitasking in the way

mentioned above negatively affected their grades;

20 percent of students that use social media reported feeling

connected to their institution;

12
 75 percent of college students reported wanting to collaborate online.

None of this is earth-shattering. If a student in the throes of cramming

for finals is distracted every few minutes by the urge to check Facebook

status updates involving friends’ day-to-day dating sagas and roommate

skirmishes, it only makes sense that the student will be less engaged in

learning, absorb less knowledge and likely score lower on the big test.

Yet, the same results might be seen for students who get up every few

minutes to grab a snack, watch TV or incessantly pick up the phone to text or

call friends while studying.

However, if the student is using Facebook to propel his or her

knowledge, for example, by participating in a Facebook group created by a

professor for students of a particular class, than the social network may have

a positive influence on education and spark the student’s interest in learning

certain subject matter.

For instance, in such a space professors and students can participate

in the sharing of knowledge, by posting articles (and responses to them),

speaker events, lectures and personal experiences involving topics related to

the course. When this happens, Facebook can be a boon to education,

actively engaging students in the pursuit of knowledge. Yet, as All Facebook

recently reported, teachers are increasingly discouraged (for good reason)

from accepting students’ friend requests.

An important benefit seen in the statistics above is the ability of

Facebook to make college students feel socially connected, with a greater

sense of community. This can be beneficial in boosting students’ self-esteem.

Past studies have shown that students who are active on Facebook are more

likely to participate in extra-curricular activities.

13
JOURNAL

Zuckerberg wrote a program called “Facemash” in 2003 while

attending Harvard University as a sophomore (second-year student).

According to The Harvard Crimson, the site was comparable to Hot or Not

and used” photos compiled from the online facebooks of nine Houses, placing

two next to each other at a time and asking users to choose the “hotter”

person”. Facemash attracted 450 visitors and 22,000 photo-views in its first

four hours online. The Facemash site was quickly forwarded to several

campus group list-servers, but was shut down a few days later by the

administration. Zuckerberg faced expulsion and was charged by the

administrations with breach of security, violating copyrights, and violating

individual privacy. Ultimately, the charges were dropped. Zuckerberg

expended on this initial project that semester by creating a social study tool a

head of an art history final exam. He uploaded all art images to website, each

of which was featured with a corresponding comments section, then shared

the site with his classmates, and people started sharing notes.

A “face book” is a student directory featuring photos and basic

information in 2003, there were no universal online facebooks at Harvard, with

only paper sheets distributed and private online directories. Zuckerberg told

the Crimson that “Everyone’s been talking a lot about a universal face book

within Harvard. I think its kind a silly that it would take the University a couple

of years to get around to it. I can do it better than they can, and I can do it in a

week “In January 2004 Zuckerberg began writing code for a new website,

known as “TheFacebook”, with the inspiration coming from an editorial in the

Crimson about Facemash.

14
MAGAZINES ARTICLES

Facebook is a social network service and website, which was lauched

in February 2004 by former-Harvard student of psychology, Mark Zuckerberg

and his college roommates and fellow students Eduardo Saverin, Dustin

Moskovitz and Chris Hughes. Mark Zuckerberg (while he was studying at

Harvard) ran Facebook as one of his hobby projects with some financial help

from Eduardo Saverin.

NEWS PAPER

Everyone deserves to feel safe on Facebook, and it’s important that we

help people who encounter bullying, and Facebook effects on Academic

Performances of students. The point of this paper is to look at the Facebook

among students understudies, and its effects in their scholastic execution and

Social life, this papers delineate climate Facebook utilization have a Positive

or Negative Impact on their Academic Performance and Social Life.

The effects of overview demonstrates that the understudies that have

less time spending on Facebook will lead expanded their evaluations. One of

the fundamental discoveries is that there was huge relationship between life

issue and Facebook utilization. Understudies are affected to embrace it to set

up or keep contact with other individuals with whom they share intrigues, with

respect to purpose of Facebook utilization, Social Relations is seen as the

most imperative element among greater part of the reasons gathered. Our

discoveries of Facebook is clarified straight forwardly by its reason of use and

implication by its reception.

15
SYNTHESIS

Facebook has become an addiction for many. Instead of students

concentrating on their homework or studying for a big test the next day, they

are spending hours looking through pictures, answering their page comments,

and chatting with friends on the site’s instant messenger. Facebook has

consumed good grades and face-to-face communications in jeopardy. Even

students who are active users of Facebook indicate some concerns about the

long hours they spend surfing the site. However, other students consider their

time spend on Facebook valuable, because its enables them to exchange

news with friends and family, learn about other’s activities, and have fun with

various activities. They also regard their Facebook breaks as a means to

renew their energy so that they can perform better on their subsequent tasks.

Students who use Facebook and hit the books simultaneously found their

multitasking led to lower grades than those of their more focused peers.

Facebook-using students also made less money during school from part-time

work, putting in around five hours per week as opposed to 16 hours per week

for a typical, unplugged counterpart. Not only do grades and finances suffer,

but students might actually end up feeling more depressed or lonely. Almost

half students believe they are sadder than their friends on Facebook, and

some students shown signs of severe depression in their status updates at

one time and another it will affects their Academic Performances in school.

16
 CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

This chapter will be studied based on to the description of the methods

and procedure. In order to obtain the data, to how they will be analyzed,

interpreted, and how the conclusion will be met. This section is to justify the

means in which the study was obtained and will help in giving it purpose and

strength as it will then be truthful and analytical. All these will help in

processing will cover the following the research design and methodology, the

respondents or subjects to be studied, the gathering of data the validation of

data or instrument, and the analysis. These study will be presented below.

Research Design

This study is aims to determine the Impact of Facebook to the grades,

attendance and extracurricular activity as perceived by the selected Grade 11

students. The study utilized Descriptive Design to describe or to know the

Impact of Facebook to the Academic Performance of selected Grade 11

students.

Respondent of the study

The Researcher used an accurate respondents that corresponds to

Demographic Profile. The Researcher decided to conduct 30 (thirty) selected

Grade 11 students of College of Arts and Sciences of Asia and the Pacific

Taytay, Rizal.

17
Validation of Instrumentation

The Researcher will use two types of research tools in this study

specially the questionnaire and survey.

Questionnaire. The Researcher will use a set of question to obtain statistical

data from respondents.

Open Interview. The Researcher will utilize method, because it’s the best

way to gather information. Survey gives an accurate information needed by

researcher.

18
Data Gathering Procedures

Once the copy of the questionnaire is finalized the researcher will ask

permission from College of Arts and Sciences of Asia and the Pacific Taytay,

Rizal to conduct the study and to distribute the questionnaire to the selected

Grade 11 students to conduct a survey through the use of questionnaire, the

researcher will ask help from the assign personnel assisting in the research.

As this will facilitate the gathering of data open interviews will be done while

getting back the questionnaire to clarify some details in their response. The

collected information will be collected, tabulated and analyzed for the final

interpretation for the result.

Content Analysis

This Research study used step by step procedure in conducting

research. First the Researcher studied the meaning of Academic Performance

and another background about survey and Questionnaire have been used by

the researchers. The Researchers make a questionnaire after that

Researcher distribute the questionnaire to the respondents and gave them

enough time to answer it. After the survey the researchers analyze the finding

of summary conclusion and recommendation.

19
Statistical Treatment of Data

After collecting the data needed, the researcher tabulated and

analyzed the gathered data with the help statistical tools. The following are

the statistical tools used in the study together with corresponding formula.

1. The Demographic profile of the respondent was determined by using

percentage. Percentage=

Frequency (f) + Total of Frequency x 100

2. To determine the percentage of selected Grade 11 students of College

of Arts and Sciences of Asia and the Pacific Taytay, Rizal in terms of

grade, school attendance and extracurricular activity, the researcher

used weighted mean.

Weighted mean= ∑f(x)/n

∑ = Summation

F = the frequency

X = the value

N = Total number of population

3. To the determined if there is any significant relationship about the

perception of selected Grade 11 students about Facebook in terms of

Demographic Profile the researchers use chi-square

= ∑ (0-E)

O – Observed frequency

E – Expected frequency

∑ - Summation

𝑥 2 – Chi Square value

20
 Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter will present the answer of the problem in this research on

the Impact of Facebook to the Academic Performance of the Selected Grade

11 Students in College of Arts and Sciences of Asia and the Pacific Taytay,

Rizal.

After the survey, data and information have been collected and

gathered, these data and information were analyzed through the method of

compare and contrast through graphical data.

Analysis of Data

Based on the result of questionnaire after tabulating the data, the

demographic profile of the respondents in terms of Strand. In terms of

respondent’s gender, the data implies that there are more female respondents

in College of Arts and Sciences of Asia and the Pacific Taytay, Rizal than

there are male.

Presentation and Interpretation of Data

In this data presentation, researcher will present the number of

gathered data they’ve got while conducting a survey questionnaire about the

IMPACT OF FACEBOOK TO THE ACADEMIC PERFORMANCE OF

SELECTED GRADE 11 STUDENTS IN COLLEGE OF ARTS AND

SCIENCES OF ASIA AND THE PACIFIC, TAYTAY RIZAL.

21
 Table 1

Profile distribution of respondents in terms of Strand;

STRAND

ABM, 4,
13% GAS, 5, 17%

COOKERY, 10, ICT, 7, 23%

34%

HUMMS, 4,
13%

Table 1 show the profile distribution of the respondents in terms of

Strand. There are 30 Selected Grade 11 Students respondents in different

strand. 5 Respondent from GAS with Frequency of 17%, 7 Respondents from

ICT with Frequency of 23%, 4 Respondents from HUMMS with Frequency of

13%, 10 Respondents from COOKERY with Frequency of 34%, and 4

Respondents from ABM with Frequency 13% and total of 100% from 30

respondents.

22
 Table 2

Profile distribution of respondents in terms of gender;

Repondent Gender

MALE, 14, 47%

FEMALE, 16, 53%

Figure 2 present the profile of the respondents in terms of their gender.

Out of 30 respondents, 14 or 47 percent (%) are Boys and 16 or 54 percent

(%) are Girls. The data implies that there are more female students of College

of Arts and Sciences of Asia and the Pacific, Taytay Rizal is using Facebook.

This study was conducted in February 2019 at College of Arts and

Sciences of Asia and the Pacific Taytay Rizal. The participants of the study

include the

23
Figure 3 Computed weighted mean of the IMPACT OF FACEBOOK TO THE

ACADEMIC PERFORMANCE OF THE SELECTED GRADE 11 STUDENTS

IN COLLEGE OF ARTS AND SCIENCES OF ASIA AND THE PACIFIC,

TAYTAY RIZAL in terms of factor such as GRADE.

INDICATORS MEAN VERBAL INTERPRETATIONS

Quizzes 3.17 Above Average

Final Exam 2.93 Average

Performance 2.96 Average

MEAN 3.02 Average

Table 3 shows the weighted mean of the factor “Grade”. The question

“Is Facebook has Impact in Quizzes?” has a weighted mean of 3.18 which

can be interpreted as “Above Average”. It implies that the Facebook has

Affect the Academic Performance in terms of Quizzes.

The table shows the weighted mean of the factors “Grade”. The

question “Is Facebook has Impact in Final Exam?” has a weighted mean of

2.93 which can be interpreted as “Average”. It implies that the Facebook

hasn’t Affect the Academic Performance in terms of Final Exam.

The table shows the weighted mean of the factors “Grade” The

question “Is Facebook has Impact in Performance?” has a weighted mean of

2.96 which can be interpreted as “Average”. It implies that the Facebook

hasn’t Affect the Academic Performance in terms of Performance.

24
Figure 4 Computed weighted mean of the IMPACT OF FACEBOOK TO THE

ACADEMIC PERFORMANCE OF THE SELECTED GRADE 11 STUDENTS

IN COLLEGE OF ARTS AND SCIENCES OF ASIA AND THE PACIFIC,

TAYTAY RIZAL in terms of factor such as ATTENDANCE.

INDICATORS MEAN VERBAL INTERPRETATIONS

Absent in class 2.76 Twice

Late in class 2.2 Excuse

Cutting Classes 1.4 Never

Mean 2.12 Excuse

Table 4 shows that weighted mean of the factor “Attendance”. The

question “Is Facebook can cause of Absent in class?” has a weighted mean of

2.76 which can interpreted as “Twice”. It implies that the Facebook hasn’t

caused of Absent in class.

Table shows that weighted mean of the factor “Attendance”. The

question “Is Facebook can cause of Late in class?” has a weighted mean of

2.2 which can interpreted as “Excuse”. It implies that the Facebook hasn’t

caused of Late in class.

Table shows that weighted mean of the factor “Attendance”. The

question “Is Facebook can cause of Cutting Classes?” has a weighted mean

of 1.4 which can interpreted as “Never”. It implies that the Facebook hasn’t

caused of Cutting Classes.

25
Figure 5 Computed weighted mean of the IMPACT OF FACEBOOK TO THE

ACADEMIC PERFORMANCE OF THE SELECTED GRADE 11 STUDENTS

IN COLLEGE OF ARTS AND SCIENCES OF ASIA AND THE PACIFIC,

TAYTAY RIZAL in terms of factor such as EXTRACURRICULAR ACTIVITY.

VERBAL
INDICATORS MEAN
INTERPRETATIONS

Participate in School Activity 4.13 Often

Using Facebook during your school

3.06 Fairly Often
Activity

Always enjoying the school Activity 4.2 Often

Mean 3.79 Often

Table 4 shows that weighted mean of the factor “Attendance”. The

question “Is Facebook has Impact in Participating in School Activity?” has a

weighted mean of 4.13 which can interpreted as “Often”. It implies that the

Facebook hasn’t Affect the Academic Performance in term of Participating in

School Activity.

Table shows that weighted mean of the factor “Attendance”. The

question “Using Facebook during your school Activity?” has a weighted mean

of 3.06 which can interpreted as “Fairly Often”. It implies that the Selected

Respondents is sometime using Facebook during School Activity and maybe

it can affect into respondents performance.

Table 4 shows that weighted mean of the factor “Attendance”. The

question “Always enjoying the School Activity?” has a weighted mean of 4.2

which can interpreted as “Often”. It implies that the Respondents always

enjoying on School Activity.

26
 Table 6

Summary of Computed Statistics of Impact of Facebook to the Academic

Performance of the Selected Grade 11 Students

FACTORS WEIGHTED MEAN VERBAL INTERPRETATION

Grade 3.02 Average

School Attendance 2.12 Excuse

Extra-curricular Activity 3.76 Often

The survey shows the weighted mean of search area in the

questionnaire answered by the respondents. The Tree factors got weighted

means namely “Grade” which has second to the highest average weighted

mean of 3.02 interpreted as “Average” and the next one factors namely

“School Attendance” which is the Lowest average mean of 2.12 interpreted as

“Excuse” and last factor namely “Extra-curricular Activity” which is the Highest

average weighted mean of 3.76 interpreted as “Often”.

The summary of the computed statistical on grade, attendance and

extra-curricular activity it shows that there is no bad Impact of Facebook to the

Academic Performance of the Selected Grade 11 Students Of College of Arts

and Sciences of Asia and the Pacific Taytay Rizal.

27
 Table 7

Chi- Square

Significant Relationship about Impact of Facebook to the Academic

Performance in terms of;

df df
Source of Variation 𝒙𝟐 𝑯𝑶 𝑯𝑰
(0.05) value

Grade 2 5.991 10.94 Rejected Significant

Attendance 2 5.991 111.94 Rejected Significant

Extra-curricular Activity 2 5.991 56.08 Rejected Significant

Decision rule

Since the computed 𝑥 2 of 10.94 is greater than 𝑥 2 critical value of

5.991 at level significance of 0.05, the statistical decision is to reject the null
hypothesis in terms of Grade.

Since the computed 𝑥 2 of 111.94 is greater than 𝑥 2 critical value of

5.991 at level significance of 0.05 the statistical decision is to reject the null
hypothesis in terms of Attendance.

Since the computed 𝑥 2 of 56.08 is greater than 𝑥 2 critical value of

5.991 at level significance of 0.05 the statistical decision is to reject the null
hypothesis in terms of Extra-curricular Activity.

Conclusion

Since the null hypothesis has been rejected, Researcher conclude that
there is evidence of significant relationship about Impact of Facebook to the
Academic Performance. The Researcher would conclude that the Facebook
has Impact to the Academic Performance.

28
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of the research work undertaken,

the conclusions drawn and the recommendations made as an outgrowth of
this study. This study was taken with the general objective by determining the
IMPACT OF FACEBOOK TO THE ACADEMIC PERFORMANCE OF THE
SELECTED GRADE 11 STUDENTS IN COLLEGE OF ARTS AND
SCIENCES OF ASIA AND THE PACIFIC, TAYTAY RIZAL.

Summary of findings

The focus of this study was to determine THE IMPACT OF

FACEBOOK TO THE ACADEMIC PERFORMANCE OF THE SELECTED

GRADE 11 STUDENTS IN COLLEGE OF ARTS AND SCIENCES OF ASIA

AND THE PACIFIC, TAYTAY RIZAL SY 2018-2019. The Descriptive

Statistics Methodology was utilized and the questionnaire served as the

instrument for collecting data. Respondents were selected through purposive

sampling. The inquiry was conducted during school year 2018-2019.

Based on the gathered, analyzed and interpreted data, the researcher

came up with the following findings presented in accordance with the research

questions formulated in the statement of the problem.

1 What are the Impact of Facebook to Academic Performance of the

Selected Grade 11 Students;

1.1 Grade

THE IMPACT OF FACEBOOK TO THE ACADEMIC PERFORMANCE

OF SELECTED GRADE 11 STUDENTS IN COLLEGE OF ARTS AND

SCIENCES OF ASIA AND THE PACIFIC, TAYTAY RIZAL SY. 2018-2019 in

terms of GRADE factors as table with mean 3.02.

29
1.2 Attendance

THE IMPACT OF FACEBOOK TO THE ACADEMIC PERFORMANCE

OF SELECTED GRADE 11 STUDENTS IN COLLEGE OF ARTS AND

SCIENCES OF ASIA AND THE PACIFIC, TAYTAY RIZAL SY. 2018-2019 in

terms of ATTENDANCE factors as table with mean 2.12.

1.3 Extra-curricular Activity

THE IMPACT OF FACEBOOK TO THE ACADEMIC PERFORMANCE

OF SELECTED GRADE 11 STUDENTS IN COLLEGE OF ARTS AND

SCIENCES OF ASIA AND THE PACIFIC, TAYTAY RIZAL SY. 2018-2019 in

terms of EXTRA-CURRICULAR ACTIVITY factors as table with mean 3.76.

2. Is there any significant relationship in the IMPACT OF FACEBOOK TO

THE ACADEMIC PERFORMANCE OF THE SELECTED GRADE 11

STUDENTS OF COLLOGE OF ARTS AND SCIENCES OF ASIA AND THE

PACIFIC TAYTAY RIZAL SY 2018-2019 using mention variable?

The overall computed chi square value above mentioned variable

10.94 (Grade), 111.94 (Attendance), and 56.08 (Extra-curriculum) are greater

than the critical value of 5.991 at 0.05 level of significance with 2 degrees of

the freedom. It was interpreted as significant. Therefore, the hypothesis is

rejected. This means that there is significant Impact of Facebook the

Academic performance of the Selected Grade 11 Students.

30
Conclusion

Based on the findings of the study the following conclusions are drawn;

The researchers conclude that the Impact of Facebook to the Academic

Performance of the Selected Grade 11 Students of College of Arts and

Sciences of Asia and the Pacific, Taytay Rizal as to demographic profile of the

respondents in terms of 30 Selected Grade 11 Students respondents in

different strand. 5 Respondent from GAS with Frequency of 17%, 7

Respondents from ICT with Frequency of 23%, 4 Respondents from HUMMS

with Frequency of 13%, 10 Respondents from COOKERY with Frequency of

34%, and 4 Respondents from ABM with Frequency 13% and total of 100%

from 30 respondents. In terms of their gender. Out of 30 respondents, 14 or

47 percent (%) are male and 16 or 54 percent (%) are female, total

percentage 100%. The data implies that there are more female students of

College of Arts and Sciences of Asia and the Pacific, Taytay Rizal is using

Facebook. This means that the researcher respondent’s is using Facebook.

The survey shows the weighted mean of search area in the

questionnaire answered by the respondents. The Tree factors got weighted

means namely “Grade” which has second to the highest average weighted

mean of 3.02 interpreted as “Average” and the next one factors namely

“School Attendance” which is the Lowest average mean of 2.12 interpreted as

“Excuse” and last factor namely “Extra-curricular Activity” which is the Highest

average weighted mean of 3.76 interpreted as “Often”.

31
The Computed chi-square value in terms of Grade is 10.96. In terms of

Attendance is 111.94 and in terms of Extra-curricular Activity is 56.08. This

means that the overall computed chi-square value of above mention variable

are greater than the critical value of 5.991 at (0.05) level of significance of 2

degrees of the freedom. It was interpreted as significant. Therefore, the

hypothesis is rejected. This means that there is significant relationship about

Impact of Facebook to the Academic Performance of the Selected Grade 11

Students in College of Arts and Sciences of Asia and the Pacific.

Recommendation

The following recommendations derived from the output of this study.

1. It is recommended that parents and teachers will always prove

in keep track of the student’s academic performance.

2. Parents and teachers should understand on how to utilize the

social media networks engaged by the students to be able to

keep track of their activities.

3. The students should minimize their excessive use of Facebook

on more unproductive matters such as boosting their social

statuses through boastful and unnecessary post.

32
References:

Nation, D (September 2018) Lifewire. Retrieved From

https://www.lifewire.com/what is -facebook-3486391

Banal-Formos, C ( May 2016) Philippine Daily Inquirer. Retried From

http://newsinfo.inquirer.net/782629/shs-tracks-offer-career-paths-to-students

Siteln,(2018). Wikepedia. From

https://en.m.wikipedia.org/wiki/Grading_in_education

Staff, G (June 2016) GreatSchool is a 501©(3) not-for-profit organization.

From

https://www.greatschool.org/gk/articles/school-attendance-issues

Barge, M.A (July 2018) SAT / ACT Prep Online Guides and tips. From

https://blog.prepscholar.com/what-are-extracurricular-activities-and-why-do-

you need-them

Bell, M (2018) Leaf group Ltd/Leaf group Education. From

https://.theclassroom.com/define-acadamic-performance-4740750.html

33
 APPENDIX

FORMULA USED

1. Frequency and Percentage Distribution

where;

P = Percentage

F = Number of Frequency

N = Total number of Respondents

Given Formula

𝑓
𝑃 = 𝑛 𝑥 100

2. Weighted Mean and Standard Deviation

where;

Wx = Weighted Mean

TX = Total Number of Respondents

N = Total Number of Respondents

Given Formula:

TX
𝑤𝑥 = n

34
 Where;

∑Wx = Average Weighted Mean

Wx = Weighted Mean

N = Total Number of Respondents

Given Formula;

(∑𝑊𝑥 − 𝑊𝑥)
𝑆𝐷 =
𝑁−1

3. Chi- square

Where;

O= Observed

E= Expected

Given Formula;

2
∑(𝑜 − 𝑒)2
X =
𝑒

35
  GRADE

Grade

Scale Total Number of Response Total

5 5 25
4 14 56
3 10 30
2 1 2
1 0 0
Total Number of Respondents 30 113

Mean ------------------------------------- 3.76

Final Exam
Scale Total Number of Response Total

5 4 20
4 10 20
3 16 48
2 0 0
1 0 0
Total Number of Respondents 30 88

Mean -------------------------------------- 2.93

Performance
Scale Total Number of Response Total

5 5 25
4 10 20
3 14 42
2 1 2
1 0 0
Total Number of Respondents 30 89

Mean ------------------------------------ 2.96

36
  ATTENDANCE

Absent in class
Scale Total Number of Response Total

5 4 20
4 8 32
3 6 18
2 1 2
1 11 11
Total Number of Respondents 30 83

Mean ---------------------------------- 2.76

Late in class
Scale Total Number of Response Total

5 0 0
4 6 24
3 7 21
2 4 8
1 13 13
Total Number of Respondents 30 66

Mean -------------------------------------- 2.2

Cutting Classes
Scale Total Number of Response Total

5 1 5
4 2 8
3 1 3
2 0 0
1 26 26
Total Number of Respondents 30 42

Mean ------------------------------------ 1.4

37
  EXTRACURRICULAR ACTIVITY
Participate in School Activity
Scale Total Number of Response Total

5 12 60
4 12 48
3 4 12
2 2 4
1 0 0
Total Number of Respondents 30 124

Mean ------------------------------------ 4.13

Using Facebook during your school Activity

Scale Total Number of Response Total

5 4 20
4 11 44
3 3 9
2 7 14
1 5 5
Total Number of Respondents 30 92

Mean ------------------------------------- 3.06

Always enjoying the school Activity

Scale Total Number of Response Total

5 14 70
4 9 36
3 6 18
2 1 2
1 0 0
Total Number of Respondents 30 126

Mean ------------------------------------ 4.2

38
  Grade

Quizzes

Scale Tally Total Number of Response

5 IIIII 5

4 IIIIIIIIIIIIII 14

3 IIIIIIIIII 10

2 I 1

1 0

Total Number of Respondents 30

Final Exam

Scale Tally Total Number of Response

5 IIII 4

4 IIIIIIIIII 10

3 IIIIIIIIIIIIIIII 16

2 0

1 0

Total Number of Respondents 30

Performance

Scale Tally Total Number of Response

5 IIIII 5

4 IIIIIIIIII 10

3 IIIIIIIIIIIIII 14

2 I 1

1 0

Total Number of Respondents 30

39
  ATTENDANCE

Absent in class

Scale Tally Total Number of Response

5 IIIII 4

4 IIIIIIII 8

3 IIIIII 6

2 I 1

1 IIIIIIIIIII 11

Total Number of Respondents 30

Late in class

Scale Tally Total Number of Response

4 IIIIII 6

3 IIIIIII 7

2 IIII 4

1 IIIIIIIIIIIII 13

Total Number of Respondents 30

Cutting classes

Scale Tally Total Number of Response

5 I 1

4 II 2

3 I 1

2 0

1 IIIIIIIIIIIIIIIIIIIIIIIIII 26

Total Number of Respondents 30

40
  EXTRACURRICULAR ACTIVITY

Participate in school Activity

Scale Tally Total Number of Response

5 IIIIIIIIIIII 12

4 IIIIIIIIIIII 12

3 IIIII 4

2 II 2

1 0

Total Number of Respondents 30

Using Facebook during your school Activity

Scale Tally Total Number of Response

5 IIII 4

4 IIIIIIIIIII 11

3 III 3

2 IIIIIII 7

1 IIIII 5

Total Number of Respondents 30

Always enjoying the school Activity

Scale Tally Total Number of Response

5 IIIIIIIIIIIIII 14

4 IIIIIIIII 9

3 IIIIII 6

2 I 1

1 0

Total Number of Respondents 30

41
 Chi Square Computations

𝒐−𝑬
𝒙𝟐 = ∑ ( )
𝑬

Where: 𝑿𝟐 = Chi Square Value

O = observed value

E = expected value

Grade

Quizzes 25 56 30 2 0 113

Exam 20 40 48 0 0 180

Performance 25 40 42 2 0 109

Total 70 136 120 4 0 330

(113)(70) (108)(70) (109)(70)

1. = 23.96 1. = 22.90 1. = 23.12
330 330 330

(113)(136) (108)(136) (109)(136)

2. = 46.56 2. = 44.50 2. = 44.92
330 330 330

(113)(120) (108)(120) (109)(120)

3. = 41.09 3. = 39.27 3. = 39.63
330 330 330

(113)(4) (108)(4) (109)(4)

4. = 1.36 4. = 1.30 4. = 1.32
330 330 330

(113)(0) (108)(0) (109)(0)

5. =0 5. =0 5. =0
330 330 330

42
Grade

(25 − 23.96)2 + (56 − 46.56)2 + (30 − 41.09)2 + (2 − 1.36)2 + (0 − 0)2

1.08 + 89.11 + 141.16 + 0.40 + 0

(20 − 22.90)2 + (40 − 44.50)2 + (48 − 39.27)2 + (0 − 1.30)2 + (0 − 0)2

8.41 + 20.25 + 76.21 + 1.69 + 0

(25 − 23.12)2 + (40 − 44.92)2 + (42 − 39.63)2 + (2 − 1.32)2 + (0 − 0)2

3.53 + 24.20 + 5.16 + 0.46 + 0

1.08 89.11 141.61 0.40 8.41 20.25 76.21 1.69 3.53 24.20
+ + + +0+ + + + +0+ +
23.96 45.56 41.09 1.36 22.90 44.50 39.27 1.30 23.12 44.92

5.61 0.46
+ + +0
39.69 1.32

0.045 + 1.913 + 3.446 + 0.294 + 0 + 0.367 + 0.455 + 1.940 + 1.3 + 0 + 0.152

+ 0.538 + 0.141 + 0.348 + 0 = 10.93

Attendance

Absent in class 20 32 18 2 2 74

Late in class 0 24 21 8 13 66

Cutting classes 5 8 3 2 26 44

Total 25 64 42 12 65 113

43
 (74)(25) (66)(25) (44)(25)
1. = 16.37 1. = 14.60 1. = 9.73
113 113 113

(74)(64) (66)(64) (44)(64)

2. = 41.91 2. = 37.38 2. = 24.92
113 113 113

(74)(42) (66)(42) (44)(42)

3. = 27.50 3. = 24.53 3. = 16.35
113 113 113

(74)(12) (66)(12) (44)(12)

4. = 7.85 4. = 7.00 4. = 4.67
113 113 113

(74)(65) (66)(65) (44)(65)

5. = 42.56 5. = 37.96 5. = 25.30
113 113 113

Attendance

(20 − 16.37)2 + (32 − 41.91)2 +(18 − 27.50)2+(2 − 7.85)2 + (2 − 42.56)2

13.17 + 98.20 + 90.25 + 34.22 + 1,645.11

(0 − 14.60)2 + (237.38)2 + (21 − 24.53)2 + (8 − 7.00)2 + (13 − 37.76)2

213.16 + 179.02 + 12.46 + 1 + 613.05

(5 − 9.73)2 + (8 − 24.92)2 + (3 − 16.35)2 + (2 − 4.67)2 + (26 − 25.30)2

22.37 + 286.28 + 178.22 + 7.12 + 0.49

13.17 98.20 90.25 34.22 1,645.11 213.16 179.02 12.44 1

+ + + + + + + +
16.37 41.91 27.50 7.85 42.56 14.60 37.38 24.53 7.00

613.05 22.37 286.28 178.22 7.12 0.49

+ + + + + +
37.76 9.73 9.73 16.35 4.67 25.30

0.804 + 2.343 + 3.281 + 4.359 + 38.653 + 14.6 + 4.789 + 0.507 + 0.142 +

16.235 + 2.299 + 11.487 + 10.900 + 1.524 + 0.019 = 111.94

44
Extra-curricular Activity

Participate in School Activity 60 48 12 4 0 124

Using Facebook during your school Activity 20 44 9 14 5 92

Always enjoying the school Activity 70 36 18 2 0 124

Total 150 128 39 20 5 340

(124)(150) (92)(150) (124)(150)

1. = 54.70 1. = 40.58 1. = 54.70
340 340 340

(124)(128) (92)(128) (124)(128)

2. = 46.68 2. = 34.63 2. = 46.68
340 340 340

(124)(39) (92)(39) (124)(39)

3. = 14.22 3. =10.55 3. = 14.22
340 340 340

(124)(20) (92)(20) (124)(20)

4. = 7.29 4. = 5.41 4. = 7.29
340 340 340

(124)(5) (92)(5) (124)(5)

5. = 1.82 5. = 1.35 5. = 1.82
340 340 340

45
Extra-curricular Activity

(60 − 54.70)𝟐 + (48 − 46.68)2 + (12 − 14.22)2 + (4 − 7.29)2 + (0 − 1.82)2

28.09 + 1.74 + 4.92 + 1.28 + 3.31

(20 − 40.58)2 + (44 − 34.63)2 + (9 − 10.55)2 + (14 − 5.41)2 +(5 − 1.35)2

423.53 + 87.79 + 2.40 + 73.78 + 3.65

(70 − 54.70)2 + (36 − 46.68)2 + (18 − 14.22)2 + (2 − 7.29)2 + (0 − 1.82)2

234.09 + 114.06 + 14.28 + 27.98 + 3.31

28.09 1.74 4.92 1.28 3.31 423.53 87.79 2.40 73.78 3.65
+ + + + + + + + + +
54.70 46.68 14.22 7.29 1.82 40.58 34.68 10.55 5.41 1.35

234.09 114.06 14.28 27.98 3.31

+ + + +
54.70 46.68 14.22 7.29 1.82

0.513 + 0.037 + 0.345 + 0.175 + 1.818 + 10.436 + 2.531 + 0.227 + 13.637 +

2.703 + 4.279 + 2.443 + 1.004 + 3.838 = 50.08

46
 THE IMPACT OF FACEBOOK TO THE ACADEMIC PERFORMANCE OF

THE SELECTED GRADE 11 STUDENT IN COLLEGE OF ARTS

AND SCIENCES OF ASIA AND THE PACIFIC

YR. 2018-2019

QUESTIONNAIRE

 Respondent Profile

Name:_______________________ (Optional)

Sex:

F M

Strand:

Gas HUMSS

ABM ICT

Cookery

Direction: Kindly answer all the question in the questionnaire by putting a

check on the space provided. Your responses are expressed in different

degree of reactions as show above each table.

5 Highest
4 Above Average
3 Average
2 Below Average
1 Lowest

47
I. Grade. A single division of a school classified according to the age or

progress of the pupils.

5 4 3 2 1
Grade

Quizzes

Final Exam

Performance
(Seat Work, Recitation, Group and Individual
Activities)

II. Attendance. The persons or number of persons attending in class.

5 Daily

4 Once

3 Twice

2 Excuse

1 Never

5 4 3 2 1
Attendance

Absent in class

Late in class

Cutting Classes

48
III. Extracurricular Activity is relating to officially or semiofficially approved

and usually organized student activities (such as athletics) connected with

school and usually carrying no academic credit.

5 Very Often

4 Often

3 Fairly Often

2 Seldom

1 Never

5 4 3 2 1
Extracurricular

Participate in School Activity

Using Facebook during your school

Activity

Always enjoying the school Activity

Remarks:
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________

49
. Computed Chi-Squares of the Impact of Facebook to the Academic

Performance of the Selected Grade 11 Students in College of Arts and

Sciences of Asia and the Pacific Taytay, Rizal in terms of Respondents unit

Cohesion.

Unit Cohesion O E (O – E) (O – E) (O – E / E

Quizzes 0.27 0.37 -o.1 0.01 0.03

Final Exam 0.28 0.37 -0.09 0.0081 0.02

Performance 0.29 0.37 -0.08 0.0064 0.01

Absent in Class 0.41 0.37 0.04 0.0016 0.0004

Late in Class 0.46 0.37 0.09 0.0081 0.0002

Cutting Classes 0.69 0.37 0.37 0.1369 0.37

Participate in School 0.24 0.37 0.13 0.0016 0.05

activity

Using Facebook 0.33 0.37 0.04 0.016 0.0004

during your School
Activity

Always enjoying the 0.24 0.37 0.13 0.0169 0.05

School Activity

Table 8 present the computed chi-square based on the respondents

coordination X = the data imply the total computed chi-square of cohesion

0.059

50