Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 33 no. 7 (2025)

Social Media Beliefs in Relation to Learners Academic Performance: An Individual Profiling

Juniel Cabrera

Discipline: Education

 

Abstract:

This study examines the relationship between students’ social media beliefs and their academic performance, focusing on Grade 9 learners in District 10 of Bayawan City Division. Using a quantitative descriptive research design, data were gathered from 159 students across three high schools through a structured questionnaire. Statistical tools such as percentage, weighted mean, chi-square, and Pearson’s correlation coefficient were employed for data analysis. Findings reveal that most respondents are female, aged 14-15, with parents earning below 10,000 pesos monthly. Students generally perceive social media as a useful tool for education, social connection, and entertainment. While they believe social media provides educational resources and fosters belongingness, their overall social media beliefs were found to be "somewhat true" rather than strongly positive or negative. The study further found that social media beliefs do not significantly affect students’ academic performance, and demographic variables such as age and household income do not influence their perceptions of social media. However, a significant difference was noted in social media beliefs between male and female students, with females displaying more cautious attitudes. Based on these findings, the study recommends that students balance social media use with offline academic activities, while educators implement structured guidance on responsible social media engagement. Schools may also integrate digital literacy programs to help students maximize the academic benefits of social media while minimizing distractions. Future research could explore qualitative insights into students' social media habits to provide a more in-depth understanding of its impact on learning.



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