Social media usage and academic performance of the Generation-Y learners / Erna C. Biyo

Research Method : Descriptive Method.

Includes bibliographical references.

Approval Sheet -- Dedication -- Acknowledgement -- Table of contents -- List of tables -- List of figures -- Abstract -- Chapter 1. Introduction -- Chapter 2. Method -- Chapter 3. Results and discussion -- Chapter 4. Summary, Conclusion, and Recommendation -- Appendices.

This correlational study aimed to determine the relationship of the usage of social media, and the academic performance of the Generation-Y learners. An expert validated researcher-made survey instrument was used to gather relevant data from the 300 study participants. The results revealed that the Generation-Y learners, with their cell phones and different gadgets, spend much time in the usage of social media platforms any time of the day for study purposes, social connections, chatting, instant messaging, watching online videos/movies, and for leisure. Moreover, it was revealed that there is a significant difference between the number of hours they spent in using social media platforms and task completion (p=.04). In addition, there is a significant relationship between the number of hours they spent in using social media platforms and their general weighted average (r=-. 14, p=.02), participation in classroom activities (r=-. 12, p=.03), and task completion (r-.13, p=.02). Generally, the result of the study could be interpreted that the negative correlation between the two variables indicated that when the usage of social media platforms increases, the academic performance of the Generation-Y learners decreases. The challenge is for the educators to collaborate with the students to use social media as their tools to solve problems, to construct a more creative project, and to improve their academic performance. Likewise, it is very important for the students to be aware that spending much time in the usage of social media can hinder them to perform academically.