This is our research paper in a thesis-like form entitled "The Impact of Facebook Usage to the Academic Performance of the 4th Year Education Students in Andres Bonifacio College". Together with the unity of the group, our research thesis was made possible. I hope this will help as a guidance for students who will also make their own research thesis in the future!

1. Andres Bonifacio College
College Park, Dipolog City
School of Education
The Impact of Facebook Usage to the Academic Performance
of the 4th Year Education Students
in Andres Bonifacio College
Bryan Adolf C. Alondres
Gracel H. Ayuban
Alvin Japhet P. Basig
Anjenette E. Columnas
Shenne Mae E. Doguiles
Catherine Joy A. Estrada
Jwenloide T. Villanueva

2. The Impact of Facebook Usage to the Academic Performance of
the 4th Year Education Students in Andres Bonifacio College
SY: 2016 – 2017
An Action Research
Presented to
Dr. Shirley G. Bellino
In partial fulfilment of the requirements for the Course
ELT 413 Language Research of the First Semester,
SY 2016 – 2017
Bryan Adolf C. Alondres
Gracel H. Ayuban
Alvin Japhet B. Basig
Anjenette E. Columnas
Shenne Mae E. Doguiles
Catherine Joy A. Estrada
Jwenloide T. Villanueva

3. DEDICATION
This output is joyfully dedicated to our families
namely; the Alondres family, the Ayuban family, the Basig
family, the Columnas family, the Doguiles family, the
Estrada family, and the Villanueva family; who gave us
supports, not just financially but also morally and
physically supported us all the way to our success of this
venture.
This output is also dedicated to our lovely friends
and comrades who have also lend a hand and support
throughout our journey of making this research. We highly
appreciate the time and effort that they have given to us,
especially to the respondents who also spared a little of
their time in sharing their experiences on using Facebook.
Without all your heartfelt endeavours, we will not be able
to accomplish our mission to perceive the impacts of
Facebook to humankind. We give our utmost thanks to you.
And we also give our joyous thanks to our Almighty
God, who bestow upon us the power and strength to produce
this output of research. We also offer our deepest
gratitude to our Almighty God for the guidance and wisdom
to make this output of research possible.
Thank you very much!
THE RESEARCHERS

4. ACKNOWLEDGEMENT
This output of research will not be possible and
attainable without the several accustomed time, effort and
support from all the people behind the making of this
product of hard work and labour.
We would to extend our sincere gratitude and thanks to
the following benefactors who had contributed to the
success of this output of research:
Firstly, Dr. Shirley G. Bellino, the Dean of the
School of Education and also our research adviser, who
allotted us all the time that we need in completing this
action research. Who taught us all her expertise in this
endeavour and who gave us endless considerations, Thanks
Ma'am Bellino!
Your support, guidance and advice throughout the
research project, are greatly appreciated.
Secondly, to the respondents of the survey, thank you
very much for the cooperation and effort.
And lastly, to our friends and classmates for their
endless friendship and encouragement. We would also like
to thank our parents for their unconditional support, both
financially, morally, physically and emotionally.
In particular, their patience and understanding shown
by our mothers, fathers, brothers and sisters are greatly
appreciated. Thank you very much!
THE RESEARCHERS

5. THE IMPACT OF FACEBOOK USAGE TO THE ACADEMIC PERFORMANCE OF
THE 4th YEAR EDUCATION STUDENTS IN ANDRES BONIFACIO COLLEGE
SY: 2016 – 2017
ABSTARCT
Although some research has shown a negative relation
between Facebook use and academic performance, more recent
research suggests that this relation is likely caused by
excessive use of Facebook.
This study examined the time students spent with
Facebook, as well as the activities they engaged in on the
site. The results showed that the academic performance of
the 4th year female students of the School of Education was
not affected. Their GPA remained constant. Time spent on
Facebook was negatively predictive of GPA for the 4th year
male students of the School of Education but only for a
few. The results are discussed in relation for the ideas
future researches are provided.

6. CHAPTER 1
THE PROBLEM AND ITS SCOPE
Introduction
Social networking sites, most notably Facebook have
become so popular today that they are leading words on the
lips of every student. You love to spend most of your time
checking your Facebook updates, but do you know that there
are many negative effects of using Facebook?
Most of the students don’t realize the
negative effects impacts of Facebook on their life. And,
the main reason is because they are already addicted to it.
And, this addiction can lead to several negative
developments.
The main purpose of this paper is to suggest some ways
of minimizing the bad impacts of Facebook to students
and to show you the negative effects of these social
networking sites on students’ behaviour and performance,
especially in the academics of the students in the 4th year
School of Education in Andres Bonifacio College.
This research also focused on finding ways to
enhance students’ motivation and improve their
achievements, yet without looking closely at the sources
for their dismotivation or academic failures.

7. 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 5 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

8. relatives, while others say that it can cause increased
antisocial tendencies because people are not directly
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.

9. Theoretical Framework
This research will be based with the different
theories or other researches done by several theorists
about the effects of Facebook usage. This research will
also stress on impacts done by Facebook in the academic
performance of the 4th year Education students of Andres
Bonifacio College.
Social capital is related to improved self-esteem,
fewer psychological and behavioral problems, and improved
quality of life (McPherson et al., 2014).
Furthermore, increased social capital can help
students feel more of a connection to their institution,
which is related to more positive educational outcomes
(Pascarella & Terenzini, 2005).
Students use Facebook to maintain their former network
of high school friends and also to build and sustain bonds
with new friends on their campuses (Ellison et al., 2007,
2011; Junco & Mastrodicasa, 2007).
They use Facebook to initiate and maintain friendships
and to seek out new information about those in their social
circle (Ellison et al., 2011).
The practice of social information seeking is related
to student’s perceived levels of social capital (the
resources obtained from their relationships and
interactions such as emotional support (Ellison et al.,
2011).
This research considered that there can also be an
equal importance of both parties; in the academic field and

10. also the social field of the students. The students would
still want to have maintenance of connections with their
old as well as the new set of friendships. They want to
stay connected and get updated with the latest news and
updates of their friends. They want to get a hand on online
games that most male students would engage in and
prolonging the use of Facebook.
Thus, social networking has a good effect on students
in the field of academics because it can be sometimes
academically engaging and has positive effects to students
esteem and social capital.
This research is considered in the impact of Facebook
to the academic performance of the 4th year Education
students of Andres Bonifacio College in the school year
2016 – 2017.
The profile of the respondents included age and gender
of the students being surveyed.
The research determined the academic performance of
the students in relation to the effects in using Facebook.
The outcome of the research proposed is through the
survey questionnaires being handed out to the respondents
to gather the information needed for the research. The
observation of the students during class hours can also be
an outcome to see the balance of the academic performance
and Facebook usage of the students.

11. A theoretical model of the research is presented
below.
INDEPENDENT VARIABLE DEPENDENT VARIABLE OUTCOME
Figure 1. Conceptual Paradigm of the Research
Figure 1 illustrates the focus of the research. The
respondents were classified according to gender and age, in
order to gather the data and information that will be used
for our research. Their responses were gathered through the
survey questionnaires that were anonymously given to the
respondents and that it includes the following questions
that will be useful for our research. After the gathering
of data and information from the respondents related to the
study, there was an in class observation to balance the
gathered data to the academic performance of the students.
A comparison system using graphs of assessing the gathered
data was used to weigh and balance out the research.
Profile of
the Students
- Gender
- Age
Academic
Performance
of the
Students
Participation
Class
Observations
Survey
Questionnaires
Hand-outs
Handed to the
4th year
Education
students to
gather
information on
Facebook usage

12. Statement of the Problem
The research aims at finding and understanding the
impact of using Facebook to the academic performance of the
4th year Education students of Andres Bonifacio College.
Specifically, the research sought to answer the
following specific questions:
1. What is the profile of the respondents in terms of:
a. Gender
b. Age
c. Academic Performance
2. How does Facebook affect the students’ academic
performance when grouped according to gender and age?
3. Is there a significant effect of using Facebook to the
academic performance of the 4th year Education students
of Andres Bonifacio College?
Hypothesis
The study will test this hypothesis:
There is no significant impact of the use of facebook to
the academic performance of the 4th year Education students
of Andres Bonifacio College when grouped according to
gender and age.

13. Significance of the Study
This survey was conducted to the 4th year Education
students of Andres Bonifacio College and was asked a few
questions about their usage of Facebook and on how it has
affected their academic performances. To ensure honesty of
their answers, the survey questions asked to them were
anonymous and confidential and will not be used against
them in any way.
This study will be of benefit to the following:
Teachers. Teachers will benefit from this study from
the findings and its recommendations thereof. They would be
able to keep track and assess the students’ profile,
behaviour and academic performances especially those who
have access to technological/electronic devices that can
link to social media networks.
Parents. The parents will be able to know their
children’s profile on their academic performances and will
be able to coordinate with the teachers to improve and
maximize the capacity their parental guidance’s of their
children.
Students. The students will be aware of the adverse
side effects of the excessive use of Facebook and other
social media networks and be able to assess themselves as
to how their academic performances and behaviour will be
affected and on how to deal with them.
Future researchers. This study will provide baseline
data needed for future researches and studies related to
this one.

14. Scope and Delimitation of the Study
This study is exclusive do determine if the social
media network, “Facebook” has a significant impact to the
academic performance of the 4th year Education students of
Andres Bonifacio College through a survey that was
conducted during the 1st semester of the school year 2016-
2017.
The survey questionnaires on Facebook usage of
selected students will be used on gathering information of
this study.
Definition of Terms
Facebook. The term used in this study refers to the a
popular free social networking website that allows
registered users to create profiles, upload photos and
video, send messages and keep in touch with friends, family
and colleagues. The site, which is available in 37
different languages, includes public features. Also
referred to as, “FB” to its common users.
Social Media Network. The term used in this study refers to
the the collective of online communications channels
dedicated to community-based input, interaction, content-
sharing and collaboration.
Android. The term used in this study refers to the open-
source operating system used for smartphones and tablet
computers.
Smartphone. The term used in this study refers to the a
cellular phone that performs many of the functions of a

15. computer, typically having a touchscreen interface,
Internet access, and an operating system capable of running
downloaded applications.
Tablet. The term used in this study refers to the a
wireless, portable personal computer with
a touchscreen interface. The tablet form factor is
typically smaller than a notebook computer, but larger than
a smartphone.
Desktop. The term used in this study refers to a personal
computer that is designed to fit conveniently on top of a
typical office desk.
Laptop. The term used in this study refers a
portable computer, usually battery-powered, small enough to
rest on the user's lap and having a screen that closes over
the keyboard like a lid.
Login/Logout. Signing in and gaining access to a network
server, Web server or a computer and disconnecting to it.

16. CHAPTER 2
REVIEW OF RELATED LITERATURE
This chapter presents the gathered researches from
different sources. These studies will be used as a guide
and support to our research. Our related literature starts
with the information about Facebook and social networking,
as well as the possible effects that might affect students
when Facebook and social networking is being used
extensively.
Related Literature
Students use Facebook to maintain their former network
of high school friends and also to build and sustain bonds
with new friends on their campuses (Ellison et al., 2007,
2011; Junco & Mastrodicasa, 2007). They use Facebook to
initiate and maintain friendships and to seek out new
information about those in their social circle (Ellison et
al., 2011). The practice of social information seeking is
related to student’s perceived levels of social capital
(the resources obtained from their relationships and
interactions such as emotional support (Ellison et al.,
2011).
Social capital is related to improved self-esteem,
fewer psychological and behavioral problems, and improved
quality of life (McPherson et al., 2014). Furthermore,
increased social capital can help students feel more of a
connection to their institution, which is related to more
positive educational outcomes (Pascarella & Terenzini,
2005).

17. As students’ transition into and move through college,
they have to develop new skills in order to be successful
(Upcraft, Gardner, Barefoot, & Associates, 2005). Some of
these skills are academic such as learning how to engage in
progressively more difficult levels of academic work. For
instance, as first year students transition to college,
they need to learn how to manage their time so that they
spend an appropriate amount of time studying for their
courses (Upcraft et al., 2005). Social skills are equally
important for student success. An important social task for
new college students is the building and maintenance of
friendships at their new institution (Pascarella &
Terenzini, 2005; Tinto, 1993; Upcraft et al., 2005).
Facebook has been the most researched platform for
teaching and learning (Manca & Ranieri, 2013; Tess, 2013).
Manca and Ranieri (2013) discovered 23 empirical studies of
using Facebook as a learning environment. Manca and Ranieri
(2013) identified five main educational uses of Facebook:
1) Support class discussions and helping students engage in
collaborative learning; 2) Developing content; 3) Sharing
educational resources; 4) Delivering content to expose
students to extra-curricular resources; and 5) To support
self-managed learning. They note that only four studies
have examined how Facebook relates to learning outcomes and
found positive impacts on learning outcomes such as
improvement in English writing skills, knowledge, and
vocabulary (Manca & Ranieri, 2013).
Facebook has been used as a replacement for learning
and course management system (LCMS) discussion boards. For
instance, Hurt et al. (2012) examined student outcomes from
and preferences for Facebook use. They assigned students to

18. either use Facebook or the learning management system (LMS)
in two courses. They found that the Facebook group reported
better educational outcomes than the LMS group. They also
found that 43% of the LMS users said they would have
contributed more if they had used Facebook; while only 12%
of Facebook users said they would have participated more
with a switch to the LMS. Hollyhead, Edwards, and Holt
(2012) found that students preferred to create their own
Facebook groups when no official-course related ones were
available instead of using the LMS. Schroeder and Greenbowe
(2009) found that while only 41% of a Chemistry class
joined the course Facebook group, the number of posts on
Facebook were 400% greater than on the course management
system. Further-more, they reported that postings on the
Facebook group “raised more complex topics and generated
more detailed replies” than postings on the CMS (Schroeder
& Greenbowe, 2009).
Research on the relation between Facebook use and
academic performance has yielded mixed results. Pasek et
al. (2009) found there was no relation between Facebook use
and grades. Kolek and Saunders (2008) found that there were
no differences in overall grade point average (GPA) between
users and non-users of Facebook. Kirschner and Karpinski
(2010), on the other hand, found that Facebook users
reported a lower mean GPA than non-users; additionally,
Facebook users reported studying fewer hours per week than
non-users (Kirschner & Karpinski, 2010). Lastly, Junco
(2012a) found that number of logins and time spent on
Facebook were related to lower overall GPA; however,
sharing links and checking to see what friends are up to
were positively related to GPA. Junco (2012a) also found

19. that there was a negative relation between time spent on
Facebook and time spent preparing for class.
There are a number of possible reasons for the
disparate findings among studies. The studies may have been
limited by the measures used to evaluate Facebook use
and/or grades. These studies may have also been limited due
to their sampling designs (Junco, 2012a). For instance,
Facebook use was measured in different ways such as through
a measure of time spent on the site (Junco, 2012a) or by
splitting users and non-users (Kirschner & Karpinski,
2010). Additionally, grades were measured either through
self-report (Kirschner & Karpinski, 2010; Kolek & Saunders,
2008; Pasek et al., 2009) or through data collected from
the university registrar (Junco, 2012a). Furthermore, there
may be differences in how students use Facebook and how
this relates to academic outcomes, a factor examined in
only one of the studies (Junco, 2012a).
Synthesis
The mentioned studies, theories or related literature
of the study gives more basis or locus on the student’s use
of Facebook. They sometimes tend to apply the assistance of
Facebook to their school works and academics. They also
tend to exercise the use of Facebook as a foundation for
social capitalization. This research will serve a juncture
of reflection for the use of Facebook that could probably
have positive and negative effects on the student’s
academic performance. The gathered researches had led us to
formulate several ideas and assumptions to the different
effects done by the usage of Facebook.

20. CHAPTER 3
RESEARCH METHODOLOGY
This chapter presents the method to be used, the
setting of the study, the respondents of the study, the
research instrument, and data gathering procedure to be
used for the research.
Research Method Used
This study employs the descriptive design in gathering
data and information necessary to solve major problems and
subsidiary problems. Using survey questionnaires to
selected individuals and the method of comparison and
contrast to sort out, assess and site out relevant
information needed for this research.
Setting of the Study
The 4th Year College Education students of Andres
Bonifacio College are the setting of the study. It has
four year levels with three sections each year. It has a
total population of students subdivided into females and
males. The study will set particularly on 4th year Education
students
Respondents of the Study
This research utilizes the twenty (20) students of the
4th Year College School of Education of Andres Bonifacio
College. There were ten (10) survey questionnaires that
were handed to the two gender types, the male and the
female. Ten (10) male respondents and ten (10) female
respondents answered the survey questionnaires.

21. All the detailed data and information from the survey
questionnaires were collectively gathered from the student
respondents.
Figure 2. Shows the numeration of respondents.
FIGURE 2
RESPONDENTS OF THE 4TH YEAR COLLEGE EDUCATION STUDENTS OF
ANDRES BONIFACIO COLLEGE
FREQUENCY PERCENTAGE
4TH YEAR COLLEGE
EDUCATION STUDENTS
20 100%
Research Instrument
The instruments used in the study are researcher-made
questionnaires. The questionnaires will be designed in a
way that it shall meet the main objective of the study
which is to determine the impact of the usage of Facebook
to the academic performances of the selected students to be
tallied and assessed accordingly.
Data Gathering Procedure
The researchers asked permission from the dean of the
School of Education to administer the student-respondents
of the study (See Appendix A) and then the copy will be
submitted and furnished to the office of the dean of the
School of Education of Andres Bonifacio College.
The researchers personally submitted the
questionnaires to the respondents and assure them of
confidentiality to be able to obtain honesty in the
respondent’s answers.

22. CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter will present the answer of the problem in
this research on the Impact of Facebook Usage to the
Academic Performance of the 4th Year Education Students in
Andres Bonifacio College.
After the surveys, data and information have been
collected and gathered, these data and information were
analyzed through the method of compare and contrast through
graphical data.
FIGURE 3
Figure 3. This area presents the profile of the respondents
(students) of Andres Bonifacio College in terms of age.
MALE RESPONDENTS
19 Years Old
40%
20 Years Old
40%
21 Yrs &
Above
20%
AGE
(MALE RESPONDENTS)
19 Years Old 20 Years Old 21 Yrs & Above

23. FEMALE RESPONDENTS
In the male respondents, there are more students who
are raging from nineteen (19) to twenty (20) years old,
than the students who are twenty-one (21) and above years
old.
In the female respondents, there are more students who
are twenty (20) years old, than the students who are
nineteen (19) years old.
There are more 4th year Education students of Andres
Bonifacio College raging from twenty (20) years of age who
use the Facebook application.
There more 4th year Education students of Andres
Bonifacio College who are at twenty (20) years of age in
general.
19 Years Old
40%
20 Years Old
60%
AGE
(FEMALE RESPONDENTS)
19 Years Old 20 Years Old

24. FIGURE 4
Figure 4. This area presents the data of the respondents
(students) of Andres Bonifacio College in terms of phone or
gadget ownership.
MALE RESPONDENTS
FEMALE RESPONDENTS
All the respondents own a phone, tablet, laptop,
desktop and other gadgets for using Facebook.
Yes
100%
GADGET OWNERSHIP
(MALE RESPONDENTS)
Yes No
Yes
100%
GADGET OWNERSHIP
(FEMALE RESPONDENTS)
Yes No

25. FIGURE 5
Figure 5. This area presents the data of the respondents
(students) of Andres Bonifacio College in terms of how
often they use Facebook.
MALE RESPONDENTS
FEMALE RESPONDENTS
Daily
30%
Weekly
70%
HOW OFTEN FACEBOOK IS USED
(MALE RESPONDENTS)
Daily Weekly Monthly
Daily
60%
Weekly
30%
Monthly
10%
HOW OFTEN FACEBOOK IS USED
(FEMALE RESPONDENTS)
Daily Weekly Monthly

26. FIGURE 6
Figure 6. This area presents the data of the respondents
(students) of Andres Bonifacio College in terms of how much
time they consume in using Facebook.
MALE RESPONDENTS
FEMALE RESPONDENTS
1-3 Hours
100%
HOW MUCH TIME IS CONSUMED
(MALE RESPONDENTS)
1-3 Hours 1-6 Hours 1-9 Hours
1-3 Hours
90%
1-6 Hours
10%
HOW MUCH TIME IS CONSUMED
(FEMALE RESPONDENTS)
1-3 Hours 1-6 Hours 1-9 Hours

27. FIGURE 7
Figure 7. This area presents the data of the respondents
(students) of Andres Bonifacio College in terms of the
devices preferably used in Facebook.
MALE RESPONDENTS
FEMALE RESPONDENTS
Android Phone
30%
Smart Phone
20%
Desktop/Laptop
50%
DEVICES PREFERABLY USED
(MALE RESPONDENTS)
Android Phone Smart Phone Tablet Desktop/Laptop
Android Phone
60%
Smart Phone
10%
Tablet
10%
Desktop/Laptop
20%
DEVICES PREFERABLY USED
(FEMALE RESPONDENTS)
Android Phone Smart Phone Tablet Desktop/Laptop

28. FIGURE 8
Figure 8. This area presents the data of the respondents
(students) of Andres Bonifacio College in terms of the
importance of Facebook.
MALE RESPONDENTS
FEMALE RESPONDENTS
Very Important
20%
Not Really
Important
80%
IMPORTANCE OF FACEBOOK
(MALE RESPONDENTS)
Very Important Not Really Important
Very Important
50%
Not Really
Important
50%
IMPORTANCE OF FACEBOOK
(FEMALE RESPONDENTS)
Very Important Not Really Important

29. FIGURE 9
Figure 9. This area presents the data of the respondents
(students) of Andres Bonifacio College in terms of how long
they have been using Facebook.
MALE RESPONDENTS
FEMALE RESPONDENTS
1-3 Years
10%
1-6 Years
60%
1-9 Years
30%
HOW LONG FACEBOOK HAS BEEN USED
(MALE RESPONDENTS)
1-3 Years 1-6 Years 1-9 Years
1-3 Years
20%
1-6 Years
60%
1-9 Years
20%
HOW LONG FACEBOOK HAS BEEN USED
(FEMALE RESPONDENTS)
1-3 Years 1-6 Years 1-9 Years

30. FIGURE 10
Figure 10. This area presents the data of the respondents
(students) of Andres Bonifacio College in terms of the
academic affiliations in Facebook.
MALE RESPONDENTS
FEMALE RESPONDENTS
Yes
70%
No
30%
ACADEMIC AFFILIATIONS
(MALE RESPONDENTS)
Yes No
Yes
60%
No
40%
ACADEMIC AFFILIATIONS
(FEMALE RESPONDENTS)
Yes No

31. FIGURE 11
Figure 11. This area presents the data of the respondents
(students) of Andres Bonifacio College in terms of using
Facebook late at night.
MALE RESPONDENTS
FEMALE RESPONDENTS
Yes
90%
No
10%
USING FACEBOOK LATE NIGHT
(MALE RESPONDENTS)
Yes No
Yes
60%
No
40%
USING FACEBOOK LATE NIGHT
(FEMALE RESPONDENTS)
Yes No

32. FIGURE 12
Figure 12. This area presents the data of the respondents
(students) of Andres Bonifacio College in terms of
difficulty in waking up to school because of Facebook.
MALE RESPONDENTS
FEMALE RESPONDENTS
Yes
10%
No
90%
DIFFICULTY IN WAKING UP
(MALE RESPONDENTS)
Yes No
Yes
10%
No
90%
DIFFICULTY IN WAKING UP
(FEMALE RESPONDENTS)
Yes No

33. FIGURE 13
Figure 13. This area presents the data of the respondents
(students) of Andres Bonifacio College in terms of Facebook
affecting them academically.
MALE RESPONDENTS
FEMALE RESPONDENTS
Yes
30%
No
70%
FACEBOOK AFFECTING ACADEMICALLY
(MALE RESPONDENTS)
Yes No
Yes
10%
No
90%
FACEBOOK AFFECTING ACADEMICALLY
(FEMALE RESPONDENTS)
Yes No

34. FIGURE 14
Figure 14. This area presents the data of the respondents
(students) of Andres Bonifacio College in terms of skipping
class sessions for Facebook.
MALE RESPONDENTS
FEMALE RESPONDENTS
Yes
10%
No
90%
SKIPPING CLASS FOR FACEBOOK
(MALE RESPONDENTS)
Yes No
Yes
100%
SKIPPING CLASS FOR FACEBOOK
(FEMALE RESPONDENTS)
Yes No

35. FIGURE 15
Figure 15. This area presents the data of the respondents
(students) of Andres Bonifacio College in terms of getting
late for class because of Facebook.
MALE RESPONDENTS
FEMALE RESPONDENTS
Yes
10%
No
90%
GETTING LATE FOR CLASS
(MALE RESPONDENTS)
Yes No
Yes
20%
No
80%
GETTING LATE FOR CLASS
(FEMALE RESPONDENTS)
Yes No

36. FIGURE 16
Figure 16. This area presents the data of the respondents
(students) of Andres Bonifacio College in terms of logging
in on Facebook during class sessions.
MALE RESPONDENTS
FEMALE RESPONDENTS
Yes
30%
No
70%
LOGGED IN DURING CLASS
(MALE RESPONDENTS)
Yes No
Yes
50%
No
50%
LOGGED IN DURING CLASS
(FEMALE RESPONDENTS)
Yes No

37. FIGURE 17
Figure 17. This area presents the data of the respondents
(students) of Andres Bonifacio College in terms of Facebook
addiction.
MALE RESPONDENTS
FEMALE RESPONDENTS
Yes
10%
No
90%
FACEBOOK ADDICTION
(MALE RESPONDENTS)
Yes No
Yes
50%
No
50%
FACEBOOK ADDICTION
(FEMALE RESPONDENTS)
Yes No

38. All the data and information for this research were
found in the researcher-made survey questionnaires that
were handed to the student respondents at real time.
The respondents were given a short briefing in
answering the survey questionnaires. The survey
questionnaires were answered with complete presence of the
mind and integrity by the student respondents.
The type of data and information analysis was decided
by the people who were behind the making of this research.
This analysis method was chosen by the group for easy
understanding and interpretation of the data and
information through the graphical data presentation.

39. CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATIONS
SUMMARY
This study described the impact of Facebook usage by
conducting a survey wherein the survey questionnaires were
distributed to selected 4th year Education students of
Andres Bonifacio College. As viewed in the survey
conducted, there was no significant impact on the academic
performances of students.
The respondents were classified according to their
gender in order to find out if their habitual use of
Facebook had an adverse effect on their academic
performances. All data and information were gathered from
20 4th year Education students of Andres Bonifacio College
wherein 10 of them were male and the other 10 were female.
The statistical tool employed is the method of comparison
and contrast from the graphical data.
CONCLUSION
From the findings of this study, the conclusions are
deduced:
1. Usage of Facebook is overwhelming; we get in touch
with our loved ones, relatives, and friends. We get to
know the latest news and issues; we can participate in
an online discussion and many more.
2. Facebook is also an efficient social capitalization
tool. It let every single individual to present them,
and begin or keep connections with others. Facebook

40. associates can also join groups based on common
interests, see what things they have in common, and
learn each others' hobbies, interests, favourite
music, and romantic relationship status through their
pages.
3. Few of the side effects of Facebook adversely affect
on a students' behavior and performance, one of the
biggest effect is too much time on the internet.
Another dramatic change seen in students behavior is
that they will not spent the required time on studies
as they are asked to, brag about the position and
level that they are on the games online, how many
friends are there as their partners, scores, records
etc.
4. Facebook also has a large impact to students. Some
students are using it for educational purposes.
Students would like to do some online collaboration
with their classmates. It also provides news on what
are happening in the real world and even in their
school.
5. Facebook-using students even perform task (projects or
assignments) without completion for the reason that
they spend more time scrolling down on their newsfeed
to see updates about their friends and look up for
their notifications rather than finishing their school
tasks. Aside that Facebook affects students’ academic
performance; it also has an effect on students’
emotional health.
6. Some would utilize the site to express what they feel
towards their enemy in school or even outside the

41. campus. They would blurt out through posting status
that would target their opponent just to hurt their
feelings often which has nothing to do with school and
didn’t affect academic performances.
7. Despite of all the researched positive and negatives
effects shown, the respondents that we have surveyed
were not so negatively affected in anyway even if it
is grouped according to age or gender. They both have
equal positive outcomes to their academic performances
in school. Even if in just mere observation of the
following students surveyed in class sessions, they
tend to participate in class rather than spending time
on their phones using Facebook. Thus, they still
maintained an average GPA for the institution they
enrolled in.
RECOMMENDATIONS
The following are recommendations derived from the output
of this study.
1. It is recommended that parents and teachers will
always probe in keep track of the student’s academic
performances.
2. Parents ant 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 mere unproductive matters such as boosting
their social statuses through boastful and unnecessary
posts.

42. 4. Educational institutions and its staff members should
acknowledge the use of Facebook (and other popular
social media networks) as the modern channel for the
ever changing globalized telecommunications network
and likewise be able to use Facebook as a new tool for
educational development and other productive-
marketable uses.

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48. APPENDICES

49. CURRICULUM
VITAE

50. BRYAN ADOLF C. ALONDRES
Biasong, Dipolog City, Zamboanga del Norte
Cel no.: 09757102175
E-mail: squaagboomsickle@yahoo.com
Personal Data:
Date of Birth: January 9, 1988
Place of Birth: Quezon City, Manila
Nationality: Filipino
Marital Status: Single Sex: Male
Current Address: Biasong, Dipolog City
Home Address: Biasong, Dipolog City
EDUCATIONAL ATTAINMENT:
TERTIARY: BACHELOR OF Secondary Education
Andres Bonifacio College
College Park, Dipolog City
SECONDARY: Saint Mary’s Academy, Dipolog
Central Barangay, Dipolog City
ELEMENTARY: Dipolog Pilot Demonstration School
Central Barangay, Dipolog City

51. GRACEL H. AYUBAN
Napo Alicia, Bohol
Cel no.: 09465043572
E-mail: ayubangrace22@yahoo.com
Personal Data:
Date of Birth: December 2, 1996
Place of Birth: Candijay, Bohol
Nationality: Filipino
Marital Status: Single Sex: Female
Current Address: Lower Dicayas, Dipolog City
Home Address: Napo Alicia, Bohol
EDUCATIONAL ATTAINMENT:
TERTIARY: BACHELOR OF Secondary Education
Andres Bonifacio College
College Park, Dipolog City
SECONDARY: Alicia Technical-Vocational High School,
Poblacion Alicia, Bohol
ELEMENTARY: Napo Elementary School
Napo Alicia, Bohol

52. ALVIN JAPHET P. BASIG
Minaog, Dipolog City, Zamboanga del Norte
Cel no.: 09122605374
E-mail: alvinjappyboyxcv12@yahoo.com
Personal Data:
Date of Birth: July 19, 1997
Place of Birth: Dipolog City
Nationality: Filipino
Marital Status: Single Sex: Male
Current Address: Minaog, Dipolog City
Home Address: Minaog, Dipolog City
EDUCATIONAL ATTAINMENT:
TERTIARY: BACHELOR OF Secondary Education
Andres Bonifacio College
College Park, Dipolog City
SECONDARY: Zamboanga del Norte National High School (Annex)
Upper Turno, Dipolog City
ELEMENTARY: Dipolog Pilot Demonstration School
Central Barangay, Dipolog City

53. ANJENETTE E. COLUMNAS
Galas, Dipolog City, Zamboanga del Norte
Cel no.: 09077225143
E-mail: anjenettecolumnas@gmail.com
Personal Data:
Date of Birth: March 6, 1996
Place of Birth: Dipolog City
Nationality: Filipino
Marital Status: Single Sex: Female
Current Address: Galas, Dipolog City
Home Address: Galas, Dipolog City
EDUCATIONAL ATTAINMENT:
TERTIARY: BACHELOR OF Secondary Education
Andres Bonifacio College
College Park, Dipolog City
SECONDARY: Galas National High School
Galas, Dipolog City
ELEMENTARY: Galas Elemantary School
Galas, Dipolog City

54. SHENNE MAE E. DOGUILES
Roxas, Zamboanga del Norte
Cel no.: 09126833374
E-mail: shennemae5945@yahoo.com
Personal Data:
Date of Birth: March 27, 1997
Place of Birth: Roxas, Zamboanga del Norte
Nationality: Filipino
Marital Status: Single Sex: Female
Current Address: Estaka, Dipolog City
Home Address: Roxas, Zamboanga del Norte
EDUCATIONAL ATTAINMENT:
TERTIARY: BACHELOR OF Secondary Education
Andres Bonifacio College
College Park, Dipolog City
SECONDARY: Dohinob National High School
Dohinob, Zamboanga del Norte
ELEMENTARY: Miputak East Central School
Miputak, Dipolog City

55. CATHERINE JOY A. ESTRADA
Manawan, Jose Dalman, Zamboanga del Norte
Cel no.: 09108526445
E-mail: clingjoy_estrada@yahoo.com
Personal Data:
Date of Birth: June 10, 1996
Place of Birth: Manawan, Jose Dalman
Nationality: Filipino
Marital Status: Single Sex: Female
Current Address: Aguilar Street, Miputak, Dipolog City
Home Address: Manawan, Jose Dalman
EDUCATIONAL ATTAINMENT:
TERTIARY: BACHELOR OF Secondary Education
Andres Bonifacio College
College Park, Dipolog City
SECONDARY: Manawan National High School
Manawan, Jose Dalman
ELEMENTARY: Manawan Elemantary School
Manawan, Jose Dalman

56. JWENLOIDE T. VILLANUEVA
Sapang Dalaga, Misamis Occidental
Cel no.: 09197733649
E-mail: gwapokojwenloide33@yahoo.com
Personal Data:
Date of Birth: September 14, 1996
Place of Birth: Sapang Dalaga, Misamis Occidental
Nationality: Filipino
Marital Status: Single Sex: Male
Current Address: Turno, Dipolog City
Home Address: Sapang Dalaga, Misamis Occidental
EDUCATIONAL ATTAINMENT:
TERTIARY: BACHELOR OF Secondary Education
Andres Bonifacio College
College Park, Dipolog City
SECONDARY: Zamboanga del Norte National High School (Annex)
Upper Turno, Dipolog City
ELEMENTARY: Dipolog Pilot Demonstration School
Central Barangay, Dipolog City

57. September 21, 2016
Dean of the School of Education
Andres Bonifacio College
College Park, Dipolog City
Madam:
Greetings and salutations!
We are writing you this letter to seek the permission from your
office to allow us fourth year Education students majoring in
English of Andres Bonifacio College to conduct a survey with the
fourth year Education students with regards to their personal
profiles, academic performances and if they are users of the
social media network, “Facebook”.
This survey will provide us with significant information that are
relevant to our action research proposal that is entitled, “The
Impact of Facebook Usage to the Academic Performance of the 4th
Year Education Students in Andres Bonifacio College” in the
subject ELT 412 Language Research under Dr. Shirley G. Bellino’s
instruction. The main goal of this survey is to determine if the
use of Facbook has significant impact on the academic
performances of the fourth year education students of Andres
Bonifacio College.
Your approval and support to our endeavour will be greatly
appreciated and will contribute to the holistic development of us
students.
Respectfully yours,
BRYAN ADOLF C. ALONDRES SHENNE MAE E. DOGUILES
GRACEL H. AYUBAN CATHERINE JOY A. ESTRADA
ALVIN JAPHET P. BASIG JWENLOIDE T. VILLANUEVA
ANJENETTE E. COLUMNAS
Noted by: DR. SHIRLEY G. BELLINO,
ELT 412 INSTRUCTOR/DEAN, SCHOOL OF EDUCATION

58. LIST OF FIGURES
PAGE
FIGURE 1 Conceptual Paradigm of the Research 6
FIGURE 2 Respondents of the 4th Year College
Education Students of Andres Bonifacio College 16
FIGURE 3 Profile of the Respondents of
Andres Bonifacio College in Terms of Age 17
FIGURE 4 Data of the respondents of
Andres Bonifacio College in Terms of
Phone or Gadget Ownership 19
FIGURE 5 Data of the Respondents of
Andres Bonifacio College in Terms of
How Often They Use Facebook 20
FIGURE 6 Data of the Respondents of
Andres Bonifacio College in Terms of
How Much Time Consumed in Using Facebook 21
FIGURE 7 Data of the Respondents of
Andres Bonifacio College in Terms of
The Devices Preferably Used in Facebook 22
FIGURE 8 Data of the Respondents of
Andres Bonifacio College in Terms of
The Importance of Facebook 23
FIGURE 9 Data of the Respondents of
Andres Bonifacio College in Terms of
Skipping Class Sessions for Facebook 24

59. FIGURE 10 Data of the Respondents of
Andres Bonifacio College in Terms of
Facebook Affecting Them Academically 25
FIGURE 11 Data of the Respondents of
Andres Bonifacio College in Terms of
Difficulty in Waking Up to School 26
FIGURE 12 Data of the Respondents of
Andres Bonifacio College in Terms of
Using Facebook Late at Night 27
FIGURE 13 Data of the Respondents of
Andres Bonifacio College in Terms of
The Academic Affiliations in Facebook 28
FIGURE 14 Data of the Respondents of
Andres Bonifacio College in Terms of
How Long They Have Been Using Facebook 29
FIGURE 15 Data of the Respondents of
Andres Bonifacio College in Terms of
Getting Late for Class because of Facebook 30
FIGURE 16 Data of the Respondents of
Andres Bonifacio College in Terms of
Logging in on Facebook during Class Sessions 31
FIGURE 17 Data of the Respondents of
Andres Bonifacio College in Terms of
Facebook Addiction 32

60. TABLE OF CONTENTS
PAGE
Title Page I
Dedication II
Acknowledgement III
List of Figures IV
Abstract V
CHAPTER
1 THE PROBLEM AND ITS SCOPE
Introduction 1
Background of the Study 2
Theoretical Framework 4
Statement of the Problem 7
Hypothesis 7
Significance of the Study 8
Scope and Delimitation of the Study 9
Definition of Terms 9
2 REVIEW OF RELATED LITERATURE
Related Literature 11
Synthesis 14

61. 3 RESEARCH METHODOLOGY
Research Method Used 15
Setting of the Study 15
Respondents of the Study 15
Research Instrument 16
Data Gathering Procedure 16
4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 17
5 SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary 34
Conclusion 34
Recommendations 36
BIBLIOGRAPHY 38
APPENDICES
A. Endorsement Letter 44
B. Survey Questionnaire 45
CURRICULUM VITAE 46