INTRODUCTION

As what we can see now a days that, Some Students, either a 10 years old child

or an adult one has the ability to use computers, to explore the things on the improving

technology of ours. Up until people created social media, just like google the most

specific one, Facebook, Twitter, Instagram, and Etc. Twenty First Century People are

the most users of this kind of social media.

Social media is the integration of digital media including combinations of

electronic texts, graphics, moving images and sound into a structured computerized

environment that allows people to interact with the data for appropriate purposes. The

digital environment can include the internet, telecoms and interactive digital television.

The web is becoming part of general business for communication, sales and services. It

is changing business practices. Its technical limitations affect the amount of material

and speed of access to material. The web primarily depends on phone line connections,

so the better these are across a territory, the more reliable the service. The inherent

limitations of passing large amounts of digital information down phone lines have

affected the type and quality of media that can be used effectively, as well as the nature

of the interaction allowed by the web. There are ways to increase the performance by

improving the technical limitations which depends on having a readily available

infrastructure that can deliver more data faster and reliably, called Broadband.

According to University of Cumbria, Social media sites have become invaluable

tools in education, marketing and communication. Social media plays an important role

in every student’s life. It is often easier and more convenient to access information,

provide information and communicate via social media. Tutors and students can be

connected to each other and can make good use of these platforms for the benefit of

their learning and teaching.

Social media provides a platform where you can share your knowledge and gain

credibility in your chosen field(s) or specialism(s). Within an online community, you can
also acquire information and insights from others who have already been where you are

now or have completed similar research. It can be very cost effective communication

medium and is usually free for the end-user. Not only can you use it to communicate,

but it is also an excellent promotional tool for things like events, new courses and

research advances. (Broderick, 2005).

Social networking never sleeps. You might not get an instant reply from someone

local, but most social networking sites are not restricted by geography and there is often

someone to chat to from the international community. Or you can post a question and

wait until daylight. Many people are increasingly spending a great deal of time on social

networking sites. Social media should be seen as a wide-reaching tool to reach a huge

audience and so getting your name, the university’s name out there on the web, in the

way we choose, is incredibly important. Search engines like Google and Bing are

increasingly indexing and ranking information from social networks. The more presence

we have on social media sites, the higher our ratings become in online search results.

This makes it increasingly important that we present ourselves in a positive light.

The Miriam Hospital’s Centers for Behavioral and Preventive Medicine shows a

link between social media use and poor academic performance. The study wasn’t

limited to usage of traditional social media outlets like Twitter and Facebook, but instead

included popular social technology like texting. Freshman women spend upwards of 12

hours a day using some form of social media, researchers found. Social networking and

watching movies and TV were most negatively associated with academic performance

among the study participants. Nearly four in 10 students said they could not go 10

minutes without checking one of their mobile devices, “about the same amount of time it

takes to walk to class,” according to a 2011 study by Course Smart.

The use of social media and networking services such as Facebook, Twitter,

Instagram and Snapchat have become an integral part of twenty first century students.
I’m not saying that social media is not good to use. But my point is, use social media in

a very special way. That your time for you to study, your time to make your report, will

go in a good process. And social media will not be the disturbance of it.

Significant of the study

This study plays a vital role in helping the students to manage their time on using

social media in their daily lives. The main benefactors of this study are the Junior High

School students, researches like this are important to help students to set their mind on

how they can use the advancement of technology in a good ways.

Purpose of the study

The sole intention of this study is to provide an accurate reasons about the

effect of social media on the junior high school life. As for now we only see about the

negative effect on it as well as some part of positive effects on it. But we don’t even

realize the importance of social media on our daily lives. As for the junior high school

student, we only judge them by what we can see on the outside not even the inside. Or

their reasons why they are using it on improper ways.

Objective of the study

The general objective of this study is to know more about SOCIAL MEDIA AND

ITS IMPACT ON BEHAVIOUR CHANGE OF THE YOUTH IN ONHS

Specifically, it is sought to:

 1. To enumerate the effect of social media on the students in their academic life.

2. To identify the factors that influence the students to use social media platform.

3. To discuss the possible effect of the social media on the performance of students.

Theoretical framework

Social media is one of the most used tool for communicating, for doing a

research on something, and to study a lesson that much more understandable than to a

book.

Social media also develops Social Awareness. Social media raises awareness in

the youth regarding sensitive issues that are not discussed in many societies. It raises

the consciousness of the hardships that people in different society face. It creates

political and social awareness and provides the information of how to access support in

case a certain situation arises. Social media is also a Source of Learning and Teaching.

Social media is serving as a gateway for exchanging information. It has become a

platform for different sources for youth to improve their education. The sharing option

that it provides has created a thesaurus for us from which we can extract every single

bit of information no matter how rare the topic is. It helps youth to reach out to the

professors or future employers or perhaps collaborate with their peers (

https://shadownetmc.com/5-negative-and-5-positive-effects-of-social-media-on-youth/ )

But in reality we can’t remove the negative impact of it, only we can do is to avoid

it in any case.

There is also three Theories: The Magic Bullet Theory, The Uses and

Gratification Theory and The Technological Determinism Theory.

The Uses and Gratification Theory

Uses and Gratifications Theory (UGT) is an approach to understanding why and

how people actively seek out specific media to satisfy specific needs. The driving

question of UGT is: Why do people use media and what do they use them for? UGT

discusses how users deliberately choose media that will satisfy given needs and allow

one to enhance knowledge, relaxation, social interactions/companionship, diversion, or

escape. It assumes that audience members are not passive consumers of media.

Rather, the audience has power over their media consumption and assumes an active

role in interpreting and integrating media into their own lives. Unlike other theoretical

perspectives, UGT holds that audiences are responsible for choosing media to meet

their desires and needs to achieve gratification. This theory would then imply that the

media compete against other information sources for viewers' gratification.

Assumptions of the Theory:

The audience is active and its media use is goal oriented

The initiative in linking need gratification to a specific medium choice rests with

the audience member

The media compete with other resources for need satisfaction

People have enough self-awareness of their media use, interests, and motives to

be able to provide researchers with an accurate picture of that use.

Value judgments of media content can only be assessed by the audience.

Modern Applications of Uses & Gratifications Research

Internet Usage

Modern communication scholars such as Tomas E. Ruggiero, highlight the

necessity of UGT in understanding the proliferation and success of computer-mediated

communication forms.

Ruggiero states that UGT provides a "cutting-edge theoretical approach in the

initial stages of each new mass communications medium: newspapers, radio and

television, and now the Internet." Furthermore, Ruggiero argues that new media forms
require analysis of potentially new uses and gratifications; for example, interactivity,

hypertextuality, asynchronous communication, and demystification.

Scholars like LaRose et al. utilize UGT to understand Internet usage via a socio-

cognitive framework to reduce uncertainties that arise from homogenizing an Internet

audience and explaining media usage in terms of only positive outcomes (gratifications).

LaRose et al. created measures for self-efficacy and self-disparagement and related

UGT to negative outcomes of online behavior (like Internet addiction) as well.New

Media Examples of UGT: The application of New Media to the Uses and Gratifications

Theory has been positive. The introduction of the Internet, social media and

technological advances has provided another outlet for people to use and seek

gratification through those sources. Based on the models developed by Katz, Blumler,

Gurevitch and Lasswell, individuals can choose to seek out media in one outlet, all

falling within the proscribed categories of need.

The only difference now, is that the audience does not have to go to multiple

media outlets to fulfill each of their needs. The Internet has created a digital library,

allowing individuals to have access to all content from various mass medium outlets.

Being Immersed in Social Networking Environment: Face, book Groups, Uses and

Gratification, and Social Outcomes

In 2007 a study was conducted to examine the Facebook groups‘ users‘

gratifications in relation to their civic participation offline, a set of level of agreement

questions to properly gauge their level of life satisfaction.

The study ultimately yielded results through principal components factor analysis

with varimax rotation. The results showed that there were four needs for using

Facebook groups, "socializing, entertainment, self-status seeking, and information."

Gratification Received from Use of Facebook Groups

 Socializing: Students interested in talking and meeting with others to

achieve a sense of community and peer support on the particular topic of the group

Entertainment: Students engaged with the groups to amuse themselves

Self-Seeking: Students maintain and seek out their personal status, as well

as those of their friends, through the online group participation

Information: Students used the group to receive information about related

events going on and off campus

UGT Analysis of Twitter

Twitter is an online micro-blogging platform that contains both mass-media

functions and interpersonal communication options via sending tweets. Research has

found a positive correlation between active time spent on Twitter and the gratification of

a need for "an informal sense of camaraderie"—connection—with other users.

Furthermore, the frequency of tweets and number of replies and public messages

mediated the relationship between Twitter users. This helped increase both use and

gratification of the media by satisfying the need for connection.

UGT Approach to New Mass Media Technologies

In 2011, a survey was conducted to investigate the viewing of animated news.

The results of hierarchical regression analysis suggest predictive relationships among

personality characteristics (sensation seeking and locus of control), the seven motives,

the effects of perceived news credibility and newsworthiness, and the intention to share

such animated news videos with others.

Hypodermic Needle Model

The hypodermic needle model (also known as the hypodermic-syringe model,

transmission-belt model, or magic bullet theory) suggests that an intended message is

directly received and wholly accepted by the receiver. The model is rooted in 1930s

behaviorism and is largely considered obsolete today.

Concept

The "Magic Bullet" or "Hypodermic Needle Theory" of direct influence effects was

not as widely accepted by scholars as indicated. The magic bullet theory was not based

on empirical findings from research but rather on assumptions of the time about human

nature. People were assumed to be "uniformly controlled by their biologically based

'instincts' and that they react more or less uniformly to whatever 'stimuli' came along"

(Lowery & De Fleur, 1995, p. 400).

The "Magic Bullet" theory assumes that the media's message is a bullet fired

from the "media gun" into the viewer's "head" (Berger 1995). Similarly, the "Hypodermic

Needle Model" suggests that the media injects its messages straight into the passive

audience (Croteau, Hoynes

1997).This passive audience is immediately affected by these messages. The public

essentially cannot escape from the media's influence, and is therefore considered a

"sitting duck" (Croteau, Hoynes 1997). Both models suggest that the public is vulnerable

to the messages shot at them because of the limited communication tools and the

studies of the media's effects on the masses at the time (Davis, Baron 1981).

Later developments

The phrasing "hypodermic needle" is meant to give a mental image of the direct,

strategic, and planned infusion of a message into an individual. But as research

methodology became more highly developed, it became apparent that the media had

selective influences on people.

Lazarsfeld disproved the "Magic Bullet" theory and "Hypodermic Needle Model Theory",

through elections studies in "The People's Choice" (Lazarsfeld, Berelson, Gaudet

1944/1968)

Lazarsfeld concluded that the effects of the campaign were not all powerful to the

point where they completely persuaded "helpless audiences", a claim that the Magic

Bullet, Hypodermic Needle Model, and Lasswell asserted. These new findings also

suggested that the public can select which messages affect and don't affect them.
 Lazarsfeld's debunking of these models of communication provided the way for

new ideas regarding the media's effects on the public. Lazarsfeld introduced the idea of

the two step flow model of communication in 1944. Elihu Katz contributed to the model

in 1955 through studies and publications (Katz, Lazarsfeld 1955). The two step flow

model assumes that ideas flow from the mass media to opinion leaders and then to the

greater public (Katz, Lazarsfeld 1955). They believed the message of the media to be

transferred to the masses via this opinion leadership.

Opinion leaders are categorized as individuals with the best understanding of

media content and the most accessibility to the media as well. These leaders essentially

take in the media's information, and explain and spread the media's messages to others

(Katz, 1957).

Thus, the two step flow model and other communication theories suggest that the

media does not directly have an influence on viewers anymore. Instead, interpersonal

connections and even selective exposure play a larger role in influencing the public in

the modern age (Severin, Tankard 1979).

Technological Determinism Theory

Technological Determinism state that media technology shapes how we as

individuals in a society think, feel, act, and how the society operates as we move from

one technological age to another (Tribal- Literate- Print- Electronic- Social media).

Concept

The theory was developed by Marshall Mcluhan in 1962.It explains that

individuals learn and feel and think the way we do because of the messages they

receive through the current technology that is available. The radio which was the

example used required people to listen and develop a sense of hearing. Television

engages both hearing and visual senses. We then transfer those developed senses into

our everyday lives and we want to use them again. The medium is then our message.
Social media brought about by emerging technology requires people to listen and

engaged often. People then interpret the messages sent to them from social media in

their everyday life.

Humans do not have much free will at all. Whatever society as a whole is using

to communicate, they too will use to communicate. Therefore they will adapt to the

medium they are using so that they can send and receive messages like everyone else.

We know that there is one truth by observing what has happened over time. As the

medium changes so does society's way of communicating. People can only use the

medium for which it was created (phone for talking over lines or electronic mail for

talking via computer). If the medium is impersonal (mobile phone) then the message

too is impersonal. This theory is objective in that everyone will act and feel the same no

matter what the medium they are using provided that they are using the same medium.

Values are not involved because evidence is seen strictly through observation.

The theory explains that when new systems of technology are developed, the

culture or society is immediately changed to reflect the senses needed to use the new

technology. The theory predicts that with every new system of media technology,

society will change and adapt to that technology. It explains that there is a simple cause

and effect analysis between the introduction of new technology and the changes in

society's way of thinking, feeling, acting, or believing.

Klapper Reinforcement or Limited Effects Theory

In 1960 Joseph Klapper at Colombia University was concerned that average

people exaggerated the power of media. He introduced what he called phenominist

theory. With this theory he argued that media rarely have any direct effects and are

relatively powerless when compared with other social and psychological factors such as

social status, group membership, strongly held attitudes, education and so forth.
Concept

His theory is often referred to now as ―reinforcement‖ theory because a key

assertion is that the primary influence of media is to reinforce (not change) existing

attitudes and behaviours. Instead of disrupting society and creating unexpected social

change, media generally serve as agents of the status quo, giving people more reasons

to go on believing and acting as they already do. He argued that there simply are too

many barriers to media influence for drastic changes to occur except under very

unusual circumstances. Klapper‘s theory insists that ordinarily media does not serve as

a necessary and sufficient cause of audience effects, but rather functions among and

through a nexus of mediating factors and influences. He also explains that these

mediating factors are such that they typically render mass communication a contributory

agent, but not as the sole cause in a process of reinforcing the existing conditions.

Regardless of the condition in question and regardless of whether the effect in question,

be social or individual, the media are more likely to reinforce than to change. Klapper‘s

theory also assumes that mass communication does function in the service of change;

one of the two following conditions is likely to exist. The mediating factors he says will

be found to be inoperative and the effect of the media will be found to be direct; or the

mediating factors, which normally favour reinforcement, will be found to be impelling

toward change. Klapper did not exclude that media could have direct effects on

audience ―There are certain residual situations in which mass communication seems

to produce direct effects, or directly and of itself to serve certain psychophysical

functions‖.

RELEVANCE OF THE THOERIES TO THE STUDY

The theories describe the framework under which the media is supposed to

operate. They explore the similarities between social media and the audience‘s

perception and opinion. The theories study seeks to determine the correlation between

the youth and their daily usage of the internet and interactive media, and to bring out the

effects experienced. This will determine the suitability of the models to the effects of
using social media in campuses. With everyone electronically mailing each other today,

there is no longer a need to write a joke down to remember it. You can just forward it to

a friend. We also do not communicate with distant friends as over the telephone

anymore. We have started to only communicate through the impersonal use of the

internet. The theories try to explain how youth have developed and what they have

changed. These theories provide a way to see why this has happened. The theories

explain the simple cause and effect analysis between the introduction of new

technology and the changes in youth's way of thinking, feeling, acting, or believing.

Hypothesis

1.) The Students of Osias National Highschool is having a behavioral changes in just

because of Social media. Also their grades, Their performance on their school, and their

houses is already changed.

2.) Majority of them using Social media in the form of communication, but not that good
as we think but as bad as we expect.

Scope and limitation

The study seeks to find out the impacts of social media among the youth on

behavior change. While the study recognizes that new interactive technologies have

impacts on other age groups outside the youth bracket, and as such this study will limit

itself only to the youths in ONHS. The study will focus itself only on Osias National

Highschool that are based around Osias Purok 3 Kabacan Cotabato, as opposed to

other National Highschools outside the stated realm of orientation or geographical

boundary.

The study is limited by time and financial resources and as result the research

will have to source for more financial resources and use alternative means. Since few
similar studies have been done especially in institutions of higher learning, there is

limited empirical literature on the area of impacts of social media on behavior change

especially in the context of Osias National. Another expected limitation is that the youth

might fail to give correct information on the basis of invasion of their privacy. The

researcher will explain to them that the study is purely for academic purposes and not

motivated by any other interests whatsoever.

 REVIEW OF RELATED LITERATURE

It is evident that there exists a relation between social media and their impact on

the youth‘s change in behaviour. Consequently, messages can reach audiences and

target groups in real time and they can generate changes and tendencies. Today,

young generations grow up having great contact with different kinds of social media.

They are easily acquiring ―digital literacy‖ and live in a digital world to which adults are

only ‗naturalized citizens‘.

Tapscott (1998) talks of growing up in a digital environment referring to the youth

as the ―Net Generation‖. Children are socializing in a hybrid virtual space, learning in

innovative ways, creating a new language and practicing multicultural values

(Tappscott, 1998). The main characteristics of the ―N-Gen‖ culture are: independence,

emotional and intellectual openness, inclusion, free expression and strong views,

innovative, preoccupation with maturity, pleasure by the investigation, immediacy, and

sensitivity to corporate interest, authentication, and trust.

(Tapscott, 1998 pp. 62-69).

Survey results suggest that gaps between parents and children happens in

different ways: Internet expertise, awareness of risk, acknowledgement of domestic

regulations in place, and in what parents believe their children are doing versus what

they are actually doing (Livingstone and

Bober, 2005).

Anxieties about the safety, health and balanced use of social media can be

classified in three main groups: worries about the exposition to unwanted material,

online victimization and the practice of dangerous online behaviors. What activities do

young people do online? With whom do young people establish relationships? How

much time do young people invest in online activities? What online behaviors do young

people demonstrate? What is the impact of the online interaction in the life and in youth
development? Therefore, this study is based in a theoretical approach that considers

young people are active agents who can manipulate, adapt, create, and disseminate

ideas and products through communication technologies (Berson and Berson, 2005).

According to Tapscott (1998), the digital literacy possessed by youth has given

power to children in their relations with adults as well as autonomy in the world. Children

are authorities on the internet. (Rettie, 2002). Also, technological modern developments

have contributed to the democratization of the family, especially in countries that are

pioneers in Information Communication Technologies (ICT.) The domestication of

media used by youth can be seen across ―diverse individuals versus socially stratified

culture, and nationally versus global identities and community‖ (Livignstone and

Bober, 2005).

The anxieties about ―the solitary nature of new media use is contrasted by

worries about lost community traditions and values‖. (Livignstone and Bober, 2005).

More specifically in relation to our aim the intensive or high levels of online participation

or internet use has been associated with online risk. But, the simple use of internet

cannot predict risk. (Enhancing Child Safety & Online Technologies, 2008 for Internet &

Society at Harvard University, 2008).

From the development perspective, it can be argued in relation to the use of the

internet by youth that ―the multiple sensory inputs are demanding on cognitive

resources and can overwhelm children‘s capacity to engage in thoughtful decision

making (Berson and Berson, 2005). At an early age, children are not aware of the risks,

and they require adult supervision. During adolescence, a child‘s ability to make life

choices is still under development (Berson and Berson, 2005). In fact, adolescents have

especially been often considered as vulnerable to risky behaviours like the consumption

of drugs or alcohol. However, some of the online behaviors performance by children as

well as adolescents classified as risky behaviors should be better classified as ‗online

challenging behaviors‘, since these online behaviors are commonly practice by youth

today and in the most cases these behaviors are not associated with negative

consequences. Many of these behaviors are encouraged or reinforced by the very

structural characteristics of the virtual space, and sometimes the manifestation of

certain behaviors is necessary in order to participate with others in cyberspace and

enjoy the full benefits of online applications (i.e., publish photos in social networks, chat,

interact or build associations or groups with strangers in video games).

Therefore, social media has an impact on the youth in various ways. For

instance, with regard to exposure to problematic material, the Internet has changed the

way the consumption of pornography takes place. People have greater possibility to

access pornography through their own initiative or accidentally. Research has revealed

that the 57 percent of 9 to 19 years old, have come into contact with online

pornography. Their encounters with pornography happened in different ways. The most

common was in pop-up advert, open porn site accidentally when looking for something

else or in junk mail. Also 22 percent of 9-19 year old, daily and weekly users have

accidentally ended up on a site with violent or gruesome pictures, and 9 percent on a

site that is hostile or hateful to a group of people. (Livingstone and Bober, 2005).

Additionally, a survey of risk, impact and prevention found that using the internet

intensively, taking risk online, going to chat rooms, and using the computer in other

people‘s homes are the most predictive behaviors associated with exposure to sexual

material on the internet. In addition, exposition to advertising and consumption of virtual

items is also on the rise. Thus, the youth are constantly exposed to different types of

marketing, not only by visiting web pages, but also through the practice of their favorite

hobbies. Virtual online communities and video games include exposition of real life

marketing inside the virtual settings. Some communities transform children‘s play into a

way of gathering information. (Chung and Grimes, 2005). New kinds of games and

virtual communities come into the picture when the user spends money to enhance the

gaming experience (e.g. subscriptions, purchasing virtual items). Many of these virtual

spaces are based on a real economic infrastructure where users Real Trade money

(RTM) in order to buy, sell, and exchange virtual items or virtual money. (Ortiz, A,

2007).
 Social media has also resulted in online sexual victimization among the youth.

The Youth Internet Safety Survey, conducted by Crimes Against Children Research

Center at the University of New Hampshire interviewed 1,501 youth ages 10 to 17 years

that frequently use the internet found that the 19 percent of youth (77 percent were 14

years or older) have received an unwanted sexual solicitation via the web; only 24

percent of teens told a parent about the solicitation (29 percent told a peer); and 75

percent of teens were not worried by the sexual online solicitation.

Consequently, harassment among peers has become unlimited thanks to the

youth‘s access to the modern technologies. Bullying has occurred in a new territory,

online (Li, 2006). Studies suggest that offline bullying usually increases in middle school

but online harassment happens later and continues into high school (Wolak et al. 2006

). This technology has also resulted in the development of dangerous online behaviour.

Thus, not only the exposition to unwanted material has been considered as a serious

risk, but also the participation and the facility to become a member of controversial

groups. Some youth may identify strongly with this sort of material and they may feel

validated and encouraged to practice it. (Wolak, et al., 2003). Ybarra et, al. (2007) study

found that ―engaging in many different kinds of online risky behaviors explain online

interpersonal victimization more than engaging in specific individual behaviors‖.

Interestingly, according to Ybarra et al., (2007) engaging in online risky behaviour takes

place while youth is using the internet with friends or peers. (40 percent). Other forms of

dangerous online behaviour include bullying. Studies have often found an overlap

between cyber bullying offenders and victims. Although, it is recognized that adults

bulled minors, it is not precisely known how common it is. (Wolak et al, 2006).. Other

studies point out that minors are usually harassed by people of their same age. (Hinduja

and Patchin, 2009 in Enhancing Child Safety & Online Technologies, 2008 for Internet &

Society at Harvard University, 2008). Males are more likely to be bullies and cyber

bullies than females. (Li, 2006). It is also obvious that social media has led to increased

online socialization among the youth. An internet connection allows new ways to
establish fellowship and support previous ‗based in real life‘ relationships. Chats,

forums, web pages and the most recent web 2.0 technologies allow people to

interchange information and socialize in very creative ways. A Swedish study revealed

that to be a member of one or several virtual communities is common. Approximately 55

percent of the youth 12 to 16 years old is member in some virtual community. The 67

percent of the girls and the 42 percent of the boys are member of one of these

communities.

Anxieties about youth‘s online relationships tend to be regarding to the contact

and socialization with strangers, and also regarding the use of technological tools to

harm or molest someone as well as to be bulled. Although, according to Wolak et al

(2002) ―The majority of Internetinitiated connections involving youth appear to be

friendship related, nonsexual, and formed between similar-aged youth and known to

parents‖ (Wolak et al. 2002). Thus in order to outline with satisfaction the impact of

social media on the youth, one has to consider the impact of socially interactive

technologies (SITs). SITs, such as instant messaging and text messaging, are

beginning to redefine the social networks of today's youth. By offering fast-paced,

inexpensive, online communication, SITs allow for new online youth social networks to

form and evolve. These online networks, in turn, may affect the offline social and

friendship networks in which youth are immersed. Much has been said about the

prevalence of technology in the lives of adolescents. Reports in the press and surveys

from parents find points of view that range from exuberant, discussing how socially-

interactive technologies can save youth from social isolation and depression, to

alarming, focusing on how constant use of these technologies fosters anti-social

behavior (Turow, 1999). The reality, of course, lies somewhere in-between these two

extremes. As with the adoption and use of any other technology, there are a variety of

factors that affect how SITs are used on an individual level, as well as group dynamics

that come into play. This theoretical content is vital to preliminary understandings of new

technology's usage. However, it does not delve into the heart of some of the more

interesting questions, such as what group dynamics influence youth to adopt particular
technologies or to use them in a particular manner, or how using these technologies

actually affects how children and adolescents communicate with one another. For

example, do youth use these less-rich media technologies to obtain emotional,

psychological, and other forms of support from their peers? Do SITs reflect the same

friendship networks that already exist? Part of the issue is that although social

groupings of adolescents are often mentioned as being an important part of online and

offline communication, research looking at social networks is relatively uncommon.

Moreover, the few studies that have been conducted on the social networks facilitated

by SITs have not collected or analyzed social network data (Kavanaugh, Carroll,

Rosson, Zin, & Reese, 2005; Schneider & Hemmer, 2005); nor is there any network

data or analysis in research on adolescent use of these technologies. Network

approaches can be used to understand the communication dynamics of an entire

network (e.g., a group of friends at school or in a chat room), of subsets of a network

(e.g., a clique of "popular" kids at school and how they affect the network as a whole),

and of individuals within the networks (e.g., early adopters of instant messaging). For

this reason, network analysis is an important perspective to employ.

Another area of research that is under-developed concerns the effects of socially

interactive technologies on teen and pre-teen individuals (Livingstone & Bober, 2005).

The inclusion of preadolescents and adolescents is important because they incorporate

technology-mediated communication more strongly into their social lives than do adults

(Brown, Mounts, Lamborn, & Steinberg, 1993; Madden & Rainie, 2003). Moreover,

although there has been considerable research about email communication and instant

messaging, there has been relatively little research on text messaging. This is surprising

since the low-cost, mobile nature of text messaging has made it very popular among

adolescents in many areas of the world (Eldridge & Grinter, 2001; Grinter & Eldridge,

2001, 2003; Grinter & Palen, 2002). It appears as though youth may have similar social

uses for text messaging as they have for instant messaging (IM), email, and mobile

phones; text messaging may often be used in conjunction with these other technologies

in multi-tasking (Lenhart, Madden, & Hitlin, 2005).

 The Pew Internet & American Life Project identified text messaging as an

important future direction for research; the most recent report issued by the Project is

the first to include this technology (Lenhart, Madden, & Hitlin, 2005).

HISTORY OF NEW MEDIA

New media refers to on-demand access to content anytime, anywhere, on any

digital device, as well as interactive user feedback, creative participation and community

formation around the media content. Most technologies described as new media are

digital, often having characteristics of being manipulated, networkable, dense,

compressible, and interactive. Some examples may be the Internet, websites, computer

multimedia, video games, CD-ROMS, and DVDs.

Until the 1980s media relied primarily upon print and analog broadcast models,

such as those of television and radio. The last twenty-five years have seen the rapid

transformation into media which are predicated upon the use of digital technologies,

such as the Internet and video games. Andrew L. Shapiro (1999) argues that the

"emergence of new, digital technologies signals a potentially radical shift of who is in

control of information, experience and resources" (Shapiro cited in Croteau and Hoynes

2003: 322). W. Russell Neuman (1991) suggests that whilst the new media have

technical capabilities to pull in one direction, economic and social forces pull back in the

opposite direction. According to Neuman, "We are witnessing the evolution of a

universal interconnected network of audio, video, and electronic text communications

that will blur the distinction between interpersonal and mass communication and

between public and private communication" (Neuman cited in Croteau and Hoynes

2003: 322).

INTERACTIVITY AND THE NEW MEDIA

The convergence of new methods of communication with new technologies shifts

the model of mass communication, and radically reshapes the ways we interact and

communicate with one another. Interactivity is present in programming work, such as

video games. It's also viable in the operation of traditional media. In the mid 1990s,

filmmakers started using inexpensive digital cameras to create films. It was also the

time when moving image technology had developed, which was able to be viewed on

computer desktops in full motion.

This development of new media technology was a new method for artists to

share their work and interact with the big world. Other settings of interactivity include

radio and television talk shows, letters to the editor, listener participation in such

programs, and computer and technological programming. Interactivity can be

considered a central concept in understanding new media, but different media forms

possess different degrees of interactivity and some forms of digitized and converged

media are in fact not interactive at all. New media have created virtual realities that are

becoming virtual extensions of the world we live in and it changes continuously because

it is constantly modified and redefined by the interaction between users, emerging

technologies, cultural changes, etc. (http://en.wikipedia.org/wiki/New_media.)

SOCIAL MEDIA AND THE YOUTH

There has been a virtual explosion of the use of technology in making

interpersonal connections. This is particularly the case for young people. As early as

elementary school, many students are carrying cell phones. With ready access to the

internet and mobile phone technology, social networking has become a phenomenon of

unprecedented proportions and is expanding the concept of a social network.

As Bryant, Sanders-Jackson, and Smallwood (2006) stress: ―Socially interactive

technologies (SITs), such as instant messaging and text messaging, are beginning to

redefine the social networks of today‘s youth. By offering fast-paced, inexpensive,

online communication, SITs allow for new online youth social networks to form and

evolve. New text-based technologies are picking up where phones left off. Email and

text messaging allow for rapid, asynchronous communication within one‘s peer network:

IM allows for synchronous communication among many friends at once. Because so

much of the discussion about the use of technology for connecting interpersonally uses
the term social networking, we need to begin by looking at the concept of a social

network. A social network is a social structure made of individuals (or organizations)

called ‗nodes,‘ which are tied (connected) by one or more specific types of

interdependency‖ (http://en.wikipedia.org/wiki/Social_network ).

Personal and organizational social networks are common among those who have

shared interests, attitudes, beliefs, kinships, and needs. Youth subculture groups in

neighborhoods and on school campuses provide long-standing examples of social

networks. Today, open and restricted access social sites are burgeoning on the internet.

Most establish networks of diverse members from a wide geographic spectrum who

learn about each other and about a variety of topics and have numerous interchanges.

Sites allow members to design personal profiles, blogs, and forums that reflect direct

expression of images and statements they want to convey.

As described by Livingstone (2008): ―Social networking sites enable

communication among ever-widening circles of contacts, inviting convergence among

the hitherto separate activities of email, messaging, website creation, diaries, photo

albums and music or video uploading and downloading. From the user‘s viewpoint,

more than ever before, using media means creating as well as receiving, with user

control extending far beyond selecting ready-made, mass-produced content.As youth

culture assimilates communication technology, the rapid pace of change makes it

difficult to grasp the nature and scope of what is happening, never mind appreciating all

the positive and negative implications. There are suggestions that the changes are

fundamentally transforming the concept of community. These and a host of other

matters related to youth and social networking through new technologies are topics for

ongoing exploration and discussion.

USE OF SOCIAL MEDIA

In 2006, Bryant, Sanders-Jackson, and Smallwood reported that the main

findings related to youth use of socially interactive technologies were:

 Youth are using new interactive technologies (SITs) to enhance

communication among friends and family, to make plans with one another, and to

maintain social contact outside of their day-to-day face-to-face conversations.

These technologies have been adopted by teens relatively quickly

because IMing and Text messaging are more convenient, less expensive, and faster

than traditional technologies.

Research in this arena has shown that although preference for using

SITs to communicate is definitely on the rise, and the use of SITs has surpassed that of

email, youth still tend to hold in-depth, important conversations offline.

About Social Network Sites

Social network sites across the world are growing at dizzying rate. For example,

a July 2010 report in the New York Times indicates that Facebook has surged from 200

million to nearly 500 million users in the last 15 months. Available evidence suggests

that most internet users probably visit social network sites daily or at least every other

day (Ofcom, 2008), and young people lead the pack.

As defined by Boyd and Ellison (2007), social network sites are web-based

services that allow individuals to:

Construct a public or semi-public profile within a bounded system.

Articulate a list of other users with whom they share a connection.

View and traverse their list of connections and those made by others

within the system.

The nature and nomenclature of these connections may vary from site to site.

These researchers go on to emphasize that while the terms "social network site" and

"social networking sites" often are used interchangeably, they differ in emphasis and

scope. They stress that:

Network emphasizes relationship initiation, often between strangers, while

networking is possible on these sites, it is not the primary practice on many of them, nor

is it what differentiates them from other forms of computer-mediated communication.

What makes social network sites unique is not that they allow individuals to meet

strangers, but rather that they enable users to articulate and make visible their social

networks. This can result in connections between individuals that would not otherwise

be made, but that is often not the goal. On many of the large social network sites,

participants are not necessarily ‗networking‘ or looking to meet new people; instead,

they are primarily communicating with people who are already a part of their extended

social network.

SOCIAL NETWORK SITES CAN ENHANCE LEARNING AND SAFETY

Enhanced Connectedness Enables Affirmation of Self, Inclusion, and Status

Researchers have emphasized a range of potential psychosocial benefits. Here is a

sampling:

Livingstone (2009) emphasizes that ―at the heart of the explosion in online

communication is the desire to construct valued representation of oneself which affirms

and is affirmed by one‘s

peers.

Survey data indicate that ―48% of youth said that they use the Internet to

improve their relationships with friends, and 32% said that they use the Internet to make

new friends‖ (Bryant, Sanders-Jackson, & Smallwood, 2006).

Research by Valkenburg and Peter (2007) suggests that: Internet communication

is positively related to the time spent with friends and the quality of existing adolescent

friendships, and via this route, to their well-being. These positive effects may be

attributed to two important structural characteristics of online communication: its

controllability and its reduced cues.

These characteristics may encourage intimate self-disclosure, because intimate

self-disclosure is an important predictor of reciprocal liking, caring, and trust, Internet-

enhanced intimate selfdisclosure may be responsible for a potential increase in the

quality of adolescents‘ friendships.

1 And Lee (2009) reports that ―those who had established strong social

relationships at earlier ages were more likely to use online communication, which in turn

predicted more cohesive friendships and better connectedness to school.

Notley (2009) stresses that ―it is clear from the research that participants‘ online

network use provided them with opportunities to participate in society in ways that were

social, economic, cultural, civic, and educational. In this way online network use had

supported all of the participants‘ social inclusion.‖

Hundley and Shyles (2010) conclude that, ―In terms of socializing and staying

connected with peers with digital devices, particularly social network sites, a large

friends‘ list is a pride object with many teenagers the number of people on their friends‘

list equates to popularity and perceptions of likeability.‖

Concerns raised include:

There are dangers associated with social networking includingdata theft and

viruses, which are on the rise. The most prevalent danger though ofteninvolves online

predators or individuals who claim to be someone that they are not.‖

(From: What is Social Networking-http://www.whatissocialnetworking.com/)

A range of concerns have been discussed about young peoples‘ use of social

network sites and mobile phones (e.g., Erdur-Baker, 2010; Fortunati, 2002; Livingstone

& Helsper, 2010; Home Office, 2008; Madden & Lenhart, 2009; National Cancer

Institute, 2010; Olsen, 2010; O‘Sullivan & Flanagin, 2003; Ship, 2010; Vandebosch &

Van Cleemput, 2009). And, of course, concerns are intensified because of the

propensities of youth for exploration and risk-taking.

The most prominently discussed concerns all revolve around personal risks such

as:

Exposure to and contact with inappropriate content and people(e.g.,

pornography; violent, racist/hate-filled material; sexual predators; cyber bullies, ―happy

slapping‖)
 Risky disclosure of personal information(e.g., unguarded sharing of

private data with unknown people)

Negative impact on social and emotional development(e.g., interacting

beyond one‘s level of maturity and ability to be responsible; increased exposure to peer

pressure to keep up and conform; use of technological communication to avoid face-to-

face interactions; use of mobiles phones as an inappropriate symbol to gain status [Katz

&

Sugiyama, 2006]; contamination of values)

Texting while driving increases risk of accidents

Computer contamination (e.g. virus invasions)

Cell phone health risks(e.g., a few research studies [National Cancer

Society, 2010;

Science Daily, 2008] have suggested that heavy cell phone use may increase the

risk of cancer)

In addition to the above, teachers are raising concerns about a negative impact

on writing skills. Students are integrating texting or instant messaging lingo into school

work. More generally, schools are in a dither about how to control use of cell phones

and texting during school hours and how to counter their use as a device to aid

cheating.

Concerns, of course, often are in the eye of the beholder. That is, actor and

observer have different perceptions.

Implications of Socially Interactive Technologies for Schools

There are real concerns about social network sites. As Tynes (2007) states:

―We may do adolescents a disservice when we curtail their participation in these

spaces, because the educational and psychosocial benefits of this type of

communication can far outweigh the potential dangers. These benefits include

developing cognitive skills that are consistent with those required in educational settings
and perspective-taking skills that are necessary for citizenship in an increasingly

multiracial society.

The implications for schools of students using socially interactive technologies

are twofold:

The technologies provide significant opportunities to enhance learning

and other positive

outcomes, and

They also present significant challenges as reflected in the concerns

discussed above.

Use for Enhancing Learning and Psychosocial Development

Many schools and colleges are embracing social network sites and other internet

and computer tools to enhance instruction, collaboration, and professional development

(Davis, 2010; Ito, Horst, Bittanti, Boyd, Herr-Stephenson, Lange, Pascow, &

Robinson,2008; Patchin and Hinduja, 2010; SafeTeens.com). Educational institutions

are using social network sites (along with Skype) to create chat-room forums and

groups to discuss and clarify, provide a range of extra supports for learning, and

facilitate communication with families (especially those for whom face-to-face meetings

are difficult). Some schools are using smartphones to enable students to instant-

message peers and teachers with questions related to homework and to clarify difficult

material.

Social interactions through technology also can be an aid for students and

families who are shy or overly anxious in social situations (Pierce, 2009). More

generally, social site networks may be of use in enhancing relationships between

teachers and students (Mazer, Murphy, Simonds, 2007).

With respect to psychosocial development, researchers have suggested that

participation on social network sites influences such matters as identity formation and

social skill development. A recent study suggests such participation may have positive
effects with respect to how youth cope with emotional distress such as grieving

following someone‘s death (Williams & Merten, 2009).

For older students preparing for the workplace, the sites offer opportunities to

enhance technical skills and enable networking with professionals for internship and job

opportunities. Moreover, a recent study suggests a relationship between use of

Facebook and staying in school (Morris, Reese, Beck, & Mattis, 2010).

And school professionals are creating learning communities and communities of

practice for sharing and continuing education (e.g. educational blogs, e-portfolios,

formal and ad hoc communities, chats, discussion threads, and synchronous forums).

For teachers, social network sites are another avenue to open the classroom door and

end the traditional isolation (and often alienation) many experience.

Challenges for Schools to Meet

Schools, however, are just beginning to cope with challenges stemming from the

concerns that accompany such use. A first impulse for many has been to establish

controls against personal use of social communication technologies during the school

day. Increasingly, the trend is to focus in on specific areas of concern.

Others have raised the concern that overreliance on technological

communication can interfere with developing effective face-to-face interactions (Pierce,

2009).

For staff who are ready to capitalize on social network technologies, another

challenge is the wholesale internet filtering and blocking that so many schools still do.

Models for creating safe social network sites to enhance learning are emerging.
 METHODOLOGY

Research Design

Research design involves the planning, organization, collection and analysis of

data so as to provide answers to questions such as: what techniques will be used to

gather data? What sampling strategies and tools will be used? And how will time and

cost constraints be dealt with? (Leedy, 1993). The researcher proposes to use the

descriptive survey design to gather data relating to the impact of social media among

the youth on behavior change, attitude and perception. A descriptive survey aims at

describing the distribution of a phenomenon in a population and thereby establishing the

facts (percentages and frequencies).

According to Saunders et al., (2003) descriptive survey has a broad appeal for

planning, monitoring and evaluating policies. Price, (2001) says that any researcher

who adopts the descriptive research design attempts to produce data that is holistic,

contextual, descriptive in depth and rich in detail.

Role of the researcher

The Role of the Researcher in this survey is to focus on the question, why there

are changes on the behavior of the students when it comes in Social media? What are

the different factors that influence the student to use social media We as the researcher

of these study will do our best to make it clearer and understandable to us.
Research instrument

The instrument that will be used to carry out this research is a questionnaire that

modified By Errold Jay C. Batay-an. The Questionnaire is composed of three parts, The

Effect of Social Media To them, What are the Social Media that they are using, and

What are the factors that influence them on using social media.

Sampling method and respondent

Non-random sampling will be used to completely identify the factors that

influence to the student of Osias National Highschool, the choosen students will serve

as the respondents of this research. The study will be conducted at the Osias National

Highschool ( ONHS ), Kabacan, Cotabato.

Data gathering procedure

There are numerous ways of collecting data and these depend on the purpose

and aims of the research. In this study data is collected by means of questionnaires and

interviews. Data collection involves contacting the members of the population that will

be sampled in order to collect the required information about the study (Saleemi, 1997).

The researcher will employ the services of research assistants who will be given a time

frame for collection of the data for analysis.

Data analysis Procedure

Data Analysis is the process of systematically applying statistical and/or logical

techniques to describe and illustrate, condense and recap, and evaluate data. ...
Indeed, researchers generally analyze for patterns in observations through the

entire data collection phase (Savenye, Robinson, 2004).

As the researcher provides its own questionnaire, the researcher also using data

analysis methods and these are the four of them:

1.) Get Familiar to the data – Start by reading the data several times to get familiar

with it and start looking for basic observations or patterns. This also includes

transcribing the data.

2.) Revisit research objectives – Revisit the research objective and identify the

questions that can be answered through the collection of data.

3.) Develop a Framework – Identify broad ideas, concepts, behaviors, or phrases and

assigns codes to them. This is helpful for structuring and labeling the data.

4.) Identify patterns and connections – Start identifying themes, looking for the most

common responses to questions, identifying data or patterns that can answer research

questions, and finding areas that can be explored further.

Locale and respondents of the study

The study will be conducted at the Osias National Highschool, Kabacan , Cot,

And the students in there will be ask for a permission to make as our respondent on the

Study.

Ethical Consideration

As for our respect to the respondent of this study, and before we will going to

made a movement on this, we will going first ask them for a permission, and tell them

that this is for Educational Purposes only. That no one will harm and no one will be

harmed.
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