i

SOCIAL MEDIA USAGE AND SOCIAL SKILL OF GAS STUDENTS OF GENERAL

SANTOS CITY NATIONAL HIGH SCHOOL

A Research Project

__________________________

BY:

MAHINAY, Rhe-Ann Mae E.

ODULLADA, Ashlie M.
SAYAGO, Joan
TURRA, Kristyl Kate C.
VILLAHERMOSA, Rhea Jean S.

GRADE 12 GAS
SENIOR HIGH SCHOOL DEPARTMENT
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GENERAL SANTOS CITY NATIONAL HIGH SCHOOL

CALUMPANG, GENERAL SANTOS CITY
DECEMBER 2022

ABSTRACT
The general objective of this study is to identify the level of social media usage

and Social Skills of Grade 12 GAS students in General Santos City National High

School. The researchers selected the most appropriate design for the study which is

quantitative research, specifically the descriptive correlational research design which

aims to accurately and systematically describe a population, situation, or phenomenon.

The target respondents of this study is the Grade 12 GAS students in General Santos

City National High School. The total respondents of this study is the 115 GAS Students.

They were chosen through complete enumeration sampling, which means that all the

Grade 12 GAS are the respondents of the study. Survey questionnaire will be used as

the research instrument of this study. A total of a twenty-item (20) survey questions will

be used to answer and determine how social media usage affects the social skills of the

respondents. In order to identify the level of social media usage and social skills of G12

GAS Students, the researchers will be using weighted mean.

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ACKNOWLEDGMENT

First of all the researchers would like to thank the almighty God for his endearing

grace, guidance and protection that he has bestowed upon us during this research

project.

The researchers would like to express their sincerely gratitude to their teachers,

Ma’am Lyn Xyrille S. Mallari for continuous support in their research for her patience,

motivation and immense knowledge. Her guidance helped our throughout research and

writing of our research.

To the members of the panel, Dr. Adonis Bayron and Sir Walter Acala, for their

constructive criticism, suggestions and recommendations to make this study better and

credible.

To the respondents, who were willing to give their full attention and gave their

best just to answer the questions.

To their parents, who have continuously support them financially to accomplish

this study and for their guidance, encouragements and inspiration to them throughout

their lives a very special thank you for parental presence and constant guidance to

them.
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They would also like to thank you their fellow classmates and friends for

stimulating discussions for the sleepless night they were working together for deadlines

and for all the fun they have had for the months.

Table of Contents

TITLE PAGE i
APPROVAL SHEET ii

ABSTRACT iii

ACKNOWLEDGMENT iv

LIST OF FIGURES v

LIST OF TABLES vi

Chapter I: THE PROBLEM

Introduction 1
Statement of the Problem 3
Hypothesis 3
Scope of Limitation 4
Importance of the Study 4
Definitions of Terms and Concepts 5
Chapter II: REVIEW OF RELATED LITERATURE AND STUDIES AND
CONCEPTUAL FRAMEWORK
Related Literature 6
Related Studies 13
Conceptual Framework 16
Theoretical Framework 18
Research Gap 19
Chapter III: METHODOLOGY
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Research Design 20
Respondents 20

Locale of the Study 21

Map of the Location of the Study 22

Research Instruments 22

Data Gathering Procedure 23

Sampling 24

Statistical Treatment 24

Chapter IV: PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA 26

Chapter V: SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS 33
BIBLIOGRAPHY
APPENDICES

A. Permit to Conduct Study

B. Letter to the Respondents
C. Validation Sheet
D. Letter to the Validators
E. Questionnaire
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Chapter I
THE PROBLEM

Introduction

Social media was more than just a total of information searching. With the used

of social media, people can interact with one another, did business or engage in

commerce, establish new acquaintances, and reignite existing connections. Individuals

used social media for many reasons, including entertainment, communication and

searching for information. Notably, adolescents and young adults are spending an

increasing amount of time on online networking sites, e games, texting, and others

social media (Twinge and Campbel, 2019). According to Clement (2020), in more than a

decade, the impact of social media had gone from being a fun addition to being a

completely integrated portion of almost every aspect of life.

Bhamare (2020) added that the emerged of social media had created a new

venue for facilitating daily information and communication needed. By using social

media in a various ways of communication, it help create opportunities to interact with

other people easily by sharing information. As a result, social media was growing but

unquestionably influencing how people interact and live. Smartphones sometimes

distract their users from relationship and social interactives. A fundamental aspects of

students lives now was social media. It had completely changed the way that students

interact, think, and communicate. Students utilized the social media as a platform for a

variety of activities, including strengthening

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relationship, tracking down contacts, talked about shared interest, and more. Due to

the availability of smartphones, students were increasingly inclined to incorporate

social media into their daily lives.

However, people were starting to use social media instead to interact more

frequently than they did in person. Social media was meant to kept people

connected and maintain interaction while they were apart. People were neglecting

basic social skills because they spent more time on their phones than chatting to one

another in person. Too much phone used had an impact on people posture, ability to

keep eye contact and the language they used (Belmont, 2019).

In General Santos City National High School the researchers observe that

students have crucial social cues that are learned through in-person interaction.

They are more displaced in direct peer contact lack of empathy in communication

and have intense anxiety during face-to-face interaction. Thus, this study is conduct

to determine the level of social media usage and social skills of GAS students.

Statement of the Problem

This study aims to know the level of social media usage and social skills of

Gas Students in General Santos City National High School. Specifically it sought

answers to the following questions:

1.What is the level of Social Media Usage of GAS Students in

General Santos City National High School?

2.What is the Level of Social Skills of GAS Students in General

Santos City National High School?

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3.Is there a significant relationship between the Level of Social Media Usage

and Social Skills of GAS Students in General Santos City

National High School?

Hypothesis

Ho: There is no significant relationship between Social Media Usage and

Social Skill of GAS Students in General Santos City National High School

Importance of the Study

The result of the study would be beneficial to the following:

Students. The outcome of the study provides information on the influence of

Social Media Usage on Social Skills, enabling them to regulate the extent of their

social media engagement.

Teachers. The study provides useful information to teachers on the social

media usage as instrument for social skills. This would enable them determine the

extent to which social media usage can be deployed for teaching social skills.

Additionally, they can actively impart the knowledge they have learned through this

research to their future students.

Parents. This study would give parents information about social media’s

impact on their children. Given adequate knowledge, if their child is prone to poor

socialization due too much use and reliance on social media, parents should think of

potential preventive ways.

School Administration. The result of this study may serve as baseline data

information for the school administration to give more information about Social Media
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Usage on Social Skills of Senior High School Students GAS in General Santos City

National High School.

Researchers. This study allowed them to discover important areas that other

researchers have not been able to explore and it would also help them improve their

problem solving skills. It would greatly benefit them because it would provide

important findings that would widen their knowledge about centered topic.

Future Researchers. This study can serve as their future reference in their

further research studies. As well as, other educational purposes.

Definition of Terms

For the clarity and better understanding of the study, the following were the

definition of the used terms:

Social Media. This refers to interaction among people in which they created,

shared, and/or exchanged information and ideas in virtual communities and

networks.

Social Skills. It refers to a skill used everyday to interact and communicate

with others people

Scope and Limitation

This study concentrated to the impact of the level of Social Media Usage to

the Social Skills of GAS Students in General Santos City National High School. The

study’s respondents would be the all Grade 12 GAS students. The study was

conducted in General Santos City National High School during the school year of the

2022-2023. The study was done through survey questionnaires with the students. By
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this researchers were able to know the level of social media usage and social skills

of Grade 12 GAS students.

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Chapter II
REVIEW OF RELATED LITERATURE, STUDIES AND CONCEPTUAL

This chapter reviews related literature and studies. The sources cited included

online resources. It also discussed the conceptual framework, theoretical framework

and research gap for the study.

Related literature

Social Media Usage

The world is getting smaller through the use of technology such as social

media (Hopkins, 2020). No wonder that the widespread use of social media share

through, personal, and professional stories and interaction which has a significant

influence on how people communicate today in general (University of the

people,n.d). It is believed that it has an adverse effect on social skills and

communication among adolescents. In addition, engaging in various forms of social

media has become a routine daily activity for most children and adolescent (Fuller J,

2020).

Meanwhile, Blaylock (2018) indicated that there are positive effects of social

media as reported, wherein these develops new educational opportunities for

students. One of these effects is the way people write or their communication style.

Nowadays, messages became shorter and more concise in which people adapted

for summarized writing as well. Abbreviation, on the other hand, is common in texting

where it has generated controversy among some scholars and cited studies because

it has negative effects on literacy skills such as writing skills and accuracy of reading.

In line with that, in this era of social media when they are reaching out and engaging

more and more people. The more they allow for and understand the importance of all
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the various levels of communication, the more they can skillfully and effectively use

each one.

Kern (2010) defined social media as a platform of modern and electronic

communication and a means through which users open online communities to share

ideas, information, personal messages, and other related content messages. This

indicates that social media are online technology platforms that help to connect

people that are both far and near. With the online connection, the users can

communicate with each other, even on different continents, read books, listen to

music, save and check relevant photos and much more.

Subramanian (2017) associated the influences of social media in

interpersonal communication in which verbal skill is included. According to him, the

students are probably more likely to talk to friends and family via mobile devices than

face-to-face in a society where communicating and over-sharing online is the norm.

Both contact and interaction barriers have been overcome by social networks, and

now one can share his/her opinions and thoughts on a variety of subjects. Students

and experts are able to connect and engage with like-minded individuals and may

ask for advice and opinion on a specific subject. Another positive influence of the

social networking site is to connect people to accomplish a specific goal on a

massive forum. In order to bring lasting change to society, this is really necessary.

Furthermore, Akram and Kumar (2017) stated that social media platforms

facilitate students’ communication and information sharing quickly for various

reasons, using WhatsApp, Facebook, and others. Students can use social media to

improve their social engagement and interaction with others. It positively impacts

students in providing them with continuous connectivity with peers and lecturers,
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increasing information exchange, access to learning materials and support, and

entertainment (Abbas et al., 2019). Nonetheless, the usage of social media platforms

impacts students’ (users’) family time and relationships (Procreates et al., 2019)

Also, Umar and Idris (2018) mentioned that Social media refers to the

interaction of people in different ages where they can create, share, exchange and

comment using different networks. Social networking has spread all around the world

and has become an international trend. People use social media to produce

contents, share it and bookmark it. It became an on online platform for all people

(Celestien and Nonyelum, 2018). Facebook, Twitter, Instagram, YouTube, and

Periscope are examples of social networking sites which attract individuals where

they interact by sharing photos and data (Kirik, Arslan, Çetinkaya, Gül, 2015)

In addition, Karadkar (2015) added that students love being socialized in

different social network. They can have all the freedom to do whatever they want to

do. But because of social networks, moods and self-control of students are

frequently changing. Learning good habits and gaining knowledge is the essential of

student’s life, but today, students learning process is at risk because students are

prone and trap on the design of social networking. Students spend more time on

social networking rather than studying.

O’Hanlon (2007) said that the various forms of social media has to benefits of

the students by intensify communication, social connection and even technical skills.

Most of students use social media to socialize and communicate with each other

which allow them to connect with friends and family, making new friends, sharing

pictures and exchanging ideas. Through this also, students can fostering their

identity and unique social skills. Some of the students nowadays are introvert and
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have low self-confidence. However, by using social media as their communication

tools, they can improve their social skills and interact well with their visual friends.

Not only that, this such communication is also an important step for students and it

can affords the opportunity for respect, tolerance, and increased discourse about

personal and global issues. Social media also can connect them to people in the

other country. Students can learn how to interact with foreign by using different

languages. Communicating through different language might be tough for them but

the exciting in making a new friends can motivate them to learn new language and

use some application to communicate with each other. The friendship can make

them to dig in deeper in certain country for their culture, environment and beliefs.

Students also are tend to disclose themselves to their friends who share the same

interest with them. Other than that, social media enhanced learning opportunities for

middle and high school students by connecting them with one another on homework

and group projects. Facebook and other similar social media programs enable

students to gather outside the class time and exchange ideas about their

assignments. Not to mention, some of the schools have successfully used blogs as

their teaching tools to help students with their learning outside the school time. The

implementation of social media, specifically social networking is what students are

using daily and this social networking courage them to use technologies for their

learning.

Online learning tools as more effective than traditional classroom learning

(using textbook for learning) because the availability of the online materials and 24

hours access to learning. Simonson et.al (2000) opined that students are more likely

to use this social media such as YouTube for their informal leaning YouTube provides

video for information and knowledge that extends beyond the limit of the classroom
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and textbook. It also provide tutorial and show the students clearly how some certain

things are done through the video uploaded. The ease of accessing out of textbook

information and the ease of sharing information and the availability of this online

materials at one own time is the other reasons why students preferred to use this

social media as the tools for their informal learning.

Moreover, Genner and Suss (2016) stated that socialization is process where

an individual obtains the values and social norms of a society. The most powerful

agent that is responsible in forming a person’s socialization process is the media.

Social media affects personal socialization since it is a platform of interaction and

dealing with other people. (Jalam,2016).

As Claimed by Junco et al., (2010), social media are a collection of internet

websites, services, and practices that support collaboration, community building,

participation, and sharing”. As cited by Shrestha lucky (2013) described that

social media is means of connections among people in which they create,

share, and exchange information and ideas in virtual communities and networks.

In accordance with Solloway (2012), social media found more specific

common themes among participants as to why they use social media. These themes

included social interaction, information seeking, pass time, entertainment, relaxation,

communicatory utility, and convenience utility. According to (McKinney & Rill, 2009)

social skills is considered one of the learning processes in human societies. It

changes according to time and place in which it is done. Furthermore, (Ean & Lee,

2016) The use of social media provides the opportunity for teachers and students to

be in continuous contact transcending the conventional classroom and creating new

teaching and learning spaces.

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Furthermore, Knapp & Hall (2010), stated that when one engages in face-to-

face communication, social information is conveyed by vocal and visual cues in the

context of the situation. Non-verbal communication is an important part of

communicating and it includes facial expressions, eye contact, tone of voice as well

as posture, space between individuals, etc. Understanding the non-verbal aspects of

communication is crucial because social situations we need to modify our behavior in

response to the reactions of others. The ability to process emotional cues is

associated with personal, social and academic success.

Children who understand emotional cues in social settings can develop

superior social skills and more positive peer relationships (Blakemore, 2003). These

non-verbal, affective cues are much stronger when it comes to communicating in

person vs. digitally (Michikyan, & Greenfeld, 2013). So when children use digital

communication extensively, it can curtail the face-to-face experiences necessary for

them to develop and master important social skills (Giedd, 2012).

Ehemke (2021) reported that social media and related technologies have

become pervasive in modern society. The pace at which technology changes, along

with its rapid acceptance, adoption, and insertion into the social environment, occurs

without much thought to potential, negative side effects. One possible casualty of

this relationship is social skills. It has become commonplace to regularly check

and/or send a text message, take a phone call, or update a Facebook status in the

middle of a live social situation. The impact of these interactions may lead to a

decline in the ability to develop, grow, and succeed in important social arenas,

including work life, intimate relationships, and friendships. While there are certainly

benefits to social media, it seems that most of what we know about its impacts is
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largely anecdotal and the need to understand the potential negative fall out from the

use of technology mediated social interaction could be important in clinical settings

with respect to the development of a holistic treatment plan for individuals of all age

ranges, races, and genders. This paper summarizes research, based on my

dissertation, which found interesting correlations between social media, anxiety, well-

being, and social skills and socially mediated technologies.

Bequiri (2017) stated that people are very much aware that social skills is the

life blood of existence and realize how important it is in their lives. Social skills is

not technically just about exchanging information. It is more about being able to

understand the emotion and intentions behind the information. To communicate well

is to understand, and be understood.

Talaue, G. et.al (2018) reported that, in education, the use of social media

provides students with the ability to obtain more useful information, to connect with

learning groups and other educational systems that make education convenient.

Tools for social networks provide multiple opportunities for students and institutions

to enhance learning methods.

Also, Asemanyi (2015) found out that learners would help enhance their by

being respectful of each other’s ideas and adjusting to new teaching methods or

techniques used by social skills in this case. More optimistic attitudes and

expectations towards learning must be established by learners. Another

recommendation for the research was that the social skills course helps students a

lot in the job market, especially in interviews, so if students take the course seriously

and try to work hard on it, it would be helpful. Again in all areas of human life,
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communication is very important and as such, every person must learn good social

skills.

In addtion to that,Tufekci (2008), “social grooming” was an aspect of social

networking that has received attention in a comparison of users and non-users of

social media sites. Social grooming included expressive activities of social

interaction, communication, gossip, and entertainment. Users have expressed

enjoyment from keeping track of their friends’ lives and activities, but non-users were

less interested in these activities. This social interaction of users may make it easier

to communicate with others by keeping in touch with friends and family on a regular

basis more often than non-users. Perceived communication was reported as being

more satisfying in same-sex relationships rather than in cross-sex relationships

(Baym et al., 2007). This was true for both woman-to-woman and man-to-man

interactions. It is also not surprising that communication relationships were more

satisfying with friends and family rather than with mere acquaintances (Baym et al.,

2007).

Since social media provides an easy way to receive feedback and

communicate with peers, young adults attitudes of themselves can be affected by

using social media networks (Pempek et al., 2009). Social media sites empower

users to take an active role in their own socialization process and in constructing

their own self-identity (Urista et al., 2009). A personal profile is the way users present

themselves; they can include as much information as desired about themselves,

including posting pictures. Due to digital technology, users can show considerable

information about themselves and their friends. This self-disclosure is a way to open

up their own identities of how they want others to perceive them (Pempek et al.,

2009). Intimate self-disclosures help produce greater intimacy in computer-mediated

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communication In addition to that Celebioglu (2013) said that social media usage

has been common both in our country and all over the world, and enlargement has

become much more due to innovations by internet day by day Developments in

information technology and history of internet have caused lots of changes in

individuals’ daily lives as well. When these types of changes have become more

widespread, new social media instruments have appeared each passing day Akyazi

and Tutgun Unal (2013).

Furthermore, Baldwin (2012) stated that social media can be both a friend and

a for natural language processing. While he considers social media a cause for

“spelling inconsistencies, the free-form adoption of new terms, and regular violations

of English grammar norms,” he refers to the advantage of ‘lexical normalization’ in

the same linguistic media networks were ‘making or marring academic English’ and

whether occasional online code-switching and erratic spelling affect NNSs’ language

learning process.

Hansen, Shneiderman and Smith (2011) state that the development and

variety in social media paved the way for new interaction choices among users and

this can assumed to be achieved through hundreds of social media settings such as

sharing texts, photos and videos (Churchill, 2009).

As mentioned by Abhyankar (2011), “Social Network” is an online community

where people across the globe (irrespective of demographic and geographical

differences) can develop network with different organizations or individuals for a

specific purpose. It creates a chain of linked/connected entities

(individuals/organizations, communities, forums, groups etc.) like a tree with multiple

branches and nodes. These branches are the various groups, communities, forums
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etc. that an individual intends to join. Hence, a social network represents

relationships between nodes (people) and flows between the branches (groups,

communities, forums, organizations etc.)

Online social networking presents both opportunities and risks to students.

According to Davis and Cranston (2008), online social networking presents many

opportunities to young people by making it easier for them to, amongst other things:

publish creative works to local and global audience; stay in touch and communicate

with peers; find and interact with people with shared interests; organize and co-

ordinate political engagement and action; for virtual volunteering; and to engage in

self expression. However, online social networking can also expose students to new

risks. Risk from: in appropriate contact (online and offline) from strangers – which

may include grooming and in the most serious cases, sexual abuse. For many young

people, online social networking is not a distinct activity, but is part of day-to-day life,

communication and interaction with peers.

Lastly, Hamid et al, (2011). Social networking is playing a big role in boosting

academic like in social sciences and in education systems as a whole. Many studies

have addressed different aspects of using social networking at various academic and

social levels. The accessible literature on social media provides useful suggestions

of its application in higher institutions of education. Social media may be applied by

academicians in various ways, like the Facebook was recommended as a way of

communication for getting together with students (Mack, 2007).

Social Skills

Social skills is the ability to interact and communicate effectively with others in

social situations (Lynn Plimley and Maggie Bowen, 2007). They explain that social
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skills involve not only verbal communication but also nonverbal communication, such

as body language, facial expressions, and tone of voice. The authors highlight the

importance of social skills for individuals with Autism Spectrum Disorders (ASD), who

may struggle with social interaction and communication. They suggest that teaching

social skills can help individuals with ASD to better navigate social situations and

improve their overall quality of life.

Meanwhile, Jed E. Baker (2003) defines social skills as "the specific behaviors

necessary to communicate effectively and appropriately in a given situation." He

goes on to explain that social skills involve not only what we say, but also how we

say it, our body language, and our ability to interpret social cues and respond

appropriately. According to Baker, social skills are critical for success in both

personal and professional relationships, and individuals with social-communication

difficulties may benefit from targeted social skills training to improve their social

interactions.

Judith A. Hall (2006) defined social skills as the ability to interact effectively

with others in various social situations. According to Hall, social skills involve not only

the ability to communicate effectively but also the ability to perceive and interpret

social cues, adapt to different social contexts, and manage emotions appropriately.

She emphasizes that social skills are essential for building and maintaining

relationships, as well as for achieving personal and professional success. In her

book, Hall provides a comprehensive overview of the research on social skills and

offers practical advice for improving social skills in various contexts.

Darlene Mannix (2009) stated that social skills is the abilities that allow

individuals to interact effectively with others and to build positive relationships. She
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explains that social skills involve both verbal and nonverbal communication, such as

listening, expressing oneself clearly, interpreting social cues, and understanding

others' perspectives. According to Mannix, social skills are essential for individuals

with special needs to succeed in school, work, and social settings. In her book, she

provides a variety of activities and exercises designed to teach and reinforce social

skills in a fun and engaging way.

Furthermore, Richard L. Simpson and Brenda Smith Myles (2011), mentioned

that social skills refer to a person's ability to interact with others in a way that is

socially acceptable, appropriate, and effective. These skills include a wide range of

behaviors, such as maintaining eye contact, taking turns in conversation, using

appropriate tone and volume of voice, showing empathy and understanding,

respecting personal boundaries, and cooperating with others to achieve a common

goal. Social skills also involve understanding and using social rules and norms,

adapting to different social contexts, and being able to recognize and respond

appropriately to social cues and signals. Overall, social skills are essential for

building positive relationships, getting along with others, and succeeding in social

situations.

According to Kirschner and Karpinski (2010) social media platforms like

Facebook and Twitter have become a crucial part of student’s lives, highlighting the

high level of social media usage among this population. Students use social media

extensively to connect with their peers, share information, and engage in

entertainment and leisure activities. The review also suggest the social media usage

has positive effects on social and emotional well-being. However, the review

cautions that excessive use of social media can lead to negative outcomes, such as

distractions from academic responsibilities and decreased face-to-face

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communication skills. Overall, the review provides evidence to support the high level

of social media usage among the students, and highlights the role that social media

plays in their lives.

Also, Lerner, M. D., Mikami, A. Y., & Levine, K. (2011) mentioned that social

skills is a set of behaviors and competencies that enable individuals to interact with

others effectively and appropriately in social situations. These skills include the ability

to initiate and maintain social interactions, to understand social norms and rules, to

interpret and respond to social cues and signals, and to regulate one's own

emotional reactions in social contexts. Social skills also involve being able to

communicate effectively, to negotiate and resolve conflicts, and to work cooperatively

with others to achieve common goals. Overall, social skills are essential for building

positive relationships, forming social networks, and navigating the complex social

world.

In addition, Olivia Fox Cabane (2012) added that social skills is the ability to

effectively communicate and connect with others, to build strong relationships, and to

influence and persuade others. Cabane argues that social skills are essential for

success in both personal and professional life, and that anyone can learn and

develop these skills with practice.

Moreover, Riggio, R. E. (Ed.) (2018) stated that social skills is "the

competencies that individuals use to initiate, maintain, and terminate social

interactions with others, as well as to understand and interpret the social cues and

signals that are exchanged during these interactions" (p. 1). The book further notes

that social skills are complex and multifaceted, and involve both verbal and

nonverbal behaviors, as well as emotional and cognitive processes.

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In accordance with Chris MacLeod (2016) social skills is the ability to

effectively communicate, connect with others, and build meaningful relationships. He

goes on to explain that social skills involve a variety of abilities, including the ability

to read social cues, understand nonverbal communication, and express oneself

clearly and assertively. MacLeod emphasizes that social skills are not a fixed trait,

but rather something that can be developed and improved through practice and

effort.

Lastly, Tom Dowd and Jeff Tierney(2011), social skills is the ability to interact

effectively with others in a variety of social situations. They note that social skills are

essential for building relationships, achieving success in school and work, and

maintaining mental health and well-being. Dowd and Tierney highlight that social

skills involve a range of abilities, including verbal and nonverbal communication,

empathy, perspective-taking, conflict resolution, and problem-solving. They also

emphasize the importance of context, noting that social skills can vary depending on

the situation and cultural norms. Overall, Dowd and Tierney's definition of social skills

emphasizes the importance of effective communication and interpersonal

interactions in a wide range of social settings.

Related Studies

In the study conducted by researchers Elizabeth C. Englander, Meghan A.

McCoy, and Christine M. Savage (2017) entitled "Social Media Use and Social Skills

Development: A Longitudinal Study of Adolescents". The study examined the

longitudinal relationship between social media use and social skills development

among adolescents. Participants were 2078 students (51% male) in grades 7–12

who completed surveys at two time points approximately one year apart. Social
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media use was positively associated with the development of social skills, including

communication, problem-solving, and conflict resolution. Furthermore, the

association between social media use and social skills development was moderated

by age, such that the positive association was stronger for younger adolescents.

These findings suggest that social media can provide opportunities for young people

to practice and develop social skills, but that the effects may be stronger for younger

adolescents. Implications for parents, educators, and researchers are discussed.

Meanwhile, Karpinski, Kirschner, Ozer, Mellott, and Ochwo(2013) conducted a

study entitled "Social Media Use and Social Skills: A Comparison of Facebook and

Face-to-Face Communication in College Students". This study examined the

relationship between social media use and social skills in a sample of college

students. Specifically, the study compared self-reported levels of social skills,

including assertiveness and empathy, among students who used Facebook

frequently and those who engaged in face-to-face communication more often.

Results indicated that frequent Facebook use was positively associated with

assertiveness and empathy, while frequent face-to-face communication was only

positively associated with assertiveness. The findings suggest that social media use

may have unique benefits for the development of certain social skills, and that it can

be a valuable tool for improving social competence in college students.

Furthermore, Kang, Gray, and Delli Carpini (2016) conducted a study entitled

"The Social Media Behaviors and Social Skills of Adolescents". This study examined

the relationships between social media use, social skills, and well-being among a

sample of adolescents. Participants completed self-report measures of social media

use, social skills (i.e., perspective-taking, social perception), and well-being (i.e., life

satisfaction, positive affect, negative affect). Results showed that social media use
 21

was positively associated with perspective-taking and social perception, but not with

well-being. Additionally, social skills partially mediated the relationship between

social media use and well-being. The findings suggest that social media use may

have unique benefits for the development of certain social skills among adolescents,

and that these skills may be important for maintaining positive well-being.

Carpenter, McEwan, and Schiffhauer (2016) conducted a study entitled

"Young adults' use of social media for information gathering". This study explored the

extent to which young adults use social media to acquire information and the effects

of this use on their social skills. Results showed that social media use was positively

associated with emotional intelligence and social competence, and that young adults

who used social media to maintain and develop social relationships reported higher

levels of these skills than those who used social media primarily for information

gathering. The findings suggest that social media can be a valuable tool for

improving social skills among young adults, and that it is important to consider the

ways in which young adults use social media for information gathering in order to

maximize its potential benefits.

Lastly, Omar, Abulibdeh, and Khalil (2016) conducted a study entitled "Social

media use and social skills among college students: A pilot study". This pilot study

investigated the relationship between social media use and social skills among

college students. Participants completed self-report measures of social media use,

social skills (i.e., social anxiety, communication apprehension, assertiveness, and

social competence), and psychological well-being. Results indicated that social

media use was positively associated with social competence and psychological well-

being, and negatively associated with social anxiety and communication

apprehension. Additionally, social competence partially mediated the relationship

 22

between social media use and psychological well-being. These findings suggest that

social media use may have a positive impact on social skills and psychological well-

being among college students, and that it may be a valuable tool for promoting

successful social interaction in this population.

Conceptual Framework

Independent Variable Dependent Variable

SOCIAL MEDIA USAGE SOCIAL SKILL

So
 23

Figure 1. Conceptual Framework of the Study

The Conceptual Framework used to present the variable being studied. This

social Media Usage is an independent variable that the researcher can

independently collect data from the respondents, and it can serve as the foundation

for a study even in the absence of the dependent variable.

The Social Skills of the Gas Students in General Santos City National High

School is a Dependent Variable as a result of its dependence on the independent

Variable. It simply implies that both variables are interconnected to each other which

would contribute productively in completing the study.

Theoretical Framework
 24

This study’s main framework is based on Social Penetration Theory of Altman

and Dalmas’s Symbolic Interactionism. This concept had been chosen due to its

potential relevance to the usage of social media on social skills.

Social Penetration Theory

Psychology Professor Irwin Atman and Dalmas Taylor formulated the term

Social Penetration Theory in 1973, it describe the dynamics of relational closeness.

Social Penetration Theory explain why relationship are formed, why they end, and

process that they undergo to prosper. Relational closeness develops through self

disclosure. As partnerships expand, the rate of self partnerships expand, the rate of

self disclosure slows down while the realities divulged ended up being increasingly

intimate in nature.

Intimate self-disclosure permits other to penetrate a person’s public persona

and find his or her innermost self. Social Penetration Theory deals with behavior of

an individual in communication with others. Although self disclosure was a behavioral

component of the self-penetration procedure, it consists of any kind of habits that

was verbally, non verbally, or environmental that impacts the communication

development (Sprecher, Wenzel, Harvey, 2018). Better, social media sites and also

partnerships can additionally be viewed as a pattern of actions in interpersonal

spoken, non verbal, or ecological that influences relationship advancement.

The scientific hypothesis makes predictions about how relationships would

develop based on how transparent a person is with themselves. According to this

theory, both parties must be honest with one another for a relationship to succeed—

sort of like a cost-benefit analysis. Depending on the extent to which this theory can

predict, Because self-disclosure describes how connections function, it had some

 25

potential to be challenged. The author’s suggested linear model might not be the

most effective way to described the idea, therefore its reasoning was not necessarily

sound. It had inspired a great deal of work in this field because of the foundational

conceptual conceptions it develops regarding interpersonal interaction.

Research Gap

In the study conducted by Daragad & Lakshmi (2013) entitled “Social Skills

and Behavior of School Children in Dharwad District” it only focuses on the children

in Dharwad district while in the present study it focuses on Senior High School GAS

Students who currently attends classes on General Santos City National High

School.

Thus, this study filled the gaps mentioned above. This study would provide

data and descriptions that the other studies are lacking of. In addition, this study

would also be finding the relationship of the two variables which are social media

usage and social skills.

 26

Chapter III

METHODOLOGY

This chapter presents and discusses the procedures in this study including

the research design, respondents, locale of the study, map of location of the study,

research instrument, data gathering procedure, sampling, and statistical treatment.

Research Design

This study used the descriptive correlational design. McCombess (2019)

stated that descriptive correlational study design aimed to accurately and

systematically described a population, situation or phenomenon. The research

design was descriptive used survey questionnaires that focused on the impact of

social media usage to social skills of GAS Students in General Santos City National

High School.

Respondent of the Study

The respondents of this study were the GAS students of General Santos City

National High School who are officially enrolled in the school year 2022-2023. They

were chosen through complete enumeration sampling, which means that all Grade

12 GAS students are the respondents of the study.

Locale of the study

This study was conducted in General Santos City National High School which

is situated at Rizal Street, Barangay Calumpang, General Santos City. It was headed

by Rustico S. Pelonio Jr. Principal ||. This school had different track such as basic

Education Curriculum (BEC), Special Program in Arts (SPA), Special Program in

Journalism (SPJ),and Sports in Junior High School while in Senior High School, it
 27

offers four track such as Academic, Technical Vocational Livelihood (TVL), Arts and

Design, and Sports. This school had a Junior High School and Senior High School

where the study focused on Senior High School Students.

 28

Map of the Local of the Study

Figure 1.2. Map of the Locale of the Study

 29

Research Instruments

The instrument used to gather data was a survey questionnaire. This was

validated and administered to the Grade 12 GAS students of General Santos City

National High School. This was the basis of identifying the significant relationship

between the two variables. The questionnaire was composed of 10 statements on

Social Media Usage of GAS students and 10 statements on Social skills of GAS

students. The questionnaire used the modified Likert’s scale with the following

descriptions: Never = 1; Rarely = 2; Sometimes = 3; Often = 4; Always = 5. The data

that were gathered were kept confidentially by securing maximum protection of

identity and information.

Data Gathering

To confirm the validity of the study, researchers observed or took the following

actions during the data collection process:

1. First, the researchers prepares a letter of intent to and survey

questionnaire to conduct the research study.

2. After validation, the researchers distributes the survey

questionnaires to the respondents.

3. Researchers then collect the questionnaires from the respondents

and tally the data for statistical analysis.

4. Lastly, the researchers would interpret the data to come up for a

conclusions and recommendations.

 30

Sampling

The researchers used complete enumeration sampling in determining the

respondents. According to Arnab (2017) is the non-sampling method which involves

studying the entire population of the study to get the correct value of parameter,

provided all the values of the population obtained are correct.

Statistical treatment
The data that would be gathered from the respondents would be tallied,

analyzed, tabulated, and subjected to descriptive statistics. The statistical

instruments that would be using are:

For SOP 1 and SOP 2, to determine the level of Social media Usage and

Social Skills Of GAS Students, weighted mean would be utilized.

In SOP 3, to determine the relationship between the level of social media

usage and social skills of Grade 12 GAS students regression was used.
 31

February 23, 2023

RUSTICO S. PELONIO JR.

Principal III
This School

Sir:
Greetings!
The researchers would like to ask a permission to conduct a study among GAS
students of Senior High in General Santos City National High School. This study is
entitled SOCIAL MEDIA USAGE AND SOCIAL SKILLS OF GAS STUDENT IN
GENERAL SANTOS CITY NATIONAL HIGH SCHOOL .
There will be one (1) set of survey questionnaire to be distributed to the respondents
that would last only for about 5-10 minutes. The retrieval would be arranged at the
time convenient for students and teachers. The responses in this survey are entirely
voluntary and confidentiality will be kept. All information gathered will be used only
for research purposes.
Your support and approval to this request will be very helpful and greatly
appreciated.

Respectfully yours,

VILLAHERMOSA, RHEA JEAN

Research Representative

Noted by:

LYN XYRILLE S. MALLARI

Research Teacher
 32

February 23, 2023

MARY ANNE V. AMBE

Teacher II
This School

Dear Ms. Ambe:

Magandang Gensan!
The researchers of Grade 12 General Academic Strand of General Santos City
National High School are currently conducting a research study entitled SOCIAL
MEDIA USAGE AND SOCIAL SKILLS OF GAS STUDENTS IN GENERAL
SANTOS CITY NATIONAL HIGH SCHOOL which is a requirement for Practical
Research 3. The researchers would like to ask for your permission to validate their
questionnaire.
Your approval to this request is highly appreciated. Thank you and God bless!

Respectfully yours,

VILLAHERMOSA, RHEA JEAN

Student Researcher’s Representative

Noted:

LYN XYRILLE S. MALLARI

Research Teacher
 33

February 23, 2023

WALTER N. ACALA

Master Teacher II

This School

Dear Mr. Acala:

Magandang Gensan!
The researchers of Grade 12 General Academic Stranf of General Santos City
National High School are currently conducting a research study entitled “ SOCIAL
MEDIA USAGE AND SOCIAL SKILLS OF GAS STUDENTS IN GENERAL
SANTOS CITY NATIONAL HIGH SCHOOL ” which is a requirement for Practical
Research 3. The researchers would like to ask for your permission to validate their
questionnaire.
Your approval to this request is highly appreciated. Thank you and God bless!

Respectfully yours,

VILLAHERMOSA, RHEA JEAN

Student Researcher’s Representative

Noted:
LYN XYRILLE S. MALLARI
Research Teacher
 34

February 23, 2023

LYN XYRILLE S. MALLARI

Master Teacher II
This School

Dear Ms. Mallari:

Magandang Gensan!
The researchers of Grade 12 General Academic Strand of General Santos City
National High School are currently conducting a research study entitled “ SOCIAL
MEDIA USAGE AND SOCIAL SKILLS OF GAS STUDENTS IN GENERAL
SANTOS CITY NATIONAL HIGH SCHOOL ” which is a requirement for Practical
Research 3. The researchers would like to ask for your permission to validate their
questionnaire.
Your approval to this request is highly appreciated. Thank you and God bless!

Respectfully yours,

VILLAHERMOSA, RHEA JEAN

Student Researcher’s Representative
 35

Dear Respondent,
Greetings!
The Grade 12 Frugality students-researchers of General Academic Strand of
General Santos City National High School are currently conducting the study entitled
SOCIAL MEDIA USAGE AND SOCIAL SKILLS OF GAS STUDENTS IN GENERAL
SANTOS CITY NATIONAL HIGH SCHOOL.
In line with this, the researchers are asking for your cooperation in answering the
questionnaire which contains data needed for this study.
The researchers assure that the data gathered will be kept in the highest level of
confidentiality.
Thank you very much for your participation.

Sincerely,

VILLAHERMOSA, RHEA JEAN

Researcher Representative

Noted:

LYN XYRILLE S. MALLARI

Research Teacher
 36

SURVEY QUESTIONNAIRE
SOCIAL MEDIA USAGE AND SOCIAL SKILLS OF GAS STUDENTS IN GENERAL
SANTOS CITY NATIONAL HIGH SCHOOL
Social Media Usage and Social Skills of Senior High School Students
Direction: Complete the questionnaire below by putting a check (/) mark that
represents your answer.
Social Media Usage 5 4 3 2 1

1.On a regular day how often do you post ,comments ,etc.

on your social media accounts.
2.I check-in to my social media accounts in any given week?

3. I often do you use the chat app on your social media

accounts.
4.I feel urges to use social media more and more over time.
5.I always enjoy browsing/surfing the internet.
6.I use social networking sites to become more sociable.
7. I use my mobile phone for texting and I text a lot.
8. Social media has taken up too much of my time.
9.I use social networking sites while eating.
10. It’s hard for me to go a day without checking any of my
social media accounts.

Social Skills 5 4 3 2 1

1.I would rather be alone than with others.

2. I initiate social interaction with others.
3.I can easily make friend with others.
 37

4.I can easily communicate my feelings to others.

5. I find it easily to get comfortable with other people.
6.I am self assured or confident when interacting with
others.
7. I can easily keep pace with the flow of a normal
conversation.
8.I can easily share my opinions to others.
9. I feel shy around people.
10. I know how to start a conversation and keep it going.

Legend:
5=Always
4=Often
3=Sometimes
2=Rarely
1=Never
 38

VALIDATION SHEET
SCALE-TYPE QUESTIONNAIRE FOR THE ESTABLISHMENT OF THE
CONTENT VALIDITY

Research Title: SOCIAL MEDIA USAGE AND SOCIAL SKILLS OF GAS

STUDENTS IN GENERAL SANTOS CITY NATIONAL HIGH SCHOOL
GRADE 12 GAS STUDENTS

General Instruction: Based on description, to determine the content validity through

the Adequacy, Appropriateness and Acceptability of the test, the content validity will
be established using the scale, please answer the items sincerely and honesty by
checking which, corresponds the value of your rating.
Legend: 5- Very High Extent
4- High Extent
3- Moderate Extent
2- Less Extent
1-Least Extent
Score/Value
Criteria
5 4 3 2 1
a. The item in the questionnaire gives the learners the
opportunity to explore the use of the language.
1. Adequacy b. The item in the questionnaire provides various
experiences in getting the needed data.
c. The item in the questionnaire evaluates skills
performance.
a. The items are appropriate in getting information
2. Appropriateness about the subject matter.
b. The items are relevant in the coming up with the
questions.
c. The terms used are in accordance with the
 39

understanding of the learner.

a. The questionnaire contains questions needed in
3. Acceptability research.
b. The questionnaire items are understandable and
interesting to learn.
c. The questionnaire motivates interest in research
activities.

4. Other Comments
and Suggestions
 40

Chapter IV

PRESENTATION, ANALYSIS, AND, INTERPRETATION OF DATA

This chapter presents, analyzes, and interprets the data gathered in the study.

The various results are presented in the succeeding tables with corresponding

discussions and explanations.

Table 1
SOCIAL MEDIA USAGE

Social Media Usage Mean SD Description

1. On a regular day I post, comment, etc. on my 3.27 1.02 Moderately
social media accounts. High

2. I check in to my social media accounts in any 4.03 0.99 High

given week.

3 I use that chat app on my social media accounts. 3.97 1.04 High

4. I feel urges to use social media more and more 3.46 0.99 Moderately
over time. High

5. I always enjoy browsing/surfing the internet. 3.91 0.97 High

6. I use social networking sites to become more 3.48 1.12 Moderately

sociable. High

7. I use my mobile phone for texting and I text a lot. 3.75 1.21 High

8. Social media has taken up too much of my time. 3.75 0.97 High

9. I use social networking sites while eating. 3.07 1.18 Moderately

High

10. It’s hard for me to go a day without checking any 3.54 1.21 High
of my social media accounts.
Overall Weighted Mean 3.62 High

n=115
 41

Table 1 presents the social media usage of Grade 12 GAS students in General

Santos City National High School.

Based on the table, indicator number 2 which is the I check into my social

media accounts in any given week got the highest mean of 4.03 which is interpreted

as high. This means that the respondents often check their social media accounts

on their phones. This suggest that social media plays an important role in the daily

lives of GAS students. While indicator number 9 which is the I use social networking

sites while eating got the lowest mean of 3.07 which is interpreted as moderately

high, this means that some of the students reported using their smartphones during

meals. Although this score still relatively high, it is important to note that the majority

of the GAS students did not report using social media during meals. The overall

weighted mean is 3.62 which is interpreted as high. This indicates that GAS students

have a high level of social media usage. This suggest that social media is an

important platform for GAS students to express themselves and connect with others.

However, it is important to consider the potential risks and benefits associated with

high levels of social media usage, and to promote responsible use of social media

among GAS students. Additionally, it should be noted that these findings are specific

to Grade 12 GAS students in General Santos City National High School.

According to Kirschner and Karpinski (2010) social media platforms like

Facebook and Twitter have become a crucial part of student’s lives, highlighting the

high level of social media usage among this population. Students use social media

extensively to connect with their peers, share information, and engage in

entertainment and leisure activities. The review also suggest the social media usage

has positive effects on social and emotional well-being. However, the review
 42

cautions that excessive use of social media can lead to negative outcomes, such as

distractions from academic responsibilities and decreased face-to-face

communication skills. Overall, the review provides evidence to support the high level

of social media usage among the students, and highlights the role that social media

plays in their lives.

 43

Table 2
SOCIAL SKILLS OF GRADE 12 GAS STUDENTS IN GENERAL SANTOS CITY
NATIONAL HIGH SCHOOL
Social Skills Mean SD Description
1. I would rather be alone than with others. 3.37 1.06 Moderately
High
2. I initiate social interaction with others. 3.2 0.89 Moderately
High
3. I can easily make friends with others. 3.5 1.12 Moderately
High
4. I can easily communicate my feelings to 2.96 1.13 Moderately
others. High
5. I find it easy to get comfortable with other 3.3 1.06 Moderately
people. High
6. I am self- assured or confident when 3.2 1.09 Moderately
interacting with others. High
7. I can easily keep peace with the flow of a 3.5 0.95 Moderately
normal conversation. High
8. I can easily share my opinion to others. 3.15 1.06 Moderately
High
9. I feel shy around people. 3.55 1.03 High
10. I know how to start conversation and keep it 3.09 1.08 Moderately
going. High
Overall Weighted Mean 3.28 Moderately
High
n=115

Table 2 presents the social skills of Grade 12 GAS students in General Santos

City National High School.

Based on the table, indicator number 9 which is I feel shy around people got

the highest mean of 3.95 which is interpreted as high. This means that the majority

of respondents consistently displayed shyness when socializing with others. This

result supports the notion that shyness is a common social trait among GAS

students. While Indicator number 4 which is the l can easily communicate my

feelings with others got the lowest mean of 2.96 which is interpreted as moderately

high, This means that most of the students are able to express their emotional
 44

states and communicate their feelings to others. This result supports the idea that

students possess effective communication skills, which are essential in building

positive relationships and socializing with peers. The overall weighted mean was

3.28 which is interpreted as moderately high. This implies that the majority of the

respondents have developed social skills that enable them to initiate or start a

conversation with other people and socialize with them, albeit with some level of

shyness. This means that despite their tendency towards shyness, the students are

still able to engage in social interactions.

According to Bequiri (2017) who argues that social skills involve not only

exchanging information, but also understanding the emotions and intentions behind

the information. The result suggests that the students possess the ability to

understand others' emotions and convey their own effectively, a crucial skill in

building positive relationships and socializing with peers. However, there is still room

for improvement in developing their communication skills to fully overcome any

shyness and enhance their ability to understand and be understood.

 45

TABLE 3

LEVEL OF SOCIAL MEDIA USAGE AND SOCIAL SKILLS OF SENIOR HIGH SCHOOL

STUDENTS IN GENERAL SANTOS CITY NATIONAL HIGH SCHOOL

Variables r 2 p-value Remarks

r

Level of social media usage of Senior High

School Student

0.353 0.125 0. 0001 Significant

Level of social media usage of Senior High
School Student

The statistical results as shown in table 3 revealed that the multiple regression

which tells the strength of a relationship between two variables, resulted to r=0.353

and its coefficient of determination resulted to r=0.125. The larger the absolute value,

the stronger the relationship which in this case indicate that there was a strong

relationship between the two variables. Meanwhile, the computed p-value of 0.0001

shows that there was a significant relationship between the level of social media

Usage and Social Skills. Hence, the null hypothesis was rejected. This implies that

there is a correlation between the use of social media and social skills among GAS

students in General Santos City National High School.

Akram and Kumar (2017) stated that social media platforms facilitate students’

communication and information sharing quickly for various reasons, using WhatsApp,

Facebook, and others. Students can use social media to improve their social engagement

and interaction with others. It positively impacts students in providing them with continuous

connectivity with peers and lecturers, increasing information exchange, access to learning

materials and support, and entertainment (Abbas et al., 2019). Nonetheless, the usage of

social media platforms impacts students’ (users’) family time and relationships (Procreates et

al., 2019).
 46

Chapter V

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the results, conclusions and

recommendations based on the data analyzed and derived on the previous chapter.

Summary

This study determines the relationship between the level of social media

usage and the level of social skills of Grade 12 GAS students in General Santos City

National High School. It availed the use of descriptive-correlational design of

research involving 115 GAS students in the school under the study. Specifically, it

sought answers to the following queries:

1. What is the level of social media usage of GAS students in General Santos

City National High School?

2. What is the level of social skills of GAS students in General Santos City

National High School?

3. Is there a significant relationship between the level of social media usage and

social skills of GAS students in General Santos City National High School?

Findings

Based on the data collected and analyzed the following were the results and

findings of the study:

1. It appears that GAS students have a high level of engagement with social media

platforms with an overall mean of 3.62.

2. it appears that the social skills of GAS students in the study are moderately high,

as indicated by a weighted mean of 3.75.

 47

3. Based on the results it showed that there is a significant relationship between the

two variables with the P-value of 0.000106.

Conclusions

On the basis of the findings of the study, the following conclusions were

drawn:

1.Grade 12 GAS students mostly use social media on their daily life to interact and to

socialize with other people and to create a better relationship with them.

2.A moderately high level of social skills suggests that these students are able to

engage with others effectively in most situations, but may still face some challenges

or have areas for improvement.

3.As the results shows, it is revealed that social media usage affects the social skills

of GAS students positively and significantly.

Recommendations

Based on the findings of the study, the following recommendations were

presented.

1.Based on the results of the existing research, the GAS students should continue

using social media because it helps them create a good relationship with others, but

even though social media can be a helpful tool for students to develop their social

skills, it is important to use it in a responsible and mindful way, and to balance it with

other forms of social interaction.

2. GAS students should focus on further developing their skills by seeking out new

opportunities for growth and engagement. By practicing active listening, engaging in

leadership opportunities, attending networking events, seeking out diverse

perspectives, and giving back to the community, they can continue to build strong

social skills that will serve them well in all aspects of life.
 48

3.The results shown that social media usage affects the social skills of GAS students

positively. Therefore, they can continue using social media as a tool for personal and

professional growth. By connecting with others, practicing active listening, being

respectful and mindful, learning from others, and use social media to showcase their

skills and accomplishments, GAS students can make the most of this valuable

resource.
 iii
49

ACKNOWLEDGMENT

First of all the researchers would like to thank the almighty God for his

endearing grace, guidance and protection that he has bestowed upon us during this

research project.

The researchers would like to express their sincerely gratitude to their

teachers, Ma’am Lyn Xyrille S. Mallari for continuous support in their research for her

patience, motivation and immense knowledge. Her guidance helped our throughout

research and writing of our research.

To the members of the panel, Dr. Adonis Bayron and Sir Walter Acala, for their

constructive criticism, suggestions and recommendations to make this study better

and credible.

To the respondents, who were willing to give their full attention and gave their

best just to answer the questions.

To their parents, who have continuously support them financially to

accomplish this study and for their guidance, encouragements and inspiration to

them throughout their lives a very special thank you for parental presence and

constant guidance to them.

They would also like to thank you their fellow classmates and friends for

stimulating discussions for the sleepless night they were working together for

deadlines and for all the fun they have had for the months.