CBSUA-SIPOCOT 2024

ASSESSMENT ON SOCIAL MEDIA EXPOSURE AND ACADEMIC

PERFORMANCE OF CRIMINOLOGY STUDENTS

FERRER, LANIE M.

ORLANDA, MARC DOMINICK LANCE D.

NOVENO, WILMAN M.

An undergraduate thesis presented to the Faculty of the College of

Criminology of Central Bicol State University of Agriculture.
Sipocot, Camarines Sur

In Partial Fulfillment of the Requirements for the

Degree of
Bachelor of Science in Criminology

2024

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APPROVAL SHEET

The undergraduate thesis attached hereto, titled “ASSESSMENT ON SOCIAL

MEDIA EXPOSURE AND ACADEMIC PERFORMANCE OF CRIMINOLOGY
STUDENTS” prepared and submitted by, LANIE M. FERRER, MARC
DOMINICK LANCE D. ORLANDA, WILMAN M. NOVENO in partial fulfilment
of the requirements for the degree of Bachelor of Science in Criminology is
hereby accepted.

JOSEPH R. NAVARROZA
Chair, Advisory Committee

_________________
Date signed

REY A. AÑONUEVO CRISSA MEL S. BALETA

Member, Advisory Committee Member, Advisory Committee

_________________ _________________
Date signed Date signed

DOUGLAS ANGEL A. ARAGON II

Thesis Adviser

_________________
Date signed

Approved as partial fulfillment of the requirements for the Bachelor of Science

in Criminology.

DIONESIA R. BERAÑA, Ph.D.

Dean, College of Criminology

_________________
Date signed

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Research Author

Lanie M. Ferrer, 23 years old, was born on December 13, 2000. A

resident of Gaongan, Sipocot, Camarines Sur. She is a daughter of Mr. and

Mrs. Larry and Juvy Ferrer. She has five (5) sisters, and in order to have a son,

her father decided to adopt the child of his own nephew. She is currently a

fourth-year student at Central Bicol State University of Agriculture-Sipocot,

where she is taking up Bachelor of Science in Criminology. She completed her

primary education at Gaongan Elementary School in 2012. She pursued her

Junior and Senior High School at Sipocot National High School, where she took

up the Accountancy and Business Management (ABM) Strand.

Her life motto, "If you can dream it, you can do it," by Walt Disnesy,

keeps reminding her that nothing is impossible if you have the desire to achieve

what you want.

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Research Author

Marc Dominick Lance D. Orlanda, is currently 23 years of age. His

birthday is on July 10, 2000 and was born in the city of Naga. He is the eldest

son out of three siblings of Mr. Dominggo P. Orlanda Jr. and Mrs. Shiela D.

Orlanda. He lives in Barangay Sta.Lutgarda, Cabusao, Camarines Sur. He

began his academic year at Cabusao Central Elementary School and

graduated in the school year of 2012. He finished his secondary education in

Colegio Del Santisimo Rosario in Libmanan, Camarines Sur. He took General

Academic Strand in Senior High School. He graduated in the school year 2019.

He was formerly part of choir at the said school.

Now, he confidently takes up Bachelor of Science in Criminology as his

course because he wants to be a future law enforcer. His motto is “Do not be

afraid; do not be discouraged, for the Lord your God will be with you wherever

you go.” It means to go along with the circumstances he faced a lot of difficulties

during college life but he overcame it.

He is also a Reserved Training Officers Training Corps (ROTC)

Component of the National Service Training Program (NSTP) -April 4, 2021.

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Research Author

Wilman M. Noveno, 23 years old, was born on June 19, 2000 in

Gaongan, Sipocot, Camarines Sur. He resides in Sitio Malangog, Gaongan,

Sipocot, Camarines Sur and is the seventh child in his family, with three

brothers and seven sisters. His parents are Mr. Emmanuel R. Noveno and Mrs.

Susan M. Noveno. He completed his primary education at Gaongan Elementary

School in 2012. He continued his educational journey at Alternative Learning

System (ALS). Motivated by his passion for criminology, he is determined to

obtain a Bachelor's degree in the field. He is currently enrolled at Central Bicol

State University of Agriculture - Sipocot Campus, working towards his degree

in Criminology, which he expects to complete in 2024. His unwavering drive

and dedication to his studies have been evident throughout his academic

journey. With his strong academic foundation, coupled with his passion for

criminology, he is on track to achieve his goals and become a valuable asset in

his chosen field. His determination and commitment will undoubtedly pave the

way for a successful and fulfilling career in the future. He is also a Reserved

Training Officers Training Corps (ROTC) Component of the National Service

Training Program (NSTP) -April 4, 2021.

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ACKNOWLEDGEMENT

We, the researchers, would like to extend our sincerest appreciation and

profound gratitude to the following people who shared their time, assistance,

and effort in achieving the study:

Prof. Rowel C. Castuera, our Campus Administrator for letting us carry

out this research work and for his encouragement and assistance during the

process.

Dionesia R. Beraña Ph.D., for her unwavering support, kindness,

patience, wisdom, advice, and encouragement from the beginning to the end

of our study.

Prof. Douglas Angel A. Aragon II, our research instructor, who serves

as our supervisor and advisor and is always available to offer us help, guide,

and ideas;

Prof. Joseph R. Navarroza, Crissa Mel S. Baleta, and Rey A.

Añonuevo our panel committee, for their insights and recommendations that

have improved the suitability and relevance of this study;

Our respondents – Criminology Students for their cooperation and

understanding, for giving us time, trust and for helping us conduct this study.

Our parents, families, friends and Almighty God, for their financial

and moral support, which has given us the knowledge and fortitude to achieve

our goals.

The Researchers

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ABSTRACT

Ferrer L., Orlanda M., Noveno W., (2024 ASSESSMENT ON SOCIAL MEDIA
EXPOSURE ON ACADEMIC PERFORMANCE OF CRIMINOLOGY
STUDENTS, Central Bicol State University of Agriculture-Sipocot.

Douglas Angel A. Aragon II

Research Adviser

Keywords: Social media, Exposure, Academic Performance

This study attempted to assess the effect of social media exposure to the academic
performance of Criminology students during school year 2022-2023. It specifically
sought to address the following issues: (1) determine the academic performance of the
respondents based from their general weighted average grade for the school year
2022-2023; (2) determine the perceived effect of social media exposure to the
academic performance of Criminology students in terms of cognitive, affective, and
psychomotor domain; and (3) correlate the significant relationship between the
perceived effect and academic performance of Criminology students. Moreover, this
study used a quantitative non-experimental research design thru documentary,
descriptive, and correlational methods. The data regarding their academic
performance was collected from the registrar’s office of CBSUA with the permission of
the students. Furthermore, data in terms of effect of social media was collected and
formulated using a researcher-made survey questionnaire that includes relevant
indicators based on the study’s objectives. This study’s respondents included fifty (50)
first-year, fifty (50) second-year and fifty (50) third-year students which were
determined using purposive sampling technique. Furthermore, to analyse the data,
frequency count, weighted mean, ranking techniques, and Pearson Product Moment
Correlation (PPMC) were used. Data shows that the academic performance of the
respondents based on their general weighted average grade for the school year 2022-
2023 was 2.30 showing a satisfactory rating. For the perceived effect of social media
exposure to the academic performance of Criminology students, it was determined
that: (1) respondents agreed that social media exposure was affecting their cognitive
domain (WM; 2.93); similarly, respondents also agreed that it also affects their
psychomotor domain (WM; 3.03); and lastly, respondents also shows agreement that
social media exposure affect their affective domain (WM; 3.01). However, analysis of
data shows that there is no significant relationship between the social media exposure
and the academic performance of the respondents. In line with this, even though that
there is no significant relationship between the social media exposure and the
academic performance of the students, it still shows some effect for some. Therefore,
it is recommended that students limit their time spent in social media. For teachers, it
is necessary to include discussion about the disadvantages of social media when it
comes to their time management, which may be resulted to poor academic
performance.

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TABLE OF CONTENT
Page
Cover Page.................................................................................. i
Approval Sheet ............................................................................ ii
Research Author .......................................................................... iii
Acknowledgment ......................................................................... vi
Abstract ....................................................................................... vii
Table of Content .......................................................................... viii
List of Figure……………………………………………………….…. xii
List of Table ……………………………………………………….…. xii
English Editing Certification………………………………………… xv

CHAPTER 1 Page
I. INTRODUCTION

Introduction ................................................................. 1

Statement of the Problem............................................ 3

Objective of the Study ................................................. 3

Significance of the Study ............................................. 5

Scope and Limitations of the Study ............................. 5

Theoretical Framework ............................................... 7

Conceptual Framework ............................................... 11

Definition of Terms ...................................................... 12

CHAPTER 2

II. METHODOLOGY

Research Design ......................................................... 15

Research Method ........................................................ 15

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Data Gathering Procedures......................................... 17

Statistical Treatment of Data…………………………….17

CHAPTER 3

III. RESULTS AND DISCUSSION

Table 2. Academic performance of the

respondent based from their general
weighted average grade for the school
year 2022-2023.……………….…… ….….. ……………19

Table 3. Perceived effect of social media

exposure to the academic performance of
Criminology students in terms of cognitive
domain ……………………………………… ……………22

Table 4. Perceived effect of social media

exposure to the academic performance of
Criminology students in terms of
psychomotor domain………………………. ……………25

Table 5. Perceived effect of social media

exposure to the academic performance of
Criminology students in terms of affect
domain………………………………………. ……………28

Table 6. Summary table for the perceived

effect of social media exposure to the
academic performance of Criminology
students……………………………………... ……………30

Table 7. Relationship between the

perceived effect and academic
performance of Criminology
students……………………………………... ……………32

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CHAPTER 4

IV. SUMMARY, FINDING, CONCLUSION AND

RECOMMENDATION

Summary ........................................................................... 34

Problem no. 1……………………………………………….....35

Finding ....................................................................... 35

Conclusion .................................................................. 35

Recommendation ........................................................ 36

Problem no.2 ..................................................................... 36

Finding ........................................................................ 37

Conclusion .................................................................. 38

Recommendation ........................................................ 39

Problem no. 3 .................................................................... 41

Finding ........................................................................ 41

Conclusion .................................................................. 41

Recommendation ........................................................ 42

BIBLIOGRAPHY………………………………………………44

APPENDICES…………………………………………………50

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LIST OF FIGURES

Figure Description Page

1 Theoretical Paradigm 7

2 Conceptual Paradigm 11

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LIST OF TABLES

Table Description Page

1 Distribution of Respondents 16

Academic performance of the respondent based from

2 their general weighted average grade for the school 19
year 2022-2023

Perceived effect of social media exposure to the

3 academic performance of Criminology students in 22
terms of cognitive domain

Perceived effect of social media exposure to the

4 academic performance of Criminology students in 25
terms of psychomotor domain

Perceived effect of social media exposure to the

5 academic performance of Criminology students in 28
terms of affect domain

Summary table for the perceived effect of social media

6 exposure to the academic performance of Criminology 30
students

7 Relationship between the perceived effect and

academic performance of Criminology students 32

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English Editing Certification

This is to certify that I have thoroughly edited this thesis manuscript

entitled ASSESSMENT ON SOCIAL MEDIA EXPOSURE AND ACADEMIC
PERFORMANCE OF CRIMINOLOGY STUDENTS

Prepared by:

LANIE M. FERRER

MARC DOMINICK LANCE D. ORLANDA

WILMAN M. NOVENO

And have given my suggestions as to grammatical corrections.

Arman V. Ludana
SHS- T1

Date:

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CHAPTER I

INTRODUCTION

The widespread use of social media has dramatically transformed the

way people communicate, exchange information, and consume content

worldwide. In today's society, social media has become an essential tool for

individuals and institutions, including students and higher education

institutions. Social media platforms such as Facebook, Twitter, Instagram, and

LinkedIn have become an integral part of students' lives inside and outside

the classroom. Social media exposure refers to the amount of time students

spend interacting with social media platforms. Social media exposure can

have significant effects on students' academic performance, which is a critical

aspect of their education.

Academic performance is a measure of how well students achieve their

educational goals or objectives. Academic performance is typically quantified

through grades, test scores, and other performance metrics related to

academic achievement. Academic performance is a crucial aspect of

students' educational experience, as it can help determine their future career

prospects (Kirschner & Karpinski, 2014).

The legal basis for the study on the relation between social media

exposure and academic performance in law enforcement administration is

grounded in the Philippine laws. The Commission on Higher Education

(CHED) formulated its policies and guidelines on social media usage for

higher education institutions. CHED stated that social media should be used

to enhance education, research, and training and that institutions must

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monitor and regulate the use of social media to avoid negative consequences

on campus (CMO, no. 18, 2017).

According to a report by We Are Social and Hootsuite, social media

usage in the Philippines reached over 72 million users in 2021, making it the

country with the highest social media penetration rate globally. The report

shows that Filipino internet users spend an average of four hours and ten

minutes on social media per day (Hootsuite, 2021).

Research has shown that excessive use of social media can negatively

impact students' academic performance. Students who spend more time on

social media may experience a decline in their academic performance due to

academic procrastination, decreased productivity, and poor time management

skills. Additionally, social media may impact students' self-esteem, which can

lead to anxiety, stress, and depression, all of which can negatively affect

academic performance (Calvert, et al, 2016).

The researchers' motivation in conducting the study is to understand

the relationship between social media exposure and academic performance

in law enforcement administration and to identify the factors that influence

students' social media usage. The study aims to provide insights into the

implications of social media exposure on academic performance and offer

recommendations for regulating social media usage in higher education

institutions to promote academic excellence and student well-being.

In conclusion, social media exposure and academic performance are

both critical aspects of students' educational experiences. The study on the

relationship between social media exposure and academic performance in

law enforcement administration can provide valuable insights and

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recommendations for higher education institutions to regulate social media

usage and promote academic excellence and student well-being. Through

this study, educational institutions and policymakers can better understand

the effects of social media on academic performance and develop strategies

to help students make the most of their social media use without negatively

impacting their academic performance.

Statement of the problem

This research aimed to assess the effect of social media exposure to

the academic performance of the criminology students. Specifically, this study

sought to answer the following questions:

1. What is the academic performance of the respondent based from their

general weighted average grade for the school year 2022-2023?

2. What is the perceived effect of social media exposure to the academic

performance of Criminology students in terms of:

a. Cognitive;

b. Affective; and

c. Psychomotor.

3. Is there a significant relationship between the perceived effect and

academic performance of Criminology students?

Objectives of the study

In response to the statements of the problem, the researchers were

guided by the following objectives:

1. To determine the academic performance of the respondent based from

their general weighted average grade for the school year 2022-2023.

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2. To determine the perceived effect of social media exposure to the

academic performance of Criminology students in terms of: cognitive,

affective, and psychomotor.

3. To correlate the significant relationship between the perceived effect

and academic performance of Criminology students.

Assumption of the Study

Based on the statements of the problem, this study has the following

assumptions:

1. The academic performance of the respondents based from the general

weighted average grade for school year 2022-2023 varies.

2. The perceived effect of social media exposure to the academic

performance of Criminology students in terms of cognitive, affective,

and psychomotor varies among respondents.

Hypothesis of the Study

Based on the statements of the problem, this study has the following

hypothesis:

There is no significant relationship between the perceived effect and

academic performance of Criminology students.

Scope and limitation of the Study

The scope of this study was confined to assessing the social media

exposure and its effects to the students’ academic performance. Only the

general weighted average of the respondents' academic performance for the

academic year 2022–2023 was used in this study. Since the majority of the

competencies on which the students' academic performance were based, fell

in these three categories, this study solely focused on the cognitive,

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emotional, and psychomotor domains when assessing the perceived impact

of social media exposure on the performance of criminology students. In

terms of the respondents, this study focused only on the first, second, and

third-year students. Furthermore, this study was conducted in the Central

Bicol State University of Agriculture – Sipocot Campus since it offers

Criminology course and where the respondents’ records are accessible.

In terms of the academic performance of the students, other school

year was excluded in this study. Moreover, other basis for academic

performance was excluded since it is defined that learnings fall only in these

three domains—cognitive, affective, and psychomotor. In terms of the

respondents, fourth year students were excluded due to their tight schedule

because of their internship program. Lastly, other universities were excluded

in this study due to the time limitation to conduct this study and the availability

of the respondents and their records.

Significance of the Study

The research study titled "Social Media Exposure: Its relation to

Students' Academic Performance in Law Enforcement Administration" holds

significant importance in today's digital age. The study delved into the impact

of social media usage on students' academic performance, specifically in the

field of law enforcement administration. This study was expected to benefit

the following entity:

School administrators. This study could benefit school administrators

in a way that the results of this study can be used to assess the effectiveness

of their social media policies and guidelines, helping them make data-driven

decisions. Moreover, they can also allocate resources more effectively by

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understanding how social media might impact student performance and well-

being. Lastly, based on the results of this study, administrators can develop or

update policies regarding social media use within the school to improve

academic outcomes.

College of Criminology (COC). The COC can use the research findings to

tailor their curriculum, incorporating relevant topics or skills related to social

media usage in Criminology.

Faculty. The research provides a deeper understanding of how social media

exposure influences academic performance. The College of Criminology

faculty can use this study's findings to adjust their teaching methods and

curriculum to integrate interdisciplinary skills, courses, and strategies.

Students. The findings of the study would raise awareness among

criminology students regarding the negative consequences of excessive

social media use on their academic performance. It would also serve as a

guide for students on how to balance their online and offline activities to

achieve better academic results.

Parents. The study would help parents understand the potential effects of

social media on their children's academic progress. They would be more

aware of their children's social media usage patterns and how to limit them

during study periods.

Future researchers. Lastly, this study can inspire other researchers to

undertake similar research designs, provide guidance on developing their

research frameworks, and encourage collaborations in interdisciplinary

research.

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Theoretical Framework

This study supports the three (3) theories in this study that is related to

the research topic entitled “Social Media Exposure: Its Relation to Students’

Academic Performance in Law Enforcement Administration” such as follows:

Taxonomy of Learning (Benjamin Bloom, 1956). Bloom's Taxonomy

categorizes educational objectives and learning into three domains:

Cognitive, Affective, and Psychomotor. The cognitive domain focuses on

intellectual and mental skills like knowledge, comprehension, and critical

thinking. The affective domain deals with emotions, attitudes, and values,

encompassing areas such as motivation, empathy, and ethics. The

psychomotor domain pertains to physical skills and motor functions, including

tasks like hand-eye coordination and manual

Taxonomy of
Learning
(Benjamin
Bloom, 1956)

EFFECT OF SOCIAL
MEDIA EXPOSURE TO
THE ACADEMIC
PERFORMANCE OF
CRIMINOLOGY
STUDENTS, SY 2022-
2023 Digital
Social
Disruption
Learning
Theory Theory
(Albert Bandura, (Christensen,
1985) 2018)

Figure 1. Theoretical Paradigm

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dexterity. The taxonomy is often used to guide the development of learning

objectives and assessments in education.

This study utilized Bloom's Taxonomy to design research questions

and assessments that evaluate the cognitive impact of social media exposure

on criminology students. For example, it can investigate whether increased

social media use affects students' knowledge acquisition, critical thinking

abilities, and problem-solving skills related to the criminology subject. The

cognitive domain allows for the examination of intellectual processes and

knowledge retention. Furthermore, this study explored the affective domain

by assessing how social media exposure influences students' attitudes and

beliefs about their academic performance. It investigates changes in students'

motivation, self-confidence, and emotional responses in relation to their

academic work. This is especially relevant when studying the emotional

impact of social media on students' self-efficacy and their perceived ability to

excel in criminology. While Bloom's Taxonomy is primarily focused on

cognitive and affective domains, it may not be directly applicable to the

psychomotor domain, which involves physical skills. However, if the research

involves aspects of criminology education that require hands-on skills, it can

indirectly assess the psychomotor impact by examining any practical

coursework or lab exercises that might be affected by students' social media

exposure.

The Digital Disruption Theory (Clayton Christensen, et al, 2018).

This theory suggests that the advancement and proliferation of digital

technologies disrupt traditional institutions and practices. In terms of

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education, social media may disrupt the traditional learning experience by

presenting a constant distraction from academic pursuits. This can lead to a

decrease in focus and attention and ultimately result in poorer academic

performances.

The Digital Disruption Theory was used to investigate the effect of

social media exposure of criminology students on their academic

performance. This theory argues that new technologies can disrupt traditional

ways of doing things, leading to changes in how people behave and think.

The study can use this theory to consider how social media exposure affects

students' academic reading habits,

attention span, and study patterns.

Social Learning Theory (Albert Bandura, 1960) Albert Bandura's

Social Learning Theory emphasizes the importance of social modeling and

observational learning in the cognitive and affective domains. This theory

suggests that individuals learn by observing others and their behaviors, and

this learning can influence both cognitive processes (knowledge acquisition,

problem-solving) and affective aspects (emotions, attitudes, and beliefs).

Bandura's concept of self-efficacy, which is one's belief in their ability to

succeed, is closely tied to the affective domain, as it influences a person's

motivation and emotional response to tasks. This theory underscores the

interconnectedness of cognitive and affective processes in learning.

Bandura's theory is highly relevant to this research because it focuses

on how individuals learn from observing others and the impact of social

modeling on cognitive and affective processes. The study investigated how

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criminology students' cognitive development (e.g., knowledge acquisition and

problem-solving) and affective aspects (e.g., motivation and self-efficacy)

were influenced by the behaviors and experiences they encountered on social

media platforms. For example, it can explore whether students' beliefs about

their academic abilities are shaped by the achievements and behaviors of

others in their social media networks.

Conceptual Framework

Figure 2 shows the conceptual framework of the study. It follows the

Input-Process-Output or the IPO model to show the flow of the process of

conducting the study.

Input. The input of this study contains the academic performance of

the respondents based from their general weighted average grade for the

school year 2022-2023 and the perceived effect of social media exposure to

the academic performance of Criminology students in terms of cognitive,

affective, and psychomotor.

Process. The process that this study included are the following;

crafting and validating survey questionnaires, data gathering, analysis of data,

and interpretation of data.

Output. The outcome of this study is the assessment to the effects of

social media exposure to the academic performance of criminology students.

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ASSESSMENT ON SOCIAL MEDIA EXPOSURE ON ACADEMIC

PERFORMANCE OF CRIMINOLOGY STUDENTS

INPUT PROCESS OUTPUT

1. Academic I. Preparation,
performance of the validation,
respondent. administration,
and retrieval of
survey Assessment to the
2. Perceived effect of
questionnaire. effects of social
social media media exposure to
exposure to the II. Documentary
the academic
academic analysis
performance of
performance of III. Statistical criminology students
Criminology students treatment,
in terms of cognitive, analysis,
affective, and interpretation, of
psychomotor. data.

Feedback

Figure 2. Conceptual Paradigm

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Definition of Terms

To clarify the terms in this study, here are the further explanations

presented through conceptual and operational definitions.

Perceived effects. It is defined as the creation of sense data by

categorization. This means that human beings tend to view objects as

examples of larger concepts rather than as a unique object in itself

(Chron Contributor, 2021). In this study, it refers to the subjective

beliefs and judgments of Criminology students regarding how their use

of social media platforms influences their academic performance. This

includes their opinions on whether social media has a positive,

negative, or neutral impact on their studies and educational outcomes.

Social Media Exposure. The amount of time a person spends on

social networking sites and the frequency of their engagement in

activities like posting, sharing, commenting, and reacting (Lee & Kwon,

2016). In this study, social media usage refers to the extent and

frequency of engagement that Criminology students have with various

social media platforms. This encompasses activities such as posting,

viewing, sharing, and interacting with content on social media, as well

as the time spent on these platforms.

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Academic Performance. The level of achievement or success that a

student attains in their educational pursuits, typically measured through

academic grading systems based on assessment of learning outcomes

(Imran, et al, 2018). In this study, the term academic performance

denotes the measurable outcomes and achievements of Criminology

students in their educational pursuits. It includes the overall completion

in the current semester in the subject Law Enforcement Administration

in a form of GPA.

Cognitive. The cognitive domain aims to develop the mental skills and

the acquisition of knowledge of the individual. The cognitive domain

encompasses of six categories which include knowledge;

comprehension; application; analysis; synthesis; and evaluation

(London School of Management Education, 2023). In this study the

cognitive domain pertains to the mental or intellectual aspect of

learning and encompasses activities such as understanding,

knowledge acquisition, comprehension, and critical thinking.

Additionally, the cognitive would refer to the cognitive skills and

processes employed by Criminology students in their academic

pursuits, which can be influenced by their social media exposure

Affective. The affective domain includes the feelings, emotions and

attitudes of the individual. The categories of affective domain include

receiving phenomena; responding to phenomena; valuing;

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organization; and characterization (London School of Management

Education, 2023). In this study, it relates to emotions, attitudes, and

values. In the context of the research, the affective domain would

encompass the emotional and attitudinal aspects of Criminology

students' experiences, including their feelings and beliefs associated

with social media use and its connection to their academic

performance.

Psychomotor. The psychomotor domain includes utilizing motor skills

and the ability to coordinate them. The sub domains of psychomotor

include perception; set; guided response; mechanism; complex overt

response; adaptation; and origination (London School of Management

Education, 2023). In this study, psychomotor deals with physical skills

and motor functions. While it may not be the primary focus of this

research, in the context of Criminology students, the psychomotor

domain could refer to any physical activities or skills relevant to their

academic coursework, where social media exposure might have an

impact.

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CHAPTER II

METHODOLOGY

In order to find a solution to the challenges at hand, the research

methodology is covered in this chapter. It comprises the research design, the

study setting, the respondents, the research instrument, validation, the data

gathering procedure, and the statistical tools/treatments.

Research Design

In this study, quantitative non-experimental research design thru

documentary, descriptive, and correlational method of research were applied.

The documentary method was applied to determine the academic

performance of the respondents based from their general weighted average

grade for the school year 2022-2023. Furthermore, the descriptive method

was used to identify the perceived effect of social media exposure to the

academic performance of Criminology students in terms of cognitive,

affective, and psychomotor. Lastly, the correlational method was used to

correlate the relationship between the academic performance to the perceived

effect of social media usage.

Research Method

The research was conducted at the Central Bicol State University of

Agriculture – Sipocot Campus which is situated in Impig, Sipocot, Camarines

Sur. Currently, it is in the stewardship of Odelio C. Macinas as the Campus

Administrator. Furthermore, the Central Bicol State University of Agriculture –

Sipocot Campus has the following colleges: College of Education; College of

Information Technology; College of Industrial Technology; and College of

Criminology.

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This research was conducted in order to determine the relationship of

social media exposure to the academic performance of the Criminology

students in Law Enforcement Administration. The researchers selected 150

students composed of 50 students from 1st year, 50 students from 2nd year,

and 50 students from 3rd year. Furthermore, the respondents were identified

using purposive sampling technique.

Table 1. Distribution of respondents

Year level Frequency Percent (%)
First year 50 33.33
Second year 50 33.33
Third year 50 33.33
Total 150 100

To determine the academic performance, the researchers requested

for the related documents from the University Registrar. For the perceived

effect, a survey questionnaire designed expressly for this study was used. It

was likewise divided into two (2) halves. A one-page communication letter for

respondents was appended before the survey questionnaire, identifying them

as respondents and requesting their voluntary participation. The

communication letter also highlighted the confidentiality of the survey data.

The respondents' names were optional, as is the group to which they

belonged (1st year, 2nd year, or 3rd year Criminology students). In addition, the

researchers provided 10 indicators each for the perceived effect of social

media in terms of cognitive, affective, and psychomotor (categorized as

strongly agree, agree, disagree, and strongly disagree).

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For content validation, the instrument was submitted to the panels,

subject teachers in Law Enforcement Administration, and to the statistician.

The survey questionnaire was modified and improved based on the

suggestions and recommendations of the mentioned entities. The revised

questionnaire was then sent to the research adviser for final review before

administering it to the respondents.

Data gathering procedure

The researchers’ first task was to prepare a survey questionnaire that

addresses the statement of the problem. Next was to submit the survey

questionnaire to the panels, subject teachers in Law Enforcement

Administration, and to the statistician for validation. The questionnaire was

then administered to the respondents and retrieved on the same day it was

administered. The data for academic performance were requested from the

Registrar. Afterwards, tests were performed. The results were then analyzed

and interpreted.

Statistical Treatment

The data gathered were statistically treated with weighted mean,

percentage technique, and person product moment correlation.

Frequency Count and percentage technique. This statistical

treatment was used to determine to analyze and interpret the academic

performance of the respondents.

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Weighted Mean and ranking technique were used to determine the

extent of social media exposure of the students in terms of communication,

study, and entertainment and also its effect to the respondents’ academic

performance.

Pearson Product Moment Correlation was used to determine the

significant relationship of the social media exposure to the academic

performance of the respondents in Law Enforcement Administration.

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CHAPTER III
RESULT AND DISCUSSION

This chapter presents the results, discusses the findings, and provides

an in-depth analysis and interpretation of the data collected on the effect of

social media exposure to the academic performance of Criminology students.

Academic performance of the respondent based from their general

weighted average grade for the school year 2022-2023
The term academic performance denotes the measurable outcomes

and achievements of Criminology students in their educational pursuits. It

includes the overall completion in the current semester in the subject Law

Enforcement Administration in a form of GPA.

Table 2. Academic performance of the respondent based from their

general weighted average grade for the school year 2022-2023

Scale Frequency Percentage (%) Interpretation

1.25 - 1.5 1 0.67 Highly Outstanding

1.6 – 1.8 7 4.67 outstanding
1.9 – 2.0 15 10.00 Very Satisfactory
2.1 – 2.2 42 28.00 Very Good
2.25 – 2.4 45 30.00 Satisfactory
2.5-2.7 36 24.00 Good
2.8-2.9 2 1.33 Fair
3.0 2 1.33 Passing
Total 150 100
Average
Interpretation
Performance
2.30 Satisfactory

Table 2 presents the academic performance of the respondent based

on their general weighted average grade for the school year 2022-2023.

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Data reveals that out of 150 respondents 1 (0.67%) of them has a

performance of highly outstanding (1.25-1.00), 7(4.67%) of them have a

performance of outstanding (1.6-1.8), 15(10%) of them have a performance

of very satisfactory (1.9-2.0), 42(28%) of them have a very good performance

(2.1-2.2), 45(30%) of them have a performance of satisfactory (2.25-2.4),

36(24%) of them have a good performance (2.5-2.7), 2(1.33%) of them have

a fair performance (2.8-2.9). and 2 (1.33%) of them have a performance of

passing (3.0). The average performance of the respondents resulted to 2.30

which is interpreted as satisfactory.

The data showed a concerning trend in terms of the respondents’

academic performance. Furthermore, most of the respondents fell within the

"satisfactory" range or below, which indicates potential systemic issues within

the educational system. This may be due to the inadequate teaching

methodologies, lack of support for struggling students, and socio-economic

disparities. Failure to address these issues could lead to low competitiveness,

reduced opportunities, challenging societal development, economic

implications, and perpetuation of social marginalization. To address these

mentioned consequences, comprehensive educational reforms, targeted

interventions, equitable resource allocation, and addressing socio-economic

disparities are crucial to fostering academic excellence and ensuring a more

prosperous future for all.

The findings of the current study, which revealed concerning trends in

academic performance and highlight potential systemic issues within the

educational system, aligned closely with the recommendations proposed by

Barreda (2022) for the College of Criminology. Both studies emphasized the

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need for comprehensive reforms to address inadequacies in teaching

methodologies, provide support for struggling students, and mitigate socio-

economic disparities. The recommendations put forth by Barreda (2022), such

as strengthening retention and admission policies, revising curriculum

offerings, and enhancing teacher professional development, directly

responded to the implications drawn from the current study's findings.

Additionally, both studies underscored the importance of collaboration

between administrators, faculty members, and relevant stakeholders to

realign curricula, improve instructional strategies, and ensured that students

are adequately prepared for success in their academic and professional

endeavors. By integrating the insights from both studies, educational

institutions could develop more effective strategies for fostering academic

excellence and promoting equitable opportunities for all students.

Perceived effect of social media exposure to the academic

performance of Criminology students in terms of cognitive, affective,
and psychomotor
The research delves into the social media habits of Criminology

students, including their posting, viewing, and interaction patterns, and how

these behaviors correlate with academic performance across cognitive,

psychomotor, and affective domains. In the cognitive realm, it examined

students' comprehension, critical thinking, and knowledge acquisition

influenced by social media exposure. The psychomotor aspect considered

any physical skills relevant to their coursework affected by social media

engagement. Lastly, the affective domain explored the emotional and

attitudinal dimensions of students' experiences, including their sentiments and

beliefs regarding social media's impact on academic success.

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Table 3. Perceived effect of social media exposure to the academic

performance of Criminology students in terms of cognitive domain
Weighted
Indicators Rank Inter.
Mean (WM)
1. The use of social media facilitated practical application of my
3.01 3 Agree
theoretical knowledge.
2. Through assignments, I engaged in higher levels of cognitive
skills such as analysis, application, evaluation, and creating.
2.88 10 Agree
For example, an assignment in creating video presentation
as the final product.
3. Social media provide platform for collaboration,
communication, and interaction among my classmates. This
2.91 8 Agree
engagement contributed to a deeper understanding of the
subject matter which enhanced my learning experience.
4. I appreciated the convenience and flexibility offered by the
different social media which allows me to work on
assignments at my preferred time and place. This flexibility 3.01 4 Agree
positively impacted my conceptual understanding and
involvement in the learning process.
5. Social media platforms facilitated knowledge sharing among
my classmates. Viewing peer activities and connecting with
my friends provided us multiple perspectives, helping me and 2.89 9 Agree
my classmates identify our mistakes, improve our
understanding, and build us confidence.
6. I face technological challenges and limited access to my
social media accounts due to the slow internet connection.
Because I am dependent in my social media accounts for
3.08 2 Agree
making my assignments, it resulted to incomplete or inability
to pass my assignments on time, significantly affecting my
grades.
7. Over usage of social media leads to procrastination and
rushed submissions. This resulted to the decline in the
2.95 7 Agree
quality of work and a lack of thorough preparation for
assessments, adversely affecting academic performance.
8. I only use my social media accounts for entertainment. This
results in missing out on valuable study resources and
2.97 5 Agree
discussions. This limited exposure resulted to my lack of
diverse perspective in my study, thus affecting my grades.
9. I was too reliant on social media which resulted to spending
more time on technical setup (looking for a summarized
lesson which can easily memorized) rather than focused 2.97 6 Agree
studying. This dependency disrupts my study schedule and
affect the overall preparedness for assessments.
10. The cumulative effect of technological challenges, privacy
concerns, and reservations about social media use
contributed to my shift of study habits. I tend to navigate
3.15 1 Agree
these challenges (looking for a more reliable site) than
engaging in focused, effective study habits (relying in books
only), which resulted to a negative impact to my grades.
Overall Mean (OM) 2.93 -- Agree
Legend
3. 26 – 4.00– Strongly Agree
2.51 – 3.25 - Agree
1.76 – 2.50 - Disagree
1.00 – 1.75 - Strongly Disagree

Table 3 presents the perceived effect of social media exposure to the

academic performance of Criminology students in terms of cognitive domain.

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Data revealed that the top three statement indicators are: the cumulative

effect of technological challenges, privacy concerns, and reservations about

social media use contributed to students shift of study habits, they tend to

navigate these challenges (looking for a more reliable site) than engaging in

focused, effective study habits (relying in books only), which resulted to a

negative impact to their grades (WM, 3.15), the students face technological

challenges and limited access to my social media accounts due to the slow

internet connection. Because they depend on their social media accounts for

making their assignments, it resulted to incomplete or inability to pass their

assignments on time, significantly affecting their grades. (WM, 3.08), and the

use of social media facilitated practical application of student’s theoretical

knowledge (WM,3.01) which are all interpreted as agree. On the other hand,

the bottom three statement indicators are: through assignments, students

engaged in higher levels of cognitive skills such as analysis, application,

evaluation, and creating. For example, an assignment in creating video

presentation as the final product (WM, 2.88), social media platforms facilitated

knowledge sharing among their classmates. Viewing peer activities and

connecting with my friends provided us multiple perspectives, helping them

and their classmates identify their mistakes, improve their understanding, and

build their confidence (WM, 2.89), and social media provide platform for

collaboration, communication, and interaction among their classmates. This

engagement contributed to a deeper understanding of the subject matter

which enhanced their learning experience (WM, 2.91) which are all interpreted

as agree. The overall mean for table resulted to 2.93, which is interpreted as

agree.

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The data showed that exposure in social media among Criminology

students has both positive and negative impacts on their performance in their

class in terms of their cognitive domain. Negative effects are technological

challenges, privacy issues, and dependency on social media for their school

works, resulting in a shift in study habits and decreased grades due to

incomplete or late submissions. Failure to address these issues may worsen

academic performance. However, social media also facilitates practical

application of theoretical knowledge, knowledge sharing among peers, and

collaboration, indicating potential benefits if leveraged effectively. To mitigate

negative consequences, educational institutions should address

technological challenges, promote responsible social media use, and

encourage a balanced approach to academic tasks.

According to Chen (2022) social media has negative psychological

effects on students. Such negative effects are depression, anxiety, and stress.

The similarities of both studies stressed the importance of having an

awareness about these negative effects among educators and students and

suggest implementing strategies such as counseling programs to mitigate

these negative effects. It was also highlighted the need of tailored approaches

considering individual differences and contextual factors.

Table 4 presents the perceived effect of social media exposure to the

academic performance of Criminology students in terms of psychomotor

domain. Data revealed that the top three statement indicators are: the

appreciation of the convenience and flexibility offered by the different social

media which allows the student to work on assignments at their preferred time

and place.

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Table 4. Perceived effect of social media exposure to the academic

performance of Criminology students in terms of psychomotor domain
Weighted
Indicators Rank Inter.
Mean (WM)
1. The use of social media facilitated practical application of my
2.95 8 Agree
theoretical knowledge.
2. Through assignments, I engaged in higher levels of cognitive
skills such as analysis, application, evaluation, and creating.
3.09 4 Agree
For example, an assignment in creating video presentation as
the final product.
3. Social media provide platform for collaboration,
communication, and interaction among my classmates. This
3.11 2 Agree
engagement contributed to a deeper understanding of the
subject matter which enhanced my learning experience.
4. I appreciated the convenience and flexibility offered by the
different social media which allows me to work on
assignments at my preferred time and place. This flexibility 3.21 1 Agree
positively impacted my conceptual understanding and
involvement in the learning process.
5. Social media platforms facilitated knowledge sharing among
my classmates. Viewing peer activities and connecting with
my friends provided us multiple perspectives, helping me and 2.93 9 Agree
my classmates identify our mistakes, improve our
understanding, and build us confidence.
6. I face technological challenges and limited access to my social
media accounts due to the slow internet connection. Because
I am dependent in my social media accounts for making my 3.05 5 Agree
assignments, it resulted to incomplete or inability to pass my
assignments on time, significantly affecting my grades.
7. Over usage of social media leads to procrastination and
rushed submissions. This resulted to the decline in the quality
2.97 7 Agree
of work and a lack of thorough preparation for assessments,
adversely affecting academic performance.
8. I only use my social media accounts for entertainment. This
results in missing out on valuable study resources and
3.09 3 Agree
discussions. This limited exposure resulted to my lack of
diverse perspective in my study, thus affecting my grades.
9. I was too reliant on the social media which resulted to
spending more time on technical setup (looking for a
summarized lesson which can easily memorized) rather than
2.89 10 Agree
focused studying. This dependency disrupts my study
schedule and affect the overall preparedness for
assessments.
10. The cumulative effect of technological challenges, privacy
concerns, and reservations about social media use
contributed to my shift of study habits. I tend to navigate these
2.99 6 Agree
challenges (looking for a more reliable site) than engaging in
focused, effective study habits (relying in books only), which
resulted to a negative impact to my grades.
Overall Mean (OM) 3.03 -- Agree
Legend
3. 26 – 4.00– Strongly Agree
2.51 – 3.25 - Agree
1.76 – 2.50 - Disagree
1.00 – 1.75 - Strongly Disagree

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This flexibility positively impacted the conceptual understanding and

involvement in the learning process (WM, 3.21), social media provide platform

for collaboration, communication, and interaction among the respondents’

classmates. This engagement contributed to a deeper understanding of the

subject matter which enhanced the learning experience of the students (WM,

3.11), and the respondents only use their social media accounts for

entertainment. These results are missing out on valuable study resources and

discussions. This limited exposure resulted to my lack of diverse perspective

in their study, thus affecting the students’ grades (WM, 3.09) which is

interpreted as agree. On the other hand, the bottom three statement

indicators are: the use of social media facilitated practical application of the

students’ theoretical knowledge (WM, 2.95), social media platforms facilitated

knowledge sharing among the respondents’ classmates. Viewing peer

activities and connecting with their friends provided us multiple perspectives,

helping them and my classmates identify their mistakes, improve our

understanding, and build us confidence (WM, 2.93), and social media provide

platform for collaboration, communication, and interaction among the

respondents’ classmates. This engagement contributed to a deeper

understanding of the subject matter which enhanced their learning experience

(WM, 2.89) which was interpreted as agree. The overall mean for table

resulted to 3.03, which is interpreted as agree.

The data on the perceived effect of social media exposure on

Criminology students' academic performance in terms of the psychomotor

domain suggests several important implications. Firstly, students highly

valued the convenience and flexibility offered by social media platforms for

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working on assignments, indicating that integrating these platforms into

academic tasks could enhance students' engagement and understanding of

course material. Secondly, the data highlighted the importance of social media

as a platform for collaboration, communication, and interaction among

classmates, which can deepen students' understanding of subject matter and

improve their learning experiences. However, the finding that some students

only use social media for entertainment suggests a potential risk of missing

out on valuable study resources and discussions, which could negatively

impact their grades. Overall, these findings underscore the need for educators

to recognize the potential benefits of integrating social media into academic

activities while also promoting responsible usage to mitigate any negative

consequences.

Furthermore, the data suggested that integrating social media

platforms into academic tasks could enhance engagement and understanding

of course material, while promoting responsible usage is crucial to mitigate

negative consequences. This aligns with the need identified by Anwar (2022)

to explore factors contributing to academic procrastination and the potential

for social media to address issues such as self-regulation failure and lack of

motivation. Additionally, while Chen's study highlighted the negative impact of

excessive social media use on academic achievement, it also proposed the

possibility of leveraging social media constructively for academic purposes.

Table 5 presents the perceived effect of social media exposure to the

academic performance of Criminology students in terms of affective domain.

Data revealed that the top three statements indicators are: social media does

not provide the students the same support as face-to-face interactions,

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Table 5. Perceived effect of social media exposure to the academic

performance of Criminology students in terms of affective domain

Weighted
Indicators Rank Inter.
Mean (WM)

1. I can easily connect with peers, educators, and experts

that fosters collaborative learning environment which 3.13 2 Agree
makes me interested in subject/lesson I am studying.
2. I join social media platforms that may facilitate group
discussions, knowledge sharing, and collaborative
3.07 4 Agree
projects which significantly help me appreciate the
lesson more.
3. Through social media, I can access a wide range of
educational content such as articles, videos, and 2.88 10 Agree
discussion, contributing to my experiential learning.
4. Interactive and visually appealing educational content on
social media platforms captured my attention which 2.95 6 Agree
significantly boost my motivation to learn.
5. Social media provides platforms for students such as
myself to express my opinions, creativity, and ideas 2.95 8 Agree
which promotes self-expression and individuality.
6. Excessive use of social media contributes to my stress
level, anxiety, and depression, affecting my motivation to 3.12 3 Agree
learn my lessons.
7. Constant social media notifications distracts me from my
academic tasks, which makes me lose concentration to 2.95 8 Agree
my lesson.
8. Because of my excess social media exposure, I am
prone in comparing myself to my classmates, leading to
2.95 8 Agree
self-esteem issues and unrealistic expectations,
especially in test scores and subject grades.
9. Social media does not provide me the same support as
face-to-face interactions, potentially leaving me feel
3.14 1 Agree
isolated and makes me unmotivated to learn with no
appreciation of the practical use of my current lesson.
10. Excess social media makes me less interested in the
subject I was studying. 3.01 5 Agree

Overall Mean (OM) 3.01 -- Agree

Legend
3. 26 – 4.00– Strongly Agree
2.51 – 3.25 - Agree
1.76 – 2.50 - Disagree
1.00 – 1.75 - Strongly Disagree

potentially leaving them feel isolated and makes them unmotivated to learn

with no appreciation of the practical use of their current lesson (WM, 3.14),

that the respondents can easily connect with peers, educators, and experts

that fosters collaborative learning environment which makes the respondents

interested in subject/lesson they are studying (WM, 3.13), and that the use of

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social media contributes to my stress level, anxiety, and depression, affecting

the respondents’ motivation to learn their lessons (WM, 3.12). On the other

hand, the bottom four statement indicators are: that social media provides

platforms for students to express their opinions, creativity, and ideas which

promotes self-expression and individuality, the constant social media

notifications distracts the respondents from their academic tasks, which

makes me lose concentration to their lesson, and because of the respondents’

excess social media exposure, they are prone in comparing themselves to

their classmates, leading to self-esteem issues and unrealistic expectations,

especially in test scores and subject grades. (WM, 2.95) which are all

interpreted as agree and through social media, the respondents can access

a wide range of educational content such as articles, videos, and discussion,

contributing to their experiential learning. (WM, 2.88) which is interpreted as

agree. The overall mean for table resulted to 3.01, which is interpreted as

agree.

Data suggests that the perceived effect of social media exposure on

Criminology students' academic performance in terms of the affective domain

suggests that educators should prioritize fostering a collaborative learning

environment through social media platforms. This finding underscored the

importance of facilitating connections among students, educators, and

experts to enhance engagement and interest in subjects or lessons. By

leveraging social media to encourage collaboration and interaction, educators

can potentially mitigate feelings of isolation and lack of motivation among

students, ultimately promoting a more positive learning experience.

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This implication highlighted the need for educators to recognize the

value of social media as a tool for fostering collaborative learning and actively

integrate it into academic activities to enhance students' academic

performance in the affective domain.

Table 6. Summary table for the perceived effect of social media exposure
to the academic performance of Criminology students
Domain Mean Rank Interpretation
(WM)
Cognitive 2.93 3 Agree
Psychomotor 3.03 1 Agree
Affective 3.01 2 Agree
Grand Mean 2.99 Agree

Table 6 presents the summary table for the perceived effect of social

media exposure to the academic performance of Criminology students. As

shown in the table, the grand mean for the effect of social media exposure to

the academic performance of the respondents in the three domains resulted

to 2.99 (Agree), 3.03 (Agree) for cognitive domain, 3.01 (Agree) for affective

domain, and 2.93 (Agree) for psychomotor domain.

The data outline the perceived effect of social media exposure on the

academic performance of Criminology students, is noteworthy. The grand

mean scores across the three domains—cognitive, affective, and

psychomotor—suggest a general agreement among respondents regarding

the impact of social media on their academic performance. Data also indicate

that students perceive social media exposure as having a moderately positive

influence on their cognitive and affective domains, with a slightly lower but still

agreeable impact on the psychomotor domain. This underscores the need for

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educators and institutions to recognize the significance of social media

in students' academic lives and to strategize accordingly to harness its

potential while mitigating any negative effects it may entail.

The data aligns with the findings of Sharma (2022) on the impact of

social media on students' academic performance based on personality traits.

Both studies emphasize the need for educators and institutions to recognize

the significance of social media in students' academic lives.

While Sharma's study focused on the influence of personality traits like

extraversion and introversion on the impact of social media, the current study

highlights the overall agreement among respondents regarding social media's

influence across cognitive, affective, and psychomotor domains. Both studies

underscored the importance of understanding how social media usage can

either accelerate or deteriorate academic performance and suggest strategies

for harnessing its potential benefits while mitigating negative effects.

Therefore, educators and institutions should consider these findings when

developing strategies to integrate social media into academic activities,

ensuring that they cater to the diverse needs and traits of students while

promoting positive academic outcomes.

Relationship between the perceived effect and academic performance

of Criminology students
In this section, the data regarding the relationship between perceived

effect and academic performance of the criminology students was presented.

Furthermore, to calculate for the significant relation, the Pearson Product

Moment Correlation (PPMC) was used.

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CBSUA-SIPOCOT 2024
Table 7 presents the Relationship between the perceived effect and

academic performance of Criminology students. Data revealed that along

academic performance and perceived effects in cognitive domain the r-value

Table 7. Relationship between the perceived effect and academic

performance of Criminology students

Academic
Perceived Effect
Performance
Pearson Correlation -.144ns
Cognitive Sig. (2-tailed) .078
N 150
Pearson Correlation -.125ns
Psychomotor Sig. (2-tailed) .127
N 150
Pearson Correlation .071ns
Affective Sig. (2-tailed) .388
N 150
Note: ns -p>0.05-not significant

resulted to -.144 while the p-value is 0.78. This data suggests that the

researchers failed to reject the null hypothesis. Hence the interpretation is not

significant. This finding is also true along academic performance and

perceived effects in psychomotor domain (r=-0.125, p>0.05), and affective

domain (r=0.71, p>0.05). These findings suggest that the perceived effect and

academic performance of Criminology students is not significantly correlated

with each other.

The data suggested that there was no significant correlation between

these variables across cognitive, psychomotor, and affective domains. The

non-significant correlation coefficients (r-values) and high p-values indicate

that the researchers failed to reject the null hypothesis, indicating that there

was no meaningful relationship between perceived effects and academic

performance in any of the domains studied. This finding suggests that factors

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other than perceived effects of social media may be influencing Criminology

students' academic performance. Therefore, educators and institutions

should consider exploring additional factors that may impact academic

performance and tailor interventions accordingly to support students' success.

The data suggested that there was no significant correlation between

perceived effects of social media exposure and academic performance

among Criminology students across cognitive, psychomotor, and affective

domains. This implied that other factors may be influencing students'

academic performance besides social media usage. Furthermore, Ismael

(2023) supports this implication to some extent. While Ismael's study focused

on medical students, not Criminology students, it acknowledges the common

use of social media among university students and explores its impact on

academic performance. The finding that students with better GPAs were less

likely to excessively engage with social media aligns with the notion that social

media usage may not significantly impact academic performance. However,

the study also suggests that students who frequently use social media could

potentially utilize it to improve their grades, which contrasts with the

implication of the current study. Overall, while Ismael's study acknowledges

the prevalence of social media usage and its potential impact on academic

performance, it does not directly support the implication that other factors

besides perceived effects of social media may be influencing academic

performance among Criminology students.

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CHAPTER IV
SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary which includes the major findings,

conclusions and the recommendations that have been formed based on the

data presented on the previous chapters.

Summary

The study specifically sought to answer the following questions: (1) to

determine the academic performance of the respondent based from their

general weighted average grade for the school year 2022-2023; (2) to

determine the perceived effect of social media exposure to the academic

performance of Criminology students in terms of: cognitive, affective, and

psychomotor; and (3) to correlate the significant relationship between the

perceived effect and academic performance of Criminology students. This

study used a quantitative non-experimental thru descriptive, correlational, and

evaluative method. The 150 respondents were the 1st to 3rd year Criminology

students of Central Bicol State University of Agriculture – Sipocot Campus

which were determined using purposive sampling technique. The instrument

used in this study to synthesize the needed data from the respondents was

the researcher-made questionnaire. Frequency Count, Weighted Mean and

Ranking Technique, and Pearson Product Moment Correlation (PPMC) were

used to analyze and interpret the synthesized data.

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Problem 1

What is the academic performance of the respondents based from

their general weighted average?

Findings:

It was found out that 1 respondent (0.67%) achieved a highly outstanding

performance (1.25-1.5%), 7 (4.67%) achieved an outstanding performance

(1.6-1.8%), 15 (10%) achieved a very satisfactory performance (1.9-2.0%), 42

(28%) achieved a very good performance (2.1-2.2%), 45 (30%) achieved a

satisfactory performance (2.25-2.4%), 36 (24%) achieved a good

performance (2.5-2.7%), 2 (1.33%) achieved a fair performance (2.8-2.9%),

and 2 (1.33%) achieved a passing performance (3.0%). On average, the

respondents' performance resulted in an average score of 2.30, interpreted

as satisfactory.

Conclusion:

Based on the data findings, it was evident that the majority of respondents

achieved satisfactory to very good academic performance, with the highest

proportion falling within the satisfactory and very good performance

categories. While a small percentage achieved outstanding and highly

outstanding performance, indicating exceptional academic achievement, the

overall distribution suggested a predominantly positive academic outcome

among the respondents. However, it was noteworthy that a minority of

respondents achieved fair or passing performance, highlighting areas where

improvement may be needed. Nonetheless, with the average performance

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score of 2.30 interpreted as satisfactory, it was concluded that the

respondents generally performed adequately in their academic endeavours.

Recommendation

Based on the data findings indicating predominantly positive academic

outcomes among the respondents, it is recommended to celebrate and

recognize the achievements of those who attained outstanding and highly

outstanding performance levels. Additionally, targeted support and

interventions should be provided to the minority of respondents who achieved

fair or passing performance, with a focus on identifying and addressing any

underlying factors contributing to their lower academic performance. This

could involve implementing academic support programs, offering tutoring or

mentoring services, and providing resources to help improve study habits and

academic skills. Furthermore, continuous monitoring and evaluation of

academic performance trends should be conducted to identify any emerging

patterns and adapt support strategies accordingly, ensuring that all students

have the opportunity to thrive academically.

Problem 2

What is the perceived effect of social media exposure to the academic

performance of Criminology students in terms of cognitive, affective, and

psychomotor?

Findings:

1. In the cognitive domain, the highest-rated statement indicator pertains

to the cumulative effect of technological challenges, privacy concerns,

and reservations about social media use, leading to a shift in study

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habits among students, negatively impacting grades (WM, 3.15).

Conversely, the lowest-rated statement indicator relates to

assignments fostering higher cognitive skills, indicating a potential gap

in promoting advanced cognitive abilities through social media-

integrated tasks (WM, 2.88).

2. Within the psychomotor domain, the highest-rated statement indicator

highlights students' appreciation of the convenience and flexibility

offered by social media platforms, positively impacting their

involvement in the learning process (WM, 3.21). Conversely, the

lowest-rated statement indicator underscores the detrimental effects of

using social media solely for entertainment purposes, resulting in

limited exposure to valuable study resources and discussions, thereby

affecting academic performance (WM, 3.09).

3. Regarding the affective domain, the highest-rated statement indicator

emphasizes social media's inability to provide the same support as

face-to-face interactions, potentially leaving students feeling isolated

and unmotivated to learn, thus impacting their interest in the

subject/lesson (WM, 3.13). Conversely, the lowest-rated statement

indicator underscores the distracting nature of social media

notifications, leading to a loss of concentration during academic tasks

(WM, 2.95). These findings highlight the nuanced impact of social

media exposure on Criminology students' affective states and

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underscore the need for balanced usage to maintain academic focus

and motivation.

Conclusion:

1. In the cognitive domain, it was evident that the perceived effect of

social media exposure on Criminology students is multifaceted. The

highest-rated statement indicator reflects the challenges posed by

technology and privacy concerns, resulting in a shift in study habits that

negatively impacts grades. Conversely, the lowest-rated indicator

suggests a potential gap in promoting higher cognitive skills through

social media-integrated assignments. These findings underscored the

need for educators to address technological challenges and privacy

concerns while also ensuring that social media platforms are effectively

utilized to foster advanced cognitive abilities among students.

2. Within the psychomotor domain, the perceived effect of social media

exposure among Criminology students highlighted both positive and

negative aspects. The highest-rated statement indicator emphasizes

the convenience and flexibility offered by social media platforms,

positively impacting students' involvement in the learning process.

However, the lowest-rated indicator underscores the negative

consequences of using social media primarily for entertainment

purposes, resulting in limited exposure to valuable study resources and

discussions. Educators should capitalize on the benefits of social

media while mitigating its potential distractions to enhance students'

academic performance in the psychomotor domain.

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3. In the affective domain, the impact of social media exposure on

Criminology students' emotional states was evident. The highest-rated

statement indicator highlights social media's inability to provide the

same support as face-to-face interactions, potentially leading to

feelings of isolation and decreased motivation to learn. Conversely, the

lowest-rated indicator points to the distracting nature of social media

notifications, which can negatively affect students' concentration during

academic tasks. These findings underscored the importance of

promoting balanced social media usage to maintain students'

emotional well-being and academic focus in the affective domain.

Recommendation

1. To address the multifaceted impact of social media exposure on

Criminology students in the cognitive domain, educators may

implement strategies to mitigate technological challenges and privacy

concerns. This may involve providing technical support and resources

to help students navigate social media platforms effectively and safely.

Additionally, educators should design social media-integrated

assignments that promote higher cognitive skills, such as critical

thinking, analysis, and synthesis. By addressing these challenges and

leveraging social media platforms to foster advanced cognitive abilities,

educators can enhance students' academic performance in the

cognitive domain.

2. In the psychomotor domain, educators should capitalize on the

convenience and flexibility offered by social media platforms while also

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addressing the negative consequences of excessive entertainment

usage. Strategies may include incorporating social media platforms

into collaborative learning activities and providing guidelines for

responsible usage. Educators should also encourage students to

diversify their social media usage to include academic resources and

discussions. By promoting balanced social media usage and

maximizing its benefits, educators can enhance students' academic

performance in the psychomotor domain.

3. To address the impact of social media exposure on Criminology

students' emotional states in the affective domain, educators may

prioritize promoting a healthy balance in social media usage. This may

involve providing education and guidance on managing social media

usage effectively and encouraging students to prioritize face-to-face

interactions for emotional support. Additionally, educators should

create a supportive learning environment that fosters positive

emotional experiences and provides resources for coping with stress

and anxiety related to social media usage. By promoting balanced

social media usage and fostering emotional well-being, educators can

support students' academic focus and motivation in the affective

domain.

Problem 3

Is there a significant relationship between the perceived effect and

academic performance of Criminology students?

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Findings:

1. There was no significant relationship between the perceived effects of

social media and the academic performance of the students in terms

of cognitive domain at r-value of -0.144 and a p-value of 0.78.

2. Similarly, there was also no significant relationship to the perceived

effects of social media and academic performance in the psychomotor

domain at r-value of -0.125, with a p-value greater than 0.05.

3. In the affective domain, the correlation between perceived effects and

academic performance yielded an r-value of 0.71, with a p-value

greater than 0.05. Once more, this suggested a non-significant

relationship, indicating that perceived effects and academic

performance in the affective domain were not significantly correlated

among Criminology students.

Conclusion:

1. In the cognitive domain, the analysis revealed a lack of significant

relationship between the perceived effects of social media and

students' academic performance, with an r-value of -0.144 and a p-

value of 0.78. This indicated that variations in perceived effects of

social media usage did not have a discernible impact on students'

cognitive domain academic performance. Thus, it was concluded that

social media's perceived effects were not significantly correlated with

Criminology students' academic performance in the cognitive domain.

2. Similarly, the assessment of the psychomotor domain unveiled a non-

significant relationship between perceived effects of social media and

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academic performance, evidenced by an r-value of -0.125 and a p-

value exceeding 0.05. This suggested that variations in perceived

effects of social media usage did not significantly influence students'

psychomotor domain academic performance. Hence, it was inferred

that social media's perceived effects had no significant correlation with

Criminology students' academic performance in the psychomotor

domain.

3. Furthermore, in the affective domain, the analysis indicated a non-

significant relationship between perceived effects and academic

performance, as evidenced by an r-value of 0.71 and a p-value

exceeding 0.05. This underscored that variations in perceived effects

of social media usage did not substantially impact students' affective

domain academic performance. Consequently, it was deduced that

social media's perceived effects were not significantly correlated with

Criminology students' academic performance in the affective domain.

Recommendation

1. Based on the conclusion, it is advisable for educators to diversify

instructional approaches beyond social media integration. Exploring

alternative methods that directly target cognitive skill development

which may enhance students' academic outcomes in this domain.

2. Based on the conclusion, educators could focus on optimizing

students' use of social media for academic purposes while minimizing

its potential distractions. Encouraging students to engage in

collaborative learning activities through social media platforms may

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foster a deeper understanding of subject matter and improve academic

performance.

3. Based on the conclusion, educators might consider implementing

strategies to promote emotional well-being and resilience among

students. Encouraging offline interactions, providing resources for

stress management, and fostering a supportive learning environment

can help mitigate the negative emotional impacts of social media usage

and contribute to overall academic success.

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BIBLIOGRAPHY

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APPENDICES

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APPENDIX A
(Letter of Validation)

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APPENDIX B
(Survey Questionnaire)

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Dear Respondents,
The undersigned 4th year criminology students from Central Bicol
State University of Agriculture-Sipocot campus currently conducting a study
entitled ASSESSMENT ON SOCIAL MEDIA EXPOSURE AND ACADEMIC
PERFORMANCE OF CRIMINOLOGY STUDENTS,
In view of this, we are humbly asking for your cooperation and
requesting to be a part of this study by answering this survey questionnaire.
Rest assured that the data you provide will be tested with the utmost
confidentiality and will be used solely for academic purposes.
Thank you very much and Godbless.

FERRER, LANIE M.

ORLANDA, MARK DOMINICK LANCE

NOVENO, WILMAN M.

Researchers

QUESTIONNAIRE PROPER

Name (optional): ___________________________________ Date:

______________

Instruction: Rate the following based on the following scale.

Legend: (4) strongly agree; (3) agree; (2) disagree; or (1) strongly disagree.

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Cognitive Domain

4 3 2 1
1. The use of social media facilitated practical application of
my theoretical knowledge.
2. Through assignments, I engaged in higher levels of
cognitive skills such as analysis, application, evaluation,
and creating. For example, an assignment in creating
video presentation as the final product.
3. Social media provides platform for collaboration,
communication, and interaction among my classmates.
This engagement contributed to a deeper understanding
of the subject matter which enhanced my learning
experience.
4. I appreciated the convenience and flexibility offered by the
different social media which allows me to work on
assignments at my preferred time and place. This flexibility
positively impacted my conceptual understanding and
involvement in the learning process.
5. Social media platforms facilitated knowledge sharing
among my classmates. Viewing peer activities and
connecting with my friends provided us multiple
perspectives, helping me and my classmates identify our
mistakes, improve our understanding, and build us
confidence.
6. 6.I face technological challenges and limited access to my
social media accounts due to the slow internet connection.
Because I am dependent in my social media accounts for
making my assignments, it resulted to incomplete or
inability to pass my assignments on time, significantly
affecting my grades.
7. Over usage of social media leads to procrastination and
rushed submissions. This resulted to the decline in the
quality of work and a lack of thorough preparation for
assessments, adversely affecting academic performance.
8. I only use my social media accounts for entertainment.
This results for missing out on valuable study resources
and discussions. This limited exposure resulted to my lack
of diverse perspective in my study, thus affecting my
grades.
9. I was too reliant in the social media which resulted to
spending more time on technical setup (looking for a
summarized lesson which can easily memorized) rather
than focused studying. This dependency disrupt my study
schedule and affect the overall preparedness for
assessments.
10. The cumulative effect of technological challenges, privacy
concerns, and reservations about social media use
contributed to my shift of study habits. I tend to navigate

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these challenges (looking for a more reliable site) than
engaging in focused, effective study habits (relying in
books only), which resulted to a negative impact to my
grades.

Psychomotor Domain

4 3 2 1
1. The social media provides me an educational tool which
has a visual and interactive function that can give me
insights on how to perform the tasks given to me.
2. Video resources from the social media helps me to
understand how to do a task step-by-step.
3. Through video chatting platform of the social media, I can
ask my classmates to demonstrate how a task.
4. I can replay the video from social media sites as many as
I want until I understand how a task is done. This
contributes significantly in any lesson I don’t quite
understand.
5. Video media shows me accurate modelling, continuous
voiceover directions, and the removal of distractions
which empower me and promotes independence in skill
development.
6. Excessive use of digital devices and video media
contributed to my sedentary lifestyle, reducing physical
activity and negatively impacting my performance-based
tasks in school.
7. I become overly reliant on social media (video media) for
learning, potentially neglecting hands-on, real-world
experiences that are crucial in understanding my lessons.
8. Excessive screen time leads to my social isolation, as I
spent more time interacting with digital content rather than
engaging in physical activities with peers. This resulted for
me to be unmotivated when performing a performance-
based tasks with peers.
9. I developed unrealistic expectations about my physical
activities after learning the task from edited or idealized
video presentations, leading to frustration or
dissatisfaction.
10. I tend to be distracted and reduces my focus on the actual
physical activities and motor skill development.

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Affective Domain

4 3 2 1
1. I can easily connect with peers, educators, and experts
that fosters collaborative learning environment which
makes me interested in subject/lesson I am studying.
2. I join social media platforms that may facilitate group
discussions, knowledge sharing, and collaborative
projects which significantly help me appreciate the lesson
more.
3. Through social media, I can access a wide range of
educational content such as articles, videos, and
discussion, contributing to my experiential learning.
4. Interactive and visually appealing educational content on
social media platforms captured my attention which
significantly boost my motivation to learn.
5. Social media provides platforms for students such as
myself to express my opinions, creativity, and ideas which
promotes self-expression and individuality.
6. Excessive use of social media contributes to my stress
level, anxiety, and depression, affecting my motivation to
learn my lessons.
7. Constant social media notifications distracts me from my
academic tasks, which makes me lose concentration to
my lesson.
8. Because of my excess social media exposure, I am prone
in comparing myself to my classmates, leading to self-
esteem issues and unrealistic expectations, especially in
test scores and subject grades.
9. Social media does not provide me the same support as
face-to-face interactions, potentially leaving me feel
isolated and makes me unmotivated to learn with no
appreciation of the practical use of my current lesson.

-End of the Survey-

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APPENDIX C
(Consent Letter)

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Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur 4408
Website: www.cbsua.edu.ph
Email Address: [email protected]
Trunkline: (054) 881-6681

COLLEGE OF CRIMINOLOGY
Dear Respondent

Greetings!

We, the 4th year Criminology students are conducting a research

study entitled “EFFECT OF SOCIAL MEDIA EXPOSURE TO THE
ACADEMIC PERFORMANCE OF CRIMINOLOGY STUDENTS, SY 2022-
2023” as a partial requirement for the Criminology course.
In connection with this, may we request your permission to access
your personal data in the registrar office, specifically your general weighted
average, rest assure that it will be intended for research only.
We are hoping your favourable response of these request.
Thank you very much!

Respectfully yours,

FERRER LANIE M.

ORLANDA MARK DOMINICK D.

NOVENO WILMAN M.
Researchers

My name is ___________________________________, currently enrolled

as a ___________________ student. I hereby grant permission for
researchers to access my personal data, specifically my General Weighted
Average (GWA).
ID number: ______________________
___________________________________
Printed name and signature

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