From Newsfeeds to Numbers: Investigating The Influence of Social Media and Study Habits on Mathematics Achievement of Filipino Grade 10 Students
DOI:
https://doi.org/10.65339/ijsis.V1.I3.214Keywords:
Academic Performance, Digital Engagement, Grade 10 Students, Mathematics Achievement, Social Media Use, Study Habits, Sustainable Development Goal 4Abstract
This study examined the relationships among social media use, study habits, and mathematics performance among Grade 10 students at Aguining National High School, President Carlos P. Garcia, Bohol, Philippines, during School Year 2025–2026. Grounded in Social Learning Theory, the Theory of Planned Behavior, and Cognitive Load Theory, the study employed a descriptive-correlational research design involving 64 students selected through total enumeration. Data were gathered using structured questionnaires measuring passive and active social media engagement and study habits, while mathematics achievement was assessed using official third-quarter grades. Descriptive statistics and Pearson product–moment correlation were employed to analyze the data. Results indicated moderate levels of passive (M = 3.33) and active (M = 3.15) social media use, good study habits (M = 3.25), and very satisfactory mathematics performance (M = 86.08). Correlation analysis revealed no statistically significant relationship between social media use and mathematics performance (r = −0.124, p = 0.327) or between study habits and mathematics performance (r = 0.112, p = 0.380). These findings indicate that neither social media engagement nor study habits demonstrated a significant association with mathematics achievement within the study population. The study recommends promoting responsible digital engagement, strengthening independent learning practices, and implementing school-based academic support initiatives. Aligned with Sustainable Development Goal 4 (Quality Education), the research contributes to understanding behavioral factors relevant to mathematics learning. Its educational and institutional sustainability implications include providing localized empirical evidence to inform school-level interventions, responsible technology use, and continuing improvements in students' academic development.
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