Digital Engagement and Discipline: Examining Social Media Use, Study Habits, and Mathematics Performance Among Filipino Grade 10 Students
DOI:
https://doi.org/10.65339/ijsis.V1.I3.215Keywords:
Academic Performance, Digital Engagement, Grade 10 Students, Mathematics Performance, Self-Regulated Learning, Social Media Use, Study HabitsAbstract
This study examined the relationships among social media use, study habits, and mathematics performance among Grade 10 students at Guindulman Technical Vocational High School, Bohol, Philippines, during School Year 2025–2026. Anchored in Social Learning Theory, the Theory of Planned Behavior, and Cognitive Load Theory, the study employed a descriptive-correlational research design involving 41 students selected through total enumeration. Data were collected using adopted structured questionnaires assessing passive and active social media use and study habits, while mathematics performance was determined through official third-quarter grades. Descriptive statistics and Pearson’s product–moment correlation coefficient were used to analyze the data. Findings revealed high passive social media use (M = 3.56), moderate active social media use (M = 3.23), and moderate overall social media engagement (M = 3.40). Respondents demonstrated good study habits (M = 2.86) and very satisfactory mathematics performance (M = 86.98). Social media use showed a weak negative but statistically insignificant relationship with mathematics performance (r = −0.276, p = 0.080), whereas study habits exhibited a weak positive and statistically significant relationship (r = 0.385, p = 0.013). The study concluded that study habits were significantly associated with mathematics achievement, while social media use was not. School-based interventions emphasizing responsible digital engagement, effective time management, independent learning, and structured mathematics practice were recommended. The study supports Sustainable Development Goal 4 (Quality Education) and relates to SDG 3 (Good Health and Well-Being) through its emphasis on balanced digital engagement and supportive learning environments. Its contribution to educational and institutional sustainability lies in providing evidence to guide academic interventions, responsible technology use, and continuous improvement in mathematics education.
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