Learners’ Use of Social Media and Performance in Social Science

The aim of this study is to assess the influence of the use of social media on the performance of 223 grade school senior students in public high schools within Hamtic North and South Districts, Schools Division of Antique, Philippines. The study uses path analysis to investigate the direct and indirect impacts of social media use on academic achievement in social science courses, taking into account mediating variables like academic engagement, study habits, and time management. The findings show that although social media use did not have a direct impact on academic achievement, it had significant indirect impacts via academic engagement. Students who employed social media for learning, like engaging in discussions and accessing learning materials, exhibited greater academic engagement, which in turn resulted in improved performance. Conversely, overuse of social media had a negative effect on time management and study habits, both of which were linked to lower academic performance. The research finds that the interaction between academic performance and social media use is complex and moderated by student behavior. Structured and intentional social media use has the potential to boost academic performance and engagement, but passive or heavy use may contribute to distraction and negative study habits. The study recommends that teachers should encourage digital competency and time management to enable students to reap the benefits of social media and reduce its adverse impact. This study offers positive learning for teachers, policymakers, and students about how to maintain a balance between social media for academic achievement.