Social Media Usage and Academic Performance of Grade 6 Pupils

Abstract

This quantitative, descriptive-correlational study examined the relationship between social media usage and academic performance among 30 Grade 6 pupils at an elementary school, Banga, Aklan, Philippines. The primary objective was to determine how the extent of use and social media engagement relates to the academic performance outcomes within local elementary setting. Data where gathered using a 15-item researcher-made questionnaire, which assessed three dimensions of usage: time spent and frequency of use, impacts on the study habits and potential distractions, and if the platforms where used for learning and school related tasks. Academic performance was quantified using the pupils’ General Weighted Average (GWA) from the most recent term. Statistical analysis revealed that there was a weak negative relationship between social media usage and academic performance, the correlation was not strong enough to imply a direct casual effect. Results also shown that the pupils had moderate level of social media usage and a generally satisfactory academic performance. The study acknowledges limitations: due to the small sample size drawn from only one school restricts the generalizability to other grade levels or districts. The results therefore warrant cautious interpretation and replication with larger, paired-data studies.