Frequency Use of Facebook and Academic Performance of Senior High School Students

Abstract

This study examined the relationship between the frequency of Facebook use and the academic performance of Grade 11 STEM Senior High School students at Baliwasan Senior High School – Stand Alone in Zamboanga City. Employing a descriptive-correlational research design, the study involved 300 purposively selected students who were active Facebook users and willing to participate in the survey. Data were collected using a structured questionnaire measuring three sub-variables of Facebook use: frequency, intensity, and purpose. Reliability and validity of the instrument were ensured through expert review and pilot testing, with a Cronbach’s alpha of ≥0.70. Descriptive statistics, including weighted mean and standard deviation, summarized students’ Facebook usage patterns, while the Pearson Product-Moment Correlation Coefficient was used to examine the association with first-semester academic performance. Findings revealed that students exhibited high frequency of Facebook use (mean = 4.14), moderate intensity (mean = 3.77), and moderate purpose of use (mean = 3.94). The general weighted average of participants was very satisfactory (mean = 89.37). Correlation analysis indicated a very weak, non-significant negative relationship between Facebook usage frequency and academic performance (r = -0.082, p = 0.631). These results suggest that although Facebook is integrated into students’ daily routines, its frequency of use does not significantly impact academic outcomes. The study underscores the importance of balanced and purposeful social media engagement in supporting student learning.