Social Media Exposure and Key Stage 2 Learners’ Academic Performance

The study determines the relationship between social media exposure and the academic performance of the Key Stage 2 learners at Dalipuga Vista Village Elementary School during the First Quarter of S.Y. 2025 – 2026. The study utilized a descriptive-correlational and causal-comparative research design. The 118 respondents with social media accounts were surveyed, and their last year’s final ratings were collected. The study examined the respondents’ socio-demographic profiles (age, sex, parents’ occupation, preferred social media, and gadgets used), observed social media exposure, and their connection to academic performance. The findings revealed that most respondents' ages ranged from 8 to 11 years old, with almost an equal number of male and female respondents. Facebook and mobile phones were the most used social media applications and devices, respectively. The majority of the learners reported their frequent use of social media for research and communication; however, they claimed interruptions such as missed homework. Regardless of distractions, respondents dominantly reached “Very Satisfactory” performance, with none falling short of expectations. Using Correlation and regression analyses, the results showed that social media exposure and academic achievement did not show a significant correlation. This indicated that study habits employing time management techniques, parental supervision as active monitoring and guidance of a child’s activities, and instructional techniques and strategies provided by teachers can have a greater impact. The results implied that while social media does not directly predict academic achievement, usage and context might either help or harm it. An action plan was made to strengthen digital literacy, promote responsible usage, and sustain academic excellence.