Abstract
This study investigated the impact of Facebook usage on the reading habits, attitudes, and academic performance of 150 secondary students at Pantar National High School, Division of Lanao del Norte, during the School Year 2023-2024. Employing a descriptive-correlational research design, statistical tools such as Frequency and Percentage Distribution, Mean and Standard Deviation calculations, Pearson r correlation, and Multiple Regression Analysis were utilized for data analysis. Findings revealed distinct patterns in the perceived impact of Facebook on students' reading habits. Students expressed a moderate impact on reasons for reading, emphasizing the platform's role in shaping motivations. Reading preferences showed an overall positive impact, highlighting Facebook's influence on content preferences. Distractions during reading reflected a moderate impact, emphasizing the nuanced role of Facebook in concentration. In examining perceived impacts on reading attitudes, students exhibited a modest influence on self-efficacy and motivation to read. However, a notable impact on the perceived importance of reading was observed. Academic performance exhibited a predominantly positive distribution where the majority achieved a "Very Satisfactory" level, and few attained an "Outstanding" performance. It was indicative of a positive academic environment. The ordinal regression revealed that there was no found significant impact of Facebook Usage on their reading habits and the perceived impact of Facebook use on their reading attitudes.
