Abstract
This study aimed to investigate the impact of social media usage and study habits on the academic performance of students at MSU-Balo-i Community High School during the Academic Year 2023-2024. A descriptive-correlational survey methodology was utilized to explore the connections between social media engagement, study habits, and academic achievement among Grade 7, 10, 11, and 12 students, with a focus on Facebook users, totaling three hundred (300) participants. The study delved into various dimensions of social media usage, including performance index, entertainment index, health influence, isolation index, social networking connections, and time consumption. On the other hand, study habits were assessed across eight sub-scales: time management, physical well-being, reading proficiency, note-taking skills, learning motivation, memory retention, exam preparation, and overall health awareness. The findings revealed that students generally held a positive self-assessment of their study habits across multiple dimensions. Moreover, the academic performance of the students was notably commendable, with a majority demonstrating excellence. However, divergent viewpoints emerged regarding the impact of social media, with many students expressing concerns about its potential negative effects on academic performance. While the study did not find a mediating role for study habits in the relationship between social media use and academic performance, the results underscore the importance of addressing students' perceptions and behaviors concerning social media to optimize their academic outcomes. Future interventions could focus on promoting balanced social media usage while enhancing effective study habits to support students in achieving their academic goals.
