Abstract
The study examined the relationship between social media usage and the academic performance of Junior High School learners in Valencia Colleges (Bukidnon), Inc., school year 2024-2025. A descriptive correlational research design was used in this study. The study aimed to explore the extent of social media use among students and examined the significant relationship between the extent of social media use and academic performance. A total of 149 students from Grades 7 to 10 participated in the study, completing a set of 15 questionnaires related to their social media usage.
An adopted questionnaire was used to gather data on the students’ social media usage (Junco, R., 2015). Mean and standard deviation, and Spearman Rank Correlation Coefficient were the statistical tools used to treat the data. There were one hundred forty-nine (149) junior high school learners who were selected using total enumeration. The results revealed a generally balanced distribution of teachers across grade levels, with the highest concentration in Grade 8. Students reported frequent use of social media, especially for academic purposes, although students did not strongly associate it with direct improvements in academic performance. The academic performance of students was generally high, with most achieving outstanding or very satisfactory grades. Based on these findings, the study found out that there was a significant relationship between the extent of social media and academic performance.
