Abstract
The study investigated the significant relationship between social networking site practices, challenges, and academic performance among Key Stage 2 learners in Maria Cristina Central Elementary School. The research was conducted in the third quarter of the School Year 2024-2025. It examined the prevalence of SNS use, the diverse ways learners engaged with these platforms, and the difficulties they encountered in navigating the digital landscape. The study revealed a complex interplay of factors, both the potential benefits and drawbacks of SNS integration into the learning environment. Findings indicated that while SNS offered opportunities for collaborative learning, resource sharing, and communication, challenges such as distraction, cyberbullying, and information overload can significantly impact academic performance. Learners who spent excessive time on SNS for entertainment or non-academic activities may experience decreased focus, procrastination, and ultimately, lower grades. Conversely, students who utilized SNS strategically for academic purposes, engaging in online study groups, seeking educational resources, or participating in collaborative projects, tend to demonstrate higher academic achievement. The research emphasized the importance of fostering digital literacy among learners, promoting responsible online behavior, and encouraging balanced SNS usage. Recommendations include establishing clear guidelines for SNS use within the school environment, providing teacher training on effective integration of these platforms into teaching practices, and promoting awareness among parents regarding the potential impact of SNS on their children's academic success. Ultimately, this study underscores the necessity for educators, parents, and students to navigate the complexities of the digital world to ensure that SNS usage complements rather than hinders academic success.
