The Impact of Social Media Usage on Students' Academic Performance

Abstract. This study examined the relationship between social media usage and the academic performance of senior high school students at Buenavista Integrated School, Zamboanga City, during the 2025–2026 academic year. Employing a descriptive-correlational research design, the study aimed to identify how engagement with platforms such as Facebook, YouTube, Instagram, and TikTok relates to students’ academic outcomes. The total population of 277 students participated through a researcher-developed survey, with stratified random sampling ensuring representation across grade levels and academic strands. Data were analyzed using descriptive statistics and Pearson correlation to assess usage patterns and their impact on General Weighted Average (GWA). Results indicate that students use social media moderately for both academic and social purposes. Platforms like Facebook and YouTube were primarily used for educational support, whereas Instagram and TikTok facilitated creative engagement and short-form learning. Statistical analysis revealed no significant correlation between social media usage and academic performance (r = −0.109, p = 0.155). Additionally, demographic factors including age, sex, and socioeconomic status did not significantly influence social media engagement. The findings suggest that moderate, purposeful use of social media coexists with satisfactory academic performance, highlighting the potential of digital platforms as supplementary learning tools when used responsibly. Implications include the promotion of digital literacy, integration of social media in pedagogical strategies, and guidance for students, educators, and parents on balanced online engagement to enhance learning outcomes. Keywords: social media, academic performance, senior high school, descriptive-correlational study, digital literacy