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THE INFLUENCE OF FACEBOOK ON THE INTERPERSONAL RELATIONSHIPS OFCOLLEGE STUDENTS

A Research ProposalPresented to

Name of Teacher

In Partial Fulfillment of the Requirements inExperimental Psychology

ByManie Tapaya

eptem!er "#$%

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BACKGROUND OF THE STUDY

The Internet plays a large role in our daily li&es' and that role is only increasing

o&er time( Future generations )ill ne&er *no) a )orld )ithout computers' Internet' and

online interaction( Today+s young adults ha&e ne&er li&ed in a )orld )ithout the Internet(

For a ma,ority of those young adults' almost $##- among college students' Internet

communication includes use of the online social net)or*ing site' Face!oo*(

Face!oo* is one of the social net)or*ing sites that help us to communicate )ith

our friends' classmates' and relati&es !ut they also allo) us to communicate )ith other

people )ho share common interests )ith us( For instance a person added another

person' as a friend on Face!oo* since !oth of them is addicted on playing certain

games or are they !elong to same group of interests( Through Face!oo*' )e de&elop

&irtual interpersonal relationships(

An interpersonal relationship is a relati&ely long.term association !et)een t)o or

more people( This association may !e !ased on emotions li*e lo&eand li*ing' regular

!usiness interactions' or some other type of social commitments( Interpersonal

relationships ta*e place in a great &ariety of contexts' such as family' friends' marriage'

acquaintances' )or*' clu!s' neigh!orhoods' and churches( They may !e regulated !y

la)' custom' or mutual agreement' and are the !asis of social groupsand societyas a

)hole(

ocial net)or*ing sites particularly Face!oo*' influence the interpersonal

relationship of students in many )ays( Through Face!oo*' users come to meet other

2
http://en.wikipedia.org/wiki/Lovehttp://en.wikipedia.org/wiki/Familyhttp://en.wikipedia.org/wiki/Friendhttp://en.wikipedia.org/wiki/Marriagehttp://en.wikipedia.org/wiki/Employmenthttp://en.wikipedia.org/wiki/Clubhttp://en.wikipedia.org/wiki/Neighborhoodhttp://en.wikipedia.org/wiki/Christian_Churchhttp://en.wikipedia.org/wiki/Lawhttp://en.wikipedia.org/wiki/Norm_(sociology)http://en.wikipedia.org/wiki/Social_grouphttp://en.wikipedia.org/wiki/Societyhttp://en.wikipedia.org/wiki/Familyhttp://en.wikipedia.org/wiki/Friendhttp://en.wikipedia.org/wiki/Marriagehttp://en.wikipedia.org/wiki/Employmenthttp://en.wikipedia.org/wiki/Clubhttp://en.wikipedia.org/wiki/Neighborhoodhttp://en.wikipedia.org/wiki/Christian_Churchhttp://en.wikipedia.org/wiki/Lawhttp://en.wikipedia.org/wiki/Norm_(sociology)http://en.wikipedia.org/wiki/Social_grouphttp://en.wikipedia.org/wiki/Societyhttp://en.wikipedia.org/wiki/Love


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people )orld)ide( These people can affect the user+s interpersonal relationship )ith

other people close to him/her( This influence can either !e good or !ad for the user(

The researcher chose the topic a!out the influence of Face!oo* to !e studied

!ecause it is sho)n e&idently that most of the college students use Face!oo* as part of

their acti&ities done in the Internet(

Many students al)ays log in to their account on Face!oo*' as a part of their

e&eryday routine( 0ould you imagine the num!er of all the students logging in to this

site' e&eryday1 That )ould !e millions of students logging in social net)or*ing sites(

2hy students are interested on these sites1

Face!oo* offers many features and those features are positi&ely the reason )hy

many students are interested in chec*ing out these sites( 3ne of the general features of

Face!oo* is profile( A profile contains all the information a!out the person plus their

photos' &ideos' applications that they use and comments/messages posted !y other

persons(

It is e&ident that many students greatly rely on these sites in order to interact )ith

their friends and other people )hether they *no) them or not( Being dependent to

Face!oo* promotes online friendships that are not nice since they might encounter

people that are suspicious in !eha&ior( It hinders face.to.face friendship !ut many

students reason out that they use FB in order to communicate con&eniently )ith their

distant friends( 2hat do this Face!oo* possess to ma*e the students *eep on using

them1

2hy do students upload photos' &ideos' post comments/messages on other

profiles and play social games1 2hat are the !enefits and purpose of doing these

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acti&ities1 2hy do students frequently use Face!oo* no)adays1 2hat ma*es

Face!oo* so influential in our interpersonal relationships1

The main goal of the study is to address these questions and ha&e an in.depth

study )ith regards to those questions stated a!o&e( tudents+ usage of Face!oo*

pro&ides long.lasting insights to identity construction' social !eha&ior and peer.to.peer

interaction therefore studies such as this arises that found out the real perspecti&e of

students a!out social life(

Statement of the Problem

This study aimed on determining the Influence of Face!oo* to the interpersonal

relationship of the students(

pecifically' iit sought the ans)ers of the follo)ing questions4

$( 2hat is the profile of the students in terms of4$($ Age1

$(" 5ender1$(6 7ear 8e&el1

"( 2hat is the profile of the students in terms of using Face!oo*1"($Frequency of 9sing"("Purpose of 9sing"(6Num!er of close friends( 3nline friends

$( 2hat is the influence of N to interpersonal relationship of students to)ard

their46($Family6("Friends

6(6Teachers6(: 3thers

S!nf"an"e of the St#$%

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The researchers determined the role of social net)or*ing sites on the social

aspects of students(

G#$an"e Co#n&elor&( This study )ill help the guidance counselors to !e a)are of the

influences of Face!oo* to the students enrolled in different colleges of Manila

0ity( By informing them of this matter' they )ill !e a!le to relate more )ith

students and to gi&e accurate ad&ices to students that ha&e pro!lems in&ol&ing

Face!oo* site(

S"hool A$mn&trator&( This study )ill help the school administrators' li*e the

guidance counselors' to !e a)are of the influences of Face!oo* site to the

students( 2ith enough information a!out Face!oo* and their influence to the

students' school administrators can help in sol&ing pro!lems of the students

regarding this topic and gi&e ad&ices that are appropriate to the situation )hen

Face!oo* affects the interpersonal relationship of students(

St#$ent&( The result of this study )ill ma*e the students a)are of ho) does Face!oo*

influence them and ho) does it affect their interpersonal relationships( This )ill

educate the students regarding the proper usage of Face!oo* site( This )ill help

the students to impro&e their social life )ith the use of social net)or*ing site(

Tea"her&( This study can help the teachers !y suggesting some )ays in order for them

to relate )ith student+s social acti&ities especially )ith regards of using social

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net)or*ing sites( In line )ith this' teachers' as student+s second parents' )ill

*no) a )ay to help the students if they )ill !e encountering a pro!lem regarding

the relationship of their students )ith other people(

Parent&( This study )ill help parents to understand their child+s purpose of using social

net)or*ing sites and for them to !e a)are of the influence from social net)or*ing

sites that might affect their children( 2ith enough *no)ledge' parents can thin*

of possi!le pre&enti&e )ays if their child is prone to de&elop a )ea* interpersonal

relationship )ith other people !ecause of too much usage and dependence from

social net)or*ing sites(

F#t#re Re&ear"her&( This study can help the further studies of future researchers

regarding the influence of social net)or*ing sites on the interpersonal

relationship of students( This can ser&e as a reference for further impro&ements

to !e done in their study(

LITERATURE

In general' online relationships contain much )ea*er ties than face.to.face

relationships ;


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strong ties typically requires significant commitments of time and energy' )ea* ties may

!e managed solely through the connections that lin* Face!oo* ?friends(@ Face!oo*

allo)s users to stay up.to.date on their )ea* ties+ li&es simply !y &ie)ing the

information a&aila!le in those friends+ profiles and !y connecting through actions such

as po*es' pri&ate messages' )all postings and photo comments( By offering multiple

methods of interaction' Face!oo* sa&es users significant time' thus ena!ling them to

create and maintain a massi&e social net)or*' although one predominantly composed

of )ea* connections !et)een users( For example' a recent sur&ey found that the

a&erage user had $=# friends on the )e!site' )hich is far more ?friends@ than the

a&erage person )ould say they ha&e in the real )orld ;5older et al(' "##>(

In cases )here factors such as distance change a face.to.face relationship into a

primarily online relationship' strong ties are maintained and e&en strengthened further(

ocial net)or*ing sites is a tool for person to *eep in touch )ith his distant friends !y

follo)ing their updates' sending a message or posting commentsusers ha&e a quic*

and easy )ay to stay connected thus *eep the relationship healthy )hen they are too

!usy to commit more time to face.to.face interaction ;


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;college aged> )ho ha&e internet access use Face!oo* regularly for some type of social

contact( 2ith this mass assimilation into daily life' it has already !egun to change the

)ay in )hich interpersonal relationships are defined( It is one of the' if not the top

medium for young adults to ?scope out@ and ?research@ potential partners( 2ith

Face!oo* playing a large role in many romantic relationships' it+s important to see ho)

this )ill continue to shape interpersonal communication in the future( The importance of

this research proposal is to loo* at ho) Face!oo* is an extension of real life(

This aims to disco&er ho) far Face!oo* is used to define' culti&ate' and maintain

real life interpersonal romantic relationships( Through loo*ing at pre&ious research on

Face!oo*' online romantic relationships' and disclosure through internet

communication' )e )ill see )hat direction research needs to go to find &alid

conclusions on the interplay of real life and Face!oo* in the de&elopment of

interpersonal romantic relationships( Internet !ased communication has !een

incorporated into the de&elopment of interpersonal relationships(

It )as found that "=- of the students in the study had !een decepti&e in their

internet communication( The students )ere found to do this through !oth direct

communication using the )all post and pri&ate message features as )ell as indirectly !y

the &ie)ing of others profiles( 2hile Face!oo* is used to culti&ate old and ne)

relationships' it is also used !y students in romantic relationships to display and chec*

the status and commitment of their relationship( 2hen people )rite and de&elop their

profile' choose their profile picture' and pu!licly )rite on other user+s Face!oo* ?)alls'@

Research has sho)n that )hen college aged males posted information a!out culturally

negati&e moral !eha&iors ;partying' sexism' etc(> that they )ere participating in on other

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users ?)alls(@ their percei&ed attracti&eness )ent up( Co)e&er' )hen females did it'

their attracti&eness )ent do)n(

In the area of romantic relationships' no Face!oo* research has loo*ed at ho)

much real life interaction is required !efore a potential romantic partner is not seen as a

?stal*er@ or in any *ind of negati&e light( ince internet usage is directly related to

psychological )ell.!eing' relationships' and the identity of self' it is of interest to note

that there is a positi&e relationship !et)een measures of internet usage and loneliness(

No research has loo*ed into ho) lonely or desperate a Face!oo* user is )hen trying to

find a potential romantic partner( Matsu!a+s research has sho)n that real life

relationships are loo*ed at as more ?real@ in the negati&e and positi&e dimensions of

personal qualities' )hile internet only relationships )ere less extreme( If real life

relationships are seen as more ?real@ and Face!oo* is an online medium of

communication for those real life relationships' then research needs to loo* at ho) far

Face!oo* defines the romantic relationships( Research has found that those )ho use

the internet to create and maintain a secondary romantic relationship in addiction to a

real life one sho)ed higher le&els of relational certainty and high expectations of future

interaction )ith their online partners( It+s also !een found that time spent online and

positi&e &ie)s of the internet lead to a more fa&ora!le &ie) of online romantic

relationships( Therefore' there+s a possi!ility that personal romantic !eliefs are used

more for a con&entional relationship than an online.only relationship( 2hile these

studies ha&e little rele&ance to the culti&ation of a real life romantic relationship through

Face!oo*' it is important to see the connections and disconnects !et)een real life and

internet life( This needs to !e de&eloped further to see ho) much Face!oo* is used in

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the initial stages of romantic relational de&elopment compared to usage )hen the

partners ha&e a highly de&eloped real life relationship( ome study found indi&iduals

)ho reported high le&els of social and/or dating anxiety )ere not more li*ely to use the

internet to ma*e online relationships than those )ho reported lo)er le&els of social or

dating anxiety( Co)e&er' the research did sho) that certain online media ;particularly

)e!cams> are more li*ely to !e used !y people )ith social and dating anxiety

symptoms' than those )ith less( This could play into ne) research a!out )hether

certain features of Face!oo* are used more so in romantic relational de&elopment !y

social and dating anxious than other features(

According to 2e!0redi!le social net)or*s pro&ide encouragement and supportD

esta!lish identity )ith others and fulfil the need to feel includedD pro&ide the outlet for

some people to esta!lish their need for recognition' social status' control or leadershipD

pro&ide the necessary control o&er aspects of li&es for those )ho dont )ant to !e

leadersD help esta!lish friends' relationships and the opportunity to interact )ith others(

0on&ersely' intro&erted adolescents used online communication to compensate

for their lac*ing of certain social s*ills( Co)e&er' along )ith these characteristics came a

stronger moti&ation to tal* online' resulting in more online !ased friendships( It is

interesting to note that the intro&erts use the internet to compensate for their lac* of

social s*ills( The studies sho) ho) important a user+s perception of internet

communication affects their le&els of self disclosure( Interpersonal trust is found online

through ho) much the users percei&e the other person to !e telling the truth( Co)e&er'

)ith Face!oo* interaction' things could !e different( Research needs to loo* into ho)

*no)ing someone directly could directly affect the )ay in )hich disclosure' empathy'

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and trust is !uilt through Face!oo*( 2e also see an entirely ne) set of internet !ased

non.&er!al forming( 2hile there ha&e !een numerous studies on internet !ased

communication concerning romantic relationships' self disclosure' and social

net)or*ing' this research proposal ta*es it a step further to loo* at the social utility of

Face!oo* and the su!sequent interplay of real life and on.line life in defining

interpersonal romantic relationships(

According to


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respondents said the ma,ority of their friends ha&e a Face!oo* account' )hich suggests

that many students use the site to stay in touch )ith their offline friends( Heeping in

touch )ith friends remains the primary reason for site usage across !oth years in school

and gender( Furthermore' approximately one.third ;6$-> of respondents )ith friends

)ho do not ha&e a Face!oo* account say they )ould !e closer to those friends if they

)ere on the site' and =- of respondents said they had ne&er experienced negati&e

consequences in their offline relationships due to content in their Face!oo* profiles'

)hich suggests that most respondents !enefit from using the site( 2ith the use of

pri&ate messaging and chat rooms of this site' students can communicate and maintain

a healthy relationship )ith their friends from far places )ith ease that ta*es only a fe)

seconds to complete it(

Face!oo* also had negati&e effects in offline relationships( ome things found in

the site can lead to misinterpretation for some people( Because of online messaging or

comments that are &isi!le to e&eryone in the friends list of a user' an offline relationship

can !e affected or destroyed due to fights that )ill happen( For example' a ,ealous

!oyfriend sa) a comment from a mysterious !oy posted on the )all of his girlfriend that

says intimate )ords' !ecause of this' the relationship !et)een the girl and his !oyfriend

can !e !ro*en( Another negati&e effect is' !ecause of posting comments on the )all of a

user !ecame much easier' it )ill also !e effortless for other people to spread rumors

and gossips that can destroy a life of an indi&idual(

As a larger percentage of communication mo&es into the digital arena' )e )ill

see a general )ea*ening of ties !et)een people( This )ea*ening )ill !e less per&asi&e

among a person+s closest circle of friends and more o!&ious among lesser friends' as

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digital communication )ill !ecome the primary mode of communication in these

relationships(

S%nthe&&

e&eral studies' researchers' and articles ha&e already sited the effects of N'

particularly Face!oo* to our present li&es today( 9sing Face!oo* may ha&e positi&e and

negati&e effects that change us o&er the recent years( The relationship of Face!oo* and

ho) it influenced on the interpersonal relationships may not ha&e that concrete lin*ed

!ut for the studies made in the past years' it has sho)n that it affects the )ay )e thin*'

the )ay )e communicate' the )ay )e ha&e relationships' and more so of our !eha&ior

!ecause )hether )e accept it or not' Face!oo* has !ecome a part of our li&es( The

impact of FB has greatly affected the mindset of the youth today that may influence their

interpersonal relationships no)adays( It+s no) a challenge particularly for the educators

and the parents to guide our youth in strongly uplift and strengthen their moral &alues in

life(

'ETHODOLOGY

Re&ear"h De&!n

This study used descripti&e research design( It in&ol&es the description'

recording' analysis' and interpretation of the present nature' composition' or processes

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of phenomena( It focuses on pre&ailing conditions or ho) a person' group' or thing

!eha&es or functions in the present( It often in&ol&es some type of comparison or

contrast(

The researchers used the sur&ey technique )hich is under descripti&e research

design( ur&ey technique' requires gathering of facts that requires sufficient and

accurate interpretation( This technique is used to collect demographic data a!out

respondent+s !eha&ior' !eliefs' opinions' interests and the li*e and then the gathered

data are analyed' organied' and interpreted(

Sam(ln! Te"hn)#e

The researcher used purposi&e sampling( This sampling method included

respondents that fall under the purpose of the study and others that are not useful for

the study are positi&ely excluded( The study focused on the influences of Face!oo* to

the interpersonal relationship of the college students( This research in&ol&ed "6J

current students of different colleges )ithin the school year "#$: to "#$% )ho use

Face!oo* e&ery day( This study used purposi&e sampling to determine the respondents

since e&eryday users of Face!oo* are only considered(

Re&ear"h In&tr#ment

The researcher used questionnaires and sur&ey forms as research instruments(

The sur&ey form as*ed if the respondents are using Face!oo* and their frequency of

using this site( After determining those )ho use FB e&eryday' the questionnaire as*ed

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for the profile of the respondents and the status of their interpersonal relationship )ith

their family' friends' teachers' classmates and others(

Data Gathern! Pro"e$#re

The researcher distri!uted a sur&ey form to each section in order to determine

the users of social net)or*ing sites and must !e accomplished )ithin t)o to three days(

After the researchers collected the sur&ey forms' a list of the respondents )hich are

Face!oo* users )ill !e organied then copies of the main questionnaire )ill !e

produced( The copies of the main questionnaire )ill depend on the num!er of the

respondents( Co)e&er' extra copies )ill !e reproduced if some respondents loss their

questionnaires( The respondents )ill !e gi&en thirty minutes approximately to ans)er

the main questionnaire( 3nce they finished ans)ering the questionnaire' the researcher

)ill gather all the needed data for the study and it )ill !e organied' summaried'

analyed' and interpreted(

Stat&t"al Treatment of Data

The researcher used the follo)ing formulas to analye the results of the sur&ey4

Frequency is the num!er' proportion' or percentage of items in a particular

category in a set of data' )hile percentage is the proportion or share in relation to a

)hole( This technique is used to determine the percentage of our respondents out of

total population in terms of frequency of using ocial Net)or*ing ites( Through this'

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the researchers also determined the percentage of the respondents )ho are affected !y

the influence of social net)or*ing sites( The formula for frequency and percentage is4

f

P K ....... x $## -

N

2here4 P is percentage

f is num!er of respondents falling under a particular category

N is total num!er of population

The mean' or a&erage' is the sum of the &alues di&ided !y the total num!er of

&alues( This determined the a&erage result of the data gathered from different

respondents(

n

x

x

=

2here4

X represents the sample mean

n represents the total num!er of respondents

x represents the frequency

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PRESENTATATION* ANALYSIS AND INTERPRETATION OF DATA

PROBLE' +, -hat & the (rofle of the &t#$ent& n term& of %ear le.el* a!e*

!en$er/

Table 1.1 Year Level of the Respondents

Year Le.el Fre)#en"% Per"enta!eFr&t Year $ 01210

Se"on$ Year % 3+234

Thr$ Year :6 +5266Fo#rth Year # 012+7

TOTAL 036 +77277

9sing frequency and percentage' the results in Ta!le $($ sho)ed that out of "6J

respondents' % or 6$(6= percent are sophomores' $ or "%(%" percent are freshmen'

# or "%($# percent are seniors' and :6 or $(JJ percent are ,uniors(

Table 1.2 Age of the Respondents

A!e Fre)#en"% Per"enta!e

+8 "% $#(:

+5 # "J("J

+4 %: ""(%J

+6 :J "#(%#

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07 :$ $($%

TOTAL "6J $##(##

9sing frequency and percentage' the results in Ta!le $(" sho)ed that out of "6J

respondents' # or "J("J percent are $ years old' %: or ""(%J percent are $= years

old' :J or "#(%# percent are $J years old' and :$ or $($% percent are "# years old' and

"% or $#(: percent are $ years old(

Table 1.3 Gender of the Respondents

9sing frequency and percentage' the results in Ta!le $(6 sho)ed that out of "6J

respondents' $" or %6($: percent are females )hile $$" or :(= percent are males(

PROBLE' 0, -hat & the (rofle of the &t#$ent& n term& of (referre$ SNS*

fre)#en"% of SNS #&a!e* (#r(o&e of #&n! SNS an$ n#mber of SNS fren$&/

Table 2.1 Preferred SNS of the Respondents

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9sing frequency and percentage' the results in Ta!le $(: sho)ed that out of "6J

respondents' "## or J"(#% percent preferred Face!oo*' $# or :($= percent preferred

T)itter' % or "(#J percent preferred other N' 6 or $(" percent preferred Instagram'

and $ or #(:" percent preferred napchat(

Table 2.3 Respondents Prpose of !sing SNS

9sing frequency and percentage' the results in Ta!le $( sho)ed that out of "6J

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respondents' $$ or :=(J% percent agreed that their purpose of using N is ?Lust for

fun and entertainmentD or 6$(=# percent agreed on ?Heeping in touch )ith friends@D

"% or $#(: percent agreed on ?Heeping in touch )ith family@D " or #(=: percent agreed

on ?To !e in+ !ecause its popular no)adays@D and $ or #(:" percent agreed on other

purpose(

Table 2." Respondents N#ber of SNS $riends

9sing frequency and percentage' the results in Ta!le $( sho)ed that out of "6J

respondents' :% or $=(=6 percent has $## friends' 6J or $(6" percent has "##

friends' 6= or $%(J# percent has 6## friends' "= or $$(" percent has :## friends' "$

or =(J percent has %## friends' $= or (%6 percent has less than $## friends' $% or

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("= percent has ## friends' $: or %(= percent has $### friends' = or 6(6% percent

has =## friends' or "(J6 percent has ## friends' and or "(%$ percent has J##

friends(

PROBLE' 3, -hat & the nter(er&onal relaton&h( of &t#$ent& to9ar$ ther

Faml%* Fren$&* Tea"her&* an$ Other&/

Ta!le 6($ Respondents %nterpersonal Relationship &ith their $a#il'

8egend4 6(%$ O :(## K Al)ays

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"(%$ O 6(%# K 3ften

$(%$ O "(%# K ometimes

#(%$ O $(%# K eldom

#( ## O #(%# K Ne&er

Ta!le 6($ sho)s the respondents+ interpersonal relationship )ith their family( The

mean score of Ta!le 6($ is "(J or often( As a result of using social net)or*ing sites' the

respondents prioritie on ha&ing quality time )ith their family ;6>D )ant to *eep in touch

)ith their family ;6>D ha&e !etter communication )ith their family ;6>D express

themsel&es more )ith their family ;6>D !alance their time )ith their family ;6>D o!ey the

rules of their parents ;6>D are ready to help )hen their family needs them ;6>D en,oy

ha&ing time )ith their family ;6>D )ant to interact more )ith their family ;"(%>D ha&e

!etter relationship )ith their family ;"(%>(

Table 3.2 Respondents %nterpersonal Relationship &ith their $riends

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"(%$ O 6(%# K 3ften


#(%$ O $(%# K eldom

#( ## O #(%# K Ne&er

Ta!le 6(" sho)s the respondents interpersonal relationship )ith their friends( The

mean score of the Ta!le 6(" is 6(# or often( As a result of using social net)or*ing sites'

the respondents en,oy spending time )ith their friends ;6("%>D interact more )ith their

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friends !ecause of N ;6>D relate to their friends since they also use N ;6>D ha&e

good terms )ith their friends ;6>D al)ays )ant to *eep in touch )ith their friends ;6>D

ha&e !etter communication )ith their friends !ecause of N ;6>D prefer to spend more

time hanging.out )ith their friends ;6>D are open )ith their friends ;6>D are ready to help

)hen their friends need them ;6>(

Ta!le 6(6 Respondents %nterpersonal Relationship &ith their Tea(hers

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"(%$ O 6(%# K 3ften


#(%$ O $(%# K eldom

#( ## O #(%# K Ne&er

Ta!le 6(6 sho)s the respondents+ interpersonal relationship )ith their teachers(

The mean score of Ta!le 6(6 is "(: or sometimes( As a result of using social net)or*ing

sites' the respondents *eep their focus on the lesson !eing discussed !y their teachers

;6>D prioritie academic.related acti&ities ;6>D prioritie tas*s gi&en !y their teachers ;6>D

en,oy interacting )ith their teachers ;6>D easily approach their teachers ;"(%>D interact

more )ith their teachers !ecause of N ;">D communicate easily )ith their teachers

)ith the use of N ;">D ha&e !etter communication )ith their teachers in terms of

school )or*s )ith the help of N ;">D express themsel&es more )ith their teachers

!ecause of N ;">D open )ith their teachers ;">(

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Ta!le 6(: Respondents %nterpersonal Relationship &ith )thers


"(%$ O 6(%# K 3ften


#(%$ O $(%# K eldom

#( ## O #(%# K Ne&er

Ta!le 6(: sho)s the respondents+ interpersonal relationship )ith other people(

The mean score of Ta!le 6(: is "(: or sometimes( As a result of using social net)or*ing

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sites' the respondents ma*e their contact num!er and address &isi!le only to their

friends ;6>D share limited information a!out themsel&es ;6>D ma*e their profile &isi!le only

to their friends ;6>Dcautious to the people they meet in N ;"(%>D ignore friends

requests from the people they don+t *no) ;"("%>D !loc* people that are suspicious ;">D

delete comments or posts from other people that they don+t *no) !ut added in their

friend+s list;">D &isit profiles of people added in their list !ut they don+t *no) ;">D

comments to people they don+t !ut added in their list ;">D send friends requests to

people they don+t *no) ;$(%>(

According to


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PROBLE' +, -hat & the (rofle of the &t#$ent& n term& of :a; %ear le.el* :b; a!e*

:"; !en$er/

3ut of "6J respondents' % or 6$(6= percent are sophomores' $ or "%(%"

percent are freshmen' # or "%($# percent are seniors' and :6 or $(JJ percent are

,uniors( 3ut of "6J respondents' # or "J("J percent are $ years old' %: or ""(%J

percent are $= years old' :J or "#(%# percent are $J years old' and :$ or $($% percent

are "# years old' and "% or $#(: percent are $ years old(

3ut of "6J respondents' $" or %6($: percent are females )hile $$" or :(=

percent are males(

PROBLE' 0, -hat & the (rofle of the &t#$ent& n term& of (referre$ SNS*

fre)#en"% of SNS #&a!e* (#r(o&e of #&n! SNS an$ n#mber of SNS fren$&/

3ut of "6J respondents' "## or J"(#% percent preferred Face!oo*' $# or :($=

percent preferred T)itter' % or "(#J percent preferred other N' 6 or $(" percent

preferred Instagram' and $ or #(:" percent preferred napchat( 3ut of "6J respondents'

=# or 66(: percent use N for $." hours' or 6$(=# percent use N for 6.: hours'

6% or $:(: percent use N for more than hours' " or $$(6# percent use N for %.

hours' and "$ or =(J percent use N for less than an hour( 3ut of "6J respondents'

$$ or :=(J% percent agreed that their purpose of using N is ?Lust for fun and

entertainmentD or 6$(=# percent agreed on ?Heeping in touch )ith friends@D "% or

$#(: percent agreed on ?Heeping in touch )ith family@D " or #(=: percent agreed on ?To

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!e in+ !ecause its popular no)adays@D and $ or #(:" percent agreed on other purpose(

3ut of "6J respondents' :% or $=(=6 percent has $## friends' 6J or $(6" percent has

"## friends' 6= or $%(J# percent has 6## friends' "= or $$(" percent has :##

friends' "$ or =(J percent has %## friends' $= or (%6 percent has less than $##

friends' $% or ("= percent has ## friends' $: or %(= percent has $### friends' = or

6(6% percent has =## friends' or "(J6 percent has ## friends' and or "(%$

percent has J## friends(

PROBLE' 3, -hat & the nter(er&onal relaton&h( of &t#$ent& to9ar$ ther

Faml%* Fren$&* Tea"her&* an$ Other&/

The mean score of Ta!le 6($ Respondent+s Interpersonal Relationship )ith their

family is "(J or often( All the statements )ere gathered under the mean of "(%# to 6(:J(

As a result of using social net)or*ing sites' the respondents )ant to interact more )ith

your family !ecause of N ;"(%>' prioritie on ha&ing quality time )ith their family ;6>D

)ant to *eep in touch )ith their family ;6>D ha&e !etter communication )ith their family

;6>D express themsel&es more )ith their family ;6>D !alance their time )ith their family

;6>D o!ey the rules of their parents ;6>D are ready to help )hen their family needs them

;6>D en,oy ha&ing time )ith their family ;6>D )ant to interact more )ith their family ;"(%>D

and ha&e !etter relationship )ith their family ;"(%>(

The mean score of the Ta!le 6(" Respondent+s Interpersonal Relationship )ith

their friends is 6(# or often( All the statements )ere gathered under the mean of "(%% to

6(%%( As a result of using social net)or*ing sites' the respondents en,oy spending time

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)ith their friends ;6("%>D interact more )ith their friends !ecause of N ;6>D relate to

their friends since they also use N ;6>D ha&e good terms )ith their friends ;6>D al)ays

)ant to *eep in touch )ith their friends ;6>D ha&e !etter communication )ith their friends

!ecause of N ;6>D prefer to spend more time hanging.out )ith their friends ;6>D are

open )ith their friends ;6>D and are ready to help )hen their friends need them ;6>(

The mean score of Ta!le 6(6 Respondent+s Interpersonal Relationship )ith their

teachers is "(: or sometimes( The statements that )ere gathered under the mean of

"(%% to 6(%: are the ff(4 the respondents *eep their focus on the lesson !eing discussed

!y their teachers ;6>D prioritie academic.related acti&ities ;6>D prioritie tas*s gi&en !y

their teachers ;6>D and en,oy interacting )ith their teachers ;6>( The statements that

)ere gathered under the mean of $(%% to "(%: are the follo)ing4 the respondents easily

approach their teachers ;"(%>D interact more )ith their teachers !ecause of N ;">D

communicate easily )ith their teachers )ith the use of N ;">D ha&e !etter

communication )ith their teachers in terms of school )or*s )ith the help of N ;">D

express themsel&es more )ith their teachers !ecause of N ;">D and open.up )ith

their teachers ;">(

The mean score of Ta!le 6(: is "(: or sometimes( The statements that )ere

gathered under the mean of "(%% to 6(%: are the follo)ing4 the respondents ma*e their

contact num!er and address &isi!le only to their friends ;6>D share limited information

a!out themsel&es ;6>D ma*e their profile &isi!le only to their friends ;6>D and cautious to

the people they meet in N ;"(%>( The statements that )ere gathered under the mean

of $(%% to "(%: are the follo)ing4 the respondents ignore friends requests from the

people they don+t *no) ;"("%>D !loc* people that are suspicious ;">D delete comments or

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posts from other people that they don+t *no) !ut added in their friend+s list ;">D &isit

profiles of people added in their list !ut they don+t *no) ;">D comments to people they

don+t !ut added in their list ;">D send friends requests to people they don+t *no) ;$(%>(

Con"l#&on&

After analying the data gathered !y the researchers' they arri&ed )ith the

follo)ing conclusions4

$( 9sing social net)or*ing sites helped the respondents to de&elop a strong

interpersonal relationship )ith their family' friends' teachers' and )ith others(

"( Most of the respondents are using Face!oo* ,ust to ha&e fun and entertainment

!ecause of its a&aila!le features for the users(

6( The respondents are cautious )ith the strangers that they meet in Ns

!ecause of ha&ing a limited friends added to their account that they *no)(

:( The respondents intend to open.up more )ith their friends in social net)or*ing

sites than )ith others(

%( Most of the respondents use social net)or*ing sites for only $." hours in a day(

Re"ommen$aton&

Based on the conclusions that the researches made' they ha&e formulated the

follo)ing recommendations4

$(> Parents' school administrators' teachers' and guidance counselors must encourage

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the students to use N since it promotes good interpersonal relationships(

"(> tudents must properly use social net)or*ing sites and not ,ust for fun and

entertainment !ut for communication )ith their family' friends and teachers(

6(> ocial net)or*ing site de&elopers and companies must impro&e the security and

pri&acy that they are gi&ing to its users to promote a safe en&ironment especially for

children and teenagers(

:(> tudents must also encourage their classmates to use N frequently since it

promotes good communication )ith their teachers regarding school )or*s and

related acti&ities(

%(> tudents must also encourage their friends to use N since it promotes good

relationship ma*ing friendship ties gro) stronger(

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