Social Media as an Academic Support Mechanism and Student Performance in Public Secondary Schools in Roxas, Isabela

Abstract

This study explored the effectiveness of social media as an academic support mechanism among public secondary students in Roxas, Isabela, with the goal of informing a media integration program to enhance academic performance. The research focused on students aged 13–15 from various year levels, most of whom accessed social media daily via smartphones, primarily using platforms such as YouTube, Messenger, and Facebook. Despite many students coming from low-income households, most reported stable Wi-Fi connectivity. A quantitative approach was used, surveying both students and teachers to assess perceptions of social media’s effectiveness across five domains: access to resources, collaboration, engagement, communication, and productivity. Data were analyzed using MANOVA to compare perceptions between groups and correlation analysis to identify factors influencing these perceptions. Both students and teachers rated social media as “Moderately Effective,” with teachers generally assigning higher effectiveness scores, especially in communication and collaboration. MANOVA revealed significant perceptual differences between students and teachers. Correlation analysis identified age, year level, time spent on social media, and platform preference as significant factors affecting students’ perceptions. Gender and type of internet access showed no significant impact, while income level had a modest positive effect. The findings suggest that social media can serve as a viable academic support mechanism when used strategically and with proper guidance. The perceptual gap between students and teachers highlights the need for targeted training and dialogue. Integrating digital literacy into the curriculum and structured use of social media platforms are recommended to maximize academic benefits.