EXAMINING THE ROLE OF STUDY HABITS AND SOCIAL MEDIA USAGE ON MATHEMATICS PERFORMANCE OF GRADE 7 STUDENTS IN A PHILIPPINE PUBLIC HIGH SCHOOL

Forfattere

  • Bryan M. Bulactin Himbangan National High School, Philippines
  • Rowena C. Bulactin Himbangan National High School, Philippines

DOI:

https://doi.org/10.46827/ejes.v13i7.6835

Nøgleord:

study habits, social media exposure, academic performance, Mathematics achievement, Grade 7 students

Resumé

The rapid advancement of technology has changed the way students learn and deal with school responsibilities, which has dramatically transformed their school engagement. This study examined the role of study habits and social media exposure on the mathematics performance of Grade 7 students at a public high school in Southern Leyte, Philippines, during the School Year 2025–2026 using a descriptive–correlational research design. There were 121 students who were chosen through complete enumeration and participated by answering the adopted survey questionnaires assessing their study habits and social media exposure, while their first-quarter grades were used to assess their mathematics performance. Data were analyzed using descriptive and inferential statistics. The results showed that the respondents exhibited good study habits in Mathematics and a moderate level of social media usage. Their average first-quarter grade in Mathematics was satisfactory. A significant but weak positive relationship was found between study habits and academic performance, while no significant relationship existed between social media usage and academic performance. The findings suggest that effective study habits contribute to improved academic performance, while social media usage does not directly affect learners’ achievement. School administrators and teachers are encouraged to implement programs that mitigate the effects of social media and enhance study habits to further enhance students’ learning outcomes.

Forfatterbiografier

  • Bryan M. Bulactin, Himbangan National High School, Philippines

    Bryan M. Bulactin holds a Bachelor of Secondary Education major in Mathematics and has pursued postgraduate studies in mathematics education. He has been actively engaged in research and innovation in the field of education, serving as District Research Committee Chair from 2018 to 2024 and as Associate Editor for Mathematics of TUKIB, the official research journal of the Department of Education – Schools Division of Southern Leyte. He was recognized twice as Innovator of the Year by the Department of Education – Region VIII for his contributions to mathematics-based instructional innovations aimed at improving student performance. His professional and research interests focus on mathematics pedagogy, learner achievement, and educational innovation, particularly on examining study habits and social media usage as predictors of mathematics performance among Grade 7 learners, with the goal of informing evidence-based instructional interventions and action plans.

  • Rowena C. Bulactin, Himbangan National High School, Philippines

    Rowena C. Bulactin holds a Bachelor of Secondary Education major in Mathematics and a Master of Arts in Education major in Teaching Mathematics. She has actively contributed to research and innovation in mathematics education, with completed and presented studies focusing on mathematics pedagogy, learner achievement, and instructional innovation. Her professional practice includes the development of learner-centered innovations, notably the implementation of number puzzle activities to enhance numeracy skills. She currently serves as District Mathematics Coordinator, overseeing mathematics-related initiatives aimed at improving learner performance, as well as coordinating the consolidation and submission of numeracy assessment results across schools. She is also engaged as an ARAL Math teacher, further extending her instructional support to learners. Her scholarly interests include examining factors such as study habits and social media usage in relation to learners’ academic performance, with the goal of informing data-driven educational interventions.

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Publiceret

2026-07-06

Nummer

Årg. 13 Nr. 7 (2026)

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Articles

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