Abstract

This study examined the relationship between social-media use and academic performance among 112 Grade 12 HUMSS students. Guided by Uses and Gratifications Theory, it considered commonly used platforms, self-discipline, information seeking, self-esteem, resilience, and social comparison and sought to inform responsible social-media practices. A correlational-quantitative design was used without manipulation of the variables. A survey questionnaire was administered to 112 Grade 12 HUMSS students selected through stratified sampling. Facebook, Instagram, and Messenger were the most commonly used platforms. Respondents reported both positive and negative social and psychological experiences, including information access, confidence, motivation, anxiety, and insecurity associated with online comparison. Pearson correlation showed no significant relationship between social-media use and academic performance (r = 0.0180, p > 0.05). The findings indicate that social-media use was not significantly related to academic performance in this sample. Perceived effects on self-esteem, resilience, focus, information seeking, and social comparison were reported descriptively and should not be stated as causal impacts. The proposed action plan may emphasize digital literacy, time management, healthy online comparison, and responsible use.