Abstract

Facebook may facilitate emotional convergence, in which students develop similar feelings after viewing friends’ statuses, comments, or reactions, thereby fostering shared happiness, empathy, or frustration. The study also referenced Department Order No. 49, series of 2022, in considering the role of social media in interpersonal dynamics; however, the connection was not clearly explained in the original text. The study used a descriptive research design without manipulating variables. Thirty-five (35) selected Grade 11 Humanities and Social Sciences students were chosen through systematic sampling, and data were collected using a survey questionnaire. The findings showed that students strongly agreed that Facebook use was related to their shared sentiments and judgments in terms of point of view, decision-making, and critical-thinking skills. Distraction was the most commonly reported problem associated with Facebook use. The proposed action plan emphasized time-management strategies to help students balance academic responsibilities and social-media engagement. Respondents perceived Facebook use as related to shared sentiments and judgments, particularly in relation to point of view, decision-making, and critical-thinking skills. Distraction was identified as the most common barrier. The study recommends awareness activities and time-management strategies to address excessive Facebook use and its possible relationship with academic performance.