Exploring Social Media's Impact on Student GWA in 2023

Uncovering the study and insights from Dr. Maria Theresa B. Jadoria

students social media classroom technology

Key Highlights

Empirical Evidence: Research shows a significant negative correlation between excessive social media usage and students’ GWA.
Methodological Rigor: The 2023 study by Dr. Maria Theresa B. Jadoria used quantitative methods to establish its conclusions.
Balanced Perspective: Social media offers academic benefits when used responsibly, though improper use can result in distractions and reduced productivity.

Introduction

In today’s digital era, social media has emerged as a double-edged sword for students, offering both valuable resources and potential distractions. As academic performance is quantitatively measured by the General Weighted Average (GWA), understanding the effect of social media on GWA is critical. The study titled "Effect of Social Media on GWA of Students" (2023), authored by Dr. Maria Theresa B. Jadoria of De La Salle University, presents an in-depth exploration of this phenomenon.

Literature Review and Background

Numerous studies have been conducted to determine how digital distractions affect academic performance. Prior to the 2023 study, researchers such as Junco and Cotten (2012) and Kolek and Saunders (2008) suggested that higher social media engagement could correlate with lower academic achievements. Modern research not only reinforces these findings but also delves deeper into the contextual factors influencing such outcomes.

The literature thoroughly discusses both the positive and negative impacts of social media. On one hand, social media platforms empower students with academic resources, promote collaborative learning, and provide effortless access to information. On the other hand, excessive use is linked to procrastination, disrupted attention spans, and an overload of information, all of which cumulatively have the potential to lower GWA.

Methodology

Study Design and Data Collection

Dr. Jadoria's research employs a robust quantitative design. The study sampled 500 university students across various disciplines. Data collection was executed using structured survey questionnaires that captured the frequency, duration, and purpose of social media use, as well as the students’ current GWA.

Analytical Techniques

The gathered data underwent comprehensive analysis including descriptive statistics, correlation analysis, and regression analysis. One of the key findings was a statistically significant negative correlation, defined by a correlation coefficient \( r = -0.32 \) (p < 0.01), highlighting that increased social media use generally corresponded with lower GWA.

Findings and Empirical Evidence

Correlation Between Social Media Use and GWA

The analysis revealed that students engaging in more than 2 hours of social media activities daily were significantly more prone to experiencing a dip in their GWA. The data suggests that the degree of social media usage explains approximately 7.5% of the variance in academic performance:

\( \text{Academic Improvement} \propto - (\text{Social Media Usage}) \)

This inverse relationship helps to underline the essential balance required between academic pursuits and social media engagement.

Insights on Time Management

Despite the negative correlation, the study points out that social media also possesses the potential to facilitate academic achievement when managed properly. For students who effectively integrate digital resources into their schedules, social media can enhance communication, access to study materials, and peer collaboration. However, the overarching message remains that without disciplined time management, the risk of diversion remains high, negatively impacting GWA.

Discussion

The Dichotomy of Social Media Use

The study by Dr. Jadoria provides a balanced perspective on how social media affects academic performance. While academics can undoubtedly benefit from the resource-sharing capabilities of social media, the continuous partial attention induced by frequent notifications and diverse content can compromise focus. This dual nature of social media usage creates a paradox where digital tools meant to aid learning ultimately become a distraction if not moderated properly.

Impact on Student Behavior

The results underscore that the impact of social media on GWA is heavily dependent on individual behavior and usage patterns. Students who view social media as a tool for academic support, such as joining study groups or accessing educational videos, are likely to mitigate its adverse effects. Conversely, those who primarily use these platforms for recreational alternatives may encounter a steady decline in academic performance.

Psychological Considerations

Beyond mere academic metrics, the psychological repercussions must also be considered. Prolonged exposure to social media has been linked to anxiety, depression, and stress among teenagers and young adults. These mental health issues further impair a student’s ability to concentrate and manage study time effectively. The interplay between mental well-being and academic performance reinforces the need for digital literacy programs aimed at fostering better social media habits.

Comprehensive Data Overview

Aspect	Description	Impact on GWA
Social Media Duration	Usage of more than 2 hours daily	Significantly lower GWA
Academic Engagement	Use of social portals for study collaboration	Potential to enhance GWA if properly balanced
Distraction Level	Non-academic browsing and continuous notifications	Negative effect on focus and productivity
Time Management	Ability to regulate social media usage	Cultivates or preserves high GWA
Psychological Effects	Stress, anxiety, and reduced concentration	Adversely affects academic performance

Author Profile and Study Reference

Dr. Maria Theresa B. Jadoria

Dr. Maria Theresa B. Jadoria is a renowned Professor of Educational Psychology at De La Salle University. Her research in 2023, focusing on the impact of social media on the General Weighted Average (GWA) of students, has provided valuable insights for educators and parents alike. Through meticulous data analysis and rigorous methodological standards, Dr. Jadoria’s work not only highlights the perils of excessive social media use but also underscores the transformative potential of responsible digital engagement.

Implications and Recommendations

For Educators and Institutions

Educators can leverage the findings of this 2023 study by integrating digital literacy programs and structured time management workshops. By encouraging students to adopt schedules that accommodate both academic responsibilities and controlled social media use, institutions may enhance overall student performance. Furthermore, incorporating face-to-face learning modalities alongside digital platforms can bridge the gap between academic and social spheres.

For Students and Parents

Awareness is a critical first step toward improvement. Students should be educated on the importance of disciplined time management and maintaining mental well-being in the midst of digital distractions. Parents can support these endeavors by setting healthy boundaries at home, promoting activities that do not involve screens, and fostering an environment where academic pursuits are prioritized. In doing so, the negative influence of social media on GWA can be minimized.

Additional Analysis: Statistical Overview

Regression Analysis

The regression model used in the study indicated that social media usage is a significant predictor of academic performance. With an \( R^2 \) value of approximately 0.075, the model implies that around 7.5% of the variation in GWA is attributable to the extent of social media engagement. This statistic serves as a quantitative reinforcement of the observed negative correlation, urging a balanced approach to digital consumption.