SAN AGUSTIN — A recent study conducted by researchers from Dabubu Grande Elementary School in collaboration with Pangal Sur High School found that social media exposure does not significantly influence the study habits of elementary school pupils, even though digital platform use is already deeply embedded in their daily routines .
The research, carried out by Trisha Jane G. Pascual and Celso C. Dumalig, was published in the International Journal of Scientific Multidisciplinary Research (IJSMR) 2026. Using a quantitative descriptive-correlational design, the study analyzed responses from 100 Grade 4 to Grade 6 pupils during the 2025–2026 school year to determine whether social media exposure affects time management, concentration, note-taking, and test preparation habits. The results revealed that social media usage showed no statistically significant relationship with pupils’ study behaviors.
Survey findings indicated that YouTube and TikTok dominate pupils’ digital engagement. About 91 percent of respondents reported using YouTube regularly, while 85 percent reported frequent TikTok use. Facebook and Messenger Kids were also widely used as communication tools among peers and family members. These results confirm that social media has become a routine part of children’s everyday lives at the elementary level.
The frequency of usage further reflects strong digital immersion among learners. Most pupils accessed social media between two and five times per day, while a smaller yet notable group reported using platforms more than six times daily. In terms of total daily exposure, the majority spent between one and four hours online. A smaller portion exceeded five hours per day, suggesting that although usage levels are high, they remain within a range that does not automatically translate into academic disruption.
When examining study habits, the researchers found that pupils demonstrated moderate performance in time management. Many students were able to complete assignments on schedule, but they still experienced difficulty maintaining consistent daily study routines and avoiding procrastination. These patterns indicate that structured guidance from teachers and parents remains essential for strengthening discipline in independent learning.
Concentration levels were also rated moderate overall. Pupils were generally able to study in quiet environments, yet many reported difficulty sustaining attention for extended periods without checking their phones. This suggests that digital interruptions may influence focus during study sessions, even if they do not significantly weaken overall study habits.
In contrast, note-taking emerged as the strongest academic habit among respondents . Pupils consistently reported taking notes during lessons, organizing their written materials effectively, and reviewing those notes to clarify difficult topics. This finding highlights the continued importance of traditional written learning strategies in supporting comprehension and retention among elementary learners.
Test preparation practices were likewise evaluated as generally good. Many pupils reported reviewing lessons several days before examinations and seeking assistance from teachers or parents when needed. However, the preparation of independent review materials and confidence during examinations were rated only moderate, suggesting that learners still rely heavily on guided support rather than self-directed review strategies.
One of the most important findings of the study was the absence of a statistically significant relationship between social media exposure and study habits. Statistical analysis produced a correlation coefficient of r = –0.142 with a significance level of 0.162, confirming that higher social media usage does not necessarily correspond to weaker academic routines among elementary pupils. This outcome suggests that children may already be developing adaptive strategies that allow them to balance digital engagement with school responsibilities.
The study also examined whether demographic variables influenced pupils’ study habits. Results showed no significant differences when respondents were grouped according to age, grade level, or gender. This indicates that academic behaviors remain relatively consistent across these demographic categories and are likely shaped more strongly by shared learning environments such as classroom expectations, home routines, and teacher support systems.
These findings carry important implications for educators and parents seeking to guide children’s digital behavior. Rather than focusing solely on restricting screen time, the researchers emphasize the importance of strengthening time-management skills, encouraging structured study routines, and promoting responsible digital engagement. With proper supervision and balanced habits, social media can coexist with academic responsibilities without undermining learning outcomes .
The study ultimately reinforces the idea that what children do online—and how they organize their study time—matters more than how long they spend using digital platforms. Strengthening self-regulation skills and supportive learning environments appears to be a more effective strategy than limiting access alone in helping pupils maintain productive study habits.
0 Komentar