This study titled “Social Media Usage of Learners and Parental Involvement in Relation to Academic Performance”, studied the level of social media usage and parental involvement of Grade 10 learners at one of the local public high schools in the Division of Negros Occidental and their relationship to academic performance in Mathematics for the school year 2024–2025. Using a descriptive-correlational research design, data were gathered from 206 students using two modified instruments: a 20-item questionnaire based on the Social Media Disorder Scale (SMD) by Van den Eijnden et al., and a 21-item tool aligned to the Family Involvement Questionnaire (FIQ) by Fantuzzo et al. Statistical analysis was performed using SPSS. Findings revealed high social media usage among learners, often interfering with responsibilities, and moderate to high parental involvement, particularly in academics and extra-curricular activities. Students generally had very satisfactory to outstanding performance in Mathematics. Social media usage did not vary significantly by sex or socio-economic status but was influenced by parental educational attainment. Parental involvement differed by socio-economic status, but not by sex or education. Furthermore, a significant negative relationship was found between social media usage and academic performance, while parental involvement showed no significant relationship. The study highlights the need for the schools to foster responsible digital habits, strengthen parent-school communication, and offer support for students from less privileged backgrounds to maintain and improve academic performance.
Janine C. Superticioso (Tue,) studied this question.