Social Media Usage and Platforms Exposure Among Junior High School Students

Abstract

This study examined the relationship between students’ social media usage profile and their level of social media platforms exposure among Junior High School students in a district of the Schools Division of Samar. Specifically, it described students’ usage profile in terms of gadgets used, preferred platforms, duration, and purpose of use, and determined their level of exposure across cognitive, behavioral, and emotional aspects. A descriptive-correlational research design was employed involving 312 students selected through stratified random sampling. Data were collected using an adopted and validated questionnaire and analyzed using frequency, percentage, weighted mean, and Spearman’s rho correlation. Findings revealed that smartphones were the most commonly used devices, while Facebook/Messenger, TikTok, and YouTube were the most preferred platforms. Most students reported moderate daily usage (1–3 hours) and primarily used social media for communication, educational purposes, and entertainment. Students demonstrated a frequent level of exposure across cognitive, behavioral, and emotional dimensions, indicating that social media plays a meaningful role in their learning experiences, communication practices, and emotional engagement. Correlation analysis showed that gadgets used had a statistically significant but very weak relationship with social media platforms exposure, while preferred platforms, duration, and purpose of use were not significantly related. These results suggest that access to digital devices may slightly influence students’ engagement with social media for academic-related activities, but other usage factors have limited impact. The study highlights the importance of promoting responsible and balanced social media use to support students’ academic development and overall well-being.