Social Media Exposure and Classroom Behavior as Mediated by Study Habits: Basis for an Action Plan

This study aimed to determine the relationship between social media exposure and classroom behavior as mediated by study habits among Grade 6 learners in the District of Sagbayan during the Academic Year 2025–2026. A descriptive-correlational research design was employed to examine the association between social media exposure (independent variable) and classroom behavior (dependent variable), as well as the mediating role of study habits. The study was conducted across 21 public elementary schools in the district, with a total population of 465 learners. Using Slovin’s formula, 218 respondents were selected through random sampling. The study utilized an adopted survey questionnaire composed of three components: social media exposure, study habits, and classroom behavior. The instrument demonstrated acceptable to high reliability, with coefficients of .83, .85, and .87.
The findings revealed that learners exhibited a moderate level of social media exposure (Composite Mean = 2.31), primarily for communication and maintaining social connections. Study habits were practiced often (Composite Mean = 2.69, SD = 0.94), with strengths observed in completing assignments on time, although self-directed learning remained limited. Classroom behavior was generally positive (Composite Mean = 3.19, SD = 0.93), indicating strong adherence to classroom rules but moderate levels of digital responsibility and self-regulation. Regression analysis showed that social media exposure did not significantly affect study habits (B = -0.104, p = .474) but had a significant negative effect on classroom behavior (B = -0.520, p = .000). Classroom behavior significantly influenced study habits (B = 0.613, p = .000). However, the indirect effect was not significant, indicating that study habits did not mediate the relationship between social media exposure and classroom behavior. Overall, learners demonstrated acceptable academic and behavioral outcomes, suggesting that classroom behavior and study habits are influenced by multiple factors beyond social media exposure alone.
Based on these findings, future researchers are encouraged to employ longitudinal or mixed-methods research designs to better understand how social media exposure influences learners' academic behaviors over time. Incorporating qualitative approaches, such as interviews or focus group discussions with students, teachers, and parents, would provide richer insights into the underlying reasons behind learners' digital habits, study practices, and classroom behaviors. Furthermore, future studies should utilize more comprehensive measures of social media exposure by examining the duration of use, purpose of engagement, platform type, frequency, and the nature of content accessed. These enhancements would provide a more nuanced understanding of how different patterns of social media use influence learners' academic behaviors and overall educational outcomes.

Classroom behavior, Social media, Study habits, Social media exposure, Action plan

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