English Learning Apprehension, Social Media Dependency and Academic Performance of Students

This study examined the relationship between English learning apprehension, social media dependency, and academic performance among Grade 10 students in a public school in Negros Occidental during the school year 2025–2026. Using a quantitative descriptive correlational research design, the study involved 130 students selected through stratified random sampling. It determined the students’ socio-demographic profile, levels of English learning apprehension and social media dependency, academic performance in English, and the significant differences and relationships among the variables. Results revealed that students experienced a moderate level of English learning apprehension, with fear of negative evaluation as the highest-rated dimension. Likewise, social media dependency was at a moderate level. Most students demonstrated satisfactory to very satisfactory performance in English. Findings showed significant relationships between English learning apprehension, social media dependency, and academic performance. The study concludes that these factors are associated with students’ academic outcomes and highlights the importance of building English confidence, encouraging participation, supporting responsible social media use, and strengthening learning support systems.

English

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