“Mediating Effect of Academic Self-Regulation to Facebook Usage and Mathematics Performance”

This study examined the relationship between Facebook usage and students’ mathematics performance, and whether academic self-regulation mediated this relationship. Using a quantitative descriptive-correlational design, data were collected from 322 first-year students at Monkayo College of Arts, Sciences, and Technology via an adopted survey instrument. Analyses included mean, standard deviation, Pearson r, multiple regression, and Sobel z-value. Results showed high self-regulation in self-planning, monitoring, instruction, and reaction, but low self-evaluation. Facebook usage was high, with most students spending three to five daily hours. Students’ mathematics scores indicated near mastery. There was a negligible negative correlation between Facebook hours and mathematics performance, while reasons for Facebook use were not significantly related. Mediation analysis suggested partial mediation by self-regulation, but the Sobel test found the indirect effect not statistically significant. Overall, findings suggest Facebook usage and academic self-regulation influence mathematics performance, but other factors may also contribute.

mathematics education, academic self-regulation, Facebook usage, mathematics performance

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