Influence of social media use and time management on students’ mathematics achievement

This research examined the relationship among social media usage, time management, and mathematics achievement among 185 Grade 10 students at Pagsabungan National High School, Cebu Province, during the 2025-2026 school year. Employing a descriptive-correlational design and total enumeration sampling, the study utilized three instruments: a social media usage survey, a time management questionnaire, and a 40-item mathematics achievement test assessing various cognitive competencies. Data analysis involved descriptive statistics (frequency count, weighted mean, standard deviation) and Pearson’s r correlation. Results showed moderate overall social media usage with passive engagement more dominant than active use. Time management was rated high in prioritization but moderate in procrastination and socialization. Mathematics achievement was generally satisfactory to very satisfactory, with 50.81% of students achieving “Very Satisfactory” results and an overall mean score of 26.35. Correlations demonstrated a weak but significant positive relationship between social media usage and time management, an insignificant relationship between social media usage and mathematics achievement, and a small but significant negative relationship between time management and mathematics achievement. The study concluded that moderate, mostly passive social media use does not strongly affect mathematics achievement, while effective time management, particularly prioritization, coexists with varied academic outcomes. A comprehensive action plan recommending enhanced time management workshops, responsible social media practices, peer tutoring, and teacher training was proposed to support improved student performance and holistic development.