Introduction Facebook, My, Space, LinkedIn, Friendster, Cloudworks, Twitter are but a few examples of the relatively new phenomenon of online social networking. People of all ages are flocking to the internet and are signing up for social networking sites by the millions. Facebook, the examples, boasted 901 million monthly active users and more than 125 billion friend connections at the end of March (Key Facts 2012). This popularity of online social networking sites (SNSs) is constantly growing. Educators are set to take advantage of the multiple collaboration tools and discussion opportunities provided by social networking sites for secondary and higher education ( Hoffman, 2009:Mason & Rennie 2008, as cited in Forkosh-Baruch & Hershkowitz, 2012). Despite the fact that there is limited guidance on how educators can intergrate social networking sites into subject which have been traditionally delivered face-to-face (Andrew & Drennan, 2009), teachers are on the lookout for information on the potential benefits or harmful effects using SNSs as a new and innovative way to try to engage students and improve students achievement.
Being in a worlds where the use of modern technology is rampant, most students habitually use the internet and its social networking sites. As students, they have the responsibilities to study. But there are always distractions that may affect how the study – one of these distractions is the addiction to social networking sites. This study is about finding out how the uses of these sites affect the ways student, specially the De la Salle University Students, who use them study for their lesson in school. This study aims to know (yung objective natin ilalagay sa part na