Social Networking Usage and Writing Anxiety as Determinants of the Writing Performance of the Public Junior High School Students

This study determined the significant influence of social networking usage and writing anxiety to writing performance of students. A quantitative research design was employed, specifically adopting a descriptive-correlational method. A total of 364 Junior High School students from the Panabo City Division were selected as respondents using a stratified random sampling technique. Moreover, data gathering involved two adapted research questionnaires and an adapted test. The data were analyzed using mean, standard deviation, Pearson’s product-moment correlation, and multiple regression analysis. The results revealed high levels of social networking usage, writing anxiety, and writing performance among students. Additionally, a positive relationship was found between social networking usage and writing performance, while a negative relationship was observed between writing anxiety and writing performance. Furthermore, social networking usage significantly influenced students’ writing performance, whereas writing anxiety did not significantly influence students’ writing performance.