IJSTIP Published Article Details

Abstract Abstract Purpose: This study aimed to examine the influence of social media use on the intellectual pursuits of pre-service teacher academic awardees at Northern Iloilo State University, Ajuy Campus. The focus was on identifying the extent to which social media platforms affect their academic engagement, communication, and learning behavior. Methods: A descriptive analysis was employed to assess the patterns and effects of social media usage. Using systematic sampling, 67 Bachelor of Secondary Education (BSEd) pre-service teachers—recognized as academic awardees and active social media users—were selected as respondents. Data were collected using a researcher-made survey questionnaire, adapted and modified from existing instruments used in related studies, including Assessment of Social Media Utilization and Study Habit of Students of Tertiary Institutions in Katsina State; Influence of Social Media on Students’ Academic Achievement; and Unraveling the Link between Social Media Usage and Academic Achievement among ESL Learners. The responses were analyzed using frequency counts, percentages, means, and standard deviation. Results: Findings revealed that among the 22 social media platforms listed, Facebook, Messenger, TikTok, YouTube, and Instagram were the most frequently accessed by pre-service teachers for academic and communication purposes. The primary purposes of social media engagement were communication, learning enhancement, and research support. Social media use was found to have a high level of influence on the academic performance of the respondents, particularly in terms of platform preference, frequency of use, and the nature of utilization. It served as a critical tool for facilitating easy access to information and fostering collaborative communication. Conclusion: Social media has become an essential component in the academic journey of pre-service teacher awardees, contributing positively to their intellectual pursuits when appropriately utilized. However, the varying degrees of platform engagement and purpose-driven usage suggest the need for further guidance on maximizing academic benefits while minimizing potential distractions. Implications: The results of this study support the integration of digital literacy and responsible social media use in teacher education programs. Educational institutions should consider developing structured interventions to enhance the productive use of social media for academic purposes, promoting deeper engagement with scholarly resources and peer collaboration among future educators. Keywords: Pre-Service Teachers, Social Media Use, Academic Performance, Descriptive Analysis, Teacher Education, Digital Literacy, Intellectual Pursuits, Academic Awardees, Online Learning, Communication Tools