This study examines the impact of Facebook usage on the academic writing skills of senior high school students at Pagbilao National High School. It examines the relationship between students Facebook use, in terms of frequency, activities, group discussions, and content preferences, and their academic writing proficiency in coherence, organization, vocabulary, grammar, adherence to conventions, and argumentation. A descriptive-correlational research design was employed, utilizing a stratified random sampling method. Data collection involved a survey on Facebook usage and a multiple-choice academic writing test. Descriptive statistics and correlation analysis were used to determine significant relationships between the variables. Findings indicate that students frequently use Facebook for communication, entertainment, and news updates but engage less in structured academic discussions. While Facebook offers opportunities for informal writing practice, excessive use may hinder academic writing, particularly in maintaining formality, coherence, and adherence to conventions. A moderate correlation was found between specific Facebook activities and students writing proficiency, suggesting that structured engagement on the platform could enhance writing skills. The study highlights the importance of integrating digital literacy and academic writing strategies in education. Teachers and policymakers may leverage Facebooks interactive features for guided writing activities. Further research is recommended to explore long-term effects and interventions to enhance students writing skills in digital learning environments.

language

writing

senior high school

academic writing

Facebook

education