Despite the vast research conducted on the use of social media, little is known about the influence social media could have on the reading comprehension level of learners; thus, the conduct of this quantitative research. This research is anchored on connectivism theory where social media promotes speedy access and engagement to information while understanding the connections binding texts, readers, and technologies for creating effective strategies in teaching reading comprehension. The respondents are 309 randomly selected first-year students of CapSU Roxas City S.Y. 2022–2023. Data gathering utilized a validated researcher-made questionnaire and analysis of data utilized Statistical Package for Social Sciences (SPSS). Data revealed that the level of influence of social media on reading comprehension skills is high (M = 3.94, SD = 0.209); this implies that social media engagements, accessibility of materials, and connection with others have an impact on the learner's reading comprehension skills. Moreover, the reading comprehension level is proficient (M = 3.84, SD = 0.240); this implies that students had acquired essential skills and strategies, improved vocabulary and fluency, and established reader-text relationships. Furthermore, there is a significant relationship between the level of influence of social media and the level of reading comprehension skills (r = 0.749, p = 0.000). These imply that social media have a positive influence on the development of the reading comprehension skills of the learners. It has evolved from connecting with others to a learning resource for reading materials. This means that the more the learners read using social media, the better the chances of enhancing their reading comprehension skills.