Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Facebook Group Chat is a free service Facebook user to conduct based instant

message conversations with Facebook friends. Upon a debut of Facebook Chat in 2008,

the social networking site added a Chat sidebar that made it easy to initiate Facebook

chats well as Facebook video calling video chats. Facebook Chats Supports one-to-one

chats as well as the ability to chat with multiple friends via the Facebook group features.

Especially in school, for the teachers and students, which provide educators with a

platform to beyond the traditional teaching model.

According to Van Oers, (2013) Human development should be considered as

process based on interpersonal interactions with the help of cultural tools in a given socio-

historical context. According to the author, every tool mediated human activity can be

characterized on the basis of the level of involvement of the actors, the type of rules, and

the degrees of freedom that are allowed to the participants for making choices; that is

although teachers and students follow rules for the activities, they still have some freedom

to change or adapt those rules to their needs.

The current research has its own quality and importance to the researcher and

the respondents. This can widen the mind of an individual about the topic which focuses

about the effects of Facebook group chat to the students. For the respondents to know
on what they are really, using how it affects their studies and life and their behavior by

communicating to other people.

The purpose of the researcher in conducting this topic to know the effects of

Facebook group chat to the study habits of the students. The researchers observed

something where people are addicted to social media site like Facebook group chat

especially to the students, where they are spending too much time on this, felt their

internet visit were out of control. Appear to be culprit of the school work problems.

The researcher would to discern the following undertaking (a) if students guide

by this effect of Facebook Group Chat; (b) if this research will this encourage the students

to avoid those negative effects and (c) if though this research may have positive outcome

to the students by their Study Habits.

Background of the Study

According to Mark Zuckerberg; CEO of Facebook said that “Asking everyone in

our community to install a new app is a big ask”, so that Facebook Messenger introduced

and announced that Facebook messaging feature will be

Removed from the main Facebook app and the users will be forced to download

Messenger. So that Facebook Messenger discovered.

The research and associated case studies are aimed to know the good and bad

effects of Facebook group chat to the Study Habits of the students in Dayap National

Integrated High School. Currently, the Facebook group chat is useful to every student but
for those group chats which is related only in school. This has ability to chat and talk with

multiple friends via Facebook group feature.

In Dayap National Integrated High School DNIHS Grade eleven (11) students

are now using Facebook Group chat and it may affect their study habits, however, it

serves them as their way to easily get their lesson.

Most students have lack of encouragement for them to write their lectures.

Students who are not interested and have problem in their performance this research

serves as their guide for them to aware. This is the one of the most important why factors

affecting students’ academic performance for them to know and for them to aware to that

grade eleven (11) HUMSS of Dayap National Integrated High School DNIHS take it for

granted

The researcher, conduct the topic about the Effect of Facebook Group Chat to

the Grade eleven (11) HUMSS students of Dayap National Integrated High School

DNIHS. Therefore, the study will be conducted to determine the Effect of Facebook Group

chat to the Academic Performance of the students.

Theoretical Framework

According to the study of Rosen, Career and Cheever 955 their study is focus on

how social media can affect studying habits of college students and if it is used as a

distraction for them.

This study are related to the Effect of facebook Group Chat to the study habit of the

students because in this study focus on how facebook social media affect the students,

facebook is a kind of social media so that the researcher said that it is related.

“The effect of Facebook use on college students interpersonal development“ Ryan Masin

(2009) in his study there is a theory that, According to the study of said that Schill (2011)

reported that social media is the negative impacts (anxiety, behavioral changes, mental

health problems, psychological effect, severe loss of personal productivity, stress, a

sense of guilt and crisis, etc.) on adolescents. Bryant et al., (2006) indicated that many

adolescents preferred technological communication in order to express their feelings and

thoughts instead of using face to face communication. Wang, et al. (2011) showed that

children spent plenty of time on SNS instead of doing homework, studying the courses,

and preparing examination. Many studies (Duncan, Hoekstra, & Wilcox, 2012; Kalpidou,

Costin, & Morris, 2011; Ophir, Nass, & Wagner, 2009; Wang et al., 2011) reported that

students’ grades negatively affected using of SNS.

The study of those citation said that social media has an effect to the study habit of the

students not only to them especially to those individual. The researcher said that this

study is related to the Effect of Facebook group Chat because it is a kind of social media.

Social Media or Facebook Group Chat affect the study habit of the students because they

are spending their time in using Facebook instead of spending their time in doing their

home works. Using Facebook Group Chat have an positive and negative effect to the

students but negative effect is more influence the students.

Conceptual Framework
 The study attempts to determine the Effect of Facebook Group Chat to the Study

Habits of grade eleven (11) HUMSS students of Dayap National Integrated High School

in Calauan, Laguna for the 2nd Semester of Academic Performance 2018-2019.

The Conceptual guide shown in the research paradigm (Figure 1) shows the

relationship between variables of the study.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

I. Profile of the
Respondents

 Age Effects of Facebook

 Gender
Group Chat to the Study
II. Factors that may affect
Habits of the students.
the Academic
Performance of the
students.

 Social Interaction
 Mind Set
 Efficiency

Statement of the Problem

 The study deals with the effects of Facebook Group Chat to the Study Habits of

the students. The result of this study might be beneficial to the following:

1. What are the profiles of the respondents in terms of;

1.1. Age

1.2. Gender

2. What would be the factors that may affect the Study Habits of the students using

Facebook Group Chat in terms of?

2.1. Social Interaction

2.2. Mindset

2.3. Efficiency

3. Is there a significant effect of Facebook Group Chat to the Study Habits of the

students?

Hypothesis

There is no significant effect of Facebook group Chat to the Study Habit of the

HUMSS 11 Students of Dayap National Integrated High School.

Significant of the Study

Student: The study serves as their guide for them to be aware that those factors

in Facebook Group Chat can affect the Study Habits of Grade eleven (11) HUMSS of

Dayap National Integrated High School.

 Teacher: The studies encourage the teacher to provide proper guidance for their

student and help them promote the use of visuals instead of Group Chat to get their

lessons.

Parents: The studies encourage the parents to provide proper guidance to their

children and to give more time to teach their children.

Community: These studies encourage them to increase of using it because of

too much using of group chat can affect their social interaction.

Future researchers: The study would also provide them broader knowledge

about the effect of Facebook Group Chat to the Study Habits of the students of Dayap

National Integrated High School and could serve as a guide to maintain the students’

performance.

Scope and Limitations

The study was focused on the Effect of Facebook Group Chat to the Study

Habits of grade eleven (11) HUMSS students of Dayap National Integrated High School.

The researcher chose Grade 11 HUMSS of Dayap National Integrated High

School as their respondents for them to conduct a data if Facebook Group Chat can really

affect their Study Habits and also for the students to be aware because Facebook Group

Chat is one of the problems that may affect their performances. They as a researcher,

they will conduct data from Grade 11 HUMSS students because they know that they can

help them to give data.

 It includes twenty (20) respondents in Grade eleven (11) HUMSS students from

Dayap National Integrated High School who need to decrease of using Facebook Group

Chat for them to maintain their performance Study Habits

The study is limited to the students who need to decrease of using Facebook

Group Chat for them to maintain their performance as well as their study.

The sources of data are personally prepared by the researchers.

Definition of Terms

The following were defined operationally and conceptually for the purpose of

clarification and understanding.

Ability: strength of an individual to pursue the skill to do something

Academic Performances: is the level of achievement of a teacher or a student in school

that has successfully completed.

Analysis: basis for discussion or interpretation is the process of breaking a complex topic

or substance into smaller parts in order to gain a better understanding of it.

Broader: is the distance from side to side covering a large number and wide scope of

subjects or areas.

Conduct: the manner of managing an activity or organization.

Culprit: one guilty of a crime or fault, the conflict of conducting the topic.

Currently: at the present time,

Data: information that used to gather to the research; important details in conducting the

topic.

Descriptive: describing or classifying without expressing feelings or judging

Efficiency: the things that extremely important or necessary.

Essentially: used to emphasize the basic, fundamental, nature of a person, things or

situation.

Extensive: covering or affecting a large area, mind strength of the reader

Facebook: it is an app that people can use to communicate with friends, loved ones and

relatives in other parts of the world.

Feature: to introduce or to present something.

Forum: a place where ideas and views on a particular issue on the topic can be

exchange.

Hypothesis: the positive and negative statement.

Internet: consisting of interconnected networks using standardized communication

protocols.

Immerse: involve oneself deeply in a particular activity or interest.

Impact: have a strong effect on the researchers about the topic.

Mindset: is creativity in motivation of mind in doing the research.

 CHAPTER 2

REVIEW OF RELATED LITERATURE

Many teachers and students are familiar with using social media site, for instance,

Facebook for private communication and for participating in groups (Cunha jr., van Oers,
& Kontopodis, 2016.) The familiarity with the use of Facebook group Chat opens the

possibility for teachers to create groups for educational purposes, in order to discuss

activities related to classroom practices with their students. According to Bowman and

Akcaoglu (2014) the connection between teachers and students provided by Facebook

can potentially be an addition to learning environments were students engagement is

limited by the lack of communication between teachers and students.

Although there are several studies that demonstrate the educational potential

Facebook, there are still several research gaps. First, such studies have been mostly

conducted with college and university students, because of which the educational

potential for teachers and students in elementary and secondary education remains

unclear. (Alagoz, 2013); Ledbetter and Finn, 2013; Oldmeadow,Quinn, Kowert, 2012;

Wan, Wang, & Haggerty, 2008). Second, they focused on free-service teachers. Thus,

there is a lack of studies focused on free-service teachers. Thus, there is a lack of studies

focusing on the use of Facebook in other educational levels, like elementary and

secondary schools, and the lack of studies concerned with the use of online technology

among teachers who are already working at schools (Chen, Liao, Chen and Lee, 2011;

Hou, 2014; Tseng & Kuo, 2014; Yeh, 2010)

According to Freire (1970), in the traditional teaching model, so-called banking

education, the teacher is the one with knowledge and students are the ones who learn.

By using Facebook groups, teachers and students have the opportunity to become

partners in learning, not only for a given moment, but also for longer times, having the

possibility of creating a sustained community for learners, that is a community in which

the participants use such tools regularly and autonomously. In addition, that sustained

process enables the integration of digital technology in a meaningful and intentional way

at schools, resulting in a potention effective addition to learning (Noteborn, daily-Hebert,

carbonell, & Gijselaers, 2013; Bowman & Akcaoglu)

In the present study “The Attitude towards Internet Chatting and its Usage among

College students in India” the investigator reviewed a number of studies undertaken both

in India and Abroad, which are related to Attitude towards Internet Chatting and its Usage

among College Students. The studies related to the present study have been presented

in the following headings.

Bsharah, Gasaymeh and Abdelrahman (2014) aimed to investigate Jordanian

university students “use of Facebook group chat and their perceptions of their social

intelligence as well as the relationship between students” use of Facebook and self-

reported measure of their social intelligence. 282 students from different colleges in a

Jordanian public university were the participants. For the purpose of the study, the

researchers used cross-sectional survey design in which a questionnaire was

administered and collected in- class by number of faculty members, who agreed to have

their classes participating in this study. The questionnaire aimed to collect data regarding

students “ use of Facebook as well as the perceptions of their social intelligence. The

analysis of the collected data showed that the majority of the students were active

Facebook Group Chat users. Participants “perceptions of their level of social intelligence

were positive and at moderate level. This study disagreed with the common negative

reputation, in Arab World, of the effect of Facebook Group Chat on students “social life.

Also the study showed that the use of Facebook might benefit student’s social
competencies and intelligence, through providing them with electronic platform that they

can use to freely express themselves.

Khan (2013) explored the impact of Facebook Group Chat on students. A research

questionnaire was design to determine the factors of Facebook Group Chat that have

impact on students. Variables identified are age, gender, education, social influence and

academic performance. 168 respondents that were only students were randomly

selected. The data were statistically analyzed using descriptive statistics, correlation,

regression, chi square etc. the study conclude that students whose age range from 15 to

25 mostly use Facebook Group Chat for entertainment. 60% of male students commonly

used Facebook Group Chat for Good and School. Graduation students generally prefer

Facebook Group Chat for entertainment. From this research study it was also found that

people can use Facebook Group Chat due to social influence. This study determines that

most of students use Facebook Group Chat due to their friends and its total average is

67.3% of total sample. Students having 3.0 to 3.5 GPA (Grade Point Average) mostly use

Facebook Group Chat for entertainment.

Lipinski-Harten and Tafarodi (2013) compared the degree of attitude moderation

produced by online group chat with that produced through face-to-face dialogue.

Participants were 142 undergraduate students (86 women and 56 men) at the University

of Toronto. Participants were recruited by phone on account of their responses to a set

of mass testing questions administered at the start of the academic term. Members of

pairs were unfamiliar to each other prior to the study. Each pair was randomly assigned

to either face-to-face (FTF) or online group chat (OGC) condition. FTF conversations

were digitally recorded and transcribed for analysis. OGC conversations were
automatically logged and downloaded. The data collected were statistically analyzed by

mean, SD, F-test, Pearson correlation and chi-square test. Face-to-face conversation and

online group chat were compared on their tendency to moderate attitudes through

exposure to an opposing perspective. As predicted on the basis of the greater self-focus

and reduced presence of the other in text-based chat, strangers who chatted online for

20 min about a divisive social issue on which they held opposing attitudes showed less

movement toward their partner’s position as a result than did those who spoke face-to-

face for the same length of time.

Sponcil and Gitimal (2013) examined social media use among college students

and how it affects communication with others, and college students’ self-concept. A

convenient and stratified sampling method was used to acquire the participants consisted

of 96 undergraduate college students attending a mid-western university in the US. In this

study, students completed a questionnaire which assessed personal use of social media,

communication skills with friends and family, and effects on self-concept. Descriptive

statistics and frequencies were used to conduct the analysis. Results indicated that all of

the sampled college students were using at least one form of social networking website.

There was a 586 person correlation between usage social media and self-concept. These

findings provide implications for future research on why these social networking sites

have gained popularity.

VanDoorn and Eklund (2013) explored the issue of student perceptions of the use

of Computer Mediated Communication (CMC) by assessing the perceived social

interactional and learning benefits of Facebook chat. Although Facebook has several

functions among others, wall posts and news updates the synchronous text-based CMC
was of particular interest in this study. Twenty students volunteered to participate in the

study. At the end of the semester, students who had Facebook communicate with the

lecturer were provided with a questionnaire. The data from the questionnaires was

analyzed using both qualitative and quantitative measures. Students who made contact

with the lecturer are via Facebook, all selected chat as particularly useful. To this end

then, CMC was perceived favorably by distance and day students as actively scaffolding

their learning. The synchronous communication provided distinct benefits, including

overcoming or neutralizing distance. Synchronized communication-social-media chat

was generally perceived positively by students. A quickly answered question allowed

students to spend more time completing their assignment. Further, they formulated

questions and answers in writing. The immediacy of the response and the irrelevance of

distance, along with anonymity, all helped the students in completing the unit.

Related Studies

Education methods are changing. Online teaching using new teaching

resources, and teaching tools are part of the revolution. In today’s world educational

group chat is one of a teacher best friend.

In the old world, Teachers are responsible for delivering the educational

material to students. It shows that traditional teaching is still the best as long it wills apart

certain tools to help them reach students more efficiency. A teacher is the most important

factor to strength the education system because they must fully equipped with the latest

knowledge and understanding about the new technology. Using educational group chat

is an opportunity for students and teachers as well. Information technology-based

teaching is an effective way to access students in a different area to the same classroom.

In order to deliver information technology- based teaching or commonly known as ICT

based teaching, a teacher must possess sufficient knowledge of the technology and

deliver and materials. Thus, ensure the success rate of delivering learning material.

Information Technology base teaching enable a student to improve their

teaching methods. In 1978, Japan established their National Institute of Multimedia

Education (NIME), to prepare a new methodology for delivering educational material to

students across japan. In one of its program NIME has successfully established an inter-

connected Internet link inn 150 universities across Japan. One of the class that we saw,

was conducted with Koichi Wakata, Japanese astronaut onboard International Space

System as guest lecturer in 2001.

The class was attended by 4200 students from 114 universities. This class

can be classified as the most populous educational group chat ever conducted. In 2009,

NIME was merged into OUJ (Open University of Japan). It utilizes broadcasting media for

delivering the teaching materials for lifelong learning. Therefore, it provides innovative

means and method of education for universities and higher education institution to deliver

the learning materials. One of them are lectures broadcast via the multimedia channel,

and online courses equipped with educational group chat and chat room at the end of

each class session for quizzes and discussion between students and lecturer.

With the advancement of technology in communication, information sharing

has found its new method. We all know that the technology for group chats as first

introduced for educational purpose at the University of Illinois back at the beginning of
internet in 1970’s. Nowadays, group chat room purpose for educational group chat has

found a better implementation of the latest technology. Even UNESCO, as a United

Nations agency education, science, and culture has acknowledgement the needs of

information technology in 1997, UNESCO established its Institute for Information

Technologies in Education (IITE) to provide design and implementation of information

technology in education, IITE, noted the importance of group chat for educational

purpose.

Educational group chat is important for constructive learning along with

other Internet communication methods such as group chat and mailing list, We have seen

how group chat and its technology is considered serious tools for education and learning

purpose. From the beginning of its creation, a group chat was designed primarily for

educational purpose. Therefore, it is reasonable but Internet-based education will always

consider educational group chats as a mean delivering teaching materials and knowledge

sharing.

In the paper entitled “Teachers and Facebook: Using online groups to improve

students’ communication and engagement in education” reports on how teachers, from

different cities of Brazil, used groups on Facebook and how communication between

teachers and students was affected by using such groups, This study is framed under the

Cultural Historical Activity Theory (CHAT) perspective, and is conceived from a

methodological background that invites participants to, collaborate during the research.

We examined posts groups on Facebook from February 2013 to June 2014 by a

qualitative approach, together with coding the open-ended qualitative data and comparing

their distribution and analyzed responses to a questionnaire foe teachers by the end of
the research, Our findings suggest the teachers used the groups for different purposes,

which led to an improvement in communication between teachers-online and in-

classroom-and in students’ engagement in the classroom

Although there are several studies that demonstrate the educational potential of

Facebook, there are still several research gaps. First, such studies have been mostly

conducted with college and university students (2013; Ledbetter & Finn, 2013;

Oldmeadow, Quinn&Kowert 2012; Wan, Wang&Haggerty, 2008), because of which the

educational potential for teachers and students in elementary and secondary education

remains unclear. Second, they focus on pre-service teachers (Chen, Liao, Chen,&Lee

2011;Hou 2014;Tseng&Kuo, 2014’Yeh2010).Thus, there is a lack of studies concerned

with the use of online technology among teachers who are already working at schools.

The present study aims to fill these gaps by addressing how secondary school

teachers use Facebook groups with their students, with provide educators with a platform

to move beyond the traditional teaching model. According to Freire (1970), in the

traditional teaching model, so called banking education, the teacher is the one with

knowledge and students are the ones who learn, By using Facebook groups, teachers,

and students have the opportunity to become partners in learning, not only for a given

moment, but also for longer times, having the possibility of creating a sustained

community of learners, that is, a community in which participants use such tools regularly

and autonomously. In addition, that sustained process enables the integration of digital

technology in a meaningful and intentional way at schools (Noteborn, Dailey-Hebert,

Carbonell, &Gijselaers, 2013), resulting in a potential effective addition to learning

(Bowman&Akcauglu, 2014).
 The study described in the present paper was conducted in Brazil. Here, most

public secondary education schools are not equipped with digital resources(OECD,2014),

and, where they are available, there are not enough to be used by all the students already

have an account on that network, are familiar with its functional aspects (Cunha Jr.et

al.,2016), and can use their own mobile devices to participate in the groups

In order to understand the effects of the use of Facebook groups on

communication between teachers and students, we ask the following questions (1) how

do teachers use of groups on Facebook with students? (2) How does communication

between teachers –students evolve during the process of using such groups? And (3)

what are teachers perceptions concerning the engagement of students in the discussions,

online and in the classroom?

In this study, we conceive of the groups of teacher-students on Facebook as a space that

provides students and the teachers with the opportunity to form a sustained community

of scholars and learners who engage in a collaborative activity in which they explore ways

of improving in where they explore ways of improving

communication(cf.Bowman&Akcaoglu,2014).On the one hand, the participants in this

communicative activity follow shared rules about what/how/when to make posts or

comments, while on the other hand they still have some freedom to create new

possibilities for working in the given group, and for collaborating with others. In such

processes, new rules are often negotiated, resulting in more engaged participants in the

activities in that group (Van Oers, 2013).Considering the social aspects of human

communication, which is also present in social networking sites (SNS), Freire (1967)

highlights human as being of relationships, who are not only in the word, but with the
world, in a plural relationship with it. In that relationship, man is able to transform the

world. As transformative beings, people produce not only materials goods, but also social

institutions, ideas and concepts’ (Freire, 1970).The transformative process takes place

through activities, which consists of (reflective) actions. Thus, it is essential to participate

in the activities with critical awareness of everyone’s’ role as subjects of transformation.

In this manner, Freire draws attention to transformative education, which means that the

teacher not the one who merely teaches, but also the one who is taught in dialogue with

the students, and while being taught also teaches. By using SNS, teachers are able to

discuss with and learn from the students, for instance with respect to how to better use

digital media in classroom

In order to understand those transformations, this study is framed within cultural

historical activity theory –CHAT (Engestrom 1987; Leontiev 1978; Vygotsky, 1999). This

approach provides us with the theoretical concepts that enable us to understand the

implication of how meditational tools. In this case digital technology, tend to change

human activities and educational practices. All socio-cultural activities are carried out in

such a way that the participants respect the rules of a given activity, while they enjoy

some degrees of freedom for the interpretation and use of rules, tools, and goal and are

deeply engaged in the activity (Van Oers2013)

From this CHAT perspective, we consider the groups on Facebook as having

an environment enriched with mediating tool tools for communication and learning. Being

a collaborative environment, to a certain extent in allows the subjects in the groups to be

free to act and interfere collaboratively in the research, being responsible also for
reflecting, evaluating, and reconstructing the research work according to the needs of a

given activity. This approach calls attention to four main given aspects.

On Facebook the groups were labeled using the subject matter and teachers’

name, for instance Biologia Professor X (Biology TeacherX). The researcher suggested

that the teacher start working with one classroom per group, but teachers were to choose

the students to work it: two teachers worked with only class and the other there worked

with more than one class in the same group.

After the groups of teacher-student were formed, they started to post links to

texts, videos, and picture about what they had discussed at school, and as a classroom

agenda. Both teachers and students could post on the groups and the posts considered

are for this study are from January 2013 to June 2014.Together with the researcher, the

teachers agreed that they would have no strict limits for posting, giving them flexibility and

autonomy to choose the most appropriate moment for starting a discussion in the groups.

The chat logs were small conversation with the teachers that occurred during

the period studied. In those chat logs the teacher could ask the research question or

provide feedback about any specific tasks developed in the groups.

With the development of online social networks, a kind of small scale platform,

the online chat group, appears. Online chat group is an extension of the social group on

the social networks. Therefore, they have similarities. For example scale of online,

’Dunbar’s Number(1) gathers people by region interest or task and there is a certain

degree of social interaction or social relation among group member, Reagans and

Zuckerman’s (2) claimed that high network density improves group effectiveness by
enhancing coordination and trust among their members;(3) analyzed such influencing

factors as group closure,(4)discovered that higher turn-taking rate backchannel rate

increase the group effectiveness(5)Members with various backgrounds can

communicate without the geographical restrictions(6)utilizing there timing characteristic

of the chat data, proposed three heuristic rules to tap the communication relationship

between users;(7)found smaller discussion group(8).As for topic detection ,most

technologies are text –based analysis such as Butterfly system (8) and Chat track system

(9)In fact ,question of topic detection in group is nearly the same as that in other text-

based environment. So the means in (9, 10) are suitable for online chat group as well.

In general, these studies employ methods based on user generated data

combined with data mining techniques, to develop some algorithms some systems. They

are the basis of application. However, they do not directly reveal any related laws or

characteristics of the effectiveness of the online chat group. So this paper studies the

effectiveness of online chat groups, and it proceeds as follows. Firstly, we a description

of the online chat group and make some assumptions. Secondly, we model group

members’ information acquisition efficiency and the number of active members. At last,

we conduct the numerical experiment to reveal the effect of the relative parameters on

the online chat group.

Because users join the newly created group with a purpose of participating in

the group chat, all the group members are assumed to be active at the beginning. Each

member has a certain number of topics of interest. As time goes, some members may be

annoyed with continues useless topics and thus shield (i.e., ignore) messages from the

group and become inactive. However, inactive members may convert from inactive state
to active state after a length of time. Thus, every member is in either inactive or active

state.

While messenger is appropriate for having fun with friends, its viability is a

collaborative tool is undetermined by the sheer numbers of things that can be done within

the app.

The bottom bar contains option for users to add extensions or extra features

to the app take or send photos (which can then be edited within the app, similar to

functions in Snap Chat and Instagram) or videos, record a voice message, and send text

messages. Face to the right of the text box open up another set of options for sending

stickers and emojis, and searching for and sending GIF’s. Additionally, at the top of that

chat window, users can select the phone and video camera icons to voice or video chat,

or the ‘i’ button to change a whole host of settings within the app and to access other

features, including options to send topic or start a ‘Secret Conversation’

Though the Messenger chat window interface does not show all of these options

at once and differs between Android and iOS versions, it’s safe to say that users may feel

overpowered just by encountering all of these different ways to communicate and interact

with others. In his analysis of Slack’s affordances as a Team Communication Platform

(TFC), Abram Anders (2016) discusses how certain platform can induce ‘cognitive

overload’ where users feel overwhelmed by information and distracted from the task.

Messenger has a different purpose and offers a completely different interface

than Slack, but the concept of cognitive overload is still concern. Those using messenger

for collaborative purposes may find some features to be distracting by nature-there may
not be a legitimate use for a collaborative team to play games or send stickers. As an

instant message or chat application, Messenger’s purpose is it facilitates private

conversation between users. These may also become overwhelming or distracting

especially if members of a collaborative group choose to speak to one another in private

messages as well as in a group message. Anders reviews how instant messaging

applications support this type of ‘multi communication’ across simultaneous conversation.

However, multi communication can serves to derail collaborative processes by presenting

users with an overabundance of conversations that they must attend to.

Messenger’s capacity to distract users from collaborative work can be balanced

by the ways in which it might build social ties between those working in collaborative

groups.

Anders (2016) reviewed the significance of social cohesion and engagement, or

the development of a ‘sense of belonging and community’ as one factor influencing

effective collaboration. With Slack, Anders discovered that users appreciated social

elements of the platform, including being able to send emojis and GIFs. He also found

that some organizations created specific channels of communication dedicated to social

engagement, which helped to boost a team’s morale, foster personal relationships and

support a team’s commitment to goals.

 CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the research design, respondents of this study, sampling

technique, data gathering procedure, research instrument and statistical treatment of

data.

Research Design

Descriptive method of research is a set of scientific methods and procedures to

collect raw data structures that describe the existing characteristics of define target
population. This research is basically descriptive study. This design utilized this survey

questionnaire as the main tool in gathering data.

The study of descriptive method is a tool to determine the grade eleven (11)

students in maintaining their Study Habits with using of Facebook Group Chat.

Respondents of the Study

The respondents of the study are students in HUMSS strand in Grade eleven (11)

both male and female in Dayap National Integrated High School. Those twenty (20)

respondents are the students who were using Facebook Group Chat. Researcher will

conduct data to those students because they know that those students as their

respondents give them a data that they need.

Sampling Technique

The respondents were twenty (20) selected grade eleven (11) HUMSS students

using Random Technique Male and Female who are using Facebook Group Chat.

A permission to conduct the study was asked to the principal. Purposive sampling

technique was employed to select the thirty (20) subjects from grade eleven (11) HUMSS

who become the actual basis of respondents for the survey questionnaire.

Data Gathering Procedure

To be able to gather data, twenty (20) respondents are asked basic questionnaires

due to time and budget constraints, the study include ten (10) male and ten (10) female

grade eleven (11) HUMSS students of Dayap National Integrated High School Academic

Year 2018-2019.
 This study is concern to the affection of the grade eleven (11) students who are

using Facebook Group Chat to their advantages and disadvantages of using Facebook

Group Chat. With the help of the respondents and the consideration of the teacher, the

researcher will conduct the survey to determine the percentage and mean from the

answer of the respondents.

Research Instrument

The researcher used questionnaire as a tool in collecting data. The questionnaire

was composing of questions regarding to the progress of Grade eleven (11) HUMSS

students of Dayap National Integrated High School DNIHS using Facebook Group Chat.

To obtain the data needed, the researchers need the help of the teachers,

respondents, and also the help of their friends.

This study is concern to the affection of the grade eleven (11) students who are

using Facebook Group Chat to their advantages and disadvantages of using Facebook

Group Chat. With the help of the respondents and the consideration of the teacher, the

researcher will conduct the survey to determine the percentage and mean from the

answer of the respondents.

Research Instrument

The researcher used questionnaire as a tool in collecting data. The questionnaire

was composing of questions regarding to the progress of Grade eleven (11) HUMSS

students of Dayap National Integrated High School DNIHS using Facebook Group Chat.
 To obtain the data needed, the researchers need the help of the teachers,

respondents, and also the help of their friends.

Statistical Treatment of Data

The following statistical treatments and methods were used to interpret and

established the relationship among the data collected.

Problem Statistical Treatment

1 . The profiles of the respondents. Weighted Mean, Percentage

Distribution.

2. Factors that may affect the study Weighted Mean, Standard habits of the

students using Deviation Facebook Group

Chat.

3. Determine the significant effect of Frequency Distribution

Facebook Group Chat to the habits of the students.

Descriptive statistics like weighted mean was used to describe the data. Weighted mean,

frequency, standard deviation, and frequency distribution were used to determine the

effects of Facebook Group Chat to the study habits of the students.