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Chapter 1 3 Final SOCIAL MEDIA THESIS

This chapter introduces the topic of exploring how social media impacts students' academic lives. It discusses concerns that social media use may be linked to negative mental health and decreased empathy. The theoretical framework examines how teachers and students can benefit from opportunities for social and functional use of social media, while its use as a learning platform is less clear. The problem statement indicates the study aims to determine the relationship between social media exposure and academic performance of 6th grade students in Datu Acad Dalid Elementary School.
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100% found this document useful (1 vote)
992 views36 pages

Chapter 1 3 Final SOCIAL MEDIA THESIS

This chapter introduces the topic of exploring how social media impacts students' academic lives. It discusses concerns that social media use may be linked to negative mental health and decreased empathy. The theoretical framework examines how teachers and students can benefit from opportunities for social and functional use of social media, while its use as a learning platform is less clear. The problem statement indicates the study aims to determine the relationship between social media exposure and academic performance of 6th grade students in Datu Acad Dalid Elementary School.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 36

Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

Social Media is one of the most popular social networking sites in modern

societies and target variety of people in different age. The exposure to the variety and

the advanced and improved usage of social media platforms such as Facebook has

become a worldwide phenomenon for quite some time. Though it all started has been a

hobby for several computer literates individual has changed to become a social norm

and existence-style for students around the world. According to R Boateng and Afua

Amankwaa (2016) stated that Social media is rapidly changing the communication

setting of today’s social world. The emergent of social media is significantly influencing

the academic life of pupils. Institutions and academician are continually trying with

social media technologies hoping to excite critical thinking skills, collaboration, and

knowledge construction. Social media has been accepted by higher institution making it

a platform where pupils connect with their instructors, fellow pupils and other higher

authorities across the board. This therefore called for the study to explore and examine

how social media has impacted on pupils’ academic life. In recent years many parents,

advocates and policy makers have expressed concerns regarding the potential negative

impact of social media use.

Berryman, Ferguson and Negy (2018) stated that social media use may be tied

to negative mental health outcomes, including suicidality, loneliness and decreased

empathy. Furthermore Shabnoor Siddiqui and Tajinder Singh (2016) stated that social
media has been used as an innovative way. Students should be taught to use this tool

in a better way, in the educational classes’ media just being used for messaging or

texting rather than they should learn to figure out how to use these media for good.

Social media has increased the quality and rate of collaboration for students. With the

help of social media students can easily communicate or share information quickly with

each through various social sites like Facebook and Instagram etc. It is also important

for students to do some practical work instead of doing paper work. They can also write

blogs for Teachers as well as for themselves to enhance their knowledge skills.

General Santos City is never exempted of such problem. Noticeably, students

are really engaged with utilizing their gadgets. Parents can no longer rely so much on

their children in asking for errands because their children are too focus on their cellular

devices. With this, the researcher will attempt to determine the Impact of social media

exposure especially among grade 6 pupils.

Theoretical Framework

According to Martijn Schouwstra (2016) stated that Teachers in elementary

school environments are becoming more responsible for their pupils’ behaviour on

social media. Current literature addresses issues around teachers communicating with

students on social media in educational contexts, whereas elementary school contexts

remain understudied. Therefore, expectations and experiences of both teachers and

pupils participating with each other on social media have been qualitatively studied to

explore opportunities and challenges in an elementary school context. During six

weeks, six teachers participated on Whats App and Instagram with their pupils, while
keeping a diary and taking part in a final interview. A selection of pupils of each class

participated in focus groups before and after the study. All qualitative data has been

processed according to the principles of Grounded Theory. Our findings suggest

teachers and pupils could benefit from both social and functional opportunities, while

use of social media as a learning platform seems less obvious. The following challenges

had most impact on the experienced opportunities: merging private and professional

contexts, keeping up activity levels, interferences of the teacher, use of alternative

groups by pupils and access issues. Teachers should try getting children involved in

order to overcome these barriers and consider training to evaluate their mediated

communication with pupils.

Statement of the Problem

The researcher aimed to identify whether there is a significant relationship

between The Impact of Social Media Exposure on the Academic performance of Grade

6 pupil s.

Specially, it sought answers to the following question below:

1. What is the extent of Social Media Exposure of pupils in terms of:

1.1 Positive Influence; and

1.2 Negative Influence?

2. What is the Academic performance of Grade 6 pupils?

2.1 English

2.2 Mathematics; and

2.3 Science?
3. What are the challenges encountered by the respondents in exposing to

themselves in social media?

4. Is there a significant relationship between the pupils Social Media Exposure

and their Academic performance?

Significant of the Study

The result of the study can be benefited among the following:

School Administrator – This study will help the School Administrator as their basis and

ease out the administration process and improve the online reputation on the school.

Teacher- The result of this study will help the teachers as their guidance and bases in

improving discipline and give guidance to those pupils who have expose in Social

Media.

Pupils- This study will help the pupils to be aware about this kind of exposure and gain

insights how to manage the usage of social media platform and its contribution to their

academic performance.

Parents- This study will give the parents knowledge on The Impact of social media

exposure, through this they will be enlightened on how to manage children with this kind

of exposure.

Future researcher- This study will serve as a source that will assess for other related

studies.

Hypothesis
Sub-problems number 1 and 2 are hypothesis free.

Sub-problems number 3 there is no significant relationship between the pupils

Social Media Exposure and their Academic performance.

Scope and Delimitation of the Study

This study focused in determining the significant relationship between the pupils

Social Media Exposure and their Academic performance in Datu Acad Dalid Elementary

School, S.Y.2020-2021.

The respondents of this study were the Grade VI pupils in Datu Acad Dalid

Elementary School. This study will cover the second grading period of the pupil’s school

year 2020-2021. This study shall utilize questionnaire to be given to the respondents

and shall maximize online focus group discussion to determine the challenges

encountered by the respondents.

Definition of terms

The following terms are defined operationally to understand the study better.

Social Media Exposure- Conceptually this refers to a person who is being exposed in

Social Media platform. Operationally, It is where a lot of Elementary students in Datu

Acad Dalid Buayan Elementary School.

Analytics- Conceptually, Analytics is the way you interpret and find patterns in data. In

a social media context, analytics is the process of following metrics on your social

media performance and using that data to improve your strategy. For instance, watching
your engagement rate over time to see if your posts are becoming more or less

compelling to your followers is one way of using social analytics.

Extent- Conceptually, this refers to a something having extension. Operationally, it

refers to a degree or limit of social media exposure.

Audience- Operationally, this refers to an audience on social media is the group of

people you’re able to reach with your content. This includes all your followers plus

anyone who sees or interacts with your posts in their feed. Growing your social media

audience is one of the best ways to spread brand awareness.

Avatar- Operationally, social media avatar, also known as your profile picture, is a small

image that represents you on a social network. It can be a real photo of you, a corporate

logo, or anything you want your followers to identify as ‘you’ on social.

Average response time- Operationally, Average response time is a social customer

service metric. It is the average time it takes a brand to reply to questions or complaints

on social media.

Academic Performance- Conceptually, this refers to the extent to which a pupils,

teacher or institution has achieved their short or long term educational goals.

Cumulative GPA and completion of educational degrees, such as high school and

bachelor degrees, represent academic achievement. Operationally, it is measured by

the final grade earned in the course. It is defined by students’ reporting of the 2nd

grading S.Y.2020-2021.

Learning style- It is the preferential way in which student acquires processes, digests,

comprehends and retains information.


Elaborative rehearsal- It is a memory technique that involves understanding the deep

meaning of the terms to be remembered.

Grade 6 Pupils- Conceptually, this refers to pupils who attend an educational institution

in order to enter a particular profession. Operationally, it refers to Grade VI pupils in

Datu Acad Dalid Elementary School that serve as the respondents of this study.

Datu Acad Dalid Elementary School- It is located at Barangay Buayan General

Santos City.
Chapter 2

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

This chapter presents the synthesis of the research that supports the evaluation

of social media exposure and the academic performance of respondents. These studies

provide compelling evidence for similarities on social media exposure, notably

substance-related to media exposure on variety of levels. This chapter also give insight

to the parents, teachers, learners, and including also to the readers on the Impact of

social media exposure on the extent of social media in terms of positive influence and

negative influences and academic performance in terms of Math, Science and English,

as well as the challenges encountered by the respondents and the significant

relationship between social media exposure and academic performance.

Related Literature and Studies

According Hansen (2017) defined social media as a set of online applications

and tools that provide ways of social interaction and communication between digital

media users by facilitating and creating knowledge sharing and ultimately transforming

a monologue into a dialog, for instance, by an organization to customers [36,37].

According to various prior studies, social media includes diversified internet-based tools

and applications based on a particular philosophical ideology and technological

foundations and functionality all of it. Social media has changed the way its users

communicate and utilize internet-based sites as a means of dispersing content among

digital media and internet users [39,40]. It has created opportunities for more affordable

and highly viable internet promotions of goods and services, it offers new ways to deal
and coordinate interactions between potential social media users, and it has spurred the

creation of business opportunities and system correspondence by all of it. Consistently,

a large number of social media users distribute their articles, photographs, videos, and

recordings with the help of social media platforms, such as Facebook, WhatsApp, Viber,

YouTube, Flickr, and Word Press, and they share such information with others.

As cited by Agatha (2015), stated that use of social media and its impacts on

academic performance of the pupils” revealed that majority of students in Ghana were

engrossed in social Networking sites. It also brought to light that most users utilized

these sites for chatting and Downloading purposes only which affected their academic

performance negatively. This finding corroborates the revelation of Mingle and Musah

(2015), that most respondents in their study Experienced negative effects such as poor

grammar spelling, late submission of assignments, less Study time and poor academic

performance. Though part of these studies affirmed some benefits Of social media

usage in the academic life of pupils, it is necessary as educators to be concerned about

its negative effects which seem to be outweighing the advantages as far as education is

concerned in Ghana.

According to Vishal Bhojane (2019) in today's world of associated learning, the

impact of social media on education is becoming a dynamic factor. The world is getting

reduced, and through the use of technology such as social media, the way we bring

instruction is varying. The technology referred to her really transpires just social media

technologies such as Facebook, Twitter, and Snapchat. The technologies that allow

these stages to function are also one of the powerful forces behind the effect of this

technology on education. In addition Learners are not familiar as much to having face to
face conversations. Body language is a huge part of communication between humans,

and when people primarily communicate through technology, then body language clues

can be missed, or Learners do not learn to use body language as a queue for

understanding the context of what the person is trying to convey. Learners do not

develop the same accuracy in the written word. With the increase in text messages and

social media tweets as communication, learners are used to not utilizing proper spelling

and grammar when communicating. This makes it hard for others to understand the

actual context of the discussion, especially when they are talking with individuals who

did not grow up using technology as the primary means of communicating. Maintenance

can also suffer as a result of social media and the technologies working to deliver

content. There is a lot of noise on these platforms, and therefore, information is not

retained as well as it may when you are ready a book. This is one of the primary

drawbacks of using these technologies in education as it's difficult to present the

needed information in a manner that allows it to stand out from the noise. Use of video

can be a good way to help combat this, but the noise is still there. Furthermore The

world is smaller, and thus, students are more diverse in their thinking about their

interactions. You may wonder if it's too diverse with the many protests going on college

campuses lately, but it does show the students are thinking about more than the single

viewpoint to what they were born. Of course, you could argue that some students have

taken their demands for inclusivism to the point where they are promoting divisiveness

and biases towards other people's viewpoints, but that is a topic for another post. the

noise that is a negative listed above can also be a positive. Because there is so much

noise on the net, some students have become better at weeding out the unimportant
stuff and absorbing what is important. This does show that in this connected world there

is a place for librarians and instruction on how to effectively do research using search

engines and evaluating resources for validity. Students now have the ability to reach out

to industry experts across disciplines, and this can help the students locate more

authoritative sources of information. This is a tricky endeavor and students must be

taught how to evaluate the source of information even when it may come from a

supposed expert.

As cited by Chuang Wang, Matthew KO Lee, Zhongsheng Hua (2015) stated that

Anecdotal evidence suggests that problematic use of social media has become

prevalent among a large proportion of users and led to significant behavioural and

psychological problems. Nevertheless, theory-driven investigation into this issue is still

relatively scarce, and the few existing studies tend to adopt only a conceptual or

descriptive approach. This study uses a theory-guided approach and seeks to clarify the

development of psychological dependence in the context of social media, with a

particular focus on micro blogging. Building on the theory of rational addiction, this study

hypothesizes that dependence is initially developed from habit. Furthermore, the study

draws on the cognitive–affective–behavioural modelling paradigm to hypothesize that

maladaptive cognition and affect tend to distort habit into psychological dependence.

We conduct a longitudinal empirical test to validate the underlying mechanism of social

media dependence as theorized in our study. The study concludes with a discussion of

theoretical and practical implications.

In addition Gilbert M Talaue, Ali AlSaad, Naif AlRushaidan, Alwaleed AlHugail,

Saad AlFahhad (2018) stated that social media networks becomes an integral part of
the pupils’ full life, took up most of their free time. Undoubtedly, in social media

networks, there are also things useful for the development of the pupils. In addition,

communication with peers through social networks can help a student socialize, find

new friends, discuss with them issues related to studies. Thus, it can be concluded that

social media have a dual impact on pupil’s achievement, and it is necessary to

approach adolescents' use of social networks with ultimate responsibility.

According to Munienge Mbodila and Clever Ndebele (2014) stated that the goal

of the study was to investigate the impact of the social media exposure on the pupils

learning, specifically, the relationship between them while using social media platform

such as Facebook. Pupils enrolled for the module ‘Foundation Information Technology

(FIT)’at one South African University was exposed to the Social media such as

Facebook social network as a platform for various academic activities. Grounded in the

quantitative paradigm, a semi-structured questionnaire was administered to the pupils at

the beginning of the course to find out their familiarity with Facebook and at the end of

the module to measure impact. The results obtained showed that Facebook use has a

significantly increased impact on student’s collaboration and engagement. This paper

concludes that social media can be used as an educational tool to help pupils to

collaborate and engage and recommends that universities embrace the uses of social

media for teaching and learning.

As cited by O’Keeffe, (2016) stated that Social media applications are just tools.

Negative situations occur because of misuse of the tool. This may be because a child is

too young to use the tool or it is a situation the child is not ready for developmentally. In

the light of this information, it can be said that children are very open to risky behaviours
because of social media during young ages. In today’s world of widespread usage of

communication networks, social media has negative effects on the lives of children in

the matter of violence, addiction and psychology. We Are Social also reported that 76

million Filipinos are social media users that a whopping 71% of the entire population of

the country. The data also says that Filipinos spend an average of four (4) hours a day

on different social media platforms. While it is not furtive that the internet service in the

country is far from excellent, Filipinos are still fond of taking things so social media.

There’s no denying it, we Filipinos are social. Social interactions are a basic part of our

daily lives and it is not at all surprising that it is extended into our social media handles.

Acoording to Che Surhaizai, Che Wil, Melor Md Yunus and Ashairi Suliman

(2019) stated that Social media has become the most crucial online platform which

functions to help connect people. People use social media for different purposes;

meanwhile, pupils use social media widely in their daily routine and learning activities

including writing. Hence, this study attempts to seek the use of social media to assist in

writing skills among secondary school pupils. Data was collected via a questionnaire

survey from 40 students in one secondary school. This study shows that respondents

realized the benefit of using social media to assist writing but they did not spend much

time on writing. The results of this study are hoped to identify whether social media can

be one of the methods to assist in English writing skills.

As cited by Joshua Ebere Chukwuere and Precious Chibuike Chukwuere (2017)

stated that the impact of social media (SM) or new media (NM) in our education

institutions and society today are undoubtedly overwhelming. Students in the developed

and developing countries are becoming more addicted to social media and its
Applications for various reasons. These reasons can lead to change in social and

personal lifestyle both academically and off-academic. This study aims to assess the

impact of social media on female student’s social lifestyle. The study deployed a

quantitative research methodology involving questionnaire research instrument among

69 female students in the North-West University, South Africa. The findings include the

followings; social media refines how female students think, interact, communicate, fall in

love, their social lifestyle and many more.

According to Esam Alwagait, Basit Shahzad and Sophia Alim (2015) stated that

Social media is a popular method for communication amongst university students in

Saudi Arabia. However excessive social media use can raise questions about whether

academic performance is affected. This research explores this question by conducting a

survey on university students in Saudi Arabia in regards to social media usage and their

academic performance. The survey also explored which social network is the most

popular amongst Saudi students, what students thought about their social media usage

and factors besides social media usage which negatively affect academic performance.

The survey received 108 responses and descriptive statistics including normality tests

i.e. scatter plots were used to examine the relationship between the average number of

hours students spent of social media a week and GPA scores of the students. The

results demonstrated that there was no linear relationship between social media usage

in a week and GPA score. Students highlighted that besides social media use, time

management is a factor which affects students ‘studies negatively. The findings of the

paper can be used to propose the effective plans for improving the academic
performance of the students in such a way that a balance in the leisure, information

exchange and academic performance can be maintained.

As cited by Sim Monica-Ariana and Pop Anamaria-Mirabela (2014) stated The

paper aims at investigating the impact of computer and social media in improving

students’ knowledge of English language namely vocabulary acquisition (focused on

Facebook) with intermediate and upper intermediate first and second year ELT students

in Economics at the Faculty of Economic Sciences, University of Oradea. Social media

technologies take on many different forms including magazines, Internet forums,

weblogs, social blogs, wikis, social networks, podcasts, pictures, videos etc.

Technologies cover blogging, picture-sharing, wall-posting, music-sharing just to name

a few. Nowadays Facebook technology seems to play an important part for the social

life of so many becoming more and more popular as a main means of communication,

that it could also meet an educational need. Thus it could play a distinguished role in

foreign language learning and teaching. Several studies investigate using different

technologies in learning and teaching, in particular, foreign language learning. Still, rare

studies were interested precisely in the role of Facebook in learning foreign languages.

In this study was intended to assess the role and effectiveness of Facebook use in

vocabulary learning. Particularly, the research attempts to answer the question. Can

social media affect students’ development and progress in the foreign language? In

order to discover the answer to this question of the study, a project based on Facebook

for the experimental group was conceived. It was assumed that significant differences

were to be found between the groups using social media for learning purposes and

those who did not in developing vocabulary knowledge. The study was conducted with a
number of 127 students of the Faculty of Economic Sciences, University of Oradea, 1st

and 2nd year students following the specializations: International Business,

Management, Marketing, Finances studying in the academic year 2013-2014. The

development in each group was measured and it clearly demonstrated a more

significant improvement in vocabulary knowledge of the group exposed to the Facebook

group. It is a rather innovative study as there are not many similar studies using the

value Facebook can add to learning performed in Romania. The results of the study did

not support the assumption that the experimental group would outperform the control

group, as the differences between the two groups were not that significant. However,

there was an improvement in both of the groups from pre-test to post-test scores.

In addition Oghenetega and Ejedafiru (2014) submit that social media have

affected communication between people in educational community positively since the

past decades. Now, life is made easy by this media in different areas such as

academically, socially, and politically for any that is connected to it.

As cited by Tugberk Kaya and Huseyin Bicen 2016 stated that Social networks

are one of the most used communication methods of today's world. Their use in

different fields has been examined in several research studies. This study aims to

examine the effects of social media on student's behaviours which will mainly focus on

Facebook. Whether there is a positive relationship between confidences, social media

participation and social media related behaviours will also be assed with regard to using

Facebook. In order to collect the primary data, a general scanning model was used to

observe attitudes of high school students. The participants chosen were 362 high

school students from level 9 to 12. The findings highlight that Facebook is used for
communication entertainment and sharing news, pictures and songs. In addition, their

Facebook profile picture is alone and students were aware that swearing is considered

a form of misconduct, which is a good sign. The study also indicates that students were

aware of protecting their social identity as their Facebook shares are not public.

Furthermore, they respect privacy as they do not use their friend's Facebook account.

According to Francis LF Lee and Hsuan-Ting Chen and Michael Chan 2017

stated that this study examines the impact of social media use on participation in large-

scale protest campaigns that feature a range of participation opportunities. It develops a

theoretical model which distinguishes between support generation and behaviour

activation effects, differentiates collective action, digital and personalized action

participation, and posits social media use as a mediator between social psychological

predictors of protest behaviour and actual participation. The empirical analysis focuses

on Hong Kong’s Umbrella Movement in 2014. Analysing a probability sample of

university students (N = 795), the findings show that sharing political information and

direct connections with political actors via social media have significant impact on both

support for and participation in the Umbrella Movement. Social media use has effects

on each dependent variable in the causal chain even after all the immediate causes are

controlled. Social media use also mediates part of the impact of general political

awareness, efficacy, and grievances on movement support and participation.

As cited by M Owusu-Acheaw and Agatha Gifty Larson stated that 2015 the

study sought to assess students’ use of social media and its effect on academic

performance of tertiary institutions students in Ghana with a focus on Koforidua

Polytechnic students. Questionnaire was used for collecting data. Out of one thousand
five hundred and seventy-eight copies of the questionnaire distributed, one thousand

five hundred and eight were retrieved which represented a response rate of 95.5%. The

study revealed that majority of the respondents had mobile phones which also had

Internet facility on them and had knowledge of the existence of many media sites. The

study further confirmed that most of the respondents visit their social media sites using

their phones and spend between thirty minutes to three hours per day. In addition the

study revealed that the use of social media sites had affected academic performance of

the respondents negatively and that there was direct relationship between the use of

social media sites and academic performance. The study recommends among others

that, students with mobile phones having internet facility should be encouraged to use it

to supplement their research in the library rather than the usual charting with friends all

the time. Students should be encouraged to limit the time they spend on their social

media sites per day and advise them to rather substitute those hours to read novels to

improve their knowledge. Since the use of social media sites had affected the academic

work of students negatively there is the urgent need for the introduction of students to

the availability of novels and other information resources or materials that can help them

academically.

As cited by Alcides Velasquez and Robert LaRose 2015 stated that Social media

activism has become very relevant for many student activist groups. How can political

use of social media be motivated? The concept of Social Media Political Efficacy was

proposed to resolve inconsistencies in prior theories of social media activism. A survey

(n = 222) of members of 3 student activist groups showed that social media political

efficacy was positively related to successful experiences using social media for
activism. The relationship between social media political efficacy and social media

activism was stronger than that between the concept of political efficacy employed in

prior research and social media activism. Theory and social media activism implications

are discussed.

According to Elda Tartari stated that 2015 Social media has a great impact on

student’s lives. They spend a considerable part of their time on these pages. Social

media includes social networking sites (SNSs), virtual gaming sites, video sites, projects

sites and blogs. Millions of students are using these Web 2.0 tools worldwide, there

hasn’t been much research regarding the educational use of social networking. The

purpose of this study is to investigate attitudes toward the use of social media in

learning process. The findings suggest that social media and social network sites in

particular can be very useful as an educational tool. Students using SNSs as a

supplement to their curriculum showed that they loved spending time on SNSs, and

exercises, videos and other sharing in group are useful for their academic purposes.

The paper concludes with suggestions for improving academic purpose and it highlights

the fact that every educator must regard how their current teaching standard can be

improved or how they could perhaps be replaced because of a prevalent web.

According to Catherine M Hennessy, Emma Kirkpatrick, Claire F Smith and Scott

Border, 2016 stated that Neuroanatomical is a difficult subject in medical education, with

students often feeling worried and anxious before they have even started, potentially

decreasing their engagement with the subject. At the University of Southampton, we

incorporated the use of Twitter as a way of supporting students' learning on a

neuroanatomical module to evaluate how it impacted upon their engagement and


learning experience. The #nlm2soton hash tag was created and displayed (via a widget)

on the university's virtual learning environment (VLE) for a cohort of 197 Year 2 medical

students studying neuroanatomical. Student usage was tracked to measure levels of

engagement throughout the course and frequency of hash tag use was compared to

examination results. Student opinions on the use of Twitter were obtained during a

focus group with eleven students and from qualitative questionnaires. The hash tag was

used by 91% of the student cohort and, within this, more students chose to simply view

the hash tag rather than make contributions. The completed questionnaire responses (n

= 150) as well as focus group outcomes revealed the value of using Twitter. A negligible

correlation was found between student examination scores and their viewing frequency

of the hash tag however, no correlation was found between examination scores and

contribution frequency. Despite this, Twitter facilitated communication, relieved anxieties

and raised morale, which was valued highly by students and aided engagement with

neuroanatomical. Twitter was successful in creating and providing a support network for

students during a difficult module.

As cited by Karen Sutherland, Cindy Davis, Uwe Terton and Irene Visser 2018

stated that in Previous research has emphasised social media adoption by students and

the implementation of social media by educators, yet few studies have explored whether

students are using it to facilitate engagement in offline environments with peers within

university communities. Studies suggest engagement in educational communities and

extra-curricular activities can reduce student attrition. This study surveyed 106

undergraduate students to investigate whether students using social media to interact

online with their university felt: (i) connected to the broader university community, and
(ii) social media helped them engage offline by meeting up with peers and attending

university events. The results indicated that the majority (82%) never or rarely used the

technology to facilitate offline engagement within their academic communities. Fourth

year students were most likely to use social media to engage offline (66.7%). However,

more than half of students (52.8%) felt that university social media profiles helped them

to feel part of their academic community.

As cited by Vimala Balakrishnan and Chin Lay Gan 2016 stated that Students

with different learning styles approach learning differently. With the rise of social media

technologies, investigating the effect of these styles on their intentions to use social

media for learning has become all the more important. This study explored the factors

affecting students’ intentions to use social media for learning based on their learning

styles participatory, collaborative, and independent, using the social media acceptance

model. By convenience sampling, 300 Malaysian students were recruited via an online

survey. The survey was prepared by drawing on the social media acceptance model. It

was piloted before the final data collection step was conducted in August 2013. The

demographic details of the students were analysed using Statistical Program for Social

Sciences 21, while path modelling and multivariate analyses were conducted using

SmartPLS 2.0. The results revealed the significant effect of Self and Performance on

students’ intentions to use social media regardless of their learning styles. A pair-wise

comparison revealed that Self was more significant in participatory students than in

collaborative students. Effort was found to be the least significant factor, indicating the

popularity of social media among students. Further insight into the different factors that
drive students with different learning styles to use social media will help educators use

this technology to assist learning more effectively.

According to Zahid Amin, Ahmad Mansoor, Syed Rabeet Hussain, Faisal

Hashmat 2016 stated that the focus of the study is to determine the effect of growing

use of social media sites on the academic performance of the students of universities

and colleges. On the basis of random sampling a sample of 300 students was selected.

Questionnaire was used as an instrument for data collection. 97% questionnaire

received back from respondents on which descriptive statistics apply for data analysis.

Results indicate that the effect of social media can be positive as in this study closely

determined the real effect of social media sites. In recent time it encourages the carrier

and future of students’. The social media sites like Facebook, twitter, And Skype

capture the attention of students for study and affecting positively their academic Grade

points.

According Florian Arendt, Sebastian Scherr, Daniel Romer 2019 to Suicide is a

leading cause of death among youth, and media depictions of suicidal behaviour can be

a contributing risk factor. Of interest, Instagram recently received more scholarly

attention due to its large number of publicly available, explicit, and graphic depictions of

self-harm. Importantly, researchers have hypothesized that exposure to this content

could be a risk for self-harm and suicide in vulnerable audiences. We tested this

hypothesis using a two-wave US panel survey among young adults (N = 729). Analyses

indicated that exposure to self-harm on Instagram was associated with suicidal ideation,

self-harm, and emotional disturbance even controlling for exposure to other sources

with similar content. As hypothesized, exposure to self-harm on Instagram at the first


wave prospectively predicted self-harm and suicidality-related outcomes at the second

wave 1 month later. These findings provide evidence that such exposure can lead to

contagion in vulnerable users.

As cited by Stefania Manca (2020) Commercial social media are being

increasingly adopted in formal learning settings even though they have not been

conceived specifically for education. Whereas highly popular social services like

Facebook and Twitter have been thoroughly investigated for their benefits for teaching

and learning in higher education, other social media platforms which have been gaining

considerable attention among youth have been largely overlooked in scholarly literature.

The purpose of this study is to fill that vacuum by analyzing whether and how social

media platforms like Instagram, Pinterest, Snapchat and WhatsApp have become an

integral component of teaching and learning in higher education. A total of 46 studies

are analyzed in terms of what pedagogical affordances of these four platforms they

identify (e.g., mixing information and learning resources, hybridization of expertise,

widening of the context of learning) and the benefits for learning that the authors go on

to investigate. Results show that although the use of WhatsApp is well documented in a

plethora of studies, there is a dearth of research about Instagram, Pinterest and

Snapchat. While more than half of the studies are carried out in the Middle East and

Asian areas and investigate mostly benefits for second and foreign language learning,

the overall geographical distribution of studies examining learning via social media

reflects the preferences expressed for these services on the part of the general

population. Moreover, it is found that the pedagogical affordances of social media are
still only being partially implemented and that diverse social media exploit affordances

to different degrees.

According to Jaffar Abbas, Jaffar Aman, Mohammad Nurunnabi, Shaher Bano

2019 stated that In today’s world, social media is playing an indispensable role on the

learning behaviour of university students to achieve sustainable education. The impact

of social media on sustainable education is becoming an essential and impelling factor.

The world has become a global village and technology use has made it a smaller world

through social media and how it is changing instruction. This original study is amongst

the few to perform a focalized investigation on revealing the relationship between

positive and negative characteristics of social media and the learning attitude of

university students for sustainable education. However, this study aims to examine the

constructive and adverse factors that impact on students’ minds and how these helped

students to share positive and negative aspects with others. It is increasingly noticeable

that social networking sites and their applications present enormous benefits for as well

as risks to university students and their implications on students’ psychological

adjustment or learning behaviours are not well understood. This study adapted the

cluster sampling method, and respondents participated from five selected regions.

Researchers distributed 1013 questionnaires among the targeted sample of university

students with an age range of 16 to 35 years, and they collected 831 complete/valid

responses. This study applied the social gratification theory to examine students’

behaviour practicing social media usage. This study specifically identified 18 adversarial

and constructive factors of social media from the previous literature. The findings

revealed that the usage of social media in Pakistan has a negative influence on a
student’s behaviour as compared to positive aspects. Results may not be generalized to

the entire student community as findings are specific to the specific respondents only.

This study presents a relationship between antithetical and creative characteristics of

social media and exhibits avenues for future studies by facilitating a better

understanding of web-based social network use.

As cited by Said A Salloum, Mostafa Al-Emran, Mohammed Habes, Mahmoud

Alghizzawi, Mazuri Abd Ghani, Khaled Shaalan 2019 stated that there have been

several longitudinal studies concerning the learners’ acceptance of e-learning systems

using the higher educational institutes (HEIs) platforms. Nonetheless, little is known

regarding the investigation of the determinants affecting the e-learning acceptance

through social media applications in HEIs. In keeping with this, the present study

attempts to understand the influence of social media practices (i.e., knowledge sharing,

social media features, and motivation and uses) on students’ acceptance of e-learning

systems by extending the technology acceptance model (TAM) with these determinants.

A total of 410 graduate and undergraduate students enrolled at the British University in

Dubai, UAE took part in the study by the medium of questionnaire surveys. The partial

least squares-structural equation modeling (PLS-SEM) is employed to analyse the

extended model. The empirical data analysis triggered out that social media practices

including knowledge sharing, social media features, and motivation and uses have

significant positive impacts on both perceived usefulness (PU) and perceived ease of

use (PEOU). It is also imperative to report that the acceptance of e-learning systems is

significantly influenced by both PU and PEOU. In summary, social media practices play
an effective positive role in influencing the acceptance of e-learning systems by

students.

According to Ehsan Namaziandost and Mehdi NasriSocial 2019 stated that

media have gained much respect and popularity among EFL teachers who are in need

to go beyond the traditional methods of teaching where teachers used to accomplish

most parts of the job. Moreover, our traditional classrooms still emphasize on writing

and reading at the expense of speaking. Therefore, teaching speaking represents a

great challenge for both EFL teachers and learners who display low achievements in

their oral skills. The current study aimed to investigate the effectiveness of using Social

media on EFL students’ speaking skill. The research covers two basic issues. First the

extent to which Social media affect students’ speaking skill. Second, how can Social

media be helpful in EFL context to improve speaking? The research was done at

Islamic Azad Universities of Iran. Two questionnaires were distributed; one for 100 EFL

teachers and the other one addressed to 100 learners. The practical outcome of the

study has displayed that the frequent usage of Social media by EFL students as well as

teachers constitutes a significant impact on both users. It has also reflected the

teachers’ readiness to integrate Social media in EFL context by means of a convenient

pedagogy. Technology is believed to make students respond positively in a language

classroom, therefore, it is tremendously important for teachers to enrich their teaching

process with the appropriate use of Social media and to promote a global understanding

among the EFL Students who should broaden their perspectives about the target

cultures and ameliorate their communicative competence in order to interact and

communicate effectively and appropriately in English Language.


As cited by Hua Pang and Jingying Wang 2020 stated that Although the

unprecedented prevalence of social media has infiltrated into international students’

daily trajectories and become an indispensable component of their intercultural

communication, yet surprisingly few attempts have been implemented to systematically

unpack how the innovative technology could play a role in these sojourners’

acculturation experiences and the consequences of migration and cross-cultural

adaption. In order to address such research gap, the objective of this present article is

to provide a review of academic, peer-reviewed journal studies that examined the

potential effect of social media engagement on international university students’

acculturation process, coping strategies, and psychological adjustments during the

period from 2010 to 2019. Moreover, building upon conceptualizations from new media

and transcultural research literature, a conceptual framework was developed to classify

the relevant studies for further analysis. Overall, these theories and studies synthesized

in this paper emphasize the vital role of social media in the acculturation, coping

behaviors and mental health for ethnic minorities in the host country. Additionally,

certain dimensions of attitudes and behaviors through social media could exert the

important influence on the psychological adaption. Therefore, conclusions of the

research may assist to further inform practitioners who may encounter newcomers’

experiencing intercultural adjustments and psychological issues in the digital media age.

Furthermore, this current review may also help educators determine certain barriers that

have not been resolved in campus tactics which may influence the acculturation of

sojourning populations.
As cited by Waseem Akram (2018) stated that Social media allow us to

communicate with our friends and relatives, gain knowledge of new things, develop your

interests, and be entertained. On a professional level, we can make use of social media

to expand or broaden our knowledge in a particular field and build our professional

network by connecting with other professionals in our industry. The impact of social

networks on young people is significant. It is becoming increasingly clear that social

networks have become part of people’s lives. Many adolescent people are using their

laptops, tablet computers and smart phones to check Tweets and status updates from

their friends and family. Due to the advancement in technology, people are pressured to

accept different lifestyles.

This study attempts to find out the Impact of social media exposure on the

academic performance of grade 6 pupils. Furthermore, it seeks to determine whether

these experiences lead them to become cautious or trusting in their social media

engagements.
Chapter 3

METHODOLOGY

This chapter represent the research design, research locale, research diagram,

research respondents, research instrument, research procedure and statistical

treatments of the study.

Research Design

The researchers will utilize descriptive-correlation design for this study. A

descriptive research will be used to describe the responses of the students regarding

the social media exposure. Correlative method will be used to determine the

relationship between social media exposure and academic performance of Grade 6

pupils.

Research Locale

This study is conducted at Datu Acad Dalid Elementary School during school

year 2020-2021. One of the few Muslims in the Southern part of the Cotabato who was

worthy of the recognition today was Datu Acad Dalid. He became the principal of

Buayan Elementary School and redered a long service as an educator.

As a lasting tribute in honour of the Datu Acad Dalid, Buayan Elementary School

is now renamed to Datu Acad Dalid Elementary School in Purok 1, Buayan General

Santos City located along the left side of the National Highway going to Sarangani

Province.
Research Design Diagram

THE IMPACT OF SOCIAL MEDIA EXPOSURE ON THE ACADEMIC PERFORMANCE


OF GRADE SIX PUPILS

Variables of the Study Research Methodology

Social Media Exposure Descriptive Correlation

Positive Influence
Locale of the Study
Negative Influence
Datu Acad Dalid Elementary
School

Academic Performance
Respondents of the Study
English
Grade six pupils
Mathematics

Science
Research Instruments

Adapted Questionnaire

Statistical Tools

Mean, chi-square

DETERMINED THE IMPACT OF SOCIAL MEDIA EXPOSURE ON THE ACADEMIC


PERFORMANCE OF GRADE SIX PUPILS

Figure 1. Research Design Diagram


Research Respondents

The researchers will use Slovin’s formula to get the sample population of fifty

(50) respondents which is composed of twenty-five (25) pupils from female and twenty-

five (25) from male. Both of which are used to satisfy the purpose of conducting the

study.

Research Instrument

The researcher shall utilize adapted questionnaire. The questionnaire is

composed of 10 questions to determine the relationship between social media exposure

on the academic performance of grade six pupils in Buayan Datu Acad Dalid

Elementary School. The questionnaire is validated by three experts in the field on

information technology.

Research Procedure

The following are the steps to be taken in the collection of data:

1. A letter requests will be sent to the principal of Buayan Datu Acad Dalid Elementary

School.

2. The researchers will prepare a letter for the adviser to secure a copy of students’

grade for the first semester School Year 2020 - 20201.

3. The researchers will prepare the questionnaire to the total number of respondents.

4. The data gathered will be tabulated and analysed.

5. Results of the study will be interpreted to arrive at conclusions and recommendation.


Statistical Treatment

To gauge the social media exposure of the pupils and their academic

performance, the use of mean will be utilized. More so, chi-square shall be used to

determine its relationship.

Its formula is:

X́ w=
∑ Fx
N

X = weighted mean

w = weighted in the point scale

Xw = the sum of the weighted X́

N= the sum of the weighted X

For sub-problem number three the statistical used was chi-square to find out the

relationship between the pupils Social Media Exposure and their Academic

Performance.

x 2=∑ ( o−E )2

Where x 2 = test statistics

o = Observed frequency

E = Expected frequency
RESPONDENTS QUESTIONAIRE

RAMON MAGSAYSAY MEMORIAL COLLEGES


TEACHER EDUCATION PROGRAM
Pioneer Avenue, General Santos City, Philippines
Telephone Number: (083) 301-1927 Telefax: (083) 552-3624
Website: www.rmmcmain.edu.ph Email: [email protected]

Direction: Please answer the following question honestly by putting a check in the box.
Please answer all the questions. Rest assured that data you will be giving shall be held
with utmost confidentially and care. It shall be destroyed right after the data are
consolidated. Use the following scale to rate.
Legend: 5 – Always 4 - often 3 - sometimes 2 - rarely 1 - never

Indicators 1 2 3 4 5
Positive influences
1. I am used social media to create awareness
2. I am used social media for lecture sharing
3. I am used social media to maintain contacts
4. I am used social media to increase knowledge
5. I am used social media to reduces stress
Negative influences
6. Social media is a waste of time
7. Social media create laziness
8. Social media is a health hazard in my academic life
9. Social media creates depression and anxiety
10. Social media creates cyber bullying
Part 2. Challenges encountered by the Respondents
This interview shall be deemed confidential and the recorded data shall be destroyed
right after the saturation of necessary details which will be helpful in gathering the
challenges they have encountered. If the participant shall feel unease on the question,
they may be able to skip and not answer the question.
1. How many social media site do you have account with?
2. How many times a day does you look at social media?
3. How much time do you spend in social media per day?
4. How often do post on social media?
5. When do you access social media?
6. Do you check social media before you get out of bed?
7. Is checking social media the lasting you do before going to bed?
8. What do you used social for?
9. Has social media affected your relationship with friends and family?
10. Do you consider yourself addicted to social media?
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