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MEDIA LITERACY OF GRADE 11 STUDENTS IN SAN PASCUAL SENIOR HIGH
SCHOOL 1
A Research
Presented to the Faculty of
Senior High School
San Pascual Senior High School 1
San Pascual, Batangas
In Partial Fulfillment
Of the Requirements for the Course
Inquiries,Investigations and Immersion
By:
Berches, Geejay
Banta, Ahlea
Lalong-isip, Jobert
Perez, Andrei
Asilo, Christop
Montalbo, Avryl
Roblo, Jepdanwilczar
June 2023
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CHAPTER 1
BACKGROUND OF THE STUDY
INTRODUCTION
Media literacy enables a person to become competent in processing and
assessing the media. A media literate person can think independently. Through media
literacy, a person will be able to understand the significant role of the media in our society
and how large it influences. Media literacy skills can help students become well informed
using different forms of mass media simultaneously, those skills will allow students to
develop intellectual and artistic sense on how they can create useful and effective terms.
The ability to use printed and written resources connected with various settings to
recognize, comprehend, interpret, create, communicate, and compute is known as
literacy. In order to help people realize these goals, expand these knowledge and
potential, and actively engage in their community and larger society, literacy involves a
contribution of learning, numeracy, or the capacity to do basic mathematical operations,
is typically included in the definition of literacy. Measures to quantify literacy, including the
literacy rate and functional literacy, can be distinguished from the concept of literacy
(UNESCO, 2023) .
The word “medium” is pluralized to “media”, which refers to any route of communication.
This can be anything, from printed paper to digital data, and it includes information in a
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wide society of forms, including art, journalism, and instructional materials. (J. Steltefus ,
2020)
In local, media literacy initiatives can be particularly effective in helping individuals
understand the media landscape in their own communities. Here are a few ways that
media literacy can be promoted at the local level. Community workshops, Organizations
and individuals can hold workshops to teach media literacy skills to members of the
community. These workshops can cover topics such as identifying fake news,
understanding media bias, and evaluating sources. School programs, Schools can
incorporate media literacy into their curricula to help students develop critical thinking skills
and become more discerning media consumers. This can include lessons on analyzing
media messages, identifying propaganda, and understanding the role of media in shaping
public opinion. Local media partnerships, Local media outlets can partner with community
organizations to promote media literacy. This can include hosting events or providing
resources to help individuals better understand the media landscape in their community.
Social media is creativity in marketing is more important than ever given how
frequently Filipinos use social media. The opportunity for smaller brands to interact with
the same consumers that more well-known enterprises can easily reach with their larger
resources is increasing competition. As consumers migrate online for convenience and
ease of transaction, the willingness to invest in internet infrastructure represents a
hazardous but lucrative potential. Even now with the pandemic still being relatively huge
concern, the nation is still struggling to return to normal. Due to the pandemic, Filipinos
have learned to shop only online through websites like lazada and shopee ; ads on
facebook and instagram also influence consumers to make rush judgements (2020).
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Although their fundamental notion is based on the concept of connecting with
friends and family, social networks are one of the most popular forms of communication
today, and their influence has for outgrown its original purposes. These are places where
people can meet allies and enemies; connect with others who share their beliefs, and
influence the world in both good and bad ways. Due to the development of these forums
and degrees of connectivity that were previously unimaginable, the world has suddenly
become incredibly small. People are still getting used to the size of the internet and how
much information is available about everyone thanks to these websites. Around this time,
the commercial companies that created these social (2013) .
In san pascual senior highschool 1 there is a minimal that is not using social media,
social media spshs 1 more of students are proactive using social media platforms it help
them to broaden their knowledge and enhanced their ability to critically think when
analyzing different forms of media. Through social media they will able to understand the
significant role of the social media and how largely it influences its users. A media literate
person will be able to discern what information is factual, truthful, and relevant.
Understanding the effects of the media: In the 21st century, a study of media
literacy can assist people in realizing how the media impacts their thoughts, feelings, and
actions. Media literacy is the ability to access, analyze, evaluate and create media, and
knowing how SPSHS1 use social media and how frequently they use social media.
The study aims to study about the significant difference in the level of media
literacy of grade 11 students in San Pascual Senior High School 1 when grouped
according to their profile.
THEORETICAL FRAMEWORK
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The introduction of new media technologies has altered the function of the media
in society, prompting scholars to redefine literacy in the context of new media. There have
been ongoing initiatives to educate researchers, educators, and policy officials about new
media and stress the value of doing so. New media literacy is still not clearly understood
at its core. There is only one paper that does the preliminary analysis of the new media
literacy framework. Although the established framework has merit, it has to be further
elaborated and refined with more information. In this essay, we acknowledge the twocontinua framework and support the four different types of literacy that fall within it. In
addition, we offer ten granular measures that take into account these four forms of literacy.
We also suggest a second new division that sets Web1 apart. Zero from Web2. 0
To fully understand how process the barrage of information in our media-saturated
environment, A Cognitive Approach looks into how we frequently infer the wrong meanings
from those messages. This book’s author, W. James Potter instructs readers on
information digestion. Theory of Media Literacy builds its arguments on a basis of theories
about how people think and examines choices made about message filtering, standard
schema to match meaning, and higher level capacities to manufacture meaning.
1.What is the profile of the respondents as to:
1.1. Gender;
1.2. Strand?
2. What is the level of academic performance in empotech of the respondents?
3. Is there a significant difference in the level of media literacy of the respondents when
grouped according to their profile?
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4. What plan of action may be proposed?
SCOPE, LIMITATION AND DELIMITATION OF THE STUDY
Scope
This study highlights media literacy. The respondents of this research are 60
Grade 12 students in San Pascual Senior High School 1 that use internet, social media,
and other platforms.
Limitations
Many people use social media not only for communication and information but
also serves as entertainment. Through social media, we speed up our communication
with other people and also speed up our knowledge about updates in our area,
calamities, and country. We need to be critical and smart in using social media, and
critical of the information we read because some of it is not true. Even on different
platforms, we also need to maintain accountability. Social media is part of our everyday
life, many of us post our status in life and so on., but despite this, many people read or
see it, we have to be careful because we are not sure if everyone saw or read has no
bad intentions Information about our lives that should be private should not be released
on social media. Social media also helps in learning and it makes it faster to find the
information we want to know.
Delimitations
Media literacy aims to help students become independent thinkers, teach inquiry,
critical thinking, and also critical viewing. Furthermore, media literacy involves creation
and production of media as well as engaging the students into meaningful and relevant
issue but media literacy is not the scope and not limited to media bashing, media literacy
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is not protection against media, not just about Tv production and not only teaching media
but teaching about media.
SIGNIFICANCE OF THE STUDY
This study is believed to be beneficial to the following:
To the Teachers, they will become aware of social media literacy effects. Teachers
aware of many media messages contribute to public health issues, they have the ability
to analyze if the message is true or not. They always research and reliable sources, they
also communicate to the other people online, and they also have a freedom speech and
accepting responsibility and respecting others.
To the students, it will help to work and be careful with what they read on social media,
there will also be an improvement in dealing with other people.
To the future researchers, this will be their guide and basis when they conduct the
same or connected research study.
To the researchers, this study will be helpful and beneficial to the researchers because
as they gathered results from the respondents they can also gain and adopt new
knowledge and ideas about media literacy.
FRAMEWORK
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There are several directions that can be distinguished within media education
media education for future professionals journalists the press, radio, TV, Internet,
advertisement, moviemakers, editors, producers. Media education for pre-service and inservice teachers in universities and teacher training colleges, and in media cultural
courses within the system of advanced training media education as a part of general
education for secondary and higher school students; it may be either integrated in the
traditional disciplines or autonomous taught as a specialized or optional course media
education in educational and cultural centers community interest clubs, centers for out-ofschool activities and artistic development. Distance education of young and adult learners
through television, radio, and the Internet; an important part here belongs to media
critique, a specific sphere of journalism engaged in evaluation, analysis, and criticism of
the mass media autonomous continuous media education, which in theory can be lifelong.
CHAPTER 2
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REVIEW RELATED LITERATURE
Related Literature
Communication Studies
A separate message/media literacy requirement should be made across all general
education curricula just as written and oral communication skills are typically required.
Even on my most hopeful of days, however, I can’t imagine such an addition
happening
anytime soon. It is incumbent upon Communication Studies instructors to ensure that
students leave college with this increasingly important theoretical knowledge
and skillset that can be applied to direct and in Communication Studies, to account for
the fact that messages from the media are often communicated to citizens secondhand,
through friends, families, and leaders of the primary institutions that shape our lives,
such as education and religion. Media literacy is fundamentally a communication
practice. According tothe National Association for Media Literacy Education (NAMLE,
2007),
medialiteracy education (MLE) first requires, “active inquiry and critical thinking about
the messages we receive and create .
Fake News
Fake news is dangerous, and that much is quite obvious. The dissemination of
trustworthy information is essential to the democratic political process. Citizens have
little to no information to rely on when making political judgments if information is no
longer reliable. Barack Obama has even gone so far as to call false news "a threat to
democracy" because of this. In the hopes that a more media-literate audience could
somehow be better equipped to protect itself, there have been requests on both sides of
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the Atlantic for schools to teach students about false news.
Social Media
Social media is being used more and more to share and obtain information.
The purpose of this study was to examine how high school students assess online
information on sites like Facebook and Twitter. A survey and eight tasks were completed
by 37 students from two different high schools in Western Australia (WA) asking them to
assess the content (both written and visual) provided on social media websites. The
findings indicated that students place more trust in TV news than in social media.
Additionally, the students trusted "evidence" even when it was false, frequently ignored
the confirmed tick, and frequently failed to understand that images and videos can be
manipulated. They also failed to evaluate accuracy or authority outside of social media
posts. This study has demonstrated the need to shift media literacy instruction in schools
away from the checklist approach to teaching how to evaluate information and toward an
instructional approach that focuses on the more critical thinking aspects of evaluation
such as the source of the information, social and political bias, and verifying evidence
and information through multiple sources.
Social media is started when people start to communicate.
People begin using social media when they begin to communicate. Social refers to
human society as it is influenced by individuals and social groupings, with the media
serving as a conduit for expression. The majority of social media platforms are not
digital. It produces a lot of innovations, and one of the largest technological
breakthroughs that is currently the most well-known and frequently utilized is social
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media. While in our study, the term "social media" refers to a site, we describe it as
"technologies that made social communication easy and enabled discussions among its
participants. “Students are media consumers and creators. The development of the
smart phone has increased the use of social media. It allows individuals or organizations
to create, engage with, and share new user-generated or current information in a digital
environmental.
Review literature of media literacy.
Media literacy is a topic that has attracted a wide variety of scholars as well as non‐
scholars. This review begins with an analysis of how media literacy has been defined by
the range of contributors to the huge and growing literature on media literacy. The
review then lays out the big picture concerning media literacy interventions as well as
how media literacy has been regarded within the institution of public education. The
review concludes with a series of recommendations about conceptualizations, research,
and instruction.
SYNTHESIS
The first step a student should take when trying to identify false news is to look for the
same article in other sources. Truth in statistics is important, but this goes beyond that.
Since various sources present information in varied degrees of depth, students will get a
more complete understanding of a subject when they read, listen, or watch more
extensively.
Ask your kids to make a mind map or poster that lists several sources and indicates which
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ones are trustworthy and which ones are not. You can use this author's Mind Map as
inspiration or create your own from scratch.
CHAPTER 3
RESEARCH METHOD AND PROCEDURE
The thorough methodologies and procedures employed in this investigation were
provided in this chapter. This chapter's main objective was to expose the study of
the Research Design, Respondents, Sampling Strategies, Research Instrument
and Statistical Instrument.
Research Design
The objective of the Researchers is to discover how media literacy is used by
examining the pattern of the current characteristic. Descriptive survey research is
one of the non-experimental methods used in this study.
Respondents
The respondents or participants will be Grade 12 Students during this year 20222023.
Research Instrument
Surveys give academics access to trustworthy, practical primary data that can
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be used to guide business decisions. They are significant because the information
originates from the people you have chosen to represent in your aim. Additionally,
surveys give you a thorough, organized way to access and examine your data.
Sampling Strategies
The stratified random sample technique was used to select the respondents for the
instigation of the variables in the study were represented reasonably event lee using the
strategy. There were students in all who were sampled at San Pascual Senior High
School. the selected students of our sampling strategy was what's divided into two groups
one group is the students who are not media literate and the second group is who use
made media properly.
Statistical Treatment
Based on the information provided it seems that the statistical problem we are
facing is related to determine the frequency usage of media literacy. The frequency
of a particular value is the number of times the value occurs in the data. The
distribution of a variable is the pattern of frequencies, meaning the set of all
possible values and the frequencies associated with these values. this involves
selecting the students who use media literacy frequently.
CHAPTER 4
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Indicators
Frequency
Percentage
I. Average
90-100
61
25%
85-89
62
25%
80-84
64
26%
75-79
34
14%
Below 75
12
5%
111
46%
129
53%
II. Gender
Female
Male
III. Strands
HUMSS
56
23%
TVL
46
19%
HE
34
15%
STEM
54
22%
ABM
47
19%
The table shows the profile of the Grade 12 in San Pascual Senior High School 1. It
shows in this study that there is a total of 240 respondents. Base on the researchers
findings, Grade 12 students in San Pascual Senior High School 1 who got 90-100
average of Media and Information Literacy course are 61 students, percentage of 25%
out of 100%. Grade 12 students who got 85-89 average are 62 students with a
percentage of 25%. 64 Grade 12 students got 80-84 average with 26%. 34 grade 12
students got 75-79 average with 14% of percentage. Lastly, 12 students got below 75
average with 5% of percentage.
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CHAPTER 5
SUMMARY
Media literacy is the ability to access, analyze, evaluate, and create media
in various forms. It involves understanding how media messages are
constructed, how they influence our perceptions and attitudes, and how we
can use media to communicate effectively. Media literacy skills are
essential in today's society, where we are constantly bombarded with
information from various sources. By developing media literacy skills,
individuals can become critical consumers and creators of media, able to
discern fact from fiction and make informed decisions about the media
they consume and the messages they create. Media literacy is a lifelong
learning process that requires ongoing engagement with media and a
willingness to challenge our assumptions and biases. Grade 12 students
are at an age where they are often bombarded with information and
messages from multiple sources, including traditional media, social media,
and online platforms. Media literacy helps them develop the skills
necessary to discern and evaluate the credibility, accuracy, and biases of
the information they encounter.
By cultivating media literacy, grade 12 students can become more informed
and engaged citizens, better equipped to participate in the democratic
process, and make informed decisions about their lives. They can also
learn to create media themselves, developing the skills necessary to
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produce content that is ethical, accurate, and engaging.
Media literacy is a critical skill that every Grade 12 student should possess.
It refers to the ability to analyze and understand the messages presented in
different forms of media, including television, movies, social media, news
articles, and advertising.
In today's society, where media is everywhere, it is essential for students to
be able to evaluate and interpret information critically. They need to be able
to identify biases, misinformation, and propaganda and distinguish facts
from opinions. They also need to understand the impact of media on their
values, beliefs, and behaviors.
Media literacy skills also include the ability to create and communicate
messages effectively using different forms of media. This skill is crucial for
students as they prepare to enter the workforce or higher education, where
digital communication skills are becoming increasingly important.
Overall, media literacy is a vital skill that can help students become
informed, responsible, and critical consumers and producers of media. It
enables them to navigate the complex and ever-changing media landscape
confidently, while also contributing positively to their communities.
SUMMARY OF FINDINGS
Strand of the Respondents
The table one shows the strand of the respondents, the table shows that the
frequency is 41 and the percentage is 60% of the respondents in STEM strand ranked 1.
The strand of HUMSS has 36 frequency and 56% for the percentage of respondents
ranked 2. For the ABM strand we have 30 frequency and for the percentage of
respondents we got 62% and ranked 3. And for the TVL strand has 18 frequency and
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85% of percentage of respondents ranked 4. To sum up, the HE strand has 25
frequency and 64% of percentage of the respondents got ranked 4. The total of
percentage of all strand is 100% and the frequency is 150.
According to the data, the majority of respondents are STEM students rather
than many people in other strands. This suggested that more STEM students are
participated in the study with the researchers at the San Pascual Senior High
School 1.
Experience of the Respondents in Media Literacy
According to our survey the experience of the respondents by those
received a total of 60% of media literate students are from STEM strand and
interpretation of strongly agree and agree and they are the most social skilled
based on our data which ranked 1. The grade 12 students experience the usage
of how they properly use of social media, based on our survey their current social
skills are shown here in our data. Additionally, according to the data shown in
table 1 many students are well media literate and believed in their social skills on
analyzing the facts and misleading information.
CONCLUSIONS
Based on the findings, the following conclusions are given and concluded:
For individuals to effectively deal with the media-saturated environment, media
literacy is a crucial ability to acquire. It promotes informed and involved citizens who are
better able to make deliberate decisions and favorably impact society. It also
encourages critical thinking, responsible consumption, and active involvement
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individuals to evaluate, engage with, and critically assess diverse media formats in
today's digital world. To sum up, media literacy gives people the skills and information
they need to understand the complex media ecosystem and make defensible choices
about the material they consume, only when we take into account the relationship
between media specificity and how such specificities are understood by individuals
receiving education will media literacy training be truly successful.
RECOMMENDATION
From the findings of the study based on the conclusion drawn the following:
1. Don't believe everything you see or read in the media. Question the source of
the information and consider whether it is reliable and unbiased.
2. Take the time to research the topics and issues that interest you. Look
for information from a variety of sources, including reputable news outlets,
academic journals, and experts in the field.
3. Verify the accuracy of any information you come across. Use fact-checking
websites or consult with experts if necessary.
4. Understand the biases and agendas of the media outlets you consume.
Consider the ownership, funding, and political affiliations of the outlets.
5. Look beyond the surface-level message of a piece of media to understand the
underlying values, beliefs, and assumptions that it promotes.
6. Reflect on your own biases and how they may influence your perception of
media messages.
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7. Use your media literacy skills to create your own media content that is
informative, accurate, and ethical.
LITERATURE CITED
Indeed Editorial Team, (2021)
https://www.indeed.com/career-advice/career-development/21st-century-skills
Educational Media International (Volume 50,2013)
https://doi.org/10.1080/09523987.2013.862364
Media Literacy (D. Ciurel)
Professional communication and translation studies (13-20, 2016)
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=research+g
oal+about+media+literacy+2016&oq=#d=gs_qabs&t=1668764464854&u=
%23p%3DXuQ4sL2iX0wJ
Media Literacy Now (2017)
YouTube: https://youtu.be/GIaRw5R6Da4
Research Gate: (2020)
https://www.researchgate.net/profile/ChristellChavez/publication/354321137_SOCIAL_MEDIA_USAGE_ON_EFFECTIVE_
COMMUNICATION_SKILLS_OF_GRADE_12_FIDELIS_SENIOR_HIGH_STU
DENTS/links/6130cab138818c2eaf77f3da/SOCIAL-MEDIA-USAGE-ONEFFECTIVE-COMMUNICATION-SKILLS-OF-GRADE-12-FIDELIS-SENIORHIGH-STUDENTS.pdf
Sage Publications (2023)
https://us.sagepub.com/en-us/nam/privacy-policy
Journal of educational technology & society (2023)
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=theoretical+framework+ab
out+media+literacy+&oq=#d=gs_qabs&t=1681909150474&u=%23p%3DD0uU2tECkN4
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J
Journal of Media Literacy Education (2017)
https://doi.org/10.23860/JMLE-2017-9-1-8