TALISAY SENIOR HIGH SCHOOL
Republic of the Philippines
DEPARTMENT OF EDUCATION
Rehiyon IV – A CALABARZON
DIVISION OF BATANGAS
District of Talisay
TALISAY SENIOR HIGH SCHOOL
"Engagement with Facebook Learning Groups: Exploration on the
Academic Performance of Grade 12 Humss Students.”
Presented by:
ARANDIA, WHIENN C.
ASINAS, JAMAIKA KATE L.
COSME, JOSEPHINE M.
SANGALANG, PRINCESS JOYCE ANN D.
ALCARAZ, CLARCK EMERSON
BALAZON. JHON DHAVE
DELA ROSA, JERICHO C.
LIWAG, ARCHIE C.
MENDOZA, MARK RENZO S.
PEREZ, RAINIER ARVIN M.
VILLANUEVA, JIRO M.
Presented to:
Mrs. Agnes J. Parma
1
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CHAPTER I
The Problem and Its Background
This chapter introduces the problem at hand and the background that
led to researcher to conduct a study. It likewise presents the framework to
which the study anchored and the researcher paradigm. Moreover it presents
the statement of the problem, hypotheses, scope and limitation and definition of
terms.
Introduction
In recent years, Facebook Learning Groups have gained immense
popularity among Grade 12 students as a platform for collaborative learning
and academic support (Zhang et al., 2020). These online communities provide
students with the opportunity to engage in discussions, share resources, and
seek assistance from their peers, thereby enhancing their overall academic
experience. However, despite the widespread use of Facebook Learning Groups,
there is a lack of understanding regarding the impact of student engagement
with these groups on their academic performance.
The level of engagement with Facebook Learning Groups is a crucial
variable
to
consider
when
examining
its
relationship
with
academic
performance. Engagement can be measured by various factors, including the
frequency and quality of interactions within the group, active participation in
TALISAY SENIOR HIGH SCHOOL
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discussions, utilization of shared resources, and the extent to which students
seek and provide academic assistance (Kabilan et al., 2020). By exploring the
relationship between engagement with
Facebook Learning
Groups
and
academic performance, educators and policymakers can gain valuable insights
into the effectiveness of these online communities as a supplementary
educational tool.
Academic performance, another key variable in this study, encompasses
various aspects such as grades, test scores, and overall academic achievement
(Sari et al., 2019). It serves as a tangible measure of a student's understanding
and mastery of the subject matter. By examining how engagement with
Facebook Learning Groups influences academic performance, researchers can
determine whether these online communities have a significant impact on
students' learning outcomes.
Background of the Study
The use of social media platforms, such as Facebook, has become
increasingly prevalent in educational settings. Facebook Learning Groups, in
particular, have emerged as a popular platform for students to engage in
collaborative learning and academic discussions. This study aims to explore the
impact of engagement with Facebook Learning Groups on the academic
performance of Grade 12 students.
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Numerous studies have examined the effects of social media on student
learning outcomes. For example, a study by Junco and colleagues (2011) found
that students who actively engaged with social media platforms for educational
purposes demonstrated higher levels of academic engagement and improved
grades. Similarly, Kirschner and Karpinski (2010) found a positive correlation
between Facebook use and academic performance among college students.
While there is a growing body of research on the use of social media in
education, limited studies have specifically focused on the impact of
engagement with FLGs on academic performance, particularly among Grade 12
students. Grade 12 is a critical stage in a student's academic journey as it
marks the culmination of their secondary education and preparation for higher
education or the workforce.
Understanding the relationship between engagement with FLGs and
academic performance is crucial for educators, policymakers, and students
themselves. It can provide insights into how these virtual communities can
enhance learning outcomes and contribute to students' overall academic
achievements. Furthermore, identifying the factors that contribute to effective
engagement within FLGs can inform the development of strategies to optimize
the use of these platforms in supporting student learning.
By conducting this research study, researchers aim to fill this gap in the
literature and contribute to the ongoing conversation on the integration of
social media platforms in education. The findings from this study will not only
TALISAY SENIOR HIGH SCHOOL
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provide valuable insights for educators and policymakers but also empower
students to make informed decisions about their engagement with FLGs.
Overall, this research seeks to explore the impact of engagement with
Facebook Learning Groups on the academic performance of Grade 12 students.
By examining the relationship between FLG engagement and academic
performance
indicators,
this
study
aims
to
provide
evidence-based
recommendations for optimizing the use of social media platforms in education.
Through a comprehensive analysis of the benefits and challenges associated
with FLG engagement, this research will contribute to the existing knowledge
base and inform future practices in educational settings.
Statement of the Problem
This study intends to find out the Relationship between Facebook
Learning Groups and Academic Performance. The following questions were
sought to be answered:
1. What is the perception of the students on their engagement in
Facebook Learning Groups?
2. Is there a significant relationship between engagement with Facebook
Learning Groups and the Academic Performance of Grade 12 Students?
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3. What strategies can be proposed to enhance the engagement,
duration, and active participation of Grade 12 students in Facebook
Learning Groups (FLGs) to improve their academic performance?
Scope and limitation
The study cover the Engagement Facebook Learning Groups:
Exploration on the Academic Performance. In addition, the respondents of this
study are the
selected in Grade 12 Humss Students in Talisay Senior High
School Year 2023-2024. The extended of this study is will be on Facebook
Learning
Groups
Performances.
in
Grade
12-Humss
Students
for
their
Academic
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Conceptual
PROCESS
INPUT
“Engagement with
Facebook

Pearson’s R

Percent
Learning Groups:
Exploration
the
on
Academic
Performance
Grade
Students”
Formula

Mean
of
12
Weighted
OUTPUT
After conducting
this study we will
proposed an action
plan in-titled
“Scrolling to
Succes:Unpacking
the Impact of

Pearson
Engagement with
Correlation
Facebook Learning
Groups on Grade
12 Humss
Students” can be
results that we will
create and evaluate
Facebook Learning
Groups for Grade
12 humss students
to improve more
their academic
performance and
engagement.
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Theoretical Framework
According to (Bandura, 1986), Social Cognitive Theory, This theory
emphasizes the role of social interactions and observational learning in shaping
individuals' behavior and academic performance. It suggests that students'
engagement with Facebook Learning Groups can influence their academic
performance through the observation of peers' behaviors, modeling of effective
study strategies, and social reinforcement.
(Wellman, 1988) Stated that Social Network Theory is theory explores the
structure and dynamics of social relationships within a network. It suggests
that students' engagement with Facebook Learning Groups can facilitate
information sharing, collaboration, and social support among peers, thereby
positively influencing their academic performance.
These theories provide a foundation for understanding how engagement
with Facebook Learning Groups can impact the academic performance of Grade
12 HUMSS Students. By examining the interplay between these theoretical
perspectives, researchers can gain insights into the mechanisms through which
engagement
in
online
achievement.
Definition of Terms
learning
communities
contributes
to
student
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Academic Performance: The measurable outcomes and achievements of
Grade 12 students in their academic pursuits. It includes factors such as
grades, test scores, and overall academic achievement, which serve as
indicators of a student's understanding and mastery of the subject matter.
Emphasizes: Refers to state or show that something is especially
important or deserves special attention. The specific operational definitions for
emphasizing in context might mean providing detailed explanations or examples
that demonstrate how the term fits into the broader topic or subject matter.
Engagement: Refers to the level of active participation, interaction, and
involvement of Grade 12 students within Facebook Learning Groups. It includes
factors such as the frequency and quality of interactions, active participation in
discussions, utilization of shared resources, and seeking/providing academic
assistance within the group.
Exploration: The act of investigating or examining the relationship
between
engagement
with
Facebook
Learning
Groups
and
academic
performance among Grade 12 students. This research aims to gain a deeper
understanding of the impact and effectiveness of these online communities on
student achievement.
Facebook Learning Groups: Online communities on the social media
platform Facebook, specifically created for educational purposes. These groups
provide Grade 12 students with a platform to engage in discussions, share
resources, seek academic support, and collaborate with their peers.
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Grade 12 Students: Refers to students who are in their final year of
secondary education or high school. These students are typically preparing for
national or international examinations that determine their eligibility for higher
education institutions.
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Chapter 2
Review of Related Literature
Foreign Literature
Based on Dragan Manasijević et.al 2016 In order to better understand
why students use Facebook and how Facebook can be used for educational
activities students’ attitudes and perceptions towards purposes of Facebook
usage and Facebook educational usage were investigated in this study. Also,
theoretical models of the purposes of Facebook usage and Facebook educational
usage proposed in literature were examined using the sample of 226 students
from University of Belgrade, Technical faculty in Bor. Previous studies have
pointed out that there are three underlying dimensions of purposes of Facebook
usage that can be indicated as social relations, work related activities and daily
activities.
Facebook
educational
usage
also
includes
three
underlying
dimensions defined as communication, collaboration and resource/material
sharing.
from the year 2014 in the topic Business Economics - Offline Marketing
and Online Marketing, language: English, abstract: According to numerous
studies, young people and college students alike believe Facebook to be one of
the most widely used online social networking sites. The goal of this study is to
examine the influence of social networking sites i.e. Facebook on the academic
achievement of students. Regular undergraduate students at Wollega University
were the study's target population. A survey was created to evaluate the effects
TALISAY SENIOR HIGH SCHOOL
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of Facebook use on students, and it was given to 384 students who were chosen
through a stratified selection method. Three factors have been identified: the
amount of time spent on Facebook, Facebook addiction, and academic
achievement. Fromsa Bedassa (2014)
Manasijevic et al. (2016), In addition to serving as academic institutions
that prepare students for careers as researchers, universities nowadays have a
variety of other purposes. More precisely, social functions become an essential
component of university education, fulfilling the institution's main objective of
providing students with an effective education. Enhancing university students'
indifference in traditional learning methods raises concerns regarding the
quality of teachers' teaching experiences at universities and other educational
institutions. Therefore, instructors need to be "entertainers" who engage
students in the entirety of the course material if they are to successfully use the
current strategy of holding their students' attention.
As they are in a transitional phase when they enroll at a university,
students need to quickly pick up new skills and adapt to the campus culture. A
few of these skills are academic in nature, including learning how to engage in
more challenging academic task levels. Prior to attending college, high school
graduates must master time management skills in order to fulfill their
operational responsibilities at the institution Dickie and Meier,(2015)
For instance, Reinecke et al. (2014) found that Facebook-specific
autonomy need satisfaction (e.g., feeling autonomous when using Facebook)
TALISAY SENIOR HIGH SCHOOL
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and Facebook-specific competence need satisfaction (e.g., feeling competent
when using Facebook) of university students were positively associated with
Facebook enjoyment and that both forms of needs satisfaction mediated the
link between students’ perceived social pressure to use Facebook and Facebook
enjoyment. However, Facebook-specific social relatedness need satisfaction was
not correlated with Facebook happiness.
Local Literature
The use of the social media in higher education and the impacts created
by this technological innovation brought about many literatures and studies
that are essential to educators. For instance, in the study of Tamayo & Deal
Cruz (2014), they explored the relationship of the use of the social media and
the academic performance of one higher education institution in the
Philippines. The results revealed that there is a moderate relationship between
the use of the social media and the students’ academic performance.
The use of Facebook in the educational context has raised controversies
in the literature. Some investigations have shown that Facebook use may be
linked to higher levels of academic achievement (Spann, 2015) engagement and
more time spent in co-curricular tasks while others demonstrated it is related
to lower levels of academic performance and student engagement scores.
According to Kabila et al., (2010) investigate the potential of Face book as
a useful and meaningful learning environment in enhancing and strengthening
their students’ learning of the English language. The study showed that
TALISAY SENIOR HIGH SCHOOL
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students perceived Face book as a tool that can be used to facilitate learning of
the English language.
Embi & Hassan (2012) examined the use of social networking sites
among Malaysian students. The results indicated that, only half of the
respondents get in touch with their lecturers in informal learning contexts.
They further pointed out that students spent more time on socialization
through social networking sites rather than learning and moreover believe
social networking sites usage does not affect their academic performance.
According to Janell C Bauer et.al 2022 This article pairs auto
ethnography with a thematic analysis of memes in a private Facebook group
made up of academic mothers during the first year of the COVID-19 pandemic.
The analysis illustrates the challenges members faced during the pandemic
related to their roles as mothers, academics, caregivers, and partners and how
they used memes as a mechanism for virtual support in 2020 and 2021.
Throughout the themes, humor offered a foundation for support and
connection. The analysis provides insights into the potential for professional
support networks online and how humor, shared via social media, can create
space for vulnerability and connection among colleagues.
Foreign Study
Junco (2012) found that when students use Facebook for educational
purposes such as gathering information ,checking to see what friends are up to
and sharing information (sharing links), it results in a positive academic
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outcome better than when they used it merely for socializing such as status
update and chatting. It is certain that the way in which students use Facebook
can determine the effect of its use on students’ academic achievement.
Facebook has a positive effect on students’ achievement when used for
educational purposes.
Dheleai and Tasir (2015) recommended the use of Facebook group as
interaction medium as students and instructor can interact through Facebook
group without being Facebook friends; this can reduce students’ concern about
invading their privacy. From the findings of those studies, it is obvious that
students are trying to gain benefits from Facebook for their learning activities.
Further research on learning through Facebook has been conducted by,
Idris and Ghani (2013) where they analyzed Facebook discourse. They stated
that social network sites could indeed become a platform where users generate
reflective thinking, construct knowledge and consequently enhance learning.
Their findings showed that users generally utilized all the indicators of
construction of knowledge in their Facebook interaction, despite the virtual and
asynchronous nature of social network sites (Idris & Ghani, 2013).
According to M. Mbodila, & K. Muhandji. (2014) Previous studies argued
that social network sites (SSNs) like Facebook should not be used for the
learning process because it can interfere and impede student’s achievement
though sometimes Facebook is used informally for learning purposes, but it
should be used for social reasons and not for formal teaching purposes.
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Meanwhile, studies that agree on the use of Facebook argued that Facebook
can increase student’s motivation for learning, engagement, and collaboration
among students.
Unlike
Facebook
usage
for
socializing
purposes,
the
quality
of
educational usage of Facebook—as especially defined in terms of the use of
Facebook for collaboration in learning situations—tends to promote student
academic achievement. For instance, a study by Al-Rahmi et al. (2015)
highlighted the role of social media for collaborative learning in class. The study
revealed that three types of social media usage—interactivity with research
group members, interactivity with supervisors, and intention to use social
media—were positively associated with collaborative learning and engagement,
thereby connecting with greater satisfaction of collaborative learning and
greater academic performance of students and researchers.
Local Study
Moran et al., (2014) Stated that academicians are now taking advantage
of the use of the social media. Many of professors and teachers are using the
social media as their partner is delivering knowledge to students. The rate of
adoption of social media by faculty members is overwhelming, 90% of them are
utilizing the social media in teaching their respective courses and career outside
their academic life. For instance, Facebook is now used as an instructional tool.
Because of its popularity among students, educators are becoming acquainted
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to this social networking site, in order to supplement the learning environment
of learners.
One of the recent trends in the academe is the use of Face book and its
features in delivering online learning environment. Coklar (2012) assessed
students’ perception of Facebook as a learning tool. The respondents indicated
a positive perception on Facebook particularly in information dissemination,
heightening interest, motivation, interaction opportunity. Di Vall & Kirwin
(2012) also evaluated the impact of Face book as an instructional tool.
Stated by to Orosz et al.,(2016) Any model of Facebook use should be as
comprehensive as possible, so we adopted the multidimensional Facebook
intensity approach
in our conceptualization of individuals' degree of
involvement in Facebook and their motives.
Additionally, although previous studies have mainly focused on how
Facebook use predicted academic outcomes in Western settings, it is likely that
their findings can be applied to students in the Philippine society. Investigating
the association of Facebook use with academic outcomes is a relevant research
direction in the Philippine context, particularly as the Philippines is the world's
leading nation in terms of the time spent on social media (Camus, 2017).
A number of studies reported that Facebook could improve learning
outcomes in different countries or regions due to its multiple functions.
Facebook could improve pre-service teachers' learning outcomes by promoting
TALISAY SENIOR HIGH SCHOOL
their
readiness,
convenience,
(O'Bannon, Beard, & Britt, 2013)
and
communication
18
in
the
USA
TALISAY SENIOR HIGH SCHOOL
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Chapter 3
Research Methodology and Procedures
This chapter deals with the method of research used, the respondents of
the study, the instrument utilized in the investigation, the data_gathering
adopted and the statistical treatment applied to data obtained on the study.
Research Design
This study used the Correlational Method of research which was used to
investigate relationships between two or more variables. According to Bhandari
P. (2021), a correlational research design investigates relationships between
variables without the researcher controlling or manipulating any of them. A
correlation reflects the strength or direction of the relationship between two (or
more) variables. The direction of a correlation can be either positive or negative.
The present study used the Correlational Method of Research to determine the
relationship of Facebook Learning Groups in Grade 12 Students and its impact
on their Academic Performance.
Setting and Respondents
The study was conducted at Talisay Senior High School (TSHS) located at
barangay Tumaway, Talisay, Batangas. The research is used during the 1st
semester of School Year 2023-2024. This study utilized the Random Sampling
Techniques in selecting the representative sample of the population who
participated in this study. According to Thomas (2020), A simple random
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sample is a randomly selected subset of a population. In this sampling method,
each member of the population has an exactly equal chance of being selected.
The study was going to be participated by a total number of 158 students from
Grade 12.
Table 1.
Distributions of Respondents
According to Sections
Plato
26%
24%
26%
24%
Marx
Freud
Herodotus
The table 1 showed the total respondents and the total percentage of
each section of Grade 12. All Four (4) sections from Plato, Marx,
Herodotus,Freud are the respondents, each section have 28.5 respondents for
a total of 103 and each section mostly has the same number of percentage
which was 26% with a total of 100%.
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Research Instrument
The study utilized a self-made survey questionnaire to determine the
relationship of Facebook Learning Groups in Grade 12 Humss students and its
impact on their Academic Performance in the class. It is also includes the
perception on their engagement with Facebook Learning Groups in Social Media
on understanding the lesson and facing struggles.
Data Gathering Procedure
The study conducted during the school year 2023-2024 at Talisay
Senior High School. It was considered the following procedure: The researcher
pursues the permission of the principal of TSHS, to conduct research abovementioned school. The researcher asked 25.75 as sample size of students to be
their respondents that would answer the survey questionnaire. After given the
permission, the researcher's explain the purpose of the study to the selected
respondents and they made sure that all participants will answer the research
questionnaire. The researcher collected the data by means of survey
questionnaire that comprises their age age, gender, year level and student's
status. After collecting all the data questionnaire will be scored, tallied and
tabulated.
Statistical Treatment
In determining the sample size of population of the Grade 12 Humss
students, the researchers utilized Slovin’s Formula
TALISAY SENIOR HIGH SCHOOL
1.
22
Slovin’s Formula. This technique was employed to compute the size of the
sample obtained for the total population.
Where,
n = the size of the sample
N = the size of the problem
e = margin of error
2.
Frequency Percentage. The frequency and percentage distribution were
used in presenting the profile of the respondents.
The percent formula is.
3.
Weighted Mean. It was used to interpret the data obtained from the
respondent’s assessment.
TALISAY SENIOR HIGH SCHOOL
In analyzing and interpreting the data given
23
by the respondents, the
researchers set the assigned weight for each option and the scale that
determined the aggregate responses, as follows:
SET A
(VARIABLE 1)
Weight
Scale
Verbal Interpretation
4
3.50 - 4.00
Highly Exhibited/Highly Utilized
3
2.50 – 3.49
Moderately Exhibited/Moderately Utilized
2
1.50 – 2.49
Fairly Exhibited/Fairly Utilized
TALISAY SENIOR HIGH SCHOOL
1
1.00 – 1.49
24
Poorly Exhibited/Poorly Utilized
SET B
(VARIABLE 2)
Weight
Scale
Verbal Interpretation
4
3.50 - 4.00
Highly Exhibited/Highly Utilized
3
2.50 – 3.49
Moderately Exhibited/Moderately Utilized
2
1.50 – 2.49
Fairly Exhibited/Fairly Utilized
1
1.00 – 1.49
Poorly Exhibited/Poorly Utilized
4.Pearson’s r. The relationship between Facebook Learning Groups to the
Academic Performance and its impact on their
participation in the class of
Grade 12 Humss students was established using Pearson’s r Correlation.
The formula was given:
𝑛(∑ 𝑥𝑦)− (∑ 𝑥 ) ( ∑ 𝑦)
∑ 𝑥) 2 ][𝑛 ∑ 𝑦 2 − ( ∑ 𝑦 ) 2 ]
𝑟 = √[𝑛 ∑ 𝑥 2 −(
To give interpretation to computed Pearson coefficient, the following guide was
adopted.
TALISAY SENIOR HIGH SCHOOL
P-Value
<0.01
25
Inference
Strong
Remarks
evidence
against
the
Null
Reject Ho
Null
Reject Ho
Null
Accept Ho
Hypothesis;
Very Statistically Significant
0.01 to 0.05
Some
evidence
against
the
Hypothesis;
Statistically Significant
>0.05
Insufficient
evidence
against
Hypothesis
In deciding whether to accept or reject the null hypothesis, the following
rules were applied.
R-value (r)
Interpretation
TALISAY SENIOR HIGH SCHOOL
± 0.90 to 1.00
Very High (Positive/Negative) Correlation
± 0.70 to 0.89
High (Positive/Negative) Correlation
± 0.50 to 0.69
Moderate (Positive/Negative) Correlation
± 0.30 to 0.49
± 0.00 to 0.29
26
Low (Positive/Negative) Correlation
No Correlation or Little (if any) (Positive/Negative)Correlation
Chapter 4
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Presentation, Interpretation, and Analysis of Data
This chapter presents the data collected and its interpretation and
analysis. It includes discussion about the data gathered varying from the
question that we have given.
Table 1 Perceptions on Engagement with Facebook Learning Groups for
their Academic Performance
Indicators
M
VI
I find it easy to connect with others who helps me widen my 3.20
knowledge about specific topic.
A
I believe that learning groups provide platform for me to interact 3.07
with my classmate and other individual.
A
I always get a sense encouragement because of hearing same 3.08
point of view from the other students.
A
I believe that this learning groups can develop my study learning 3.07
habits.
A
I feel encouraged when I hear similar opinions from other 3.09
students in my Facebook learning groups.
A
I believe that it teaches me to set priorities with the activities and 3.26
task that needs to be done on the first hand regarding academic
performance.
A
I believe that these learning groups provides me the avenue to 3.21
enjoy learning.
A
I believe that joining in Facebook helps me find sufficient learning 3.09
information that can help me in my academic performance.
A
I feel like I am part of a community when participating in 2.97
Facebook Learning Groups.
A
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28
I receive constructive feedback with regards to ideas and opinions 3.18
I have shared about a specific topic relevant to what I am
studying.
A
3.14
A
Overall assessment
Legend M= Mean, VI= Verbal Interpretation, 3.50-4.00 Strongly Agree (SA);
2.50-3.49 Agree (A); 1.50-2.49 Disagree (D); 1-1.49 Strongly Disagree (SD)
Table 1 illustrates the Perceptions of that indicator 1 “I find it easy to
connect with others who helps me widen my knowledge about specific topic.”
was Agree and got the highest among all the questions because it got 3.20 as
the weighted mean in the survey questionnaire. This obviously meant that the
majority of the respondents was agreed on Facebook Learning Groups it teaches
to set priorities and task on the first hand regarding to their Academic
Performance. According to Idris & Ghani, 2013.They stated that social network
sites could indeed become a platform where users generate reflective thinking,
construct knowledge and consequently enhance learning. Their findings showed
that users generally utilized all the indicators of construction of knowledge in
their Facebook interaction, despite the virtual and asynchronous nature of
social network sites.
In indicator 9 “I feel like I am part of a community when participating in
Facebook Learning Groups.” was Agree and the lowest mean of all the questions
but got 2.97 as the weighted mean in the survey questionnaire. This obviously
meant that its not majority of the respondents was agreed on being part of the
TALISAY SENIOR HIGH SCHOOL
29
community with engaging on Facebook Learning Groups based on their
perceptions. According to Orosz et al. 2016 Any model of Facebook use should
be as comprehensive as possible, so we adopted the multidimensional Facebook
intensity approach
in our conceptualization of individuals' degree of
involvement in Facebook and their motives.
The total weighted mean or the overall assesment was 3.14% and the
verbal interpretation was agreed. This obviously proved that the majority of the
respondents on Facebook learning groups exploration on their academic
performance was increase student’s perceptions, Moran et al., 2014 Stated that
academicians are now taking advantage of the use of the social media. Many of
professors and teachers are using the social media as their partner is delivering
knowledge to students. For instance, Facebook is now used as an instructional
tool. Because of its popularity among students, educators are becoming
acquainted to this social networking site, in order to supplement the learning
environment of learners.
TALISAY SENIOR HIGH SCHOOL
30
Table 2
Significant Relationship
Paired
R-value
P-value
Inference
Decision
Variables
Exploration
0.87
0.01
There
is
in Facebook
significant
Learning
relationship
Groups
on
a
Reject Ho
between
the
Facebook
Academic
Learning
Performance
Groups and
of Grade 12-
it's impact to
Humss
their
Students
academic
performance.
Table 2 indicates that there was a statistical significant correlational found
between the two variables, namely the Facebook Learnimg Groups and
Academic Performance.Among the results shown the Table 3, the probability
that might be used to adopt the reject null hypothesis (HO) was less than 0.05.
TALISAY SENIOR HIGH SCHOOL
It is possible to draw the conclusion that there is a
31
meaningful correlation
between Facebook Learning Groups and it’s impact to their academic
performance.
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32
Table 3
Proposed Plan for Student's Effectively Engagement with Facebook
Learning Groups
Program or
Objective
Activities
“Scrolling
to This program
or
activities
Success:Unpacking would aim to
contribute
the
Impact
of the existing
body
of
Engagement with knowledge on
the impact of
Facebook Learning social media
on academic
Groups on Grade performance,
to
empower
12Humss the
participation
Students’
of students in
Facebook
Academic
learning
groups and to
Performance"
have a guide
from
those
parents and
teachers
attend
the
programme.
Time
Persons
Frame
Involved
One
hour Volunteered
Resource
The
every
end instructor or to
of
the trainers,
class.
students,
money
be
can
used
come
from
teachers and donation and
researchers.
solicitation,
this
money
will be used
to buy foods
for everyone.
TALISAY SENIOR HIGH SCHOOL
33
This table shows the program or activities about "Scrolling to Success:
Unpacking the Impact of Engagement with Facebook Learning groups on Grade
12 Humss Student’s Academic Performance" this program or activity use
various analytical tools and techniques to analyze data, interpret the results,
and draw conclusions.
TALISAY SENIOR HIGH SCHOOL
34
Chapter 5
Summary Findings, Conclusion, and Recommendation
This
chapter
presents
the
summary
of
findings,
conclusions
and
recommendations of this study. The conclusions offer plausible explanations
with regard to the outcomes of the study. The recommendations are suggestions
that put forward how the organization under this study would benefit from the
study.
Summary
This study aims to find out the Exploration of Facebook Learning Groups
on their Academic Performance of Grade 12 Humss Students
The researcher conducted a study to the Engagement with Facebook Learning
Groups and its impact to the academic performance of students. The researcher
conducted the study in Talisay Senior High School (TSHS) having 4 sections as
the respondents of the study. All groups were given the same question of 10
items and content.
Summary of Findings
The highlights of the findings were:
The level of Perception’s of the students regarding Facebook Learning
Groups Exploration on their Academic Performance
was Agree and got the
TALISAY SENIOR HIGH SCHOOL
35
highest among all the questions because it got 3.26 as the weighted mean in
the survey questionnaire. This obviously meant that the majority of the
respondents was agreed on Facebook Learning Groups it teaches to set they
priorities and task on the first hand regarding to their Academic Performance.
The overall assessment was 3.1% and the verbal interpretation was
agreed. This obviously proved that the majority of the respondents on Facebook
learning groups exploration on their academic performance was increase
student’s frequency and perceptions to the engagement of Facebook Learning
Groups and Academic Performance. Based to the basic study of researchers the
Facebook Learning Groups and Academic Performance has a significant
relationship.
The program or activities that is related to exploration of social media
platforms proposed is "Scrolling to Success: Unpacking the Impact of
Engagement with Facebook Learning Groups on Grade 12- HUMSS Student’s
Academic Performance" its objectives would aim to contribute the existing body
of knowledge on the impact of social media on academic performance,
particularly in the context of Facebook learning groups Students in Talisay
Senior High School, with the help of the instructor or trainers they would
provide a practice exercises that involves analyzing and solving problems.
Conclusion
TALISAY SENIOR HIGH SCHOOL
36
1. The respondent perceived Facebook Learning Groups as they find it
useful for academic support and collaboration.
2. There's a significant difference in using Facebook learning groups and
the academic performance of students. Between the two variables—Facebook
Learning
Groups
and
Academic
Performance—a
statistically
significant
association was observed.
3. To enhance the engagement, duration, and active participation of
Grade 12 students in Facebook Learning Groups, The proposed program is
"Scrolling to Success: Unpacking the Impact of Engagement with Facebook
Learning groups on Grade 12 Humss Student’s Academic Performance" this
program use various analytical tools and techniques to analyze data, interpret
the results, and draw conclusions.These strategies can help improve the
academic performance of Grade 12 Humss students by using the benefits of
Facebook learning groups for academic support and collaboration.
Recommendation
Principal. The researcher would like to recommend "Scrolling to Success:
Unpacking the Impact of Engagement with Facebook Learning groups on
Grade 12 Humss Student’s Academic Performance" to our principal in
studies to address issues and make informed decisions in collaboration using
Facebook Learning Groups.
TALISAY SENIOR HIGH SCHOOL
37
Teachers. The researcher wants to motivate subject matter experts to advise
their students to engage in appropriate social media study groups and make
wise choices in order to enhance their academic learning.
Students. the researcher would like to encourage the students to use social
learning tools such as Facebook learning to improve their academic learning
Future researchers. the researcher would like to understand that social media
can enhance academic performance and aid in the development of suitable
researchers
TALISAY SENIOR HIGH SCHOOL
38
Bibliography
Fromsa Bedssa (2014).Impact of Facebook Usage on Students Academic
Performance
https://www.google.com.ph/books/edition/Impact_of_Facebook_Usage_on_Stu
dents_Aca/syYuBAAAQBAJ?hl=en&gbpv=0&fbclid=IwAR00LctEl9RTWvczCbpv7
Ds1FInqCzZ-ibKi2mlx2yYEWI4R20L3-8CdbMM
Janet A. Orique (2021).Student use of Facebook groups as a support for
academic learning
https://www.researchgate.net/publication/353812963_Student_use_of_Facebo
ok_groups_as_a_support_for_academic_learning?fbclid=IwAR1hrdqtcRAGSW2X
FYhenJD8Ngk_fWHrl2TVHoH3P-H8GfF03R45b3m5LA
Kerstin (2021).Educational usage of Facebook and academic achievement in
distance university students: Mediated by basic needs satisfaction
Retrieved from:https://link.springer.com/article/10.1007/s10639021108049?fbclid=IwAR3yZkC88VoAB3IRLy3dk4Ma3Zl7ewjOW54SoHV2d7tTG
vB0zBX_Bj7s53g
Samuel kai (2018).Is facebook involvement associated with academic
engagement among Filipino university students
TALISAY SENIOR HIGH SCHOOL
39
https://www.sciencedirect.com/science/article/abs/pii/S0360131518301532?
fbclid=IwAR00EUjHBWHTzFGupKKTt2qaFOokDglsCW1Dw2H5wE6C9PHFUo9s
opivAMU
Jean Paolo G. (2016).Impact of utilization of facebook group page as an
instructional tool on university students academic performance.
https://www.researchgate.net/publication/292643432_IMPACT_OF_UTILIZATI
ON_OF_FACEBOOK_GROUP_PAGE_AS_AN_INSTRUCTIONAL_TOOL_ON_UNIVE
RSITY_STUDENTS%27_ACADEMIC_PERFORMANCE_A_PRELIMINARY_STUDY
TALISAY SENIOR HIGH SCHOOL
40
APPENDIX A
LANNY A. TOLENTINO
Principal II
Talisay Senior High School
Tumaway, Talisay, Batangas
Dear Madam:
We are currently conducting a research study entitled “Engagement with
Facebook Learning Groups: Exploration on the
Academic Performance of
Grade 12 Humss Students.” as a fulfillment of the requirements in our
Practical Research 2 class.
In this regard, we are humbly asking your good office to allow us to
conduct the said study. It is much hope that the result which will be generated
from this study will contribute a lot to the school community. Rest assure that
we will not disturb nor interrupt classes during the data gathering.
Your approval on this matter will be highly appreciated.
Respectfully yours,
RESEARCHER FROM (GROUP 1 -HUMSS 12 PLATO)
Noted:
DR. AGNES J. PARMA
Research Adviser
Approved:
LANNY A. TOLENTINO
Principal II
TALISAY SENIOR HIGH SCHOOL
41
APPENDIX B
MRS. KRISTEL M. CORNEJO
Talisay Senior High School
Tumaway, Talisay, Batangas
Dear Ma’am:
We are currently conducting a research study entitled “Engagement with
Facebook Learning Groups: Exploration on the
Academic Performance of
Grade 12 Humss Students.” as a fulfillment of the requirements for in Practical
Research II.
Attached herewith is the copy of the statement of the problem and
instrument to be used in the said research. May we request your expertise to
validate and check the content and organization of the said questionnaire. Rest
assured that your corrections and suggestions will be incorporated in the final
draft of the questionnaire.
Thank you and God bless.
TALISAY SENIOR HIGH SCHOOL
42
ARVIN E. DE LEON
Talisay Senior High School
Tumaway, Talisay, Batangas
Dear Sir:
We are currently conducting a research study entitled “Engagement with
Facebook Learning Groups: Exploration on the
Academic Performance of
Grade 12 Humss Students.” as a fulfillment of the requirements for in Practical
Research II.
Attached herewith is the copy of the statement of the problem and
instrument to be used in the said research. May we request your expertise to
validate and check the content and organization of the said questionnaire. Rest
assured that your corrections and suggestions will be incorporated in the final
draft of the questionnaire.
Thank you and God bless.
TALISAY SENIOR HIGH SCHOOL
43
APPENDIX C
Dr. Agnes J. Parma
Teacher ll
Talisay Senior High School
Tumaway, Talisay, Batangas
Dear Mam,
We are currently conducting a research study entitled “Engagement with
Facebook Learning Groups: Exploration on the
Academic Performance of
Grade 12 Humss Students.” as a fulfillment of the requirements in our
Practical Research 2 class.
In this regard, we are humbly asking for time to assist us in getting the
grades of your students. Rest assured that the data that will be collected from
your will be treated with utmost confidentiality.
Thank you and more power.
Respectfully yours,
RESEARCHER FROM (GROUP 1 PLATO)
Noted:
DR. AGNES J. PARMA
Research Adviser
Approved:
DR. AGNES J. PARMA
TALISAY SENIOR HIGH SCHOOL
44
Kristel M. Cornejo
Teacher ll
Talisay Senior High School
Tumaway, Talisay, Batangas
Dear Mam,
We are currently conducting a research study entitled “Engagement with
Facebook Learning Groups: Exploration on the
Academic Performance of
Grade 12 Humss Students.” as a fulfillment of the requirements in our
Practical Research 2 class.
In this regard, we are humbly asking for time to assist us in getting the
grades of your students. Rest assured that the data that will be collected from
your will be treated with utmost confidentiality.
Thank you and more power.
Respectfully yours,
RESEARCHER FROM (GROUP 1 PLATO)
Noted:
DR. AGNES J. PARMA
Research Adviser
Approved:
TALISAY SENIOR HIGH SCHOOL
45
Lariel M. Mendoza
Teacher ll
Talisay Senior High School
Tumaway, Talisay, Batangas
Dear Mam,
We are currently conducting a research study entitled “Engagement with
Facebook Learning Groups: Exploration on the
Academic Performance of
Grade 12 Humss Students.” as a fulfillment of the requirements in our
Practical Research 2 class.
In this regard, we are humbly asking for time to assist us in getting the
grades of your students. Rest assured that the data that will be collected from
your will be treated with utmost confidentiality.
Thank you and more power.
Respectfully yours,
RESEARCHER FROM (GROUP 1 PLATO)
Noted:
DR. AGNES J. PARMA
Research Adviser
Approved:
TALISAY SENIOR HIGH SCHOOL
46
Bienvenido Paolo S. Galigao
Teacher ll
Talisay Senior High School
Tumaway, Talisay, Batangas
Dear Sir,
We are currently conducting a research study entitled “Engagement with
Facebook Learning Groups: Exploration on the
Academic Performance of
Grade 12 Humss Students.” as a fulfillment of the requirements in our
Practical Research 2 class.
In this regard, we are humbly asking for time to assist us in getting the
grades of your students. Rest assured that the data that will be collected from
your will be treated with utmost confidentiality.
Thank you and more power.
Respectfully yours,
RESEARCHER FROM (GROUP 1 PLATO)
Noted:
DR. AGNES J. PARMA
Research Adviser
Approved:
TALISAY SENIOR HIGH SCHOOL
47
APPENDIX D
Dear Respondent,
Greetings of peace!
We, the researcher from HUMSS 12 –Plato, are currently conducting the
“Engagement with Facebook Learning Groups: Exploration on the
Academic
Performance of Grade 12 Humss Students.” in partial fulfillment of the
requirements for Practical Research II.
In connection to this, we are asking your permission to become one of our
respondents. Anticipating with thanks for your honest answers one of our
favorable action regarding the request, rest assured that your responses will be
treated with strict confidentiality and anonymity.
Thank you very much for your cooperation.
Very truly yours,
Researcher
Noted:
Dr. Agnes J. Parma
Practical Research 2 Adviser
Approved:
Mrs. Lanny A. Tolentino
Principal II
TALISAY SENIOR HIGH SCHOOL
48
APPENDIX E
Name:
Age:
Grade & Setion:
Gender:
Good Day!
The researchers are currently gathering data for the research titled,
“Engagement with Facebook Learning Groups: Exploration on the
Academic
Performance of Grade 12 Humss Students.”.In line with this, we would like to
ask for your precious time to answer each item in the questionnaire that will
help us achieve the goal of this study. Rest assure that your response will be
kept with most confidentiality. Thank you very much for your overwhelming
assistance and cooperation.
Direction: Put a check (/) in the space provided if your answer is Strongly
Agree, Agree, Disagree, Strongly Disagree.
SA
(4)
1. I believe that these learning groups provides me
the avenue to enjoy learning.
2. I believe that learning groups provide platform
for me to interact with my classmate and other
individuals.
3. I find it easy to connect with others who helps
me widen my knowledge about a specific topic.
4. I believe that joining in Facebook learning groups
helps me find sufficient learning information that
can help me in my academic tasks.
5. I always get a sense of encouragement because of
hearing same point of view from the other students.
6. I believe that it teaches me to set priorities with
the activities and task that needs to be done on the
first hand regarding Academic Performance/
7. I feel encouraged when I hear similar opinions
from other students in my Facebook learning
groups.
A
(3)
SD
(2)
D
(1)
TALISAY SENIOR HIGH SCHOOL
8. I feel like I am part of a community when
participating in Facebook learning groups.
9. I receive constructive feedback with regards to
ideas and opinions I have shared about a specific
topic relevant to what I am studying.
10. I believe that is learning groups can develops my
study learning habits.
49
TALISAY SENIOR HIGH SCHOOL
APPENDIX F
CURRICULUM VITAE
Arandia, Whienn C.
Quilling, Talisay, Batangas
whiennarandia123@gmail.com
A. PERSONAL INFORMATION
Birth Date:
Birth Place:
January 21, 2005
Quiling, Talisay, Batanagas
Age:
19 years old
Civil Status:
Single
Nationality:
Filipino
Religion:
Roman Catholic
Language Spoken: Filipino and English
B. EDUCATIONAL ATTAINMENT
Elementary:
Quiling Elementary School
Junior High School: Doña Maria Laurel Platon School of Agriculture
50
TALISAY SENIOR HIGH SCHOOL
Asinas, Jamaika Kate L.
Tumaway, Talisay, Batangas
Asinasmaika05@gmail.com
A. PERSONAL INFORMATION
Birth Date:
Birth Place:
February 5, 2006
Tumaway, Talisay, Batanagas
Age:
18 years old
Civil Status:
Single
Nationality:
Filipino
Religion:
Roman Catholic
Language Spoken: Filipino and English
B. EDUCATIONAL ATTAINMENT
Elementary:
Quiling Elementary School
Junior High School: Doña Maria Laurel Platon School of Agriculture
51
TALISAY SENIOR HIGH SCHOOL
Alcaraz, Clark Emerson T.
Quilling, Talisay, Batangas
clarkemersonalcaraz@gmail.com
A. PERSONAL INFORMATION
Birth Date:
Birth Place:
April 9, 2006
Tondo Manila
Age:
17 years old
Civil Status:
Single
Nationality:
Filipino
Religion:
Roman Catholic
Language Spoken: Filipino and English
B. EDUCATIONAL ATTAINMENT
Elementary:
Quiling Elementary School
Junior High School: Doña Maria Laurel Platon School of Agriculture
52
TALISAY SENIOR HIGH SCHOOL
Balazon, Dhave
Aya, Talisay, Batangas
jhondhavebalazon@gmail.com
A. PERSONAL INFORMATION
Birth Date:
March 13, 2006
Birth Place:
Laurel hill Tanauan Batangas
Age:
17 years old
Civil Status:
Single
Nationality:
Filipino
Religion:
Roman Catholic
Language Spoken: Filipino and English
B. EDUCATIONAL ATTAINMENT
Elementary:
Quiling Elementary School
Junior High School: Doña Maria Laurel Platon School of Agriculture
53
TALISAY SENIOR HIGH SCHOOL
Liwag, Archie C.
Aya, Talisay, Batangas
Archieliwag92@gmail.com
A. PERSONAL INFORMATION
Birth Date:
August 9, 2006
Birth Place:
Aya Talisay Batangas
Age:
17 years old
Civil Status:
Single
Nationality:
Filipino
Religion:
Catholic
Language Spoken: Filipino and English
B. EDUCATIONAL ATTAINMENT
Elementary:
Doña Maria Laurel Platon Elementary School
Junior High School: Doña Maria Laurel Platon School of Agriculture
54
TALISAY SENIOR HIGH SCHOOL
Mendoza, Mark Renzo S.
Aya, Talisay, Batangas
Mendozamarkrezo6@gmail.com
A. PERSONAL INFORMATION
Birth Date:
October 28, 2005
Birth Place:
Aya Talisay Batangas
Age:
17 years old
Civil Status:
Single
Nationality:
Filipino
Religion:
Chirstian
Language Spoken: Filipino and English
B. EDUCATIONAL ATTAINMENT
Elementary:
Doña Maria Laurel Platon Elementary School
Junior High School: Doña Maria Laurel Platon School of Agriculture
55
TALISAY SENIOR HIGH SCHOOL
Perez, Rainier Arvin
Poblacion 2, Talisay, Batangas
rainierarvinperez@gmail.com
A. PERSONAL INFORMATION
Birth Date:
September 2, 2006
Birth Place:
Aya Talisay Batangas
Age:
17 years old
Civil Status:
Single
Nationality:
Filipino
Religion:
Chirstian
Language Spoken: Filipino and English
B. EDUCATIONAL ATTAINMENT
Elementary:
Pulo Elementary School
Junior High School: Signal Village National High School
56
TALISAY SENIOR HIGH SCHOOL
Dela Rosa, Jericho
Aya, Talisay, Batangas
Jerichodelarosa45@gmail.com
A. PERSONAL INFORMATION
Birth Date:
October 23, 2006
Birth Place:
Aya, Talisay, Batanagas
Age:
17 years old
Civil Status:
Single
Nationality:
Filipino
Religion:
Roman Catholic
Language Spoken: Filipino and English
B. EDUCATIONAL ATTAINMENT
Elementary:
Doña Maria Laurel Platon Elementary School
Junior High School: Doña Maria Laurel Platon School of Agriculture
57
TALISAY SENIOR HIGH SCHOOL
Villanueva, Jiro M.
Leyens, Talisay, Batangas
Jirovillanueva04212gmail.com
A. PERSONAL INFORMATION
Birth Date:
March 04, 2005
Birth Place:
Leynes, Talisay, Batanagas
Age:
18 years old
Civil Status:
Single
Nationality:
Filipino
Religion:
Roman Catholic
Language Spoken: Filipino and English
B. EDUCATIONAL ATTAINMENT
Elementary:
Caloocan Elementary School
Junior High School: Balas Buco Sta Maria National High School
58
TALISAY SENIOR HIGH SCHOOL
Sangalang, Princess Joyce Ann
Aya, Talisay, Batangas
Princessdecastro800@gmail.com
A. PERSONAL INFORMATION
Birth Date:
April 18, 2006
Birth Place:
Quiling,Talisay, Batangas
Age:
17 years old
Civil Status:
Single
Nationality:
Filipino
Religion:
Roman Catholic
Language Spoken: Filipino and English
B. EDUCATIONAL ATTAINMENT
Elementary:
Quiling Elementary School
Junior High School: Doña Maria Laurel Platon School of Agriculture
59
TALISAY SENIOR HIGH SCHOOL
Cosme, Josephine M.
Leyens, Talisay, Batangas
Jirovillanueva04212gmail.com
A. PERSONAL INFORMATION
Birth Date:
March 04, 2005
Birth Place:
Leynes, Talisay, Batanagas
Age:
18 years old
Civil Status:
Single
Nationality:
Filipino
Religion:
Roman Catholic
Language Spoken: Filipino and English
B. EDUCATIONAL ATTAINMENT
Elementary:
Caloocan Elementary School
Junior High School: Balas Buco Sta Maria National High School
60
TALISAY SENIOR HIGH SCHOOL
APPENDIX G
61