LEVEL OF AWARENESS ON MEMES AS A MEDIUM OF SELF EXPRESSION AND
COMMUNICATION IN THE CONTEXT OF SENIOR HIGH SCHOOL
IN PARTIAL FULFILLMENT OF THE SUBJECT
PACTICAL RESEARCH 2
FOR THE SENIOR HIGH SCHOOL DEPARTMENT
RESEARCHERS:
RONIE NOEL D. BODKAEN
RONNIE F. BARTOLOME
JUNIOR LEE M. VERGARA
JOEL V. QUELLEY
DARLEN E JAN S. BUHAY
AILEEN T. BACANI
JILLIAN HENRY SHANE R. BALANGUE
AARON JAY R. LOVIDAD
SAYTAN INTEGRATED SCHOOL
SY: 2024 - 2025
TABLE OF CONTENTS
Acknowledgement……………………………………………………………………………..…......................1
Dedication……………………………………………………………………………….....…............................2
Abstract……………………………………………………………………………....….....................................3
CHAPTER I
Introduction
Background of the……………………………………………...................................……..……........................4
Statement of the Problem...………………………………….… ….....................……........................................5
Scope and Limitation…..…………………………………………….…...............................…..........................6
Significance/Importance of the Study……………………..........................……..………......................…..…..6
Definition of Terms………….………………………….....................................………......................…..…....6
Conceptual Framework…………...………………………………………..................…..................................7
CHAPTER II
Methodology
Research Design…………………………………………………….……….......…………......................…….9
Research Locale.……………....………….….....…………………………………...........… ….....................…9
Research Respondents……………………………………………...........………………......................……….9
Sampling Method……………………………………………………..........………………......................…....10
Research Instruments………………………………………………………………………......................…....10
Statistical Treatment………………………………………………………………......................………….....10
CHAPTER III
Presentation and Analysis of
Findings…………………………………………….……………………...………..…....................................13
CHAPTER IV
Summary…………………………………………………………………..………....…......................……….25
Conclusion……………………………………………………………………...……….…..............................25
Recommendation………………………………………………......................………………...………...........26
References………………………………………………………………..……...…......................………........27
1
Dedication
We dedicate this study to Ma'am Encarnacion R. Basallo, our supportive Practical Research teacher,
whose patience and guidance helped us navigate this study. To our Senior High School learners, the heart of
our study, thank you for sharing your insights and making this study possible. Your experiences and perspectives
on memes as a tool for self-expression and communication truly gave meaning to our work. Lastly, may this
study serve as a reminder that memes are more than just jokes, they reflect thoughts, emotions, and the way we
connect with others.
2
Acknowledgement
We sincerely thank Almighty God for guiding us throughout this research journey. Our deepest gratitude
goes to Ma'am Encarnacion R. Basallo, our Practical Research teacher, for her patience, guidance, and support.
We also extent our appreciation to our Sources of Data, our fellow Senior High School learners, who willingly
participated and sharing their insights. A heartfelt thanks to Dr. Maribel L. Bugnosen, whose approval made
this study possible. This study would not have been completed without each of you. Thank you!
3
Abstract
Memes have become a popular form of digital communication, enabling individuals, especially
learners, to express emotions, opinions, and humor in a creative way. This study analyze the level of awareness
of Senior High School learners at Saytan Integrated School about memes as a medium for self-expression and
communication. Using a quantitative research design, the study surveyed 74 Grade 11 and 12 learners from
different academic strands. Results reveal that most learners are highly aware of memes and recognize their role
in social interactions, particularly with classmates and friends. However, awareness of memes in relation to
teachers was comparatively lower. Findings also show that memes are effective in strengthening peer
relationships and making learning more engaging, though some learners acknowledge the potential for
misunderstandings. The study suggests implementing guidelines for responsible meme usage in schools and
encouraging educators to integrate memes into teaching. Future research is recommended to explore the deeper
impact of memes on learners engagement and communication skills.
4
CHAPTER I
INTRODUCTION
Background of the study
Memes are way of sharing ideas and feelings online. Memes became popular in the 1990s when Richard
Dunkins introduced the word "meme" in his book The Selfish Gene. In his book, he said memes are ideas or
habits that spreads quickly in a group of people. Since then, memes changed, and became a creative combination
of images, words, videos, or GIFs, that people used to share feelings, ideas, and reactions. When social media
became popular in the 2000s, memes became an important for young people in their every day communication.
Nowadays, memes are just more than entertainment. They are a new kind of language that many people,
especially to young people. Because memes spread quickly on social media, they can bring people together with
funny, relatable, or even serious messages. Memes help people share their thoughts and feeling in a way that is
simple and easy to understand.
The researchers decided to study Level of awareness on memes as a medium-of self expression and
communication because in schools like Saytan Integrated School (SIS), memes have a big impact on learners,
especially on how they express themselves and share their emotions.
According to Jimmy Laranjo Jr. et.al (2020), meme is a picture that goes viral and is accompanied by
text that makes fun of a social concept or cultural symbol. Most recent memes are images with captions that are
meant to be funny, frequently as a means of making fun of mankind. In addition, memes may be recordings and
spoken words. The content of certain memes is more serious and logical.
Statement of The Problem
5
The study aimed to investigate the level of awareness of senior high school learners on memes as a
medium of self-expression and communication. Specifically, the study sought to answer the following
questions:
1. What is the demographic profile of senior high school learners in terms of:
A. Name
B. Grade level
C. Sex
D. Academic Strand
2. What is the level of awareness of the Senior High School learners on memes as a medium for self-expression
and communication with their:
A. Classmates
B. Friends
C. Teachers
3. Is there a significant relationship between the demographic profile of learners and the level of awareness in
terms of:
A. Classmates
B. Friends
C. Teacher
4. What recommendations can be suggested for the proper use of memes as a medium for self-expression and
communication?
Scope and Delimitation
6
The study focused to senior high school learners in the academic year 2024-2025. The study examined
their level of awareness of memes as a medium for self-expression and communication. Other grade levels were
not included in this study.
Significance of the study
The study's significance was to determine how well-informed learners were about memes as a means of
expressing themselves and communicating. The findings could be beneficial to various groups, particularly,
teachers, and future learners.
A. For Teachers
The study's results could inform teachers on how they could effectively integrate memes into their
teaching practices, promoting engagement and creativity in the classroom.
B. For Future Learners Conducting a Study
This study could serve as a foundation for further research on the impact of memes on youth culture,
communication, and education.
Definition of Terms
7
Senior High School Learners - Learners enrolled in Grades 11 and 12 under the K-12 educational system at
Saytan Integrated School.
Meme - A humorous or relatable image, video, or text shared widely on the internet to convey cultural or social
ideas.
GIFs - Short, looping animations or clips often used online to express emotions, reactions, or humor.
Reaction memes: Visual content, often in the form of images or GIFs, used to respond to situations or express
feelings humorously.
Social media - Online platforms where users create, share, and engage with content and connect with others.
Relatable messages - Content that resonates personally with an audience, reflecting shared experiences or
emotions.
Self-expression - The act of conveying thoughts, feelings, or identity through creative means, such as memes
or social media posts.
Medium - The channel or tool used to deliver messages, such as images, videos, or text.
Contexts - The situations or environments in which something is created or interpreted, providing meaning to
the message.
Academic Strand - A specialized track or program in Senior High School (SHS) that prepares learners for
higher education and their chosen careers.
Conceptual Framework
8
Figure 1. The schematic diagram of the Input, Process, and Output Approach of the Study.
Input
I. Learner profile
(Demographic)
A. Gender
B. Strand
C. Grade Level
Process
I. Data Collection
(Making and
distributing
questionnaires)
II. Data Analysis
(Analyzing and
interpreting the results
of gathered data,
measure the level of
awareness)
Output
I. Findings
(Level of awareness
on memes as a
medium of Selfexpression and
Communication in the
context of Senior
High Scool)
II. Recommendations
III. Interpretation
(Stating of conclusions)
The Input-Process-Output (IPO) model in that study demonstrated the flow of information. The input
included details such as learner profiles and their level of awareness regarding memes as a medium of expression
and communication. The Process phase involved collecting, analyzing, and interpreting data. Finally, the study's
findings and recommendations were presented in the Output as a result of the data.
CHAPTER II
9
METHODOLOGY
This chapter highlights the research methodology used to evaluate the level of awareness among Senior
High School learners regarding memes as a medium for self-expression and communication. It details the
research design, locale, respondents, sampling method, research instruments, and statistical treatment, ensuring
a systematic method to data collection and analysis.
Research Design
This study utilized a quantitative research design, specifically employing descriptive statistics to
evaluate the learner's awareness regarding memes as a medium for self-expression and communication.
Furthermore, correlational analysis was utilized to ascertain the connection between learners' demographic
profiles and their awareness levels. In a similar study, Vadel et al. (2019) utilized also descriptive analysis as
their research framework to assess into the impact and description of memes on students.
Research Locale
This research conducted at Saytan Integrated School, selected for its diverse Senior High School
population. The school offers the best environment to evaluate learners' awareness of memes as a medium for
self-expression and interpersonal communication.
Research Respondents
The respondents consisted of Grade 11 and Grade 12 learners from the HUMSS and TVL programs, for
a total of 74 Senior High School students for the academic year 2024-2025. A study conducted by Catherine et
al. (2019) also surveyed a sample of sixty (60) Grade 12 HUMSS learners from the University of Baguio.
Sampling Method
The study employed purposive sampling technique, specifically targeting Senior High School learners
as the respondents. This demographic was selected due to their high level of engagement on social media
platforms, where memes are extensively shared and consumed. In comparison to learners in lower grade levels,
Senior High School learners possess a more advanced cognitive capacity for meme analysis, interpretation, and
creation. Pasicolan (2025) similarly utilized purposive sampling, a method of non-probability sampling, to select
participants based on criteria relevant to the research objectives.
Reasearch Instruments
10
The researchers utilized a printed quantitative survey questionnaire to collect data from the Senior High
School learners, who were tasked with evaluating their level of awareness using the provided Likert scale. Their
responses were collected, arranged, and analyzed through descriptive analysis and descriptive correlational
analysis. Catherine et al. (2019) similarly employed a survey questionnaire as the primary tool in their research
endeavor.
Statistical Treatment
To understand the responses from the survey, a descriptive - correlational analysis were executed using
Microsoft Excel with the Data Analysis Tool Pack to conduct statistical computations and data processing in
order to ascertain the level of awareness among Senior High school learners regarding the utilization of memes
as a tool for self-expression and communication. Similarly, a correlated study carried out by Pasicolan (2025)
employed diverse statistical methodologies utilizing SPSS, a statistical software package, to comprehensively
analyze the collected data.
The researchers computed the mean level of awareness among the senior high school learners, using a
5-point Likert scale to categorize them as either very highly aware, highly aware, fairly aware, slightly aware,
or unaware regarding memes as a means of self-expression and communication. Furthermore, a study conducted
by Amanda and Hadiyanti (2024) scrutinized quantitative data using a Likert scale, which was initially inputted
into their Google Spreadsheet via Google Form.
Respondents chose the option that most accurately reflected their familiarity with memes. Through an
analysis of the mean responses, the researchers determined whether the respondents exhibited a high level of
awareness or were lacking in familiarity.
Table 1. The Likert Scale for Assessing Awareness Levels
Point
5
4
3
2
1
Scale Range
4.20 - 5.00
3.40 - 4.19
2.60 - 3.39
1.80 - 2.59
1.00 - 1.79
Quantitative Description
Very Highly Aware
Highly Aware
Fairly Aware
Slightly Aware
Unaware
This diagram illustrates the Likert Scale utilized to assess the degree of awareness among Senior High
School learners concerning memes as a means of self-expression and communication. The scale comprises five
11
levels: Very Highly Aware (4.20 - 5.00), Highly Aware (3.40 - 4.19), Fairly Aware (2.60 - 3.39), Slightly Aware
(1.80 - 2.59), and Unaware (1.00 - 1.79).
Microsoft Excel with the Data Analysis Tool Pack was also used to investigate the correlation between
the demographic profile of learners and their level of awareness of memes as a medium for self-expression and
communication. This allowed the researchers to examine potential relationships between learners demographic
profile and the respondents’ awareness levels. Below is the interpretation of correlation analysis.
Table 2 . Interpretation of Correlation Analysis
Correlation Range
0.00 - 0.19
0.20 - 0.39
0.40 - 0.59
0.60 - 0.79
0.80 - 1.00
0.00 - 0.19
0.20 - 0.39
Strength of Relationship
Very weak / No correlation
Weak correlation
Moderate correlation
Strong correlation
Very strong correlation
Very weak / No correlation
Weak correlation
12
CHAPTER III
PRESENTATION AND ANALYSIS OF FINDINGS
I. Demographic Profile of Learners.
For the analysis of the Demographic Profile of Learners, Microsoft Excel was employed to input survey
responses and scrutinize the demographic composition of the participants. Utilizing various functions and
commands, the distribution of learners was meticulously counted and categorized based on their academic
grade, gender, and academic specialization, ensuring precise and effective data processing.
Figure 1. Gender Distribution of Respondents
42%
58%
female
male
As illustrated in Figure 1, among the 74 Senior High School learners, 31 were of the female gender (42%),
whereas 43 were male (58%). Similarly, a study conducted by Jimmy Laranjo et al. (2020) revealed that 19
male and 4 female respondents participated, totaling 23 respondents. These findings indicate that in both studies,
the number of male respondents exceeded that of females.
13
Figure 2. Grade Level Distribution
47%
G11
53%
G12
Figure 2 illustrated the distribution of participants across various grade levels. Majority of respondents were
learners in Grade 11, comprising 40 individuals (53%), whereas Grade 12 learners accounted for 35 participants
(46%).
Figure 3. Academic Strand Distribution
54%
46%
TVL
HUMSS
As displayed in Figure 3, the breakdown of participants respondents based on their academic strand. The
HUMSS strand has the highest number of respondents, totaling 40 learners (54%), closely followed by the TVL
strand with 34 learners (46%), resulting in almost equal distribution between the two groups.
II. Awareness of Memes as a Medium of Self-Expression and Communication
For investigating the awareness of memes as a medium of self-expression and communication and
awareness on significance of memes in relation to classmates, friends, and teachers, The study used Microsoft
Excel to compute the average responses of learners for each survey question. The calculated means were then
compared against the Likert-Scale to determine the learners' level of awareness. The results are as follows:
14
Table 1. Expressing thoughts and emotions through memes
1. I understand how memes can be used to express personal thoughts
and emotions in ways that words cannot.
3.72
Highly
aware
2. I frequently encounter memes that share and reflect my own
opinions or experiences with others.
3.59
Highly
aware
3. I am aware that memes can be a form of social or political
commentary.
4. I actively use memes to communicate my feelings or perspectives
online.
5. I understand the meanings or messages conveyed by memes that
help me feel understand by others.
3.35
Fairly
aware
Fairly
aware
Highly
aware
6. I can recognize when a meme is being used to convey a deeper
message beyond humor.
7. Using memes in communication makes it easier for me to express
my creativity.
Average
3.39
3.26
3.59
3.30
3.46
Fairly
aware
Fairly
aware
Highly
aware
As displayed in Table 1, that the statement "I understand how memes can be used to express personal
thoughts and emotions in ways that words cannot" had the highest rating (3.72, Highly Aware), indicating that
students recognize memes as a powerful tool for self-expression. Meanwhile, statement 4, "I actively use
memes to communicate my feelings or perspectives online" had the lowest rating (3.26, Fairly Aware),
suggesting that while learners understand memes, they may not always use them for direct communication.
However a study by Catherine et al. (2019) found out that learners often use memes when communicating with
their classmates, ranging from seven (7) to nine (9) times a day. A total of thirty percent (30%) often use memes
while twenty-three-point-three percent (23.3%) regularly use it. This data was illustrated that the use of memes
is effective in communicating with their classmates.
III. Awareness on Significance of Memes in relation to their:
Table 2. Classmates
1. Making memes affect my relationship with my classmates.
2. I have been offended by memes.
3. I can make memes that are relatable to the topics discussed in class.
4. Making memes are an effective way to break the ice and start
conversations with my classmates.
5.I can express myself better including complex ideas through memes.
Average
3.15
2.64
3.05
3.42
Fairly aware
Fairly aware
Fairly aware
Highly aware
3.15
3.08
Fiarly aware
Fairly aware
15
As displayed in Table 2, that the statement 1 "Making memes is an effective way to break the ice and
start conversations with my classmates" received the highest rating (3.42 Highly Aware), highlighting memes’
role in social interactions. Further supported on a study by Catherine et al. (2019) which found out that students
often use memes when communicating with their classmates, ranging from seven (7) to nine (9) times a day. A
total of thirty percent (30%) often use memes while twenty-three-point-three percent (23.3%) regularly use it.
This data has shown that the use of memes is effective in communicating with their classmates. However, the
statement "I have been offended by memes" had the lowest rating (2.64, Fairly Aware), indicating that while
some learners experience discomfort with memes, it is not a major concern. In contrast a study by Catherine et
al. (2019) had total of sixty-eight-point-thirty-three percent (68.33%) of their participants experienced conflicts
with their friends because of memes.
Table 3. Friends
1. Making memes improved my relationship with my friends.
2. I feel closer to my friends when we share memes.
3. Memes create conflict with me and my friends.
4. I understand my friends more through memes.
5. I can make friends easily through making memes.
Average
3.77
3.84
3.18
3.76
3.49
3.61
Highly aware
Highly aware
Fairly aware
Highly aware
Highly aware
Highly aware
As displayed in Table 3, that the statement "I feel closer to my friends when we share memes" had the
highest rating (3.84, Highly Aware), indicating that memes play a significant role in strengthening friendships.
According to Catherine et al. (2019), most of the respondents in the study used memes as a means of
communication with their friends. Majority of the respondents accounting for 41.7%, reported using memes
consistently with their friends, usually exceeding ten times a day. Conversely, the statement "Memes create
conflict between me and my friends" received the lowest rating (3.18, Fairly Aware), suggesting that while
memes may once in a while lead to disagreements, their overall impact on friendships tends to be positive.
16
Table 4. Teachers
I feel more comfortable communicating with teachers who use
memes.
2. When teachers use memes, it makes learning more enjoyable.
2.93
Fairly aware
3.72
Fairly aware
3. Making memes affect my relationship with my teacher.
4. I can understand the lessons discussed by my teacher through
memes.
5. My teachers may possibly be offended by memes.
Average
2.77
3.18
Fairly aware
Fairly aware
2.86
3.09
Fairly aware
Fairly
aware
As displayed in Table 4, that statement "When teachers use memes, it makes learning more enjoyable"
had the highest rating (3.72, Highly Aware), suggesting that learners appreciate humor in education. However,
statement 3 "Making memes affects my relationship with my teacher" had the lowest rating (2.77, Fairly Aware),
indicating that memes do not significantly impact teacher-learners relationships. Catherine et al. (2019) also
found out that only a small population of their respondents only uses memes when interacting with teachers
with a total of one-point-seven percent (1.7%) of the research participants. However a study by Xie et al. (2020)
found out that their respondents not only consider memes as an effective tool to catch students’ attention during
lessons. It can also work for strengthening connection between teacher and students.
Table 5. Correlation Between The Demographic Profile of Learners and Their Level of Awareness of
Memes as a Medium of Self-expression and Communication.
Classmates
Friends
Gender
-0.04376
-0.02739
Strand
-0.25067
-0.15689
Level
0.128708
0.068633
Awareness
0.702059
0.439404
Teachers
-0.02341
-0.19766
-0.03536
0.550797
Table 5 stated that the correlations between demographic factors (Gender, Strand, Level) and
Awareness are relatively weak, meaning that meme awareness depends more on social interactions than on
personal background. This suggests that regardless of gender, academic strand, or grade level, learners' exposure
to memes is mainly shaped by their classmates.
While the correlations on the level of awareness of memes as a medium of self-expression and
communication to their classmates had the strongest positive correlation with learners level awareness with
0.702059. Since learners frequently share memes with their classmates, they become more familiar with and
influenced by them.
17
Next, teachers had a
moderate positive correlation with the level of awareness with 0.550797,
suggesting that they indirectly influence learners' meme awareness. This may happen when teachers discuss
media-related topics or use memes in their lessons, making them a secondary but notable factor in learners’
understanding of memes.
Last, the level of awareness through friends had shown a moderate correlation with 0.4394 , meaning
that friend groups contribute to learners' meme engagement. However, their influence is slightly weaker than
that of classmates, possibly because students interact with classmates more frequently.
18
CHAPTER IV
SUMMARY, CONCLUSION, AND RECOMMENDATION
Summary
This study aimed to explore the Senior High School Learners level of awareness on Memes as a Medium
of Self-expression and Communication and the relationship between the demographic profile of Senior High
School learners and their level of awareness. Specifically, it sought to determine whether factors such as gender,
academic strand, and grade level significantly influence meme awareness. The study also explored the role of
social interactions with classmates, teachers, and friends in shaping learners' level of understanding on memes.
A quantitative descriptive-correlational research design was employed, using a survey questionnaire to
collect data from Senior High School Learners from HUMSS and TVL strands. The gathered data were analyzed
using descriptive statistics and correlation analysis with the aid of Data Analysis Tool Pack of Excel to measure
learners' level of awareness and determine significant relationships between variables.
Findings revealed that the overall awareness level of students regarding memes as a medium for selfexpression and communication was highly aware. Breaking it down into different social groups:

Friends: The highest awareness was observed in this category, with a highly aware rating.
Memes were found to strengthen friendships, enhance communication, and help students feel
closer to their peers

Classmates: Learners had the lowest awareness level in this category, indicating that memes
help in social interactions, such as breaking the ice and starting conversations, but are not always
central to communication..

Teachers: Learners demonstrated a fairly aware level, While memes make learning more
enjoyable, they do not significantly impact teacher-student relationships.
Conclusion
The results of this study have shown that Senior High School learners have a high level of awareness of
memes as a way to express themselves and communicate. Among the three social groups studied, learners were
most aware of memes when using memes to interact with their friends, followed by teachers, and the lowest
awareness (fairly aware) when it comes to classmates.
19
The study have concluded that friends have the biggest influence on how learners understand and use
memes. Teachers also play a role, but mostly in an indirect way, such as discussing online content or including
memes in lessons. Teachers also contribute to meme awareness, but their influence is slightly less than that of
classmates.
Demographic factors like gender, academic strand, and grade level had little effect on meme awareness.
This suggests that social interactions—rather than personal background—are the biggest factor in shaping how
learners engage with memes.
In summary, the study confirms that memes are well recognized by students as a form of self-expression
and communication, especially among their friends. The level of influence varies based on the social group,
with friends having the strongest impact.
Recommendations
Based on the findings of this study, various recommendations are proposed to enhance the responsible
and effective use of memes as a tool for self-expression and communication among Senior High School learners.
1. Develop Guidelines for Responsible Meme Usage

The School can create simple and clear guidelines on using memes respectfully and appropriately in
academic and social settings.

These guidelines can be shared through school social media pages, bulletin boards, or classroom
discussions to ensure awareness.
2. Work with Teachers to Integrate Memes into Learning

Encourage teachers to use memes as an educational tool in subjects like media literacy, communication,
and social studies to enhance engagement.

Provide examples of subject-related memes to demonstrate how they can reinforce learning concepts.
3. Encourage Schools to Use Memes for Student Engagement

Schools can create designated spaces (such as a digital board, bulletin board, or online group) where
learners can share creative and educational memes.

Schools can also use memes for announcements, reminders, or event promotions to make
communication more relatable.
4. Suggest Further Research on Memes in Education and Communication
20

Future studies can analyze the effectiveness of memes in improving learners engagement and knowledge
retention in various subjects.

Researchers can explore how meme-based learning methods compare to traditional teaching approaches
in terms of learners understanding and participation.