Osns Thesis

CHAPTER I
THE PROBLEM
Online social networking sites allow individuals to make their own public or
even private profile within this web-based service (Boyd & Ellison, 2007). It also
makes it possible for them to connect with other people who have also made their
own profile. These enable us to start in social interaction online to help us find
others with common interest and make a forum of discussion as well as share
ideas with one another. Most people referred it as a virtual community which brings
people from all over the world to talk, share their opinions, ideas as well as their
interest or even to make friends. This said type of collaboration and sharing is
known as social media. Unlike the traditional media that was typically created by
no more than ten people, social media sites contain content created by hundreds
or even millions of different people (Computer Hope, 2018). For this reason, the
researchers came up with this study, to know the possible influences of online
social networking to students and also, to make an instructional manual based on
the disadvantages that online social networking has.
Online social networking sites offer plenty of opportunities when it comes to
learning and also interacting. It’s not that hard to see that online social networking
sites have benefits to give to the students and as the 21 st century learners use
technology in their classrooms, they remake the traditional way of learning.
Nowadays, students’ experiences in the world are different unlike before for
them, it’s not just about reading books nor doing assignments anymore they are
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also adapting and acquiring knowledge through a modern way of communicating.
Today where connections are essential, recently graduates are working into their
field with a great deal to offer.
Online Social Network sites are intended with the end goal of shared
associations. Today’s students are getting to Facebook, Twitter, Tumblr,
Snapchat, Instagram and so onto associate with everyone around them. An
interesting thing about Online Social Networking is that it gives its clients a chance
to associate and draw in with each other through as web nearness, maybe, never
at any point meeting face to face. Even though they are simply sharing individual
pictures, connections to different locales or even simply remarking on somebody's
post, the commitment of the students are there, extending past social association
purposes alone. Students utilize web-based life consistently to collaborate with
their companions and even with their instructors to examine about class-related
subjects. Not only do they know how to use social media to connect with others on
the Internet, they likewise realize how to utilize essential and even complex
capacities so as to do as such.
Online social networking sites users impart and share among themselves
their thoughts consistently, giving data and getting it at fast speed communicate
and share among themselves their ideas almost every day, giving information and
receiving it at rapid speed. This data is more than entertaining images; they share
perspectives and suppositions; tips, traps, and even DIY ventures; and, among
students, accommodating data for classes. Their capacity to survey, break down,
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hold and offer data is multiplying and they didn't understand how quick they are
creating. Just individuals, who were conceived before the Internet was concocted,
are probably going to comprehend the degree of this new style of correspondence.
The greater part of the more seasoned age would not totally comprehend
or concur with the measure of online life action by today’s students however they
will likewise profit by it. As the innovation is progressing, so as how the world works
with it. Today, we are seeing schools adjusting these advancements into their
framework to improve the student’s life even the instructors' life. The use of Online
Social Networking sites in education gives the student an opportunity to have an
access to useful information through connecting through learning groups.
Online social network furnishes students and institutions with different
chances to improve learning strategies in light of the fact that through these
systems, you can incorporate web-based life modules that empower sharing and
communication. Students can profit by online instructional exercises and assets
that are shared through social networks (Dlamini, 2017).
Through online social networks students gain valuable knowledge as well
as experiences on various points or issues for study purposes. It is additionally a
way where students can set up gainful associations for their vocations. As an
instructive foundation, it is imperative to be dynamic in numerous social stages
conceivable; this helps make better student training strategies and shapes student
future.
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Schools can interface with students through internet-based life systems, for
example, Facebook, Gmail, YouTube, etc. These sites can be utilized to convey
grounds news, make declarations and furnish students with valuable data. This
fabricates commitment among schools and students which help handle numerous
student’s issues through the group interaction.
Foundations can make posts that are strong or even positive that can
achieve all students in the school who are associated with the systems and pages
made formally by the organization. Nowadays, hashtags have been in trend,
schools can start hashtags via web-based networking media to draw in students
and online exchanges that are useful. They can also create videos which is a
conspicuous device in online networking that schools can use to share valuable
recordings that motivate students and help them in their course subjects. Through
online networks, these social mediums, among students and the institutions can
be supported. It is prudent to be particular about which social stages to use for the
best practice.
Furthermore, the researchers strived to identify the influence of the
specified online social networking sites to the development of English learning of
Junior high school students at Batangas State University ARASOF-Nasugbu.
Statement of the problem
This study aimed to identify the online social networks that influence the
English learning of High School students at BatStateU ARASOF - Nasugbu and
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how these social networks affect them, their advantages and disadvantages as
well as the demographic profile of the respondents.
Specifically, this study aimed to answer the following questions:
1. What is the demographic profile of the respondents in terms of:
1.1 age; and
1.2 sex?
2. What are the social networks that influence the English learning
of Junior High School students at BatStateU ARASOF -
Nasugbu?
3. How do these social networks influence the English learning of
Junior High School students in BatStateU ARASOF – Nasugbu?
4. What are the advantages and disadvantages of these social
networks to the English learning of Junior High School students
at BatStateU ARASOF – Nasugbu?
5. Is there a significant difference between:
5.1 the assessment of the respondents on how social
networks influence their English performance when grouped
according to profile variables;
5.2 the assessment of the respondents on the advantages of
social networks to their English learning when grouped according to
profile variables; and
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5.3 the assessment of the respondents on the disadvantages
of social networks to their English learning when grouped according
to profile variables?
6. Based on the analysis, what instructional manual may be
proposed to enhance the students’ language learning through the
use of social networking sites?
Scope, delimitation, and limitation of this study
This study is focused on identifying online social networks that influence the
English learning of Junior High School at Batangas State University (BatStateU)
ARASOF - Nasugbu, how it affects the students, and their advantages and
disadvantages. Descriptive method is used in this study. Furthermore, the study is
confined to getting the responses of the student-respondents.
The study was limited to the responses of the students as stated in the
questionnaire. However, this does not include responses of other senior high
school students and faculty members of the Laboratory School.
The study was limited to the determination of the perception of Junior High
School students at BatStateU ARASOF - Nasugbu, Batangas.
Significance of the study
The researchers intended to develop the English language learning in the
classroom by identifying different online social networks that will help the students
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to learn effectively and how it affects them. After finishing the study, the
researchers expect that this study will help the students by making an instructional
manual based on the disadvantages in order to help them use the Online Social
Networking sites properly.
The study would be beneficial to the following:
BatStateU ARASOF-Nasugbu. The result of the study will serve as guide
in the instruction which will help achieve its mission to develop productive citizen
by providing the highest standard of instruction. This will serve as a baseline data
to improve the classroom language learning.
College of Teacher Education. This study may be used as a basis in
utilizing online social networking sites in teaching, specifically in teaching language
in order for the students to enhance their language learning.
Faculty. This study will provide teachers with a cognizable information
about the proper use of online social networking sites in improving their instruction
for an effective teaching and learning process.
Future researchers. The result of this study may help and serve as a guide
and inspiration for their future studies of the related topic. This may also be a
source of information that can help them in developing their research.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the review of conceptual and research literature
which has direct bearing on the present study. The topics were arranged in logical
sequence as culled from the book sources and other references.
Conceptual Literature
The following review deals with the different concepts related to 1)
Language Learning; 2) Social Networking; and 3) Social Media.
Language Learning. Language learning as many people viewed today is not
use for communication purposes but rather a product of direct instruction from
formal schools by the use of rules in language. In language learning, students have
a brief background knowledge about the specific new language and they can also
talk about that knowledge as well. (Foppoli, 2007)
Language learning as an active process for us starts at the beginning of life,
at birth, and it continues and develops throughout our life. Students today learn a
language for the purpose of communicating their thoughts, to express feelings and
to share experiences as well as to establish harmonious relationships with family
or relatives and friends. Students might also come to school having more than one
language to speak, or to learn another in school. It is essential for individuals to
respect each other’s first language. It is important to respect and build upon each
student’s first language. In the early years of childhood, all children develop
language in normal situations, or most of people known as the adapting stage of
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language learning, which is develop informally. Before children can understand
complex language rules or grammars rules, they already have the language to use
in order to reproduce, to construct and to convey meaning in their own language.
Later, learning a language happens in a specific place or context for the users own
specific purposes. Some of them use language to learn about a particular topic, or
even in participating in their community. People today use language for the
purpose of pursuing work or some of their leisure activities. Developing a language
is a continuous process. Students can improve their language learning through the
use of what they already know in a new context with increasing sophistication.
They have to reflect upon their use of language and use their own prior knowledge
to further enhance their language and understanding. By learning through
incorporating new language rules or structures in their repertoire and by using
them in different situations, students can possibly develop language fluency and
proficiency (Oas-Ela, 2016).
Language learning is a conscious process, it is but a product of years of
formal learning situation or a self-study program (Kramina, 2000). Moreover,
language learning is the learning of any language in practice, or it can also be in
language teaching and applied linguistics as well. The basis of language learning
in psychological and neurological nature is not known, but some statements can
be made of its educational and social aspects. In general terms, there are two
types of foreign-language learning: informal (‘picking a language up’) and formal
(taking an organized course). (Encyclopedia, 2018)
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Social Networking. Social networking is an aspect of social media, it is
where individuals share ideas and interests or for looking or searching to meet
people with the same ideas and interest in the community. Social networking tools
are one of the most dominant on the Web today. These services help people to
connect with others of common experiences, interest and activities which allows
people to share their similarities. Social networking sites also assist people to do
task such as chatting, sharing files, discussing ideas, emailing each other and so
forth (Bonk 2009).
Social networking technologies help people in communicating and sharing
their views about a particular topic. In addition, these social networking sites are
mainly used by people to socialize and for their own entertainment purposes as
well. They help individuals stay connected with their peers and family members
(Gustchmidt, 2012).
Caremean and Haefner (2002) explained that social networks are applied
online technologies which help people to use their second language in order to
learn by making it more socializing, enjoyable with minimal stress. They also
mentioned that when real learning happens, it leads to a meaningful understanding
of material and content. In addition, Kendie and Northcote (2001) claimed that
people who like to discuss something in online groups and searching online
information were given the chance to learn their useful skills implicitly. Most times,
feedback is more evident in online discussion and online situation because of the
high confidence people possess when posting online. In their study they compared
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small group of learners which the researchers found out that online situations can
make the learner engage more in the discussion.
Lee (2002) implemented a concurrent e-chat which has task-based
instruction to help learners increase communication skills. Moreover, Warschauer
(2000) mentioned learners are more motivated in online interactions because they
have more interactive conversation without concerning about the right
pronunciation or grammar in the target language.
Social Media. Social media is an Internet based technology that is used in
sharing and creating information online which helps in facilitating media and
information sharing, participation and collaboration (Evans, 2014). It is used by
the students mostly to communicate with others of the same interests and
sometimes would refer to it as their virtual learning environment where they share
information or even create information for academic purposes. Social media refers
to a set of web-based tools and services which is used and applied in a wide range
of contexts. In addition to this, Social media is characterized as Web 2.0 resources
which active participation, ability to connect, collaboration, as well as shared
knowledge and ideas among its users are given emphasis. There are new ways
for sharing information online Web 0.2 provides in an open social environment.
Different types of social media tools and services are used for different
purposes. Moreover, Social media also referred to as number of web-based
applications through which people interact with one another. It encourages users
to interact with other users in order to share their experiences, ideas, knowledge
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or sometimes their locations. This can also contribute to the educational
development of the students as well as their teachers by utilizing it in classroom
discussions or in the learning environment (Lee, McLoughlin, 2010).
Social media fulfills different communication needs for different users. To
facilitate communication and allowing users to reconnect with family and friends in
a more convenient way, interactions via the computer is possible. It can also help
people to learn about social events, and to find out about activities of other users.
These helps people to be updated at all times regarding the latest events or
activities which are happening (Quan-Haase et al., 2010).
Moreover, Social media has gained credibility over the years as a trusted
source of information and a medium through which different organizations interacts
with, of course, the audiences. Social media when utilize in education can provide
the students the ability to gather useful information and to connect with other
learning groups which makes education more convenient. Students who use social
media can benefit through watching online tutorials and resources which can be
shared by another student through this virtual platform. As an educational
institution, it is essential to be active in different trends that will encourage students
to learn and to create better learning environment for the students. The good thing
about social media is that you know who you are following or which expert in a
particular fields and subjects. When users start to follow these experts, they may
gain useful content from them and empowers the users to produce great results.
Furthermore, Social media helps in the research process. It offers audience and
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subject monitoring tools that the researchers may use. It can also help students in
compiling and producing useful contents for researches (Khanyie Dlamini, 2017).
Social media today have been a huge part in the lives of the people in the
present generation. Social media are redefining how individuals reconnect with
each other through relating their own experiences It is similar to a dialog which
brings people together to discover and share information (Solis, 2008).
Research Literature
The following research studies and literature focus of studies and
researches including the different point of views which are related to the topic
online social networks.
Sponcil and Gitimu (2014) examined in their study the college students’
social media usage and the effects of it in communicating with others, as well as
the students’ self-concept. In their study, they made the students complete
questionnaires which helped them assessed the college students’ personal use of
social media, how they communicate with their peers and with their family, and its
effects on self-concept as well. The results showed that most of these students
were using a common social networking website. Between the usage of social
media and communication with family and friend they found out that there was a
.586 Pearson correlation. Between the usage of social media and self-concept,
they found out that there was a .658 Pearson correlation. These findings provide
information that may help future researchers which has the similar study to know
implications on why these social networking sites have gained popularity.
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Liu (2010) determined that through the use of YouTube, people can
effortlessly access information and courses which are related to their study. This
provides free usage and it connects the students to a larger community of people
of common interests. It is in these environments that a user or groups of users
have their freedom to decide what their topic to discuss will be and on who they
want to work with as well to attain their educational goals. However, in his study,
he stated that Facebook is one of the most significant social media websites there
is because of its communicative and interactive features which help not just in
socializing but in specific educational purposes as well. Just a simple registration
can give the user the available possibilities of this site. Through the use of
Facebook, users can post, links, photos, films and other files as well as to write
their own comments on other people’s posts. It also helps us to make use of this
site to make us updated in the upcoming events or activities. Moreover, Facebook
can be used in posting surveys to diagnose needs or to create discussions as well.
The use of Facebook also has guidelines which users ought to know for their
private purposes. They should know the author’s rights as well when posting
materials which are transferred from another site.
Based on research finding conducted by El-Badawy and Hashem (2015)
about the impact of social media on the academic development of school students,
in their study, they found out that the relationship between social media and
academic performance is not evident. this is clearly shown in their overall grade
average.
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Moreover, Lenhart, Purcell, Smith, and Zickuhr (2010) identified in their
study called the Two Pew Internet Project which implemented surveys of teens
and adults which further revealedthat there is a decline in blogging among teens
and young adults and a modest rise among adults 30 and older. 12-17 and young
adults ages 18-29 which is 28% of the study ages 18-29 were bloggers in 2016,
but by 2009 the numbers of teenshad dropped to 14% and the young adults had
dropped to 15% of.During this same period, adults over thirty who were bloggers
rose from the percentage of 7% blogging in 2006 to 11% in 2009.
In the study of Koçak and Guzin (2011), they determined the individuals’
purposes in using the social networks by means of focusing on the possible
differences between genders. Facebook, being considered as one of the most
widely used and the most popular used social network, was investigated in their
study. 870 Facebook users responded in an online survey designed and
conducted by the researchers. The results of their study showed that the purpose
of using this social network can be categorized into four, namely, for maintaining
existing relationships, for building new relationships, for academic purposes and
for following specific agenda. They also found a significant difference between
male and female in all the purpose which were mentioned.
The only demographic variable which affects the use of social media is
Gender, because there are some differences on how each gender use social
media. Studies claims that women are more likely to have a personal profile on
Facebook than men, but men are more likely to sustain a profile on LinkedInthan
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women (Lenhart et al., 2010). Tufekci (2008) further claimed that women were
more likely to use social networking sites than that of the men. Moreover, Sheldon
(2008) found out that in general, women are more likely to use social media for the
purpose of maintaining relationships, for passing time and for their own
entertainment, while men were more likely to use social media for meeting people.
A study conducted by Subrahmanyam and Greenfield (2008) about online
communication and adolescent relationships determined that the contents online
can have a positive and negative side. Although, teens nowadays find support
which can be valuable to them on websites, racism, and hate messages can be
encountered on websites as well. Electronic communication may also give children
a wide range of sites which parents cannot control for them to access it. Some
hailed the Internet’s utilization in education as a savior but authors say that schools
today are trying to use the internet’s positive effects and unconsciously, use its
negative effects as well to children at school. The negative use of the Internet and
Smart phones in the educational setting while preserving its positive contributions
to education is a bigger challenge for the schools today which when done can
contribute not just for the academic purposes of students but also to the
educational development of the school.
Numerous educational technologies supported the use of online social
networks for educational purposes. They have highlighted all the benefits of
utilizing the technology in adult educational contexts. McLoughlin (2010)
suggested in their studies that learners were engaged in different discussions
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online and it enables the instructors as well to participate as well in the online
environment in order to connect with one another in a group learning process.
Moreover, Baruah (2012) further elaborated this concept, the effectiveness of
social media as a tool of communication was discuss in her study. Her study also
promoted the use of social networks which help increase the communicating skills
of individuals, specifically the learners/students of educational institutions. Social
media have this possibility of fundamentally changing the character of our social
lives, both on a community and interpersonal level.
Similarly, Brannan (2014) in his study indicated that there are advantages
which social media provides for the students. Students can simply contact their
classmates for their school projects and assignments with the use of Social media.
Working in group assignments can also be possible for them even when they are
in the comfort of their own homes. His study also claims that students that use
social media are more likely to participate more in class. If social media will be use
in teaching, students who are having a hard time expressing their thoughts will
most probably get involve in the learning process. It is also stated that it will help
build the students’ self-confidence as well. Doing home works through the use of
social media can be a great help for students also. Students who are having doubts
can get it cleared by posting a message online or by contacting a friend to ask
about it and students can receive a feedback from the teacher through the social
media instantly. On the other hand, social media, too, has its own disadvantages.
It can be a distraction for most of the students when used inappropriately. Class
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discussions can be distracted by students who are using their phones during the
class which will make the teacher have a hard time distinguishing which student is
not really paying attention. There is a possibility that students may use their
technologies not for their academic purposes but for their personal communication.
Synthesis
This includes the significance of the related conceptual literature and
research studies which involves its similarities and differences to the present study.
The study of Froppoli is similar to this study since the respondents were
students who already have their prior knowledge about the English language.
However, the present study is different because Froppoli’s concepts somehow
contradicted with the present study conducted because he firmly believed that
language learning is not communicative. On the other hand, this study shows
language learning through communicating is possible with the use of online social
networking sites.
In the study of Kramina is somehow similar to this study because online
social networking sites can be both informal and formal depending on how it will
be used. For instance, online social networking sites can be used formally in
developing their English language learning by doing home works, projects and
such. On the other hand, it can also be used informally through communicating
with others regarding their own purpose or intentions.
The study of Lee where he implemented a concurrent e-chat which has
task-based instruction to help the learner increase communication skills is similar
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to the present study in a way that the researchers made an instructional manual in
using online social networking sites in order to develop the English learning of the
students.
Moreover, Warschauer mentioned learners are more motivated in online
interactions because they have more interactive conversation without concerning
about the right pronunciation or grammar in the target language. However, in the
present study it was stated that students can get distracted easily as well in using
online social networks which they can use this for their own purposes.
A study conducted by Sponcil and Gitimu indicated that all of the college
students who responded in the survey were using a common form of social
networking website. This is in contrary with the present study because their study
examined the use of social media by the college students and its effects in
communicating with others, and college students' self-concept while the present
study determined the online social networking sites that influence the English
leaning of Junior high school students along with its advantages and
disadvantages.
In the study of Liu, he identified that the most significant social media
website is Facebook because of its communicative and interactive features which
help not just in socializing but in specific educational purposes as well. However,
in the present study, YouTube got the highest rank which means that it is the most
significant or influential in the students’ language learning.
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Based on the study of El-Badawy and Hashem, the students mostly used
Facebook among the social media sites while SnapChat was the least which is
contested by the present study that YouTube is the widely used platform in learning
English language with Edmodo as the least influential. However, this is also related
to the present study due to the fact that social media is a useful medium in
completing assignments.
A study of Lenhart, Purcell, Smith, Zickuhr included respondents whose
age ranges from 12 years old to 30 and older. Nevertheless, the present study
was limited to Junior high school students whose age ranges from 14-17.
In the study of Koçak and Guzin, they stated that there was significant
difference between the respondents’ gender and how they use social media. This
is irrelevant to the present study, it is because it showed no significant difference
between the students’ gender and how they use social media.
A study conducted by Subrahmanyam and Greenfield demonstrated that
the contents online can have a positive and negative side. Although, teens
nowadays find support which can be valuable to them on websites, racism, and
hate messages can be encountered on websites as well which is similar with the
present study because it also revealed that students can get distracted and start
using online social networking sites for their purposes without paying attention to
the educational content that leads them to inappropriate actions.
The studies conducted by Lee, McLoughlin, and Baruah examined that
social media have this possibility of fundamentally changing the character of our
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social lives, both on a community and interpersonal level. This is related with the
present study because this revealed that social media increases their collaboration
that helps them create and maintain connections to many people unlike the
generations before.
The study of Brannan revealed students can simply contact their
classmates for their school projects and assignments with the use of Social media,
but they can also be distracted from their school work. This is similar with the
present study due to its findings that online social networking sites can be useful
in searching for ideas and information in doing assignments and projects
nonetheless, students can also be distracted in using social media.
Theoretical Framework
The framework contains the theory that supports the impact of Online Social
Networks and Their Influences on the English Learning of Junior High School
Students at Batangas State University ARASOF-Nasugbu.
This study is anchored on theories promoted by Albert Bandura, B. F.
Skinner and Abraham Maslow. Bandura's Social Learning Theory, as social media
have already been a part of our lives like it made it into our homes, which
influenced the social learning of the impressionable minds of the children
especially the adolescents by the social media. Teenagers have the most easily
influenced minds, which explain their ability to learn and their ability to understand
quickly or even to acquire behaviors from their own parents, friends and the
environment they live in. Now imagine if a child listening to a conversation from
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her parents, friends, teachers and other classmates, and afterwards you can see
the child using the same words that he has learned from listening to them. It is not
necessary to teach them always, because they can learn just through observation.
As social networking sites gradually can into most of our households, social
media have been identified by social learning theories which stated that it
influenced the shaping of behaviors of the children as well as the adolescents
specifically their ability in learning new words every now and then. These social
networking sites are considered as the virtual words of the internet users where
they spend much of their time while affecting the academic learning abilities of the
young minds and the youths’ behavior as well specifically their capacity to learn
English through the use of these social networking sites or the social media. The
constant exposure of these children and their interaction in the virtual world is
where the students discover new concepts or words to add on to their vocabulary.
Their ability to learn English language through the constant use of social media for
communication and interaction online, can continue as they grow old.
Operant Conditioning Theory of B.F Skinner was based upon the
assumption that learning is function of change in overt behavior. Individuals’
changes in behavior are based on how the individual itself response to events that
occur to their environment. In the case of students who are exposed in and
engaging in social networking sites, the main reason why they are addicted to the
modern social media is the stimulus or the environment that makes them practice
such.
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Abraham Maslow’s Psychological theory of needs identified that humans
have the need to feel a sense of belongingness and acceptance whether it comes
from different large groups or even in social networking sites. In this theory, it
pointed out that humans have these needs love and to be loved by others. If these
are not satisfied, many people become lonely, and they can also have social
anxiety and may lead to clinical depression. Social networking sites helps also on
the development of the English learning of the students when they know that they
are accepted, their opinions are not rejected and by connecting with other people
who has the same interest as he has. Through sharing, communicating, the
students can discover new words from the person they are talking to or discussing
the topic they are talking about. The students can even discover the wrongs and
rights of using the language through communication.
Behaviorist theorized that we learn if there are interactions within our
environments. There are two assumptions in this theory, one is that the
environment is the one who shapes our behavior which drives us to use the social
networking sites we have today and that considering the thoughts, feelings, and
motions to explain behavior is useless.
In 2004, the paper “Connectivism: A Learning Theory for the Digital Age”
(Siemens, 2004) launched connectivism as the theory which is based on critique
of previous main learning theories synthetically labelled as behaviorism,
cognitivism and constructivism. According to Siemens, even the latter theory,
which seemed to be a possible theoretical framework for e-learning practices could
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not provide enough theoretical support to the occurrences brought by the new
learning approaches. Siemens introduced the connectivism theory to fill this gap.
According him, “The pipe is more important than the content within the pipe”,
meaning that the basis of the learning processes is the network itself. If society
requires an individual to further develop or update his knowledge, it cannot happen
as a process of accumulation, but it can happen through preserving our
connections. Learning, as it is also intended in Wenger’s community of practice
vision (Wenger, 2002) and in Lévy’s collective intelligence work (Lévy, 1996) is
viewed as a mainly for social activity. In this view, staying connected and belong
to the digital communities with the same interest is the true competence for a
lifelong learner of the knowledge and society. Owing given information is less
important than knowing where and how to retrieve it.
Conceptual Framework
Below is the paradigm of the conceptual framework of this study which uses
the System Approach with Input-Process-Output as a framework for evaluation.
Figure 1 shows the paradigm of conceptual framework.
Figure 1 Research Paradigm on the Online Social Networks and Their
Influences on the English Learning of Junior High School Students at
Batangas State University ARASOF Nasugbu.
Frame 1 presents the input of the demographic profile of the respondents in terms
of age and gender, the online social networks that influence the English learning
24
of Junior High School Students at BatStateU ARASOF-Nasugbu, how online social
networks affect the students, the advantages and disadvantages of
INPUT PROCESS OUTPUT
I. Profile of the I. Data gathering

respondents in procedure
terms of through
 age questionnaire.
II. Assessment of
 gender the respondents’
II. The online perception of
social about the
networks that advantages and
influence the disadvantages of Developed instructional
English the online social
networks. manual for the students
learning of
Junior High III. Tabulation, to be more acquainted
School analysis and in using the online
interpretation of social networks
Students at
data.
BatStateU IV. How online social identified to integrate
ARASOF networks affect with their studying that
Nasugbu. the students. can help influence their
III. The V. A significant
English learning.
advantages difference in the
and dis- assessment of
advantages of the respondents
social on how social
networks to the networks
influence, on the
students.
advantages of
social networks,
and on the
disadvantages of
social networks
to their English
learning when
grouped
according to
profile variables.
to the students and the significant difference in the assessment of the respondents
on how social networks influence, advantages of social networks, and on the
25
disadvantages of social networks to their English learning when grouped according
to profile variables.
Frame 1 presents the input of the demographic profile of the respondents
in terms of age and gender, the online social networks that influence the English
learning of Junior High School Students at BatStateU ARASOF-Nasugbu, how
online social networks affect the students, the advantages and disadvantages of
social networks to the students and the significant difference in the assessment of
the respondents on how social networks influence, advantages of social networks,
and on the disadvantages of social networks to their English learning when
grouped according to profile variables.
Frame 2 shows the thru put. This includes the data gathering procedure and
also the assessment of the data gathered through questionnaire. The tabulation
and presentation analysis and interpretation of data are also included.
Frame 3 shows the output. This refers to the finished product which is the
instructional manual for the students to be more acquainted in using the online
social networks identified to integrate with their studying that can help influence
their English learning.
26
Hypothesis
Ho= There is no significant difference in the assessment of the respondents on
how social networks influence their English performance when grouped according
Ho= There is no significant difference in the assessment of the respondents on the
advantages of social networks to their English learning when grouped according
Ho =There is no significant difference in the assessment of the respondents on the
Ha = There is a significant difference in the assessment of the respondents on how
social networks influence their English performance when grouped according to
profile variables.
Ha = There is a significant difference in the assessment of the respondents on the
advantages of social networks to their English learning when grouped according
Ha = There is a significant difference in the assessment of the respondents on the
27
Definition of Terms
The following terms were defined conceptually and operationally for a better
understanding of this study.
Education. It is a process through which a child or an adult obtains
knowledge, experience, skill and sound attitude (Parankimalil,2012). Within the
context of the study, the term refers to the process which will have to be integrated
by social networking sites to identify the influence of it to the English learning of
the students.
Junior High School. It is a school intermediate between elementary school
and senior high school (Your Dictionary). In the present study, the term refers to
the respondents assessed by the researchers.
Media. This refers to the plural form of medium, which refer to any channel
of communication. This can be in the forms of printed paper to digital data, it also
encompasses art, news or educational content. Digital media, makes up a variety
of ways for people to communicate, (Techopedia). Operationally, it pertains to
different media platforms that the students are exposed to.
Online Social Networks. They refer to online service or site that facilitate
social interaction to help individuals in finding other individuals which have the
common interest, establishing a forum for discussion, and exchanging information
(IGI Global). In the present study, it refers to the online services that the students
are using in order to communicate.
28
Social Networking. It is the use of websites and other internetservices to
communicate with other people and make friends (Cambridge Dictionary).In the
present study, the term refers to the use of dedicated websites and applications to
interact with other users, or to find people with similar interests in helping or
providing students the knowledge to develop their English learning.
Social Media. It is a computer-based technology that facilitates the sharing
of ideas and information and the building of virtual networks and communities
(Investopedia). In the context of the study, this refers to the social media sites that
the students have or employing in order to communicate with others or even to
discuss class-related subjects.
Technology. It is a body of knowledge devoted to creating tools, processing
actions and the extracting of materials (Techucation). Operationally, it refers to
gadgets or tools that the students use in order to access information for different
purposes.
29
CHAPTER III
RESEARCH METHOD AND PROCEDURE
This chapter provides discussions on the research methods that were
utilized in the study.
Research Design
Descriptive research method was used in the study. It focused on obtaining
the information needed for the study. According to Calmorin as cited by Beltran
(2010), the descriptive method of research is an organized attempt to analyze,
interpret, and report the present status of anything, group of persons, and sets of
condition or any other phenomena to obtain concrete and vital facts as well as
information. This method is suited to identify the online social networks and their
influences on the English learning of Junior High School at Batangas State
University ARASOF-Nasugbu.
Research Environment
This part of the study describes the setting where the study was undertaken,
for the gathering of needed information.
This study was conducted in Batangas State University ARASOF-Nasugbu.
It has something like one canteen, clinic, computer lab, general academic
classroom, home economics, industrial/workshop, kindergarten classroom,
laboratory, office, and special education classrooms, with the instructional rooms
30
of standard, which means they meet the DepEd's rules for security and ease of
use.
The researchers decided to conduct the study in the said school because
of its accessibility. This means the school can offer the researchers an easier way
of collecting data in compliance with the needed information for the study.
Participants of the Study
This study was conducted at Batangas State University ARASOF-Nasugbu.
It has the population of 250 students with 160 survey questionnaires gathered from
the respondents.
Data Gathering Instrument
The main data gathering instrument for the study was the questionnaire.
One set of questionnaires was used: the student’s questionnaire. The student’s
questionnaire has three parts that dealt with (a) profile of the students in terms of
age and gender; (b) the online social networks they used in learning English; (c)
how do these online social networks affect them in learning English; (d)
advantages of Online Social Networking sites; and (e) disadvantages of Online
Social Networking sites.
Construction of the Questionnaire. After a thorough study of the topic,
the researchers did extensive library and internet research regarding the study to
make sure all the necessary items concerning the study are included in the
questionnaire and is aligned with the statement of the problem and the purpose of
the study.
31
Validation of the Questionnaire. As indicated by Shuttleworth (2008),
legitimacy envelops the whole exploratory idea and builds up whether the
outcomes got meet the majority of the necessities of the logical research technique
Kramer et al (2009) added that validity is also dependent on the measurement
measuring what it was designed to measure and not something else instead.
Before the construction of the questionnaire, as it is the main data gathering
instrument, the researchers examined different thesis to gain background
information on how to construct a questionnaire. The first draft of the questionnaire
was presented to the adviser for corrections and suggestions. Thereafter,
necessary revisions were done.
Administration. During the administration of the questionnaire, the
researchers considered the need and preferences of the participants of the study,
the skills and resources available to the research team, and the nature of the study.
Scoring. The data gathered were tabulated and processed manually using
the following measures:
Online Social Networking Sites that Influence the Respondents
Scale Statistical Limit Verbal Interpretation
5 4.20 – 5.00 Extremely Influential
4 3.40 – 4.19 Very Influential
3 2.60 – 3.39 Moderately Influential
2 1.80 – 2.59 Slightly Influential
1 1.00 – 1.79 Not Influential at all
32
4 3.25 – 4.00 Strongly Agree

/Very Influential
3 2.51 – 3.24
Agree/Influential
2 1.75 – 2.50 Disagree/Slightly

Influential
1 1.00 – 1.74 Strongly Disagree/

Not Influential at all
4 3.25 – 4.00 Strongly Agree
3 2.51 – 3.24 Agree
2 1.75 – 2.50 Disagree
1 1.00 – 1.74 Strongly Disagree
Data Gathering Procedure
Prior to the selection of the participants, the researchers made a letter of
request addressed to the Dean of the College of Teacher Education for
endorsement and approval. After that, a letter of request was presented to the
principal of the Junior High School at Batangas State University ARASOF -
Nasugbu. The letter was handled by the researchers themselves to ensure
effective delivery and to solicit assistance from the principal and the respondents.
33
After the approval of the principal, the researchers distributed the
questionnaires to the Junior High School students at Batangas State University
ARASOF - Nasugbu. After a week, the researchers collected the questionnaires
to start the analysis of data gathered.
Statistical Treatment of Data
Factual treatment of information is basic so as to utilize the information in
the correct structure. Crude information accumulation is just a single part of any
investigation; the association of information is similarly essential with the goal that
fitting ends can be drawn.
Frequency/Percentage. These were used to describe the profile of the
respondents.
Weighted Mean. This was used to describe the assessment of the
respondent
T-test/ANOVA. These were used to determine the significant difference in
the assessment of the respondents when grouped according to profile variables.
34
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the presentation, analysis and interpretation of data
gathered from the instruments used in this study in online social networking and
its influence on the development of English learning of Junior High school students
at Batangas State University ARASOF – Nasugbu. The data were presented
through the use of survey questionnaire.
1. The demographic profile of the respondents
1.1 age
The present study determined the profile of the students in terms of age to
identify the major and the least users of social media which affect the English
learning of Junior Highs School students.
Table 4.1 shows the profile of the respondents in terms of age. The Junior
High school students’ ages ranged from 14-17, with the majority being 16 as 38%
of the respondents were at this age It should be borne in mind that students aged
16 probably use online social networking sites more to integrate it to their study.
In 2015, it is now easier to access the internet than ever before. This easily
leads to the misuse of the technology that we are provided with but not everybody
misusing it. Studies show that the age group of 12-21 access social media more
than any other
35
Table 4.1
Profile of the respondents in terms of Age
Age Frequency Percentage
17 28 18
16 61 38
15 31 19
14 40 25
Total 160 100
. Being that I fall into this age group I know that social media such as Twitter,
Instagram and Snapchat were used to keep up with the latest trends, our favorite
artists and an easy way to stay up to date with what our peers are doing (Nia
Crawford).
As indicated by the investigation of Lenhart, A., Purcell, K., Smith, A.,
Zickuhr, K. (2010) in their investigation they additionally discovered that 28% of
teenagers ages 12-17 and youthful grown-ups ages 18-29 were bloggers, however
by 2009 the numbers had dropped to 14% of adolescents and 15% of youthful
grown-ups. Amid a similar period, the level of online grown-ups more than thirty
who were bloggers ascended from 7% blogging in 2006 to 11% in 2009.Their study
also included the age of what the researchers were focusing on.
36
1.2 sex
The profile of the respondents helped the present study to identify the
frequency of social media usage of male and female.
Table 4.2
Profile of the respondents in terms of Sex
Sex Frequency Percentage
Male 56 35
Female 104 65
Total 160 100
Table 4.2 shows the profile of the respondents in terms of sex. It is quite clear
that out of the total respondents investigated for this study, overwhelming majority
(65 percent) of them were females whereas about 35 percent were found to be
males. This could be interpreted that females are more prone to using online social
networking sites more than males.
Females use social media less than men for business reasons, whereas
women use social media to share more personal information than me, revealing
more about their personal lives. Women are more vocal, expressive and willing to
share. In other words, women are biologically wired for social networking
(Brandwatch).
In the studies Lenhart (2010) and Tufekci (2008), they stated that gender is the
main critical statistic variable influencing internet-based life use, as there are a few
37
contrasts between use by people Furthermore, ladies were four to multiple times
almost certain than men to utilize long range interpersonal communication. In
addition, Sheldon, (2008) found that general ladies were bound to utilize internet-
based life for keeping up associations with family and companions, breathing easy,
and diversion, however men were bound to utilize web-based social networking to
meet new individuals. The result of their study supports the result of the present
study regarding female as more prone to using online social networking sites than
male.
2. The social networks that influence the English learning of Junior High
School students at BatStateU ARASOF –Nasugbu
The different social media stated in this study greatly influenced the English
learning of Junior High School students. These social networks were used as a
platform for Junior High School students to develop and to improve their English
learning.
Table 4.3 shows the online social networks that influence the Junior high
school students.
YouTube ranked first with a weighted mean of 4.39 which is verbally
interpreted as extremely influential to the English learning of the Junior high
school students. The students are mostly engaged in learning English by
watching videos on YouTube.
38
Table 4.3
Social Networks that Influence the English Learning of the Respondents
Social Network Weighted Mean Verbal Interpretation Rank
1. Facebook 4.29 Extremely Influential 3
2. Google 4.33 Extremely Influential 2
3. Gmail 3.40 Very Influential 6
4. YouTube 4.39 Extremely Influential 1
5. Instagram 3.60 Very Influential 5
6. Twitter 3.76 Very Influential 4
7. Pinterest 2.63 Moderately Influential 7
8. Yahoo 2.81 Moderately Influential 8
9. Edmodo 2.43 Slightly Influential 10
10. Skype 2.78 Slightly Influential 9
General Weighted
3.44 Very Influential
Mean
Then, Google ranked second with a weighted mean of 4.33 which is verbally
interpreted as extremely influential to the English learning of the Junior high school
students. The students are choosing Google as way for learning English. Lastly,
Facebook was favored in rank third with a weighted mean of 4.29 and verbally
interpreted as extremely influential to the English learning of the Junior high school
39
students. Apparently, Facebook is not just a means of communication but also a
means for the English learning of the students through their exposure to posts and
shared stories online.
Furthermore, Twitter ranked fourth with a weighted mean of 3.76 and
verbally interpreted as very influential which means that Junior high school
students can also acquire English learning through this social media. Instagram
gained the fifth rank with a weighted mean of 3.60 and verbally interpreted as very
influential which means that Junior high school students can also learn English
through this social media. Gmail ranked sixth with a weighted mean of 3.40 and
verbally interpreted as very influential.
In addition to this, Pinterest with a seventh ranking and has a weighted
mean of 2.63 and verbally interpreted as moderately influential. Yahoo got the
eight ranking with a weighted mean of 2.81 and verbally interpreted as moderately
influential.
Moreover, Skype ranked ninth with a weighted mean of 2.78 and verbally
interpreted as slightly influential to the English learning of high school students.
Lastly, Edmodo got the lowest rank with a weighted mean of 2.43and verbally
interpreted as slightly influential to the English learning of Junior high school
students.
The composite mean of this table is 3.44 and is verbally interpreted as very
influential which means that the students are greatly influenced by these different
online social networking sites.
40
According to the study of Megan Sponcil and Priscilla Gitimu (2014), their
results indicated that all of the sampled college students were using at least one
form of social networking website which in this study, it was evident that students
were using online social networking sites as well in developing their English
language learning.
However, In the studies of Koçak, Guzin and Liu, Facebook is one of the
most popular and being most widely used social network and stated that a standout
amongst the most noteworthy web-based life sites is Facebook because of its open
and intelligent highlights, and to the first accentuation and spotlight on the
scholastic market. Their study which stated that Facebook is one of the most
popular and being widely used social network was different compared to the result
of the present study which identified that the most used social media of the
respondents were YouTube.
3. The influences of social networks to the English learning of Junior High
School students at BatStateU ARASOF – Nasugbu
There are several influences that greatly affect the Junior High School
students as stated in this study which help them develop their English learning.
Table 4.4 shows the influence of social networks to the English learning of
Junior high school students. With the average weighted mean of 3.47, the result
41
shows the influences of online social networks to the English learning of the Junior
high school students and verbally interpreted as very influential.
Table 4.4
Influence of Social Networks to the English Learning of the Respondents
Weighted Verbal
Statement Rank
Mean Interpretation
1. I am able to search for ideas and Strongly
information that I can use in doing 3.64 Agree/ Very 1
my assignments and projects. Influential
2. I am able to watch videos that help
Strongly
me enhance my English
3.53 Agree/ Very 2
proficiency when it comes to writing
Influential
and speaking.
3. I am able to know technical words Strongly
that I can use in writing. 3.51 Agree/ Very 3
Influential
4. It gives me access to e-books,
Strongly
research and blogs that provide me
3.47 Agree/ Very 4.5
information and ideas for future
Influential
use.
5. I am able to have an access to
different activities and fun learning Strongly
games that can enhance my 3.47 Agree/ Very 4.5
English vocabulary and writing Influential
skills.
6. I am furnished with a protected and
simple route for my class to Strongly
interface and team up, share 3.43 Agree/ Very 6
substance, and access homework, Influential
evaluations and school takes note.
7. I can make and offer
accumulations of visual bookmarks
Strongly
that I can use to do things like
3.41 Agree/ Very 7
arrangement excursions and
Influential
ventures, compose occasions or
spare articles.
8. I am able to discuss class-related Strongly
topics in speaking English fluently 3.28 Agree/ Very 8
through the use of video calls. Influential
Strongly Agree/Very
General Weighted Mean 3.47
influential
42
With these influences, the statement that ranked first was the students are
able to search for ideas and information that they can use in doing their
assignments and projects with the weighted mean of 3.64 which is verbally
interpreted as strongly agree while the lowest mean rating was the students are
able to discuss class-related topics in speaking English fluently through the use of
video calls which has a weighted mean of 3.28which is verbally interpreted as
strongly agree.
The statement that they were able to watch videos that help them enhance
their English proficiency when it comes to writing and speaking ranked second
which has a weighted mean of 3.53 and verbally interpreted as strongly agree.
They were able to know technical words that they can use in writing ranked third
which has a weighted mean of 3.51 which is verbally interpreted as strongly agree.
It gives them access to e-books, research and blogs that provide them information
and ideas for future use ranked fourth which has a weighted mean of 3.47 and
verbally interpreted as strongly agree. They were able to have an access to
different activities and fun learning games that can enhance their English
vocabulary and writing skills ranked fifth which has weighted mean of 3.47 and is
verbally interpreted as strongly agree. They were provided with a protected and
simple path for their class to interface and team up, share substance, and access
homework, evaluations and school takes note ranked seventh which has a
weighted mean of 3.43 and verbally interpreted as strongly agree.
43
The results imply that on the whole, all eight (8) statements were found to
be important and relevant influences to the English learning of Junior high school
students.
As indicated by the study of Francisco Brannan (2014), internet-based life
can empower students to effectively get in touch with one another concerning
school ventures and assignments. It is furthermore feasible for them to tackle
gathering assignments from the comfort of their own homes. Students who utilize
online networking can likewise take an interest more in class. At the point when
internet-based life is utilized in teaching method, students who experience issues
in communicating their musings in their homerooms can get engaged with the
learning procedure.His examination bolsters the present study with regards to
web-based life as a path for the students to get in touch with one another
concerning their school undertakings and home works.
The advantages and disadvantages of these social networks to the English
learning of Junior High School students at BatStateU ARASOF – Nasugbu
Social media networks have different influence to Junior High School
students that caused advantages and disadvantages to the English learning of
Junior High School students.
Table 4.5 shows the advantages of social networks to the English learning of
Junior high school students. With the average weighted mean of 3.41, the result
shows the advantages of online social networks to the English learning of the
Junior high school students and verbally interpreted as strongly agree.
44
With these advantages, the highest mean rating was that social media can be
useful for team projects to have the capacity to make and keep up associations
with numerous individuals in numerous ventures that will end up being a basic
piece of building up a profession or building business ranked first with the weighted
mean of 3.51and verbally interpreted as strongly agree while the lowest mean
rating was having the capacity to make and keep up associations with numerous
individuals in numerous enterprises is a vital piece of building up a vocation or
building a business which has a weighted mean of 3.31and verbally deciphered as
strongly agree.
Social networking can make a superior English open condition for students and
building resumes and individual sites, which are progressively utilized as online
portfolios, advantage significantly from the aptitudes acquired by redoing the
format and structures of interpersonal interaction profiles ranked 2.5 with a
weighted mean of 3.46and verbally interpreted as strongly agree. Having the
capacity to get moment input from loved ones on their innovative outlets and even
language structures help students refine and build up their masterful capacities
and English capability can give truly necessary certainty or help them choose what
profession way they might need to seek after ranked third with a weighted mean
of 3.44 and verbally interpreted as strongly agree.
45
Table 4.5
Advantages of Social Networks to the English Learning of the Respondents
Weighted Verbal
Statement Rank
Mean Interpretation
1. Social Media can increase student
3.33 Strongly Agree 5
collaboration.
2. Social Media can be valuable for
group extends so as to have the
capacity to make and keep up
associations with numerous
individuals in numerous enterprises
that will end up being a necessary
piece of building up a profession or
building business.
3. Social networking can create a
better English communicative 3.46 Strongly Agree 2.5
environment for students.
4. Being ready to make and keep up
associations with numerous
individuals in numerous ventures is 3.31 Strongly Agree 6
a basic piece of building up a
vocation or building a business.
5. Building resumes and individual
sites, which are progressively
utilized as online portfolios,
advantage incredibly from the 3.46 Strongly Agree 2.5
abilities gotten by altering the
format and plans of person to
person communication profiles.
6. Being ready to get moment
criticism from loved ones on their
imaginative outlets and even
punctuations help understudies
refine and build up their masterful
capacities and English capability
can give genuinely necessary
certainty or help them choose what
profession way they might need to
seek after.
General Weighted Mean 3.42 Strongly Agree
Social media can increase student collaboration ranked fourth which has a
weighted mean of 3.33 and verbally interpreted as strongly agree.
46
The results imply that on the whole, all six (6) statements were found to be
important and relevant influences to the English learning of Junior high school
students.
According to the studies of Lee, McLoughlin, Francisco Brannan,
Subrahmanyam and Greenfield (2008) about social networking sites
demonstrated that online content itself can be both positive and negative. This
study has relation to the present study because web-based social networking is
additionally valuable for students while doing homework or even doing team
projects or group projects. Any questions can be cleared by posting a message
through online networking. Any inquiries that they may have can be asked on a
message board and different students can likewise profit by the criticism given by
the educator. Be that as it may, alongside the points of interest internet-based life
additionally has a few drawbacks. Web-based life can be a diversion for certain
students. Students might be occupied from their school work and the instructors
will have no choice of knowing which student focuses. There is dependably a
plausibility that the students won't utilize web-based life for instructive purposes.
Table 4.6 shows the disadvantages of social networks to the English learning
of Junior high school students
47
Table 4.6
Disadvantages of Social Networks to the English Learning of the
Respondents
Weighted Verbal
Statement Rank
Mean Interpretation
1. Students can get distracted and
start using the social media for
Strongly
their purposes and not pay 3.51 1
Agree
attention to the educational
content.
2. Lack of control for inappropriate Strongly
3.39 5.5
content. Agree
3. Relying too much on social
media for communication can Strongly
3.39 5.5
hinder student’s ability to Agree
interact in person.
4. Social networking sites can be
a potential risk for teachers as
some applications allow users Strongly
3.35 7
to communicate and the Agree
content can lead to discrediting
or offensive messages.
5. Students mostly use slang
words or shortened forms of Strongly
3.43 3
words which are not found in Agree
English dictionary.
6. Many students rely on the
accessibility of information on
social media specifically and
the web in general to provide
answers. That means a Strongly
3.44 2
reduced focus on learning and Agree
retaining information and a
possibility of getting false
information from unreliable
sources.
7. Student who attempt to multi-
task, checking social media
sites while studying, shows
reduced academic Strongly
3.40 4
performance which will also Agree
affect their interactivity in the
classroom as well as their
communication skills in class.
48
8. The popularity of social media,
and the speed at which
information is published, has
created a careless attitude
Strongly
towards proper spelling and 3.32 8
Agree
grammar. This reduces a
student’s ability to effectively
write without relying on a
computer’s spell check feature.
9. Students get low grades in
school due to lack of the
desired information which 3.16 Agree 9
affects their reading and writing
skills.
Average Weighted Mean 3.38 Strongly Agree
With the average weighted mean of 3.38, the result shows the
disadvantages of online social networks to the English learning of the Junior high
school students and verbally interpreted as strongly agree.
With these disadvantages, the statement that ranked first was that students
can get distracted and start using the social media for their purposes and not
paying attention to the educational content with the weighted mean of 3.51and
verbally interpreted as strongly agree while the lowest mean rating was students
get low grades in school due to lack of the desired information which affects their
reading and writing skills with a weighted mean of 3.16and verbally interpreted as
agree.
Many students rely on the accessibility of information on social media
specifically and the web in general to provide answers ranked second with a
weighted mean of 3.44 and verbally interpreted as strongly agree that means a
49
reduced focus on learning and retaining information and a possibility of getting
false information from unreliable sources. Students mostly use slang words or
shortened forms of words which are not found in English dictionary ranked third
with a weighted mean of 3.43 and verbally interpreted as strongly agree. Students
who attempt to multi-task, checking social media sites while studying, shows
reduced academic performance which will also affect their interactivity in the
classroom as well as their communication skills in class ranked fourth with a
weighted mean of 3.40 and verbally interpreted as strongly agree. Lack of control
for inappropriate content ranked fifth with a weighted mean of 3.39 and verbally
interpreted as strongly agree. Relying too much on social media for communication
can hinder student’s ability to interact in person ranked sixth with a weighted mean
of 3.39 and verbally interpreted as strongly agree. Social networking sites can be
a potential risk for teachers as some applications allow users to communicate and
the content can lead to discrediting or offensive messages ranked seventh with a
weighted mean of 3.35 and verbally interpreted as strongly agree. The popularity
of social media, and the speed at which information is published, has created a
careless attitude towards proper spelling and grammar. This reduces a student’s
ability to effectively write without relying on a computer’s spell check feature ranked
eight with a weighted mean of 3.32.
The results imply that on the whole, all nine (9) statements were found to
be important and relevant influences to the English learning of Junior high school
students.
50
In relation to the studies of Lee, McLoughlin, Francisco Brannan,
Subrahmanyam and Greenfield (2008), social media can be a distraction for some
students. Students may be distracted from their school work and the teachers will
have no option of knowing which student pays attention. There is always a
possibility that the students will not use social media for educational purposes.
4. Test of Significant Difference in the Assessment of The Respondents on
Social Networks in Relation to Their English Learning
Significance tests play a key role in experiments: they allow researchers to
determine whether their data supports or rejects the null hypothesis, and
consequently whether they can accept their alternative hypothesis.
4.1 Test of Significant Difference in the assessment of the respondents
on how social networks influence their English performance when
grouped according to profile variables
51
Table 4.7
Comparative Analysis on the Significant Difference in the assessment of
the respondents on how social networks influence their English
performance when grouped according to profile variables
Computed Decision on
Profile Variables p-value Conclusion
Value Ho
Failed to
Age 0.777 0.508 Not Significant
Reject
Failed to
Sex -0.367 0.714 Not Significant
Reject
Level of Significance = 0.05
The computed value on the test of significant difference in the assessment
of the respondents on how social networks influence their English performance
when grouped according to age was 0.777 and resulted to the p-value of 0.508
which was greater than the level of significance (p>0.05), thus the null hypothesis
was not rejected. As a result, there was no significant difference in the assessment
when grouped according to age.
when grouped according to sex was -0.367 and resulted to the p-value of 0.714
when grouped according to sex.
However, according to the study of Koçak and Guzin, significant differences
were found between genders in all of the purposes mentioned in using online social
52
networking sites. While in the present study, the findings stated that there are no
significant differences on how social network sites influence them according to
profile variables.
5.2 Test of Significant Difference in the assessment of the
respondents on the advantages of social networks to their
English learning when grouped according to profile variables
Table 4.8
the respondents on the advantages of social networks to their English
learning when grouped according to profile variables
Computed Decision on
Profile Variables p-value Conclusion
Value Ho
Failed to
Reject
Failed to
Reject
of the respondents on the advantages of social networks to their English learning
when grouped according to age.
53
when grouped according to sex.
However, in the study of Sheldon (2008), he mentioned that overall women
were more likely to use social media for maintaining relationships with family and
friends, passing time, and entertainment, but men were more likely to use social
media to meet new people. Wherein, in the present study’s findings there are no
significant differences on the advantages of social network to their English learning
when grouped according to profile variables.
5.3 Test of Significant Difference in the assessment of the
respondents on the disadvantages of social networks to their
English learning when grouped according to profile variables
Table 4.9
the respondents on the disadvantages of social networks to their English
learning when grouped according to profile variables
Computed
Profile Variables p-value Decision on Ho Conclusion
Value
Failed to
Reject
Failed to
Reject
54
of the respondents on the disadvantages of social networks to their English
learning when grouped according to age was 0.730 and resulted to the p-value of
0.536 which was greater than the level of significance (p>0.05), thus the null
hypothesis was not rejected. As a result, there was no significant difference in the
assessment of the respondents on the disadvantages of social networks to their
English learning when grouped according to age.
The computed value on the test of significant difference in the assessment of
the respondents on the disadvantages of social networks to their English learning
of the respondents on the disadvantages of social networks to their English
learning when grouped according to sex.
In addition to this, Francisco Brannan (2014), stated that social media can
be a distraction for some students. Students may be distracted from their school
work and the teachers will have no option of knowing which student pays attention.
There is always a possibility that the students will not use social media for
educational purposes. They may use social media for their personal
communication. Which generally identified that all students, will have the possibility
to use social media for their own purposes.
55
5. The instructional manual can be created to assist the students in the use
of social networking sites.
Instructional manual is usually accompanying a technical device and explaining
how to install or operate it. (Mnemonic Dictionary) It is a booklet or book, usually
accompanying an appliance, device, computer game or vehicle, which contains
written guidelines informing how to use it (Collins).
The instructional manual is the product of the author’s efforts to guide the
students in using online social networking sites to enhance their language learning.
The purpose of this instructional manual is to discuss the influence of social
networks and to offer some general advice for taking steps in using online social
networking sites moderately.
This manual contains the definition of online social networks stating that it
allows individuals to make their own public or even private profile within this web-
based service. Most people referred to it as a virtual community which brings
people from all over the world to communicate. This said type of collaboration and
sharing is known as social media. This manual also includes tips in using social
networking sites to learn English effectively by giving five guidelines as well as
providing different accounts of people that may help the students to be exposed to
English grammar lesson using different social media accounts. Furthermore, this
manual contains the discussion of the influences of social networks along with the
problems they may encounter and how they are going to deal with it. (Appendix C)
56
CHAPTER V
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of the findings, so conclusions drawn
from the results of the study. findings and the corresponding recommendations
related to the findings of the study.
Summary
This study aimed to identify the online social networks that influence the
English learning of High School students at BatStateU ARASOF - Nasugbu and
how do these social networks affect them, their advantages and disadvantages as
well as the demographic profile of the respondents.
Specifically, this study aimed to answer the following questions:
1. What is the demographic profile of the respondents in terms of:
1.1 Age; and
1.2 sex?
2. What are the social networks that influence the English learning of Junior
High School students at BatStateU ARASOF - Nasugbu?
3. How do these social networks influence the English learning of Junior High
School students at BatStateU ARASOF – Nasugbu?
4. What are the advantages and disadvantages of these social networks to the
English learning of Junior High School students at BatStateU ARASOF –
Nasugbu?
5. Is there a significant difference between:
57
5.1 the assessment of the respondents on how social networks
influence their English performance when grouped according to profile
variables;
5.2 the assessment of the respondents on the advantages of social
networks to their English learning when grouped according to profile
variables; and
5.3 the assessment of the respondents on the disadvantages of
social networks to their English learning when grouped according to profile
variables?
6. Based on the analysis, what instructional manual may be proposed to
enhance the students in the use of social networking sites?
This study was conducted at Batangas State University ARASOF – Nasugbu
with the population of 250 students. This study used questionnaire for gathering
data and frequency/percentage, weighted mean, and t-test/ANOVA were utilized
in the analysis of data.
Findings
The salient findings of the study are as follows:
1. The demographic profile of the respondents in terms of:
1.1 age
The Junior High school students’ ages ranged from 14-17, with the majority
being 16 as 38% of the respondents, 14 as 25% of the respondents, 15 as 19% of
the respondents and 17 as 18% of the respondents, which is the least age that use
58
online social networking sites. It should be borne in mind that students aged 16
probably use online social networking sites more to integrate it to their study.
1.2 sex
It is quite clear that out of the total respondents investigated for this study,
overwhelming majority (65 percent) of them were females whereas about 35 per
cent were found to be males. Stating that females are more prone to using online
social networking sites more than males.
2. The social networks that influence the English learning of Junior High
School students at BatStateU ARASOF –Nasugbu
The findings show that YouTube, ranked first with the weighted mean of 4.39
verbally interpreted as Extremely Influential, Google ranked second with the
weighted mean of 4.33 verbally interpreted as Extremely Influential, Facebook
which ranked third has the weighted mean of 3.40 verbally interpreted as Very
Influential and last is Edmodo with the weighted mean of 2.43 and verbally
interpreted as Slightly Influential, second to the last that ranked ninth is Skype with
a weighted mean of 2.78 verbally interpreted Slightly Influential and third to last
that ranked eight was Yahoo with a weighted mean of 2.81 verbally interpreted
as Moderately Influential which means the students are not that so expose in the
said social network. The overall influence of the different social networks provided
has general weighted mean of 3.44 and verbally interpreted as Very Influential
which means that the students are greatly influenced by these different online
social networking sites.
59
3. The influences of social networks to the English learning of Junior High
School students at BatStateU ARASOF – Nasugbu
In relation to the influence of online social networking sites, the statement that
ranked first was the students are able to search for ideas and information that they
can use in doing their assignments and projects with the weighted mean of 3.64
which is verbally interpreted as Strongly Agree, the statement that ranked second
was the students were able to watch videos that help them enhance their English
proficiency when it comes to writing and speaking with a weighted mean of 3.53
which is verbally interpreted as Strongly Agree, the statement that ranked third
was the students were able to know technical words they can use in writing with
a weighted mean of 3.51 which is verbally interpreted as Strongly Agree. While the
lowest mean rating was the students are able to discuss class-related topics in
speaking English fluently through the use of video calls which has a weighted
mean of 3.28 which is verbally interpreted as Strongly Agree, the second to the
last that ranked the seventh was the students can create and share collections of
visual bookmarks that they can use to do things like plan trips and projects,
organize events or save articles with a weighted mean of 3.41 which is verbally
interpreted as Strongly Agree, furthermore, third to the last is the students were
provided with a safe and easy way for their class to connect and collaborate, share
content, and access homework, grades and school notices with a weighted mean
of 3.43 which is verbally interpreted as Strongly Agree.
60
4. The advantages and disadvantages of these social networks to the
English learning of Junior High School students at BatStateU ARASOF –
Nasugbu
The highest mean rating in the advantages of online social networking sites
was that social media can be mostly used in doing team projects in order for the
students to create as well as to maintain their connection with other people in
different industries that will also become an integral part in developing their career
or in the students’ case, their development as an individual with the weighted mean
of 3.51 which is interpreted as Strongly Agree, tied to the second highest mean
rating in the advantages of online social networking sites is that social networking
can possibly create or redefine an environment through communicating using the
English language. This can be done by building resumes and personal websites,
which some used as online portfolios. Most people are benefiting greatly from the
skills obtain through customizing the designs and layout of social networking
profiles with a weighted mean of 2.5 verbally interpreted as Strongly Agree. While
the lowest mean rating was being able to create and maintain connections to many
people in many industries is an integral part of developing a career or building a
business which has a weighted mean of 3.31 and interpreted as Strongly Agree,
second to the lowest was social media can increase student collaboration with a
weighted mean of 3.33 and was verbally interpreted as Strongly Agree, third to the
lowest was being getting feedback instantly from the users’ friends and family on
their creative outlets and even in their grammars which help students to develop
61
and to define their abilities in using English proficiently which can provide them the
confidence they needed or to help them decide what path of career they want to
pursue with a weighted mean of 3.44 which is verbally interpreted as Strongly
Agree.
Moreover, the highest mean rating in the disadvantages was that social media
can get students distracted and start using the social media for their personal
purposes and not for academic purposes with the weighted mean of 3.51 which
was verbally interpreted as Strongly Agree, second highest mean rating in the
disadvantages was many students rely on the easiness to access the information
online specifically the web to provide them answers. That means that there might
be possibility that students can get the wrong information about the certain topic
from an unreliable source with a weighted mean of 3.44 verbally interpreted as
Strongly Agree and third highest mean rating was students mostly use slang words
or shortened forms of words which are not found in English dictionary with a
weighted mean of 3.43 verbally interpreted as Strongly Agree. While the lowest
mean rating was students get low grades in school due to lack of the desired
information which affects their reading and writing skills which has a weighted
mean of 3.16 and verbally interpreted as Agree, second to the lowest mean rating
is careless attitude towards proper spelling and grammar can be the cause of the
speed in which information is publish due to the popularity of social media. This
decreases the ability of the students to write effectively without relying too much
on the computer’s spell check feature with a weighted mean of 3.32 which is
62
verbally interpreted as Strongly Agree and third from the lowest mean rating is
social networking sites can be a potential risk for teachers because some of the
applications used by the students may allow them to communicate and its content
can lead to discrediting or delivering offensive messages with a weighted mean of
3.35 verbally interpreted as Strongly Agree.
5. The significant difference between
5.1 the assessment of the respondents on how social networks
influence their English performance when grouped according to
profile variables
which was greater than the level of significance (p>0.05). It was interpreted as not
significant therefore the hypothesis is accepted.
significant therefore the hypothesis is accepted. As a result, there was no
significant difference in the assessment of the respondents on how social networks
influence their English performance when grouped according to profile variables.
63
5.2 the assessment of the respondents on the advantages of social
networks to their English learning when grouped according to
profile variables
significant therefore, the hypothesis is accepted.
significant therefore, the hypothesis is accepted. As a result, there was no
significant difference in the assessment of the respondents on the advantages of
social networks to their English learning when grouped according to profile
variables.
5.3 the assessment of the respondents on the disadvantages of
social networks to their English learning when grouped according
to profile variables
64
significant therefore, the hypothesis is accepted.
significant therefore, the hypothesis is accepted. Thus, there was no significant
difference in the assessment of the respondents on the disadvantages of social
networks to their English learning when grouped according to profile variables.
6. The proposed instructional manual based on the analysis to enhance the
students’ language learning through the use of social networking sites.
The developed instructional manual discusses the influence of social
networks and offers some general advice for taking steps to use the different online
social networking sites moderately or appropriately. This manual includes the
definition of online social networks and how students will use these sites in
improving their English learning, its detriment as well as the simple steps on how
they are going to deal with it.
65
Conclusions
Based on the findings of the study, the following conclusions are drawn.
1. Most of the Junior high school students aged 16 are more engaged in using
online social networking sites in learning English and majority of them are
females.
2. Most of the Junior high school students appear to be audio-visual learners.
3. Most of the Junior high school students rely on using online social
networking sites in searching for ideas and information that they can use in
doing their assignments and projects.
4. Most of the Junior high school students improve their collaboration with their
classmates and peers through the use of online social networking sites but
they can also get distracted when they use the social media for their
purposes without paying attention to the educational purpose.
5. The Junior high school students’ age and sex have no connection with how
online social networking sites influence them together with the advantages
and disadvantages of these online social networking sites.
Recommendations
From the findings and conclusion of the study, the following
recommendations are hereby endorsed:
1. The developed instructional manual may be used as a guide for the
students in using online social networks in English learning.
66
2. The teachers may well take into account this guide in improving their
instruction for an effective teaching and learning process.
3. Similar future studies on the online social networks exploring
appropriate strategy in the integration of different online social
networking sites in the development of the students’ learning in other
specific area.
67
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https://www.lcibs.co.uk/the-role-of-social-media-in-education/
El-Badawy, T. & Hashem, Y. (2015). The impact of social media on the academic
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ial_Me dia_on_the_Academic_Development_of_School_Students
Guha, P. (2017). Social learning theory in media. Retrieved from

https://classroom.synonym.com/social-learning-theory-in-media-
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Lee, M. J. W.&McLoughlin, C. (2010). Personalised and self-regulated learning
in theWeb 2.0 era: International exemplars of innovative pedagogy using
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1&type=pdf
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Liu, Y. (2010). Social media tools as a learning resource. Journal of Educational

Technology Development and Exchange, 3(1), 101-114. Retrieved from
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Sheldon, P. (2008). Student favorite: Facebook and motives for its use.
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fromhttps://www.eslbase.com.
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70
APPENDIX A
Letter to Conduct Survey
Republic of the Philippines

BATANGAS STATE UNIVERSITY
ARASOF – NASUGBU
College of Teacher Education
Nasugbu, Batangas
January 29, 2018
MS. LORENJANE E. BALAN

Principal, CTE Laboratory School
Nasugbu Campus
Madam,
Greetings of peace and good will!
The undersigned composed of Third Year Bachelor of Secondary Education

students are conducting a research entitled “Online Social Networks and Its
Influence on the Development of the English learning of Junior High School
students at BatStateU ARASOF - Nasugbu.
Relative to this, we would like to seek permission from your good office that we be
allowed to conduct a survey to know what sites are the most influential and how it
affects the English learning of the students. We will be administering our
questionnaires to the Junior High School students of the Laboratory School in this
university.
We hope this request would merit your consideration and approval.
Thank you.
Respectfully yours,
(SGD) JAIMIE ANDREA A. JONSON (SGD) NIKKA PASAHOL

Researchers Researchers
Noted by:
(SGD) Asst. Prof. ALELI A. DADAYAN (SGD) Asst. Prof. GLICERIA R. QUIZON
Thesis Adviser BSED Program Chair CTE
71
Approved by:
(SGD) Dr. ANANIA B. AQUINO

Associate Dean, CTE
72
APPENDIX B
Survey Questionnaire
Republic of the Philippines

BATANGAS STATE UNIVERSITY
ARASOF- NASUGBU
College of Teacher Education
Nasugbu,Batangas
Dear Respondent:
Greetings!
We are presently conducting a study entitled “Online Social Networks and Its Influence
on the Development of the English Learning of Junior High School students at BatStateU
ARASOF – Nasugbu”.
In connection with this, we would like to request you to be one of our respondents in our
study. We hope you can help by answering the instrument sincerely and truthfully. Be
assured that all information stated will be treated strictly with confidentiality. Thank you
very much for the time spent in answering this form.
The Researchers
________________________________________________________________________
______
Name: (optional) __________________________ Gender:

Male
Age: ______
Female
Which of these OSNS influence you? Please check the column appropriately.
Social Extremely Very Moderately Slightly Not at all

Networks Influential Influential Influential Influential Influential
Facebook
Google
73
Gmail
Youtube
Instagram
Twitter
Pinterest
Yahoo
Edmodo
Skype
How do these OSNS influence your English learning?
Influences of Social Strongly Strongly

Agree Disagree
Networking Sites Agree Disagree
 I am provided with a
safe and easy way for
my class to connect
and collaborate, share
content, and access
homework, grades and
school notices.
 I am able to search for
ideas and information
that I can use in doing
my assignments and
projects.
 I can create and share
collections of visual
bookmarks that I can
use to do things like
plan trips and projects,
organize events or
save articles.
74
 I am able to know
technical words that I
can use in writing.
 It gives me access to e-
books, research and
blogs that provide me
information and ideas
for future use.
 I am able to watch
videos that help me
enhance my English
proficiency when it
comes to writing and
speaking.
 I am able to have an
access to different
activities and fun
learning games that
can enhance my
English vocabulary
and writing skills.
 I am able to discuss
class-related topics in
speaking English
fluently through the
use of video calls.
What do you think are the Advantages of Online Social Networking Sites?
Advantages of Social Strongly Strongly

Agree Disagree
 Social Media can

increase student
collaboration.
 Social Media can be
useful for team projects
in order to be able to
create and maintain
connections to many
people in many
industries that will
75
become an integral part
of developing a career
or building business.
 Social networking can
create a better English
communicative
environment for
students.
 Being able to create
and maintain
connections to many
people in many
industries is an integral
part of developing a
career or building a
business.
 Building resumes and
personal websites,
which are increasingly
used as online
portfolios, benefit
greatly from the skills
obtained by
customizing the layout
and designs of social
networking profiles.
 Being able to get
instant feedback from
friends and family on
their creative outlets
and even grammars
help students refine
and develop their
artistic abilities and
English proficiency
can provide much
needed confidence or
help them decide what
career path they may
want to pursue.
76
What do you think are the Disadvantages of Online Social Networking Sites?
Disadvantages of Social Strongly Strongly

Agree Disagree
 Students can get

distracted and start
using the social media
for their purposes and
not pay attention to the
educational content.
 Lack of control for
inappropriate content.
 Relying too much on
social media for
communication can
hinder student’s ability
to interact in person.
 Social networking sites
can be a potential risk
for teachers as some
applications allow
users to communicate
and the content can
lead to discrediting or
offensive messages.
 Students mostly use
slang words or
shortened forms of
words which are not
found in English
dictionary.
 Many students rely on
the accessibility of
information on social
media specifically and
the web in general to
provide answers. That
means a reduced focus
on learning and
retaining information
and a possibility of
getting false
77
information from
unreliable sources.
 Student who attempt to
multi-task, checking
social media sites while
studying, shows
reduced academic
performance which will
also affect their
interactivity in the
classroom as well as
their communication
skills in class.
 The popularity of
social media, and the
speed at which
information is
published, has created a
careless attitude
towards proper spelling
and grammar. This
reduces a student’s
ability to effectively
write without relying
on a computer’s spell
check feature.
 Students get low grades
in school due to lack of
the desired information
which affects their
reading and writing
skills.
78
APPENDIX C
79
80
81
82
83
84
CURRICULUM VITAE
JAIMIE ANDREA A. JONSON
LIAN, BATANGAS
msjaimieandreajonson@gmail.com
09268502099
Personal Data
Birthdate : November 8, 1998
Gender : Female
Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Education
Tertiary Batangas State UniversityARASOF-

Nasugbu
Barangay Bucana, Nasugbu, Batangas
2018 – Present
Course Bachelor of Secondary Education
Major English
Title of Thesis Online Social Networks and Its Influence

on The Development of The English
Learning of Junior High School Students
at BatStateU ARASOF-Nasugbu
85
Secondary Saint Claire Academy
Lian, Batangas
2013-2014
Elementary Saint Claire Academy
Lian, Batangas
2009-2010
Seminars Attended
August 01, 2015 Induction Ceremony and Teambuilding

Seminar Workshop: “Building
Foundation towards Effective Leadership
and Camaraderie.”
Batangas State University ARASOF -
Nasugbu
Joson Gymnasium
September 12, 2015 WBPC-YCSC Community Service

Seminar“Youth Involvement Towards
Conservation,Protection and
Preservation of Environment:
A Response to the Call”.
Batangas State University ARASOF -
Nasugbu
Joson Gymnasium
October 03, 2015 Seminar on “Equal Access and

Participationwithin Education: The Road
Towards GenderSensitivity.”
Batangas State University ARASOF-
Nasugbu
Joson Gymnasium
86
February 27, 2016 BatStateU-
IntegratedScholarsOrganizationSeminar
“Building Future ProfessionalsThrough
Enhancement of Effective
OralCommunication Skills.”
Nasugbu
Joson Gymnasium
November 26, 2016 “The teacher as Action Researcher”

Batangas State University ARASOF –
Nasugbu
Joson Gymnasium
November 27, 2016 BatStateU-Integrated Scholars

Organization Seminar: “Time
Management: How to Prioritize and Make
Effective Scheduling” Batangas State
University ARASOF-Nasugbu
Joson Gymnasium
November 18, 2017 Seminar on “K to 12 Participatory

Activies:Nurturing the Minds of 21st
Century Teachers.”Batangas State
Joson Gymnasium
December 12, 2018 Seminar on “UNITE 2018: Pre-Service

Teachers as Shapers of the 21st Century
Learners.” Batangas State University
ARASOF-Nasugbu, Batangas
CTE Building
87
CURRICULUM VITAE
NIKKA PASAHOL
LIAN, BATANGAS
missnikka04@gmail.com
09553920751
Personal Data
Birthdate : December 4, 1997
Gender : Female
Status : Single
Citizenship : Filipino
Religion : Baptist Born Again
Education
Tertiary Batangas State University- ARASOF,

Nasugbu
Barangay Bucana, Nasugbu, Batangas
2018 – Present
Course Bachelor of Secondary Education
Major English
Title of Thesis Online Social Networks and Its Influence

on The Development of The English
Learning of Junior High School Students
at BatStateU ARASOF-Nasugbu
88
Secondary Las Piñas National Highschool (Main)
Las Piñas City
2013-2014
Elementary San Diego Elementary School
Lian, Batangas
2009-2010
Seminars Attended
September 12, 2015 WBPC-YCSC Community Service

Seminar“Youth Involvement Towards
Conservation,Protection and
Preservation of Environment:
A Response to the Call”.
Batangas State University
ARASOFNasugbu
Joson Gymnasium
October 03, 2015 Seminar on “Equal Access and

Participationwithin Education: The Road
Towards GenderSensitivity.”
Nasugbu
Joson Gymnasium
February 27, 2016 BatStateU-

IntegratedScholarsOrganizationSeminar
“Building Future ProfessionalsThrough
Enhancement of Effective
OralCommunication Skills.”
Nasugbu
Joson Gymnasium
89
November 18, 2017 Seminar on “K to 12 Participatory
Activies:Nurturing the Minds of 21st
Century Teachers.”Batangas State
Joson Gymnasium
November 19, 2017 BatStateU-Integrated

ScholarsOrganization
Seminar on “Financial Literacy”
Batangas State University ARASOF
Nasugbu, Batangas
Joson Gymnasium
December 12, 2018 Seminar on “UNITE 2018: Pre-Service

Teachers as Shapers of the 21st Century
Learners.” Batangas State University
ARASOF-Nasugbu, Batangas
CTE Building
90

Osns Thesis

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CHAPTER I

social networking to students and also, to make an instructional manual based on

the disadvantages that online social networking has.

Online social networking sites offer plenty of opportunities when it comes to

technology in their classrooms, they remake the traditional way of learning.

field with a great deal to offer.

associations. Today’s students are getting to Facebook, Twitter, Tumblr,

Snapchat, Instagram and so onto associate with everyone around them. An

pictures, connections to different locales or even simply remarking on somebody's

purposes alone. Students utilize web-based life consistently to collaborate with

Social Networking sites in education gives the student an opportunity to have an

access to useful information through connecting through learning groups.

Online social network furnishes students and institutions with different

communication. Students can profit by online instructional exercises and assets

that are shared through social networks (Dlamini, 2017).

Through online social networks students gain valuable knowledge as well

as experiences on various points or issues for study purposes. It is additionally a

instructive foundation, it is imperative to be dynamic in numerous social stages

student’s issues through the group interaction.

made formally by the organization. Nowadays, hashtags have been in trend,

Furthermore, the researchers strived to identify the influence of the

specified online social networking sites to the development of English learning of

Junior high school students at Batangas State University ARASOF-Nasugbu.

Statement of the problem

English learning of High School students at BatStateU ARASOF - Nasugbu and

well as the demographic profile of the respondents.

Specifically, this study aimed to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 age; and

of Junior High School students at BatStateU ARASOF -

3. How do these social networks influence the English learning of

Junior High School students in BatStateU ARASOF – Nasugbu?

4. What are the advantages and disadvantages of these social

networks to the English learning of Junior High School students

at BatStateU ARASOF – Nasugbu?

5. Is there a significant difference between:

5.1 the assessment of the respondents on how social

networks influence their English performance when grouped

according to profile variables;

5.2 the assessment of the respondents on the advantages of

social networks to their English learning when grouped according to

profile variables; and

of social networks to their English learning when grouped according

6. Based on the analysis, what instructional manual may be

proposed to enhance the students’ language learning through the

use of social networking sites?

Scope, delimitation, and limitation of this study

English learning of Junior High School at Batangas State University (BatStateU)

disadvantages. Descriptive method is used in this study. Furthermore, the study is

confined to getting the responses of the student-respondents.

school students and faculty members of the Laboratory School.

School students at BatStateU ARASOF - Nasugbu, Batangas.

Significance of the study

The researchers intended to develop the English language learning in the

Networking sites properly.

The study would be beneficial to the following:

BatStateU ARASOF-Nasugbu. The result of the study will serve as guide

to improve the classroom language learning.