THE INFLUENCE OF MASS MEDIA ON THE ACADEMIC PERFORMANCE OF GRADE 9 – RUBY

The Theories which support the idea of the Influence of Mass media on the academic
performance of the specific candidates of this research study, Connectivism and Social
constructivism. Social Constructivism and Connectivism will discuss the theories of social
media or any kind of technology-based communication and learning, and the detailed
justifications for the theories' selection will aid in our research inquiry. Both the Social
Constructivism and the Connectivism theories look into how social media use among
students affects their behavior and academic achievement. There is little doubt that the new
educational learning system that supports students has altered them, and these theories will
offer potential answers. The studies that investigate or have a factor relevant to the primary
research study are the primary focus of this theory. The theories are proponents of the
primary research, the theories will establish an anchor of the subject thesis. The idea of an
anchor of the subject thesis is desperately needed since it will provide background, a strong
rebuttal, and establish fewer questions asked by the audience. Theories by far, furnish a
strong guide and give meaning, this also gives information for a sound base explanation
since it provides scientific explanations. Theories also contribute by providing validated
research and giving the direction of information. The specific main points of this research are
the information on Social Constructivism and Connectivism that connects with the primary
research with provided definitions of the 2 theories.
Connectivism introduces the behavioral concept and learning of a student’s academic
performance. The theory further explains that behaviorism, cognitivism, and constructivism
are the three broad learning theories most often utilized in the creation of instructional
environments these theories, however, were developed in a time when learning was not
impacted through technology (George Siemens, 2004). Connectivism tackles how the
presence of a physical guide can influence a person’s behavior and contribution to responses
and learning, same as how mass media can affect a person’s learning when surrounded by
mass media tools, which are social media, digital media, magazines, the internet and etc.
Personal knowledge consists of a system of networks, which supplies an organization, which
in turn gives back to the system, the individual continues the cycle of knowledge growth by
his or her access back into the system (B. Duke et al,. 2013). As learners, the idea of
attempting to learn new things are always intriguing, learners simply do not learn, they
select knowledge they wish to learn and know the definition. Connectivism explains how
individuals use their internal processes to activate learning through a series of nodes
originating from the instructor (D.C. Kropf, 2013). Social Constructivism, This theory assumes
that understanding, significance, and meaning are developed in coordination with other
human beings (R.J Amineh & H.D Asl, P. 13). According to social constructivism, effective
instruction and learning depend greatly on interpersonal contact and conversation, with the
main objective being the students' understanding of the discussion. Social constructivism is
based on the social interactions a student in the classroom along with a personal critical
thinking process (K.C. Powell & C.J. Kalina, p. 243). The underlying presuppositions of social
constructivism also relate to reality, knowledge, and education. The zone of proximal
development (ZPD), a key concept in Vygotsky's theory of social constructionism, highlights
the importance of the teacher in a student's learning. Social constructivism itself, address
the importance of learning when it is engaged you are able to interpret and comprehend,
this allows you to gain knowledge more. Like Social Constructivism, mass media influences
can also have drawbacks with the lack of face-to-face contact, it lessens the student’s
inability to apprehend the surroundings.
Connectivism is the integration of principles explored by chaos, network, and complexity and
self-organization theories (George Siemens, 2004). It discusses how Connectivism can assist
us in carrying out our tasks using platforms like social media. It focuses on the role that
internet tools like web browsers, search engines, wikis, online forums, and social networks
played in creating new learning opportunities. Students have the opportunity to choose how
they want to study thanks to Connectivism. Connectivism encourages group conversation
and collaboration, allowing for various points of view and perspectives to help in problem-
solving, decision-making, and understanding information. Social constructivism is a theory of
knowledge in sociology and communication theory that examines the knowledge and
understandings of the world that are developed jointly by individuals (R.J Amineh & H.D Asl,
P. 13). The idea that rather than merely absorbing information, students actively build
knowledge. People construct their own representations of the world and introduce new
information into their prior knowledge as they experience it and reflect on it. It discusses the
value of in-person instruction and how our personal environments and experiences affect
how much knowledge we acquire. Both Connectivism and Social constructivism address the
influences of the new digital age.
In conclusion, Social Constructivism and Connectivism partake in the Influence of Mass
media on the academic performance of the specific candidates of this research study. The
introduction of new teaching techniques for pupils has ushered in a new technological age in
the world. The complex networks that we utilize for our advantage, including social media
platforms, online news sources, and numerous other technologies. It's still crucial to
remember that learning through hands-on activities and one-on-one interactions is still far
more trustworthy and insightful than learning from media. Knowledge is gained. Intelligence
is experienced. Information is understood. With this, a student had its learning experience
from this. Basically, every conversation, program, course, or other experience that
encourages learning qualifies as a learning experience. Whether the influences may be an
advantage or disadvantage, the effects of mass media linked with the theories provided it is
prescribed that the both alternative are balanced as both are beneficial and have drawbacks.
References:
George Siemens. (2004). Connectivism: A Learning Theory for the Digital Age. Pressbooks.
https://pressbooks.pub/lidtfoundations/chapter/connectivism-a-learning-theory-for-the-
digital-age/

Betsy Duke, Ginger Harper, and Mark Johnston. (2013). Connectivism as a Digital Age
Learning Theory. Hetl.
https://www.hetl.org/wp-content/uploads/2013/09/
HETLReview2013SpecialIssue.pdf#page=10

Dorothy C. Kropf. (2013). Connectivism: 21st Century’s New Learning Theory. Eric. V16 n2
p13-24. https://files.eric.ed.gov/fulltext/EJ1017519.pdf
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