Bash

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CHAPTER 1
The Problem
Generally computers have a real and big role in the
technological development in daily task. Another thing that
really redefines the communication between computers is the
internet or interconnection of computers, cell phones,
tablets and other mobile devices that has a big role in
connectivity.
Nowadays computer cannot be computers if there is no
internet connection or access. Computer is composed of
millions of web pages, web servers, websites and many more to
provide a wider range of sharing information across the globe
and it is by means of communication. It makes daily task
easier and accessible.
The prevalence of new media within the home and school
impacts the way a pupil learns and interacts with teachers,
parents and peers. In this technological age, pupils, pupils
and even professionals rely on the Internet for entertainment
and educational resources. But, despite their prowess in
using new media, they may lack imagination and basic skills
such how to use a dictionary or thesaurus and even composing
sentences and paragraphs with correct grammar.

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In the initiation of globalization, the Philippines make
every effort to move along with rapid technological changes.
To be extra literate, the children must have a good
understanding of the basic principles of technology and
instill positive values related to systematic awareness and
skills.
In the improvement of technology, the Filipinos are
stirring forward towards a vastly competitive and aggressive
world and with this study it would contribute to the directive
of the constitution. Article XVI, Section 10 of the 1987
Philippine Constitution states that:
Science and technology is essential for

national development and progress. The state
shall give priority to research and development,
invention, innovation and their utilization: and
to science and technology education, training
and services. It shall support indigenous,
appropriate and self-reliant scientific and
technological capabilities, and their
application to the country’s productive system
and national life.
The said constitution provides that research should be
promoted in the force of rapidly increasing modern
technology. There is no doubt that being literate and well
informed of the new trends in technology will result and
facilitate new and very valuable learning to the pupils that
may help them in their existence.

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Today one of the fastest growing and websites that
defines the usage of the World Wide Web especially the young
generation is the social media. Facebook is one of the famous
and hot trend online social networking sites. It is not only
a simple site that can be used in communication but also it
is a fun site. In this site the user can chat, video calls,
play games, upload and share pictures and videos and can also
be usedin advertisement.
Not only Facebook is the trendiest social networking
sites but also Twitter, Instagram, Multiply, Tumbler,
MySpace, and a lot more. Social media is best understood as
a group of new kinds of online media, which share most or all
of the following characteristics.
Participation. Social media encourages contributions and
feedback from everyone who is interested. It blurs the line
between media and audience.
Openness. Most social media services are open to
feedback and participation. They encourage voting, comments
and the sharing of information. There are rarely any barriers
to accessing and making use of content. Password protected
content is frowned on.
Conversation. Traditional media is about “broadcast”
social media is better seen as a two-way conversation.Social

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media allows communities to form quickly and communicate
effectively. Communities share common interests, such as a
love of photography, a political issue or a favorite TV show.
Connectedness. Most kind of social media thrive on their
connectedness, making use of links to other sites, resources
and people.
Online social media has become ubiquitous and important
for social networking and content sharing. And yet, the
content that is generated from these websites remains largely
untapped.
With these “positive” comments on social media there are
still criticisms and negative comments. Much of the
criticisms of social media are about its exclusiveness as
most sites do not allow the transfer of information from one
to another, disparity of information available, issues with
trustworthiness and reliability of information presented,
concentration, ownership of media content, and the meaning of
interactions created by social media. However, it is also
argued that social media has positive and negative effects
such as allowing the democratization of the internet and form
friendships while also allowing individuals to advertise
themselves and be unlocked to all the negative and censored

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illustrations, words and videos present in the networking
sites.
The problem with the very popular texting, Twittering,
MSNing, and Facebooking culture is the lack of cultivation of
serious, formal writing skills. It’s becoming more and more
difficult to argue that the social media generation(s) is not
less skilled than the non-computer junkie generation(s).Many
members of the younger generation often do have a more varied
skill set that involves technological and social networking
skills, but their writing skills are not equal to those who
were educated without the influence of computer technology.
English language reading and writing skills are arguably more
important than technology skills, because if you cannot
express yourself effectively, your message will be lost. As
well, if you cannot carefully construct your message with
precise language, you will not be taken seriously by your
reader.
The social tech junkies spend more time writing quick,
abbreviated messages than they do constructing meaningful,
organized longer writing pieces. Outside of school, it is
rare to see young people handwriting a letter or keeping a
daily journal. These activities were popular prior to the

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explosion of technology and that teachers are seeing these
poor writing habits in the classroom, and the pupils don’t
realize that there is anything wrong with including these
abbreviations in their formal writing.
With this new technology it is more important that pupils
in this generation should be up to date and well informed.
The Section 2 of Republic Act No. 9155 is mandating and
declaring that Filipino children should be given quality
basic Education.
Republic Act No. 9155 Section 2 states that:
It is hereby declared the policy of the

State to protect and promote the right of all
citizens to quality basic education and to make
such education accessible to all by providing
all Filipino children a free and compulsory
education in the elementary level and free
education in the high school level. Such
education shall also include alternative
learning systems for out-of-school youth and
adult learners. It shall be the goal of basic
education to provide them with the skills,
knowledge and values they need to become caring,
self-reliant, productive and patriotic citizens.
The school shall be the heart of the formal

education system. It is where children learn.
Schools shall have a single aim of providing the
best possible basic education for all learners.
Governance of basic education shall begin

at the national level it is at the regions,
divisions, schools and learning centers herein
referred to as the field offices - where the
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policy and principle for the governance of basic

education shall be translated into programs,
projects and services developed, adapted and
offered to fit local needs.
The State shall encourage local

initiatives for improving the quality of basic
education. The State shall ensure that the
values, needs and aspirations of a school
community are reflected in the program of
education for the children, out-of-school youth
and adult learners. Schools and learning
centers shall be empowered to make decisions on
what is best for the learners they serve.
Following Medium Term Philippine Development Plan
(MTPDP) provision that “educational quality improvement shall
originate from the school and redound to its ownbenefit and
that of the community.”DepEd implemented policies recognizing
that educational services are best managed and delivered at
the school level with community and local support. In 1999,
DepEd through Order no. 230 started the implementation of
School-based Management to support the realization of the
country’s educational goal and objectives.
The DepEd Visions that dream of Filipinos who
passionately love their country and whose values and
competencies enable them to realize their full potential and
contribute meaningfully to building the nation. As a learner-
centered public institution, the Department of Education
continuously improves itself to better serve its

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stakeholders. And its mission to protect and promote the right
of every Filipino to quality, equitable, culture-based, and
complete basic education where: Pupils learn in a child-
friendly, gender-sensitive, safe, and motivating environment,
Teachers facilitate learning and constantly nurture every
learner, Administrators and staff, as stewards of the
institution, ensure an enabling and supportive environment
for effective learning to happen and Family, community, and
other stakeholders are actively engaged and share
responsibility for developing life-long learners.
The GOP’s priorities and strategies in elementary and
secondary education embodied in a package of policy reforms,
which is referred to as the Basic Education Sector Reform
Agenda (BESRA). The policy reforms under BESRA are aimed at
creating a basic education that is capable of attaining the
country’s EFA objectives by 2015.
The EFA 2015 Plan emphasizes the need to provide basic
education for all and add a dimension to what has been thus
far almost exclusively school-based education. It points to
an urgent, vital and essential need to respond to the learning
needs of youth an also of adults who were either have never
been to school, have dropped out, reverted to illiteracy, or

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need basic or advanced skills to find jobs.” It suggests a
“viable alternative learning system” to formal schooling that
together with the schools can ensure that “minimum learning”
achievement will be a reality for all Filipinos.” Thus, the
EFA 2015 Plan emphasizes that educational opportunities are
channels of learning which can become effective conduits of
values orientation, consciousness and information useful and
relevant to a wide range of social goals.
The Grade VI pupils of Buhi Central School who are the
research subjects of this study offer insights into what are
the effects of social networking sites to them especially in
being English Proficient.
This research will also discuss the advantages and
disadvantages of using social media and internet and explain
some website that are more often to visit and factors why the
particular site is most visited. Does it help or make an
influential effect to pupils?
The researcher decided to conduct the study in order to
make a comparative effect of social media to the pupils and
understand the principles beyond the usage of the social media
and internet to benefit the pupils, to help them to understand
the matter and give possible discussion about the issues
involving the powerful Internet.

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It is also important to examine children, like the
elementary pupils, and new media use for many reasons.
Exploring new media’s impact upon parent-child and peer-peer
relationships is imperative. Elementary pupils quickly
acquire skills and soak them up like sponges. How elementary
pupils handle all this new media knowledge and how it
influences their relationships and connectedness to the real
and offline worlds are crucial and serve as good indicators
for impending trends and patterns in new media use.
What makes this age group worthy of study is the fact
that today’s children were born into and have grown up in the
age of the internet and are surrounded by the latest
technologies. Elementary pupils are important to study
because it is a specific group of children that not only have
extensive knowledge of new media, but have practically
unlimited access to it. Today’s children have new media
readily available at their fingertips. Being fluent and
comfortable with the use of those technologies is not a
choice, but rather a requirement to survive in this
technological advanced world.
DepEd Buhi continues to make its name known to everyone
not only in the Division of Camarines Sur but elsewhere by
hosting several activities and competitions like the very

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recent 2015 Rinconada Area wide Advancement Camp for Boys
Scouts, 2015 Sectoral Radio Broadcasting and Scriptwriting
Contest and Division MTAP Contest. The District has been
active also in sports as well by winning 3rd place over-all
in Palarong Rinconada in the events of Tennis, Chess, soccer
and football. During the Palarong Bicol last March 15, 2015
the Buhi District was the Champion in Table Tennis (Girls)
and 1, 400 Meter Run. More and more contests and competitions
are being won by the Buhi District including the Over-all
Champion in Kawan Festival, 1st place in the Division Filipino
Paligsahan, 1st place in the Division for the Medicine Kit
Making and 1st Place in the Congressional Filipino Copy
Reading.
The town of Buhi is not left behind in the vast
advancement of internet technology. Many Internet service
providers have entered the town. With these people get to
connect to the internet world either by their personal
computer at home, cellphones or internet shops. More and more
people visiting social networking sites, in fact most of the
social networking sites user are teens like high school and
elementary. The need to conduct a study to know the effect of
social networking sites on English proficiency triggers the

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researcher since most of the sites uses English in conversing
online using diverse social sites.
The study of Jabr (2011) found that SNSs are making a
tremendous effect nearly in every aspect of life. In fact, it
had shifted as a tool for extending academic learning and
communication. SNSs are web-based application that allows
individuals to create profile and share information with
friends within the system. This “SNSs phenomenon” had
permeated on the pupils and became the latest online avenue
for social interactions, as well as academic interaction.
Statement of the Problem:
This study intends to determine the effects of Social
Networking Sites in the English Proficiency of Grade VI Pupils
of Buhi Central School.
The following questions guided the researcher in attaining
the objectives of this study:
1. What are the proficiency levels in English Language
of the respondents before and after their exposure to the
different social networking sites:
2.1 Verbal communication,
2.2 Written communication, and
2.3 Comprehension
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2. How significant do the English Proficiency vary among
the Post-test of four groups?
3. How significant is the improvement brought about by
the Social Networking Sites to their English Proficiency?
4. How significant is the difference between the post-
test scores of the pupils’ English proficiency who were
exposed to the Social Networking Sites and those who were not
given the same opportunity?
5. What pointers can be generated from the findings of
the study?
Assumptions of the study
The basic assumptions that served as foundation of this
research are as follows:
1. The pupil’s English proficiency can be gauged from
their pre-test and post-test scores.
2. Pointers can be generated from the findings of the
study.
Hypotheses of the Study
The study was conducted while observing the hypotheses under
consideration:
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1. There is a significant improvement in the use of
SNS of the Grade VI pupil’s English Proficiency.
2. There is a significant difference between the post-
test scores of the pupil’s English Proficiency.
3. The post test scores of the pupils’ English
proficiency differ significantly when expose to the social
networking sites.
Significance of the Study
Social networking sites are deemed to be one of the
factors why pupils get interrupted on their studies. As a
matter of fact, Social Networking Sites has a dual face that
can bring to the pupils. It has advantages and disadvantages
to the English proficiency of the pupils since most of the
sites are in English language.
The importance of this research is to give a wider
explanations about the effect of Social Networking Sites to
the Grade VI pupils of Buhi Central School and explain the
possible implication of Social Networking Sites to the
technological development and English Subject and provide a
medium of information to the legal action and protection given
by law and usage of Social Networking Sites.

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The findings of this research would be great value and be
beneficial to the pupils, teachers, school head, DepEd
officials, Department of Education, Curriculum makers,
Government, parents, community, other stake holders the
researcher herself and to the future researchers.
Pupils. As the direct beneficiaries of the present
study, this research will help the pupils to realize and be
informed of the effects and advantages and disadvantages of
online social media in focusing on their studies. This gives
additional information for them to realize the concept
between importance and wasting time and money in terms of
social media. Hopefully this study would encourage and
enlighten their minds in using the Networking Sites in the
right and important way.
Teachers. As the front liners in the educative process,
this research will help the teachers to be more aware of the
new trends and technology. Hence, this may encourage them to
be more open minded of the new things around, where they can
get new ideas and information.This research may also be the
guide to them to be more resourceful and creative in
presenting the different lessons to the pupils.

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School Heads, DepEd Officials, Department of Education
and Curriculum Makers. The findings of this study will serve
as a guide in formulating, instituting and implementing
programs with the use of ICT. This may also give bases for
future adjustments, modification and improvement of the
curriculum and or classroom instructions with regards to
technology or use of ICT.
Government. This research may help and guide the
government in identifying the kinds of media influenced the
youth towards the wrong path and the types of websites
addicted by the pupils that somehow influenced the behavior
that may result in creating a crime.
Parents, Community and Other Stakeholders. The problems
encountered today by some parents are failing grades and poor
performance in class due to some obsession of their children
in Social Networking Sites. With this research, parents will
be more informed and knowledgeable on what type of leisure or
kind of Social Networking Sites and programs their children
are into. Results of this study may awaken them properly to
guide and monitor their children.

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The community and other stakeholders have big roles in
the learning process of every pupil. Thus, this research may
give way to them in understanding the new trends and
technologies and how the pupils of this generation learn and
acquire new knowledge. May this research help them realize
the importance of their assistance and support to the
different activities given by the school to their children.
DepEd. ----------------------------------
Future Researchers. May this research serve as a guide
and provide data for future researchers in a similar field.
Researcher Herself. The researcher will be most
benefited of this research for she can determine the problem
and find ways on how to approach a pupil having difficulty in
English language. The result of this research can also be the
bases for suggestions and recommendations for teachers in
delivering their lessons to the pupils to make the lessons
more dynamic and updated on the pupils’ interest.
Scope and Delimitation

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The scope and delimitation of this study was confined to
determine the effects of social networking sites on the
English Proficiency of grade VI pupils of Buhi Central School.
The study aims to determine the proficiency levels in
English Language of the respondents after the exposure to the
different social networking sites with their results in
Verbal communication, written communication and
Comprehension.
However, all the four groups were given the post test
and the study does not cover any third party arguments and
international probation given by other countries, other
documents, articles will not further discussed here. It will
not also include the effects of such websites to the emotional
aspect of the pupils.
Locale of the study
The school where the researcher will gather and conduct
its research is Buhi Central School. This school belongs to
the Fifth Congressional District of Camarines Sur. It is
located at San Pedro, Buhi, Camarines Sur. Recently the Buhi
District was divided into two Sectors. The first which is the
Sector 1 is headed by Public Schools District Supervisor Mrs.
Trinidad Mendoza and the second Sector is headed by Public

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Schools District Supervisor Mrs. Teresita S. Haber. The Buhi
District has one (1) School Principal II, seventeen (17)
Principal I, one (1) Head Teacher II, four (4) Head Teacher-
1 and thirteen (13) OIC – TIC. The Buhi District is composed
of thirty-six (36) schools. Before it was divided into two
sectors it was grouped into five sectors namely: Central,
Road, Crossroad, Mountain and Lake Sectors.
Central sector is composed of two central schools,
explicitly, the original central which is the locale of the
study, the Buhi Central School and the Buhi North Central
School. The Road Sector is identified by the schools located
along the provincial road from Buhi proper to Iriga City. The
Mountain Sector is located in the mountainous area of Buhi.
Between the Road and Mountain Sectors is the Cross Road
Sector. This Sector is situated in the middle of the Road and
Mountain Sectors. The schools situated along the surroundings
of the lake belong to the Lake Sector. The 36 schools in Buhi
district are all recipient of the E-classroom Program.
Buhi Central School is established in the year 1915. It
is the oldest school in Buhi and this year it celebrated its
Centennial. The school has 3.9728 hectares land area.
At present, Buhi Central School teaches pupils in Kinder
and Grades I to VI and it also has a center for Special

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Education Program both for elementary and high school. Forty-
five (45) instructional rooms and two (2) non- instructional
rooms are being used at present and two (2) more buildings
are being constructed at the moment. With one thousand nine
hundred thirty-six(1,936) pupils enrolled makes the Central
school a big school. Class size is around forty to forty-five
(40-45) pupils. The total enrolment of Grade VI in Buhi
Central School as of June 2015 is three hundred fifty-three
(353). Female pupils are one hundred sixty-eight (168) while
male pupils are one hundred eighty-five (185).The one hundred
forty (140) Grade VI pupils were the only respondents of this
study.
The school is headed by the new Principal II Palmetto P.
Valencia with 60 teaching staff and 2 non- teaching staff.
DepEd Buhi continues to make its name known to everyone
not only in the Division of Camarines Sur but elsewhere by
hosting several activities and competitions like the very
recent 2015 Rinconada Area wide Advancement Camp for Boys
Scouts, 2015 Sectoral Radio Broadcasting and Scriptwriting
Contest and Division MTAP Contest. The District has been
active also in sports as well by winning 3rd place over-all
in Palarong Rinconada in the events of Tennis, Chess, soccer
and football. During the Palarong Bicol last March 15, 2015
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the Buhi District was the Champion in Table Tennis (Girls)
and 1, 400 Meter Run. More and more contests and competitions
are being won by the Buhi District including the Over-all
Champion in Kawan Festival, 1st place in the Division Filipino
Paligsahan, 1st place in the Division for the Medicine Kit
Making and 1st Place in the Congressional Filipino Copy
Reading.
In terms of staff development and welfare, several
trainings, conferences and seminars were conducted and
attended by the school heads and teachers.
Figure 1 shows the location map of Buhi highlighting
the Buhi Central School.

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Source: https://www.google.com.ph/images
Figure 1
Map of Buhi Highlighting the Buhi Central School
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Definition of Terms
For better understanding of the study, significant terms were
technically and operationally defined as stated herein:
Social Networking Sites as used in this study, it refers
to the sites in the internet the pupils use to visit and use,
it can be for academic or non-academic purposes. It is also
a venue for people to share their activities with family,
friends and colleagues or to share their interest in a
particular topic. Facebook, Google+, Instagram, Youtube,
LinkedIn and Twitter are examples of the leading social sites.
English proficiency refers to the level of ability and
performance of the pupils in English language.
Pupils refer to the Grade VI pupils, users or nonusers
of social networking sites.
Control Group in this study, it is the group of
respondents who did not use social networking sites.
Experimental Group in this study, it is the group of
respondents who used and were exposed to social networking
sites.
Tech junkies refer to the person who is always thinking
or talking about the current and new technology.

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Social Media in this study, it refers to the different
online networking sites or pages in the internet.
Profile in this study it refers to the pictures and
information of users in a particular networking sites.
Pre-test is a teacher made test which was used as an
evaluation tool given before conducting the experiment.
Post-test is the same teacher-made test administered
immediately after conducting the experiment to the pupils
both the control and experimental group to evaluate the
English Proficiency of grade VI pupils of BCS.

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CHAPTER 2
Review of Related Literature and Studies
This chapter presents a review of the literature and
studies relevant to this study. This literature survey
provides the present work, the needed perceptions and
meaningful background on the nature of the problem which then
serve as guides in the conduct of this study.
Social Networking Sites
According to Wikipedia, Social networking is one of the
most active web-based activities in the Philippines, with
Filipinos being declared as the most active users on a number
of web-based social network sites such as Friendster,
Facebook, and Twitter. The use of social networking website
has become so extensive in the Philippines that the country
has been tagged as "The Social Networking Capital of the
World," and has also become part of Filipino cyber culture.
Social networking is also used in the Philippines as a form
of election campaign material, as well as tools to aid
criminal investigation.
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A study released by Universal McCann (2009) entitled
"Power To The People - Wave3" declared the Philippines as
"the social networking capital of the world," with 83 percent
of Filipinos surveyed are members of a social network. They
are also regarded as the top photo uploaders and web video
viewers, while they are second when it comes to the number of
blog readers and video uploaders.
With over 7.9 million Filipinos using the Internet, 6.9
million of them visit a social networking site at least once
a month. At times, Friendster has been the most visited
website in the Philippines, as well as in Indonesia, according
to web tracking site Alexa. David Jones, vice president for
global marketing of Friendster, said that "the biggest
percentage of (their site's) users is from the Philippines,
clocking in with 39 percent of the site's traffic." He further
added that in March 2008 alone, Friendster recorded 39 million
unique visitors, with 13.2 million of who were from the
Philippines. Meanwhile, Multiply president and founder Peter
Pezaris said that the Filipino users of their site comprised
the largest and most active group in terms of number of
subscribers and of photographs being uploaded daily. About
2.2 million out of more than nine million registered users of
Multiply are Filipinos, outnumbering even nationalities with

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a bigger population base like the United States, Indonesia,
and Brazil. Also, one million photographs are uploaded by
Filipinos to Multiply every day, which is half of their total
number worldwide.
Sixty percent of Filipino users of multiply are female,
while 70 percent are under the age of 25. In comparison,
Filipino Friendster users are between the ages 16 to 30, with
55 percent of them female.
The development of social network sites has created
communication tools to aid many methods that can be applied
in teaching and learning. Educators must identify
thepotential for cultivating pupil engagement in the
classroom using these technologies (Mirabolghasemi&Lahad,
2013). Many Universities in the Philippines and in abroad are
now using social networking applications where pupils and
faculty can interact and share resources.
According to Prasad (2012), “social networking
applications are now being used by many top universities as
alternative spaces wherein pupils adapt to the campus
lifestyle through interacting with peers and faculty”. Pupil
and faculty members interact, express their views, and share
resources by maintaining their profiles and creating groups

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on social media sites such as Facebook, Twitter, Blogs, Google
docs, and others.
Talking of Social Networking Sites, we may define the
five most popular Social networking sites.
Sales (2010) shared that Facebook is said to be the most
popular social website where one can share and upload
pictures, videos, message, chat, and many other features.
Dorsey (2009) said that next to Facebook is the Twitter,
which is a social networking site for tweeting posts, sharing
ideas, for easy connections of celebrities and other
personality, and for the trending topics. While according to
Martin(2008)Tumblr is a social networking site for blogging
pictures, information, and an easily sharing of pictures and
other stuffs, Tyler(2006) on the other hand cited that Bing
is a social networking site that allows people to search
information, pictures, video clips, and files that can be
downloaded throughout the Internet And lastly as Anderson
(2008) explained Myspaceknown for a good social networking
site that allows the users to view someone’s profile, and
pictures and comments.
Armstrong (2010) suggested that we all need to realize
that social networking communities are there to stay,
considering the millions of users that they have (. In

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addition, there are pupils today have begun to stay on the
accessibility of information that is available on the social
media platforms specifically as well as the web in general in
order to get answer and to please themselves through playing
games. But misusing them could deprive their focus on studies.
A Social networking site can be a good way to make
connections with people with similar interest and goals
(Steve, 2008). Communication is one of the main things why
social networking sites to gather information to broaden
their knowledge.
AnnabelBhamaniKajornboon (2012), in her study she said
that given the popularity of social networks among learners,
developing ways to use them and make them effective in English
language teaching and learning would be helpful. This
research has investigated the effects of using social
networks to assist interaction among learners and their peers
and teacher. The researcher is also the English class teacher,
making this study an example of action research - “learning
by doing.” The research is based on the Social Learning Theory
(Bandura) which assumes people in society learn from each
other. Participants joined the most popular social network:
Facebook. Data was collected from the learners’ writing
assignments on Facebook. The findings found the use of

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Facebook in the teaching and learning of writing English has
to a certain extent been effective. However, it is necessary
to do more research to find ways to make it more effective.
The study of Jabr (2011) found that SNSs are making a
tremendous effect nearly in every aspect of life. In fact, it
had shifted as a tool for extending academic learning and
communication. SNSs are web-based application that allows
individuals to create profile and share information with
friends within the system. This “SNSs phenomenon” had
permeated on the pupils and became the latest online avenue
for social interactions, as well as academic interaction.
Every technological innovation has been a center of
research attention and same is the case with the development
and evolution of Social Networking Sites. Some noted
researchers have conducted studies to find the several
impacts of SNSs on their users, and they have arrived at mixed
conclusions. For example, the study of Suhail and Bargees
(2006) found that excessive usage of Social Networking Sites
causes many psychological, physical, interpersonal, and
educational problems to users. A number of studies have also
been conducted to delineate the impact of Social Networking
Sites on young generation and pupils. Ellison (2007) proposed
that young people compete on the basis of their efficiency

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regarding the use of Social Networking Sites and the criterion
of this competition is the number of friends one can
accumulate using these sites.
Barnes (1954) indicates that Social Network Theory views
social relationships in terms of nodes and ties. Social
Network is a social structure made up of individuals (or
organizations) called “nodes”, which are tied (connected) by
one or more specific types of interdependency, such as
friendship, kinship, common interest, financial exchange,
likes/dislikes, or relationships of beliefs, knowledge or
prestige.
Moreover Abhyankar (2011) pointed out that from the very
beginning; human beings always associated themselves to some
form of social structure as they evolved across generations.
All human beings crave social life, but not all can have time
and resources to enjoy social circle where they can
communicate, collaborate and freely express themselves with
like-minded peers for satisfying their different needs like
security, assets, skills, relationships, science and
technology, events, politics, history, literature, art, etc.
There is no end to the list of fundamental principles that
can drive people to create platforms for communication and
interaction, mutually beneficial for the whole community.

32
According to Abhyankar (2011), “Social Network” is an
online community where people across the globe (irrespective
of demographic and geographical differences) can develop
network with different organizations or individuals for a
specific purpose. It creates a chain of linked/connected
entities (individuals/organizations, communities, forums,
groups etc.) like a tree with multiple branches and nodes.
These branches are the various groups, communities, forums
etc. that an individual intends to join. Hence, a social
network represents relationships between nodes (people) and
flows between the branches (groups, communities, forums,
organizations etc.)
English Proficiency
We all know that English is considered as the universal
language. But most of the countries use it as their second
language. First, it is a way of communication in business,
negotiations & especially in academics. It plays an important
role in the basic education, particularly to speaking and
writing.
Although the internal process of obtaining a second
language has not been shown to differ for children and for
adults, the circumstances in which learning takes place vary

33
with age and may lead to differential success for learners,
according to Harley & Wang (1997).
In an article by Angelica Joy Apuya (2012) she stated
that English language proficiency public pupils show, the
legal basis it holds, the level of performance the public
high school pupils demonstrates, the number of the passing
pupils every university and college exhibits and the process
of publishing books and their produce. The necessity of using
English as an educational language in the Philippine
educational set-up does not decline learning but improves the
comprehension of concepts and language. And one of
the most profitable justifications being laid upon to confirm
the worth of the problem made holds on the English proficiency
of pupils. In order for us to cope with the current
progression being experienced by other countries, we need to
learn, be familiar, and be comfortable with the language we
are supposed to use to attain the same level of proficiency
and literacy other countries have obtained.
Marinova-Todd et al. (2000) stated in their study that
developmental effects have been shown wherein adult learners
acquire a second language more rapidly than younger children
(especially in the initial stages), but over time children

34
typically achieve higher levels of proficiency and more
native-like pronunciation.
Results of the research of Julia Van Sickle and Sarah
Ferris(2000) suggest that adult and child second language
learners pass through essentially the same developmental
stages in SLA. The only difference is the cognitive maturity
of the learner making for an increased vocabulary and rule
application. Both are expected to make transfer errors and
over generalize language rules. A child’s brain is plastic in
comparison to that of an adult, and after the age of about 9
years, the brain progressively becomes stiff and rigid.
Study Hours and English Proficiency
Previous research has provided mixed results and
explanations for the existence of a particular empirical
outcome. Traditionally, it has been assumed that study time
is predictive of grades; that is, study time is a primary
determinant of academic success. Schuman et al. (1985),
however, suggested that the study time-grade association is
an untested assumption, and that hours studied may have little
effect on grades because teachers' grading practices may
moderate the study-time grade association.

35
Greenwald and Gillmore (1997) also suggested that
teachers' grading practices might help to explain the study-
time grade association. Thus, common to previous research
were explanations that suggested pupil and teacher
characteristics correlated with the study time-grade
association. The results of this study suggest that course
(course difficulty), teacher (grade inflation) and pupil
(cognitive ability) characteristics moderated the study-time
grade association: these variables reduced the study-grade
association to zero.
Effects of SNS to pupil’s academic performance
Wimalyn F. Canaip in her study “The Effects of Social
Networking Sites to the Academic Performance of High School
Pupils of SAGIS” (2013), the researchers had decided to study
this because Social Networking Site is getting more popular
among teenagers and pupils and curious of the effects of SNS
to them. Since the pupils are still high school pupils, the
researchers decided to conduct this research to gain pupils,
teachers, parents’ knowledge.
It only covered the whole high school department of SAGIS,
from 1st year to 4th year which totaled in 44 respondents.
The researchers used the simple random sampling (SRS) to pick

36
30 pupils and purposive sampling since the pupils are
Aloysians and they aren’t the same in Intelligence Quotient
(IQ). The length of the experimental procedure covered 5 days
straight and after that, the subjects were given a quiz in
three subjects such as Mathematics, Science and English to
measure the academic excellence of the pupils.
Based on the pupils’ answers, they use Facebook mostly.
As a matter of fact they found it easy to use for
communication. Moreover, the pupils got affected in a
positive way like SNS have given them some facts, trivia, and
information in the society and in a negative way by
distracting their focus and being a source of addiction. The
researchers’ concluded that social networking sites can
affect the academic excellence of the pupils.
According to Isaac M. Morallo (2014) in his study The
Effects of Social Networking Sites on pupils’ academic
performance in Lyceum of the Philippines – Laguna, In the
advent of internet technology, social communication using the
internet became the frontier of daily communication,
collaboration and networking. This frontier is delineated by
many social networking websites and portals. This study was
conducted to determine the effects of Social Networking Sites
(SNSs) on pupils’ academic performance in Lyceum of the

37
Philippines – Laguna. To determine the effects of SNSs on
academic performance, the researcher used the descriptive
correlational method of research. An online survey
questionnaire designed using Google docs was distributed to
203 randomly-selected pupil-respondents from the six colleges
in Lyceum of the Philippines – Laguna. The study found out
that all pupils in Lyceum of the Philippines – Laguna have
Facebook accounts and were significantly registered to more
than one SNSs account. The results of the study showed a
statistically significantpositive relationship between time
spent by pupils on SNSs and their academic performance. The
pupil-respondents tended to use SNSs to interact with their
friends and not use for academic reasons. Specifically, the
study found out that the higher the time spent on SNSs showed
the lower is the time spent on studying. Hence, correlation
analysis showed an inverse relationship between the GPA and
the number of SNSs accounts being maintained by the pupils,
the frequency of SNSs use, since when they have SNSs, length
of SNSs use, and the number of study hours.
As shown in the study of Choney (2010) due to the
increased popularity of SNSs, economists and professors are
questioning whether grades of pupils are being affected by
how much time is being spent on these sites. Essentially, the

38
environment and other factors may affect the way a pupil views
learning and studying. Truly SNSs are one of the factors that
can affect pupil’s time, insight, and outlook about learning
and studying. With the prevalence of SNSs, the study of
Karpinski and Kirschner (2010) validated that pupils’ study
timeand their academic performance could be affected.
Moreover, the study of Karpinski (2009) revealed that users
who spend more time on SNSs like Facebook spend less time in
studying. Hence, school authorities are one of the primary
people who oppose its use particularly in schools, which is
the reason why they usually ban it during class hours. The
teachers and administrators are likewise affected because of
these negative implications. Many schools have opted for
strict restrictions on SNSs usage in campuses amid concerns
about safety, privacy and confidentiality, and lack of
knowledge about how best to ensure it’s appropriate use.
The study of Lewis et al. (2008) found out that the
influence of these SNSs continues to get increasingly more
pervasive, making actual and virtual realities almost
indistinguishable. Pupils are talking about the social
networking related stuffs almost every single day; thus it
would be a surprise if any pupil never got involved with
Facebook, Twitter or any other SNSs nowadays. Moreover,

39
pupils are paying more attention towards these social
networking activities rather than utilizing their time to
study which will surely affect their academic performance.
The research of Karpinski (2009) found that SNSs
specifically Facebook usage is negatively correlated with
Grade Point Averages (GPAs) of its users. She observed that
the GPAs of non-users are relatively higher than the users of
these sites. Also, the study found that 68 percent of pupils
who used Facebook had a significant lower GPA than those who
did not use the SNSs. But the most interesting finding was
that 79 percent of Facebook users denied having any adverse
impact of this usage on their GPAs. It means that they are
not aware of the fact that networking habits affects their
academic performance.
Hence, their academic performance must be managed
efficiently without losing sight of all the factors that can
positively or negatively affect their educational
performance. For instance, Facebook has a phenomenal impact
in the amount of influence and increasingly has a large
percentage of users in schools. A study conducted by QuantCast
(2007) found out that 46 percent of SNSs users like Facebook
are 18-34 years of age, which actually permeate to current
pupils, prospective graduate pupils, and young alumni. On the

40
other hand, 27 percent are within the range of 12-17 years
old, which belong to undergraduates.
In the study of Barral (2010) “Factors Associated with
the English Proficiency of Elementary Pupils at Central
Philippine University, social networking is used as a
communication and collaboration tool of choice in business
and higher education. It is being used as a way of
communication whether that is asking a question about whatto
do for homework, or what friends are doing over the weekend.
People can discuss topics for class and askquestions which
can get answered. Social networking poses a problem in the
use of poor language. Most sites do not use proper spelling
or grammar which is inappropriate for someone who does not
yet have logistic confidence. People are mostly able to
discern the morally questionable content, but they cannot yet
defend themselves against illiteracy.
According to Rob Callahan (2012) a generation of pupils
has developed spelling skills largely dependent on
abbreviating words and phrases, translating letters to
numbers, communicating through text-based symbols and
intentionally misspelling words. Pupils who often use online
venues such as IM, chat and social networking can find it

41
difficult to adopt the more traditional modes of
communication necessary to achieve passing grades.
Murphy (2012) states that many studies suggest that
computer games have generally negative impact on a child's
study habits. Less time spent on homework, less interest in
reading and earning lower grades in school are some possible
problems. Studies suggest that computer games with violence,
criminal behavior or offensive themes can increase negative
behavior in children. Research also shows that when parents
place time limits on game play, children develop fewer
behavioral issues. Time limits and age-appropriate games can
reduce the chance of negative study habits.
ICT initiatives in the Philippine Education
The Philippine Government has been struggling to
introduce ICI initiatives in order to improve its learning
outcomes aligned to the Millennium Development Goals and the
Education for all (EFA) movements. They have provided a global
policy environment for the directions and nature of
interventions towards the achievement of improved access to
learning programs, Mini-computer Laboratories, and
development of Computer-Bases Teaching (CBT) modules.
PilipinasSchoolnet is collaboration among World Links,
the Foundation for Information Technology Education and

42
Development (FIT-ED), the Department of Education, the
private sector, NGOs and local universities.
PilipinasSchoolnet is building a network of schools
throughout the Philippines that leverage ICTs to improve
teaching and learning and to better prepare Filipino youth to
meet the demands of the knowledge economy. Hardware,
software, connectivity and basic computer literacy training
are provided to participating schools, and workshops have
been held in Singapore to train staff.
Infotech Training in Remote Places was set up to provide
teachers and pupils form far flung areas of the country with
the knowledge, skills, facilities, and the materials to use
information technology and provide access to information from
Internet. Infotech was piloted in six schools and two division
offices in the two contiguous provinces of Antique and
Guimaras in the west Visayas. Downloaded materials are shared
with the other schools and the division office. All children
showed a keen interest in using CD-ROMS in class. School
Enrollments have increased in Odicing (Antique) since the
arrival of the computer. One challenge is that computer
monitors can only be viewed by a small number of children at
one time; this is why the possibility of using TV monitors
linked to computers to grant more children access was

43
discussed. It became clear that where the computer is placed
within the classroom, more children have immediate access and
it is more likely to be integrated in daily teaching than
where it is placed in a separate room or in an office. Another
challenge is to make teachers go beyond using the computer as
a word processor.
Synthesis of the State-of-the-Art
The literature and studies reviewed in this study
provided rich background information on the important effects
of the use of Social Networking Sites to the English
proficiency of the pupils. Several literature and studies
were reviewed in this study in order to provide background
information related to English proficiency, Social Networking
Sites and the Effect of Social Networking Sites on the
Academic performance of pupils.
The reviewed literature by Universal McCann (2009) in
his study Power To The People - Wave3 declared the Philippines
as "the social networking capital of the world," with 83
percent of Filipinos surveyed are members of a social network.
Relatively the study by Mira bolghasemiandLahad (2013) was
relevant to the present study since with the social network

44
as a tool to aid many methods that can be applied in teaching
and learning. Likewise the literature by Sales (2010), Dorsey
(2009), Martin (2008), Tyler(2006), and Anderson (2008)
helped the researcher by giving information on most popular
social networking sites.
Closely related with the present study were the
literatures made by Prasad (2012), AnnabelBhamaniKajornboon
(2012), Jabr (2011),Suhail and Bargees (2006), Barnes (1954),
and Abhyankar (2011) since their contribution were closely
associated to Social Networking Sites and gives the
researcher sufficient insights and comprehensive views on
different forms of social structure as they evolved across
generations.
The related studies conducted by Harley & Wang (1997),
Marinova-Todd et al. (2000), Julia Van Sickle and Sarah
Ferris(2000), Schuman et al. (1985), Greenwald and Gillmore
(1997) were found to be relevant to the present study because
they gave the researcher significant insights and related
knowledge on the English language proficiency where English
is considered as the universal language and serves as the
second language in which adult learners acquire a second
language more rapidly than younger children, but over time
children typically achieve higher levels of proficiency.

45
A local related study was also considered, the work of
Angelica Joy Apuya (2012) dealing with the English language
proficiency public pupils and the necessity of using English
as an educational language in the Philippine educational set-
up.
Armstrong, 2010), and (Steve, 2008) were found to be
relevant to the study since they dealt on the effects of
social networking sites in learning and specially in English
subject and how do social networking sites used as tools to
aid many methods that can be applied in teaching and learning.
Harley & Wang (1997), Marinova-Todd et al. (2000), Schuman et
al. (1985), Greenwald and Gillmore (1997), and Rob Callahan
(2012), information were also gathered from this literature
which tackles more on English proficiency.
Foreign related studies conducted by Annabel
BhamaniKajornboon (2012), Barral (2010) and Murphy (2012),
were relevant to the study because they gave the researcher
significant intuitions and related knowledge. Although the
research is based on the Social Learning Theory which assumes
people in society learn from each other and the negative
impacts of social networking sites like less time on homework,
less interest in reading and earning lower grade in school.
However, the present study dealt particularly on the

46
significant effect of the use of social networking sites
particularly on English proficiency.
Several local studies were considered as related to the
study, the works of Wimalyn F. Canaip (2013) in her study
“The Effects of Social Networking Sites to the Academic
Performance of High School Pupils of
SAGIS”,Mirabolghasemi&Lahad (2013), Prasad (2012) and ISAAC
M. MORALLO (2014) since their study is related to the present
study giving insights on English language relating to social
networking sites and how significantly affects the English
language by social networking sites.
Of the related studies considered in the study, the works
of Choney (2010), Karpinski (2009),Lewis et al. (2008),
Karpinski (2009), QuantCast (2007), Barral (2010), Rob
Callahan (2012), and Murphy (2012) were closely related since
all of them are dealing about the effects of Social networking
sites its negative and positive impact to the pupils.
The Gap Bridged By This Study
On the basis of the reviewed studies, the present study is a
modest attempt to fill the gap eminent in the previous
studies. Although there have been a number of literature and
studies presented about effects of Social Networking Sites

47
yet no one covered the effect of it in English Proficiency of
elementary pupils specifically Grade VI pupils of Buhi
Central School.
Theoretical Framework
This study was anchored on the point of view and theories
of the following well-known authorities which are closely
relevant to the researchers study which is shown in Figure.
The study considers the following theory: Cognitive
Development Theoryby Jean Piaget(1980), GateKeeping Theoryby
Kurt ZadekLewin (1947), Conversation Theory byGordon Pask
(1978), and Linguistic Theory by Jim Cummins.
Cognitive Development Theory by Jean Piaget(1980). He
was a French speaking Swiss theorist who posited that children
learn through actively constructing knowledge through hands-
on experience. He suggested that the adult’s role in helping
the child learn was to provide appropriate materials for the
child to interact and construct.The theory deals with the
nature of knowledge itself and how humans gradually come to
acquire, construct, and use it. To Piaget, cognitive
development was a progressive reorganization of mental
processes resulting from biological maturation and
environmental experience. He believed that children construct
an understanding of the world around them, experience

48
discrepancies between what they already know and what they
discover in their environment, and then adjust their ideas
accordingly.Moreover, Piaget claimed that cognitive
development is at the center of the human organism, and
language is contingent on knowledge and understanding
acquired through cognitive development.
GateKeeping Theory by Kurt ZadekLewin (1947)is the
process through which information is filtered for
dissemination, whether for publication, broadcasting, the
Internet, or some other mode of communication. The academic
theory of gatekeeping is found in multiple fields of study,
including communication studies, journalism, political
science, and sociology. It was originally focused on the mass
media with its few-to-many dynamic but now gatekeeping theory
also addresses face-to-face communication and the many-to-
many dynamic inherent in the Internet. The theory was first
instituted by social psychologist Kurt Lewin in 1943.
Gatekeeping occurs at all levels of the media structure —
from a reporter deciding which sources are chosen to include
in a story to editors deciding which stories are printed or
covered, and includes media outlet owners and even
advertisers. Individuals can also act as gatekeepers,

49
deciding what information to include in an email or in a blog,
for example.
Conversation Theory by Gordon Pask (1978)developed by G.
Pask originated from a cybernetics framework and attempts to
explain learning in both living organisms and machines. The
fundamental idea of the theory was that learning occurs
through conversations about a subject matter which serve to
make knowledge explicit. Conversations can be conducted at a
number of different levels: natural language (general
discussion), object languages (for discussing the subject
matter), and metalanguages (for talking about
learning/language).In order to facilitate learning, Pask
argued that subject matter should be represented in the form
of entailment structures which show what is to be learned.
Entailment structures exist in a variety of different levels
depending upon the extent of relationships displayed (e.g.,
super/subordinate concepts, analogies).The critical method of
learning according to conversation theory is "teachback" in
which one person teaches another what they have learned. Pask
identified two different types of learning strategies:
serialists who progress through an entailment structure in a
sequential fashion and holists who look for higher order
relations.Conversation theory applies to the learning of any

50
subject matter. Pask (1975) provides an extensive discussion
of the theory applied to the learning of statistics
(probability). Principles acquired from this theory are the
following:
1. To learn a subject matter, pupils must learn the
relationships among the concepts.
2. Explicit explanation or manipulation of the
subject matter facilitates understanding (e.g.,
use of teachback technique).
3. Individuals differ in their preferred manner of
learning relationships (serial lists versus
holists).
Linguistic Theory by Jim Cummins (1979), Jim Cummins has
developed both a linguistic and socio-political
theoryconcerning the education of bilingual pupils. He begins
with an establishedunderstanding that language plays a
central role in a child’s educational development, and seeks
to uncover ways that language can be developed to allow
educational success.After synthesizing a large number of
bilingual research studies, Cummins has recognizedthat
multiple language proficiencies are required for various
needs within variouscontexts, and that the educational system
has requirements related to a literary form oflanguage that

51
is different from the language that is used in everyday
conversation.He makes a distinction between “basic
interpersonal communicative skills” orBICS and
“cognitive/academic language proficiency” (CALP). BICS refers
to thelanguage that pupils use for casual, face to face
communication, while CALP refers tothe specific literary
language that is required in academic settings.
Researcher’s Theory, determining the Effects of Social
Networking Sites in the English Proficiency of Grade VI pupils
of Buhi Central School to address the needs of attention to
the pupils who are using social networking sites.

52
Figure 2
The Theoretical Paradigm

53
Conceptual Framework
The focus of this study was undertaken by the following
conceptual framework shown in Figure 3 which has a three part
process: the input, process and output.
Inputs. These are the data, information and tools that
are needed in the study. It consists of the following: Legal
Basis, Republic Act. No. 9155: Governance of Basic Education
Act of 2001, Republic Act No. 10533:Enhanced Basic Education
Act of 2013, K-12 program, Deped memo and orders, BESRA and
EFA 2015 Plan, Profiles of respondents, Levels of English
proficiency, Theories, Related Literature and studies,
Instrument used and Statistical Tool used.
Process.In the research process, this includes
determining the profile of the pretest scores of the pupils
in the different groups before they were exposed to Social
Networking Sites, Determining the profile of the post test
scores of the pupils in the different groups after they were
exposed to SNS and those who were no given the same
opportunity,Finding the significant difference on the post
test scores of the four groups, Finding the significant
difference on the post test scores of the four groups and
finding how significant is the improvement brought about by
the Social Networking Sites to their English Proficiency.

54
Output. By the aid of the input and through research
process, finding of the study can determine the effects of
Social Networking Sites to the Grade VI pupils of Buhi Central
School. The feedback loop serves as a way for continuous
improvement and development of the study to effectively
determine the effects of Social Networking Sites to the Grade
VI pupils of Buhi Central School.

55
Figure 3
The Conceptual Paradigm
56
CHAPTER 3
Research Design and Methodology
In this chapter research design is discussed. The
researcher is using the appropriate design to the study. The
type of sampling techniques will also be selected in order to
attain the proper selection of samples. It will also discuss
what will be the instrument to be used in the study. And for
the study to happen, the study procedure is also plotted
according to its time frame to ensure the systematic flow of
the study. And in order to arrive into conclusion the
appropriate Statistical Treatment of Datawill be analyzed.
Research Design
This study utilized the true experimental design
involving the Solomon-Four Group. The researcher analyzed and
interpreted the results of pre-test /post-test given to the
Grade VI pupils before/after the instructional process with
regards to the use of social networking sites in effect to
their English proficiency.
The study describes and interprets the assessment and
21the evaluation of the pupils through pre-test and post-test

57
results as conducted by the researcher in order to promote
better understanding of the pupil’s English proficiency.
A O1 X O2
B O3 O4
C X O5
D O6
Figure 4
The Experimental Design of the Study Using

Solomon Four-Group Design
Used SNS Didn’t use Used SNS Didn’t use

and with SNS and and without SNS and
pre-test with pre- pre-test without
test pre-test
58
Figure 5
The Experimental Design of the Study with

Four Groups of Respondents
In this study, Groups A and B were considered as the
Experimental Control Group who were exposed to Social
Networking Sites while Mercury and D were the Control Group,
who were not given such opportunity.
Sampling Methods
The researcher will be using two types of sampling
methods. The first is simple purposive sampling. The
researcher will determine those pupils who are using and not
using social networking site since not all of Grade VI pupils
are using social networking site. After the researcher has
all the number of pupils who are using and not using social
networking site, the next sampling to be used is the simple
random sampling. Using Slovin's formula the researcher will
determine the number of respondents from user and non-user

59
ofsocial networking sites from the Grade VI pupils of Buhi
Central School.
𝑁
𝑛=
1 + 𝑁𝑒 2
Where:
n = refers to the desired sample
N = is the population
e = is the marginal error which is 0.05
The Respondents of the study
The respondents of this study consisted of pupils
randomly picked from 8 sections of the Grade VI composed of
one hundred forty (140) pupils of Buhi Central School, Buhi,
Camarines Sur for school year 2015-2016. Table 1 gives you an
idea of the research respondents by gender.
The respondents of this study came from Earth (A), Venus
(B) and Mercury(C) and Neptune (D). Sections Earth and Venus
(A and B) were the sections belonging to the experimental
group which means they are exposed to the social networking
sites, while sections Mercury and Neptune (C and D) were not
given the same opportunity.
The table likewise reveals that the number of research
respondents by gender in experimental group and control group

60
are the same. With these groups are highly comparable when it
comes to gender.
Comparability of the Four Groups of Research Subjects
The comparability of the four groups in terms of Access
to internet, Frequency of use, Number of sites visited and
Purpose of visiting the site will be determined using the
Chi-Square Test.
Internet Access. Shown in Table is the Access of internet
the respondents are using to visit Social Networking Sites.
They were classified as: Internet Connection at home, Free
hotspots, Internet Shops and Mobile Phones. The data is also
presented in graphical as shown in figure.
The data accumulated during the data gathering shows the
different ways on how the 172 respondents access the internet.
Evaluating the data shown in the table together with the
different types of Internet Access that are used by the
respondents: Internet Connection at home having a total
number of 40 coming from 11 respondents from Earth, 15 from
Venus, 4 from Mercury and 10 from Neptune. Free hotspots are
also used having a total number of 11 respondents coming from
Earth that have 6 pupils, 1 from Venus, 0 from Mercury and 4

61
from Neptune. A total of 69 respondents, 10 from Earth, 14
from Venus, 25 from Mercury, and 20 from Neptune go to
Internet shops to access the internet. Mobile phones are used
by 17 respondents from Earth, 12 from Venus, 13 from Mercury
and 13 from Neptune with a total number of 52.
After analyzing the data in the table, we can say that
most of the respondents go to Internet shops (69 pupils) to
access internet followed by respondents having their Mobile
phone (52 pupils) next is respondents having Internet
Connection at home (40 pupils), lastly is Free Hotspots (11
pupils) that have the least number of respondents. The table
shows that the computed x2 is 24.05243742 that is greater
than the tabular 16.919 at 9 degrees of freedom. Therefore,
it can be deduced that Internet Access of the four groups of
respondents has an effect to the proficiency level in English
language of the respondents.

62
Table 5
The Profile of the Four Groups of Research Subjects

in Terms of Internet Access
Experimental Group Control Group

Computed Tabular
Internet Access Total
Earth Venus Mercury Neptune X2 X2
o e o E o e o E
Internet
Connection at 8 7.5 8 7.5 7 7.5 7 7.5 30
home
Free hotspots 4 3 1 3 4 3 3 3 12 16.919 at 9

5.62
Internet Shops 8 12.5 14 12.5 13 12.5 15 12.5 50 degrees of
freedom
Mobile Phones 15 12 12 12 11 12 10 12 48
Total
35 35 35 35 140
63
16
14
12
F
r 10
e A
q 8 B
u
e 6 C
n D
c 4
y
2
0
Internet Connection Free hotspots Internet Shops Mobile Phones
at home
Internet Access
Figure 10

in Terms of Location of Residence
64
Frequency of use. Shown in Table 6 is the Frequency of
use of the pupil-respondents. This profile in terms of
frequency of use was also considered to make sure that this
would not be an irrelevant variable to affect the
experiment.The data is also presented in figures as shown in
figure.
It can be noted from the tabulated data that out of 172,
72 of the respondents claimed that they are visiting social
networking site(s) once a day, 15came from Earth, 20 from
Venus, 16 from Mercury, and 21 from Neptune. Thereare 24
pupils visiting social networking site(s) twice a day, 5 of
them are from Earth, 3 from Venus, 7 from Mercury, and 9 from
Neptune. 8 from the total number of respondents claimed that
they visit social networking site(s) thrice a day, 5 of them
came from Earth, 1 pupil from Mercury, and 2 from Neptune. 24
from the respondents are the frequent users of social
networking site(s),7 of them are from Earth, 12 from Venus,3
from Mercury, and 2 from Neptune. And 44 pupils are certainly
not visiting any social networking site(s), where 12 of them
are from Earth, 7 from Venus, 15 from Mercury, and 10 from
Neptune.
Also reflected in the table is the computed Chi-Square
of the four groups resulted to 39.98168498 which is higher

65
than the tabular value of 21.026 with 12 degrees of freedomat
0.05 level of significance. This only implies that the
Frequency of use affects the proficiency levels in English

66
Table 6
The Profile of the Four Groups of Research Subjects in

Terms of Frequency of use
Experimental
Control Group
Frequency Group Tabular
Total Computed X2
of use Earth Venus Mercury Neptune X2
o e o e O e o E
Once a 13 14.25 16 14.25 13 14.25 15 14.25 57

day 21.026
Twice a 3 5 3 5 5 5 9 5 20
day at 12
Thrice a 3 1.5 0 1.5 1 1.5 2 1.5 6 17.50
day degrees
5 4.75 9 4.75 3 4.75 2 4.75 19
More
of
Never 11 9.5 7 9.5 13 9.5 7 9.5 38
freedom
Total 35 35 35 35 140
67
18
16
14
F
r 12
e Earth
q 10
Venus
u 8
e Mercury
n 6 Neptune
c
y 4
0
Once a day Twice a day Thrice a day more never
Internet Access
Figure 11
Graphical Presentation on the Profile of the Four Groups of

Research Subjects in Terms of Frequency use
68
Social Networking Sites Visited. This profile is also
considered to be able to know the types of social networking
sites the respondents are visiting. Table shows the different
social networking sites and the frequency of respondents
visiting those social networking sites. Figure also shows the
graphical representation of the data.
Shown in the table are the Social Networking Sites
(Facebook, Instagram, Twitter, Youtube and Others) visited by
pupils. There are 172 pupils participated in the research.
For Facebook Users, 24 pupils from Earth, 17 from Venus, 13
from Mercury and 19 from Neptune a total of 73 Users for
facebook. 5 pupils were involved in Instagram, 1 from Earth,
2 from Venus, 2 from Mercury and No pupil visited Instagram
from Neptune. There were 8 pupils visited Twitter, 2 from
Earth, 2 from Venus, 1 from Mercury and 3 pupils from Neptune.
There are 78 pupils visited Youtube. 17 coming from Earth, 18
from Venus, 24 from Mercury and 19 from Neptune. The remaining
Websites fall under the category of OTHERS (Flickr,
Friendster, Thumblr etc.). A total of 8 pupils visited this
websites. No one (0) from Earth.3 from Venus, 2 from Mercury
and 3 from Neptune.

69
Based on data collected, we can say that Youtube (78
pupils) is the main Social Networking Site visited by pupils
followed by Facebook (73 Pupils) then by twitter and others
with 8 pupils lastly from Instagram (5 pupils). It can be
seen in the table that the computed X2 value of the research
subjects in the Social Networking Site visited by the pupils
is 11.12553565 which is found to be lesser than the tabular
value of 21.026 with 12 degrees of freedom at 0.05 level of
significance. Thus, it can de deduced that the Social
Networking Sites Visited of the four groups ( A, B, C, D) of
respondents is highly comparable and could not affect the
study conducted.
70
Table 7

Terms of Social Networking Sites Visited
Social Experimental
Control Group
Networking Group Tabular
Total Computed X2
sites Earth Venus Mercury Neptune X2
visited o e o e O e o E
21.026
Facebook 18 17 15 17 18 17 17 17 68
at 12
Instagram 1 1.25 2 1.25 2 1.25 0 1.25 5
Twitter 2 2 2 2 1 2 3 2 8 degrees
6.77
Youtube 14 12.75 13 12.75 12 12.75 12 12.75 51 of
Others 0 2 3 2 2 2 3 2 8 freedom
Total
35 35 35 35 140
71
Internet Access. Shown in Table is the Access of internet
the respondents are using to visit Social Networking Sites.
They were classified as: Internet Connection at home, Free
hotspots, Internet Shops and Mobile Phones. The data is also
presented in graphical as shown in figure.
The data accumulated during the data gathering shows the
different ways on how the 172 respondents access the internet.
Evaluating the data shown in the table together with the
different types of Internet Access that are used by the
respondents: Internet Connection at home having a total
number of 40 coming from 11 respondents from Earth, 15 from
Venus, 4 from Mercury and 10 from Neptune. Free hotspots are
also used having a total number of 11 respondents coming from
Earth that have 6 pupils, 1 from Venus, 0 from Mercury and 4
from Neptune. A total of 69 respondents, 10 from Earth, 14
from Venus, 25 from Mercury, and 20 from Neptune go to
Internet shops to access the internet. Mobile phones are used
by 17 respondents from Earth, 12 from Venus, 13 from Mercury
and 13 from Neptune with a total number of 52.
After analyzing the data in the table, we can say that
most of the respondents go to Internet shops (69 pupils) to

72
access internet followed by respondents having their Mobile
phone (52 pupils) next is respondents having Internet
Connection at home (40 pupils), lastly is Free Hotspots (11
pupils) that have the least number of respondents. The table
shows that the computed x2 is 24.05243742 that is greater
than the tabular 16.919 at 9 degrees of freedom. Therefore,
it can be deduced that Internet Access of the four groups of
respondents has an effect to the proficiency level in English

73
20
18
16
F
14
r
e 12 A
q
10 B
u
e C
8
n D
6
c
y 4
0
Facebook Instagram Twitter Youtube Others
Social Networking Sites Visited
Figure 12

terms of Social Networking Sites Visited
74
Purpose of visiting the site.This is the last profile to
be considered to be able to know of what is the reason of the
respondents in visiting those social networking sites. Table
shows the different purposes of the respondents in visiting
those social networking sites. Figure also shows the
graphical representation of the data.
As shown in the table, were the purpose of visiting the
site is considered. The table illustrates that out of 170
pupils, gaming site was the most visiting purpose of the
pupils, having 60 pupils were 19 came from Earth, 17 from
Venus, 10 from Mercury, and 14 from Neptune. There are 26
pupils visiting research sites, were 5 came from Earth, 7
from Venus, 9 from Mercury, 5 from Neptune. There are 24
pupils visiting communication site, were 5 came from Earth,
6 from Venus, 8 from Mercury, and 5 from Neptune. There are
27 pupils visiting sites to get updated, were 10 came from
Earth, 7 from Venus, 2 from Mercury, and 8 from Neptune. There
are also 33 pupils visiting site for watching videos, were 5
came from Earth, 5 from Venus, 11 from Mercury, and 12 from
Neptune.
Based in the foregoing data, it can be obtained that
majority of pupil used gaming sites while the least visited
site of pupil was communication sites. This means that the

75
subjects comprise the purpose of pupils is on visiting gaming
sites. It can be seen from the same table that the computed
X2 value of the research subjects in terms of the purpose of
visiting sites is 16.08 which is found to be lesser than the
tabular value of 21.026 with 12 degrees of freedom at 0.05
level of significance. Thus, it can be concluded that the
purpose of pupils on visiting sites of the four groups of
respondents is highly comparable and could not affect the
study conducted.
76
Table 8

in Terms of Purpose of visiting the site
Experimental
Purpose of Control Group
Group Computed Tabular
visiting the Total
Earth Venus Mercury Neptune X2 X2
site
o e o E o e O e
4
Study/research 5.25 6 5.25 7 5.25 4 5.25 21 21.026 at
Communicate 4 4.75 5 4.75 6 4.75 4 4.75 19 12

Get updated 8 5.25 6 5.25 2 5.25 5 5.25 21
15 12.2 12.2 12.2 12.2 11.90 degrees
Gaming 13 9 12 49
5 5 5 5
of
Watching 4
7.5 5 7.5 11 7.5 10 7.5 30
Videos
freedom
Total
35 35 35 35 140
77
16
14
12
F
r 10
e A
q 8 B
u
C
e 6
n D
c 4
y
2
0
Study/research Communicate Get updated Gaming Watching Videos
Purpose of visiting the site
Figure 13

in Purpose of visiting the site
78
Summarize Comparability of the Four Groups Research Subject
Table 9 reveals the summary on the comparability of the
four groups of research subjects.

79
Table 9
Summary on the Comparability of the Four Groups of

Research Subjects
No. Degrees
Computed No. of Tabular Significant of
Variables of of
X2 Columns X2.05 Comparability
Rows Freedom
Access to
5.62 4 4 9 16.919 Highly Comparable
internet
Frequency of
use
Number of
sites visited
Purpose of
visiting the 11.90 5 4 12 21.026 Highly Comparable
site
80
Data Gathering Tools
The personal data survey will be used to determine the
profile of the groups of research respondents. On
determining the English Proficiency of the pupils, pre-test
and post-test will be administered through the use of
teacher-made test.
Determining the Effects of the

SocialNetworking Sites to the
EnglishProficiency of the
Grade VIPupils
Pre-test and Post-test.To determine the Effects of the
Social Networking Sites to the English Proficiency of the
Grade VI Pupils pre-test and post-test will be used as another
instrument availed by the study. This set of questionnaire
will be composed of sixty (60) items in a multiple choice
type of test.
The Table of Specification of Pre-test and Post-test.
The table of specification will be prepared to show the
distribution of the major content areas included in the test.

81
Table 10
Table of Specification on the Test in English Proficiency
Content Areas No.of Items Item Placement Percentage
Verbal
20 1-20 33.33
communication
Written
20 21-40 33.33
communication
Comprehension 20 41-60 33.33
Total
60 100%
82
Validation of the Instruments
The following actions were conducted to make sure the
validity and reliability of the instrument.
Conducting of Dry Run. To determine the suitability of
language used in every item and ensure the clarity of
directions, and the reliability of the test, the researcher
administered a dry run of the questionnaires. This was
given to twenty five pupils from other sections who were
not included in the study. The researcher herself
administered the dry run to make sure that no cheating will
happen.
Item Analysis. The index of discrimination and index of
difficulty of the test will be determined. A copy of the of
the pre-test administered to the research respondents will be
shown ion Appendix D. The same set of the test was given for
the post-test to the four groups involved on this study.
Index of Difficulty.In determining the index of
difficulty of each item, the formula that was used (Diederich,
1966):
Index of Difficulty = PU - PL
2
83
Where: PU = Proportions of pupils in the upper group
who answered the item correctly
PL = Proportions of pupils in the lower group
2 = Constant
84
Table 11
Index of Difficulty
Total
Number
Criteria Item Number Percent
of
Items
91 and above
Very Easy 1,5,10,14,16,17,21,46,48 9 15%
(VE)
76 to 90
4,7,13,18,23,15,44,45,47,52,54,55 12 20%
Easy (E)
26 to 75 2,3,8,19,20,22,27,
Moderately 29,31,34,36,37,38,40,43,49, 19 31.67%
Easy 50,56,58
11 to 25
6,9,12,24,26,32,33,35,39,42
Difficult 14 23.33%
51,53,57,59
(D)
10 and below
Very
11,25,28,30,41,60 6 10%
Difficult
(VD)
Total 60 100%
85
Table 11 describes the Index of Difficulty. There were
nine (9) items or 15 percent of the total items that ranged
from 91 and above referred as “Very Easy”. Where twelve (12)
which is 20 percent of the total items that ranged from 76 to
90 interpreted as “Easy”? 31.67 percent or 19 items that
ranged from 26 to 75 are described as “Moderately Easy”. It
is also visible from the table that fourteen (14) or 23.33
percent that ranged from 11 to 25 classified as “Difficult”.
And six (6) of the total number of items that ranged from 10
and below are categorized as “Very Difficult” which is 10
percent of the total items. This leads the researcher to
conclude that the items are acceptable in terms of their index
of difficulty.
Index of Discrimination. The formula used to determine
the index of discrimination (Diederich, 1966) was:
Index of Discrimination = PU - PL
Where: DS = Index of Discrimination
PU = Proportions of pupils in the upper group
who answered the item correctly.
PL = Proportions of pupils in the lower group

86
Table 12
Index of Discrimination
Total
Number
Criteria Item Number Percent
of
Items
41 and
1,2,5,7,10,11,15,16,19,20,22,25,30,33
above 27 45%
35,36,39,40,45,47,48,49,50,52,54,58,60
High (H)
20 to 40
3,4,6,8,9,12,13,14,17,18,21,23,24,26,27
Moderate 33 55%
,28,29,31,32,34,37,38,41,42,43,44,46,51,53,55
(M)
56,57,59
19 and
below 0 0
Low (L)
Total 60 100%
87
Shown in the Table 12 is the Index of Discrimination.
There were twenty seven (27) or 45 percent that ranged from
41 and above rated as “High”. Thirty three (33) or 55 percent
that ranged from 20 to 40 interpreted as “Moderate”.
Apparently, no items ranged from 19 and below which is
interpreted as “Low”. This simply means that the items are
acceptable in the index of discrimination.
Test of Reliability and Validity of the Test.In order to
test the reliability of the test, the Split – half method was
done by overseeing the test once and the results were broken
down into halves by “odd-even” division. The scores of the
pupilsin the “odd and even” items were used in computing the
reliability test using the Pearson Product Moment
Correlation(Sevilla, et.al.1992). And for the teacher made-
test, reliability index test of 0.50 and above were
acceptable.
To compute the reliability of the entire test, the
reliability of the half was determined first using a
correlation coefficient formula:

88
𝑛∑𝑥𝑦 − (∑𝑥 )(∑𝑦)

𝑟=
√[𝑛∑𝑥 2 − ∑𝑥 2 [𝑛2 ∑𝑦 2 − [𝑦]2 ]]
Where: r = reliability of the half-test
n = number of population
x = scores in the odd numbered items
y = scores in the even numbered items
After the reliability of the half test (r)was
established, the reliability of the whole test was computed
using the Spearman-Brown Prophecy Formula:
11
2(𝑟 )
2 2
𝑟= 11
1+𝑟
2 2
Where: rtt = reliability of the total whole test

11
𝑟2 = reliability coefficient using the split-
2
half or odd even procedure.
The reliability resulted to 5.478 which denote that the
test is a reliable instrument in determining the improvement
of the pupil with the use of the Instructional Resource
Modules(See Appendix—for the computation)

89
Statistical Validity = √𝑟𝑡𝑡
Where: √𝑟𝑡𝑡 = statistical validity
The computed statistical validity was 0.8891605847
which means that the instrument is statistically valid.
Also in testing the significance of reliability of the
test, the t-test was used. Using the formula (Reyes, 1996):
𝑁−2
𝑡 = 𝑟√
1 − 𝑟2
The computed t-value was 5.478 which was higher than the
tabular value of 1.729 at 0.05 level of significance at 19
degrees of freedom. It is therefore safe to conclude that the
test was highly reliable.
Five-Point Rating Scale for Rating Form.This was used to
evaluate the acceptability of the Proposed Instructional
Resource Modules in English Proficiency for Grade VI pupils.
The following rating scale was used:

90
Scale Interval Verbal Interpretations
5 4.50-5.00 Excellent
4 3.50-4.49 Very Satisfactory
3 2.50-3.49 Satisfactory
2 1.50-2.49 Fair
1 1.00-1.49 Needs Improvement
Study Procedure
Figure 2 shows the Gannt Chart research study
procedures. The first Column is the corresponding chapter
that reflects the study procedure. While the second column
refers to the activities and the succeeding columns are the
target months where the study will be completed. The following
will be the procedure to conduct the study:
1. Preparation and Submission of proposal
2. Title Defense;
3. Matrix of panels suggestions and comments and the
researcher’s action taken;
4. Drafting survey questioner, interview and rating scales;
5. Submit permission letter to conduct the study. The
researcher will seek permission from the Public Schools

91
September
November
December
February
October
January
Activities
August
Chapter
March
April
June
July
May
1. Submission of Proposal
2. Title Defense
Chapter I and II
3. Matrix of panel's suggestion

/recommendation and action taken
4. Drafting survey questioner,
interview and rating scales
5. Submit permission letter to
conduct the study
6. Evaluate Instrument
Chapter III
7. Dissemination of research
instrument
8. Retrieval Research Instrument
9. Data Collection
10. Plotting of data
11. Data illustration through figure
12. Data Presentation,
interpretation and analysis
13. Pre-Oral Defense
14. Matrix of panel's suggestion
Chapter IV and V
/recommendation and action taken

15. Submit for checking and editing
16. Editing
17. Final defense
18. Matrix of panel's comments/
suggestions and action taken for
final paper
19. Final Draft encoding
20. Submission to authorities for
SO
21. Publication
Figure 14
GANNT Chart for the Research Procedure
92
6. Evaluate Instrument. The researcher will evaluate
thoroughly the research instrument;
7. Dissemination of research instrument.The researcher
will personally disseminate the research instrument;
8. Retrieval Research Instrument;
9. Process the data gathered. After collecting the data

needed the data will be tallied;
10. Plotting of data. Data will be plotted in table;
11. Illustration of data in figure;
12. Data Presentation, interpretation and analysis;
13. Pre-Oral defense;
14. Matrix of panel's comments/suggestions and action
taken for final paper;
15. Final defense;
16. Final editing;
17. Submission to authorities for S.O.;
18. Research dissemination;
19. Publication.
Statistical Treatment of Data
The following statistical tools were used in the
treatment of data:
Frequency count, weighted mean, Percentage and Rankwere
utilized in determining the significant effectsof Social
Networking Sites in the English Proficiency of Grade VI pupils
of Buhi Central School.

93
1. Frequency count and percentage were used to determine
the profile of the different variables considered.
2. Item analysis, reliability measures the effectiveness
of the items.
3. Mean and mean PL were used to determine the profile
of the test result of the pupils in the pre-test and post-
test given.
4. For pupils English proficiency test who were exposed
to the Social Networking Sites, the z-test for dependent
sample was used. Below is the formula of z-test:
𝑋 − μO
𝑧= 𝑆
𝑆/√𝑛
Where:
X = Statistic or estimate mean/sample
μO = Hypothesized mean value/population mean which
is zero.
S = Standard error of the mean
𝑆
= Standard error of the mean
𝑆/√𝑛
5. In determining the significance of the difference
between the English proficiency of the Grade VI pupils who
were notexposed to the Social Networking Sites, the z-test
for independent sample was used. Below is the formula of z-
test:
94
𝑋1 − 𝑋2
𝑧=
𝑆1 2 𝑆2 2
√ +
𝑛1 𝑛2
Where:
X1 = Average in the post-test
X2 = Average in the pre-test
S1 = Standard deviation of the post-test
S2 = Standard deviation of the pre-test
6. The Chi-square Test (Freund,1988) was used to
determine the comparability of the four groups of the
respondents. Below is the formula of Chi-square Test:
2
∑(𝑓𝑂 − 𝑓𝑒 )2
𝑋 =
𝑓𝑒
Where:
X2 = Chi-square
Σ = Summation
fo = actual observed frequency
fe = expected frequency
7. The English proficiency levels of the research
respondents are based on the overall results by using One-
way Analysis of Variance (ANOVA) (Freund, 1988).
SST = Total Sum of Squares

95
2
(∑𝑥)2
SST = ∑𝑋 −
𝑁
SSTr = Sum of square between groups
2
(∑𝑥1 )2 (∑𝑥2 )2 (∑𝑥3 )2 (∑𝑥4 )2 (∑𝑥5 )2
SSTr = 𝑋 = + + + +
𝑁1 𝑁2 𝑁3 𝑁4 𝑁5
SSE = Sum of square within groups
SSE = SST – SSTr
The table shown below will be the guide of the
researcher in determining the computed F value:
Source of Degrees of Sum of Mean

Computed F
Variation Freedom Squares square
Treatment K-1 SS (Tr) MS (Tr)

Ms (Tr)
Error K (n-1) SSE MSE MSE
Total Kn-1 SST
The significant Level is set to 0.05.

96
CHAPTER 4
The Impact of Social Networking Sites (SNS) in the English

Proficiency of the Pupils
This Chapter is designed to focus on the presentation,
analysis and interpretation of the data which were taken from
the results of the test conducted to the research subjects.
The assessment’s results were tallied, computed, tabulated,
visualized in graphs, and statistically analyzed to come up
with the logical conclusions and recommendations.
The gathered data obtained to answer the following
problems for this study:
1. What are the proficiency levels in English Language
of the respondents after the exposure to the different social
networking sites;
2. Test of significant difference on the English
Proficiency among the four groups;
3. The significance of improvement brought about by the
Social Networking Sites to their English Proficiency;
4. Thetest of significant difference between the post-
test scores of the pupils’ English proficiency who were
exposed to the Social Networking Sites and those who were not
given the same opportunity and

97
5. Pointers generated from the findings of the study.
The Profile of Pupils’ Pre-test Scores in English Proficiency

of the Experimental and Control groups
Based on the survey conducted, the data gathered from
the profiles; Internet Access, Frequency of use, Social
Networking Sites Visited and Purpose of Visiting the site
shows that;
Then most of the respondents go to Internet shops
(50pupils) to access internet followed by respondents having
their Mobile phone (48pupils) next is respondents having
Internet Connection at home (30 pupils), lastly is Free
Hotspots (12pupils) that have the least number of
respondents.
Based on data collected, we can say that Facebook
(68pupils) is the main Social Networking Site visited by
pupils followed by YouTube (51Pupils) then by twitter and
others with 8 pupils lastly from Instagram (5 pupils).
It also shows that majority of pupil used gaming sites
while the least visited site of pupil was communication sites.
This means that the subjects comprise the purpose of pupils
is on visiting gaming sites.

98
The Proficiency Levels in English Language of the respondents

after the exposure to the different Social Networking Sites
In this study, two groups (2) were pre-tested, Earth and
Venus to determine the baseline knowledge of the pupils in
English Proficiency. Sections Earth and Mercurywere the
experimental group with SNS, while sectionsVenus and
Neptunewere the experimental group without SNS.
After conducting pre-test and post-test on Verbal
communication, Written communication and Comprehension, they
were checked, recorded and determined the mean proficiency
levels of Experimental group and Control group. The mean
proficiency level interpreted using the scale of the
following: 90-100 is Outstanding, 80-89 is Very satisfactory,
75-79 is Satisfactory, 66-74 is Nearing Mastery and 65 and
below is Needs improvement.

99
Table 13
Proficiency Levelon VerbalCommunication
Student Earth Venus Mercury Neptune

Ex1pre Expost CG 1pre CG 1post Ex2post CG 2post
1 12 17 7 7 15 9
2 14 16 9 10 17 7
3 13 17 15 15 16 11
4 14 18 8 9 16 15
5 13 17 10 11 19 14
6 11 17 8 8 17 13
7 12 18 14 13 20 8
8 12 18 17 18 15 8
9 14 18 9 9 15 10
10 17 16 10 12 20 14
11 14 18 6 5 18 9
12 15 18 8 9 13 12
13 10 17 12 10 16 14
14 11 16 13 14 20 13
15 12 15 14 16 17 8
16 16 18 12 13 20 8
17 12 13 15 12 19 11
18 12 15 9 10 18 13
19 16 15 12 13 17 11
20 17 18 8 9 19 10
21 12 18 9 10 19 14
22 12 17 12 11 15 14
23 12 16 13 13 12 12
24 14 17 11 12 20 14
25 14 18 13 12 14 13
26 12 16 7 8 18 7
27 18 19 12 12 12 15
28 12 17 10 11 16 11
29 11 16 11 10 17 12
30 14 18 11 11 17 11
31 16 18 11 10 17 8
32 15 17 8 8 18 12
33 15 17 15 12 18 11
34 15 17 17 14 18 10
35 15 16 11 12 18 12
No. of Items 20 20 20 20 20 20
Mean 13.54 16.91 11.06 11.11 17.03 11.26
SD 1.98 1.22 2.85 2.61 2.19 2.38
PL 68 85 55 56 85 56
Interpretation Nearing Very Needs Nearing Very Needs
Mastery Satisfactory Improvement Mastery Satisfactory Improvement
100
Based from the table of Verbal Communication Scores of
Grade VI pupils of BCS, the Earth Section as one of the
experimental group has a mean proficiency level of 68 in which
it is interpreted as Nearing Mastery and the post-test mean
proficiency level is 85 which is interpreted as Very
Satisfactory. The Venus Section which is a control group has
a mean proficiency level of 55 and is interpreted as needs
improvement and their post-test revealed their mean
proficiency level of 56 and is interpreted as Nearing Mastery.
The Mercury Section being the other experimental group was
interpreted as very satisfactory with a mean proficiency
level of 85 on their post-test while the Neptune Section which
is also a control got a mean proficiency level of 56 which is
interpreted as Needs improvement as a result of their post-
test.
The data in table 14,Written Communication Scores of
Grade VI pupils of BCS, discloses that during the pre-test,
the experimental group; Earth (with SNS) got a mean score of
13.71 with standard deviation (SD) of 2.05, and performance
level (PL) of 69 and is interpreted as Nearing Mastery, while
Venus (without SNS) obtained a mean score of 9.94, standard
deviation of 3.44, and performance level of 50 interpreted as
Needs improvement.
101
A pre-test is a preliminary test administered to
determine a pupil baseline or preparedness for an educational
experience or course of study. According to Kuehn (2010), a
pre-test by design covers all of the topics which a pupil
will be studying during a school year. While taking the pre-
test, pupils are not expected to know the answers to all of
the questions; however, they should be expected to utilize
the previous knowledge to predict rational answers.
Among the post-tests the Earth section got the highest
mean proficiency level of 80 which is Very Satisfactory next
is Mercury with a mean proficiency level of 80 a Satisfactory
and Venus and Neptune sections got 52 and 49 respectively
interpreted as Needs Improvement

102
Table 14
Proficiency Levelon Written Communication

Earth Venus Mercury Neptune
Student
Ex1pre Ex1post CG 1pre CG 1post Ex2post CG 2post
1 13 13 9 10 20 4
2 15 18 8 8 11 8
3 9 15 9 11 10 7
4 10 16 7 7 16 15
5 15 20 11 12 9 9
6 12 15 10 9 20 7
7 11 16 18 17 10 9
8 12 15 12 10 17 4
9 14 17 9 10 14 3
10 13 14 3 5 19 12
11 16 16 6 7 15 9
12 14 18 6 5 15 16
13 11 17 10 9 19 11
14 13 16 14 12 18 11
15 11 15 15 16 19 10
16 12 15 11 10 20 10
17 14 16 10 9 20 9
18 17 16 12 13 17 11
19 15 17 13 13 11 12
20 15 15 13 13 12 8
21 14 16 6 7 15 15
22 14 17 7 8 11 10
23 15 15 7 8 12 12
24 14 15 14 11 20 13
25 14 15 16 15 19 6
26 10 16 14 15 10 9
27 16 19 7 9 19 13
28 14 15 11 11 12 13
29 17 13 10 15 19 13
30 13 12 9 14 16 10
31 15 17 9 10 20 6
32 16 17 3 5 17 13
33 17 16 8 10 18 8
34 14 17 9 8 19 12
35 15 18 12 11 19 8
No. of Items 20 20 20 20 20 20
Mean 13.71 15.94 9.94 10.37 15.94 9.89
SD 2.05 1.64 3.44 3.13 3.70 3.17
PL 69 80 50 Needs52 Very 80 Need49
Nearing Very Needs Improve Satisfact Improve
Interpretation
mastery Satisfactory improvement ment ory ment
103
The data in table 15,Comprehension Scores of Grade VI
pupils of BCS,also discloses that during the pre-test, the
experimental group;Earth (with SNS) got a mean score of 13.40
with standard deviation (SD) of 3.05, and performance level
(PL) of 67 which is Nearing Mastery, while Venus (without
SNS) obtained a mean score of 8.03, standard deviation of
3.09, and performance level of 40 which Needs Improvement.
Post-tests showed the Earth section got the highest mean
proficiency level of 81 which is Very Satisfactory next is
Mercury with a mean proficiency level of 80 a Satisfactory
and Venus and Neptune sections got 40 and 51 respectively
interpreted as Needs Improvement
The proficiency results implied that the Proficiency on
Verbal Communication,Written Communication and Comprehension
of Experimental Groups(Earth and Mercury) were high or above
the average using the zero based proficiency level as the
basis compared to the Control Group (Venus and Neptune).
Because of these results it shows that the use of SNS helps
improve the pupils’ Verbal Communication.

104
Table 15
Proficiency Levelon Comprehension

Earth Venus Mercury Neptune
Student
Ex1pre Ex1post CG 1pre CG 1post Ex2post CG 2post
1 17 17 6 5 20 4
2 9 18 6 7 15 8
3 9 17 13 10 20 8
4 10 10 3 5 13 8
5 14 14 15 12 19 7
6 9 17 10 11 12 12
7 15 14 7 8 18 4
8 12 17 9 8 10 7
9 14 14 7 7 17 7
10 12 17 5 6 12 7
11 16 16 6 5 12 6
12 16 16 5 9 11 8
13 18 18 8 7 16 9
14 14 14 4 5 15 9
15 12 18 7 8 18 12
16 13 17 10 12 19 10
17 16 15 11 12 15 10
18 19 19 9 11 10 6
19 17 17 10 11 16 9
20 18 19 5 7 17 18
21 12 15 2 7 15 10
22 7 19 9 8 18 15
23 11 15 5 5 20 17
24 9 20 3 3 16 10
25 9 18 8 7 19 11
26 16 16 13 12 20 12
27 12 15 9 10 16 9
28 11 14 11 10 19 17
29 14 17 7 7 16 11
30 16 20 10 9 17 7
31 15 10 12 11 18 15
32 14 19 8 8 14 17
33 15 12 7 7 18 17
34 13 19 12 11 15 12
35 15 13 9 9 15 7
No. of Items 20 20 20 20 20 20
Mean 13.40 16.17 8.03 8.29 16.03 10.17
SD 3.05 2.55 3.09 2.44 2.91 3.85
PL 67 81 40 Needs 41 Very 80 Needs51
Nearing Very Needs Imoroveme Satisfact Improve
Interpretation
mastery Satisfactory Improvement nt ory ment
105
Table 16
Summary of Proficiency Levels in English Language
Verbal Written Comprehension

No. of items 20 20 20
Mean 14 14 13
Earth(Ex1pre) SD 2 2 3
PL 68 69 67
Interpretation Nearing Mastery Nearing Mastery Nearing Mastery
Pre - test No. of items 20 20 20
Mean 11 10 8
SD 3 3 3
Venus(CG1pre)
PL 55 50 40
Needs Needs Needs
Interpretation Improvement Improvement Improvement
Mean 17 16 16
Earth(Ex1post) SD 1 2 3
PL 85 80 81
Interpretation Satifactory Satifactory Very Satifactory
Mean 11 10 8
SD 3 3 2
Venus(CG1post)
PL 56 52 41
Needs Needs
Nearing Mastery
Post - Interpretation Improvement Improvement
test No. of items 20 20 20
Mean 17 16 16
Mercury(Ex2post) SD 2 4 3
PL 85 80 80
Interpretation Satifactory Satifactory Satifactory
Mean 11 10 10
2 3 4
Neptune(CG2post) SD
PL 56 49 51
Needs Needs Needs
Interpretation Improvement Improvement Improvement
106
Table 16
The Profile of Pupil’s Pre-Test Scores in English

Proficiency of Experimental Group (Earth Section)
Pre Test Results Experimental Group

Earth Verbal Written Comprehension
No of items 20 20 20
Mean 13.54 13.71 13.40
SD 1.98 2.05 3.05
PL 68 69 67
Interpretation Nearing Mastery Nearing Mastery Nearing Mastery
107
Table 17
The Profile of Pupil’s Pre-Test Scores in English

Proficiency of Control Group (Venus Section)
Pre Test Results Experimental Group

Venus Verbal Written Comprehension
No of items 20 20 20
Mean 11.06 9.94 8.03
SD 2.85 3.55 3.09
PL 55 50 40
Interpretation Needs Improvement Needs Improvement Needs Improvement
108
Test of significant difference on the English

Proficiency among the four groups
To determine whether there exists a significant
difference on the English Proficiency vary among the four
groups, the F-test or One-Way Analysis (ANOVA) was employed.
The foregoing tables show the Analysis of variance among four
groups along verbal communication, written communication and
comprehension. These tables reveal the degrees of freedom,
sum of squares, mean squares, and the computed and tabular F-
value. Shown in Table 18 is the Analysis of Variance in verbal
communication of sections Earth and Venus. The data shows the
computed F-test value of 45.88 which is higher than the F
tabular value of 5.86 and 6.17 at 0.005 level of significance.
While in Table 19 is the Analysis of Variance in verbal
communication of sections Mercury and Neptune. The data shows
the computed F-test value of 36.06 which is higher than the
F tabular value of 5.86 and 6.17 at 0.005 level of
significance. Table 20 shows the Analysis of Variance in
written communication of sections Earth and Venus. The data
shows the computed F-test value of 28.18 which is higher than
the F tabular value of 5.86 and 6.17 at 0.005 level of
significance. Also, in Table 21 is the Analysis of Variance
in written communication of sections Mercury and Neptune.

109
Base from the table, the computed F-test value is 17.49 where
it is higher than the f tabular value of 5.86 and 6.17 at
0.005 level of significance. Analysis of Variance in
Comprehension was shown in Table 22 and 23 of Sections Earth
and Venus and Mercury and Neptune respectively. Table 22
reveals that the computed F-test value is 56.45 where it is
higher than the F tabular value of 5.86 and 6.17 at 0.005
level of significance. While Table 23 shows computed F-test
value of 16.68 which is higher than the F tabular value of
5.86 and 6.17 at 0.005 level of significance.
Thus, the researcher accepts the alternative hypothesis.
It is therefore safe to conclude that the Pupils demonstrated
progress, increase their knowledge and learning in English
proficiency due to the adaptation of Social Networking Sites.

110
Table 18
Analysis of Variance in Verbal Communication

of sections Earth and Venus
Degrees of Sum of Mean F-Value Decision on

Sources of Variation
Freedom Squares Squares Computed Tabular Ha
Between Groups K-1 3 588.70 196.23
between
Within Group (N-1)-(K-1) 66 282.29 4.28 45.88 5.86 and Accepted
6.17
Total N-1 70 870.99
111
Table 19
Analysis of Variance in Verbal Communication of

sections Mercury and Neptune
Degrees F-Value
Sum of Mean
Sources of Variation of Decision on Ha
Squares Squares Computed Tabular
Freedom
between
6.17
Total N-1 70 938.57
112
Table 20
Analysis of Variance in Written Communication


between
Within Group (N-1)-(K- 28.18 5.86 and Accepted
66 424.06 6.43
1) 6.17
Total N-1 70 967.27
113
Table 21
Analysis of Variance in Written Communication

of sections Mercury and Neptune
Degrees F-Value
Sum of Mean
Freedom
between
6.17
Total N-1 70 1449.49
Table 22
Analysis of Variance in Comprehension


between
6.17
Total N-1 70 1512.34
114
Table 23
Analysis of Variance in Comprehension

of sections Mercury and Neptune
Degrees F-Value
Sum of Mean
Freedom
Between Groups K-1 3.00 600.36 200.12
between
Within Group (N-1)-(K-1) 66.00 791.94 12.00 16.68 5.86 and Accepted
6.17
Total N-1 70.00 1392.30
The test of Significant Improvement from

the Pre-test to the Post test of the
Control Group and Experimental Group
The z test for independent sample was used to test if
there is a significant improvement from the pre-test to the
post-test of Earth, the experimental group and Venus the
control group both along three tests (verbal, written and
comprehension).
The table 24 reflected that the computed standard
deviation was 1.31 for verbal, 1.7 for written and 1.6 for
comprehension for Venus as the control group. The mean was
0.057 for verbal, 0.492 for written and 0.0257 for
comprehension and having 35 as the number of cases.And the

115
value computed in the z test was 0.26 for verbal, 1.49 for
written and 0.93 for comprehension, using the tabular value
of 3.646 at 0.0005 level of significance at 34 degrees of
freedom the null hypothesis was accepted. This means that
there were no significant improvement from the pre-test to
the post-test of Venus while in the experimental group, Earth,
the computed mean is 3.371 in verbal, 2.229 in written and
2.771 in comprehension which composed of 3 group and having
35 as total number of cases. And the computed in the z test
was 10.33 for verbal, 5.781 for written 4.106 for
comprehension. Using the tabular value of 3.646 at 0.0005
level of significance at 34 degrees of freedom, the computed
value in z-test is higher than the tabular value, thus, the
null hypothesis was rejected this means that there was a
significant improvement in the pre-test and post-test of
Earth among three tests (verbal, written and comprehension).
It can be gleaned in table that the computed value in
Venus, the control group was lower than the tabular value.
Thus Ho was accepted and Ha was rejected which means that
there is no significant improvement from the pre-test to the
post-test of the control group. This reveals that the
performance of the control group was the same all throughout
the research period without using Social Networking Sites,

116
while in the experimental group the computed value was higher
than the tabular value which means that the null hypothesis
was rejected and alternative hypothesis was accepted so there
is really a high significant improvement from the pre-test to
the post-test of the experimental group thus, with the use of
Social Networking Sites, the performance of the respondents
are highly improved.
This implies that the use of Social Networking Site,
gave an improvement in the performance of the experimental
group. Through their exposure to Social Networking Sites
their performance increases and become better as to go on to
the higher years with higher learning improvement. Thus,
Social Networking Sites is efficient.
Table 24
The Test of Significant Improvement from the Pre-Test to

the Post-Test of Control Group and Experimental Group
Indicator Experimental Group Control Group
Earth Venus
Section
Verbal Written Comprehension Verbal Written Comprehension
Number of Cases 35 35 35 35 35 35
Population Mean of
3.371 2.229 2.771 0.057 0.492 0.257
the Difference
Standard Deviation of
1.93 2.281 3.993 1.31 1.7 1.63
the Difference
Computed Z-test result 10.33 5.781 4.106 0.26 1.49 0.93
Degrees of Freedom 34 34 34 34 34 34
117
Tabular Z-test value at

1.697 1.697 1.697 1.697 1.697 1.697
0.05
0.025 2.042 2.042 2.042 2.042 2.042 2.042
0.01 2.457 2.457 2.457 2.457 2.457 2.457
0.005 2.75 2.75 2.75 2.75 2.75 2.75
0.001 3.646 3.646 3.646 3.646 3.646 3.646
Decision on Null
Rejected Rejected Rejected Accepted Accepted Accepted
Hypothesis
Significance
0.001 0.001 0.001 NS NS NS
Improvement
Test of Significant Difference of the Post-Test

Scores among Four Groups
A Post-Test is a test given to measure the outcome
variable after the experimental manipulation is implemented.
A post-test is preceded by a pre-test prior to the
experimental manipulation, which is the same test as the post-
test. This pre-test-post-test design allows the experimenter
to test what effect, if any, the experimental manipulation
had by assessing the differences in the pre-test and post–
test. If there are any differences, it is likely to be due to
the manipulation.
To determine whether there exists a significant
difference on the post-test scores among the four groups, the
Z-test for independent sample was employed.
Table 25
118
Test of Significant Difference between the Post-test Scores

of Control Group (Venus) and Experimental Group
(Earth) on verbal Communication
Verbal Communication
Section Earth Venus
Number of Cases 35 35
Population Mean of the Difference 16.91 11.11
Standard Deviation of the Difference 1.22 2.61
Computed Z-test result 11.91
Degrees of freedom 68
Tabular Z- test result at 0.05 1.664
0.025 1.990
0.01 2.374
0.005 2.639
0.001 3.416
Decision on Null Hypothesis Rejected
Significance of Difference 0.001
Table 26

(Earth) on Written Communication
Written Communication
Section Earth Venus
0.025 1.990
0.01 2.374
0.005 2.639
0.001 3.416
Table 27

(Earth) on Comprehension
Comprehension Communication
119

Section Earth Venus
0.025 1.990
0.01 2.374
0.005 2.639
0.001 3.416
It can be seen in Tables25, 26 and 27the results of the
test or significant difference between the Post-test of two
respondents. Results indicated that both respondents
consisted of 35 number of cases, the section Earth
(experimental group) has a total score of 592, 558 and 566 in
verbal communication, written communication and comprehension
respectively, with a population mean of 16.91in verbal
communication, 15.94in written communication and
16.17comprehension while their standard deviations are 1.22,
1.64 and 2.55 respectively. The Venus section (control group)
has a total score of 389, 363 and 290 in verbal communication,
written communication and comprehension respectively, with a
population mean of 11.11in verbal communication, 10.37in
written communication and 8.29comprehension while their
standard deviations are 2.61, 3.13 and 2.44 respectively.

120
It can be gleaned in the tables that the computed z-
value for verbal communication, written communication and
comprehension are higher than their respective tabular
values. Therefore, there is a significant difference in the
post-test of the two groups. This means that the level of
performance of the two groups are not the same or not equal.
Table 28

of Control Group (Mercury) and Experimental Group
(Neptune) on verbal Communication
Verbal Communication
Section Mercury Neptune
0.025 1.990
0.01 2.374
0.005 2.639
0.001 3.416
Table 29

of Control group (Venus) and Experimental group
(Earth) on Written Communication
Written Communication
121
0.025 1.990
0.01 2.374
0.005 2.639
0.001 3.416
Table 30
Test of significant difference between the Post-test

results of control group (Mercury) and experimental
group(Neptune) on Comprehension
Comprehension Communication
0.025 1.990
0.01 2.374
0.005 2.639
0.001 3.416
It is clear in the tables that the computed z-value for
verbal communication, written communication and comprehension
of Mercury and Neptune are higher than their respective
tabular values. Therefore, there is a significant difference

122
in the post-test of the two groups. This means that the level
of performance of the two groups are not the same or not
equal.
Table 31
Significance of Solomon four group pretest-posttest method

in True Experimental Research using dependent and
independent t-test (Verbal Communication)
Mean
Test No Group Mean Sd t-value p-value Remark
Diff
Ex1pre 13.54 1.98 Sig @
1(Pt-test) 3.37 10.172 3.385
Expost 16.91 1.22 1%
CG1pre 11.06 2.85

2(Pt-test) 0.06 0.254 3.385 NS
CG1post 11.11 2.61
CG1pre 11.06 2.85
3(It-test) 2.49 4.228 2.704 NS
Ex1pre 13.54 1.98
CG1post 11.11 2.61 Sig @
4(It-test) 5.80 11.91 2.704
Expost 16.91 1.22 1%
CG2post 11.26 2.38 Sig @

5(It-test) 5.77 10.554 2.704
Ex2post 17.03 2.19 1%
CG1pre 11.06 2.85

6(It-test) 0.20 0.319 2.704 NS
CG2post 11.26 2.38
Expost 16.91 1.22
7(It-test) 0.11 0.283 2.704 NS
Ex2post 17.03 2.19
CG1post 11.11 2.61
8(It-test) 0.14 0.251 2.704 NS
CG2post 11.26 2.38
123
It-test : Independent sample t-test

Pt-test : Paired/related sample t-test
Mean
Diff
1(Pt- Ex1pre 13.71 2.05 Sig @
2.23 5.711 3.385
test) Expost 15.94 1.64 1%
2(Pt- CG1pre 9.94 3.44

0.43 1.479 3.385 NS
test) CG1post 10.37 3.13
3(It- CG1pre 9.94 3.44
3.77 5.57 2.704 NS
test) Ex1pre 13.71 2.05
4(It- CG1post 10.37 3.13 Sig @
5.57 9.325 2.704
test) Expost 15.94 1.64 1%
5(It- CG2post 9.89 3.17 Sig @

6.06 7.346 2.704
test) Ex2post 15.94 3.70 1%
6(It- CG1pre 9.94 3.44

-0.06 -0.063 2.704 NS
7(It- Expost 15.94 1.64
0.00 0 2.704 NS
test) Ex2post 15.94 3.70
8(It- CG1post 10.37 3.13
-0.49 -0.637 2.704 NS
Table 32

independent t-test (Written Communication)
124

Table 33

independent t-test (Comprehension)
Mean
Diff
1(Pt- Ex1pre 13.40 3.05 Sig @
2.77 4.046 3.385
test) Expost 16.17 2.55 1%
2(Pt- CG1pre 8.03 3.09

0.26 0.932 3.385 NS
3(It- CG1pre 8.03 3.09
5.37 7.317 2.704 NS
test) Ex1pre 13.40 3.05
4(It- CG1post 8.29 2.44 Sig @
7.89 13.209 2.704
test) Expost 16.17 2.55 1%
5(It- CG2post 10.17 3.85 Sig @

5.86 7.184 2.704
test) Ex2post 16.03 2.91 1%
6(It- CG1pre 8.03 3.09

2.14 2.565 2.704 NS
7(It- Expost 16.17 2.55
-0.14 -0.214 2.704 NS
test) Ex2post 16.03 2.91
8(It- CG1post 8.29 2.44
1.89 2.44 2.704 NS
125

Test#2 suggests that no difference found between before
and after values in Control group but Test#1 reveals that
there is significant difference between pre and post score of
Experiment group which means significant impact of SNS has
been found on experiment group.Further Test#3 concludes that
the randomization process was effectively applied to get
samples under CG1Pre and EX1Pre because no significant
difference has been found.Test#4 ensures that there is
significant difference between CG1Post and EX1Post. Hence, it
can be concluded that SNS have a significant effect on the
scores and perhaps there may be some sort of influence of
pre-test because the mean difference has been increased from
3.37to5.80 fromTest#1 to Test#4.Test#5 proves that there is
significant difference between CG2POST and EX2POST (without
pretest)at 1% level. Test#6 suggests that no external factors
have been included unknowingly in this study.This analysis
applies to table 31, 32 and 33 since all of the results are
purely identical.
126
CHAPTER 5
Summary, Findings, Conclusions and Recommendations
This chapter presents the summary findings, conclusions
and its recommendations of this study. The summary includes
the major findings upon which the conclusions were based. The
researcher formulated the recommendations drawn from the
conclusions. The recommendations for further research are
also found at the end of this chapter.
1. What is the profile of the pre-test scores of the pupils
in English in the different groups before they were
exposed to Social Networking Sites (SNS)?
2. What is the profile of the post test score of the pupils
in English Proficiency in the different groups after

127
they were exposed to Social Networking Sites (SNS) and
those who were not given the same opportunity?
3. How do the post test scores of the four groups vary
significantly?
4. To what extent does the pupils’ academic performance in
English proficiency differ significantly when given the
pre-test?
5. How significantly is the improvement brought about by
SNS in the achievement in English proficiency?
6. What pointers can be devised from the findings of the
study to improve the pupils’ academic performance in
English Proficiency using SNS?
This is true experimental design involving the Solomon
four groups Design used control group and Experimental group
was utilized in conducting this study. The researcher
analyzed and interpreted the results of pre-test/post-test
given to Grade VI before/after the instructional process with
regards to the application of SNS in teaching English
Proficiency to the pupils.
In this study, Earth and Venus were considered as
Experimental Control Group who was exposed to Social
Networking Sites, while Mercury and Neptune were the control

128
group, who were not given such opportunity since only the
traditional method was applied. The two (2) groups were pre-
tested but all the groups (Earth, Venus, Mercury, and Neptune)
were post-tested. Both for 45 minutes time for each content
area and according to their time schedule.
The statistical tools was used in the treatment of data
were Mean and Standard Deviation (SD), Frequency count,
Weighted Mean, Percentage, Performance Level, Chi-Square
Test, Z-test and one way analysis of variance (ANOVA).
Findings
From the statistical treatment of data with the
corresponding analysis and interpretation there to the
following findings have surfaced;
1. The profile of the Grade VI pupil’s along Age, Sex,
Location of residence, Access to internet, Frequency of use,
Social Networking Sites visited and Purpose of the pupils in
visiting the sites. The age of the pupils varies between 11
years old to 14 years old. Most of the pupils are age 12,
followed by 13, 11 and 14 respectively. The research is
composed of 72 female and 68 male.

129
The location of residence of the pupils were mostly located
at Poblacion having 79 pupils, next by the Road with 32
pupils, then in the mountain with 15 pupils and least was in
the Lake with 14 pupils.
The internet access of the pupils used was commonly at
the computer shop with 50 pupils, seconded by mobile phones
with 48 pupils, internet connection at home with 30 pupils
and lastly free hotspots having 12 pupils.
The frequency of use of pupils was usually once a day
with 57 pupils, the next was never with 38 pupils, twice a
day with 20 pupils, more with 19 pupils and thrice a day with
6 pupils.
The social networking sites visited of the pupils was
highly at facebook with 68 pupils, youtube with 51 pupils,
twitter and others both having 8 pupils, and lastly instagram
with 5 pupils.
The purpose of the pupils on visiting sites, most of the
pupils is using SNS for gaming with 49 pupils, watching video
with 30 pupils, research and just to get updated has the same
with 21 pupils and some used SNS to communicate with 19
pupils.
130
2. The proficiency levels in English language of the pupils
before and after they were exposed to the different social
networking sites along Verbal communication; for experimental
group the Earth and Mercury, the proficiency level of pupils
in Earth has improved after exposing the pupils on SNS, having
an interpretation of Nearing mastery for pre-test and
satisfactory for post-test. And for Mercury after the pupils
was exposed in the SNS the pupils improved having an
interpretation of Satisfactory. For control group the Venus
and Neptune, the proficiency level of the Venus also improved
having an interpretation of needs improvement for pre-test
and nearing mastery for post-test, for Neptune the post-test
result was interpreted as needs improvement.
For Written Communication the proficiency level in English
language of pupils were interpreted; for experimental group
Earth and mercury has improved after they were exposed to the
SNS, having an interpretation of Nearing mastery for pre-test
and Satisfactory for post-test for Earth and for Mercury the
pupils also improved with an interpretation of
satisfactory.For the control group Venus and Neptune the
pupil’s proficiency level remain the same with an
interpretation of Needs improvement.

131
For Comprehension the proficiency level of the pupils in
English language is also the same with the Written
communication where there is an improvement on the pupils who
are exposed with the SNS the experimental group while there
is no improvement with the pupils who are not exposed on SNS
the control group.
3. To determine whether there exists a significant
difference on the English Proficiency vary among the four
groups, the F-test or One-Way Analysis (ANOVA) was employed.
The foregoing tables show the Analysis of variance among four
groups along verbal communication, written communication and
comprehension. These tables reveal the degrees of freedom,
sum of squares, mean squares, and the computed and tabular F-
value. Shown in Table 18 is the Analysis of Variance in verbal
communication of sections Earth and Venus. The data shows the
computed F-test value of 45.88 which is higher than the F
tabular value of 5.86 and 6.17 at 0.001 level of significance.
While in Table 19 is the Analysis of Variance in verbal
communication of sections Mercury and Neptune. The data shows
the computed F-test value of 36.06 which is higher than the
F tabular value of 5.86 and 6.17 at 0.001 level of
significance. Table 20 shows the Analysis of Variance in
written communication of sections Earth and Venus. The data

132
shows the computed F-test value of 28.18 which is higher than
the F tabular value of 5.86 and 6.17 at 0.001 level of
significance. Also, in Table 21 is the Analysis of Variance
in written communication of sections Mercury and Neptune.
Base from the table, the computed F-test value is 17.49 where
it is higher than the f tabular value of 5.86 and 6.17 at
0.001 level of significance. Analysis of Variance in
Comprehension was shown in Table 22 and 23 of Sections Earth
and Venus and Mercury and Neptune respectively. Table 22
reveals that the computed F-test value is 56.45 where it is
higher than the F tabular value of 5.86 and 6.17 at 0.001
level of significance. While Table 23 shows computed F-test
value of 16.68 which is higher than the F tabular value of
5.86 and 6.17 at 0.001 level of significance.
4. The z test for independent sample was used to test if
there is a significant improvement from the pre-test to the
post-test of Earth, the experimental group and Venus the
control group both along three tests (verbal, written and
comprehension).
The table 24 reflected that the computed standard
deviation was 1.31 for verbal, 1.7 for written and 1.6 for
comprehension for Venus as the control group. The mean was
0.057 for verbal, 0.492 for written and 0.0257 for

133
comprehension and having 35 as the number of cases.And the
value computed in the z test was 0.26 for verbal, 1.49 for
written and 0.93 for comprehension, using the tabular value
of 3.646 at 0.001 level of significance at 34 degrees of
freedom the null hypothesis was accepted. This means that
there were no significant improvement from the pre-test to
the post-test of Venus while in the experimental group, Earth,
the computed mean is 3.371 in verbal, 2.229 in written and
2.771 in comprehension which composed of 3 group and having
35 as total number of cases. And the computed in the z test
was 10.33 for verbal, 5.781 for written 4.106 for
comprehension. Using the tabular value of 3.646 at 0.001 level
of significance at 34 degrees of freedom, the computed value
in z-test is higher than the tabular value, thus, the null
hypothesis was rejected this means that there was a
significant improvement in the pre-test and post-test of
Earth among three tests (verbal, written and comprehension).
5. The pupils who were exposed in the Social Networking
Site the experimental group have an improvement in their
English proficiency as they continue to use this site. The
control group who were not exposed in the Social Networking
site has no improvement in their English proficiency.

134
6. For the improvements of pupil’s academic performance
in English Proficiency language, the following are the
pointers:
a. Establish English proficiency framework relevant to
the three tests of the study – verbal communication,
written communication and comprehension.
b. Benchmark activities between the four groups to
determine what and where improvements are called.
c. Standard rules to drive positive change by
encouraging the pupils of Buhi in visiting social
networking sites.
Conclusions
Based from the above-mentioned findings, the following
conclusions are made;
1. The profile ofGrade VI pupils in Buhi Central School is
composed of 140 pupils, 72 are female and 68 are male,
dominated by 12 years old pupils. Most of them are
located from Poblacion where least of them are from the
lake. In terms of internet access, most of pupils used
at the computer shop where the frequency of use was
usually once a day highly visiting facebook site. But

135
most of the pupils of Buhi Central School using SNS for
the purpose of gaming.
2. The English proficiency level of pupils after they were
exposed to the Social Networking Sites has improved for
experimental group in Verbal communication, Written
communication and comprehension. While for control group
the English proficiency level of the pupils in verbal
communication for Venus has improved and for Neptune has
Needs improvement, and for Written communication and
Comprehension the pupils proficiency level needs
improvement.
3. The analysis of variance of the four groups in Verbal
communication, Written communication and Comprehension of
experimental and control group, has accepted the hypothesis,
where in there is a significant difference.
4. The computed value in Venus, the control group was lower
than the tabular value. Thus Ho was accepted and Ha was
rejected which means that there is no significant
improvement from the pre-test to the post-test of the
control group. This reveals that the performance of the
control group was the same all throughout the research
period without using Social Networking Sites, while in
the experimental group the computed value was higher

136
than the tabular value which means that the null
hypothesis was rejected and alternative hypothesis was
accepted so there is really a high significant
improvement from the pre-test to the post-test of the
experimental group thus, with the use of Social
Networking Sites, the performance of the respondents are
highly improved.
5. The use of Social Networking Site, gave an improvement
in the performance of the experimental group. Through
their exposure to Social Networking Sites their
performance increases and become better as to go on to
the higher years with higher learning improvement. Thus,
Social Networking Sites is efficient.
Recommendations
In the light of the findings and conclusions, the following
recommendations were formulated;
1. Pre/Post-tests is a necessary diagnostic tool for
measuring the learning of pupils. Teachers must remember
to use them as a diagnostic instrument so that teaching
can be more effective.

137
2. Conducts programs, activities that limit the pupils from
visiting sites (SNS) since the results reveals that
gaming is their purpose of visiting.
3. Establish English language proficiency frameworks
relevant to the three tests of the study - verbal
communication, written communication and comprehension.
Recommendations for Further Research
Based on the recommendations of the study, the researcher
suggests the following topics for future research;
1. An experimental research be likewise conducted in other
year levels to determine the effectiveness of SNS in
improving academic performance of pupils.
2. Determining the correlation between the achievement
level and learning difficulties of Grade school pupils
in English Proficiency.
3. Similar study in different schools division or district.

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1

Generally computers have a real and big role in the

technological development in daily task. Another thing that

really redefines the communication between computers is the

internet or interconnection of computers, cell phones,

tablets and other mobile devices that has a big role in

Nowadays computer cannot be computers if there is no

internet connection or access. Computer is composed of

millions of web pages, web servers, websites and many more to

provide a wider range of sharing information across the globe

and it is by means of communication. It makes daily task

easier and accessible.

The prevalence of new media within the home and school

impacts the way a pupil learns and interacts with teachers,

parents and peers. In this technological age, pupils, pupils

and even professionals rely on the Internet for entertainment

and educational resources. But, despite their prowess in

such how to use a dictionary or thesaurus and even composing

sentences and paragraphs with correct grammar.

In the initiation of globalization, the Philippines make

every effort to move along with rapid technological changes.

To be extra literate, the children must have a good

understanding of the basic principles of technology and

instill positive values related to systematic awareness and

In the improvement of technology, the Filipinos are

stirring forward towards a vastly competitive and aggressive

world and with this study it would contribute to the directive

of the constitution. Article XVI, Section 10 of the 1987

Philippine Constitution states that:

Science and technology is essential for

The said constitution provides that research should be

promoted in the force of rapidly increasing modern

technology. There is no doubt that being literate and well

informed of the new trends in technology will result and

facilitate new and very valuable learning to the pupils that

may help them in their existence.

Today one of the fastest growing and websites that

generation is the social media. Facebook is one of the famous

and hot trend online social networking sites. It is not only

a simple site that can be used in communication but also it

Not only Facebook is the trendiest social networking

sites but also Twitter, Instagram, Multiply, Tumbler,

MySpace, and a lot more. Social media is best understood as

a group of new kinds of online media, which share most or all

of the following characteristics.

Participation. Social media encourages contributions and

feedback from everyone who is interested. It blurs the line

between media and audience.

Openness. Most social media services are open to

feedback and participation. They encourage voting, comments

and the sharing of information. There are rarely any barriers

to accessing and making use of content. Password protected

content is frowned on.

Conversation. Traditional media is about “broadcast”

social media is better seen as a two-way conversation.Social

media allows communities to form quickly and communicate

effectively. Communities share common interests, such as a

love of photography, a political issue or a favorite TV show.

Connectedness. Most kind of social media thrive on their