CHAPTER 1

THE PROBLEM

Background of the Study

Technology introduces up a new space for learning where students are

allowed more freedom, and teachers are guides in an exciting new world of

almost infinite knowledge. Without effective collaboration between learners and

teachers, students often lose motivation due to the perceived lack of community

and sense of shared learning. This is why it is critical to use various forms of

online interaction, from text messages and video conferencing to collaborative

interactive projects and the latest online platforms, to support students and keep

them engaged.

In addition, students often learn in a faster rate because they are not only

listening to the teacher and reading textbooks but also participating in engaging

academic activity. That’s why it became a great way to encourage learning using

short quizzes, exercises with elements of gamification from the social medias,

interactive apps, and more. With information easily accessible on the internet,

the teacher’s role as the subject expert becomes less complex and critical. It’s

the ability to guide students through these volumes of information that really

matters in modern education. At the same time, finding the most effective ways

of learning from different sources together with students makes teachers co-
 2

learners rather than the sole source of knowledge. And this is exactly the

behavior that can inspire students and encourage them to study beyond the

curriculum. It might look like teachers are losing control, but in fact, technology

is the new approach to build real trust and respect within the class (Gorenko,

2020).

The use of social media in education provides students with the ability to

get more useful information, to connect with learning groups and other

educational systems that make education convenient. Hopkins (2017) said that

social media is no doubt can increase student collaboration. Since students

become friends with their classmates on social media and they more likely to

collaborate on activities. This leads to higher recall rates as students become

more connected to their institution and their peers. Social media tools provide

students and institutions with multiple opportunities to improve learning

methods. Through these, you can incorporate social media plugins that enable

sharing and interaction. Students can benefit from online tutorials and resources

that are shared through social medias (Dlamini, 2019).

Moreover, the faculty can also use social media as a method to get

students to take part on activities. There are students who can’t express

themselves confidently, and many may not speak up in a classroom, but that

may not be the case on social media. Students today grew up on social media,

and for many, it became the normal way to interact. Faculty can post questions
 3

on social media such as Twitter, Facebook, or even Tik-tok and students can

answer those questions, by including a specific hashtag in their own posts. This

not only allows the faculty to find the student answers but also allows other

students to see what others are answering and create a dialog. And also, a lot of

LMS “learning management systems” incorporate a discussion board to

accomplish this same educational pedagogy but are just as useful if not more by

using a social media platform in education (Hopkins, 2017).

Furthermore, Hopkins (2017) also highlighted that social media are also

helpful in team projects. College students emphasize the importance of the basic

skill of working in groups and thus social media sites can be helpful with that to

increase this ability as the students can hold meetings in real-time and work on

their activities simultaneously. This enhances the likelihood that they will also

spend time together working on activities and may not have to make time to

meet in person all the time as the activity progresses. Having teams work

together using social media only strengthens advantage one and two of your

educational activities.

Evidently there is valuable knowledge to be gained through social media

such as analytics and insights on various topics or issues for study purposes.

Social media is also a medium where students can establish beneficial

connections for their careers. Social media has the ability to broaden your

perspective on various subjects and gives illuminating, instant content that is

 4

new. You have the opportunity of engaging experts to get answers on topics that

you may need help in. Social media offers audience and subject monitoring tools

that are useful and it is one of the best platforms to extract data. You can find

out how the majority people feel about a particular topic or how experts perceive

and advice on specific issues. This can help students compile and produce useful

content for research. Whether students are working on an assignment, working

on a project or trying to gain more insight on a subject, some of the best

information and results can be extracted from social media. The important

benefit that networks build is the many helpful and beneficial tools and access

that make learning become a pleasant process (Dlamini, 2019).

Jones (2015) said, social media technologies are no longer only used for

leisure. Rather, over the years, these technologies have also become platforms

for interacting and engaging with learners. In their recent study about the

tweeting behaviour of undergraduate students in some universities in Singapore,

Menkhoff et al. (2014) find that among other benefits, Twitter enables students

to have “a voice, to be more engaged and to interact more freely with both their

peers and the instructor via knowledge sharing and twitter discussions”. This

means that students who are expectantly captive in traditional approach to

teaching, are increasingly offered an opportunity to provide prompt feedback to

instructors, an element that leads to the much-treasured student-centred

learning approach.
 5

Soares (2008) used blogs to teach English as a foreign language at a

Brazilian university. At the end of the semester, he distributed an online

questionnaire to investigate students’ perception about blogs as learning tools

and results showed that blogs profoundly helped students improve their writing

skills in English language by accessing tutorials in the form of Podcasts and

videos shared on their blogs and YouTube channels.

In United Kingdom, evidence about the benefits of social are highlighted.

By drawing data from published reports, conference papers, journal articles and

anecdotal evidence, Twitter and blogs and other Web 2.0 technologies like Wikis

are catalysts of scholarly practice and the sharing of designs and good practice.

This is made possible by allowing students to participate in a distributed network

of educators and researchers and to co-create knowledge and develop a skill of

critique of content (Conole & Alevizou, 2010).

In China, WeChat and QQ are the two most popular social media

platforms (Statista, 2017). Previous studies on social media use in Chinese higher

education commonly fall into the following three categories. General discussion

about the feasibility and effects of adopting social media in teaching and

learning. Yue et al. (2014) argue that mobile education involving social media

platforms, such as WeChat, is a new experience in digital informatization

teaching and will be one of the indispensable learning modes in the future. Social

media use in teaching resulted in positive effects, such as enhancement of

 6

collaboration, creation of learning opportunities, improvement in enthusiasm and

engagement, and reduction in teaching costs. It also led to some negative

effects, such as lowering students’ independence, integrity, and creativity,

causing learning distractions, reducing persistence and reflection, interfering by

presenting improper information, and influencing the development of students’

ability to communicate in the workplace.

According to Wood et al., (2019) dedicated academic social media

platforms, includes Academia.edu, ResearchGate, and Mendeley, as well as the

unrestricted, open-access online database of pre-print research, SSRN (formerly

‘Social Science Research Network’). These platforms allow researchers to share

versions of their work to bypass the publication ‘pay wall’, connect with scholars

in similar fields, and use ‘altmetrics’ (alternative citation impact metrics) to gauge

the exposure and reception of their work. At the same time, it is necessary to

recognise that, along with the benefits of social media engagement,

corresponding measures of research impact (such as altmetrics and ‘likes’,

‘shares’, and ‘re-tweets’), increasingly function as key performance indicators in

neoliberal academic settings. Their findings indicated that Academia.edu,

ResearchGate, and Twitter were the most widely used social media platforms by

Australia and New Zealand research participants in a professional capacity.

According to Tabios (2020), Dr. Edmund Centeno, an assistant professor

of the College of Development Communication at the University of the

 7

Philippines-Los Baños (UPLB), shared with the Manila Bulletin the following

Edmodo, Moodle, Zoom, Facebook messenger, Skype, Canvas, Blackboard

Course Sites, Google Hangouts, Google Classroom and iSpring Learn as the

learning applications which could we adapt during times of crisis or emergency

here in the Philippines. Centeno believes Social media apps Facebook and Skype

are the simplest and easiest to use platforms for online learning in the Philippines

but according to him, using of those social media could produces a different

challenges as we face the shift in teaching and learning platform. But since this

application is open source, teachers may modify its features by producing more

plug-ins fit for their needs. It also has a multi-language content filter to bridge

communication gaps.

Furthermore, Lyceum of the Philippines University Criminology students

use Social Networking Sites like Facebook for the purpose of exchanging ideas

with others and asking about the topics they were discussed during class by

creating group chats. With this, the grades of the students will not decrease or

become lower because they use SNS for academic purpose. On the other hand,

some students use SNS for chatting with others to play games online and finding

some friends. Using SNS for these purposes, student’s grades will become lower

because they waste their time in playing games online instead of studying their

lessons and instead of using SNS for academic purpose (Cabral et al, 2016).
 8

According to Ines (2019) stated that the most used social networking site

(SNS) as a tool for education and instruction among the HEI Faculties of

Urdaneta City, Pangasinan, was Facebook. Though with reservations from the

respondents, data shows Facebook dominates the traditional way of teaching as

it acts as a good source of information, offers speedy information dissemination,

easy access, students preference and invites a participatory attitude. Facebook

can also provide collaboration between teachers and students as it acts as a

better medium of communication because it allows students to send feedback

even when not present inside the classroom which makes it faster to

communicate therefore breaking the limitations of time and distance. Features of

Messenger by Facebook such as Group chats and video chats are useful in

teaching and promotes distance learning as it is use for sending information and

instructions, checking student’s progress, and good storage of files. However,

Facebook’s cyber security and privacy issues, ethical issues, distraction and

content reliability were the reservations of the faculty about the teaching

strategies being incorporated to social media.

At the institutional level, Sadiki & Steyn (2020) said that Universities was

in the fortunate position of already having had online learning mechanisms in

place, although the decision to move teaching and learning fully online and

within a relatively short timeframe caused uncertainty and stress in lecturers and

students. Inequalities surfaced, since not all students had access to data and
 9

equipment needed for online learning. Adapting to online lecturing and

assessment stimulated creativity in lecturers as new, alternative ways featured of

promoting critical thinking and application of knowledge in students.

Nevertheless, Criminology lecturers expressed concerns about the mental health

of students and, in the absence of in-person contact with students, the inability

of gauging whether students understand module content. In an attempt to leave

no student behind, lecturers even made use of social media to communicate

study material with students and to enquire about their wellbeing.

Consequently, using social media sites have its advantage as well as

negative impact to everyone. It can affect people and create inattentiveness,

stress, and jealousy (Dollarhide, 2019). Nowadays, since we are on a generation

that use technology, everyone can access and use social media sites.

Furthermore, since it has an impact to the lots of individuals, according to a

study carried out at the University of Copenhagen, people start to feel envious

when they compare their everyday lives with other people especially when they

perceive it in social media sites. When an individual feel prey for comparison,

then it can cause inferiority or the feeling of being deprived (Hill, 2021).

Based on these reasons, the researchers wanted to know if social media

in criminology education can be an effective tool for learning activities of

criminology students. It can help connect students to information and help them

generate a dialogue with their teacher and other students about a course. It can
 10

also help students and faculty build professional networks that connect them to

communities. In addition, the primary reason of conducting this study is to

identify the importance of social media as a tool for learning activities. This study

will allow the students and instructors to experience and interact with the Web

as a tool in learning activities. Tools like Youtube, Facebook, Twitter, and

Instagram are some that can be utilized. If we use those tools wisely and

integrate them in teaching process, we can leverage student technology skills for

learning purposes, and even cut back institutional financial investment and

lessen the burden from faculty for student technical support.

Theoretical Framework

The following are the different theories that served as the basis in the

conduct of the study:

According to Siemens (2004) “Connectivism” is a learning theory

concerned with the impact of technology on society and it focuses on how

learning and educational pedagogy is shifting. Its key point is that learning is no

longer individualistic, but relies more on learning through participation within

communities of practice. In addition, “Connectivism” is about making connections

between people and with technology. Since the study is all about social media as

a tool for learning activities, the use of technologies like gadgets, computers and

etc. are very essential in creating a better learning community. This theory
 11

provides an understanding about the connections of integrating ideas and

facilitating continual learning through the use of technologies.

Furthermore, online collaborative learning theory is one basis in the

conduct of the study. This theory focuses on educational applications that

facilitate idea generation, idea organization, and intellectual convergence

through the internet (Harasim,2012). In order to facilitate idea generation, idea

organization, intellectual convergence and knowledge building in e-learning,

social media and technologies are needed to facilitate collaborative interactivity

in e-learning. This theory has a connection to connectivism which they both

explain that we can still gain knowledge and create an effective learning

environment through the use of different social media platforms with the aid of

technologies. The theory proves that there is a growing body of knowledge and a

competitive interaction between students and teachers on using social media in

e-learning. 

Moreover, the “community of inquiry” model for online learning

environments developed by Garrison, Anderson & Archer (2000) is based on the

concept of three distinct “presences”: cognitive, social, and teaching. Their

model supports the design of online and blended courses as active learning

environments or communities dependent on instructors and students sharing

ideas, information, and opinions. Of particular note is that “presence” is a social

phenomenon and manifests itself through interactions among students and

 12

instructors. The community of inquiry has become one of the more popular

models for online and blended courses that are designed to be highly interactive

among students and faculty using discussion boards, blogs, wikis, and

videoconferencing.

These theories are very important as it served as a foundation in the

conduct of the study. It will explain the importance of implementing online

education system basically the use of social media platforms in learning activities

in this time of pandemic.

Conceptual Framework

When the World Health Organization (WHO) announced the 2019

coronavirus disease (COVID-19) as a global health crisis and President Rodrigo

Roa Duterte declared a state of the public health emergency in the Philippines in

March, 2020, measures were immediately implemented to mitigate transmission

of the disease. Work was stopped, classes were suspended, and Filipinos were

ordered to stay home (Commission on Higher Education-Department of Health,

2021).

The Philippine Higher Education sector had a few weeks/months left

before the end of the last term of Academic Year (AY) 2019-2020 when classes

were suspended in March. To ensure there would be continuity of learning, the

Commission on Higher Education (CHED) enjoined higher education institution

 13

(HEIs) to shift to flexible learning. CHED issued the “Guidelines on the

Implementation of flexible Learning” through CHED Memorandum Order (CMO)

NO. 04, series of 2020 to further prepare HEIs for AY 2020-2021.

Pursuant to the Inter-Agency Task Force on the Management of emerging

and infectious Disease (IATF) Omnibus Guidelines on the implementation of

community quarantine in the Philippines with its amendments, the CHED and the

Department of Health (DOH) are jointly issuing a Memorandum Circular.

Additionally, the Joint Memorandum Circular (JMC) is cognizant of the mandates

of Republic Act No. 11332 otherwise known as the “Mandatory Reporting of

Notifiable Disease and Health Events of Public Health Concern act,” wherein

public health authorities are given the statutory and regulatory authority to

mandate response activities on the part of schools, which can include the

regulation of physical classes, to control the further spread of infection,

outbreaks, or epidemics and prevent re-occurrence .

In addition, Republic Act No. 10650 refers to an act expanding access to

educational services by institutionalizing open distance learning in levels of

tertiary education and appropriating funds therefore. It is hereby declared the

policy of the state to expand and further democratize access to quality tertiary

education through the promotion and application of open learning as a

philosophy of access to educational services, and the use of distance education

 14

as an appropriate, efficient and effective system of delivering quality higher and

technical educational services in the country (Congress of the Philippines, 2014).

Figure 1 in the succeeding page shows the paradigm of the study which

includes the Input wherein the researchers should determine the; a) Social Media

Platforms which are utilized for learning activities, b) The learning activities that

are used through Social Media Platforms, c) Effectiveness of learning activities

while using the Social Media Platforms, and d) The degree of seriousness on

issues and concerns affecting the use of social media platforms for learning

activities. Next, the Process to gather the data needed includes the; a)

identification of responses through survey questionnaires, b) the distribution of

survey questionnaires through online platforms, and c) the interpretation of

acquired data from survey questionnaires. Lastly, in the Output includes the

suggestions and recommendations that may be proposed to address the issues

and concerns that affect the use of Social Media Platforms for learning activities.
 15

INPUT PROCESS OUTPUT

Social Media Identify Suggestions and

Platforms through survey recommendations
which are questionnaires. that may be
utilized for proposed to
learning address the
Distribute
activities issues and
survey
concerns that
questionnaires
affect the use of
through online
The learning Social Media
platforms.
activities that Platforms for
are used learning
through Social activities.
Interpret
Media
acquired data
Platforms.
from survey
questionnaires.
Effectiveness
of learning
activities while
using the
Social Media
Platforms

The degree of
seriousness on
issues and
concerns
affecting the
use of social
media
platforms for
learning
activities.

Figure 1. Paradigm of the Study showing the relationship of Input, Process and
Output
 16

Statement of the Problem

This study aims to determine the significance of social media platforms as

a tool for learning activities.

Specifically, the researchers would like to answer the following questions:

1. What Social Media Platforms are utilized for learning activities?

2. What learning activities are used through Social Media Platforms?

3. What is the level of effectiveness of learning activities used through

Social Media Platforms?

4. Is there significant difference between the perception of the

respondents on the effectiveness of the learning activities used through Social

Media Platforms?

5. What is the degree of seriousness on the issues and concerns that

affect the use of Social Media Platforms for learning activities?

Research Hypotheses

The research hypothesis is presented in its null form as:

There is no significant difference between the perception of the

respondents on the effectiveness of the learning activities used through Social

Media Platforms.
 17

Significance of the Study

The results of the study will be beneficial to the following.

Urdaneta City University Administration. This study will help the

institution to have a background on social- media based learning activities that

will boost the building and improvement of new learning management policies.

Urdaneta City University College of Criminal Justice Education.

This study will help the college to be more familiar with social media's part to the

new mode of learning and can help to open up the usage of such tools for

learning activities.

Faculty Members. The study will help faculty members of the Urdaneta

City University College of Criminal Justice Education to create better student

engagement strategies through the use of social media platforms and makes

learning more interactive and inclusive. The study will be a basis to help provide

new approaches of teaching to be adapted aside from the required learning

management systems of the college.

Criminology Students. The study will guide students on the uses of

social media platforms in doing learning activities. The result of the study will

help them understand how social media platforms are beneficial to them

especially in learning activities.

 18

Researchers. The study will help the researchers gain more ideas on

how to use social media platforms more effectively. The study will also help the

researchers identify the social media’s participation with their learning activities

that is not only limited to their own perspectives but with the aid of their

respondents' perspectives.

Future Researchers. The study will guide them in future studies in

which they can use for information purposes to students and instructors with

regards to suitable social media platforms and what learning activities they could

do from it.

Scope and Delimitation of the Study

The study focuses on Social Media Platforms as a tool for learning

activities of Urdaneta City University Criminology students. Specifically, it focuses

on identifying what social media platforms are utilized for learning activities,

what learning activities are used through Social Media Platforms, how effective

are learning activities while using these Social Media Platforms and what are the

issues and concerns that affect the use of Social Media Platforms for learning

activities. The research study is limited only to 2 nd year up to 4th year

Criminology students who are currently enrolled for academic year 2021-2022

and the instructors of Urdaneta City University College of Criminal Justice

Education.
 19

Definition of Terms

To attain a common understanding of the terms used in the study, the

following terms were conceptually and operationally defined:

Social Media. It is a group of Internet based applications that build on

the ideological and technological foundations of Web 2.0, and that allow the

creation and exchange of user generated content” (Kaplan & Haenlein, 2010, p.

61). In this research it considered as one of the tools that Urdaneta City

University Criminology students utilizes for learning activities.

Social Media Platforms. Social Media Platforms are defined as web-

based and mobile-based Internet Application that allows the creation, access and

exchange of user-generated content that currently used by the students and

instructors of Urdaneta City University College of Criminal Justice Education.

The Social Media Platforms are limited to websites and applications which

focused on communication, community-based input, content-sharing, interaction

and collaboration. But contents not limited to images, videos, messages and

sound files.

Online Learning. It is a form of education in which the main elements

include physical separation of teachers and students during instruction and the

use of various technologies to facilitate student-teacher and student-student

communication (Berg & Simonson, 2016).

 20

In the study it is considered as the learning that takes place across

distance and not in a traditional classroom and uses the Internet as its basis.

Learning Activities. In the study, these are activities designed or

deployed by the teacher to bring about, or create the conditions for learning.

Tool. A medium or instrument for implementation. Tool is any instrument

or simple piece of equipment or cite that used by the criminology students and

instructors of Urdaneta City University for doing their activities or particular work

in schools.
 21

Chapter 2

RESEARCH METHODOLOGY

This chapter presents the discussion of the research design to be

employed, population and locale of the study, data gathering instrument to be

used and the data gathering procedure.

Research Design

The researchers has utilized the descriptive method using quantitative

approaches in gathering information about the present condition. According to

Krathwohl (2009), descriptive research is a purposive process of gathering,

analyzing, classifying, and tabulating data about prevailing condition, practices,

beliefs, processes, trends, and cause-effect relationships and then making

adequate and accurate interpretation about such data with or without the aid of

statistical methods. It is designed to gather information or conditions existing at

a particular period of time. It has been used in the study because it aims to

determine opinions or view of people with adequate and accurate interpretation

of findings.

Since the study was concerned with Social Media Platforms as a tool for

learning activities of Urdaneta City University Criminology students, a descriptive

 22

study has carefully designed to ensure complete description of the situation and

also to reduce errors in interpreting the data collected.

This research method is used: to describe variables; to examine

relationships among variables; to determine cause and effect interactions

between variables.

Population and Locale of the Study

The respondents of the research study were the 2 nd year to 4th year

Criminology students and Instructors of Urdaneta City University College of

Criminal Justice Education. There are 1415 Criminology students and 39

instructors. By means of Slovin’s formula the researchers came up with 639

respondents from the 2nd year to 4th year Criminology students, and only 20

instructors who were able to answer has been included as respondents. From the

639 students, 222 of which were 2 nd year, 240 are 3rd years and 177 are 4th year

students and then the researchers divided it into their respective blocks. That’s

why on the 2nd year students there were 14 per block, on the 3 rd year students

there were 17 per block and lastly, on the 4 th year students there were 22 per

block. We then included the 20 instructors who were able to answer. In total,

the research had catered 659 respondents. The study has been conducted in

the first semester of academic year 2021-2022, and conducted at Urdaneta City,

Pangasinan.
 23

Data Gathering Instrument

In gathering the data relevant to the study, the researchers has used

online survey questionnaire. It has been prepared to determine what Social

Media Platforms were suitable for learning activities of 2 nd year to 4th year

criminology students who currently enrolled for the first semester of academic

year 2021-2022 and instructors of Urdaneta City University College of Criminal

Justice Education. The online questionnaire is composed of four parts. The first

part focused on what social media platforms are being utilized for learning

activities. The second part focused on what learning activities are being used

through Social Media Platforms. The third part focused on the level of

effectiveness of learning activities used through Social Media Platforms and the

last part focused on the level of seriousness of issues and concerns that affect

the use of Social Media Platforms for learning activities.

Data Gathering Procedure

Prior to the gathering of data, the researchers has formally asked

permission from the Dean of College of Criminal Justice Education to conduct the

study. Upon approval of the request, the questionnaire has been distributed

immediately through online to the respondents. The researchers have created

group chats through Facebook messenger and added all the class marchers per
 24

block from 2nd year to 4th year for easy dissemination of information and

instructions. After the given instructions, the researchers provided the electronic

survey questionnaires through google forms. The researchers has explained to

the respondents the importance of their response to the study. The researchers

clarified some terms to the respondents so that the respondents can answer the

online questionnaire with full knowledge of their responsibility as the

respondents of the study. The purpose of the study has been explained by the

researchers to the respondents through online. The researchers has requested

that they should answer the questionnaire honestly so that realistic data would

be gathered. After they answer the questionnaire, the researchers has collected

and tallied the data for better understanding. The researchers asked their

statistician to help in deciding the proper statistical tools to be utilized and in

deciphering the information. Based on the data, the researcher came up with

conclusion and recommendations for this study.

Statistical Treatment of Data

The response of the respondents were collected, interpreted and analyzed

using the following statistical tool:

The first and second problem of this study dealt with the social media

platforms used as a tool for learning activities and various learning activities that
 25

can be done through the use of social media. Wherein, the researchers used

frequency counts and percentages to present the data gathered.

The formula used is as follow: %= f/n x 100

where: % - percentage equivalent of each category bracket

f - number of respondents falling in each bracket

n - total number of respondents

The respondent responses for problems 3 and 5 are classified according

to the five-point Likert , thus, the researchers utilized the weighted mean

formula as;

The weighted formula used was: WM ¿

∑ fX
n

Where: WM – mean equivalent to each category

f – number of respondents falling in each category

x – point value classification of the responses

n – total number of respondents

 26

Point Value
Mean Range Level of Effectiveness
Classification

Very Much Effective

5 4.20-5.00
Very Much Serious

Much Effective
4 3.40-4.19
Much Serious

Effective
3 2.60-3.39
Serious

Slightly Effective
2 1.80-2.59
Slightly Serious

Not Effective
1 1.00-1.79
Not Serious

The respondent responses for problem 4 was classified according to two

sample T-test formula. Its formula is expressed using respective sample means,
sample standard deviations, and sample sizes.

The two sample T-test formula used was: t = ( x̄1 – x̄2) / √ [(s21 / n 1 )
+ (s22 / n 2 )]

Where:

 x̄1 = Observed Mean of 1st Sample

 x̄2 = Observed Mean of 2nd Sample

 s1 = Standard Deviation of 1st Sample

 s2= Standard Deviation of 2nd Sample

 n 1 = Size of 1st Sample

 n 2 = Size of 2nd Sample

 Chapter 3

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the tabulation, examination and understanding the

data collected from among the respondents regarding on the Social Media

Platforms as a tool for learning activities of Urdaneta City University Criminology

Students.

Social Media Platforms Utilized For Learning Activities

Table 1 presents the top 3 Social Media Platforms utilized for learning

activities are “Google Classroom”, “Facebook Messenger” and “Facebook”. It can

be seen on the table that the top 1 social media platform utilized is “Google

Classroom” with the a frequency of five hundred seventy-eight (578) or 87.70%.

This implies that “Google Classroom” is easy to access and user-friendly, which

allows a better output by both students and instructors.

According to 2016 blog of Kelly Bielefeld on “Ten Reasons Why You

Should Use Google Classroom”, Google Classroom is easy to use, more cost

effective and is better for students who struggle. Teacher planning is also easy

to manage because of its instancy. In addition, several studies (Mafa, 2018:

Nizal, Shaharanee, Jamil, Syamimi & Rodzi, 2016) found out that Google

Classroom is fascinating in educating and learning, students taught indicated

satisfaction towards the learning activities in Google Classroom.

 28

The second most utilized social media platform is “Facebook Messenger”

with the frequency of five hundred forty-six (546) or 82.85%. This implies that

“Facebook Messenger” provides a place for interaction and communication which

is key to better learning.

In a study conducted by Kabilan, Ahmad, and Abidin in 2010, Facebook

messenger facilitates students to have positive environment for managing

learning together with their instructors. In addition, in an article titled “Facebook

for Educational Purposes: Two important Features” by Sarah Mae in 2021 states

that Facebook Mesenger’s GroupChats (GC) is very convenient in communication

and as a medium for learning activities.

Table 1
Social Media Platforms Utilized For Learning Activities
(n=659)

Indicators f %
1. Facebook 415 62.97
2. Facebook Messenger 546 82.85
3. YouTube 248 37.63
4. Twitter 8 1.21
5. Instagram 21 3.18
6. TikTok 37 5.61
7. Flicker 2 0.30
8. Google Classroom 578 87.70
9. SlideShare 72 10.92
10. Pinterest 6 0.91
11. Reddit 4 0.60
12. MySpace 3 0.45
13. Facetime 15 2.27
14. Google Meet 13 1.97
15. Google 4 0.60
16. iKonek 4 0.60
17. Discord and Telegram 1 0.15

While the top 3 social media platform utilized is “Facebook” with a

frequency of 415 or 62.97%. This implies that “Facebook” is a platform that have
 29

features which is beneficial for learning and teaching by both students and

instructors.

A blog by Queen Mary University of London states that most students

benefit on Facebook because they are familiar with the interface and are

comfortable in using it. It also encourages collaborations and communication

which extends their classroom in managing student’s schedule. While a study by

Idris and Ghani in (2012), stated that Facebook became a platform that

generates reflective thinking, construction of knowledge and enhance learning.

However, the least utilized social media platform is Discord and Telegram

with a frequency of 1 or 0.15%. This implies that Discord and Telegram is least

used because its features are not generic and instantly available for teaching and

learning activities.

According to Echofin Inc’s 2021 blog, Discord and Telegram is not aimed

for learning but is aimed for gamers. Its features are only available via paid

subscription. In addition, according to Keanu Plantilla of Philippines Make Sense

Org., Discord and Telegram is a little bit confusing for students to use because of

its unique and multitude of features.

 30

Learning Activities Through Social Media Platforms

Table 2 shows that majority of the respondents selected “Online

Discussion” with a frequency of six hundred thirty (630) or 95.59% as the most

used learning activity through social media platforms. This implies that “Online

discussion” is where students mostly gain knowledge and where instructors

impart their teachings.

According to the study of Cho and Tobias in 2016, online discussions are

commonly used as means to promote student understanding of a topic and to

facilitate social interaction among students or between students and instructors.

In addition, a study by Palmer et al. in 2008 states that online discussions

are expected to enhance a student’s learning. This is because, collectively,

students create knowledge through online discussions by sharing and elaborating

concepts, one may reasonably presume that high interactivity in online

discussion enhances student achievement.

Table 2
Learning Activities Through Social Media Platforms
(n=659)

Indicators f %
1. Online discussion 630 95.59
2. Student’s consultation 185 28.07
3. Submission of assignment, quizzes and exams 490 74.35
4. Watching videos for learning 359 54.47
5. Posting of reports or research assignments 286 43.39
6. Online tutoring 118 17.90
7. Uploading of lecture series 294 44.61
8. Video Conferencing 182 27.61
9. Student’s presentation 252 38.23
10. Online Exercises 1 0.15
 31

“Submission of assignment, quizzes and exams” is the second most used

learning activity through social media platforms with a frequency of four hundred

ninety (490) or 74.35%. This implies that “Submission of assignment, quizzes

and exams” provides evidence needed to document and validate that meaningful

learning has occurred in the classroom.

Wiggins and MacTighe (2005) assessments like assignments and exams

enables instructors to determine student understanding of and proficiency in

course learning objectives. In addition, Maki (2002) said that examples of

assessments like quizzes and final exams yields opportunity for students to

reflect on and demonstrate growth.

And the third most used learning activity through social media platforms is

“Watching videos for learning” with a frequency of three hundred fifty-nine or

54.47%. This implies that the use of video clips for learning activities allows for

more efficient student engagement and active learning.

Pekdağ (2010) emphasized that use of videos in teaching-learning

environments are effective in three aspects: providing cognitive benefits

(learning better and more, better recall), psychological benefits (motivation,

gaining satisfaction from learning) and visualization of knowledge. And when

compared to traditional teaching, Greenberg and Zanetis (2012) said that videos

provides more advantages in terms of student learning.

 32

While the least used learning activity through social media platforms is

“Online Exercises” with a frequency of one (1) or 0.15%. This implies that

“Online Exercises” are considered as less productive and unfamiliar as a learning

activity; thus, it is not or is less implemented during online classes.

In one article of Online Education Research about Online Learning, online

exercises are not effective due to lack of involvement of instructions, which gives

less motivation for learning. In addition, a study by Watson and Sottile in 2010

students in today’s age are now part of the “copy and paste” generation when it

comes to online exercises.

Level of Effectiveness of Learning Activities Through Social Media

Platforms

Table 3 indicates the level of effectiveness of learning activities through

social media platforms with the Overall Average Weighted Mean (OAWM) of 3.80

with a Descriptive Equivalent (DE) of “Much Effective”. This implies social media

platforms are effective as a tool for learning activities. This is due to the fact that

social media platforms is not only for socializing but is proven to be effective as

medium of teaching and learning activities.

Reuben (2008) concluded in his study on social media usage among

professional institutions revealed that Facebook and YouTube and other

prominent social media platforms are used over half of 148 higher education
 33

institutions. Nevertheless, a recent survey of 456 accredited United States

institutions highlighted 100% using some form of social media, notably Facebook

98% and Twitter 84% for e-learning purposes, interaction with mentors (Barnes

& Lescault, 2011).

Indicator 1, “Online discussion”, received the highest overall weighted

mean (OWM) of 4.10 with a descriptive equivalent (DE) of “Much Effective”. This

implies that online discussion through social media provides effective platform for

education as this expands learning and teaching even outside the classroom

through interactive dialogue from both learners and instructors.

Apostolou et al. (2010), stated that online discussion forums are

considered an extension of traditional learning that promotes dialogue, reflection,

knowledge construction, and self-assessment. This is in parallel with the findings

of Gerosa (2010) which provides that given their potential benefits, online

discussion forums have gained widely adopted as tools for online learning

While Indicator 6, “Online Tutoring”, received the least overall weighted

mean (OWM) of 3.33 with a descriptive equivalent (DE) of “Effective”. This

implies that online tutoring is not commonly practiced as teaching-learning

method since it open doors for distractions, technological issues and absence of

physical presence of the tutor creates lack of motivation and determination which

affects students ability to learn.

 34

According to Montrose (2016), online tutors cited having an unreliable

connection or a lack of access to equipment as their primary technical concerns.

In addition, Coach (2016) added that lack of personal connection with the

student is viewed as a con across the board.

Table 3

Level of Effectiveness of Learning Activities Through Social Media Platforms

Instructors Students Total (n=659)

(n=20) (n=639)
Indicators WM DE WM DE OWM DE
1. Online discussion 4.35 VME 3.78 ME 4.10 ME
2. Student’s consultation 3.9 ME 3.59 ME 3.74 ME
3. Submission of assignment, quizzes 4.10 VME 3.99 ME 4.05 ME
and exams
4. Watching videos for learning 3.95 ME 3.72 ME 3.83 ME
5. Posting of reports or research 3.95 ME 3.86 ME 3.9 ME
assignments
6. Online tutoring 3.20 E 3.47 ME 3.33 E

7. Uploading of lecture series 4.15 ME 3.82 ME 3.98 ME

8. Video Conferencing 3.75 ME 3.73 ME 3.74 ME

9. Student’s presentation 3.4 ME 3.64 ME 3.52 ME

Average Weighted Mean 3.86 ME 3.73 ME
Overall Average Weighted Mean 3.80 Much
(OAWM) Effective

Legend:
Mean Scale Range Descriptive Equivalent (DE)
4.20 – 5.00 Very Much Effective (VME)
3.40 – 4.19 Much Effective (ME)
2.60 – 3.39 Effective (E)
1.80 – 2.59 Slightly Effective (SE)
1.00 – 1.79 Not Effective (NE)

Instructor’s response receives an average weighted mean (AWM) of 3.86

with a descriptive equivalent (DE) of “Much Effective” for the level of

 35

effectiveness of learning activities through social media platforms. This implies

that instructors perceived social media platforms as a suitable medium for the

delivery of different learning activities. This is attributed to the technological

features and compatibility of social media platforms as an aid for teaching-

learning process.

The quantitative study on 168 faculty members using partial least square

(PLS-SEM) at Carnegie classified Doctoral Research University in the USA

confirmed that perceived usefulness, external pressure and compatibility of task-

technology have positive effect on social media use, more likely to use the

technological tools for classroom instruction, the study further revealed that use

of social media for collaborative learning has a positive effect on students

learning outcome and satisfaction (Cao, Ajjan, & Hong, 2013).

In addition, table 3 shows that indicator 1 for instructors, which is “Online

discussion”, received the highest descriptive equivalent, had a weighted mean

(WM) of 4.35 with a descriptive equivalent (DE) of “Very Much Effective”. This

implies that instructors view online discussion as an efficient method of learning

activity through social media platforms. As prevalently seen on Table 2, “Online

discussion” is the most used learning activity on learning activities through social

media platforms. This goes to show that during online discussions, it’s where

instructors best perform and impart their teachings. Consequently, providing

students better understanding of topics of the course.

 36

According to Mark Lieberman on his blog “Discussion Boards: Valuable”,

online discussions are often kick off by instructors in order to effectively reveal

the full contents of their discussion thread during online learning.

In a study by Hongtao Zhou (2015), also stated that online instructors

promotes online discussion to get everyone to talk or to generate good ideas

which leads to students’ participation.

On the other hand, “Online Tutoring” received the least weighted mean

(WM) of 3.20, with a descriptive equivalent (DE) of “Effective”. This means that

online tutoring is not often used as a learning activity due to its tediousness that

requires more effort to both student and instructor compared to face-to-face

tutoring.

Bjorke (2014), stated that tasks that can be done more or less

unconsciously in a face-to-face tutoring environment must be done consciously

and deliberately online. In an article by Teaching Skill.com in 2017 entitled

“Challenges of Online Tutoring and How to Cope with Them” discussed that the

online tutor must exert extra effort to reach to the student and address his/her

learning needs appropriately.

Further, the student’s response received an overall weighted mean (AWM)

of 3.73 with a descriptive equivalent (DE) of “Much Effective” for the level of

effectiveness of learning activities through social media platforms. This implies

 37

that social media platforms offers flexible features which is appealing to the

students during the conduct of learning activities.

Furthermore, social media and mobile devices allow the students to

create, edit and share the course contents in textual, video or audio forms.

These technological innovations give birth to a new kind of learning cultures,

learning based on the principles of collective exploration and interaction (Selwyn,

2012).

Finally, social media platform in academic institutions allows students to

interact with their mentors, access their course contents, customization and build

students communities (Greenhow, 2011a, 2011b).

On the other hand, indicator 3 for students, which is “Submission of

assignment, quizzes and exams”, received the highest descriptive equivalent, had

a weighted mean (WM) of 3.99 with a descriptive equivalent (DE) of “Much

Effective”. This has something to do with the fact that students grow as learners

by actively encouraging them to self-assess their own skills and knowledge

retention through the said learning activity.

In a 2010 study by Theal and Franklin students assessed themselves,

peers, or even the instructor, through writing, quizzes, conversations, exams and

more. In short, these activities that occurs throughout a class or course, seeks to
 38

improve student achievement of learning objectives through approaches that can

support their specific needs.

In support of that, an article by Cornell University in 2019 entitled

“Measuring Student Learning” discussed that assessments like tests, quizzes, and

other graded course activities provides input, guiding feedback on students’

relative performance and gives them insight into their own learning in order to

help them where to improve.

Moreover, “Online Tutoring” also received the least weighted mean (WM)

of 3.47, with a descriptive equivalent (DE) of “Much Effective”. This proves that

for the student’s, online tutoring is less explored as a method of teaching. Thus,

its effectiveness cannot be assessed fully despite of its advantage of flexibility,

convenience and lost effectiveness.

In a 2010 article, online tutoring according to Sylvan Learning’s CEO, Jeff

Cohen, is still in its infancy. According to VanLehn (2010), students during

online tutoring are listening or paying attention, however, there is no sign of

note taking or something as simple as just reading a text. Students only receive

information but do not have a clear product or outcome from the tutor.

Significant Difference Between the Perception of the Respondents on

the Effectiveness of the Learning Activities used through Social Media
Platforms
 39

Table 4 presents that  p = .236 is greater than the chosen significance

level α = 0.05, this implies that the researchers fail to reject the null hypothesis.

This goes to show that there is no significant difference between the perception

of the respondents on the effectiveness of the learning activities used through

social media platforms. Thus, proving that both groups have the same perception

in terms of the effectiveness of learning activities through the didifferent social

media platforms.

Table 4

Significant Difference Between the Perception of the Respondents on the

Effectiveness of the Learning Activities used through Social Media Platforms

95% Confidence
Interval of the
Sig. (2- Mean Std. Error Difference
t df tailed) Difference Difference Lower Upper
Level of effectiveness
of learning activities
through social media -1.220 21.648 .236 -.14734 .12082 -.39815 .10346
platforms.

Degree of Seriousness on Issues and Concerns that Affect the Use of

Social Media Platforms

As it can be gleaned from table 5 in the succeeding page, the results on

the issues and concerns that affect the use of social media platforms indicates

the overall average weighted mean (OAWM) of 3.57 and Descriptive Equivalent

(DE) of “Much Serious”. This means that issues surrounding the use of social
 40

media as a platform for learnings needs to be dealt with to increase its effectivity

as an avenue for education. This is due to underlying problems that is beyond

the control of both instructors and students that they encounter occasionally

during online classes.

Table 5

Degree of Seriousness on Issues and Concerns that Affect the Use of Social Media
Platforms
Instructors (n=20) Students (n=639)

Indicators WM DE WM DE OWM DE

1. Suitability of learning activities to the social media 2.9 S 3.69 MS 3.30 S

platforms used

2. Limited understanding of the other social media platforms 3 S 3.59 MS 3.30 S

that can be used for learning

3. Social media diminishes the focus of the learners and 3.20 S 3.64 MS 3.42 MS
teachers

4. Using social media as platform for learning limits the 3.1 S 3.63 MS 3.36 S
knowledge acquired by students

5. Lack of sufficient technical preparation of the students and 3 S 3.59 MS 3.30 S

instructors

6. Social media is perceived as uninteresting platform for 3.1 S 3.45 MS 3.27 S

learning

7. Poor internet connection from the service provider 4.15 MS 4.05 MS 4.1 MS

8. Weak internet signal due to location 4.20 VMS 4.11 MS 4.15 MS

9. Security and privacy issues 4.15 MS 3.69 MS 3.92 MS

Average Weighted Mean 3.42 MS 3.72 MS

Overall Average Weighted Mean (OAWM) 3.57 Much

Serious

Legend:
Mean Scale Range Descriptive Equivalent (DE)
4.20 – 5.00 Very Much Serious (VMS)
3.40 – 4.19 Much Serious (MS)
2.60 – 3.39 Serious (S)
1.80 – 2.59 Slightly Serious (SS)
1.00 – 1.79 Not Serious (NS)
 41

Farkus, George, et al. in 2012 claim that some of the challenges

associated with use of Social Media Platforms stem from the risks inherent in

student internet

usage. They went on to argue that internet exposes students to inappropriate

material, un-wanted adult interactions, and bullying from peers. Similar remarks

were made by Frías and Montaño in 2012 that, social media is also a source of

concern regarding issues such as, privacy, authorship and ownership rights,

digital divide in the classroom or time management issues.

Indicator 8, “Weak internet signal due to location”, received the highest

overall weighted mean (OWM) of 4.15 with a descriptive equivalent (DE) of

“Much Serious”. This implies that both students and instructors view internet

connectivity and location as a pressing issue relative to the use of social medias

as a platform for learning.

While Indicator 6, “Social media is perceived as uninteresting platform for

learning”, received the least overall weighted mean (OWM) of 3.27 with a

descriptive equivalent (DE) of “Serious”. This means that social media is

perceived as an interesting avenue for the teaching learning process.

Further the abovementioned table shows the instructor’s response

receives an average weighted mean (AWM) of 3.42 with a descriptive equivalent

(DE) of “Much Serious” for the issues and concerns that affect the use of social
 42

media platforms. This implies that instructors view that issues and concerns on

using social media platforms are alarming due to various challenges met during

online classes.

In a small UK study of a faculty (Keenan et al., 2018), used a survey (n =

67) to discover that the largest barriers to use included instructors’ concerns for

“student professionalism”, social media being A distraction, changes to student-

teacher relationships and a lack of time for instructors to learn to use social

media effectively.

Further, the table shows indicator 8 which is “Weak internet signal due to

location”, the highest descriptive equivalent had a weighted mean (WM) of 4.20

with a descriptive equivalent (DE) of “Very Much Serious” for instructor’s

response. It goes to show that even educators/teachers is not exempted from

the problems of internet connectivity and location in the effective delivery of

instruction.

The Movement for Safe, Equitable, Quality and Relevant Education

(SEQuRe Education Movement) on July 2021, released the results of a survey

conducted in Metro Manila showed that unreliable internet signal in the country

emerged as the top problem among teachers and students under the distance

learning set-up.
 43

In a study by Dr. Shabnam Gurung 2021 found out that the most

important challenge faced by teachers in online teaching is to reach/teach

students of remote areas because there is unavailability of strong internet

access, no continuous supply of electricity, lack of income source of parents who

cannot afford to buy a laptop or android mobile for their children.

Meanwhile, “Suitability of learning activities to the social media platforms

used” received the least weighted mean (WM) of 2.90 with a descriptive

equivalent (DE) of “Serious”. This means that social media is very suitable

platform for teaching learning process.

According to Cao and Hong in 2011, frameworks of social media have

many significant issues that impacts student engagement on learning activities

and academic performance.

Furthermore, the student’s response received an average weighted mean

(AWM) of 3.72 with a descriptive equivalent (DE) of “Much Serious” for the

issues and concerns that affect the use of social media platforms. This implies

that students perceives issues and concerns in the use of social media as

platforms for learning were disturbing thus, must be acted upon because it

impacts their performance during online classes.

In addition, Table 5 shows indicator 8 which is “Weak internet signal due

to location”, the highest descriptive equivalent had a weighted mean (WM) of

 44

4.11 with a descriptive equivalent (DE) of “Much Serious” for student’s response.

It means that weak internet signal hinders student’s connectivity to the virtual

classroom which eventually affects their learning performance.

In an article by Ryan Matte of University of Ottawa in 2020 discussed that

an area of concern facing students living in rural areas and remote

communities is the lack of high-speed internet to attend lectures and conduct

any form of evaluations. Which presents a systemic issue in online learning, as

students who work and live in rural communities are faced with poor internet

connections, as well as lack of infrastructure.

While according to Mari Chrys Pablo’s 2018 blog on Internet Inaccessibility

Plagues “Social Media Capital of the World”, one reason for the lagging

performance in the Philippines is our nation’s geography of 7, 107 islands that

poses a challenge for basic connectivity. In addition, while densely populated

areas have internet service, many poor, rural areas remain under served.

In the interim, “Social media is perceived as uninteresting platform for

learning” received the least weighted mean (WM) of 3.45 with a descriptive

equivalent (DE) of “Much Serious” for the student response. Although, it received

the least weighted mean, the issue on social media as perceived to be an

uninteresting platform for learning is still serious. This implies that although

social media is used currently as a platform in learning, there are students who is
 45

not motivated or is distracted by the said platform for learning. Students will

tend to procrastinate on learning activities because of boredom and distraction

from other socially inclined features of social media platforms.

An article by Himanshu in 2015 entitled “Is Social Media Making Lose

Interest In Academics?” he stated that the easy access of social media and the

internet has caused certain adverse effects. The exposure of the same to

students at a young age created a huge void between the relationships of the

students with their academics. Driving a reference between the two, we find that

students at school and even at college chose academic subjects in peer pressure.

Eventually, they end up losing the interest in the subject. Ultimately, they sought

to different means to entertain them.

Additionally, in a student blog by St. Cloud Technical Community College

entitled “How Social Media Affects Student Productivity “stated that the

combination of lack of effort with an inability to focus, will result to a perfect

storm for procrastination. Tasks that require long periods of focus become more

difficult as the result of a shorter attention span. This also ties into the idea of

delayed gratification; you have to be patient in studying the materials and taking

the exam before being rewarded or punished with your score. With social media

it’s the exact opposite: everything is instant. Replies, comments, likes, views, etc.

And unless you exit the site or log out, there is no escaping the constant stream

of information. It can be hard to unplug.

46
 Chapter 4

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the formulated conclusions about the findings that

were a product of the interpreted data collected and analyzed in the research

problem. This chapter also presents the recommendations offered by the

researchers in consideration of the findings and conclusions.

Summary

This study assessed the Social Media Platforms as a Tool for Learning

Activities of Urdaneta City University Criminology students. Specifically, to

determine the social media platforms utilized for learning activities, learning

activities used through social media platforms, level of effectiveness, significant

difference between the perception of the respondents, and the degreel of

seriousness on the issues and concerns that affect the use of Social Media

Platforms for leaning activities.

The researchers’ used descriptive research design and survey

questionnaire through Google Forms in gathering the data. There were six

hundred fifty-nine (659) respondents of the study. The data collected were

tallied, analyzed, computed, interpreted, presented in tables.

 48

Salient Findings

Base on the problems raised by the researchers, the findings of the study

were summarized as follows:

1. The top 3 Social Media Platforms utilized for learning activities are

“Google Classroom”, “Facebook Messenger” and “Facebook”.

2. The most used learning activity through social media platforms is

“Online discussion” with a frequency of 630 or 95.59%. The second to top was

“Submission of assignment, quizzes and exams” with a frequency of 490 or

74.35%. Followed by the third most used learning activity “Watching videos for

learning” with a frequency of 359 or 54.47%.

3. The level of effectiveness of learning activities through social media

platforms has the general Overall Average Weighted Mean (OAWM) of 3.80, with

a Descriptive Equivalent (DE) of “Much Effective”.

4. There is no significant difference between the perception of the

respondents on the effectiveness of the learning activities used through social

media platforms.

5. The degree of seriousness on issues and concerns that affect the use of

social media platforms has an Overall Average Weighted Mean (OAWM) of 3.57

with a Descriptive Equivalent of “Much Serious”.

 49

Conclusions

In line with the foregoing findings, the researchers come up with the

following conclusions:

1. Majority of the respondents chose Google Classroom, Facebook

Messenger and Facebook as the top performing social media platforms utilized

for learning activities for they are easy to access, user-friendly and uses less

amount of internet data. Thus, these social media platforms really help

instructors and students in their teaching-learning activities.

2. That the respondents identified online discussion as the most used

learning activity as this is where instructors best impart their teachings and

students mostly pick up the lessons of their subjects.

3. Learning activities were overall ranked by the respondents as much

effective with the use of social media platforms. Thus, social media platforms are

suitable as a tool for learning activities of criminology students and instructors.

4. The respondents’ perceptions on the level of effectiveness of learning

activities through social media platforms does not have a significant difference.

5. Weak internet signal due to location emerged as the most serious issue

that affect both students and instructors in their usage of social media platforms.

Along with the other issues and concerns which was overall ranked as much
 50

serious, there is a really need to addressed the said issues and concerns in order

to effectively use social media platforms for learning activities.

Recommendations

Based on the findings and conclusions, the researchers have drawn the

following recommendations:

1. It is imperative that the students learn social media platform’s features

at the beginning or even before the semester starts in order to be relevant in

today’s online learning situation where the medium of education is through these

said social media platforms. Future recommendations for instructors working

with any of the social media platforms would be to provide students with “hands-

on” training in advance of any assignments. Although we assume that the

students enter the online classroom “wired” for technology, certain students still

found the use of social media difficult to navigate . By allowing students class

time to navigate through the social media, set up personal pages, and ask

questions as a class, instructors may reduce many of the difficulties reported by

students.

2. To furtherly enhance online discussions, gamification features and

participation awards such as gamified Q&A to earn additional points for quizzes

and exams can be implemented by the instructors in order to encourage

students to participate more in the online discussion and other learning activities.
 51

3. The students should be more versatile regarding online tutoring, they

should be able to adapt to the learning activity with an open mind and respect to

the teaching presence of the instructor. Students should not only rely on the

instructor’s ability to impart knowledge; they should listen, take notes and ask as

much questions for content clarity. Instructors should give importance on

student feedback as communication is imperative during online tutoring.

4. Students should be more flexible in dealing with weak internet signal

due to location. They should choose the right internet provider that can cater

better coverage in rural areas or in cities. They could also buy loadable pocket

Wi-Fi which is more affordable than cable Wi-Fi routers. In case of students that

can’t afford to buy data from both options above, they could reach out to their

public officials. Since the wake of COVID-19 pandemic, public schools, barangay

halls, municipal halls and public libraries offer public hotspots and Wi-fi to

students in need.

5. Further researchers can be conducted of the same kind in order to address

other issues and concerns that affects the use of social media platforms for

learning activities.
 52

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podcasts: a new generation of Web-based tools for virtual
collaborative clinical practice and education. BMC MedEduc.
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ON THE GRADUAL REOPENING OF CAMPUSES OF HIGHER
EDUCATION INSTITUTIONS FOR LIMITED FACE-TO-FACE
CLASSES DURINGT HE COVID-18 PANDEMIC. https://doh.gov.
ph/sites/default/files/health-update/jmc2021-001.pdf
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Chesser, L. (2013). 2s5 Awesome Social Media Tools for Education .

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helpful-teachers-using-tiktok-classroom
 66

CURRICULUM VITAE

I Personal Data:

Name : Quiped, Shyra S.

Age : 22 years old

Date of Birth : January 5,1999

Place of Birth : Guiset Sur, San Manuel, Pangasinan

Address : Guiset Norte, San Manuel, Pangasinan

Contact Number : 09078226010

Email Address : shyrasemillaquiped@gmail.com

Name of Fathe r : Berly O. Quiped

Name of Mother : Leila S. Quiped

II Educational Attainment
Elementary : Juan C. Laya, Memorial, School
Guiset Sur, San Manuel, Pangasinan
(2005-2011)
High School : Luciano Millan, National, High School
Poblacion West, Asingan, Pangasinan
(2011-2018)
Tertiary : Urdaneta City, University
San Vicente West, Urdaneta City, Pangasinan
(2018 - Present)
III Philosophy in Life

"Action speaks louder than words."

 67

CURRICULUM VITAE

I Personal Profile

Name : Tagalan, Erwin N.

Age : 21 years old

Date of Birth : March 29, 2000

Place of Birth : Calmay, Laoac, Pangasinan

Address : Calmay, Laoac, Pangasinan

Contact no. : 09123296551

Email Address : tagalanerwin@gmail.com

Name of Father : Wilfredo F. Tagalan

Name of Mother : Merlita N. Tagalan

II Educational Attainment
Elementary : Calmay, Integrated, School
Calmay, Laoac, Pangasinan
(2005-2011)
High School : Cabanbanan, National, High School
Cabanbanan, Manaoag, Pangasinan
(2011-2018)
Tertiary level : Urdaneta, City, University
San Vicente West, Urdaneta City, Pangasinan
(2018 - Present)
III Philosophy in Life
"Research is what I'm doing when I don't know what I'm doing."
 68

CURRICULUM VITAE

I Personal Profile

Name : Rafanan, Kenneth C.

Age : 20 years old

Date of Birth : July 18, 2000

Place of Birth : Pasig City, General Hospital

Address : Urdaneta City, Pangasinan

Contact no. : 09358650616

Email Address : knnthrfnn@gmail.com

Name of Father : Steven B. Rafanan

Name of Mother : Elvira C. Rafanan

II Educational Attainment
Elementary : Nancalobasaan Riverside Elementary School
Nancalobasaan, Urdaneta Cirty, Pangasinan
(2005-2011)
High School : Urdaneta City National High School
San Vicente West, Urdaneta City, Pangasinan
(2011-2018)
Tertiary level : Urdaneta, City, University
San Vicente West, Urdaneta City, Pangasinan
(2018 - Present)
III Philosophy in Life
"Vision without action is a daydream."
 69

CURRICULUM VITAE

I Personal Profile

Name : Pelien, Joward T.

Age : 22 years old

Date of Birth : December 27, 1999

Place of Birth : Laoac, Pangasinan

Address : Casanestebanan, Laoac, Pangasinan

Contact no. : 09464626476

Email Address : jewardterminez@gmail.com

Name of Father : Julie C. Pelien

Name of Mother : Emerita T. Pelien

II Educational Attainment
Elementary : Calmay Integrated School
Calmay, Laoac, Pangasinan
(2005-2011)
High School : Cabanbanan National High School
Cabanbanan, Manaoag, Pangasinan
(2011-2018)
Tertiary level : Urdaneta, City, University
San Vicente West, Urdaneta City, Pangasinan
(2018 - Present)
III Philosophy in Life
"You will never win if you never begin."
 70

CURRICULUM VITAE

I Personal Profile

Name : Antonio, Mark Anthony C.

Age : 22 years old

Date of Birth : April 12, 1999

Place of Birth : Dagupan City, Community Hospital

Address : Calaocan, Manaoag, Pangasinan

Contact no. : 09351123531

Email Address : antoniomarkanthony88@gmail.com

Name of Father : Gregorio T. Antonio

Name of Mother : Lani C. Antonio

II Educational Attainment
Elementary : Manaoag, Central, School
Poblacion, Manaoag, Pangasinan
(2005-20011)
High School : Manaoag, National, High School
Poblacion, Manaoag, Pangasinan
(2011-2018)
Tertiary level : Urdaneta, City, University
San Vicente West, Urdaneta City, Pangasinan
(2018 - Present)

III Philosophy in Life

"I never dreamed about success. I worked for it."
 71

CURRICULUM VITAE

I Personal Profile

Name : Disono, Bryan Joshua D.

Age : 22 years old

Date of Birth : May 5, 1999

Place of Birth : Balungao

Address : Kita-Kita, Balungao, Pangasinan

Contact no. : 09452000203

Email Address : disonobryan1@gmail.com

Name of Father : Ruperto G. Disono

Name of Mother : Elma D. Disono

II Educational Attainment
Elementary : Kita- Kita, Elementary, School
Kita-Kita , Balungao, Pangasian
(2005-2011)
High School : Balungao, National, High School
Poblacion, Balungao, Pangasinan
(2011-2018)
Tertiary level : Urdaneta, City, University
San Vicente West, Urdaneta City, Pangasinan
(2018 - Present)

III Philosophy in Life

"Life is all about creating yourself.”
 72

CURRICULUM VITAE

I Personal Profile

Name : Tipay, Emelie L.

Age : 21 years old

Date of Birth : March 30, 2000

Place of Birth : Pozorrubio, Pangasinan

Address : Palacpalac, Pozorrubio, Pangasinan

Contact no. : 09774429886

Email Address : emelietipay69@gmail.com

Name of Father : Warlie T. Tipay

Name of Mother : Vivilyn L. Tipay

II Educational Attainment
Elementary : Palacpalac, Elementary, School
Palacpalac, Pozurrobio, Panagsinan
(2005-2011)
High School : Benigno V. Aldana, National, High School
Cablong, Pozurrobio, Pangasinan
(2011-2018)
Tertiary level : Urdaneta, City, University
San Vicente West, Urdaneta City, Pangasinan
(2018 - Present)

III Philosophy in Life

"Expect nothing, appreciate everything."