The Effect of Using TikTok as an Effective Learning Tool in Mathematics for Junior Highschool

I. Introduction

The “Digital World 2023” report shows that the total number of media users worldwide
has reached 4.76 billion and continues to grow. Today, the use of social media has
entered many areas of society, especially education. It is believed that the use of social
media in education can increase students' knowledge because it facilitates information
sharing (M̈ a ntymaki and Riemer, 2016). Social media's ability to enable students to com
municate with peers and professionals online and reach an audience often influences
students' use of media in education. Students often use social media to search for
information and collaborate with others (Rasheed et al., 2020). Therefore, the use of
social media should enable information sharing among students and therefore improve
learning.

According to Hegelich et al. (2020), TikTok is a social network just like Twitter and Instagr
am, and its users have relationships among followers. The background music of this film
was introduced as the theme of the short film (Dilon, 2020). Melanie (2020) said that the
platform is free from current issues, opinions, etc. It could attract public attention and m
ake others aware of it, she said. Moreover, according to Bahiyah & Wang (2020), TikTok is
still a platform where people can broadcast artistic activities, and the application always
provides entertainment. Kaur (2020) analyzed and learned that digital content also has a
dvantages and disadvantages. Frankly, this is relevant to today's culture.

This study aims to understand the impact of TikTok on students' learning engagement in
terms of user experience and features. Understanding student engagement in learning
on TikTok is important for at least two reasons. First, TikTok was one of the apps severely
disrupted during the COVID-19 pandemic (Escamilla-Fajardo et al., 2021; Hartung et al.,
2022), but our two studies examined the impact its impact on student engagement.
Second, the importance of online education after Covid-19 will be understood within a
few years (Dorn et al., 2020). Exploring the learning curve of social media can help
educators and researchers better understand how to better engage stressed and anxious
students and how to engage prospective students well than. Third, to alleviate learning
loss due to school closures, there is an urgent need for a model/solution that
demonstrates how low-level learning like TikTok can engage students and improve
learning (Angrist et al., 2022).

This study provides insight into the impact of using TikTok as a learning tool on high scho
ol students'motivation and academic achievement in Puerto Galera National Highschool.
Initiating the learning process is an important part of graduation because it demonstrate
s a high level of commitment, cooperation, and care to students. Traditional classrooms
often struggle to encourage student interest and participation; This makes exploring alter
native media like TikTok a great way to encourage learning.

The main purpose of this study is to evaluate the impact of integrating TikTok into the hig
h school curriculum as a learning tool. By using multiple research methods in the study,
we aim to collect quantitative data about TikTok usage, students' motivation during the l
earning process, and its impact on them afterwards. Quantitative analysis will provide st
 atistical information about the relationship between TikTok participation, activities, and a
cademic achievement.

Through many questions and tests, we aim to analyze and interpret the data to finally se
e how TikTok works to improve, motivate and benefit high school students in terms of le
arning. Understanding these changes is crucial to designing a modern curriculum and en
gaging with the digital preferences and behaviors of today's youth.

The results of this study should inform academics, policymakers, and stakeholders about
TikTok's potential as a digital tool. learn more. Additionally, the information gained from
this study will help improve the integration of technology in education, ultimately creatin
g an environment that encourages the participation and development of complementary
education for secondary school students.

According to Bartlett-Bragg (2006), social networks

provide common spaces for collaboration, relationships and information exchange in th
e local area network, as well as a variety of uses that increase group cohesion.
In September 2016, TikTok (also known as Douyin in China)
debuted. The following year TikTok was launched worldwide
.
The application, launched by Beijing-based digital unicorn ByteDance
, was downloaded more than 45 million times worldwide in three months and became
the most popular application, leaving behind
Facebook and WhatsApp (Zheping, 2018). TikTok, the most downloaded application of J
uly 2020, is one of the most popular social media platforms that aims for young people
to share videos between 3 and 60 seconds. TikTok allows users to record videos of the
mselves going out while listening to music or talking, and then edit those clips with a v
ariety of effects. As of 2021, TikTok is one of the most popular apps in the world (at leas
t among people of a certain age).
Therefore, this study
aims to find out the value of TikTok application as an educational tool to teach English li
stening skills.

According to Alguacil et al. (2021), education is also constantly changing. Social media is
changing the educational landscape as online or connected learning becomes more popu
lar. TikTok app can be used as a learning tool. Short videos will not make students anxiou
s or stressed about learning (Hayes et al., 2020). The TikTok application is especially popu
lar among young people, with users between the ages of 13 and 24 making up 69% of Tik
Tok's user base, while young people play an important role in social and cultural activitie
s, the behaviors of which both reflect and constitute popular culture ( Kale, 2020 ). The f
act that TikTok users are almost all children can lead to dissatisfaction and uncertainty w
hen it comes to negative content (Weimann and Masri, 2020).
II. Research Questions

1. To what extent does the frequency of utilizing TikTok as a learning media correlate
with the activeness of junior high school students during learning sessions?

2. What is the relationship between the average time spent using TikTok for educational
purposes and the academic performance of junior high school students?
 3. How does the integration of TikTok as a learning tool impact the comprehension and
retention of academic concepts among junior high school students, measured through
pre- and post-assessment scores?

4. How do junior high school students' self-reported levels of interest and engagement in
learning change after incorporating TikTok as a learning media, as measured on a Likert
scale?

5. What are the statistically significant differences in the activeness and learning
outcomes (academic scores) of junior high school students when using TikTok as a
learning media compared to traditional methods, assessed through a controlled
experiment?

6. How do the mean activeness scores of junior high school students vary across
different learning sessions, where TikTok is used as a learning medium?

7. Is there a statistically significant correlation between the duration of TikTok usage for
educational purposes and improvements in academic performance (measured using
grades or test scores) among junior high school students?

8. What is the effect size of utilizing TikTok as a learning tool on the activeness and
learning outcomes of junior high school students, as measured by Cohen's d or a similar
effect size measure?

9. How does the activeness of junior high school students, assessed through classroom
participation metrics, change before and after the implementation of TikTok as a learning
media?

10. How does the distribution of learning outcomes (academic scores) differ between
students who primarily use TikTok as a learning media and those who do not, based on a
comparative analysis of their test scores?

These questions can be used to design surveys, assessments, and experiments to gather
quantitative data for your study on the effect of using TikTok as a learning media on
junior high school students' activeness and learning outcomes. Adjust the questions as
needed based on your specific research objectives and methodology.
III. Methodology

This study aims to investigate the effect of using the TikTok application as a learning
media on the activeness and learning outcomes of junior high school students. To
achieve this objective, a mixed-methods approach combining quantitative and
qualitative research methods will be employed. This methodological strategy will provide
a comprehensive understanding of the phenomenon, allowing for both numerical
analysis and in-depth exploration of students' experiences.

1. Population and Sampling:

The population for this study will comprise junior high school students across various
grades and schools. A stratified random sampling technique will be employed to ensure
representation from different grades. The sample size will be determined based on
statistical power calculations to ensure adequate representation and reliability of the
findings.

**2. Data Collection:**

*a. Surveys and Questionnaires:*

Structured surveys and questionnaires will be administered to students to gather
quantitative data on their frequency of using TikTok as a learning tool, activeness during
learning, and academic performance. Likert scale questions and multiple-choice
questions will be used to measure students' perceptions and behaviors.

*b. Interviews:*
Semi-structured interviews will be conducted with a subset of students to delve deeper
into their experiences using TikTok as a learning medium. These interviews will provide
qualitative insights into how TikTok influences their activeness and learning outcomes.

**3. Experimental Design:**

An experimental study will be conducted where a group of students will utilize TikTok as
a supplementary learning tool, while another group will follow traditional learning
methods. Pre- and post-assessments will be administered to both groups to measure
their learning outcomes and academic performance.

**4. Variables:**

*a. Independent Variables:*

- Use of TikTok as a learning tool (experimental group vs. control group)
- Frequency of TikTok usage for educational purposes

*b. Dependent Variables:*

- Activeness during learning (measured by classroom engagement and participation)
- Academic performance (measured by grades, test scores, and post-assessment
results)

**5. Data Analysis:**

*a. Quantitative Analysis:*

- Descriptive statistics will be employed to analyze the frequency of TikTok usage,
activeness levels, and academic performance.
- Correlation and regression analyses will be used to determine relationships between
TikTok usage, activeness, and academic performance.

*b. Qualitative Analysis:*

- Thematic analysis will be applied to the interview data to identify recurring themes
and patterns regarding students' experiences with TikTok as a learning tool.
**6. Ethical Considerations:**

This study will ensure the privacy, confidentiality, and voluntary participation of the
students involved. Informed consent will be obtained from both students and their
parents or guardians. The research will be conducted in compliance with ethical
guidelines and approved by the relevant institutional ethics committee.

**7. Limitations:**

Possible limitations include potential biases in self-reported data, variations in students'

access to technology, and the evolving nature of TikTok's content. Efforts will be made to
address these limitations and interpret the results appropriately.

Designing a methodology to investigate the effectiveness of using TikTok as a learning

tool for mathematics in junior high school involves careful planning and consideration of
research methods, data collection techniques, and analysis strategies. Below is a
suggested methodology outline:

### 1. **Research Design:**

a. **Experimental Design:**
- Implement a controlled experiment where participants are randomly assigned to a
control group (traditional learning methods) and an experimental group (TikTok-assisted
learning).

b. **Pre-Post Test Design:**

- Conduct pre-tests and post-tests to measure the participants' knowledge of specific
mathematical concepts before and after the intervention.

### 2. **Participants:**

- Select a diverse sample of junior high school students representing different

demographics (age, gender, socioeconomic status) to ensure the study's results are
generalizable.
- Obtain consent from participants and their parents or guardians, ensuring ethical
considerations are met.

### 3. **Intervention:**

- Design educational TikTok content focusing on specific mathematical concepts

relevant to the junior high school curriculum.
- Utilize a variety of TikTok content formats (short tutorials, problem-solving
demonstrations, visual aids) to cater to different learning styles.

### 4. **Data Collection:**

a. **Pre-Test:**
 - Administer a pre-test to both the control and experimental groups to assess their
initial understanding of the selected mathematical concepts.

b. **TikTok Intervention:**
- Implement the TikTok-assisted learning intervention for the experimental group
over a specified period, ensuring participants have access to and engage with the TikTok
content.

c. **Post-Test:**
- Administer a post-test to both groups to evaluate the impact of the TikTok
intervention on the experimental group's comprehension and retention of mathematical
concepts.

d. **Surveys and Questionnaires:**

- Distribute surveys or questionnaires to gather qualitative data on participants'
attitudes, motivation, and perceptions of using TikTok as a learning tool.

### 5. **Data Analysis:**

a. **Quantitative Analysis:**
- Conduct statistical analysis (e.g., t-tests, ANOVA) to compare pre-test and post-test
scores between the control and experimental groups.
- Analyze the data to identify any significant differences in learning outcomes
between the two groups.

b. **Qualitative Analysis:**
- Perform thematic analysis on the survey and questionnaire responses to extract
insights into participants' experiences, preferences, and perceived effectiveness of TikTok
as a learning tool.

### 6. **Results and Conclusions:**

- Present the findings, including any significant differences in learning outcomes and
participant feedback.
- Discuss the implications of the study and offer recommendations for incorporating
TikTok as a supplementary learning tool in junior high school mathematics education.

### 7. **Limitations and Future Research:**

- Identify limitations of the study (e.g., sample size, duration of the intervention) and
suggest areas for future research to address these limitations and further explore the
topic.
IV. Results and Discussions
V. Conclusions