Impacts of Using Social Media on Written Performance of Bachelor of Science in

Information Technology Students

Oliveros, Shiela Mae T.

Surban, Ron Aldrin C.
Parado, Shane T.
Quiñones, Jacquelyn D.
Relente, Aprilyn A.
Olesco, Karen G.
Researchers

Jessa A. Olido
Instructor
December 18, 2023
I. Introduction

In the century which is called the Digital age, computer and internet have gained an absolutely
central importance in human life, and social media had a prominent role in this picture.

Since internet today is the most important source of information and the growing dimensions of the
use of social media by students cannot be underestimated. This is because majority of the students
devoted more attention and time to social media than they do for their studies and they cannot pass their
examinations well if they do not learn.

Students' academic life has moved to a different dimension since the introduction of these social
media networks and several studies have affirmed that social media plays an important role on students in
higher education. Moreover, Adam Mahamat (2014) in his research found that the majority of
respondents agreed that social networking sites have a positive impact on their academic performance.

In connection, as an educational tool, social media enriches learning by giving both students and
teachers the opportunity to connect in new and very exciting ways thereby encouraging flexible mode of
learning. Wherein flexible learning expands the choice on what, when and how people learn. It supports
different styles of

learning including E-learning which is highly patronized across the globe. Social media undoubtedly
generate new opportunities to engage students in education as they are remarkably effective at connecting
people and facilitating the exchange of information. It is clear and indisputable from these studies that
social media usage in the educational sector cannot be underestimated since its introduction.

However, even though social media is really beneficial to the academic performances, there are still
negative effects of using social media and some are as follows; most of the students use the social media
sites to chat than for academic purpose and they can no longer stop the flow of information and
knowledge because now the new world of social networking allows free sharing of thoughts through
online social networking sites such as Facebook, Instagram, Twitter, and the like.

Furthermore, the study conducted by Maya (2015), revealed that media use contribute to lower
academic performance, low self-perceptions and less interest in college oriented carriers. Academic
excellence plays an important role in an individual's life: be it in the family, at social gatherings, at
workplace, in an institution or even among peers. Much emphasis is placed on academic excellence
because of the role it plays in an individual's life as far as a successful life and respect is concerned in
every part of the world. Due to this, many people are concerned with the ways that they can improve
their academic performance.

Today students at all levels have been engaged in the use of social networking sites. This research
therefore seeks to investigate the extent social media is used by students of Catanduanes state university
into social networking sites and also determine the effect of their use on their written performance. The
researchers generally hope to provide significant insights that lead to the improvement of students'
academic performance.

Research Questions

This study titled “ Impact of Using Social Media on Written performance at Bachelor of Science in
Information Technology Students ” seeks to evaluate the effectiveness of social media platform and to
find the effects of social media in written performance of BSIT students.

Specifically this study to answer the following questions:

1. What is the profile of BSIT students in terms of:
a. Name
b. Age
c. Gender
2. How does the use of social media language influence grammar and spelling ?
3. How does the use of informal language and abbreviations on social media impacts the written
performance?
4. What are the factors that affects the written performance of BSIT students ?
5. Is the significant relationship on using social media and the level of written performance of BSIT
students?

Significance of the Study

The results of the study shall be beneficial to the following:

For BSIT Students- This research will serve as an eye opener if the efforts exerted by the students
are already enough to make their learning capacity to be knowledgeable on this will also serves as
an awareness of each students to cope up with impacts of using social media on their written
performance.
 For Ched- Through this day, the commission on higher education may become aware if the plans
and actions of the institutions are enough to asses the needs of the students to be more aware of the effects
of using social media on their written performance. This study may also become a stepping stone for the
ched to come up with a better solution to addressed the ongoing problems and challenges facing by the
students.

For Parents/ Guardian or parent aware that their children might also be affected on impact of using
of social media on written performance . This will lead them to take actions for them to guide their own
children.

II. Review of Related Literature/Studies

This study set out to explore the impact of digital social media on the writing and speaking skills of
English as second language tertiary level students in one institution in Lesotho. Current research
stipulates that digital social media can have a negative impact on students’ grammatical competence if not
used properly. However, digital social media has also been found to have a positive impact on students’
productive skills. In order to find out the impact of digital social media on students’ written and oral
skills, the study adopted a qualitative approach confined in a case study. Face-to-face interviews with five
(n=5) lecturers and focus group discussions with sixty (n=60) students were used as tools for data
collection. Findings from face-to-face interviews with lecturers reveal that digital social media has a
negative impact on students’ grammatical competence because they employ short forms in formal
writings. Furthermore, findings from group discussions with students reveal two things; firstly, they point
to digital social media as having a positive impact on their speaking skills, and secondly as having an
adverse impact on their writing skills because of the informal language used in the social media
platforms. These findings suggest that students should be taught how to properly use the platforms in
order to balance the two skills. The study consequently concludes by recommending that lecturers should
constantly encourage their students to chat using formal language all the times especially amongst
themselves as this will help them to improve their writing skills. KEYWORDS Social media; English
language teaching; Grammatical competence; Oral skills.

Digital social media has made it easier for people to communicate to one another around the world.
Ravindran, Ridzuan and Wong (2022) claim that an upsurge of different digital social media platforms
has accelerated the manner in which communication; either spoken or written is shared. In consonance,
Budree et al,. (2019) assert that people easily share information through these platforms. The information
is shared through written messages or voice calls. The coming into being of these sites has revolutionized
completely the landscape of communication (Mitu, 2020). Through this revolution, the world of
communication today celebrates the improvements brought about by different digital social media
platforms (Ghabanchi & Dirjal, 2020). The enhancements in communication emanating from the
proliferation of social media networking sites is evident not only in entertainment, but also in education in
the classroom (Belal, 2014; Mitu, 2020). The researcher however believes that these digital social media
platforms have an adverse impact on student written communication. The researcher’s argument emanates
from Songxaba and Sincuba (2019), Nkhi (2018) and Ghouali and Benmoussat (2019) findings that as a
result of the influence of writing short texts on social media, students have also developed a habit of
shortening words and sentences when writing academic essays. They also fail to start
sentences with capital letters and often forget about punctuation (Mashiane & Ngoepe, 2021).
However, Vikneswaran & Krish (2016) have a different opinion; the authors found in their study
titled “Utilising social networking sites to improve writing: a case study with Chinese students in
Malaysia” that Facebook as one of the social media platforms enhanced students writing skills.
This is because of the “peer influence” and school surroundings which motivated the students to
write better in English on Facebook”. It is therefore against the same backdrop that the researcher wishes
to embark on a research-appraised approach in order to explore the impact of these new social media
technologies on both written and spoken communication on tertiary students. Social media sites such as
Facebook, Whatsapp, Twitter and Instagram, through the use of different internet compatible gadgets
such as smart phones, laptops, tablets and iPads have made communication easier (Mitu, 2020).
According to Budree et al. (2019), this has breached a gap that existed in communication where people
had to rely solely on traditional methods such as letters and phone calls as a mode of getting in touch with
friends and relatives. These sites are mainly used for written and spoken communication through texting
and video calling (Ravindran et al. 2022). According to Ravindran et al. (2022), social media improves
students’ speaking abilities. Inconsonance, Ghabanchi & Dirjal (2020) add that social media increases
students’ speaking skills. Furthermore, Zhou (2021) asserts that social media site such as YouTube have
been found to enhance students’ oral production. Mitu (2020) adds that students who constantly use
digital social media stand a better chance to enhance their communicative competence as compared to
those who do not use it. It is for this reason that the researcher believes that these social media networking
sites influence students’ spoken and written communication positively and negatively. It appears given
the above postulations that, digital social media positively impact on students’ productive skills, while it
negatively impact on their writing skills.

Different documented studies prove that social media does taint student’s writing skills. For example,
Ghouali & Benmoussat (2019) explain that the unwarranted use of social media by students has an
adverse impact on their writing skills and to a particular point, even their academic performance becomes
affected. In another study, Songxaba & Sincuba (2019) point out that as a result of the influence of
writing short texts on social media, students have also developed a habit of shortening words and
sentences when writing academic essays. They also fail to start sentences with capital letters and often
forget about punctuation. In the same sense, Funnell (2017) also points out that writing text messages on
social media has rendered students incapable of writing coherent essays and reports. Students have now
developed a habit of shortening words and sentences when writing which also affects their academic
performance (Zhou, 2021). However, no studies to the researcher’s knowledge on the impact of digital
social media on students’ written and spoken English have not been conducted in Lesotho. The aim of
this study therefore is to necessitate the exploration of the impact of digital social media on the writing
and speaking skills of tertiary level students. The main objective of this study was to find out the impact
of digital social media on tertiary students’ spoken and written skills. This was achieved through focus
group discussions with students and face-to-face interviews with lecturers. The study intended to answer
the following question in order to find out the impact of digital social media on tertiary students’ written
and spoken skills. 1. What impact does social media has on students’ written and spoken skills.

Social media refers to the websites and applications that are programmed to permit people to
instantaneously segment content proficiently (Hudson, 2020). Furthermore, Dollarhide (2021) and Moosa
(2022) adds that social media is a computer-based technology that expedites the division of thoughts,
opinions as well as information over the building of computer-generated networks and societies. This
means that students in the context of the study can share their thoughts through the social media sides and
thus improve their speaking skills. I believe that they can watch how native speakers or communicatively
competent people express themselves in English which will in turn help them to enhance their speaking
abilities as suggested by Ilyas &Putri (2020). This is because Mitu (2020) asserts that “good command
over oral skill of English determines one’s position in the society, in the job field and in other spheres of
life (p.78)”. They can also improve their writing skills by constantly practicing amongst themselves by
sending one another formally written texts and then correct one another as suggested by Zhou (2021).

Therefore there is no doubt that digital social media can also have an adverse impact on students’
academic performance. In order to highlight the negative influence of social media on tertiary students’
written communication, Belal (2014) states that students use informal words such as LOL meaning “laugh
out loud”. The researcher believes that these informally abbreviated words will find their way in formal
written language. This assertion holds also for Nkhi (2018) that students’ written English has deteriorated
because of the influence of digital social media. Ghouali & Benmoussat (2019) further substantiate that
the short hand text used in these platforms has manifested itself in their formal writing and consequently,
their written communication will subsides. Because of this negative influence of social media networking
sites on students’ written and spoken English, the researcher opines that more research should be
conducted on how the digital social media could be used in favor of their written and spoken discourse.

However, social media is not short of advantages. Liccardi et al., (2007) highlight that there is a
positive correlation between social media usage and English Language learning in universities. In
consonance, Bicen et all., (2015) in their study of “the impact of social networks on undergraduate
students learning foreign language” found that there is indeed a positive effect of social media sites on
learning English as a foreign language. The findings also reveal that students follow foreign English
Language teachers online and make use of various social media sites such as You Tube to watch English
Language tutorials (Ilyas & Putri, 2020). It is through the use of these social media sites that students
strongly attest to the fact that they have ameliorated their productive skills (Bicen et al., 2015; Manogaran
& Sulaiman, 2022). Furthermore, Vikneswaran & Krish (2016), Mitu (2020) and Zhou (2021) affirm that
digital social media can enhance students’ communicative competence if utilised properly. The
aforementioned postulations simply suggest that social media can indeed have a positive effect on
students’ written and spoken discourse. Therefore, the study aimed at finding out if the above hypothesis
holds also for the students of the institution under study. Social media has affected the writing skills of
many tertiary students. (Florence, 2018) explains that the language used in the social media is becoming
common in many students’ formal writing exercises. Most tertiary students have developed the habit of
applying the informal language of social media to their various academic writing activities such as essays,
examinations or assignments (Ghouali & Benmoussat (2019). This is an indication that the excessive use
of social media has negatively impacted on the writing skills of students. Obi et all., (2012) explain that
most students who regularly text on social media have developed and adopted strange writing habits that
are unacceptable in formal writing such as abbreviating contracted words. Omoera et al., (2018)
emphasize that expressions such as ‘u’ for ‘you’ ‘gr8’ for ‘great’, ‘urs’ for ‘yours’ are among other odd
patterns of writing made by students on social media even when writing academic texts. As a result of
texting on social media on a regular basis, students have become accustomed to making many
grammatical errors such as using contracted forms, without any punctuation where necessary as well as
failing to start sentences with capital letters (Belal, 2014). This style of informal writing has become
visible in their academic writing, and it is not acceptable as it could result in students failing their
assessments (Ghouali & Benmoussat, 2019 ).
Apart from writing and speaking, social media addiction also has a negative effect on students’
reading skills. Kojo et al., (2018) point out that the major reason why students have lost complete interest
in reading is due to the rise in social media addiction that has taken over their lives. This simply means
that students are more likely to spend more time on social media than on reading (Zhou, 2021).
Consequently, there has been a sharp decline in the rate at which students read books in recent years
(Obaidullah & Rahman, 2018).The less time students spend on reading books because of social media,
the more they fail to develop reading skills that will sustain them during their studies and even in the
future (Kojo et al., 2018). I believe that students should be encouraged more to engage their schoolwork
even if they are online. They can be encouraged to read academic articles to improve their vocabulary and
writing skills. They can improve their writing skills by following scholars in different fields. Furthermore,
students should be encouraged to use formal language, with correct spellings even when they are
‘chatting’ with their friends to avoid transferring spelling errors to their formal work. (Obaidullah &
Rahman, 2018) explain that students who are growing up in the era of social media cannot read books
deeply, and they fail to maintain longer attention span while reading. As such, the reading skills of many
students have become severely affected by their constant use of social networking platforms. This will
further dent their chances of fully acquiring communicative competence because one of the ways through
which students can enhance their competence is through reading (Krashen, 1989).

Apart from writing and speaking, social media addiction also has a negative effect on students’ reading
skills. Kojo et al., (2018) point out that the major reason why students have lost complete interest in
reading is due to the rise in social media addiction that has taken over their lives. This simply means that
students are more likely to spend more time on social media than on reading (Zhou, 2021). Consequently,
there has been a sharp decline in the rate at which students read books in recent years (Obaidullah &
Rahman, 2018).The less time students spend on reading books because of social media, the more they fail
to develop reading skills that will sustain them during their studies and even in the future (Kojo et al.,
2018). I believe that students should be encouraged more to engage their schoolwork even if they are
online. They can be encouraged to read academic articles to improve their vocabulary and writing skills.
They can improve their writing skills by following scholars in different fields. Furthermore, students
should be encouraged to use formal language, with correct spellings even when they are ‘chatting’ with
their friends to avoid transferring spelling errors to their formal work. (Obaidullah & Rahman, 2018)
explain that students who are growing up in the era of social media cannot read books deeply, and they
fail to maintain longer attention span while reading. As such, the reading skills of many students have
become severely affected by their constant use of social networking platforms. This will further dent their
chances of fully acquiring communicative competence because one of the ways through which students
can enhance their competence is through reading (Krashen, 1989).

English is our window to the world, and its paramount importance as a means of communication with
the international world necessitates using modern and innovative materials and techniques of teaching to
face the challenges and difficulties students encounter, and overcome the dissatisfactory low levels of
English language proficiency as an academic language, (Barri, 2017; Dajani, 2014, Ramahi, 2015;
Bianchi& Abdel Razeq, 2016). Improving educational outcomes will require efforts on many fronts.
Educators have been developing and evaluating easy-to-use learning techniques and tools that could help
students achieve their goals, meet the individual needs (Pim, 2013; Wilson, 2015), and empower them
with lifelong learning. To meet the needs of the 21st C skills, there is a demand to promote students' skills
and participation, enrich love of learning, empower students with lifelong learning and enable individuals
to realize their full potential. Ministry of Education (2015), confirmed that it is not enough to have
knowledge; students must use knowledge in real-life situations.

Therefore, learning how to write has gained considerable importance for the last two decades forits
use as a tool for effective communication of ideas, and in research work (Dar & Khan,2015). It is based
on appropriate and strategic use of language with structural accuracy and communicative potential
(Mahboob,2014). Writing is a cognitive process that tests memory, thinking ability and verbal command
to successfully express the ideas because proficient composition of a text indicates successful learning of
a foreign language (Alfaki,2015; Perkins, & Smith,2014).

Fareed, Ashraf and Bilal (2016), discussed the factors that hinder the development of undergraduate
ESL learners‟ writing skills. They stated that writing is not given much importance in our society. It is
considered as a secondary skill to speaking and remains ignored. Students have never been given the idea
that they need to be good writers. Writing does not get maximum of instruction. Writing is one of the
skills which is least liked in their society. Similarly, the examination system does not encourage learners‟
creative writing. Instead, it encourages memorization and plagiarism. In addition, the examination system
does not encourage students to be analytical or critical. Teachers give them short time to write, and
encourage them to memorize. Writing anxiety is also considered to be a hindrance in learners‟ production
of well-organized text. There is so much tension and anxiety that gives mental difficulty to write.

Al-Quds Open University (QOU), as a pioneer in e-learning in Palestine, emphasizes the integration
of the most recent and effective facilities and methodologies of teaching, learning, research, and best
practices in higher education with an emphasis on the concept of e-learning for freedom, equity and
equality in learning as the right of education.

Nowadays, college students have been surrounded by and permanently connected with information
technologies. Moreover, they interact with digital media almost everywhere, and using those media
becomes a second nature, . In short, they take technology for granted as a central part of their lives, (Jung,
2006), ICTs have become within a very short time, one of the basic building blocks of modern society.
Although no technology is meant to replace the teacher, the rapid breakthroughs in new information and
communication technologies ICTs will further change the way knowledge is developed, acquired and
delivered. Platforms like Facebook, LinkedIn and Twitter are used by almost everyone. Social media is
about collaborating, networking, sharing and generating knowledge and content, and all of these features
are of great value in the context of higher education, (Gupta, 2015).

Social media is the social interaction among people in which they create, share or exchange
information and ideas in virtual communities and networks. Social media is defined as "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 usergenerated content. Social media are considered as enablers of
lifelong learning that can be used as tools bridging formal and informal learning contexts (EACEA,
2013).

Furthermore, social media depend on mobile and web-based technologies to create highly interactive
platforms through which individuals and communities share, co-create, discuss, and modify user-
generated content. They introduce substantial and pervasive changes to communication between
organizations, communities, and individuals, (Rajesh & Michael, 2015).

It is argued that social media has the potential to bridge formal and informal learning through
participatory digital cultures. The educational benefits of appropriating social media into learning
contexts are contested. Research on social media in education suggests that integrating social media in
learning and teaching environments may yield to new forms of inquiry, communication, collaboration,
identity work, information and resource sharing, or have positive cognitive, social, and emotional impacts
(Greenhow& Lewin, 2015). Social media helps professors to be connected to their students off campus as
well as with their ex-students. Professors use social media as a way of teaching by creating groups and
accounts for students where the information can be accessed, (Gupta, 2015). Rajesh & Michael, (2015)
indicated that social Media Networks are growing and it‟s been reaching to large people day by day.
They found that students can make use of the interaction services, blogging services, group services in
their studies. Traditional lecture formats are one way and obviates the need for emphasis and clarification
as there are generally time constraints on delivery and/or there is no formal feedback mechanism. A social
network can facilitate learning by allowing for prolonged interaction between the provider of the
education and the recipient of the education which has the effect of reinforcing the information provided
before the recipient progresses, (Vervaart 2013).

Jiménez (2014), indicated that higher education institutions should lead in drawing on the advantages
and potential of new ICTs, ensuring quality and maintaining high standards for education practices and
outcomes in a spirit of openness, equity and international co-operation; new technologies offer
opportunities to innovate on course content and teaching methods and to widen access to higher learning.
Dabbagh & Kitsantas (2011), investigated the relation between self-regulated learning and social media;
they stated that as social interaction happens in the classroom, interaction is happening in the media, and
this helps students experience the formal learning in an informal side of input. They describe the out
coming of social media as a “highly self-motivated, autonomous, and informal” way of learning.

2.2 Rationale for using ICTs and social media in teaching/learning English language

Technology is used in language learning to improve efficiency, increase creativity and taking risks,
and to help students gain confidence and independence (Genlott & Grönlund, 2013). Nomass, (2013),
argued that sing ICTs facilitates student‟s interaction and communication and enables them to use
language for real purposes and in real contexts. He added that ICT enhances motivation and makes
learning language faster. ICT both supports and integrates literacy skills. It enhances interactive teaching
and learning styles and provides many opportunities for creativity; develops curiosity about how
languages work, raises the level of cognitive challenge, extends students‟ ability to be independent in
their use of the new language, and creates communities of learning, where students can practice English
language skills, (Alfahadi,2017).

Ghasemi & Hashemi, (2011), indicated that learning tasks has shifted towards the learners and this
has dramatically changed the roles of teachers. They added that ICT tools enhance interactive teaching
and learning styles and provide many opportunities for creativity. When used imaginatively they can
stimulate curiosity about how languages work, raise the level of cognitive challenge, and extend students‟
ability to be independent in the use of the new language. ICT offers a powerful way of enabling students
to be fully engaged in their own language learning process, to promote creativity and collaboration.

ICT has the potential to increase the percentage of learning that involves the traditionally more
difficult literacy skills by maximizing exposure to the written word, and supports understanding and
recalls in the new language. It can certainly enhance the expected desirable goals, (Akinwamide, 2012).
ICT helps English Language Learners by enabling them to communicate, edit, annotate and arrange text
quickly and flexibly, (Ghasemi & Hashemi, 2011).

Jiménez (2014), in his study examined the role of information and communication technologies in
language teaching. It has been clarified that ICTs are not necessarily meant for “in class use”; they
support the language learning experience in out of class environments as well. Through an electronic
survey, Jiménez investigated the opinions of fifty ex-students of the B.A. in the Teaching of English at
the University of Costa Rica, and analyzed the collected data. The results showed that information and
communication technologies play an essential role in language learning to develop the macro linguistic
skills.
Sámano (2014), suggests not that English or any other language can be learned entirely through
social media platforms, but it can be considered as a tool for creating a good learning environment and a
space for practice in an informal context. Social media also allow enhance of topics because they develop
self-motivation on topics seen in class which, in a snowball effect reinforces skills like written expression
and creativity. The results indicated that social media create a good learning environment and that
teachers can take advantage to reinforce topics seen in the classroom. Sámano found that 78% of teachers
believe that social media improve their students' English.

Alfahadi(2017), in his study aimed to investigate how social media sites can improve English
language skills among Tabuk University students and to determine what the most common social media
sites are that the learners use in order to practice English language skills. The researcher concludes that
social media sites can be incorporated in the EFL syllabi as teaching and learning aids because they
contain a huge combination of sound, text and videos where students can comment and get direct
remedial feedback.
 On the other hand, researchers have warned against leveraging social media for learning. Kirschner
and Karpinski (2010) found that time spent on Facebook negatively affected college grades. Similarly,
Junco and Cotton (2013) examined how students multitask with Facebook, and found that using Facebook
while doing schoolwork was negatively associated with their overall grade point average.

2.3 Technology for developing writing skill

Dhanya (2016), clarifies that the teacher is no longer the sole source of content, and the students are
able to shape their learning in ways which align closely with the needs of their daily lives. All the above
encourage the user to engage with information in English, reading and writing both formally and
informally. The use of these techniques can act as a bridge to facilitate communication inside and outside
the classroom. These devices can be a powerful teaching and learning device too.
Khan, Ayaz & Faheem (2016), in their descriptive study investigated the role of social media in English
language vocabulary development at university level. The sample consisted of 36 University Teachers
selected via random sampling technique. They concluded that social media role is dominant in vocabulary
development of English language at university level. The role of social media in English language
vocabulary development is like the brightness of the day because social media facilitate the English
learners to learn new words and phrases and to improve their vocabulary. Social media plays a dominant
role in English language learning because it provides opportunities to the English language learners to
improve their writing, reading, and similarly, to read new text and phrases to improve their vocabulary.
Educators have found that software tools can be extremely beneficial in addressing the needs of English
Language Learners. The unlimited exposure to academic, business and technical texts provides
opportunities to increase learners' fluency and comprehension. Text-to speech software can be used alone,
or as an enhancement to special purpose programs already in place.

Social media provide English Language Learners with choices of when, where and how to study and
enables them to take charge of their own learning by focusing on content instead of struggling with the
mechanics of reading and writing English. It is added that English Language Learners often have
difficulty expressing their thoughts and ideas clearly in writing. Kurzweil Educational Systems (2004). A
number of Kurzweil 3000 features make it easier to compose, edit and proofread written work including:
converting highlighted text into an outline as a starting point for writing, using word prediction to
improve vocabulary selection and spelling, using the thesaurus to substitute alternate words to make
writing more interesting, using dictionary and spell check to facilitate proof reading, listening to written
work to correct awkward sentences, missing words, or incorrect tenses, and referring to customizable lists
to clarify the correct usage of confusable words and homophones.

Purcell, Buchanan, and Friedrich (2013), conducted a survey on 2,462 advanced placement and
national writing project teachers. They find that digital technologies are shaping student writing in myriad
ways and have also become helpful tools for teaching writing to middle and high school students. These
teachers see the internet and digital technologies such as social networking sites, cell phones and texting,
generally facilitating teens‟ personal expression and creativity, broadening the audience for their written
material, and encouraging teens to write more often in more formats than may have been the case in prior
generations.

Sakkir , Rahman & Salija (2016), in their study examined students‟ perceptions of the use of social
media in the process of teaching English in a higher institution in Indonesia. Findings from this study
indicate that the majority of students showed a positive attitude toward and a willingness to use social
media in the writing classroom. However, factors such as large classes, lack of training on the use of the
Internet, and the lack of facilities could be possible barriers to the use of social media in the classroom.

Conceptual Paradigm

On written performance of Bachelor Impacts of Using Social

Of Science in Information Media
Technology Students

Figure 1. Conceptual Framework

In figure 1. It shows the conceptual framework of the study. It contains the independent
variable(written performance of BSIT ), and the dependent variable which is the impact of using Social
Media.
In figure 1. It shows that written performance of Bachelor of Science in Information Technology
Student which affects the impacts of using Social Media. The written performance of Bachelor of Science
in Information Technology Students will determine if there is an Impacts of using social media in the
students of BSIT. In terms of advantage or disadvantage.
 Social Media is digital technology that allows the sharing of ideas and information, including texts
and visuals, through virtual networks and communities. Using social media more often, through ,increases
FOMO and feelings of in adequacy dissatisfaction, and solation. In turn, these feelings negatively affect
your mood and worsen symptoms of depression, anxiety and stress.

III. Research Methodology

Design of the Study

This study was made qualitative research. The researcher will use qualitative methods to know the
impact of using social media on written performance of BSIT students.

According to Steven et al., (2022), qualitative research is a type of research that explores and
provides deeper insights into real-world problems. Instead of collecting numerical data points or
intervene or introduce treatments just like in quantitative research, qualitative research helps generate
hyphothesis as well as further investigate and understand quantitive data.

Sources of Data

After the proposed questionnaire has been submitted from approval, it will be revised and will
submitted again in our subject instructor/proffesor. And after that we will distributing the prepared
questionnaire to the random students of BSIT. The researchers will be submitted the questionnaire thru
face to face. The researchers decided to have twenty five (25) random students in Bachelor of Science in
Information Technology. After conducting the presented questionnaire we will collect all of the results
answered by BSIT students

After establishing the dala gathered, we will formulate a a questionnaire that suitable with the BSIT
students. Twenty five (25) copies of questionnalies distributed will be successfully completed and return.
Thus their corresponding answer to the question are kept and accordance with the agreement of
researchers and respondents.