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Chapter 1

THE PROBLEM AND ITS SCOPE

Introduction

Social media is very common in our generation today. It has a lot of uses. People

use social media for different purposes which include communication to our love ones,

socializing with other people, and we even use for educational purposes. Wil, Yunus, &

Suliman in 2018 (as cited in Hashim et al., 2018) states that social media has grown to be

one of the most important online tools for fostering human connections. People use social

media for different purposes, meanwhile pupils use social media widely in their daily

routine and learning activities including writing. A study conducted by Zheng, Yim, and

Warshauser (2018) about the use of social media to assist writing skills stated that social

media gives second language learners more opportunities to engage in everyday writing

tasks and advance their writing skills in a classroom setting.

Writing skills is an important part of communication. It helps us to express our

thoughts and feelings through text. In writing, the students are able to express their ideas.

Since some of them cannot express their thoughts or ideas through spoken because of

shyness, writing is one of the center language building skills, and one of the most

complex language skills, requiring more abilities than other skills of language

construction (listening, speaking, and reading). According to the study of Nikenda Putri

in 2021 (as cited in Urquhart and Mclever, 2005), among the four language skills that

pupils should master is writing. This involves using words to convey thoughts, feelings,

or desires through writing. Writing is crucial for students to improve their English since it

benefits them by allowing them to express themselves in a way that is understandable and
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clear. Furthermore, Urquhart and Mclever (2015) define writing as key for kids in

remembering knowledge they have learned and concentrating on learning, which helps

them comprehend and retain the lesson better and make it last longer. Ghaith (2002)

emphasizes that writing makes our ideas and thoughts evident and precise.

From the definition above, the researchers conclude that writing is important in a

way of communicating and expressing ideas and thoughts widely, but in the generation

today because of social media it impacts how students write. It could be positive impact

and negative impact. Some of the students take advantage of using social media for their

requirements, wherein some of them depend their performances through browsing on

social media and just copying without even reading. But some of the students use social

media for their learning purposes; they use social media to improve their skills especially

in their writings. A study conducted by Che Surhaizai Che Wil (2019) about the use of

social media to assist writing skills among secondary pupils revealed that the use of

social media has shown the positive and negative aspect. It also revealed that students’

positive acceptance that social media improving their writing skills in writing. The study

also found out that social media has brought positive effects and it is the best platform to

use in writing skills in English.

It is also agreed by Yunus et al. (2016) that social media is a best way of helping

students to improve their writing skills rather than the traditional way of teaching.

Moreover, Amina Shahzadi and Dr. Ghazala Kausar (2020) conducted a study about

using social media to improve students’ English writing skills revealed that the Facebook

motivated and provided students a stress free place to improve their writing skills. It is

also stated that Facebook help the students and teachers increased interaction and enabled
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for the students to learn from their teachers and peers through collaborative learning

experience. However, other researchers like Chijioke and Nwala (2021) said that the use

of social media and networking negatively impacts students' and pupils' fundamental

writing abilities. Similar claim is made by Esman, Madrigal, and Mascunana (2021) have

demonstrated, based on a study done in the Philippines, that exposure to social media,

telephones, gadgets, and computer games prevent public high school pupils from writing

English properly. Likewise, Healey and Mulholland (2019) claimed that students and

young learners in public schools frequently have their writing abilities weakened by their

overuse of social media.

Among the abovementioned considerations about the positive and negative

impact of social media to the students’ creative writing skills, it says that the gender and

year level of the students are also matter in terms of their creative writing skills.

According to (Adams & Simons, 2019), the females perform better than males in many

aspects especially in terms of writing. It is also agreed by (Adams et al., 2015; Berninger

& Fuller, 1992) as apparent in their study which revealed that gender is important as

predictor of writing performance of children particularly the females. Moreover, Zulaikha

Al-saadi in 2020 (as cited in Zhang et al., 2019) revealed that females obtained the higher

essay scores, edited their texts more and pause less compared to male. Some studies had

been reported that female are more confident in writing than males. Furthermore,

Maryam Bijami 2013 (as cited in Kamari et al,.2012) compared both genders in terms of

proficiency in writing descriptive paragraph and their own paragraph. The results of the

study showed that male is superior in writing skills in terms of opinion paragraph essay

and the female are superior in terms of descriptive paragraph. According to the findings,
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males are good writers related on opinion because they express their ideas through their

opinions. However according to Soori and Zaamani (2012), both male and female

students use language features or style of writing differently it is because male and

female speak differently in using different language features.

The confusion whether the gender and year level of students has significant

difference on students creative writing skills or not will led this paper to know which idea

are more strong and powerful. The researchers of this paper argue that there is a need to

determine if there is significant difference of students’ creative writing skills according to

their gender and year level, and the effect of social media to the students’ creative writing

skills.

Theoretical Framework

This study gleaned through the theories of Atkinsons socio-cognitive theory and

Bienner ecological theory. The two theories state that the individuals’ development take

place through reciprocal interactions between that person and the people, objects and

environments around them.

As cited on the study of Zheng, Yim and Washauser (2018) social media gives

second language in everyday writing task and advance the writing skills in a classroom

setting. The researchers also noted that using social media as writing medium can give

language learners the chance to engage in genuine and persuasive conversation with

native English speakers while honing their written language.

The research focus on the quality and context of the students’ environment.

Which social media impact to their creative writing skills, as related to Bronfenbenner’s
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ecological system theory, as well as Atkinson’s Social Cognitive Theory describe the

influence of individual experiences.

Atkinson’s Theory were found to Urquart and Mclever (2005) which involves

using word to convey thoughts, feeling or desire through writing. The socio cognitive

theory benefiting students by allowing to express themselves in a way that is

understandable.

In summary socio-cognitive theory of Atkinsons and Bronfenbenner theory, assert

that learning can be adapt from environment by the student. It is either direct or indirect

influence to individuals or group interactions.

Conceptual Framework

Figure 1 shows the Conceptual Paradigm for this study.

Independent variable Dependent variable

Social Media Students’ Creative

Platforms Writing Skills

Sex

Grade Level

Intervening Variable

Above is a conceptual paradigm showing the functional relationship of the variables

of the study. As shown in the figure, the independent variable is the social media
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platforms. The model also shows the dependent or outcome variable which is the Grade-

11 and Grade-12 students’ creative writing skills which is influenced by independent

variables. The model also shows the intervening variables of this study which are the

gender and grade level the students belong to.

Statement of the Problem

The main problem of this study was to know the effects of social media on the

creative writing skills of the students.

Specifically, it sought to answer the following significant questions:

1. What is the demographic profile of the students who use social media platforms

in terms of:

a. age

b. sex

c. grade level

2. How does social media affect the writing skills of the student?

3. Is there a significant difference on the students’ creative writing skills when the

data are grouped according to gender and grade level?

Hypothesis

Ho: There is no significant difference on the students’ creative writing skills

when the data are categorized according to sex and year level.
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Significance of the Study

The results of this study would be beneficial to the following groups:

Students. The result of this study will help the students be aware of what social

media platforms they use in their creative writing. It encourages students to exercise their

creative minds and practice using their imagination. It gives information to improve their

ability to come up alternatives. It would provide them the ideas of what practices they

should apply to their writings.

English Language Teachers/Instructors. This study will provide useful

knowledge to the English language teachers in line with the accurate selection of the

instructional materials, by paying close attention to the goals, materials, and assessment

of the students’ creative writing skills. Teachers would be able to know the effective

instructional materials that should utilize inside the classroom, through these, both

imparting knowledge to the students and enhancing their capabilities would be observed.

More so, this study will provide useful knowledge to the English language teachers in

line with the accurate selection of the instructional materials, by paying close attention to

the goals, materials, and assessment of the students’ creative writing skills. Teachers

would be able to know the effective instructional materials that should utilize inside the

classroom, through these, both imparting knowledge to the students and enhancing their

capabilities would be observed.

Future Researchers. This study will help those researchers whose works have

the same to this study, they can use this study as a future reference to provide and support

their findings.
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Scope and Delimitation

This quantitative research focused on determining the effect of social media on

the creative writing skills of the students. The research data was drawn from conducting a

survey using a five-point Likert scale with 20-item questionnaire to determine the effect

of social media platforms in students’ creative writing skills.

Only selected Grade 11 and 12 students of Sibuco National High School- Senior

High School who were taking Academic Track are the subject of this study. The

researchers determined the number of students under Humanities and Social Sciences

Strand, computed the sample size, and employed random sampling technique to meet the

suggested sample size.

Operational Definition of Terms

This study involves difficulties when it comes to terminologies used which may

lead to confusion and misunderstanding. To give a clear understanding on the words used

in this study, the researchers provided definitions of the terms operationally used.

Creative Writing Skills. The term refers to the ability of transcribing thoughts,

ideas, and opinions into heartfelt sentences, captivating stories, and thought-provoking

compositions. It involves the use of different language structures and styles in narrating

experiences.

Social Media. This pertains to online platforms that are used to share information,

ideas, personal messages, and other content. It is through social media that the users may

also be exposed of various contents that will influence their creative writing skills.
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Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents literature of some well-known authors which have been

read, reviewed, and well-thought-out. The literatures are cited with the present study for

they apportioned with the same point of view and provide the researchers with the

background information relevant to this study.

Related Literature

Students have a wide imagination; they can create a story in their mind (Hyland,

2002). With their imagination, they can be a step closer in becoming a writer if they can

master the skills in the discipline. Because writing is one of the important skills that

students need to develop, it allows them to express their thoughts and ideas through

writing.

Hyland (2002) explains that in order for the student to express their ideas in

writing, they need to master the writing skills effectively. Writing is the hardest skill to

learn since it requires major usage of lexical and syntactic knowledge better than

listening, speaking and reading skills (Tangpermpoon, 2008). Moreover, Urquhart and

Mclever (2005) stated that writing is crucial for students to improve their English since it

benefits them by allowing them to express themselves in a way that is understandable and

clear, the researcher also stated that writing aids kids in remembering knowledge they

have learned and concentrating on learning, which helps them comprehend and retain the

lesson better and make it last longer. In addition, Klein (1985) coins that writing is when
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you use pen and paper to express your ideas through symbols and it has meaning and

content that serve as your output and communication process.

Brookes and Marshall (2004) said that imagination is originally valued more than

the standardization of thought and truthfulness while characterizing creative writing,

while assessing the student for creative writing, they are given space to fabricate the

content. The main purpose is always to evaluate their creative writing and cognitive

skills, in order for the students to write creatively, it is essential that their thoughts should

not be restricted in anyway (Reiser, 1996).

Also, Paragas and Fancisco (2020) defined writing as a medium of

communication that represents language, through the inscription of signs and symbols, in

written language it refers to the collective body of important features established by the

author in the creation of literature, with that, it provides students proceed into new

information in their own words, it is particularly an avenue where they can freely write

insightful in imaginative way, it also appeals to students who prefer to learn

independently.

Many pupils had difficulty in writing a good essay in English even though they

are expose in long years in learning English, it is difficult for them because student must

engage with different textual communication with different audiences, however this

problem can solve by using social media platform for the students to correct their writing

correctly, because social media prone to different unfamiliar audiences and it has a lot of

readers opinion that student can engage (Majid & Stapa, 2017).

Social media has become part of our everyday life. People use social media in

different purposes such us in communication, socializing, and even for educational

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purposes. Due to the word count restrictions on social media posts, students have become

accustomed to altering their messages in order to make them fit. According to Zheng,

Yim, and Warshauser (2018), social media gives second language learners more

opportunities to engage in everyday writing tasks and advance their writing skills in a

classroom setting. These scholars noted that using social media as a writing medium can

give language learners the chance to engage in genuine and persuasive conversations with

native English speakers while honing their written language.

Related Studies

This section comprises of different studies relevant to social media and creative

writing skills. These finding would support and strengthen the purpose of this study.

Social Media

Muhammad Umair (2021) studied about the impact of social media on the

learning of university students in Pakistan. Studies have found out that social media has

positive impact to the students learning, because students are capable of generating new

ideas and sharing the concepts which related to their studies and assignment, the study

also revealed that students use social media for entertainment purposes, in which it gives

them happiness because as we all know in our generation today students are more prone

to social media, and it is their daily routine activity, the study proved that social media

provide students better learning, these social media platforms not just helping the

students to do their academic task but it helps the students to do their academic task with

enjoyment.

Zachos (2018), in his study on social media used in higher education, found out

that more than 160 researchers of philosophy and social studies were claimed that they
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notice the improvement of student effectiveness in learning, and thus stated that social

media have become an important tool for their learning process. The study concluded that

social media accord students support in developing their learning to a deeper level.

Similarly, in 2012, Al-Rahmi and Othman examined the influence of social media

on the educational performance of university students. They found out social media

(Facebook and Twitter) surfing positively impacts the educational performance of

university students, they can easily connect with their classmates and teachers and

discuss the related materials towards study, the study also revealed that the usage of

social media increases collaborative learning, improves the learning abilities in students.

Furthermore, Anika Belal (2014) also examined the influence of digital social

media in writing and speaking of tertiary students, she found out that majority of the

students spend three-four hours on social networking site, most of them use face Book as

their favorite social networking site, they use this site for academic and non- academic

purposes, the study also revealed students use digital social media as their motivation to

improve their English. As the finding shows. students try to write in proper grammar

structure, correct spelling, and appropriate structure because they’re very conscious to

commit a mistake when they present themselves. The study also highlighted that social

media has positive impact to improve students’ writing and speaking abilities as they are

able to learn new words, idiom, phrases from their friends in social networking site and

later on they applied the new words they learn in writing and speaking. Furthermore, the

study also revealed that teachers included social networking site as their teaching

methods; through this, they are able to communicate with their students online and

discuss topics.
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However, Rout (2016) found out that the various positive and negative impacts of

social media on education, students is important to overcome this problem, moderating

their access to social media is one excellent method. He also revealed that most of

negative aspects can be overcome by reducing the amount of time spent on social media.

One of these is addressing any issues that would go a long way towards keeping the

negative aspects of social media in terms of influencing the studies of students, just like

having a social interaction to discuss studies with their friends and family providing face

to face social interaction.

Sahin Munir (2021) also discussed on his study that there is an important warning

for educators and families about increasing the level of awareness about the use of social

media. Social media might have important features that support education, but it also has

many features that can hinder education.

Similar claim was made by Darren Iwamoto (2020) in his study where he coined

that, social media can be a form of social support, but can also have a negative effect of

mental health, with the increase in use, social media can provoke individuals to begin

self-comparing or gain an unrealistic and expectation of themselves and other individuals.

This can lead to lower self-esteem, self-confidence, and self-worth.

Moreover, Monica Anderson and Jingjing Jiang (2015), stated on their study, that

social media platform such us YouTube, Instagram, and Snapchat are the most popular

online platforms among teens, 95% of teens have access to a smart phone, and 45% say

they are online almost constantly. However, according to Center’s 2014-205 survey there

is slightly less consensus among teens who say social media has a mostly negative effect

on people age, the top response mentioned by 27% of these teens, is that social media has
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led to more bullying and over all spread rumors, meanwhile, 17% of these respondents

feel these platforms harm relationships and result in less meaningful human interactions,

similar shares think social media distorts reality and gives teen an unrealistic view of

other people’s live 15%, or that teens spend too much time on social media 14%, another

12% criticize social media for influencing teens to give into peer pressure, while smaller

shares express concerns that these sites could led to psychological issues.

Furthermore, Vishranti Raut and Prafulla Patil (2016), states that as the time

passes by, social media has started creative negative impact by permeating today’s

society with millions of us engrossed unhealthy addictions, in the latest happenings via

apps such us Wats App, Face Book, and Twitter, they create longer term friendship by

being in touch online even when friends are no longer physically meeting.

Creative Writing Skills

Neuro researchers have been telling us that the more we exercise the brain, the

heavier it would become (Horstman, 2011; Lacoboni, 2009; Jensen, 2008; Medina,

2009). Academic writing, with formulaic styles, are both rigid and limiting. However,

with creative writing students learn a number of ways to communicate their thoughts, and

at the same time express their own originality in different forms of writing such as poetry,

short stories, creative letters, essays, peer reviews, and formal critiques.

Patrick T. Randolp (2011), also found out that creative writing requires hard work

and a lot of time to develop. Students who enter the intermediate writing class with below

average grammar and writing skills tend to struggle more than their classmates who have

better grammar, writing and critical thinking skills. One should also not mistake a

creative person with the idea that he or she would be a good creative writer, in fact
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science and math minded students, such as civil engineers, biologist and chemist, and

economist are sometimes the best creative writers. So creative writing is only beneficial if

the student is ready to think, accept mistakes and learn from them in order to develop his

or her skills.

In similar manner, Ahmadi (2021) stated that the learning of creative writing is

indeed not easy, therefore, based on preliminary research, the result showed that students

have difficulty in writing, related to that, creative writing with an indigenous

psychological perspective was offered using the RECPRF model (reading, exploration,

contemplation, practice, revision, finalization), based on the learning process of creative

writing , it is included that learning to write creatively using the perspective of

indigenous psychology makes the students more easily to express their idea, this is

caused by two factors namely (1) creative writing using the perspective of indigenous

psychology is self-telling, therefore, it become easier and makes students write fluently

and (2) clear stages in creative writing so that it makes students easier to write creatively

by using design.

According to Hakan Cetini and Syma Cihan Cetin (2021), the story wheel method

has a positive effect on creative writing skills, and it can be said the story wheel method

has effect on word numbers, and story elements information indirectly. They concluded

that this method can be used to improve students’ creative writing skills.

However, according to Asser ve Poom-Valickis (2002), allowing the students to

write on a topic of their choice increased their motivation towards writing, as process-

oriented writing, approach required, and were provided with ample chances to generate
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ideas through activities like brainstorming, drama, and games, this is thought to have an

influence on their writing motivation.

Akal and Sahin (2014), also found out that, an intertextual reading approach can

be used to reach effective results in the achievement, and improvement on students’

creative writing skills, intertextual reading allows for an increase in the idea generation of

the students, it also creates interaction among thoughts by making connections between

them.

In the same manner, Kuzu, T.S (2016) also found out in her findings that semiotic

analysis can effectively develop writing skills of students, as evident from the students’

ability to identify in a multidimensional way of the topic, message, and especially the

meaning of caricatures in essays written based on interpretations generated during

semiotic analysis.

Moreover, Ekaterina Arshavskaya, PhD (2015) also found out that creative

writing assignments has good impact on students, where in it gives them a motivation.

Students also engage in writing because of creative writing assignments it allows them to

think freely, it is also concluded on the study that creative writing assignments has really

impacts on students specifically on their academic essays.

Furthermore, Avramenko Anna P. (2015) stated that the learning process, since it

has the potential to diversify it through a range of creative activities offered to students,

not only does it aid language development (including grammar, and vocabulary), but it

also contributes to personal growth. This type of writing is proven to stimulate

imagination and inventiveness, boost self-esteem, and raise confidence, so that the

students are more eager to express their identity and find the original situations. It
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motivates the students to express their own voices and thoughts in written text, the study

also revealed that lack of strict schemata and rules, which overwhelm academic writing

(essays, reports, etc.), eventually simulates students to think independently and freely.

Therefore, being substantial educational value, creative writing should be incorporated in

the school curriculum and thought on a regular basis.

In addition, Paragas and Francisco (2020), found out in their study that the low

level of writing skills among Filipino students, a wide variety of studies suggest that as

many 85% of students has low score in writing skills, and it also have weak underlying

cognitive skills, thus for many students, successful writing pieces mean a return to the

basic mental tools that create a firm cognitive foundation. The study also revealed that

there are more students who hate writing, because they’re having hard time to organize

their thoughts and expressing what is on their minds.

Synthesis and Gap

The number of studies which reveal the adverse effects of the use of social media

on the writing prowess of students serves as a motivation to conduct a study on its

positive effects to the learners’ creative writing skills. Today, as the world easily adapts

to the changes brought about by the advancement of technology, this topic becomes

interesting especially that most students who are exposed to social media are deemed to

be lagging in academic activities especially in written ones. With this, it is found that the

affirmative effects of the use of social media to the creative writing skills of the learners

is one good area of review especially that the learners nowadays are disturbed by the

various social media applications which hamper the supposed development it should

accord to the students’ writing prowess.

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Chapter 3

METHODOLOGY

This chapter presents the research methodology that was used in conducting this

study. This section consists of Research Design, Research Environment, Participants of

the Study, Research Instrument, Validation of the Instrument, Data Gathering Procedure,

Statistical Treatment, and Ethical Consideration.

Research Design

This research utilized quantitative research design which supported and analyzed

the data of the responses from the respondents in relation to the study entitled “Effects of

Social Media to the Creative Writing Skills of Sibuco National High School students.

This research design assessed the different factors of the social media that affect the

creative writing prowess of the students and were presented through frequency count,

percentages, and weighted mean.

Research Environment

This study was conducted at Sibuco National High School located at Poblacion,

Sibuco, Zamboanga Del Norte. Sibuco National High School is one of the few secondary

schools in the Municipality of Sibuco and the only high school near Jose Rizal Memorial
 19

State University-Sibuco Extension Studies Unit. The school offers Senior High School

Academic Track like Humanities and Social Sciences (HUMSS) where students take

Creative Writing as a subject. The HUMSS students are also exposed to activities such as

literary analysis, critiquing written discourse, and writing compositions. These, hence,

were the key factors in the accomplishment of this paper.

The school is currently managed by the school principal, Mrs. Ayang J. Aripin.

Respondents of the Study

The respondents of this study were the Senior High School students of Sibuco

National High School. The researchers focused only on Grade 11 and Grade 12 students

taking up Humanities and Social Studies stand since it is the only strand that offers

Creative Writing subject. There were 211 Humanities and Social Studies students

enrolled at Sibuco National High School and only 138 of them were selected to

participate. The number of respondents were based from the sampling size determined

using Slovin’s formula.

Research Instrument

This study used a 5-point Likert scale to gather responses from the participants. It

is a scale composed of five (5) answer options: Strongly Agree, Agree, Neither Agree or

Disagree, Disagree, and Strongly Disagree. The researcher-made research instrument is

composed of 20 statements that cover the participants’ perception on the effects of the

use of social media to their creative writing skills. The respondents ticked on the column

that corresponds their response. Attached on the survey-questionnaire were the letter that

informed the respondents of their crucial role in the realization of the study, a consent

form which sought the respondents’ approval to their participation to the study, and a
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personal information sheet which aimed to gather the respondents’ profile such as age,

gender, and grade level.

Below is a table that shows the scale with its adjectival description used in this

study.

Scale Adjectival Description

4.24-5.00 Highly Evident

3.43-4.23 Evident

2.62-3.42 Moderately Evident

1.81-2.61 Rarely Evident

1.00-1.80 Least Evident

Validation of the Instrument

The researcher-made instrument underwent a series of validation. It was referred

to experts and language teachers for appropriateness of the content. The instrument was

checked by three teachers from Jose Rizal Memorial State University-Sibuco Extension

Studies Unit, Sibuco National High School, and Ramon Enriquez High School. This was

done to ascertain the validity and reliability of the tool for dependable results. The

researchers consulted the experts during free time. The recommendations and suggestions

of the experts were carefully followed by the researchers. The instrument was improved

by casting off and replacing some unrelated statements and retaining the relevant ones.

The final tools for use in this study including the personal information sheet and consent

form were readied for data collection. The conduct of the abovementioned steps helped

the researchers gathered substantial data to answer the questions sought in this study.

Scoring Procedure
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To determine the effects of social media to the students’ creative writing skills,

the researchers interpreted the participants’ responses on the research questionnaire based

on its equivalent numerical points. The participants’ responses on each statement as

Strongly Agree (SA), Agree (A), Neither Agree nor Disagree (NA), Disagree (D), and

Strongly Disagree (SD) were scored as 5,4,3,2,1 respectively. The weighted mean for

each statement was interpreted using the scale 1.00-1.80, 1.81-2.61, 2.62-3.42, 3.43-4.23,

and 4.24-5.00 with equivalent adjectival descriptions least evident, rarely evident,

moderately evident, evident, and highly evident respectively.

Sampling Procedure

The researchers used Slovin’s formula to determine the sample size needed to

answer the research problems. There were 138 students who participated in this study

from the 211 Humanities and Social Sciences students. The researchers asked copies of

the masterlists of the students taking up Humanities and Social Sciences strand from their

respective advisers. The researchers printed the names of the possible respondents and

placed them inside a bowl. By randomly picking a paper from the bowl, the researchers

were able to identify the 138 participants of the study.

Data Gathering Procedure

The researchers first made a letter for the approval to conduct the study at Sibuco

National High School. When the request was granted, the researchers gathered the

respondents for an orientation. The researchers orient them on the purpose of the study.

The respondents were also enlightened of their responsibilities and were assured that their

identity would be kept and taken confidential. There were consent forms that the

respondents signed before the data gathering. The consent forms were proof that the
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respondents willingly participated in the study. The researchers, then, distributed survey

questionnaires to the respondents. The researchers made sure that the profile

questionnaire, survey questionnaire, and consent forms were all filled out and answered

by the participants of the study.

Statistical Treatment

The data collected from the responses of the respondents were tallied, tabulated,

and interpreted using appropriate statistical tools in treating information obtained.

To answer the Research Problem 1, the researchers used Percentage and

Frequency count to find out the demographic profile of the students in terms of their age,

sex and year level.

To answer Research Problem 2, in order to know the factors that affect the

creative writing skills of the students, the researchers analyzed and interpreted the data

through weighted mean.

To answer research problem 3, the researchers used T-Test in order to know if

there is a significant difference on the students creative writing skills when the data are

grouped according to year level of the students. T-Test is a statistical test that compares

the means of two samples. It can be used to compare the means of two groups.

Ethical Considerations

The researchers ascertained that the respondents were informed that the

participation to this study is voluntary, and they can withdraw at any time. The

researchers provided a consent form to each respondent to respectfully solicit their

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willingness to participate in the study. The researchers did not force the respondents to

take part in the research. They are not, as well, pressured to provide data beyond what

they can afford. The survey questionnaire used a language that is not biased or offensive.

The respondents were assured that their data will be kept confidential.

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATIONOF DATA

This chapter presents, analyzes, and interprets the data collected. Problems are

arranged according to the order of presentation in the first chapter.

Research Problem 1: What is the demographic profile of the students who use social

media platforms?

Table 1

Age of the Respondents

Age Frequency (f) Percentage (%)

15-16 25 18

17-18 86 62

19-20 19 14

21 and above 8 6

Total 138 100

The table above shows the demographic profile of the respondents in terms of

age. 25 of the respondents belong to age bracket 15-16, 86 of them are 17-18 years old,
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19 of them are between 19-20 years old, and the remaining 8 respondents are and above

21 years old.

Table 2

Sex of the Respondents

Gender Frequency (f) Percentage (%)

Male 31 22

Female 107 78

Total 138 100

Table 2 shows the number of male and female respondents of this study. Based

from the data, 22% of the 138 respondents are males and the remaining 78% are females.

Table 3

Grade Level of the Respondents

Grade Level Frequency (f) Percentage (%)

HUMSS 11 71 51%

HUMSS 12 67 49%

TOTAL 138 100%

Table 3 shows the data of the respondents according to their grade level. Based

from the table, 71 out of 138 respondents are Grade 11 Humanities and Social Sciences

students and the remaining 67 are Grade 12 Humanities and Social Sciences learners.

Research Problem 2: How does social media affect the writing skills of the students?

Table 4
Statements and its Mean
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STATEMENTS MEAN

1. Reading various texts on social media influences my writing style. 3.4130

2. I learn a lot of styles in writing creative text every time I access my 3.4058
social media accounts.

3. I use social media to boost my creative writing by sending message to 3.3986

my friends and teachers.

4. Using social media, I can enhance my ability in writing a sentence, 3.6667

essay and other compositions.

5. I learned grammar rules from watching videos and other educational 3.7609
content on social media.

6. I notice that I write best after reading text on social media. 3.2826

7. Posting on social media and getting corrections from friends improve 3.500
my creative writing skills.

8. I always spend my free time on social media to enhance my creative 3.0942

writing skills.

9. Posting my ideas on social media boosts my confidence to write 3.0580

creative content more.

10. Creatively written texts posted on social media inspires me to 3.1522

scribble my ideas too.

11. I feel that it is difficult to draw inspiration in writing creative context 3.2174
after being exposed to social media.

12. 1The content on social media does not help me improve my writing 2.8768
ability.

13. Due too much exposure on social media, I have no time left to 3.0435
accomplish my written tasks.

14. Social media distract my concentration on writing creative texts. 3.1159

15. I procrastinate a lot when I spend time on social media. 3.0362

16. Too much exposure on cellular phone, computer, and other gadgets 3.2609
does not do me well in writing.

17. When writing creative texts, I doubt a lot about my spelling ability 3.3913
since I got used to abbreviating and shortening English words.
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18. After being exposed on social media, I feel that I cannot write stories 2.927
or narrative texts well.

19. I can’t effectively express my own ideas in writing when using social 3.2246
media.

20. The use of social media just confuses me in terms of writing 3.4348
techniques, mechanics, and styles.

OVERALL MEAN 3.26302

1.00-1.80 Least Evident; 1.81-2.61 Rarely Evident; 2.62-3.42 Moderately Evident; 3.43-
4.23 Evident; 4.24-5.00- Highly Evident

The table above shows the mean of the respondents’ responses from each of the

statements given. It is apparent in the data that social media affects the writing skills of

the students. For example, the statements 4,5, and 7 got the highest mean of 3.6667,

3.7609, and 3.500 respectively. This suggests that students may find the use of social

media helpful in enhancing their skills in writing a sentence, essay, and other

compositions; they can learn grammar rules from watching videos and other educational

content on social media; and they can corrections from their friends to what they post on

social media improves their writing skills.

The study of Zheng, Yim, and Warshaur (2018) supports the data presented

above. The findings of their study revealed that with the use of social media, students get

more chance to engage in conversations using English.

A similar claim is presented in the study of Li (2010) and Yunus et al. (2012) on

the use of social media. Their study concluded that students enhance their vocabulary and

improve their writing skills since digital technologies foster students’ creativity and

personal expressions encouraging students to write in a variety in formats.

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However, it can also be noted from the table above that the last statement got a

mean of 3.43. This suggests that the use of social media also poses confusion among

students in terms of writing techniques, styles, and mechanics. Learning writing

techniques, styles, and mechanics on social media, without asking for a teacher’s help

like in a classroom setting, can be a difficult thing for students to accomplish.

This was supported by Worku (2022) in his study titled “Use of Social Media and

Writing Skills”. He highlighted that the number of time spent by learners learning the

ropes of writing from various videos and articles they watch and read online can

complicate ideas; hence, undermining their writing skills. Social media offers a lot of

videos and articles about writing styles and mechanics with different speakers which may

pose confusion among students. Worku (2022) further explained that students’ poor

commitment to reach to teachers for clarification weakens learners’ writing skills.

Arnab Das (2023), on his article entitled “The Influence of Social Media on

Student Writing Styles and Language Use”, also backed the claim above. He explained

that the inescapable influence of social media can have negative repercussions for

learners’ sentence structure, spelling, and punctuation skills.

It can also be gleaned from the data above that the overall mean is 3.26302 with

an adjectival description of “moderately evident”. The use of social media, thus,

positively affect the students’ creative writing skills.

Research Problem 3: Is there a significant difference on the students’ creative writing

skills when the data are grouped according to gender and grade level?

Table 5
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Significant Difference on the Students’ Creative Writing Skills According to Gender

N= 138

Mean T Sig

Variable Gender Mean Difference df

Creative Male 3.3282 0.09083 136 1.158 .338

Writing

Skills Female 3.2374 0.09083 62.961 1.100 .338

*Significant at alpha .05

Table 5 presents the difference on the respondents’ perception on the effects of

social media to their creative writing skills according to their sex The data shows that the

effects of social media to the creative writing skills do not differ whether the respondents

are male or female.

This was supported by Zele Worku (2022) as emphasized on his study entitled

“Use of Social Media and Writing Skills”. The findings of his study revealed that the

effects of the use of social media to the learners do not differ in gender. It was concluded

that the writing prowess of the students is developed and enhanced on the length of time

the learners spend to read and communicate through social networking. Both male and

female learners with poor writing skills and vocabulary can be traced by their way of

using misspelled words, abbreviations, and shortcuts that has become a habit (Sarwat,

Kaleemullah, Ullah & Bhuttah, 2021).

 29

Table 6

Significant Difference on the Students’ Creative Writing Skills According to Grade Level

N= 138

Grade Mean T Sig

Variable Level Mean Difference Df

Creative 11 3.3408 0.00294809 136 2.299 .233

Writing

Skills 12 3.1806 0.00294809 127.187 2.286 .233

*Significant at alpha .05

Table 6 presents the difference on the respondents’ perception on the effect of

social media to their creative writing skills according to their grade level. The data shows

that Grades 11 and 12 students do not differ on the way they see social media as an

effective tool on whether it enhances their creative writing skills or not.

This was supported by June Ahn (2011) and Yasmin Hashem (2025) on their

studies about the impact of social media to the students’ academic development which

includes writing. The studies claimed that students, despite spending more time daily on

social media platforms, vary in their writing skills as apparent in their writing styles,

choice of words, and range of language. This is because students differ in purpose on

their use of social media platforms. Zachos (2018) and Al-Rahmi and Othman (2012)

highlighted that the learners’ purpose, behavior, and attitude on the use of social media

greatly influence their educational performance. They further explained that those who

communicate using English language and read articles through social media platforms are
 30

noticed to be improving academically than those who only see social media platforms as

a room for entertainment.

Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

Summary

The study determined the effects of social media to the creative writing skills of

the Senior High School students. Specifically, it sought to determine the (1) profile of the

respondents in terms of age, gender, and grade level, and the (2) specific effects of social

media to the students’ creative writing skills. The study looked into the significant

difference on the effects of social media to the learners’ creative writing skills according

to their gender and grade level.

The study employed quantitative method of research with 138 Humanities and

Social Sciences students enrolled at Sibuco National High School, Academic Year 2022-

2023 selected through random sampling.

The study utilized a 5-point Likert scale composed of five (5) answer options such

as Strongly Agree, Agree, Neither Agree or Disagree, Disagree, and Strongly Disagree.

The self-made research instrument is composed of 20 statements that cover the

participants’ perception on the effects of the use of social media to their creative writing

skills.

The responses of the participants of this study were tallied, tabulated, and

analyzed through descriptive and inferential statistics such as Frequency count,

percentage, mean, and T-test, respectively.

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Findings

The following findings were revealed:

1. Majority of the students who participated in this study were females (78%).

2. Most of the student-participants age range was 17-18 (62%).

3. There were more student-participants from Grade 11 (51%) compared to

Grade 12 (49%).

4. Social media enhances the ability of the students to write a sentence, essay,

and other compositions Students can learn and improve their knowledge on

grammar rules from watching videos and other educational content on social

media platforms. More so, posting on social media and getting corrections

from friends improve the students’ creative writing skills.

5. The T-Test that analyzed the significant difference of the effects of social

media to the creative writing skills of the Senior High School students showed

that there existed no significant difference when data were grouped according

to sex and grade level.

Conclusion

Based from the results of this study, it is safe to conclude that the use of social

media can enhance the students’ ability in writing. Through the use of social media,

students can learn grammar rules and other educational content too. Exposure to social

media also improves the students’ creative writing skills by getting corrections from their

peers and online friends.

The results also show the students’ flexible preference on using social media to

improve their creative writing skills. This is a manifestation that they can master skills in
 32

the discipline. Language teachers, hence, can decide strategies that can unleash, develop,

and enhance students’ creative writing skills.

Recommendations

As a result of the findings and conclusions of this study, the following

recommendations are offered:

1. Future researchers can repeat this study by having a greater number of

respondents who take up more than one academic strand.

2. Teachers can maximize the integration of technology in their lesson so students

can improve their ICT skills and writing prowess.

3. Teachers can integrate intertextuality in teaching-learning process. Teachers can

ask students to have further reading of articles online regarding a topic discussed

to gain more knowledge and understanding while improving the students’ writing

skills.

4. Teachers can inform the parents too to encourage their children to watch videos

and read articles regarding writing styles and techniques.