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Completed Research Report - FB
Completed Research Report - FB
Department of Education
Region IX, Zamboanga Peninsula
DIVISION OF ZAMBOANGA SIBUGAY
Submitted to:
This paper seek to explore the use of Facebook as a tool to facilitate delivery of
This answered the main research question: How does Facebook affect the completion
of the delivery of English competencies to students? ; and specific question: How does
were made to gather data needed to answer the questions posted for this research. To
elicit a more reliable result, the gathering of data was done in two cycles. In the first
cycle, the first group of respondents (Grade 10 Ruby) was the controlled group while the
other group (Grade 10 Jade) was the experimental group. In the second cycle, Grade
10 Jade was the controlled group, while Grade 10 Ruby was the experimental group.
To answer the main question of this research, the researcher used journals and
careful observations to determine which of the two groups finish the given competencies
After the gathering and analysis of data, it was found that the experimental group
of learners finished the set of competency first compared to the controlled group. In the
first cycle of data gathering, the experimental group obtained 100% completion rate of
the given sets of competencies while the controlled group obtained 80%. In the second
round of data gathering, the experimental group obtained 111.11% completion rate of
participation, was also done in two rounds. In the first round the experimental grouped
recorded a 78.17%, while the controlled group participation rate is 53.67%. In the
second round, experimental grouped recorded a 83.33%, while the controlled group
the first round and 41.11%in the second round. The use of Facebook also improved the
round and by 35.83% in the second round. It is safe to conclude therefore that
Facebook helps facilitate delivery of English Competencies and helps improve students’
participation.
English competency and in improving students’ participation, the following are then
recommended:
be done first, and rules and agreement should be made clear among and between
learners.
III. Acknowledgment
This research would not have been possible without the blessings of the Almighty
God the Father, the source of all wisdom, and the support of the following entities who
My immediate superior, Sir Diomedes S. Canicon, Jr., for sharing his expertise
and support;
My beloved wife, Rouena, who give her full support to me and for this research;
My children Roanne, Hanna, Mharcylytte, and Andrew, for all the love and
understanding; and
To all the people who in one way or another contributed their times, efforts and
Several studies have been conducted since the introduction and rise of
Facebook in 2006. The Open Communication Journal reported that there are more than
one hundred studies on the social networking website Facebook as of 2012. Di Capua
(2012), published that most of these studies revolves around eight main research
Facebook and politics, self-expression and construal, social capital and the merging of
social spheres. Although Facebook use is currently the most researched theme, this
This action research is born out of the researcher’s continuous search for distinct
innovations that might help the proponent himself, to carry on the mandates of the
Department of Education. The researcher’s personal experience paved a way for the
conduct of this research. It is observed that competencies in English subjects are hardly
finished every quarter. Evaluations were made by the researcher to determine the
reasons for the observed phenomenon. It was found out that one of the reasons are the
lengthy stories/texts which consumed a lot of time since students have to read them first
before discussion could take place. Advance tasks such as home reading did not
significantly work for students as well. Again, evaluation, thru surveys, were made by
the researcher to find possible factors. It was found out that instead of reading their
books, students spend their spare time in their gadgets, surfing the social media. It was
further found out that 98% of the prospected learner-respondents for this study are
social media users and spend at least an hour a day in Facebook. The researcher
therefore think of exploring possible ways to utilize Facebook as a platform for learning
Design. Before the research started, the researcher set up a close Facebook Group
intended for the experimental group. A close Facebook group is a private group wherein
only members can access its contents. To facilitate the process and to enable the target
respondents to become familiar with the use of Facebook as platform for learning,
participants were oriented on the “what-to-do”. Ethical issues, joining the Facebook
group, privacy issues that may arise, and details about the activities for learning were
Since there were two groups of respondents for this study, the intervention were
also implemented in two cycles. On the first cycle, one set of respondents(Grade 10
Jade) served as an experimental group, and the other group (Grade 10 Ruby) as a
controlled group. On the second cycle, the two groups switched roles, where Grade 10
Ruby was the experimental group and Grade 10 Jade was the controlled group.
The controlled group used textbooks and were subjected to the usual class
routines, while the experimental group were allowed to use their mobile phones
connected to Facebook and access the learning contents and materials such as video
and audio files, photos, texts, links, and questions uploaded by the teacher thereat.
Careful guidance and monitoring were made for this stage of research. Observations
were then made as to who among the two groups of respondents finish and master the
given competencies first. The data for this were gathered and used to help answer the
research questions.
days for each group) of experimentation and data gathering were utilized for the
Same lesson formats and same learning competencies were given to both
groups. Activities were still based, as much as possible, on what are suggested on the
TG.
were posted on the Facebook group and students from experimental group were
The same assignment questions were given to the controlled group and they
were task to answer and pass it the usual way (hard copy/paper). Observations were
then made and recorded to gather data needed to partly answer the specific research
question.
This paper seek to explore the use of Facebook as a tool to facilitate the delivery
competencies to students?
participants for this research (which are purposively chosen), will be the students from
two of the four sections of Grade 10, Ruby and Jade. Both sections are heterogeneous
in terms of academic ranking whose final grades in Grade 9 range from 75-86 and are
both are having 60 learners. These two groups of target respondents are almost
identical in many aspects, hence chosen to be respondents. Of the two sections, one
will serve as experimental group and the other one is the controlled group. The student
Because this research aims to test the effect of Facebook in facilitating English
competencies and in students’ participation, this study made use of the Static-Group
Comparison Design. To elicit a more reliable result, the gathering of data were done in
two rounds. In the first round, Grade 10 Jade served as the experimental group while
Grade 10 Ruby as the controlled group. In the second round of data gathering, Grade
10 Ruby was the experimental group, while Grade 10 Jade was the controlled group.
To answer the main question of this research, the researcher made journals and
careful observations to determine which of the two groups finish the given competencies
To answer the specific question, the researcher will make use of the questions,
Careful gathering and handling of data were desired in this research, to avoid
contamination. The data gathered were treated with utmost care and confidentiality.
Right after the gathering of data, treatment and analysis were made as to elicit result
the soonest possible time. Simple tabulations and partly Measures of Central Tendency
The following tables present the gathered data for this study:
Table 1. Completion of Competencies among the two classes during the first
round of data gathering
Competenci
Competenci No. of No. of
es finished
Day es finished completed completed
Competencies by G10-
s by G10- competenci competenci
Ruby (w/o
Jade (w/fb) es es
fb)
1. EN10RC-IIIa- EN10RC-
1 1
22.1: Overall IIIa-22.1 EN10RC-
1
artistic value of EN10RC- IIIa-22.1
the structure 2 1
IIIb-22.2
and elements EN10RC-
of the selection 3 1
IIIc-22.3 EN10RC-
(structuralist/for 1
EN10RC- IIIb-22.2
malist) 4 1
IIId-22.4
2. EN10RC-IIIb-
EN10RC- EN10RC-
22.2: Treatment 5 1 1
IIIc-22.3 IIIc-22.3
of underlying or
overarching EN10RC- EN10RC-
6 1 1
issue IIIc-22.3 IIId-22.4
concerning EN10RC- EN10RC-
7 1 1
human IIIh-23.1 IIIe-22.5
experience EN10RC-IIIi- EN10RC-
8 1 1
(moralist) 3.1.12 IIIg-2.18
3. EN10RC-IIIc- EN10LC- EN10RC-
9 1 1
22.3: Power IIIa-16 IIIh-23.1
struggles of
characters EN10LC- EN10RC-IIIi-
10 1 1
(Marxist) IIIb-16.1 3.1.12
4. EN10RC-IIId-
22.4: Gender
relationships of
characters
(feminist)
5. EN10RC-IIIe-
22.5:
Relevance of
the selection to
the historical
context during
which it was
produced
(historical)
6. EN10RC-IIIg-
2.18: Personal
significance of
the selection to
the reader
(reader
response)
7. EN10RC-IIIh-
23.1: Identifying
textual details
that affirm or
refute a claim
8. EN10RC-IIIi-
3.1.12:
Examining
biases
9. EN10LC-IIIa-
16: Listen to
simplify,
reorganize,
synthesize, and
evaluate
information to
expand, review,
or update
knowledge
10. EN10LC-IIIb-
16.1:
Distinguish the
important
points from less
important ones
in a text
listened to
10 in 10 8 in 10
Tota Days or Days or
Total 10
l 10 100% 80%
completion completion
Table 1 shows the Completion of Competencies among the two classes during
the first round of data gathering. As shown in the table, during the first cycle of data
gathering, the experimental group obtained 100% completion rate of the given sets of
competencies while the controlled group obtained 80%. It is shown further that the use
assignments/homework among the two groups of research participants during the first
round of data gathering. As shown in the table, during the first round of data gathering,
the experimental grouped recorded a 78.17%, while the controlled group participation
rate is 53.67%. it is shown further, that the use of Facebook also improved the student’s
Table 3 shows the Completion of Competencies among the two classes during
the first round of data gathering. As shown in the table, during the second round of data
while the controlled group obtained 70%. It is shown further that the use of Facebook
among the two groups of research participants during the second round of data
gathering. As shown in the table, during the second round of data gathering,
experimental grouped recorded a 83.33%, while the controlled group participation rate
is 47.50%. it is shown further, that the use of Facebook also improved the student’s
round.
Averag Averag
finished finished e e
compete compete Numbe Numbe
Secti
ncies in % ncies in % df r of % r of % df
ons
10 days 10 days assign assign
w/ fb w/o fb ment ment
answer answer
ed via ed via
fb paper
100 70 78.1 47.5 30.6
Jade 10/10 7/10 30% 46.9/60 28.5/60
% % 7% 0% 7%
111.1 80 31.1 50.00/6 83.3 53.6 29.6
Ruby 10/9 8/10 32.2/60
1% % 1% 0 3% 7% 6%
Table 5 shows the Summary of Data Gathered during two rounds of Data
Gathering. It shows that Section Jade was able to finish 30% more of the given English
learning competencies through the use of Facebook than regular routines. It also shows
that Section Ruby was able to finish 31.11% more of the given English learning
competencies through the use of Facebook than regular routines. The tables shows
further that Section Jade participated in answering assignment 30.67% more via
Facebook compared passing them through pencil and paper (hard copy); while Section
It was found that the experimental group of learners finished the set of
Competencies and helps improve students’ participation as the result of the study
reveals that:
improve students’ participation while taking the stand that careful analysis and planning
should be done first, and rules and agreement should be made clear among and
between learners. Along with the recommendation is a challenge for other researcher to
explore beyond the limitations of this study by conducting studies on effect of Facebook
This action research is expected to be finished after the third Quarter of school year
2017-2018, and will use the following tabular action plan below:
Writing of AR
Researcher AR Proposal made
Proposal October 2017
Implementation
of Proposed
Innovation, Intervention,
Innovation, November- Researcher and
and strategy Plan made an
December 2018 respondents
Intervention, implemented
and Strategy
Writing and
submission of Researcher and School Completed
December 2018
Principal Action Research
Completed AR
The result of this research will be communicated and disseminated to the school
administrator, to the PTA, and to others concerned. A copy of the completed research
paper will be submitted to the Schools Division Research Committee (SDRC) in the
X. References
http;//explorables.com/research-designs
www.facebook.com
XI. Financial Report
The following is a tabular summary of expenses incurred for the conduct of this
this research:
Total 2,840.00