Republic of the Philippines

Department of Education
Region IX, Zamboanga Peninsula
DIVISION OF ZAMBOANGA SIBUGAY

TUNGAWAN NATIONAL HIGH SCHOOL

Tungawan, Zamboanga Sibugay

Completed Research Report

of Approved Research
I. Research Title

Facebook: Platform for Facilitating Competencies in English

An Action Research conducted and submitted by

Anacleto P. Villaceran, Jr.

Teacher-I

Submitted to:

DIOMEDES S. CANICON, JR.

Principal IV
II. Abstract

Institution :Tungawan National High School

Location :Tungawan, Zamboanga sibugay
Title of the Study :Facebook: Platform for Facilitating Competencies in English
Author/ Proponent :Anacleto P. Villaceran, Jr.
Funding Source :Personal (To be refunded by BERF)
Date Started :October 2017
Date Completed :December 2017

This paper seek to explore the use of Facebook as a tool to facilitate delivery of

Grade 10 English lessons to Grade 10 students of Tungawan National High School.

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

Facebook affect students' academic participation?

The study used Simple Experimental Design of Experimental Research Methods,

particularly the Static-Group Comparison Design where observations and recordings

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

first in the first cycle and in the second cycle.

To answer the specific question, the researcher used questions, observations,

and records of student outputs for this study.

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

competencies, while the controlled group obtained 70%.

The submission of assignments, which is used to measure students’

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

participation rate is 47.50%.

The use of Facebook affects the delivery of English competencies by 20 % in

the first round and 41.11%in the second round. The use of Facebook also improved the

student’s participation rate (in answering/passing of assignments) by 24.5% in the first

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.

As the result of the study reveals positive effect of Facebook in facilitating

English competency and in improving students’ participation, the following are then

recommended:

1. Use Facebook to facilitate English Competencies and to improve students’

participation in other classes; and

2. As Facebook is a social media platform, careful analysis and planning should

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

extended their supports:

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

prayers, for the fulfillment of this undertaking.

Thank you very much.

IV. Context and Rationale

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

themes: effects on the users, friendship, construction of impressions, privacy, use,

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

research seek to explore the use of Facebook as a platform to facilitate delivery of

English lessons to students.

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

specifically to facilitate delivery of Grade 10 English learning competencies, hence this

action research is conducted.

V. Innovation, Intervention and Strategy

This is an experimental research made use of the Static Group-Comparison

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

included in the orientation. Respondents’ consent were asked too.

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.

A total of 20 learning competencies, 20 assignments questions, and 20 days (10

days for each group) of experimentation and data gathering were utilized for the

purpose of this study.

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.

As part of intervention, assignments that are composed of open-ended questions

were posted on the Facebook group and students from experimental group were

allowed to answer them by typing it in a comment section.

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.

VI. Action Research Questions

This paper seek to explore the use of Facebook as a tool to facilitate the delivery

of Grade 10 English lessons to Grade 10 students of Tungawan National High School.

This led to the main research question:

1. How does Facebook affect the completion of the delivery of English

competencies to students?

This research will also answer specific question such as:

2. How does Facebook affect students' academic participation?

IV. Actions Research Methods

a. Participants and/or other Sources of Data and Information

The research will be conducted at Tungawan National High School. The

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

respondents are researcher’s students.

b. Data Gathering Methods

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

first in the first cycle and in the second cycle.

To answer the specific question, the researcher will make use of the questions,

observations, and student outputs for this study.

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

were used to get results.

VIII. Discussion of Results and Reflection

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

of Facebook affects the delivery of English competencies by 20 % in the first round.

Table 2. Submission/Answering of assignments/homework among the two groups

of research participants during the first round of data gathering

Number of Jade Number of

Students Ruby Students
Assignments Number
answered via submitted via
Facebook paper
1 45/60 39/60
2 47/60 33/60
3 46/60 30/60
4 41/60 37/60
5 36/50 33/60
6 51/60 30/60
7 50/60 31/60
8 49/60 32/60
9 51/60 29/60
10 53/60 28/60
Mean 46.9 32.2
Average 78.17% 53.67%
 Table 2 shows the comparison of the Submission/Answering of

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

participation rate (in answering/passing of assignments) by 24.5% in the first round.

Table 3. Completion of Competencies among the two groups of research

participants during the second round of data gathering

Day Competencie No. of Competencie No. of

s s finished by finished s finished by finished
Competencies
G10-Ruby competencie G10-Ruby competencie
(w/ fb) s (w/o fb) s
11. EN10LC- 1 EN10LC-IIIc- 1 EN10LC-IIIc- 1
IIIc-3.14: 3.14 3.14
Summarize 2 EN10LC-IIId- 1 EN10LC-IIId- 1
important 3.2 3.2
points 3 EN10LC-IIId- 1 EN10LC-IIId- 1
discussed 3.1 3.18
in the text 4 EN10LC-IIIe- 1 1
listened to 2.9 EN10LC-IIIe-
12. EN10LC-
5 EN10LC-IIIf- 1 2.9
IIId-3.2:
3.13
Raise
questions 6 EN10LC-IIIg- 1 EN10LC-IIIf- 1
and seek 14.3 3.13
clarification 7 EN10LC-IIIh- 2 1
s on issues 6.5 EN10LC-IIIg-
discussed EN10VC-IIIa- 14.3
in the text 12
listened to. 8 EN10VC-IIIb- 1 EN10LC-IIIh- 1
13. EN10LC- 23 6.5
IIId-3.18: 9 EN10VC-IIIc- 1
Get 10
different 10 -
viewpoints
on various -
local or
 global
issues
14. EN10LC-
IIIe-2.9:
React
intelligently
and
creatively
to the text
listened to
15. EN10LC-
IIIf-3.13:
React to
the falsity
or
soundness
of an
argument
16. EN10LC-
IIIg-14.3:
Show
appreciatio
n for songs,
poems,
plays, etc.
17. EN10LC-
IIIh-6.5:
Describe
the
emotional
appeal of a
listening
text
18. EN10VC-
IIIa-12:
Raise
questions
to clarify
issues
covered in
the material
viewed
19. EN10VC-
IIIb-23:
Share
viewpoints
 based on
the ideas
presented
in the
materials
viewed
20. EN10VC-
IIIc-10:
Evaluate
the
information
contained
in the
material
viewed in
terms of
accuracy
and
effectivene
ss
Tota 10 in 9 Days 7 in 10 Days
Total 10 l 10 or 111.11 % 70%
completion completion

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

gathering, the experimental group obtained 111.11% completion rate of competencies,

while the controlled group obtained 70%. It is shown further that the use of Facebook

affects the delivery of English competencies by 41.11%in the second round.

Table 4. Submission/Answering of assignments/homework among the two groups

of research participants during the second round of data gathering

Number of Ruby Number of

Assignments Number
Students Jade Students
 answered via fb submitted via
paper
11 51/60 29/60
12 45/60 32/60
13 48/60 30/60
14 49/60 33/60
15 48/60 33/60
16 51/60 24/60
17 53/60 22/60
18 50/60 22/60
19 53/60 29/60
20 52/60 31/60
Mean 50.00 28.5
Average 83.33% 47.50%

Table 4 shows the comparison of the Submission/Answering of assignments/homework

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

participation rate (in answering/passing of assignments) by 35.83% in the second

round.

Table 5. Summary of data gathered during two rounds of data gathering

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

Ruby participated in answering assignment 29.66% more via Facebook compared

passing them through pencil and paper (hard copy)

It was found that the experimental group of learners finished the set of

competency first compared to the controlled group.

It is safe to conclude therefore that Facebook helps facilitate delivery of English

Competencies and helps improve students’ participation as the result of the study

reveals that:

1. Facebook positively affect/facilitate the delivery of English competencies; and

2. Improved students’ academic participation.

 There is a potential for Facebook to be a tool for learning. The researcher

therefore recommend the use Facebook to facilitate English Competencies and to

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

towards learner’s academic performance and the like.

IX. Action Plan

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:

KRA TIME FRAME PERSONS INVOLVED EXPECTED OUTPUT

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

Data Gathering November –

Researcher Gathered Data
December 2018
Data Analysis Analyzed Data
December 2018 Researcher
/Research results

Writing and
submission of Researcher and School Completed
December 2018
Principal Action Research
Completed AR

Dissemination Researcher and Completed action

December 2018
of Result stakeholders Research Result

Submission of Submitted copy of Action

December 2018 Researcher, DO, and RO
finished AR Research

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

Division Office and in the Regional Office.

X. References

The Open Communication Journal, 2012

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:

Particulars Estimated Amount (in Php)

Internet Expenses (Connection to Facebook, etc.)

1,200.00
1 months @ Php1,200.00 per month

Supplies (Papers, Ink, etc.)

4 bottles of ink @ Php360.00 each 1,640.00

1 ream of Bond Paper @ Php 200.00 per ream

Total 2,840.00