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CHAPTER 1

The Problem

Generally computers have a real and big role in the

technological development in daily task. Another thing that

really redefines the communication between computers is the

internet or interconnection of computers, cell phones,

tablets and other mobile devices that has a big role in

connectivity.

Nowadays computer cannot be computers if there is no

internet connection or access. Computer is composed of

millions of web pages, web servers, websites and many more to

provide a wider range of sharing information across the globe

and it is by means of communication. It makes daily task

easier and accessible.

The prevalence of new media within the home and school

impacts the way a pupil learns and interacts with teachers,

parents and peers. In this technological age, pupils, pupils

and even professionals rely on the Internet for entertainment

and educational resources. But, despite their prowess in

using new media, they may lack imagination and basic skills

such how to use a dictionary or thesaurus and even composing

sentences and paragraphs with correct grammar.

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In the initiation of globalization, the Philippines make

every effort to move along with rapid technological changes.

To be extra literate, the children must have a good

understanding of the basic principles of technology and

instill positive values related to systematic awareness and

skills.

In the improvement of technology, the Filipinos are

stirring forward towards a vastly competitive and aggressive

world and with this study it would contribute to the directive

of the constitution. Article XVI, Section 10 of the 1987

Philippine Constitution states that:

Science and technology is essential for

national development and progress. The state
shall give priority to research and development,
invention, innovation and their utilization: and
to science and technology education, training
and services. It shall support indigenous,
appropriate and self-reliant scientific and
technological capabilities, and their
application to the country’s productive system
and national life.

The said constitution provides that research should be

promoted in the force of rapidly increasing modern

technology. There is no doubt that being literate and well

informed of the new trends in technology will result and

facilitate new and very valuable learning to the pupils that

may help them in their existence.

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Today one of the fastest growing and websites that

defines the usage of the World Wide Web especially the young

generation is the social media. Facebook is one of the famous

and hot trend online social networking sites. It is not only

a simple site that can be used in communication but also it

is a fun site. In this site the user can chat, video calls,

play games, upload and share pictures and videos and can also

be usedin advertisement.

Not only Facebook is the trendiest social networking

sites but also Twitter, Instagram, Multiply, Tumbler,

MySpace, and a lot more. Social media is best understood as

a group of new kinds of online media, which share most or all

of the following characteristics.

Participation. Social media encourages contributions and

feedback from everyone who is interested. It blurs the line

between media and audience.

Openness. Most social media services are open to

feedback and participation. They encourage voting, comments

and the sharing of information. There are rarely any barriers

to accessing and making use of content. Password protected

content is frowned on.

Conversation. Traditional media is about “broadcast”

social media is better seen as a two-way conversation.Social

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media allows communities to form quickly and communicate

effectively. Communities share common interests, such as a

love of photography, a political issue or a favorite TV show.

Connectedness. Most kind of social media thrive on their

connectedness, making use of links to other sites, resources

and people.

Online social media has become ubiquitous and important

for social networking and content sharing. And yet, the

content that is generated from these websites remains largely

untapped.

With these “positive” comments on social media there are

still criticisms and negative comments. Much of the

criticisms of social media are about its exclusiveness as

most sites do not allow the transfer of information from one

to another, disparity of information available, issues with

trustworthiness and reliability of information presented,

concentration, ownership of media content, and the meaning of

interactions created by social media. However, it is also

argued that social media has positive and negative effects

such as allowing the democratization of the internet and form

friendships while also allowing individuals to advertise

themselves and be unlocked to all the negative and censored

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illustrations, words and videos present in the networking

sites.

The problem with the very popular texting, Twittering,

MSNing, and Facebooking culture is the lack of cultivation of

serious, formal writing skills. It’s becoming more and more

difficult to argue that the social media generation(s) is not

less skilled than the non-computer junkie generation(s).Many

members of the younger generation often do have a more varied

skill set that involves technological and social networking

skills, but their writing skills are not equal to those who

were educated without the influence of computer technology.

English language reading and writing skills are arguably more

important than technology skills, because if you cannot

express yourself effectively, your message will be lost. As

well, if you cannot carefully construct your message with

precise language, you will not be taken seriously by your

reader.

The social tech junkies spend more time writing quick,

abbreviated messages than they do constructing meaningful,

organized longer writing pieces. Outside of school, it is

rare to see young people handwriting a letter or keeping a

daily journal. These activities were popular prior to the

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explosion of technology and that teachers are seeing these

poor writing habits in the classroom, and the pupils don’t

realize that there is anything wrong with including these

abbreviations in their formal writing.

With this new technology it is more important that pupils

in this generation should be up to date and well informed.

The Section 2 of Republic Act No. 9155 is mandating and

declaring that Filipino children should be given quality

basic Education.

Republic Act No. 9155 Section 2 states that:

It is hereby declared the policy of the

State to protect and promote the right of all
citizens to quality basic education and to make
such education accessible to all by providing
all Filipino children a free and compulsory
education in the elementary level and free
education in the high school level. Such
education shall also include alternative
learning systems for out-of-school youth and
adult learners. It shall be the goal of basic
education to provide them with the skills,
knowledge and values they need to become caring,
self-reliant, productive and patriotic citizens.

The school shall be the heart of the formal

education system. It is where children learn.
Schools shall have a single aim of providing the
best possible basic education for all learners.

Governance of basic education shall begin

at the national level it is at the regions,
divisions, schools and learning centers herein
referred to as the field offices - where the
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policy and principle for the governance of basic

education shall be translated into programs,
projects and services developed, adapted and
offered to fit local needs.

The State shall encourage local

initiatives for improving the quality of basic
education. The State shall ensure that the
values, needs and aspirations of a school
community are reflected in the program of
education for the children, out-of-school youth
and adult learners. Schools and learning
centers shall be empowered to make decisions on
what is best for the learners they serve.

Following Medium Term Philippine Development Plan

(MTPDP) provision that “educational quality improvement shall

originate from the school and redound to its ownbenefit and

that of the community.”DepEd implemented policies recognizing

that educational services are best managed and delivered at

the school level with community and local support. In 1999,

DepEd through Order no. 230 started the implementation of

School-based Management to support the realization of the

country’s educational goal and objectives.

The DepEd Visions that dream of Filipinos who

passionately love their country and whose values and

competencies enable them to realize their full potential and

contribute meaningfully to building the nation. As a learner-

centered public institution, the Department of Education

continuously improves itself to better serve its

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stakeholders. And its mission to protect and promote the right

of every Filipino to quality, equitable, culture-based, and

complete basic education where: Pupils learn in a child-

friendly, gender-sensitive, safe, and motivating environment,

Teachers facilitate learning and constantly nurture every

learner, Administrators and staff, as stewards of the

institution, ensure an enabling and supportive environment

for effective learning to happen and Family, community, and

other stakeholders are actively engaged and share

responsibility for developing life-long learners.

The GOP’s priorities and strategies in elementary and

secondary education embodied in a package of policy reforms,

which is referred to as the Basic Education Sector Reform

Agenda (BESRA). The policy reforms under BESRA are aimed at

creating a basic education that is capable of attaining the

country’s EFA objectives by 2015.

The EFA 2015 Plan emphasizes the need to provide basic

education for all and add a dimension to what has been thus

far almost exclusively school-based education. It points to

an urgent, vital and essential need to respond to the learning

needs of youth an also of adults who were either have never

been to school, have dropped out, reverted to illiteracy, or

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need basic or advanced skills to find jobs.” It suggests a

“viable alternative learning system” to formal schooling that

together with the schools can ensure that “minimum learning”

achievement will be a reality for all Filipinos.” Thus, the

EFA 2015 Plan emphasizes that educational opportunities are

channels of learning which can become effective conduits of

values orientation, consciousness and information useful and

relevant to a wide range of social goals.

The Grade VI pupils of Buhi Central School who are the

research subjects of this study offer insights into what are

the effects of social networking sites to them especially in

being English Proficient.

This research will also discuss the advantages and

disadvantages of using social media and internet and explain

some website that are more often to visit and factors why the

particular site is most visited. Does it help or make an

influential effect to pupils?

The researcher decided to conduct the study in order to

make a comparative effect of social media to the pupils and

understand the principles beyond the usage of the social media

and internet to benefit the pupils, to help them to understand

the matter and give possible discussion about the issues

involving the powerful Internet.

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It is also important to examine children, like the

elementary pupils, and new media use for many reasons.

Exploring new media’s impact upon parent-child and peer-peer

relationships is imperative. Elementary pupils quickly

acquire skills and soak them up like sponges. How elementary

pupils handle all this new media knowledge and how it

influences their relationships and connectedness to the real

and offline worlds are crucial and serve as good indicators

for impending trends and patterns in new media use.

What makes this age group worthy of study is the fact

that today’s children were born into and have grown up in the

age of the internet and are surrounded by the latest

technologies. Elementary pupils are important to study

because it is a specific group of children that not only have

extensive knowledge of new media, but have practically

unlimited access to it. Today’s children have new media

readily available at their fingertips. Being fluent and

comfortable with the use of those technologies is not a

choice, but rather a requirement to survive in this

technological advanced world.

DepEd Buhi continues to make its name known to everyone

not only in the Division of Camarines Sur but elsewhere by

hosting several activities and competitions like the very

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recent 2015 Rinconada Area wide Advancement Camp for Boys

Scouts, 2015 Sectoral Radio Broadcasting and Scriptwriting

Contest and Division MTAP Contest. The District has been

active also in sports as well by winning 3rd place over-all

in Palarong Rinconada in the events of Tennis, Chess, soccer

and football. During the Palarong Bicol last March 15, 2015

the Buhi District was the Champion in Table Tennis (Girls)

and 1, 400 Meter Run. More and more contests and competitions

are being won by the Buhi District including the Over-all

Champion in Kawan Festival, 1st place in the Division Filipino

Paligsahan, 1st place in the Division for the Medicine Kit

Making and 1st Place in the Congressional Filipino Copy

Reading.

The town of Buhi is not left behind in the vast

advancement of internet technology. Many Internet service

providers have entered the town. With these people get to

connect to the internet world either by their personal

computer at home, cellphones or internet shops. More and more

people visiting social networking sites, in fact most of the

social networking sites user are teens like high school and

elementary. The need to conduct a study to know the effect of

social networking sites on English proficiency triggers the

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researcher since most of the sites uses English in conversing

online using diverse social sites.

The study of Jabr (2011) found that SNSs are making a

tremendous effect nearly in every aspect of life. In fact, it

had shifted as a tool for extending academic learning and

communication. SNSs are web-based application that allows

individuals to create profile and share information with

friends within the system. This “SNSs phenomenon” had

permeated on the pupils and became the latest online avenue

for social interactions, as well as academic interaction.

Statement of the Problem:

This study intends to determine the effects of Social

Networking Sites in the English Proficiency of Grade VI Pupils

of Buhi Central School.

The following questions guided the researcher in attaining

the objectives of this study:

1. What are the proficiency levels in English Language

of the respondents before and after their exposure to the

different social networking sites:

2.1 Verbal communication,

2.2 Written communication, and

2.3 Comprehension
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2. How significant do the English Proficiency vary among

the Post-test of four groups?

3. How significant is the improvement brought about by

the Social Networking Sites to their English Proficiency?

4. How significant is the difference between the post-

test scores of the pupils’ English proficiency who were

exposed to the Social Networking Sites and those who were not

given the same opportunity?

5. What pointers can be generated from the findings of

the study?

Assumptions of the study

The basic assumptions that served as foundation of this

research are as follows:

1. The pupil’s English proficiency can be gauged from

their pre-test and post-test scores.

2. Pointers can be generated from the findings of the

study.

Hypotheses of the Study

The study was conducted while observing the hypotheses under

consideration:
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1. There is a significant improvement in the use of

SNS of the Grade VI pupil’s English Proficiency.

2. There is a significant difference between the post-

test scores of the pupil’s English Proficiency.

3. The post test scores of the pupils’ English

proficiency differ significantly when expose to the social

networking sites.

Significance of the Study

Social networking sites are deemed to be one of the

factors why pupils get interrupted on their studies. As a

matter of fact, Social Networking Sites has a dual face that

can bring to the pupils. It has advantages and disadvantages

to the English proficiency of the pupils since most of the

sites are in English language.

The importance of this research is to give a wider

explanations about the effect of Social Networking Sites to

the Grade VI pupils of Buhi Central School and explain the

possible implication of Social Networking Sites to the

technological development and English Subject and provide a

medium of information to the legal action and protection given

by law and usage of Social Networking Sites.

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The findings of this research would be great value and be

beneficial to the pupils, teachers, school head, DepEd

officials, Department of Education, Curriculum makers,

Government, parents, community, other stake holders the

researcher herself and to the future researchers.

Pupils. As the direct beneficiaries of the present

study, this research will help the pupils to realize and be

informed of the effects and advantages and disadvantages of

online social media in focusing on their studies. This gives

additional information for them to realize the concept

between importance and wasting time and money in terms of

social media. Hopefully this study would encourage and

enlighten their minds in using the Networking Sites in the

right and important way.

Teachers. As the front liners in the educative process,

this research will help the teachers to be more aware of the

new trends and technology. Hence, this may encourage them to

be more open minded of the new things around, where they can

get new ideas and information.This research may also be the

guide to them to be more resourceful and creative in

presenting the different lessons to the pupils.

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School Heads, DepEd Officials, Department of Education

and Curriculum Makers. The findings of this study will serve

as a guide in formulating, instituting and implementing

programs with the use of ICT. This may also give bases for

future adjustments, modification and improvement of the

curriculum and or classroom instructions with regards to

technology or use of ICT.

Government. This research may help and guide the

government in identifying the kinds of media influenced the

youth towards the wrong path and the types of websites

addicted by the pupils that somehow influenced the behavior

that may result in creating a crime.

Parents, Community and Other Stakeholders. The problems

encountered today by some parents are failing grades and poor

performance in class due to some obsession of their children

in Social Networking Sites. With this research, parents will

be more informed and knowledgeable on what type of leisure or

kind of Social Networking Sites and programs their children

are into. Results of this study may awaken them properly to

guide and monitor their children.

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The community and other stakeholders have big roles in

the learning process of every pupil. Thus, this research may

give way to them in understanding the new trends and

technologies and how the pupils of this generation learn and

acquire new knowledge. May this research help them realize

the importance of their assistance and support to the

different activities given by the school to their children.

DepEd. ----------------------------------

Future Researchers. May this research serve as a guide

and provide data for future researchers in a similar field.

Researcher Herself. The researcher will be most

benefited of this research for she can determine the problem

and find ways on how to approach a pupil having difficulty in

English language. The result of this research can also be the

bases for suggestions and recommendations for teachers in

delivering their lessons to the pupils to make the lessons

more dynamic and updated on the pupils’ interest.

Scope and Delimitation

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The scope and delimitation of this study was confined to

determine the effects of social networking sites on the

English Proficiency of grade VI pupils of Buhi Central School.

The study aims to determine the proficiency levels in

English Language of the respondents after the exposure to the

different social networking sites with their results in

Verbal communication, written communication and

Comprehension.

However, all the four groups were given the post test

and the study does not cover any third party arguments and

international probation given by other countries, other

documents, articles will not further discussed here. It will

not also include the effects of such websites to the emotional

aspect of the pupils.

Locale of the study

The school where the researcher will gather and conduct

its research is Buhi Central School. This school belongs to

the Fifth Congressional District of Camarines Sur. It is

located at San Pedro, Buhi, Camarines Sur. Recently the Buhi

District was divided into two Sectors. The first which is the

Sector 1 is headed by Public Schools District Supervisor Mrs.

Trinidad Mendoza and the second Sector is headed by Public

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Schools District Supervisor Mrs. Teresita S. Haber. The Buhi

District has one (1) School Principal II, seventeen (17)

Principal I, one (1) Head Teacher II, four (4) Head Teacher-

1 and thirteen (13) OIC – TIC. The Buhi District is composed

of thirty-six (36) schools. Before it was divided into two

sectors it was grouped into five sectors namely: Central,

Road, Crossroad, Mountain and Lake Sectors.

Central sector is composed of two central schools,

explicitly, the original central which is the locale of the

study, the Buhi Central School and the Buhi North Central

School. The Road Sector is identified by the schools located

along the provincial road from Buhi proper to Iriga City. The

Mountain Sector is located in the mountainous area of Buhi.

Between the Road and Mountain Sectors is the Cross Road

Sector. This Sector is situated in the middle of the Road and

Mountain Sectors. The schools situated along the surroundings

of the lake belong to the Lake Sector. The 36 schools in Buhi

district are all recipient of the E-classroom Program.

Buhi Central School is established in the year 1915. It

is the oldest school in Buhi and this year it celebrated its

Centennial. The school has 3.9728 hectares land area.

At present, Buhi Central School teaches pupils in Kinder

and Grades I to VI and it also has a center for Special

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Education Program both for elementary and high school. Forty-

five (45) instructional rooms and two (2) non- instructional

rooms are being used at present and two (2) more buildings

are being constructed at the moment. With one thousand nine

hundred thirty-six(1,936) pupils enrolled makes the Central

school a big school. Class size is around forty to forty-five

(40-45) pupils. The total enrolment of Grade VI in Buhi

Central School as of June 2015 is three hundred fifty-three

(353). Female pupils are one hundred sixty-eight (168) while

male pupils are one hundred eighty-five (185).The one hundred

forty (140) Grade VI pupils were the only respondents of this

study.

The school is headed by the new Principal II Palmetto P.

Valencia with 60 teaching staff and 2 non- teaching staff.

DepEd Buhi continues to make its name known to everyone

not only in the Division of Camarines Sur but elsewhere by

hosting several activities and competitions like the very

recent 2015 Rinconada Area wide Advancement Camp for Boys

Scouts, 2015 Sectoral Radio Broadcasting and Scriptwriting

Contest and Division MTAP Contest. The District has been

active also in sports as well by winning 3rd place over-all

in Palarong Rinconada in the events of Tennis, Chess, soccer

and football. During the Palarong Bicol last March 15, 2015
 21

the Buhi District was the Champion in Table Tennis (Girls)

and 1, 400 Meter Run. More and more contests and competitions

are being won by the Buhi District including the Over-all

Champion in Kawan Festival, 1st place in the Division Filipino

Paligsahan, 1st place in the Division for the Medicine Kit

Making and 1st Place in the Congressional Filipino Copy

Reading.

In terms of staff development and welfare, several

trainings, conferences and seminars were conducted and

attended by the school heads and teachers.

Figure 1 shows the location map of Buhi highlighting

the Buhi Central School.

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Source: https://www.google.com.ph/images

Figure 1
Map of Buhi Highlighting the Buhi Central School
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Definition of Terms

For better understanding of the study, significant terms were

technically and operationally defined as stated herein:

Social Networking Sites as used in this study, it refers

to the sites in the internet the pupils use to visit and use,

it can be for academic or non-academic purposes. It is also

a venue for people to share their activities with family,

friends and colleagues or to share their interest in a

particular topic. Facebook, Google+, Instagram, Youtube,

LinkedIn and Twitter are examples of the leading social sites.

English proficiency refers to the level of ability and

performance of the pupils in English language.

Pupils refer to the Grade VI pupils, users or nonusers

of social networking sites.

Control Group in this study, it is the group of

respondents who did not use social networking sites.

Experimental Group in this study, it is the group of

respondents who used and were exposed to social networking

sites.

Tech junkies refer to the person who is always thinking

or talking about the current and new technology.

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Social Media in this study, it refers to the different

online networking sites or pages in the internet.

Profile in this study it refers to the pictures and

information of users in a particular networking sites.

Pre-test is a teacher made test which was used as an

evaluation tool given before conducting the experiment.

Post-test is the same teacher-made test administered

immediately after conducting the experiment to the pupils

both the control and experimental group to evaluate the

English Proficiency of grade VI pupils of BCS.

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CHAPTER 2

Review of Related Literature and Studies

This chapter presents a review of the literature and

studies relevant to this study. This literature survey

provides the present work, the needed perceptions and

meaningful background on the nature of the problem which then

serve as guides in the conduct of this study.

Social Networking Sites

According to Wikipedia, Social networking is one of the

most active web-based activities in the Philippines, with

Filipinos being declared as the most active users on a number

of web-based social network sites such as Friendster,

Facebook, and Twitter. The use of social networking website

has become so extensive in the Philippines that the country

has been tagged as "The Social Networking Capital of the

World," and has also become part of Filipino cyber culture.

Social networking is also used in the Philippines as a form

of election campaign material, as well as tools to aid

criminal investigation.
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A study released by Universal McCann (2009) entitled

"Power To The People - Wave3" declared the Philippines as

"the social networking capital of the world," with 83 percent

of Filipinos surveyed are members of a social network. They

are also regarded as the top photo uploaders and web video

viewers, while they are second when it comes to the number of

blog readers and video uploaders.

With over 7.9 million Filipinos using the Internet, 6.9

million of them visit a social networking site at least once

a month. At times, Friendster has been the most visited

website in the Philippines, as well as in Indonesia, according

to web tracking site Alexa. David Jones, vice president for

global marketing of Friendster, said that "the biggest

percentage of (their site's) users is from the Philippines,

clocking in with 39 percent of the site's traffic." He further

added that in March 2008 alone, Friendster recorded 39 million

unique visitors, with 13.2 million of who were from the

Philippines. Meanwhile, Multiply president and founder Peter

Pezaris said that the Filipino users of their site comprised

the largest and most active group in terms of number of

subscribers and of photographs being uploaded daily. About

2.2 million out of more than nine million registered users of

Multiply are Filipinos, outnumbering even nationalities with

 27

a bigger population base like the United States, Indonesia,

and Brazil. Also, one million photographs are uploaded by

Filipinos to Multiply every day, which is half of their total

number worldwide.

Sixty percent of Filipino users of multiply are female,

while 70 percent are under the age of 25. In comparison,

Filipino Friendster users are between the ages 16 to 30, with

55 percent of them female.

The development of social network sites has created

communication tools to aid many methods that can be applied

in teaching and learning. Educators must identify

thepotential for cultivating pupil engagement in the

classroom using these technologies (Mirabolghasemi&Lahad,

2013). Many Universities in the Philippines and in abroad are

now using social networking applications where pupils and

faculty can interact and share resources.

According to Prasad (2012), “social networking

applications are now being used by many top universities as

alternative spaces wherein pupils adapt to the campus

lifestyle through interacting with peers and faculty”. Pupil

and faculty members interact, express their views, and share

resources by maintaining their profiles and creating groups

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on social media sites such as Facebook, Twitter, Blogs, Google

docs, and others.

Talking of Social Networking Sites, we may define the

five most popular Social networking sites.

Sales (2010) shared that Facebook is said to be the most

popular social website where one can share and upload

pictures, videos, message, chat, and many other features.

Dorsey (2009) said that next to Facebook is the Twitter,

which is a social networking site for tweeting posts, sharing

ideas, for easy connections of celebrities and other

personality, and for the trending topics. While according to

Martin(2008)Tumblr is a social networking site for blogging

pictures, information, and an easily sharing of pictures and

other stuffs, Tyler(2006) on the other hand cited that Bing

is a social networking site that allows people to search

information, pictures, video clips, and files that can be

downloaded throughout the Internet And lastly as Anderson

(2008) explained Myspaceknown for a good social networking

site that allows the users to view someone’s profile, and

pictures and comments.

Armstrong (2010) suggested that we all need to realize

that social networking communities are there to stay,

considering the millions of users that they have (. In

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addition, there are pupils today have begun to stay on the

accessibility of information that is available on the social

media platforms specifically as well as the web in general in

order to get answer and to please themselves through playing

games. But misusing them could deprive their focus on studies.

A Social networking site can be a good way to make

connections with people with similar interest and goals

(Steve, 2008). Communication is one of the main things why

social networking sites to gather information to broaden

their knowledge.

AnnabelBhamaniKajornboon (2012), in her study she said

that given the popularity of social networks among learners,

developing ways to use them and make them effective in English

language teaching and learning would be helpful. This

research has investigated the effects of using social

networks to assist interaction among learners and their peers

and teacher. The researcher is also the English class teacher,

making this study an example of action research - “learning

by doing.” The research is based on the Social Learning Theory

(Bandura) which assumes people in society learn from each

other. Participants joined the most popular social network:

Facebook. Data was collected from the learners’ writing

assignments on Facebook. The findings found the use of

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Facebook in the teaching and learning of writing English has

to a certain extent been effective. However, it is necessary

to do more research to find ways to make it more effective.

The study of Jabr (2011) found that SNSs are making a

tremendous effect nearly in every aspect of life. In fact, it

had shifted as a tool for extending academic learning and

communication. SNSs are web-based application that allows

individuals to create profile and share information with

friends within the system. This “SNSs phenomenon” had

permeated on the pupils and became the latest online avenue

for social interactions, as well as academic interaction.

Every technological innovation has been a center of

research attention and same is the case with the development

and evolution of Social Networking Sites. Some noted

researchers have conducted studies to find the several

impacts of SNSs on their users, and they have arrived at mixed

conclusions. For example, the study of Suhail and Bargees

(2006) found that excessive usage of Social Networking Sites

causes many psychological, physical, interpersonal, and

educational problems to users. A number of studies have also

been conducted to delineate the impact of Social Networking

Sites on young generation and pupils. Ellison (2007) proposed

that young people compete on the basis of their efficiency

 31

regarding the use of Social Networking Sites and the criterion

of this competition is the number of friends one can

accumulate using these sites.

Barnes (1954) indicates that Social Network Theory views

social relationships in terms of nodes and ties. Social

Network is a social structure made up of individuals (or

organizations) called “nodes”, which are tied (connected) by

one or more specific types of interdependency, such as

friendship, kinship, common interest, financial exchange,

likes/dislikes, or relationships of beliefs, knowledge or

prestige.

Moreover Abhyankar (2011) pointed out that from the very

beginning; human beings always associated themselves to some

form of social structure as they evolved across generations.

All human beings crave social life, but not all can have time

and resources to enjoy social circle where they can

communicate, collaborate and freely express themselves with

like-minded peers for satisfying their different needs like

security, assets, skills, relationships, science and

technology, events, politics, history, literature, art, etc.

There is no end to the list of fundamental principles that

can drive people to create platforms for communication and

interaction, mutually beneficial for the whole community.

 32

According to Abhyankar (2011), “Social Network” is an

online community where people across the globe (irrespective

of demographic and geographical differences) can develop

network with different organizations or individuals for a

specific purpose. It creates a chain of linked/connected

entities (individuals/organizations, communities, forums,

groups etc.) like a tree with multiple branches and nodes.

These branches are the various groups, communities, forums

etc. that an individual intends to join. Hence, a social

network represents relationships between nodes (people) and

flows between the branches (groups, communities, forums,

organizations etc.)

English Proficiency

We all know that English is considered as the universal

language. But most of the countries use it as their second

language. First, it is a way of communication in business,

negotiations & especially in academics. It plays an important

role in the basic education, particularly to speaking and

writing.

Although the internal process of obtaining a second

language has not been shown to differ for children and for

adults, the circumstances in which learning takes place vary

 33

with age and may lead to differential success for learners,

according to Harley & Wang (1997).

In an article by Angelica Joy Apuya (2012) she stated

that English language proficiency public pupils show, the

legal basis it holds, the level of performance the public

high school pupils demonstrates, the number of the passing

pupils every university and college exhibits and the process

of publishing books and their produce. The necessity of using

English as an educational language in the Philippine

educational set-up does not decline learning but improves the

comprehension of concepts and language. And one of

the most profitable justifications being laid upon to confirm

the worth of the problem made holds on the English proficiency

of pupils. In order for us to cope with the current

progression being experienced by other countries, we need to

learn, be familiar, and be comfortable with the language we

are supposed to use to attain the same level of proficiency

and literacy other countries have obtained.

Marinova-Todd et al. (2000) stated in their study that

developmental effects have been shown wherein adult learners

acquire a second language more rapidly than younger children

(especially in the initial stages), but over time children

 34

typically achieve higher levels of proficiency and more

native-like pronunciation.

Results of the research of Julia Van Sickle and Sarah

Ferris(2000) suggest that adult and child second language

learners pass through essentially the same developmental

stages in SLA. The only difference is the cognitive maturity

of the learner making for an increased vocabulary and rule

application. Both are expected to make transfer errors and

over generalize language rules. A child’s brain is plastic in

comparison to that of an adult, and after the age of about 9

years, the brain progressively becomes stiff and rigid.

Study Hours and English Proficiency

Previous research has provided mixed results and

explanations for the existence of a particular empirical

outcome. Traditionally, it has been assumed that study time

is predictive of grades; that is, study time is a primary

determinant of academic success. Schuman et al. (1985),

however, suggested that the study time-grade association is

an untested assumption, and that hours studied may have little

effect on grades because teachers' grading practices may

moderate the study-time grade association.

 35

Greenwald and Gillmore (1997) also suggested that

teachers' grading practices might help to explain the study-

time grade association. Thus, common to previous research

were explanations that suggested pupil and teacher

characteristics correlated with the study time-grade

association. The results of this study suggest that course

(course difficulty), teacher (grade inflation) and pupil

(cognitive ability) characteristics moderated the study-time

grade association: these variables reduced the study-grade

association to zero.

Effects of SNS to pupil’s academic performance

Wimalyn F. Canaip in her study “The Effects of Social

Networking Sites to the Academic Performance of High School

Pupils of SAGIS” (2013), the researchers had decided to study

this because Social Networking Site is getting more popular

among teenagers and pupils and curious of the effects of SNS

to them. Since the pupils are still high school pupils, the

researchers decided to conduct this research to gain pupils,

teachers, parents’ knowledge.

It only covered the whole high school department of SAGIS,

from 1st year to 4th year which totaled in 44 respondents.

The researchers used the simple random sampling (SRS) to pick

 36

30 pupils and purposive sampling since the pupils are

Aloysians and they aren’t the same in Intelligence Quotient

(IQ). The length of the experimental procedure covered 5 days

straight and after that, the subjects were given a quiz in

three subjects such as Mathematics, Science and English to

measure the academic excellence of the pupils.

Based on the pupils’ answers, they use Facebook mostly.

As a matter of fact they found it easy to use for

communication. Moreover, the pupils got affected in a

positive way like SNS have given them some facts, trivia, and

information in the society and in a negative way by

distracting their focus and being a source of addiction. The

researchers’ concluded that social networking sites can

affect the academic excellence of the pupils.

According to Isaac M. Morallo (2014) in his study The

Effects of Social Networking Sites on pupils’ academic

performance in Lyceum of the Philippines – Laguna, In the

advent of internet technology, social communication using the

internet became the frontier of daily communication,

collaboration and networking. This frontier is delineated by

many social networking websites and portals. This study was

conducted to determine the effects of Social Networking Sites

(SNSs) on pupils’ academic performance in Lyceum of the

 37

Philippines – Laguna. To determine the effects of SNSs on

academic performance, the researcher used the descriptive

correlational method of research. An online survey

questionnaire designed using Google docs was distributed to

203 randomly-selected pupil-respondents from the six colleges

in Lyceum of the Philippines – Laguna. The study found out

that all pupils in Lyceum of the Philippines – Laguna have

Facebook accounts and were significantly registered to more

than one SNSs account. The results of the study showed a

statistically significantpositive relationship between time

spent by pupils on SNSs and their academic performance. The

pupil-respondents tended to use SNSs to interact with their

friends and not use for academic reasons. Specifically, the

study found out that the higher the time spent on SNSs showed

the lower is the time spent on studying. Hence, correlation

analysis showed an inverse relationship between the GPA and

the number of SNSs accounts being maintained by the pupils,

the frequency of SNSs use, since when they have SNSs, length

of SNSs use, and the number of study hours.

As shown in the study of Choney (2010) due to the

increased popularity of SNSs, economists and professors are

questioning whether grades of pupils are being affected by

how much time is being spent on these sites. Essentially, the

 38

environment and other factors may affect the way a pupil views

learning and studying. Truly SNSs are one of the factors that

can affect pupil’s time, insight, and outlook about learning

and studying. With the prevalence of SNSs, the study of

Karpinski and Kirschner (2010) validated that pupils’ study

timeand their academic performance could be affected.

Moreover, the study of Karpinski (2009) revealed that users

who spend more time on SNSs like Facebook spend less time in

studying. Hence, school authorities are one of the primary

people who oppose its use particularly in schools, which is

the reason why they usually ban it during class hours. The

teachers and administrators are likewise affected because of

these negative implications. Many schools have opted for

strict restrictions on SNSs usage in campuses amid concerns

about safety, privacy and confidentiality, and lack of

knowledge about how best to ensure it’s appropriate use.

The study of Lewis et al. (2008) found out that the

influence of these SNSs continues to get increasingly more

pervasive, making actual and virtual realities almost

indistinguishable. Pupils are talking about the social

networking related stuffs almost every single day; thus it

would be a surprise if any pupil never got involved with

Facebook, Twitter or any other SNSs nowadays. Moreover,

 39

pupils are paying more attention towards these social

networking activities rather than utilizing their time to

study which will surely affect their academic performance.

The research of Karpinski (2009) found that SNSs

specifically Facebook usage is negatively correlated with

Grade Point Averages (GPAs) of its users. She observed that

the GPAs of non-users are relatively higher than the users of

these sites. Also, the study found that 68 percent of pupils

who used Facebook had a significant lower GPA than those who

did not use the SNSs. But the most interesting finding was

that 79 percent of Facebook users denied having any adverse

impact of this usage on their GPAs. It means that they are

not aware of the fact that networking habits affects their

academic performance.

Hence, their academic performance must be managed

efficiently without losing sight of all the factors that can

positively or negatively affect their educational

performance. For instance, Facebook has a phenomenal impact

in the amount of influence and increasingly has a large

percentage of users in schools. A study conducted by QuantCast

(2007) found out that 46 percent of SNSs users like Facebook

are 18-34 years of age, which actually permeate to current

pupils, prospective graduate pupils, and young alumni. On the

 40

other hand, 27 percent are within the range of 12-17 years

old, which belong to undergraduates.

In the study of Barral (2010) “Factors Associated with

the English Proficiency of Elementary Pupils at Central

Philippine University, social networking is used as a

communication and collaboration tool of choice in business

and higher education. It is being used as a way of

communication whether that is asking a question about whatto

do for homework, or what friends are doing over the weekend.

People can discuss topics for class and askquestions which

can get answered. Social networking poses a problem in the

use of poor language. Most sites do not use proper spelling

or grammar which is inappropriate for someone who does not

yet have logistic confidence. People are mostly able to

discern the morally questionable content, but they cannot yet

defend themselves against illiteracy.

According to Rob Callahan (2012) a generation of pupils

has developed spelling skills largely dependent on

abbreviating words and phrases, translating letters to

numbers, communicating through text-based symbols and

intentionally misspelling words. Pupils who often use online

venues such as IM, chat and social networking can find it

 41

difficult to adopt the more traditional modes of

communication necessary to achieve passing grades.

Murphy (2012) states that many studies suggest that

computer games have generally negative impact on a child's

study habits. Less time spent on homework, less interest in

reading and earning lower grades in school are some possible

problems. Studies suggest that computer games with violence,

criminal behavior or offensive themes can increase negative

behavior in children. Research also shows that when parents

place time limits on game play, children develop fewer

behavioral issues. Time limits and age-appropriate games can

reduce the chance of negative study habits.

ICT initiatives in the Philippine Education

The Philippine Government has been struggling to

introduce ICI initiatives in order to improve its learning

outcomes aligned to the Millennium Development Goals and the

Education for all (EFA) movements. They have provided a global

policy environment for the directions and nature of

interventions towards the achievement of improved access to

learning programs, Mini-computer Laboratories, and

development of Computer-Bases Teaching (CBT) modules.

PilipinasSchoolnet is collaboration among World Links,

the Foundation for Information Technology Education and

 42

Development (FIT-ED), the Department of Education, the

private sector, NGOs and local universities.

PilipinasSchoolnet is building a network of schools

throughout the Philippines that leverage ICTs to improve

teaching and learning and to better prepare Filipino youth to

meet the demands of the knowledge economy. Hardware,

software, connectivity and basic computer literacy training

are provided to participating schools, and workshops have

been held in Singapore to train staff.

Infotech Training in Remote Places was set up to provide

teachers and pupils form far flung areas of the country with

the knowledge, skills, facilities, and the materials to use

information technology and provide access to information from

Internet. Infotech was piloted in six schools and two division

offices in the two contiguous provinces of Antique and

Guimaras in the west Visayas. Downloaded materials are shared

with the other schools and the division office. All children

showed a keen interest in using CD-ROMS in class. School

Enrollments have increased in Odicing (Antique) since the

arrival of the computer. One challenge is that computer

monitors can only be viewed by a small number of children at

one time; this is why the possibility of using TV monitors

linked to computers to grant more children access was

 43

discussed. It became clear that where the computer is placed

within the classroom, more children have immediate access and

it is more likely to be integrated in daily teaching than

where it is placed in a separate room or in an office. Another

challenge is to make teachers go beyond using the computer as

a word processor.

Synthesis of the State-of-the-Art

The literature and studies reviewed in this study

provided rich background information on the important effects

of the use of Social Networking Sites to the English

proficiency of the pupils. Several literature and studies

were reviewed in this study in order to provide background

information related to English proficiency, Social Networking

Sites and the Effect of Social Networking Sites on the

Academic performance of pupils.

The reviewed literature by Universal McCann (2009) in

his study Power To The People - Wave3 declared the Philippines

as "the social networking capital of the world," with 83

percent of Filipinos surveyed are members of a social network.

Relatively the study by Mira bolghasemiandLahad (2013) was

relevant to the present study since with the social network

 44

as a tool to aid many methods that can be applied in teaching

and learning. Likewise the literature by Sales (2010), Dorsey

(2009), Martin (2008), Tyler(2006), and Anderson (2008)

helped the researcher by giving information on most popular

social networking sites.

Closely related with the present study were the

literatures made by Prasad (2012), AnnabelBhamaniKajornboon

(2012), Jabr (2011),Suhail and Bargees (2006), Barnes (1954),

and Abhyankar (2011) since their contribution were closely

associated to Social Networking Sites and gives the

researcher sufficient insights and comprehensive views on

different forms of social structure as they evolved across

generations.

The related studies conducted by Harley & Wang (1997),

Marinova-Todd et al. (2000), Julia Van Sickle and Sarah

Ferris(2000), Schuman et al. (1985), Greenwald and Gillmore

(1997) were found to be relevant to the present study because

they gave the researcher significant insights and related

knowledge on the English language proficiency where English

is considered as the universal language and serves as the

second language in which adult learners acquire a second

language more rapidly than younger children, but over time

children typically achieve higher levels of proficiency.

 45

A local related study was also considered, the work of

Angelica Joy Apuya (2012) dealing with the English language

proficiency public pupils and the necessity of using English

as an educational language in the Philippine educational set-

up.

Armstrong, 2010), and (Steve, 2008) were found to be

relevant to the study since they dealt on the effects of

social networking sites in learning and specially in English

subject and how do social networking sites used as tools to

aid many methods that can be applied in teaching and learning.

Harley & Wang (1997), Marinova-Todd et al. (2000), Schuman et

al. (1985), Greenwald and Gillmore (1997), and Rob Callahan

(2012), information were also gathered from this literature

which tackles more on English proficiency.

Foreign related studies conducted by Annabel

BhamaniKajornboon (2012), Barral (2010) and Murphy (2012),

were relevant to the study because they gave the researcher

significant intuitions and related knowledge. Although the

research is based on the Social Learning Theory which assumes

people in society learn from each other and the negative

impacts of social networking sites like less time on homework,

less interest in reading and earning lower grade in school.

However, the present study dealt particularly on the

 46

significant effect of the use of social networking sites

particularly on English proficiency.

Several local studies were considered as related to the

study, the works of Wimalyn F. Canaip (2013) in her study

“The Effects of Social Networking Sites to the Academic

Performance of High School Pupils of

SAGIS”,Mirabolghasemi&Lahad (2013), Prasad (2012) and ISAAC

M. MORALLO (2014) since their study is related to the present

study giving insights on English language relating to social

networking sites and how significantly affects the English

language by social networking sites.

Of the related studies considered in the study, the works

of Choney (2010), Karpinski (2009),Lewis et al. (2008),

Karpinski (2009), QuantCast (2007), Barral (2010), Rob

Callahan (2012), and Murphy (2012) were closely related since

all of them are dealing about the effects of Social networking

sites its negative and positive impact to the pupils.

The Gap Bridged By This Study

On the basis of the reviewed studies, the present study is a

modest attempt to fill the gap eminent in the previous

studies. Although there have been a number of literature and

studies presented about effects of Social Networking Sites

 47

yet no one covered the effect of it in English Proficiency of

elementary pupils specifically Grade VI pupils of Buhi

Central School.

Theoretical Framework

This study was anchored on the point of view and theories

of the following well-known authorities which are closely

relevant to the researchers study which is shown in Figure.

The study considers the following theory: Cognitive

Development Theoryby Jean Piaget(1980), GateKeeping Theoryby

Kurt ZadekLewin (1947), Conversation Theory byGordon Pask

(1978), and Linguistic Theory by Jim Cummins.

Cognitive Development Theory by Jean Piaget(1980). He

was a French speaking Swiss theorist who posited that children

learn through actively constructing knowledge through hands-

on experience. He suggested that the adult’s role in helping

the child learn was to provide appropriate materials for the

child to interact and construct.The theory deals with the

nature of knowledge itself and how humans gradually come to

acquire, construct, and use it. To Piaget, cognitive

development was a progressive reorganization of mental

processes resulting from biological maturation and

environmental experience. He believed that children construct

an understanding of the world around them, experience

 48

discrepancies between what they already know and what they

discover in their environment, and then adjust their ideas

accordingly.Moreover, Piaget claimed that cognitive

development is at the center of the human organism, and

language is contingent on knowledge and understanding

acquired through cognitive development.

GateKeeping Theory by Kurt ZadekLewin (1947)is the

process through which information is filtered for

dissemination, whether for publication, broadcasting, the

Internet, or some other mode of communication. The academic

theory of gatekeeping is found in multiple fields of study,

including communication studies, journalism, political

science, and sociology. It was originally focused on the mass

media with its few-to-many dynamic but now gatekeeping theory

also addresses face-to-face communication and the many-to-

many dynamic inherent in the Internet. The theory was first

instituted by social psychologist Kurt Lewin in 1943.

Gatekeeping occurs at all levels of the media structure —

from a reporter deciding which sources are chosen to include

in a story to editors deciding which stories are printed or

covered, and includes media outlet owners and even

advertisers. Individuals can also act as gatekeepers,

 49

deciding what information to include in an email or in a blog,

for example.

Conversation Theory by Gordon Pask (1978)developed by G.

Pask originated from a cybernetics framework and attempts to

explain learning in both living organisms and machines. The

fundamental idea of the theory was that learning occurs

through conversations about a subject matter which serve to

make knowledge explicit. Conversations can be conducted at a

number of different levels: natural language (general

discussion), object languages (for discussing the subject

matter), and metalanguages (for talking about

learning/language).In order to facilitate learning, Pask

argued that subject matter should be represented in the form

of entailment structures which show what is to be learned.

Entailment structures exist in a variety of different levels

depending upon the extent of relationships displayed (e.g.,

super/subordinate concepts, analogies).The critical method of

learning according to conversation theory is "teachback" in

which one person teaches another what they have learned. Pask

identified two different types of learning strategies:

serialists who progress through an entailment structure in a

sequential fashion and holists who look for higher order

relations.Conversation theory applies to the learning of any

 50

subject matter. Pask (1975) provides an extensive discussion

of the theory applied to the learning of statistics

(probability). Principles acquired from this theory are the

following:

1. To learn a subject matter, pupils must learn the

relationships among the concepts.

2. Explicit explanation or manipulation of the

subject matter facilitates understanding (e.g.,

use of teachback technique).

3. Individuals differ in their preferred manner of

learning relationships (serial lists versus

holists).

Linguistic Theory by Jim Cummins (1979), Jim Cummins has

developed both a linguistic and socio-political

theoryconcerning the education of bilingual pupils. He begins

with an establishedunderstanding that language plays a

central role in a child’s educational development, and seeks

to uncover ways that language can be developed to allow

educational success.After synthesizing a large number of

bilingual research studies, Cummins has recognizedthat

multiple language proficiencies are required for various

needs within variouscontexts, and that the educational system

has requirements related to a literary form oflanguage that

 51

is different from the language that is used in everyday

conversation.He makes a distinction between “basic

interpersonal communicative skills” orBICS and

“cognitive/academic language proficiency” (CALP). BICS refers

to thelanguage that pupils use for casual, face to face

communication, while CALP refers tothe specific literary

language that is required in academic settings.

Researcher’s Theory, determining the Effects of Social

Networking Sites in the English Proficiency of Grade VI pupils

of Buhi Central School to address the needs of attention to

the pupils who are using social networking sites.

 52

Figure 2

The Theoretical Paradigm

 53

Conceptual Framework

The focus of this study was undertaken by the following

conceptual framework shown in Figure 3 which has a three part

process: the input, process and output.

Inputs. These are the data, information and tools that

are needed in the study. It consists of the following: Legal

Basis, Republic Act. No. 9155: Governance of Basic Education

Act of 2001, Republic Act No. 10533:Enhanced Basic Education

Act of 2013, K-12 program, Deped memo and orders, BESRA and

EFA 2015 Plan, Profiles of respondents, Levels of English

proficiency, Theories, Related Literature and studies,

Instrument used and Statistical Tool used.

Process.In the research process, this includes

determining the profile of the pretest scores of the pupils

in the different groups before they were exposed to Social

Networking Sites, Determining the profile of the post test

scores of the pupils in the different groups after they were

exposed to SNS and those who were no given the same

opportunity,Finding the significant difference on the post

test scores of the four groups, Finding the significant

difference on the post test scores of the four groups and

finding how significant is the improvement brought about by

the Social Networking Sites to their English Proficiency.

 54

Output. By the aid of the input and through research

process, finding of the study can determine the effects of

Social Networking Sites to the Grade VI pupils of Buhi Central

School. The feedback loop serves as a way for continuous

improvement and development of the study to effectively

determine the effects of Social Networking Sites to the Grade

VI pupils of Buhi Central School.

 55

Figure 3
The Conceptual Paradigm
 56

CHAPTER 3

Research Design and Methodology

In this chapter research design is discussed. The

researcher is using the appropriate design to the study. The

type of sampling techniques will also be selected in order to

attain the proper selection of samples. It will also discuss

what will be the instrument to be used in the study. And for

the study to happen, the study procedure is also plotted

according to its time frame to ensure the systematic flow of

the study. And in order to arrive into conclusion the

appropriate Statistical Treatment of Datawill be analyzed.

Research Design

This study utilized the true experimental design

involving the Solomon-Four Group. The researcher analyzed and

interpreted the results of pre-test /post-test given to the

Grade VI pupils before/after the instructional process with

regards to the use of social networking sites in effect to

their English proficiency.

The study describes and interprets the assessment and

21the evaluation of the pupils through pre-test and post-test

 57

results as conducted by the researcher in order to promote

better understanding of the pupil’s English proficiency.

A O1 X O2

B O3 O4

C X O5

D O6

Figure 4

The Experimental Design of the Study Using

Solomon Four-Group Design

Used SNS Didn’t use Used SNS Didn’t use

and with SNS and and without SNS and
pre-test with pre- pre-test without
test pre-test
 58

Figure 5

The Experimental Design of the Study with

Four Groups of Respondents

In this study, Groups A and B were considered as the

Experimental Control Group who were exposed to Social

Networking Sites while Mercury and D were the Control Group,

who were not given such opportunity.

Sampling Methods

The researcher will be using two types of sampling

methods. The first is simple purposive sampling. The

researcher will determine those pupils who are using and not

using social networking site since not all of Grade VI pupils

are using social networking site. After the researcher has

all the number of pupils who are using and not using social

networking site, the next sampling to be used is the simple

random sampling. Using Slovin's formula the researcher will

determine the number of respondents from user and non-user

 59

ofsocial networking sites from the Grade VI pupils of Buhi

Central School.

𝑁
𝑛=
1 + 𝑁𝑒 2

Where:

n = refers to the desired sample

N = is the population

e = is the marginal error which is 0.05

The Respondents of the study

The respondents of this study consisted of pupils

randomly picked from 8 sections of the Grade VI composed of

one hundred forty (140) pupils of Buhi Central School, Buhi,

Camarines Sur for school year 2015-2016. Table 1 gives you an

idea of the research respondents by gender.

The respondents of this study came from Earth (A), Venus

(B) and Mercury(C) and Neptune (D). Sections Earth and Venus

(A and B) were the sections belonging to the experimental

group which means they are exposed to the social networking

sites, while sections Mercury and Neptune (C and D) were not

given the same opportunity.

The table likewise reveals that the number of research

respondents by gender in experimental group and control group

 60

are the same. With these groups are highly comparable when it

comes to gender.

Comparability of the Four Groups of Research Subjects

The comparability of the four groups in terms of Access

to internet, Frequency of use, Number of sites visited and

Purpose of visiting the site will be determined using the

Chi-Square Test.

Internet Access. Shown in Table is the Access of internet

the respondents are using to visit Social Networking Sites.

They were classified as: Internet Connection at home, Free

hotspots, Internet Shops and Mobile Phones. The data is also

presented in graphical as shown in figure.

The data accumulated during the data gathering shows the

different ways on how the 172 respondents access the internet.

Evaluating the data shown in the table together with the

different types of Internet Access that are used by the

respondents: Internet Connection at home having a total

number of 40 coming from 11 respondents from Earth, 15 from

Venus, 4 from Mercury and 10 from Neptune. Free hotspots are

also used having a total number of 11 respondents coming from

Earth that have 6 pupils, 1 from Venus, 0 from Mercury and 4

 61

from Neptune. A total of 69 respondents, 10 from Earth, 14

from Venus, 25 from Mercury, and 20 from Neptune go to

Internet shops to access the internet. Mobile phones are used

by 17 respondents from Earth, 12 from Venus, 13 from Mercury

and 13 from Neptune with a total number of 52.

After analyzing the data in the table, we can say that

most of the respondents go to Internet shops (69 pupils) to

access internet followed by respondents having their Mobile

phone (52 pupils) next is respondents having Internet

Connection at home (40 pupils), lastly is Free Hotspots (11

pupils) that have the least number of respondents. The table

shows that the computed x2 is 24.05243742 that is greater

than the tabular 16.919 at 9 degrees of freedom. Therefore,

it can be deduced that Internet Access of the four groups of

respondents has an effect to the proficiency level in English

language of the respondents.

 62

Table 5

The Profile of the Four Groups of Research Subjects

in Terms of Internet Access

Experimental Group Control Group

Computed Tabular
Internet Access Total
Earth Venus Mercury Neptune X2 X2

o e o E o e o E

Internet
Connection at 8 7.5 8 7.5 7 7.5 7 7.5 30
home

Free hotspots 4 3 1 3 4 3 3 3 12 16.919 at 9

5.62
Internet Shops 8 12.5 14 12.5 13 12.5 15 12.5 50 degrees of

freedom
Mobile Phones 15 12 12 12 11 12 10 12 48
Total
35 35 35 35 140
 63

16

14

12
F
r 10
e A
q 8 B
u
e 6 C
n D
c 4
y
2

0
Internet Connection Free hotspots Internet Shops Mobile Phones
at home

Internet Access

Figure 10

The Profile of the Four Groups of Research Subjects

in Terms of Location of Residence
 64

Frequency of use. Shown in Table 6 is the Frequency of

use of the pupil-respondents. This profile in terms of

frequency of use was also considered to make sure that this

would not be an irrelevant variable to affect the

experiment.The data is also presented in figures as shown in

figure.

It can be noted from the tabulated data that out of 172,

72 of the respondents claimed that they are visiting social

networking site(s) once a day, 15came from Earth, 20 from

Venus, 16 from Mercury, and 21 from Neptune. Thereare 24

pupils visiting social networking site(s) twice a day, 5 of

them are from Earth, 3 from Venus, 7 from Mercury, and 9 from

Neptune. 8 from the total number of respondents claimed that

they visit social networking site(s) thrice a day, 5 of them

came from Earth, 1 pupil from Mercury, and 2 from Neptune. 24

from the respondents are the frequent users of social

networking site(s),7 of them are from Earth, 12 from Venus,3

from Mercury, and 2 from Neptune. And 44 pupils are certainly

not visiting any social networking site(s), where 12 of them

are from Earth, 7 from Venus, 15 from Mercury, and 10 from

Neptune.

Also reflected in the table is the computed Chi-Square

of the four groups resulted to 39.98168498 which is higher

 65

than the tabular value of 21.026 with 12 degrees of freedomat

0.05 level of significance. This only implies that the

Frequency of use affects the proficiency levels in English

language of the respondents.

 66

Table 6

The Profile of the Four Groups of Research Subjects in

Terms of Frequency of use

Experimental
Control Group
Frequency Group Tabular
Total Computed X2
of use Earth Venus Mercury Neptune X2

o e o e O e o E

Once a 13 14.25 16 14.25 13 14.25 15 14.25 57

day 21.026
Twice a 3 5 3 5 5 5 9 5 20
day at 12
Thrice a 3 1.5 0 1.5 1 1.5 2 1.5 6 17.50
day degrees
5 4.75 9 4.75 3 4.75 2 4.75 19
More
of
Never 11 9.5 7 9.5 13 9.5 7 9.5 38
freedom
Total 35 35 35 35 140
 67

18

16

14
F
r 12
e Earth
q 10
Venus
u 8
e Mercury
n 6 Neptune
c
y 4

0
Once a day Twice a day Thrice a day more never

Internet Access

Figure 11

Graphical Presentation on the Profile of the Four Groups of

Research Subjects in Terms of Frequency use
 68

Social Networking Sites Visited. This profile is also

considered to be able to know the types of social networking

sites the respondents are visiting. Table shows the different

social networking sites and the frequency of respondents

visiting those social networking sites. Figure also shows the

graphical representation of the data.

Shown in the table are the Social Networking Sites

(Facebook, Instagram, Twitter, Youtube and Others) visited by

pupils. There are 172 pupils participated in the research.

For Facebook Users, 24 pupils from Earth, 17 from Venus, 13

from Mercury and 19 from Neptune a total of 73 Users for

facebook. 5 pupils were involved in Instagram, 1 from Earth,

2 from Venus, 2 from Mercury and No pupil visited Instagram

from Neptune. There were 8 pupils visited Twitter, 2 from

Earth, 2 from Venus, 1 from Mercury and 3 pupils from Neptune.

There are 78 pupils visited Youtube. 17 coming from Earth, 18

from Venus, 24 from Mercury and 19 from Neptune. The remaining

Websites fall under the category of OTHERS (Flickr,

Friendster, Thumblr etc.). A total of 8 pupils visited this

websites. No one (0) from Earth.3 from Venus, 2 from Mercury

and 3 from Neptune.

 69

Based on data collected, we can say that Youtube (78

pupils) is the main Social Networking Site visited by pupils

followed by Facebook (73 Pupils) then by twitter and others

with 8 pupils lastly from Instagram (5 pupils). It can be

seen in the table that the computed X2 value of the research

subjects in the Social Networking Site visited by the pupils

is 11.12553565 which is found to be lesser than the tabular

value of 21.026 with 12 degrees of freedom at 0.05 level of

significance. Thus, it can de deduced that the Social

Networking Sites Visited of the four groups ( A, B, C, D) of

respondents is highly comparable and could not affect the

study conducted.
 70

Table 7

The Profile of the Four Groups of Research Subjects in

Terms of Social Networking Sites Visited

Social Experimental
Control Group
Networking Group Tabular
Total Computed X2
sites Earth Venus Mercury Neptune X2

visited o e o e O e o E

21.026
Facebook 18 17 15 17 18 17 17 17 68
at 12
Instagram 1 1.25 2 1.25 2 1.25 0 1.25 5
Twitter 2 2 2 2 1 2 3 2 8 degrees
6.77
Youtube 14 12.75 13 12.75 12 12.75 12 12.75 51 of

Others 0 2 3 2 2 2 3 2 8 freedom
Total
35 35 35 35 140
 71

Internet Access. Shown in Table is the Access of internet

the respondents are using to visit Social Networking Sites.

They were classified as: Internet Connection at home, Free

hotspots, Internet Shops and Mobile Phones. The data is also

presented in graphical as shown in figure.

The data accumulated during the data gathering shows the

different ways on how the 172 respondents access the internet.

Evaluating the data shown in the table together with the

different types of Internet Access that are used by the

respondents: Internet Connection at home having a total

number of 40 coming from 11 respondents from Earth, 15 from

Venus, 4 from Mercury and 10 from Neptune. Free hotspots are

also used having a total number of 11 respondents coming from

Earth that have 6 pupils, 1 from Venus, 0 from Mercury and 4

from Neptune. A total of 69 respondents, 10 from Earth, 14

from Venus, 25 from Mercury, and 20 from Neptune go to

Internet shops to access the internet. Mobile phones are used

by 17 respondents from Earth, 12 from Venus, 13 from Mercury

and 13 from Neptune with a total number of 52.

After analyzing the data in the table, we can say that

most of the respondents go to Internet shops (69 pupils) to

 72

access internet followed by respondents having their Mobile

phone (52 pupils) next is respondents having Internet

Connection at home (40 pupils), lastly is Free Hotspots (11

pupils) that have the least number of respondents. The table

shows that the computed x2 is 24.05243742 that is greater

than the tabular 16.919 at 9 degrees of freedom. Therefore,

it can be deduced that Internet Access of the four groups of

respondents has an effect to the proficiency level in English

language of the respondents.

 73

20

18

16
F
14
r
e 12 A
q
10 B
u
e C
8
n D
6
c
y 4

0
Facebook Instagram Twitter Youtube Others

Social Networking Sites Visited

Figure 12

The Profile of the Four Groups of Research Subjects in

terms of Social Networking Sites Visited
 74

Purpose of visiting the site.This is the last profile to

be considered to be able to know of what is the reason of the

respondents in visiting those social networking sites. Table

shows the different purposes of the respondents in visiting

those social networking sites. Figure also shows the

graphical representation of the data.

As shown in the table, were the purpose of visiting the

site is considered. The table illustrates that out of 170

pupils, gaming site was the most visiting purpose of the

pupils, having 60 pupils were 19 came from Earth, 17 from

Venus, 10 from Mercury, and 14 from Neptune. There are 26

pupils visiting research sites, were 5 came from Earth, 7

from Venus, 9 from Mercury, 5 from Neptune. There are 24

pupils visiting communication site, were 5 came from Earth,

6 from Venus, 8 from Mercury, and 5 from Neptune. There are

27 pupils visiting sites to get updated, were 10 came from

Earth, 7 from Venus, 2 from Mercury, and 8 from Neptune. There

are also 33 pupils visiting site for watching videos, were 5

came from Earth, 5 from Venus, 11 from Mercury, and 12 from

Neptune.

Based in the foregoing data, it can be obtained that

majority of pupil used gaming sites while the least visited

site of pupil was communication sites. This means that the

 75

subjects comprise the purpose of pupils is on visiting gaming

sites. It can be seen from the same table that the computed

X2 value of the research subjects in terms of the purpose of

visiting sites is 16.08 which is found to be lesser than the

tabular value of 21.026 with 12 degrees of freedom at 0.05

level of significance. Thus, it can be concluded that the

purpose of pupils on visiting sites of the four groups of

respondents is highly comparable and could not affect the

study conducted.
 76

Table 8

The Profile of the Four Groups of Research Subjects

in Terms of Purpose of visiting the site

Experimental
Purpose of Control Group
Group Computed Tabular
visiting the Total
Earth Venus Mercury Neptune X2 X2
site
o e o E o e O e

4
Study/research 5.25 6 5.25 7 5.25 4 5.25 21 21.026 at

Communicate 4 4.75 5 4.75 6 4.75 4 4.75 19 12

Get updated 8 5.25 6 5.25 2 5.25 5 5.25 21
15 12.2 12.2 12.2 12.2 11.90 degrees
Gaming 13 9 12 49
5 5 5 5
of
Watching 4
7.5 5 7.5 11 7.5 10 7.5 30
Videos
freedom
Total
35 35 35 35 140
 77

16

14

12
F
r 10
e A
q 8 B
u
C
e 6
n D
c 4
y
2

0
Study/research Communicate Get updated Gaming Watching Videos

Purpose of visiting the site

Figure 13

The Profile of the Four Groups of Research Subjects

in Purpose of visiting the site
 78

Summarize Comparability of the Four Groups Research Subject

Table 9 reveals the summary on the comparability of the

four groups of research subjects.

 79

Table 9

Summary on the Comparability of the Four Groups of

Research Subjects

No. Degrees
Computed No. of Tabular Significant of
Variables of of
X2 Columns X2.05 Comparability
Rows Freedom
Access to
5.62 4 4 9 16.919 Highly Comparable
internet
Frequency of
17.50 5 4 12 21.026 Highly Comparable
use
Number of
6.77 5 4 12 21.026 Highly Comparable
sites visited

Purpose of
visiting the 11.90 5 4 12 21.026 Highly Comparable
site
 80

Data Gathering Tools

The personal data survey will be used to determine the

profile of the groups of research respondents. On

determining the English Proficiency of the pupils, pre-test

and post-test will be administered through the use of

teacher-made test.

Determining the Effects of the

SocialNetworking Sites to the
EnglishProficiency of the
Grade VIPupils

Pre-test and Post-test.To determine the Effects of the

Social Networking Sites to the English Proficiency of the

Grade VI Pupils pre-test and post-test will be used as another

instrument availed by the study. This set of questionnaire

will be composed of sixty (60) items in a multiple choice

type of test.

The Table of Specification of Pre-test and Post-test.

The table of specification will be prepared to show the

distribution of the major content areas included in the test.

 81

Table 10

Table of Specification on the Test in English Proficiency

Content Areas No.of Items Item Placement Percentage

Verbal
20 1-20 33.33
communication
Written
20 21-40 33.33
communication
Comprehension 20 41-60 33.33
Total
60 100%
 82

Validation of the Instruments

The following actions were conducted to make sure the

validity and reliability of the instrument.

Conducting of Dry Run. To determine the suitability of

language used in every item and ensure the clarity of

directions, and the reliability of the test, the researcher

administered a dry run of the questionnaires. This was

given to twenty five pupils from other sections who were

not included in the study. The researcher herself

administered the dry run to make sure that no cheating will

happen.

Item Analysis. The index of discrimination and index of

difficulty of the test will be determined. A copy of the of

the pre-test administered to the research respondents will be

shown ion Appendix D. The same set of the test was given for

the post-test to the four groups involved on this study.

Index of Difficulty.In determining the index of

difficulty of each item, the formula that was used (Diederich,

1966):

Index of Difficulty = PU - PL
2
 83

Where: PU = Proportions of pupils in the upper group

who answered the item correctly

PL = Proportions of pupils in the lower group

who answered the item correctly

2 = Constant
 84

Table 11

Index of Difficulty

Total

Number
Criteria Item Number Percent
of

Items

91 and above

Very Easy 1,5,10,14,16,17,21,46,48 9 15%

(VE)

76 to 90
4,7,13,18,23,15,44,45,47,52,54,55 12 20%
Easy (E)

26 to 75 2,3,8,19,20,22,27,

Moderately 29,31,34,36,37,38,40,43,49, 19 31.67%

Easy 50,56,58

11 to 25
6,9,12,24,26,32,33,35,39,42
Difficult 14 23.33%
51,53,57,59
(D)

10 and below

Very
11,25,28,30,41,60 6 10%
Difficult

(VD)

Total 60 100%
 85

Table 11 describes the Index of Difficulty. There were

nine (9) items or 15 percent of the total items that ranged

from 91 and above referred as “Very Easy”. Where twelve (12)

which is 20 percent of the total items that ranged from 76 to

90 interpreted as “Easy”? 31.67 percent or 19 items that

ranged from 26 to 75 are described as “Moderately Easy”. It

is also visible from the table that fourteen (14) or 23.33

percent that ranged from 11 to 25 classified as “Difficult”.

And six (6) of the total number of items that ranged from 10

and below are categorized as “Very Difficult” which is 10

percent of the total items. This leads the researcher to

conclude that the items are acceptable in terms of their index

of difficulty.

Index of Discrimination. The formula used to determine

the index of discrimination (Diederich, 1966) was:

Index of Discrimination = PU - PL

Where: DS = Index of Discrimination

PU = Proportions of pupils in the upper group

who answered the item correctly.

PL = Proportions of pupils in the lower group

who answered the item correctly

 86

Table 12

Index of Discrimination

Total

Number
Criteria Item Number Percent
of

Items

41 and
1,2,5,7,10,11,15,16,19,20,22,25,30,33
above 27 45%
35,36,39,40,45,47,48,49,50,52,54,58,60
High (H)

20 to 40
3,4,6,8,9,12,13,14,17,18,21,23,24,26,27
Moderate 33 55%
,28,29,31,32,34,37,38,41,42,43,44,46,51,53,55
(M)
56,57,59

19 and

below 0 0

Low (L)

Total 60 100%
 87

Shown in the Table 12 is the Index of Discrimination.

There were twenty seven (27) or 45 percent that ranged from

41 and above rated as “High”. Thirty three (33) or 55 percent

that ranged from 20 to 40 interpreted as “Moderate”.

Apparently, no items ranged from 19 and below which is

interpreted as “Low”. This simply means that the items are

acceptable in the index of discrimination.

Test of Reliability and Validity of the Test.In order to

test the reliability of the test, the Split – half method was

done by overseeing the test once and the results were broken

down into halves by “odd-even” division. The scores of the

pupilsin the “odd and even” items were used in computing the

reliability test using the Pearson Product Moment

Correlation(Sevilla, et.al.1992). And for the teacher made-

test, reliability index test of 0.50 and above were

acceptable.

To compute the reliability of the entire test, the

reliability of the half was determined first using a

correlation coefficient formula:

 88

𝑛∑𝑥𝑦 − (∑𝑥 )(∑𝑦)

𝑟=
√[𝑛∑𝑥 2 − ∑𝑥 2 [𝑛2 ∑𝑦 2 − [𝑦]2 ]]

Where: r = reliability of the half-test

n = number of population

x = scores in the odd numbered items

y = scores in the even numbered items

After the reliability of the half test (r)was

established, the reliability of the whole test was computed

using the Spearman-Brown Prophecy Formula:

11
2(𝑟 )
2 2
𝑟= 11
1+𝑟
2 2

Where: rtt = reliability of the total whole test

11
𝑟2 = reliability coefficient using the split-
2

half or odd even procedure.

The reliability resulted to 5.478 which denote that the

test is a reliable instrument in determining the improvement

of the pupil with the use of the Instructional Resource

Modules(See Appendix—for the computation)

 89

Statistical Validity = √𝑟𝑡𝑡

Where: √𝑟𝑡𝑡 = statistical validity

The computed statistical validity was 0.8891605847

which means that the instrument is statistically valid.

Also in testing the significance of reliability of the

test, the t-test was used. Using the formula (Reyes, 1996):

𝑁−2
𝑡 = 𝑟√
1 − 𝑟2

The computed t-value was 5.478 which was higher than the

tabular value of 1.729 at 0.05 level of significance at 19

degrees of freedom. It is therefore safe to conclude that the

test was highly reliable.

Five-Point Rating Scale for Rating Form.This was used to

evaluate the acceptability of the Proposed Instructional

Resource Modules in English Proficiency for Grade VI pupils.

The following rating scale was used:

 90

Scale Interval Verbal Interpretations

5 4.50-5.00 Excellent

4 3.50-4.49 Very Satisfactory

3 2.50-3.49 Satisfactory

2 1.50-2.49 Fair

1 1.00-1.49 Needs Improvement

Study Procedure

Figure 2 shows the Gannt Chart research study

procedures. The first Column is the corresponding chapter

that reflects the study procedure. While the second column

refers to the activities and the succeeding columns are the

target months where the study will be completed. The following

will be the procedure to conduct the study:

1. Preparation and Submission of proposal

2. Title Defense;

3. Matrix of panels suggestions and comments and the

researcher’s action taken;

4. Drafting survey questioner, interview and rating scales;

5. Submit permission letter to conduct the study. The

researcher will seek permission from the Public Schools

 91

September

November

December

February
October

January
Activities

August
Chapter

March

April
June

July
May
1. Submission of Proposal
2. Title Defense
Chapter I and II

3. Matrix of panel's suggestion

/recommendation and action taken
4. Drafting survey questioner,
interview and rating scales
5. Submit permission letter to
conduct the study
6. Evaluate Instrument
Chapter III

7. Dissemination of research
instrument
8. Retrieval Research Instrument
9. Data Collection
10. Plotting of data
11. Data illustration through figure
12. Data Presentation,
interpretation and analysis
13. Pre-Oral Defense
14. Matrix of panel's suggestion
Chapter IV and V

/recommendation and action taken

15. Submit for checking and editing
16. Editing
17. Final defense
18. Matrix of panel's comments/
suggestions and action taken for
final paper
19. Final Draft encoding
20. Submission to authorities for
SO
21. Publication

Figure 14
GANNT Chart for the Research Procedure
 92

6. Evaluate Instrument. The researcher will evaluate

thoroughly the research instrument;

7. Dissemination of research instrument.The researcher

will personally disseminate the research instrument;

8. Retrieval Research Instrument;

9. Process the data gathered. After collecting the data

needed the data will be tallied;
10. Plotting of data. Data will be plotted in table;
11. Illustration of data in figure;
12. Data Presentation, interpretation and analysis;
13. Pre-Oral defense;
14. Matrix of panel's comments/suggestions and action
taken for final paper;
15. Final defense;
16. Final editing;
17. Submission to authorities for S.O.;
18. Research dissemination;
19. Publication.

Statistical Treatment of Data

The following statistical tools were used in the

treatment of data:

Frequency count, weighted mean, Percentage and Rankwere

utilized in determining the significant effectsof Social

Networking Sites in the English Proficiency of Grade VI pupils

of Buhi Central School.

 93

1. Frequency count and percentage were used to determine

the profile of the different variables considered.

2. Item analysis, reliability measures the effectiveness

of the items.

3. Mean and mean PL were used to determine the profile

of the test result of the pupils in the pre-test and post-

test given.

4. For pupils English proficiency test who were exposed

to the Social Networking Sites, the z-test for dependent

sample was used. Below is the formula of z-test:

𝑋 − μO
𝑧= 𝑆
𝑆/√𝑛

Where:

X = Statistic or estimate mean/sample

μO = Hypothesized mean value/population mean which

is zero.

S = Standard error of the mean

𝑆
= Standard error of the mean
𝑆/√𝑛

5. In determining the significance of the difference

between the English proficiency of the Grade VI pupils who

were notexposed to the Social Networking Sites, the z-test

for independent sample was used. Below is the formula of z-

test:
 94

𝑋1 − 𝑋2
𝑧=
𝑆1 2 𝑆2 2
√ +
𝑛1 𝑛2

Where:

X1 = Average in the post-test

X2 = Average in the pre-test

S1 = Standard deviation of the post-test

S2 = Standard deviation of the pre-test

6. The Chi-square Test (Freund,1988) was used to

determine the comparability of the four groups of the

respondents. Below is the formula of Chi-square Test:

2
∑(𝑓𝑂 − 𝑓𝑒 )2
𝑋 =
𝑓𝑒

Where:

X2 = Chi-square

Σ = Summation

fo = actual observed frequency

fe = expected frequency

7. The English proficiency levels of the research

respondents are based on the overall results by using One-

way Analysis of Variance (ANOVA) (Freund, 1988).

SST = Total Sum of Squares

 95

2
(∑𝑥)2
SST = ∑𝑋 −
𝑁

SSTr = Sum of square between groups

2
(∑𝑥1 )2 (∑𝑥2 )2 (∑𝑥3 )2 (∑𝑥4 )2 (∑𝑥5 )2
SSTr = 𝑋 = + + + +
𝑁1 𝑁2 𝑁3 𝑁4 𝑁5

SSE = Sum of square within groups

SSE = SST – SSTr

The table shown below will be the guide of the

researcher in determining the computed F value:

Source of Degrees of Sum of Mean

Computed F
Variation Freedom Squares square

Treatment K-1 SS (Tr) MS (Tr)

Ms (Tr)
Error K (n-1) SSE MSE MSE

Total Kn-1 SST

The significant Level is set to 0.05.

 96

CHAPTER 4

The Impact of Social Networking Sites (SNS) in the English

Proficiency of the Pupils

This Chapter is designed to focus on the presentation,

analysis and interpretation of the data which were taken from

the results of the test conducted to the research subjects.

The assessment’s results were tallied, computed, tabulated,

visualized in graphs, and statistically analyzed to come up

with the logical conclusions and recommendations.

The gathered data obtained to answer the following

problems for this study:

1. What are the proficiency levels in English Language

of the respondents after the exposure to the different social

networking sites;

2. Test of significant difference on the English

Proficiency among the four groups;

3. The significance of improvement brought about by the

Social Networking Sites to their English Proficiency;

4. Thetest of significant difference between the post-

test scores of the pupils’ English proficiency who were

exposed to the Social Networking Sites and those who were not

given the same opportunity and

 97

5. Pointers generated from the findings of the study.

The Profile of Pupils’ Pre-test Scores in English Proficiency

of the Experimental and Control groups

Based on the survey conducted, the data gathered from

the profiles; Internet Access, Frequency of use, Social

Networking Sites Visited and Purpose of Visiting the site

shows that;

Then most of the respondents go to Internet shops

(50pupils) to access internet followed by respondents having

their Mobile phone (48pupils) next is respondents having

Internet Connection at home (30 pupils), lastly is Free

Hotspots (12pupils) that have the least number of

respondents.

Based on data collected, we can say that Facebook

(68pupils) is the main Social Networking Site visited by

pupils followed by YouTube (51Pupils) then by twitter and

others with 8 pupils lastly from Instagram (5 pupils).

It also shows that majority of pupil used gaming sites

while the least visited site of pupil was communication sites.

This means that the subjects comprise the purpose of pupils

is on visiting gaming sites.

 98

The Proficiency Levels in English Language of the respondents

after the exposure to the different Social Networking Sites

In this study, two groups (2) were pre-tested, Earth and

Venus to determine the baseline knowledge of the pupils in

English Proficiency. Sections Earth and Mercurywere the

experimental group with SNS, while sectionsVenus and

Neptunewere the experimental group without SNS.

After conducting pre-test and post-test on Verbal

communication, Written communication and Comprehension, they

were checked, recorded and determined the mean proficiency

levels of Experimental group and Control group. The mean

proficiency level interpreted using the scale of the

following: 90-100 is Outstanding, 80-89 is Very satisfactory,

75-79 is Satisfactory, 66-74 is Nearing Mastery and 65 and

below is Needs improvement.

 99

Table 13

Proficiency Levelon VerbalCommunication

Student Earth Venus Mercury Neptune

Ex1pre Expost CG 1pre CG 1post Ex2post CG 2post
1 12 17 7 7 15 9
2 14 16 9 10 17 7
3 13 17 15 15 16 11
4 14 18 8 9 16 15
5 13 17 10 11 19 14
6 11 17 8 8 17 13
7 12 18 14 13 20 8
8 12 18 17 18 15 8
9 14 18 9 9 15 10
10 17 16 10 12 20 14
11 14 18 6 5 18 9
12 15 18 8 9 13 12
13 10 17 12 10 16 14
14 11 16 13 14 20 13
15 12 15 14 16 17 8
16 16 18 12 13 20 8
17 12 13 15 12 19 11
18 12 15 9 10 18 13
19 16 15 12 13 17 11
20 17 18 8 9 19 10
21 12 18 9 10 19 14
22 12 17 12 11 15 14
23 12 16 13 13 12 12
24 14 17 11 12 20 14
25 14 18 13 12 14 13
26 12 16 7 8 18 7
27 18 19 12 12 12 15
28 12 17 10 11 16 11
29 11 16 11 10 17 12
30 14 18 11 11 17 11
31 16 18 11 10 17 8
32 15 17 8 8 18 12
33 15 17 15 12 18 11
34 15 17 17 14 18 10
35 15 16 11 12 18 12
No. of Items 20 20 20 20 20 20
Mean 13.54 16.91 11.06 11.11 17.03 11.26
SD 1.98 1.22 2.85 2.61 2.19 2.38
PL 68 85 55 56 85 56
Interpretation Nearing Very Needs Nearing Very Needs
Mastery Satisfactory Improvement Mastery Satisfactory Improvement
 100

Based from the table of Verbal Communication Scores of

Grade VI pupils of BCS, the Earth Section as one of the

experimental group has a mean proficiency level of 68 in which

it is interpreted as Nearing Mastery and the post-test mean

proficiency level is 85 which is interpreted as Very

Satisfactory. The Venus Section which is a control group has

a mean proficiency level of 55 and is interpreted as needs

improvement and their post-test revealed their mean

proficiency level of 56 and is interpreted as Nearing Mastery.

The Mercury Section being the other experimental group was

interpreted as very satisfactory with a mean proficiency

level of 85 on their post-test while the Neptune Section which

is also a control got a mean proficiency level of 56 which is

interpreted as Needs improvement as a result of their post-

test.

The data in table 14,Written Communication Scores of

Grade VI pupils of BCS, discloses that during the pre-test,

the experimental group; Earth (with SNS) got a mean score of

13.71 with standard deviation (SD) of 2.05, and performance

level (PL) of 69 and is interpreted as Nearing Mastery, while

Venus (without SNS) obtained a mean score of 9.94, standard

deviation of 3.44, and performance level of 50 interpreted as

Needs improvement.
 101

A pre-test is a preliminary test administered to

determine a pupil baseline or preparedness for an educational

experience or course of study. According to Kuehn (2010), a

pre-test by design covers all of the topics which a pupil

will be studying during a school year. While taking the pre-

test, pupils are not expected to know the answers to all of

the questions; however, they should be expected to utilize

the previous knowledge to predict rational answers.

Among the post-tests the Earth section got the highest

mean proficiency level of 80 which is Very Satisfactory next

is Mercury with a mean proficiency level of 80 a Satisfactory

and Venus and Neptune sections got 52 and 49 respectively

interpreted as Needs Improvement

 102

Table 14

Proficiency Levelon Written Communication

Earth Venus Mercury Neptune
Student
Ex1pre Ex1post CG 1pre CG 1post Ex2post CG 2post
1 13 13 9 10 20 4
2 15 18 8 8 11 8
3 9 15 9 11 10 7
4 10 16 7 7 16 15
5 15 20 11 12 9 9
6 12 15 10 9 20 7
7 11 16 18 17 10 9
8 12 15 12 10 17 4
9 14 17 9 10 14 3
10 13 14 3 5 19 12
11 16 16 6 7 15 9
12 14 18 6 5 15 16
13 11 17 10 9 19 11
14 13 16 14 12 18 11
15 11 15 15 16 19 10
16 12 15 11 10 20 10
17 14 16 10 9 20 9
18 17 16 12 13 17 11
19 15 17 13 13 11 12
20 15 15 13 13 12 8
21 14 16 6 7 15 15
22 14 17 7 8 11 10
23 15 15 7 8 12 12
24 14 15 14 11 20 13
25 14 15 16 15 19 6
26 10 16 14 15 10 9
27 16 19 7 9 19 13
28 14 15 11 11 12 13
29 17 13 10 15 19 13
30 13 12 9 14 16 10
31 15 17 9 10 20 6
32 16 17 3 5 17 13
33 17 16 8 10 18 8
34 14 17 9 8 19 12
35 15 18 12 11 19 8
No. of Items 20 20 20 20 20 20
Mean 13.71 15.94 9.94 10.37 15.94 9.89
SD 2.05 1.64 3.44 3.13 3.70 3.17
PL 69 80 50 Needs52 Very 80 Need49
Nearing Very Needs Improve Satisfact Improve
Interpretation
mastery Satisfactory improvement ment ory ment
 103

The data in table 15,Comprehension Scores of Grade VI

pupils of BCS,also discloses that during the pre-test, the

experimental group;Earth (with SNS) got a mean score of 13.40

with standard deviation (SD) of 3.05, and performance level

(PL) of 67 which is Nearing Mastery, while Venus (without

SNS) obtained a mean score of 8.03, standard deviation of

3.09, and performance level of 40 which Needs Improvement.

Post-tests showed the Earth section got the highest mean

proficiency level of 81 which is Very Satisfactory next is

Mercury with a mean proficiency level of 80 a Satisfactory

and Venus and Neptune sections got 40 and 51 respectively

interpreted as Needs Improvement

The proficiency results implied that the Proficiency on

Verbal Communication,Written Communication and Comprehension

of Experimental Groups(Earth and Mercury) were high or above

the average using the zero based proficiency level as the

basis compared to the Control Group (Venus and Neptune).

Because of these results it shows that the use of SNS helps

improve the pupils’ Verbal Communication.

 104

Table 15

Proficiency Levelon Comprehension

Earth Venus Mercury Neptune
Student
Ex1pre Ex1post CG 1pre CG 1post Ex2post CG 2post
1 17 17 6 5 20 4
2 9 18 6 7 15 8
3 9 17 13 10 20 8
4 10 10 3 5 13 8
5 14 14 15 12 19 7
6 9 17 10 11 12 12
7 15 14 7 8 18 4
8 12 17 9 8 10 7
9 14 14 7 7 17 7
10 12 17 5 6 12 7
11 16 16 6 5 12 6
12 16 16 5 9 11 8
13 18 18 8 7 16 9
14 14 14 4 5 15 9
15 12 18 7 8 18 12
16 13 17 10 12 19 10
17 16 15 11 12 15 10
18 19 19 9 11 10 6
19 17 17 10 11 16 9
20 18 19 5 7 17 18
21 12 15 2 7 15 10
22 7 19 9 8 18 15
23 11 15 5 5 20 17
24 9 20 3 3 16 10
25 9 18 8 7 19 11
26 16 16 13 12 20 12
27 12 15 9 10 16 9
28 11 14 11 10 19 17
29 14 17 7 7 16 11
30 16 20 10 9 17 7
31 15 10 12 11 18 15
32 14 19 8 8 14 17
33 15 12 7 7 18 17
34 13 19 12 11 15 12
35 15 13 9 9 15 7
No. of Items 20 20 20 20 20 20
Mean 13.40 16.17 8.03 8.29 16.03 10.17
SD 3.05 2.55 3.09 2.44 2.91 3.85
PL 67 81 40 Needs 41 Very 80 Needs51
Nearing Very Needs Imoroveme Satisfact Improve
Interpretation
mastery Satisfactory Improvement nt ory ment
 105

Table 16

Summary of Proficiency Levels in English Language

Verbal Written Comprehension

No. of items 20 20 20
Mean 14 14 13
Earth(Ex1pre) SD 2 2 3
PL 68 69 67
Interpretation Nearing Mastery Nearing Mastery Nearing Mastery
Pre - test No. of items 20 20 20
Mean 11 10 8
SD 3 3 3
Venus(CG1pre)
PL 55 50 40
Needs Needs Needs
Interpretation Improvement Improvement Improvement
No. of items 20 20 20
Mean 17 16 16
Earth(Ex1post) SD 1 2 3
PL 85 80 81
Interpretation Satifactory Satifactory Very Satifactory
No. of items 20 20 20
Mean 11 10 8
SD 3 3 2
Venus(CG1post)
PL 56 52 41
Needs Needs
Nearing Mastery
Post - Interpretation Improvement Improvement
test No. of items 20 20 20
Mean 17 16 16
Mercury(Ex2post) SD 2 4 3
PL 85 80 80
Interpretation Satifactory Satifactory Satifactory
No. of items 20 20 20
Mean 11 10 10
2 3 4
Neptune(CG2post) SD
PL 56 49 51
Needs Needs Needs
Interpretation Improvement Improvement Improvement
 106

Table 16

The Profile of Pupil’s Pre-Test Scores in English

Proficiency of Experimental Group (Earth Section)

Pre Test Results Experimental Group

Earth Verbal Written Comprehension
No of items 20 20 20
Mean 13.54 13.71 13.40
SD 1.98 2.05 3.05
PL 68 69 67
Interpretation Nearing Mastery Nearing Mastery Nearing Mastery
 107

Table 17

The Profile of Pupil’s Pre-Test Scores in English

Proficiency of Control Group (Venus Section)

Pre Test Results Experimental Group

Venus Verbal Written Comprehension
No of items 20 20 20
Mean 11.06 9.94 8.03
SD 2.85 3.55 3.09
PL 55 50 40
Interpretation Needs Improvement Needs Improvement Needs Improvement
 108

Test of significant difference on the English

Proficiency among the four groups

To determine whether there exists a significant

difference on the English Proficiency vary among the four

groups, the F-test or One-Way Analysis (ANOVA) was employed.

The foregoing tables show the Analysis of variance among four

groups along verbal communication, written communication and

comprehension. These tables reveal the degrees of freedom,

sum of squares, mean squares, and the computed and tabular F-

value. Shown in Table 18 is the Analysis of Variance in verbal

communication of sections Earth and Venus. The data shows the

computed F-test value of 45.88 which is higher than the F

tabular value of 5.86 and 6.17 at 0.005 level of significance.

While in Table 19 is the Analysis of Variance in verbal

communication of sections Mercury and Neptune. The data shows

the computed F-test value of 36.06 which is higher than the

F tabular value of 5.86 and 6.17 at 0.005 level of

significance. Table 20 shows the Analysis of Variance in

written communication of sections Earth and Venus. The data

shows the computed F-test value of 28.18 which is higher than

the F tabular value of 5.86 and 6.17 at 0.005 level of

significance. Also, in Table 21 is the Analysis of Variance

in written communication of sections Mercury and Neptune.

 109

Base from the table, the computed F-test value is 17.49 where

it is higher than the f tabular value of 5.86 and 6.17 at

0.005 level of significance. Analysis of Variance in

Comprehension was shown in Table 22 and 23 of Sections Earth

and Venus and Mercury and Neptune respectively. Table 22

reveals that the computed F-test value is 56.45 where it is

higher than the F tabular value of 5.86 and 6.17 at 0.005

level of significance. While Table 23 shows computed F-test

value of 16.68 which is higher than the F tabular value of

5.86 and 6.17 at 0.005 level of significance.

Thus, the researcher accepts the alternative hypothesis.

It is therefore safe to conclude that the Pupils demonstrated

progress, increase their knowledge and learning in English

proficiency due to the adaptation of Social Networking Sites.

 110

Table 18

Analysis of Variance in Verbal Communication

of sections Earth and Venus

Degrees of Sum of Mean F-Value Decision on

Sources of Variation
Freedom Squares Squares Computed Tabular Ha
Between Groups K-1 3 588.70 196.23
between
Within Group (N-1)-(K-1) 66 282.29 4.28 45.88 5.86 and Accepted
6.17
Total N-1 70 870.99
 111

Table 19

Analysis of Variance in Verbal Communication of

sections Mercury and Neptune

Degrees F-Value
Sum of Mean
Sources of Variation of Decision on Ha
Squares Squares Computed Tabular
Freedom
Between Groups K-1 3 582.91 194.30
between
Within Group (N-1)-(K-1) 66 355.66 5.39 36.06 5.86 and Accepted
6.17
Total N-1 70 938.57
 112

Table 20

Analysis of Variance in Written Communication

of sections Earth and Venus

Degrees of Sum of Mean F-Value Decision on

Sources of Variation
Freedom Squares Squares Computed Tabular Ha
Between Groups K-1 3 543.21 181.07
between
Within Group (N-1)-(K- 28.18 5.86 and Accepted
66 424.06 6.43
1) 6.17
Total N-1 70 967.27
 113

Table 21

Analysis of Variance in Written Communication

of sections Mercury and Neptune

Degrees F-Value
Sum of Mean
Sources of Variation of Decision on Ha
Squares Squares Computed Tabular
Freedom
Between Groups K-1 3 642.06 214.02
between
Within Group (N-1)-(K-1) 66 807.43 12.23 17.49 5.86 and Accepted
6.17
Total N-1 70 1449.49

Table 22

Analysis of Variance in Comprehension

of sections Earth and Venus

Degrees of Sum of Mean F-Value Decision on

Sources of Variation
Freedom Squares Squares Computed Tabular Ha
Between Groups K-1 3 1088.23 362.74
between
Within Group (N-1)-(K-1) 66 424.11 6.43 56.45 5.86 and Accepted
6.17
Total N-1 70 1512.34
 114

Table 23

Analysis of Variance in Comprehension

of sections Mercury and Neptune

Degrees F-Value
Sum of Mean
Sources of Variation of Decision on Ha
Squares Squares Computed Tabular
Freedom
Between Groups K-1 3.00 600.36 200.12
between
Within Group (N-1)-(K-1) 66.00 791.94 12.00 16.68 5.86 and Accepted
6.17
Total N-1 70.00 1392.30

The test of Significant Improvement from

the Pre-test to the Post test of the
Control Group and Experimental Group

The z test for independent sample was used to test if

there is a significant improvement from the pre-test to the

post-test of Earth, the experimental group and Venus the

control group both along three tests (verbal, written and

comprehension).

The table 24 reflected that the computed standard

deviation was 1.31 for verbal, 1.7 for written and 1.6 for

comprehension for Venus as the control group. The mean was

0.057 for verbal, 0.492 for written and 0.0257 for

comprehension and having 35 as the number of cases.And the

 115

value computed in the z test was 0.26 for verbal, 1.49 for

written and 0.93 for comprehension, using the tabular value

of 3.646 at 0.0005 level of significance at 34 degrees of

freedom the null hypothesis was accepted. This means that

there were no significant improvement from the pre-test to

the post-test of Venus while in the experimental group, Earth,

the computed mean is 3.371 in verbal, 2.229 in written and

2.771 in comprehension which composed of 3 group and having

35 as total number of cases. And the computed in the z test

was 10.33 for verbal, 5.781 for written 4.106 for

comprehension. Using the tabular value of 3.646 at 0.0005

level of significance at 34 degrees of freedom, the computed

value in z-test is higher than the tabular value, thus, the

null hypothesis was rejected this means that there was a

significant improvement in the pre-test and post-test of

Earth among three tests (verbal, written and comprehension).

It can be gleaned in table that the computed value in

Venus, the control group was lower than the tabular value.

Thus Ho was accepted and Ha was rejected which means that

there is no significant improvement from the pre-test to the

post-test of the control group. This reveals that the

performance of the control group was the same all throughout

the research period without using Social Networking Sites,

 116

while in the experimental group the computed value was higher

than the tabular value which means that the null hypothesis

was rejected and alternative hypothesis was accepted so there

is really a high significant improvement from the pre-test to

the post-test of the experimental group thus, with the use of

Social Networking Sites, the performance of the respondents

are highly improved.

This implies that the use of Social Networking Site,

gave an improvement in the performance of the experimental

group. Through their exposure to Social Networking Sites

their performance increases and become better as to go on to

the higher years with higher learning improvement. Thus,

Social Networking Sites is efficient.

Table 24

The Test of Significant Improvement from the Pre-Test to

the Post-Test of Control Group and Experimental Group

Indicator Experimental Group Control Group

Earth Venus
Section
Verbal Written Comprehension Verbal Written Comprehension
Number of Cases 35 35 35 35 35 35
Population Mean of
3.371 2.229 2.771 0.057 0.492 0.257
the Difference
Standard Deviation of
1.93 2.281 3.993 1.31 1.7 1.63
the Difference
Computed Z-test result 10.33 5.781 4.106 0.26 1.49 0.93
Degrees of Freedom 34 34 34 34 34 34
 117

Tabular Z-test value at

1.697 1.697 1.697 1.697 1.697 1.697
0.05
0.025 2.042 2.042 2.042 2.042 2.042 2.042
0.01 2.457 2.457 2.457 2.457 2.457 2.457
0.005 2.75 2.75 2.75 2.75 2.75 2.75
0.001 3.646 3.646 3.646 3.646 3.646 3.646
Decision on Null
Rejected Rejected Rejected Accepted Accepted Accepted
Hypothesis
Significance
0.001 0.001 0.001 NS NS NS
Improvement

Test of Significant Difference of the Post-Test

Scores among Four Groups

A Post-Test is a test given to measure the outcome

variable after the experimental manipulation is implemented.

A post-test is preceded by a pre-test prior to the

experimental manipulation, which is the same test as the post-

test. This pre-test-post-test design allows the experimenter

to test what effect, if any, the experimental manipulation

had by assessing the differences in the pre-test and post–

test. If there are any differences, it is likely to be due to

the manipulation.

To determine whether there exists a significant

difference on the post-test scores among the four groups, the

Z-test for independent sample was employed.

Table 25
 118

Test of Significant Difference between the Post-test Scores

of Control Group (Venus) and Experimental Group
(Earth) on verbal Communication
Verbal Communication
Indicator Experimental Group Control Group
Section Earth Venus
Number of Cases 35 35
Population Mean of the Difference 16.91 11.11
Standard Deviation of the Difference 1.22 2.61
Computed Z-test result 11.91
Degrees of freedom 68
Tabular Z- test result at 0.05 1.664
0.025 1.990
0.01 2.374
0.005 2.639
0.001 3.416
Decision on Null Hypothesis Rejected
Significance of Difference 0.001
Table 26

Test of Significant Difference between the Post-test Scores

of Control Group (Venus) and Experimental Group
(Earth) on Written Communication
Written Communication
Indicator Experimental Group Control Group
Section Earth Venus
Number of Cases 35 35
Population Mean of the Difference 15.94 10.37
Standard Deviation of the Difference 1.64 3.13
Computed Z-test result 9.33
Degrees of freedom 68
Tabular Z- test result at 0.05 1.664
0.025 1.990
0.01 2.374
0.005 2.639
0.001 3.416
Decision on Null Hypothesis Rejected
Significance of Difference 0.001

Table 27

Test of Significant Difference between the Post-test Scores

of Control Group (Venus) and Experimental Group
(Earth) on Comprehension
Comprehension Communication
 119

Indicator Experimental Group Control Group

Section Earth Venus
Number of Cases 35 35
Population Mean of the Difference 16.17 8.29
Standard Deviation of the Difference 2.55 2.44
Computed Z-test result 13.21
Degrees of freedom 68
Tabular Z- test result at 0.05 1.664
0.025 1.990
0.01 2.374
0.005 2.639
0.001 3.416
Decision on Null Hypothesis Rejected
Significance of Difference 0.001

It can be seen in Tables25, 26 and 27the results of the

test or significant difference between the Post-test of two

respondents. Results indicated that both respondents

consisted of 35 number of cases, the section Earth

(experimental group) has a total score of 592, 558 and 566 in

verbal communication, written communication and comprehension

respectively, with a population mean of 16.91in verbal

communication, 15.94in written communication and

16.17comprehension while their standard deviations are 1.22,

1.64 and 2.55 respectively. The Venus section (control group)

has a total score of 389, 363 and 290 in verbal communication,

written communication and comprehension respectively, with a

population mean of 11.11in verbal communication, 10.37in

written communication and 8.29comprehension while their

standard deviations are 2.61, 3.13 and 2.44 respectively.

 120

It can be gleaned in the tables that the computed z-

value for verbal communication, written communication and

comprehension are higher than their respective tabular

values. Therefore, there is a significant difference in the

post-test of the two groups. This means that the level of

performance of the two groups are not the same or not equal.

Table 28

Test of Significant Difference between the Post-test Scores

of Control Group (Mercury) and Experimental Group
(Neptune) on verbal Communication

Verbal Communication
Indicator Experimental Group Control Group
Section Mercury Neptune
Number of Cases 35 35
Population Mean of the Difference 17.03 11.26
Standard Deviation of the Difference 2.19 2.38
Computed Z-test result 10.554
Degrees of freedom 34
Tabular Z- test result at 0.05 1.664
0.025 1.990
0.01 2.374
0.005 2.639
0.001 3.416
Decision on Null Hypothesis Rejected
Significance of Difference 0.001

Table 29

Test of Significant Difference between the Post-test Scores

of Control group (Venus) and Experimental group
(Earth) on Written Communication

Written Communication
Indicator Experimental Group Control Group
Section Mercury Neptune
 121

Number of Cases 35 35
Population Mean of the Difference 15.94 9.89
Standard Deviation of the Difference 3.70 3.17
Computed Z-test result 7.346
Degrees of freedom 34
Tabular Z- test result at 0.05 1.664
0.025 1.990
0.01 2.374
0.005 2.639
0.001 3.416
Decision on Null Hypothesis Rejected
Significance of Difference 0.001
Table 30

Test of significant difference between the Post-test

results of control group (Mercury) and experimental
group(Neptune) on Comprehension

Comprehension Communication
Indicator Experimental Group Control Group
Section Mercury Neptune
Number of Cases 35 35
Population Mean of the Difference 16.03 10.17
Standard Deviation of the Difference 2.91 3.85
Computed Z-test result 7.184
Degrees of freedom 34
Tabular Z- test result at 0.05 1.664
0.025 1.990
0.01 2.374
0.005 2.639
0.001 3.416
Decision on Null Hypothesis Rejected
Significance of Difference 0.001

It is clear in the tables that the computed z-value for

verbal communication, written communication and comprehension

of Mercury and Neptune are higher than their respective

tabular values. Therefore, there is a significant difference

 122

in the post-test of the two groups. This means that the level

of performance of the two groups are not the same or not

equal.

Table 31

Significance of Solomon four group pretest-posttest method

in True Experimental Research using dependent and
independent t-test (Verbal Communication)

Mean
Test No Group Mean Sd t-value p-value Remark
Diff
Ex1pre 13.54 1.98 Sig @
1(Pt-test) 3.37 10.172 3.385
Expost 16.91 1.22 1%

CG1pre 11.06 2.85

2(Pt-test) 0.06 0.254 3.385 NS
CG1post 11.11 2.61
CG1pre 11.06 2.85
3(It-test) 2.49 4.228 2.704 NS
Ex1pre 13.54 1.98
CG1post 11.11 2.61 Sig @
4(It-test) 5.80 11.91 2.704
Expost 16.91 1.22 1%

CG2post 11.26 2.38 Sig @

5(It-test) 5.77 10.554 2.704
Ex2post 17.03 2.19 1%

CG1pre 11.06 2.85

6(It-test) 0.20 0.319 2.704 NS
CG2post 11.26 2.38
Expost 16.91 1.22
7(It-test) 0.11 0.283 2.704 NS
Ex2post 17.03 2.19
CG1post 11.11 2.61
8(It-test) 0.14 0.251 2.704 NS
CG2post 11.26 2.38
 123

It-test : Independent sample t-test

Pt-test : Paired/related sample t-test

Mean
Test No Group Mean Sd t-value p-value Remark
Diff
1(Pt- Ex1pre 13.71 2.05 Sig @
2.23 5.711 3.385
test) Expost 15.94 1.64 1%

2(Pt- CG1pre 9.94 3.44

0.43 1.479 3.385 NS
test) CG1post 10.37 3.13
3(It- CG1pre 9.94 3.44
3.77 5.57 2.704 NS
test) Ex1pre 13.71 2.05
4(It- CG1post 10.37 3.13 Sig @
5.57 9.325 2.704
test) Expost 15.94 1.64 1%

5(It- CG2post 9.89 3.17 Sig @

6.06 7.346 2.704
test) Ex2post 15.94 3.70 1%

6(It- CG1pre 9.94 3.44

-0.06 -0.063 2.704 NS
test) CG2post 9.89 3.17
7(It- Expost 15.94 1.64
0.00 0 2.704 NS
test) Ex2post 15.94 3.70
8(It- CG1post 10.37 3.13
-0.49 -0.637 2.704 NS
test) CG2post 9.89 3.17

Table 32

Significance of Solomon four group pretest-posttest method

in True Experimental Research using dependent and
independent t-test (Written Communication)
 124

It-test : Independent sample t-test

Pt-test : Paired/related sample t-test

Table 33

Significance of Solomon four group pretest-posttest method

in True Experimental Research using dependent and
independent t-test (Comprehension)

Mean
Test No Group Mean Sd t-value p-value Remark
Diff
1(Pt- Ex1pre 13.40 3.05 Sig @
2.77 4.046 3.385
test) Expost 16.17 2.55 1%

2(Pt- CG1pre 8.03 3.09

0.26 0.932 3.385 NS
test) CG1post 8.29 2.44
3(It- CG1pre 8.03 3.09
5.37 7.317 2.704 NS
test) Ex1pre 13.40 3.05
4(It- CG1post 8.29 2.44 Sig @
7.89 13.209 2.704
test) Expost 16.17 2.55 1%

5(It- CG2post 10.17 3.85 Sig @

5.86 7.184 2.704
test) Ex2post 16.03 2.91 1%

6(It- CG1pre 8.03 3.09

2.14 2.565 2.704 NS
test) CG2post 10.17 3.85
7(It- Expost 16.17 2.55
-0.14 -0.214 2.704 NS
test) Ex2post 16.03 2.91
8(It- CG1post 8.29 2.44
1.89 2.44 2.704 NS
test) CG2post 10.17 3.85
 125

It-test : Independent sample t-test

Pt-test : Paired/related sample t-test

Test#2 suggests that no difference found between before

and after values in Control group but Test#1 reveals that

there is significant difference between pre and post score of

Experiment group which means significant impact of SNS has

been found on experiment group.Further Test#3 concludes that

the randomization process was effectively applied to get

samples under CG1Pre and EX1Pre because no significant

difference has been found.Test#4 ensures that there is

significant difference between CG1Post and EX1Post. Hence, it

can be concluded that SNS have a significant effect on the

scores and perhaps there may be some sort of influence of

pre-test because the mean difference has been increased from

3.37to5.80 fromTest#1 to Test#4.Test#5 proves that there is

significant difference between CG2POST and EX2POST (without

pretest)at 1% level. Test#6 suggests that no external factors

have been included unknowingly in this study.This analysis

applies to table 31, 32 and 33 since all of the results are

purely identical.
 126

CHAPTER 5

Summary, Findings, Conclusions and Recommendations

This chapter presents the summary findings, conclusions

and its recommendations of this study. The summary includes

the major findings upon which the conclusions were based. The

researcher formulated the recommendations drawn from the

conclusions. The recommendations for further research are

also found at the end of this chapter.

1. What is the profile of the pre-test scores of the pupils

in English in the different groups before they were

exposed to Social Networking Sites (SNS)?

2. What is the profile of the post test score of the pupils

in English Proficiency in the different groups after

 127

they were exposed to Social Networking Sites (SNS) and

those who were not given the same opportunity?

3. How do the post test scores of the four groups vary

significantly?

4. To what extent does the pupils’ academic performance in

English proficiency differ significantly when given the

pre-test?

5. How significantly is the improvement brought about by

SNS in the achievement in English proficiency?

6. What pointers can be devised from the findings of the

study to improve the pupils’ academic performance in

English Proficiency using SNS?

This is true experimental design involving the Solomon

four groups Design used control group and Experimental group

was utilized in conducting this study. The researcher

analyzed and interpreted the results of pre-test/post-test

given to Grade VI before/after the instructional process with

regards to the application of SNS in teaching English

Proficiency to the pupils.

In this study, Earth and Venus were considered as

Experimental Control Group who was exposed to Social

Networking Sites, while Mercury and Neptune were the control

 128

group, who were not given such opportunity since only the

traditional method was applied. The two (2) groups were pre-

tested but all the groups (Earth, Venus, Mercury, and Neptune)

were post-tested. Both for 45 minutes time for each content

area and according to their time schedule.

The statistical tools was used in the treatment of data

were Mean and Standard Deviation (SD), Frequency count,

Weighted Mean, Percentage, Performance Level, Chi-Square

Test, Z-test and one way analysis of variance (ANOVA).

Findings

From the statistical treatment of data with the

corresponding analysis and interpretation there to the

following findings have surfaced;

1. The profile of the Grade VI pupil’s along Age, Sex,

Location of residence, Access to internet, Frequency of use,

Social Networking Sites visited and Purpose of the pupils in

visiting the sites. The age of the pupils varies between 11

years old to 14 years old. Most of the pupils are age 12,

followed by 13, 11 and 14 respectively. The research is

composed of 72 female and 68 male.

 129

The location of residence of the pupils were mostly located

at Poblacion having 79 pupils, next by the Road with 32

pupils, then in the mountain with 15 pupils and least was in

the Lake with 14 pupils.

The internet access of the pupils used was commonly at

the computer shop with 50 pupils, seconded by mobile phones

with 48 pupils, internet connection at home with 30 pupils

and lastly free hotspots having 12 pupils.

The frequency of use of pupils was usually once a day

with 57 pupils, the next was never with 38 pupils, twice a

day with 20 pupils, more with 19 pupils and thrice a day with

6 pupils.

The social networking sites visited of the pupils was

highly at facebook with 68 pupils, youtube with 51 pupils,

twitter and others both having 8 pupils, and lastly instagram

with 5 pupils.

The purpose of the pupils on visiting sites, most of the

pupils is using SNS for gaming with 49 pupils, watching video

with 30 pupils, research and just to get updated has the same

with 21 pupils and some used SNS to communicate with 19

pupils.
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2. The proficiency levels in English language of the pupils

before and after they were exposed to the different social

networking sites along Verbal communication; for experimental

group the Earth and Mercury, the proficiency level of pupils

in Earth has improved after exposing the pupils on SNS, having

an interpretation of Nearing mastery for pre-test and

satisfactory for post-test. And for Mercury after the pupils

was exposed in the SNS the pupils improved having an

interpretation of Satisfactory. For control group the Venus

and Neptune, the proficiency level of the Venus also improved

having an interpretation of needs improvement for pre-test

and nearing mastery for post-test, for Neptune the post-test

result was interpreted as needs improvement.

For Written Communication the proficiency level in English

language of pupils were interpreted; for experimental group

Earth and mercury has improved after they were exposed to the

SNS, having an interpretation of Nearing mastery for pre-test

and Satisfactory for post-test for Earth and for Mercury the

pupils also improved with an interpretation of

satisfactory.For the control group Venus and Neptune the

pupil’s proficiency level remain the same with an

interpretation of Needs improvement.

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For Comprehension the proficiency level of the pupils in

English language is also the same with the Written

communication where there is an improvement on the pupils who

are exposed with the SNS the experimental group while there

is no improvement with the pupils who are not exposed on SNS

the control group.

3. To determine whether there exists a significant

difference on the English Proficiency vary among the four

groups, the F-test or One-Way Analysis (ANOVA) was employed.

The foregoing tables show the Analysis of variance among four

groups along verbal communication, written communication and

comprehension. These tables reveal the degrees of freedom,

sum of squares, mean squares, and the computed and tabular F-

value. Shown in Table 18 is the Analysis of Variance in verbal

communication of sections Earth and Venus. The data shows the

computed F-test value of 45.88 which is higher than the F

tabular value of 5.86 and 6.17 at 0.001 level of significance.

While in Table 19 is the Analysis of Variance in verbal

communication of sections Mercury and Neptune. The data shows

the computed F-test value of 36.06 which is higher than the

F tabular value of 5.86 and 6.17 at 0.001 level of

significance. Table 20 shows the Analysis of Variance in

written communication of sections Earth and Venus. The data

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shows the computed F-test value of 28.18 which is higher than

the F tabular value of 5.86 and 6.17 at 0.001 level of

significance. Also, in Table 21 is the Analysis of Variance

in written communication of sections Mercury and Neptune.

Base from the table, the computed F-test value is 17.49 where

it is higher than the f tabular value of 5.86 and 6.17 at

0.001 level of significance. Analysis of Variance in

Comprehension was shown in Table 22 and 23 of Sections Earth

and Venus and Mercury and Neptune respectively. Table 22

reveals that the computed F-test value is 56.45 where it is

higher than the F tabular value of 5.86 and 6.17 at 0.001

level of significance. While Table 23 shows computed F-test

value of 16.68 which is higher than the F tabular value of

5.86 and 6.17 at 0.001 level of significance.

4. The z test for independent sample was used to test if

there is a significant improvement from the pre-test to the

post-test of Earth, the experimental group and Venus the

control group both along three tests (verbal, written and

comprehension).

The table 24 reflected that the computed standard

deviation was 1.31 for verbal, 1.7 for written and 1.6 for

comprehension for Venus as the control group. The mean was

0.057 for verbal, 0.492 for written and 0.0257 for

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comprehension and having 35 as the number of cases.And the

value computed in the z test was 0.26 for verbal, 1.49 for

written and 0.93 for comprehension, using the tabular value

of 3.646 at 0.001 level of significance at 34 degrees of

freedom the null hypothesis was accepted. This means that

there were no significant improvement from the pre-test to

the post-test of Venus while in the experimental group, Earth,

the computed mean is 3.371 in verbal, 2.229 in written and

2.771 in comprehension which composed of 3 group and having

35 as total number of cases. And the computed in the z test

was 10.33 for verbal, 5.781 for written 4.106 for

comprehension. Using the tabular value of 3.646 at 0.001 level

of significance at 34 degrees of freedom, the computed value

in z-test is higher than the tabular value, thus, the null

hypothesis was rejected this means that there was a

significant improvement in the pre-test and post-test of

Earth among three tests (verbal, written and comprehension).

5. The pupils who were exposed in the Social Networking

Site the experimental group have an improvement in their

English proficiency as they continue to use this site. The

control group who were not exposed in the Social Networking

site has no improvement in their English proficiency.

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6. For the improvements of pupil’s academic performance

in English Proficiency language, the following are the

pointers:

a. Establish English proficiency framework relevant to

the three tests of the study – verbal communication,

written communication and comprehension.

b. Benchmark activities between the four groups to

determine what and where improvements are called.

c. Standard rules to drive positive change by

encouraging the pupils of Buhi in visiting social

networking sites.

Conclusions

Based from the above-mentioned findings, the following

conclusions are made;

1. The profile ofGrade VI pupils in Buhi Central School is

composed of 140 pupils, 72 are female and 68 are male,

dominated by 12 years old pupils. Most of them are

located from Poblacion where least of them are from the

lake. In terms of internet access, most of pupils used

at the computer shop where the frequency of use was

usually once a day highly visiting facebook site. But

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most of the pupils of Buhi Central School using SNS for

the purpose of gaming.

2. The English proficiency level of pupils after they were

exposed to the Social Networking Sites has improved for

experimental group in Verbal communication, Written

communication and comprehension. While for control group

the English proficiency level of the pupils in verbal

communication for Venus has improved and for Neptune has

Needs improvement, and for Written communication and

Comprehension the pupils proficiency level needs

improvement.

3. The analysis of variance of the four groups in Verbal

communication, Written communication and Comprehension of

experimental and control group, has accepted the hypothesis,

where in there is a significant difference.

4. The computed value in Venus, the control group was lower

than the tabular value. Thus Ho was accepted and Ha was

rejected which means that there is no significant

improvement from the pre-test to the post-test of the

control group. This reveals that the performance of the

control group was the same all throughout the research

period without using Social Networking Sites, while in

the experimental group the computed value was higher

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than the tabular value which means that the null

hypothesis was rejected and alternative hypothesis was

accepted so there is really a high significant

improvement from the pre-test to the post-test of the

experimental group thus, with the use of Social

Networking Sites, the performance of the respondents are

highly improved.

5. The use of Social Networking Site, gave an improvement

in the performance of the experimental group. Through

their exposure to Social Networking Sites their

performance increases and become better as to go on to

the higher years with higher learning improvement. Thus,

Social Networking Sites is efficient.

Recommendations

In the light of the findings and conclusions, the following

recommendations were formulated;

1. Pre/Post-tests is a necessary diagnostic tool for

measuring the learning of pupils. Teachers must remember

to use them as a diagnostic instrument so that teaching

can be more effective.

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2. Conducts programs, activities that limit the pupils from

visiting sites (SNS) since the results reveals that

gaming is their purpose of visiting.

3. Establish English language proficiency frameworks

relevant to the three tests of the study - verbal

communication, written communication and comprehension.

Recommendations for Further Research

Based on the recommendations of the study, the researcher

suggests the following topics for future research;

1. An experimental research be likewise conducted in other

year levels to determine the effectiveness of SNS in

improving academic performance of pupils.

2. Determining the correlation between the achievement

level and learning difficulties of Grade school pupils

in English Proficiency.

3. Similar study in different schools division or district.