1

Social Media Engagement and Social Intelligence of Science, Technology,

Engineering, and Mathematics Students

A research project

presented to the faculty of

Senior High School Department

Manila Adventist College

In partial fulfillment

of the requirements for the subject

Inquiries, Investigations, and Immersion

Jared James A. Calinawan

Ethan Carlos A. Laton

Pauleen Beatrice B. Medina

Gian Carlo B. Reyes

Maria Ysabella S. Rodelas

April 2020
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Social Media Engagement and Social Intelligence of Science, Technology,

Engineering, and Mathematics Students

Jared James A. Calinawan

Ethan Carlos A. Laton

Pauleen Beatrice B. Medina

Gian Carlo B. Reyes

Maria Ysabella S. Rodelas

Adviser: Joseph Xavier S. Castillo, LPT

Social media is an internet-based form of sociability. Social Media platforms allow

individuals to communicate with other people, learn new things, broaden their knowledge

about a certain matter, and be entertained. However, some studies show that social media can

affect the development of their interpersonal skill and social intelligence. With social

Intelligence theory by Daniel Goleman (1998) as a guide in this research, this descriptive-

correlational study aims to determine the relationship between Social Media Engagement and

Social Intelligence of STEM Senior High School Students. A total sample of 130 Senior

High School Student in a private and public institution from Lipa City, Batangas and Ermita,

City of Manila participated in the study by using the total enumeration sampling. The

percentage, mean, frequency, Pearson r-test, independent T-test and Mann Whitney-test was

utilized for analysis. Through this, social media engagement is interpreted as very engage

and the social intelligence was interpreted as high level. Further, results conclude a positive
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and weak relationship of Social Media Engagement and Social Intelligence. Furthermore, the

demographic profile of the respondents showed no significant relationship on social

intelligence when grouped accordingly. This suggests that STEM students were mostly

involved in social media but when relating it to social intelligence, all the dimension has

relationship except the social information. This speculate that there are other factors that can

affect to social information of the respondents like its environment and the he or she interact

with other people to obtain information. Recommendation for this study include to pursue

more in personal socialization, continuously promote social activity programs, and to

conduct it in a wide range of respondents in future-related studies.

Keywords: Social Media Engagement, Social Intelligence, STEM students

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List of figures

Figure No. Page

1 Independent Variable – Dependent Variable method

for Social Media Engagement and Social Intelligence

of Science. Technology, Engineering, Mathematics

students 17

2 Distribution of Respondents by Sex 32

3 Distribution of Respondents by Residency 33

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List of Tables

Table No. Page

1 Scoring Interpretation of Social Media Engagement 34

2 Scoring Interpretation of Social Intelligence 34

3 Descriptive Analysis of Social Media Engagement 41

4 Descriptive Analysis of Social Intelligence 45

5 Relationship between Social Media Engagement

and Social Intelligence 46

6 Relationship between Dimensions of Social Media

Engagement and Social Intelligence 46

7 Difference of Social Intelligence when grouped

according to Sex 48

8 Difference of Social Intelligence when grouped

according to Residency 49
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Acknowledgement

The researchers would like to acknowledge the following persons and institutions that

made this research study possible.

To our beloved adviser, Joseph Xavier Castillo, LPT for his sincere help, guidance,

insights and suggestion that helped us clarify our thoughts.

To our teacher in this subject, Ryan Ray M. Mata, RN, MA, MN, for teaching us and

giving us the opportunity and to give us a knowledge to do this work and to be doing this

requirement in our subject research project.

To the panel members, Dr. Wealthy C. Estrada, Dr. Marilyn P. Mutuc, and Mrs.

Melinda F. Abalos, for rendering their time and helped in developing this research.

To the ethics committee, who appraised this research for more improvement.

To the institution Manila Adventist College Senior High School and to our principal,

Dr. Marilyn P. Mutuc, for letting us conduct our research study.

To our beloved respondents, thank you for participating to our research and also

thank you for honesty to answer the survey questionnaire with patience during the data

gathering. And also thank you for the faculty, administrator to giving us the opportunity to

conduct our study.

To our families and friends, who supported us financially and morally in order to

finish our study.

To all who have been part of this success, we extend our thanks to you.

Above all, to the Lord, the author of knowledge and wisdom, for providing us

everything we need and the love that goes beyond measure. To God be all the Glory!
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Dedication

The researchers would like to dedicate this research to our beloved families, faculty,

staff, and administrator to continued supporting us in financial and academics, in this

research you all our inspiration to study well and to reach our goals and to make our dreams

come true. We would also like to dedicate this research to our beloved teacher, Mr. Ryan M.

Mata, who guided and taught us in this line of education and his never waning patience.

Lastly, they also dedicate this to God, our source of inspiration and understanding. He has

been our source of our strength from the very beginning.

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Table of Contents

Pages

List of Figures………………………………………………………………………………4

List of Tables……………………………………………………………………………….5

Acknowledgement…………………………………………………………………….……6

Dedication…………………………………………………………………………………..7

Table of Contents…………………………………………………………………………..8

Chapter 1 The Problem and Its Background……………………………………………11

Statement of the Problem…………………………………………………………...13

Hypotheses………………………………………………………………………….14

Significance of the Study…………………………………………………..……….14

Scope and Delimitations……………………………………………………………15

Theoretical Framework…………………………………………………..................15

Research paradigm………………………………………………………………….17

Definition of Terms………………………………………………………………....18

Chapter 2 Review of Related Literature…………………………………………………20

Social Media Engagement……………………………………………...…………...20

Academics……………………………………………………….…………..21

Socialization……………………………………………………….…...……22

Entertainment…………………………..……………………………………22

Informativeness……………………………………………………………...23

Social Intelligence………………………………………….………………………...23

Social information processing ………………………………………….……23

Social skills…………………………………………………………………..24
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Social awareness……………………………………………….…………….25

Demographic Profile...……………………………………….………………………26

Sex…….……………………………………………………………………...26

Residency…………………………………………………………………….27

Relationship of Social Media Engagement to Social Intelligence…………….….….28

Difference of Social Intelligence when grouped according to……………………….29

Sex….………………………………………………………………………...29

Residency…………………………………………………………………….30

Chapter 3 Methodology…………………………………………………………………….31

Research Design……………………………………………………………………...31

Population and Sampling technique………………………………….........................31

Instrumentation……………....………………………………………………...…….33

Data Collection Procedures……….……………………………………...…………..34

Statistical Treatment of Data………………………………………………………...35

Ethical Considerations……………………………………………………………….35

Chapter 4 Results and Discussion…………………………………………………………37

Social Media Engagement of Students………………………………………………37

Academics……………………………………………………………….…...37

Socialization………………………………………………………………….38

Entertainment………………………………………………………………...39

Informativeness………………………………………………………………39

Social Intelligence of STEM students………………………………………………..42

Social Information Processing…………………...………………………..…42

Social Skills………………………………………………………………….42
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Social Awareness…………………………………………………………….43

Relationship between Social Media Engagement and Social Intelligence…………..46

Difference of Social Intelligence when grouped according to……………………….47

Sex…………………………………………………………………………....48

Residency…………………………………………………………………….49

Chapter 5 Summary, Conclusion, and Recommendation………………………………..50

Summary of Findings………………………………………………………………...50

Conclusion…………………………………………………………………………...50

Recommendation…………………………………………………………………….51

Working References………………………………………………………………………..52

Appendices………………………………………………………………………………….61

Appendix A – Correspondence letter………………………………………………..61

Appendix B – Consent Forms: Informed and Assent……………………………….62

Appendix C – Research Instruments………………………………………………...69

Appendix D – Gantt chart…………………………………………………………...72

Appendix E – Line-item Budget…………………………………………………….74

Curriculum Vitae…………………………………………………………………………...75
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Chapter 1

The Problem and its Background

The current generation gives more importance in communicating and the influence of

media information is seen all around especially in all hand-held devices. Social media gives

the user accessibility in communicating and gaining information in which there are some

tendencies that the social intelligence of the user can be compromised regarding on how

frequent they use social media. According to Goleman (2006), online communication, or

social media, lacks in providing process of development of Social Intelligence of the

individual based on findings from neuroscience.

In addition, the growing influence of social media has gain popularity as more

individuals, especially students, accept it as a part of daily living. Social media in senior high

school students generates other beneficial factors in the area of social skills. It can provide a

virtual space to understand and explore the interest or problems with individuals and

academic support while strengthening online communication skill and knowledge (Quansah,

Fiadzawoo, & Kuunaangmen, 2016). Further, social media offers new ideas to the social

fabric in the interpersonal skills. Therefore, there are growing number of people that share

their personal experience through blogs or forums (Li, Chen, Liou & Lin, 2014). However, in

the study conducted by Jacobsen and Forste (2011), the result shows that social media usage

can result to bad grades. The multitasking nature of social media increases the level of the

distraction to the study life of students and can have negative effect on their performance.

Moreover, when individuals experience addiction on using smart phones, which

focuses on social media usage than interacting with the people around them, it can have

detrimental result when engaging in face-to-face relationships (Subramanian, 2017). Also,

there are some instances that the use of social media can be linked to bad school
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performance. According to the study that was conducted by Alhazmi and Rahman (2014,),

the high level of social network site usage particularly Facebook, among university students

and the time students spend on it reveals that most students uses social network as a means in

using it for social purposes. It includes keeping in friends updated and maintaining mutual

relationship, while there is minimal usage for educational purposes. Besides, it may damage

the personality of an individual when using Social media as a means of mistreating others. In

one of studies of Subramanian (2017, p.2),” Nicholas David Bowman, PhD, an assistant

professor of communication studies in the Beverly College of Arts and Sciences at West

Virginia University, says actions that trigger a bad online relationship likely are the same

ones that trigger a bad relationship in real life only the modality has changed.”

In connection with this, individuals that possess social intelligence are fully aware in

their environment and their own self. This enables the capability to control their emotions

and make decisions about their goals in life (Nagar, 2015). But the SI level of individuals can

differ. In one of the studies of Hussain, Malik, and Siddique (2018, p.48) that was conducted

in a university. The 219 respondents from 1st semester and 201 respondents from 7th semester

that participated in the study there are 21.6% students with low level of SI including 33.8%

during the 1st semester and 8.46% of 7th semester. Next, the students with medium levels SI

were 45.7% including 62% students of 1st semester and 27.8% of 7th semester. In the high

level of SI, there were 22.85% students in which 3.65% student in the 1st semester and 43.8%

of 7th semester. In the highest level of SI, there are only 9.76% student in which only 0.46%

student were from 1st semester and 9.76% students were of 7th semester.
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Based on the data it explains that the majority of the students 68.5% from both 1st and

7th had the medium or high level of social intelligence. While 7th semester students (64.7%)

had high or higher level of social intelligence in contrast to those had medium or low level of

social intelligence.

The challenges that the researcher face when conducting this study is that most

available researches about student engagement to social media is only pertaining to post-

graduate and undergraduate. Most respondents in the given studies, in which the researchers

were currently using, are in the University setting which there only minimal study that was

conducted regarding the senior high school students particularly STEM.

Statement of the Problem

This study aims to determine if there are correlations between the engagement of

STEM students in social media and their social intelligence. This research will attempt to

answer regarding its relationship through the following research question:

1. What is the extent of social media engagement of the respondents in terms of:

a. Academics;

b. Socialization;

c. Entertainment; and

d. Informativeness?

2. What is the level of social intelligence of the respondents in terms of:

a. Social Information Processing;

b. Social Skills; and

c. Social Awareness?

3. Is there a significant relationship between social media engagement and social

intelligence of the respondents?

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4. Is there a significant difference on social intelligence of the respondents when

grouped according to sex and residency?

Hypotheses

To better answer the aforementioned research questions posted in the study, the null

hypotheses must be followed:

1. There is no relationship between the social media engagement of the respondents

and its social intelligence.

2. There is no significance in social intelligence of the respondents when grouped

according to sex and residency.

Significance of the Study

The beneficial factors of this research can serve as tool to better understand the

relationship of social media and social intelligence of an individual in the community or in an

educational institution setting.

Students. Students in any educational institutions will be informed by this research

on how to properly engage in their social media and still develop their social intelligence.

School teachers. This study will aid the teachers to know how social media can

affect the social intelligence of the students. Through that, they can generate strategies in

regulating their social media usage.

Administrator. This study may serve as a guide for all schools that utilizes social

media in their educational system. In that way, a proper usage or approach may benefit or

improve the academic life of students through their social media engagement and still

improved their social intelligences.

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Future researchers. This study will provide additional information/s to future

researchers undertaking the same or similar topic which can be utilized as their basis in their

study.

Scope and Delimitation

The respondents of this research include 130 STEM Senior High School Students

that resides in Lipa City, Batangas and Ermita, Manila. It will be conducted in an institution

that has K-12 program and the study will depend on the availability of each STEM students.

Moreover, to identify the relationship between social media and social intelligence of STEM

students, the researchers will focus on the quantitative research method. Particularly using

the Likert scale as a basis for collecting data.

The study is limited only to the students who is currently enrolled in the STEM

program. Other strands like HUMMS and ABM will not take part in the given study. If some

instances wherein the given data is not in the STEM field, it will be excluded from the

collection and application to the study otherwise the research will lose its primary purpose.

Theoretical Framework

This research utilizes the Theory of Social Intelligence by Daniel Goleman (1998).

The theory of Social Intelligence is not only for one psychology. Rather, it goes beyond the

one-person psychology to a two-person psychology in which it acknowledges the connection

shared between those individuals. Social awareness is described when a person sense inner

state of an individual and empathize with their feelings that leads to social cognition. The

other category is social facility. Social facility builds on social awareness to have a smooth

and effective interaction at a non-confrontational situation. Goleman (1998) also added that

the brain physiology of an individual is shaped by social interactions and also include and

describe the “high road" and "low road" of brain processes. The high road uses a
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comparatively slow neurological pathway when a person analyzes and consciously think.

Further, High road thinking runs through neural systems that work methodologically thinking

is instinctive and provides us with intuitive feelings. Next, the Low road operations in the

amygdale are emotionally based. It allows an individual to talk and sense a silent

disagreement. In connection with this, Goleman states that social intelligence is the ability to

effectively use both low roads and high road processes. That is why the model of social

intelligence of Goleman is descriptive and not definitive (Gupta, 2010).

The Social Intelligence Theory serves as guide in conducting the study. The

researchers may relate it to the current study due to the variables used. The researcher can

utilize social media as variable that affects and develops the social intelligence of an

individual which is aligned to the theory wherein the researchers will seek to find a

connection between the proposed independent and dependent variable.

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Research Paradigm

Independent Variables Dependent Variables

Social Media Engagement Social Intelligence

 Academics  Social Information

Processing
 Socialization
 Social Skills
 Entertainment
 Social Awareness
 Informativeness

Moderating Variables

 Sex
 Residency

Figure 1. Relationship of social media engagement and social intelligence of the respondents

as moderated by sex and residency.

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Definition of Terms

To better understand the unfamiliar words that were utilize in the study, the

researchers will operationally define the following terms.

Academics. It is an act of students utilizing social networking sites for their academic

works (Social Media Engagement).

Entertainment. Engagement of students in entertainment or pleasure purposes using

social media (Social Media Engagement)

Informativeness. Obtaining different kinds of information through social media sites

to enhance social intelligence (Social Media Engagement).

Interpersonal Skill. A personality of an individual in interacting or communicating

with others (Social Intelligence).

Social Awareness. Understanding the feelings of others while making decision and

ethical judgements (Social Intelligence).

Social Information Processing. It includes the ability of an individual to understand,

organization in memory, processing a conclusion, integration, and the production of a clear

feedback (Social Intelligence).

Social Intelligence. Ability to interact, process information, and be aware in social

aspects.

Social Media Engagement. An engagement of an individual through

communicating, interacting, and exchanging of information using social media platforms.

Social Media. Composed of different social application that operates as a tool for

online communication.
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Social Skills. A complex assemblage of skills that consist of processing of sending

information, solving problems, decision making, being self-assured, interaction with peers,

and self-management.

Socialization. Using social media application for fast and easy socialization,

interaction, and communication for better social skills (Social Media Engagement).

Web 2.0. Type of media platform that utilize online communication such as the social

networking sites.
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Chapter 2

Review of Related Literature

This chapter presents the review of several literature and studies on topics related to

the current study. It included books, journal articles, unpublished theses and dissertations as

well as findings of previous researches done locally and internationally.

Social Media Engagement

Communicating and interacting have become part of the daily lives of every

individual. Exchanging information has become essential to the society to increase their

knowledge and understanding. The introduction of the internet to the society helped the

expansion of interactive experiences of people and improved the way it communicates. The

content of the internet has slowly improved throughout the years until the advent of social

networking sites (SNS) in which it served as one of the features of Web 2.0. Alhazami and

Rahman (2014, p.2) describes Web 2.0, as a feature, is an innovative, interactive, and

collaborative tool in which the social networking sites are included. It Mbodila, Ndebele, and

Muhandji (2014, p.1) added that is as an essential role in collaboration, community building,

participation, and sharing.

It is also stated by Zeng, Lusch, and Chen (2011, p.13) that the Web 2.0 exist in

different forms such as weblogs, microblogs, online forums, wikis, podcasts, life streams,

social bookmarks, Web communities, social networking, and avatar-based virtual reality. The

gaining popularity of social networking sites (SNS) or Social media has found its way into

the pedagogical system of learning institutions. Students are utilizing SNS as a tool to

established and maintain their social life and to support their learning practices and activities

(Eden, Tom, Peter, & Martha, 2011). In addition, the engagement of students to social media

can be understood by simplifying factors that commonly associated to online communication.

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Academics. Students in the present day use social media extensively. They utilize

social media platforms to discuss forums, blogs, and wikis (Tartari, 2015). One of the

popular forms of social media is Facebook. Blattner and Fiori (2009, p.394) states that

Facebook supplies language learning activities where students can interact and communicate

synchronously or asynchronously with native speakers of different languages who share

similar interests and have access to an incredible amount of valuable information on a variety

of topics. Additionally, Students mainly use social media platforms features, such as

messenger and videocall, for online interaction between peers for their academic purpose.

The Messenger had become widely popular to students. Exchanging information

becomes easily accessible through utilizing applications such as Viber, Facebook Messenger,

and WhatsApp. For example, the instant messaging cross-platform “WhatsApp” provides

online users with the ability to send and receive a variety of media, such as images, videos

and audio media messages (Amry, 2014). Students can utilize this tool to exchange text

messages, images, videos, and voice notes to social network or group and contacts

(WhatsApp, 2010). The benefit of messenger to students is that it can send brief typed

messages between station or person in which is essential for educational discussion that need

an urgent response. As stated by Amry (2014, p.120), “The use of instant messaging for

educational purposes, suggests that popularity and support for mobile devices within the

student population is great and that the majority of students at universities benefit from

texting through mobile learning devices.”

On the other hand, the video call helps individuals to engage into a face-to-face

conversation while being distant to each other. In addition, it can utilize as a tool to build

existing relationship or new relationship This can be applied to students that are currently

building friendly relationship with peers (Sherman, Michikyan, & Greenfield, 2013).
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Socialization. Socialization is a part and a parcel of the young students in their daily

life today (Kirschner & Karpinski, 2010). In this generation, students tend to utilize social

media platforms to have a fast and easy way to socialize. To better the explain socialization

through social media, Facebook, as the most common social media platform, will serve as an

example. Facebook usage has been receiving numerous attentions (Junco, 2012). Ainin,

Naqshbandi, Moghavvemi, and Jaafar (2015, p.64) added that Facebook allows university

students to feel more comfortable in expressing themselves and interacting with peers and

lectures. This is said because when students frequently communicate among different people

with non-identical background and experience, they tend to gain more familiarity about these

people, thus leading to a better understanding level. In addition, one of the features of

Facebook that contributes in the socialization is the social media posting. Its News feeds and

notes allow users to be regularly updated and tagging them will automatically engage them in

online activities on Facebook. Through this, the possibility of developing relationship within

individuals in the society can be improved by utilizing Facebook as the medium of

connection (Luaran & Jaln, 2014).

Entertainment. Students may not only utilize social media as tool to help in their

academic life but also used for their pleasure or amusement. As means of keeping

entertained, individuals spend more than usual hours in social media in viewing new post

updates in Facebook, Twitter, Instagram, and watching trending videos on YouTube. It can

also be through downloading pictures and chatting around with friends online (Khurana,

2015). Additionally, users can also express to reveal their feelings, share views and

experiences, and to let their family and friends know about their latest information through

the use of social media platforms. They would have the opportunity for recognition,

publication, information, and socialization (Leung, 2009).

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Informativeness. Being informed is one of the main purposes of social media. Social

media users constantly share different information that increases the individual area of

knowledge. In the pedagogical setting, many students, nowadays, use to share information

and knowledge through social media applications in completing their homework assignments

or projects, and discuss ideas and concepts. For example, students have used Facebook

Groups as a learning management system and they are satisfied with it (Wang, Woo, Quek,

Yang, & Liu, 2012). Also, the “share” option in all social media platforms can somehow be

an integral part of the academe of the students. When students engage in sharing information

regarding academics it can generate trust.

Social Intelligence

The idea of Social Intelligence goes back more than a decade by some researchers. It

is one of the components in making and social relationships. It is the capableness of an

individual to have an interaction with others and to collaborate with them. Thorndike (1920)

explained Social Intelligence to be an element of generalized intelligence and defined it “as

the ability to understand humans and to act wisely in human relations”. Snow (2010) added a

statement regarding to the definition of Thorndike by describing that social intelligence is the

building up and gathering knowledge, cognitive abilities, and affective sensitiveness that can

enable individuals to guide and control their own social world. Based on the findings of

Goleman, those who have high social intelligence know how to control and channel their

own and others’ emotions and feelings (Goleman, 1998).

Social information processing. One of the factors of Social Intelligence is Social

Information Processing or also known as SIP. This theory discusses how individuals create

some interpersonal interactions and impressions. The Social Information Processing

describes stages of processing that leads to judgement and behavioral decision and that
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include the ability to understand, organization in memory, processing a conclusion,

integration, and the production of a clear feedback (Wyer, 2016). Silman and Dogan (2013)

added that it concerns with human relations, measures skills such as understanding verbal

and nonverbal messages, establishing empathy and deciphering the hidden messages in the

language of people. In addition, in the study of Olaniran, Rodriguez, and Williams (2011), it

was also explained that SIP is a valuable perspective for exploring and understanding

diversity in the context of cultural differences and international communication.

Social skills. Social skills are like a group of behaviors allows the individual the

capacity to have an influential and meaningful relationship with people and to withhold them

from not reasonable socially reactions (Ebrahimpoor, Zahed, and Elyasi, 2013). It was also

described by Rawles (2016), that social skills are behaviors that enables individuals to

interact, to have influence and to refrain from undesirable responses. According to Kalyva

and Agaliotis (2009), social skills are frequently considered as a complex assemblage of

skills and that includes the process of sending information, solving problems, decision

making, being self-assured, interactions with peers and groups, and self-management.

It is also stated by Daraee, Salehi, and Fahkr (2016) that social skills are affected by

psychological structures and basic human characteristics, such as personality, attitude,

language, the ability to think in a rational way, the way you think or understand something,

the way you judge the condition or value of something and interaction between the behavior

and environment. Teaching social skills can cause a reduction in the number of inappropriate

behaviors in any situation, such as aggression, and can also cause an improvement in

personal relations between peers and adults. However, lack of appropriate social skills is the

main factor of failure in individuals who are engaging themselves in social media platforms.
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Social awareness. The concept of social awareness of an individual is when they are

aware of the feelings of others, tastes, and needs identifies the paradoxical situations, and

makes use of this source of information to establish a good relationship with them. Goleman

believes that understanding the feeling of others while making decision and ethical

judgments is of high value and lack of sympathy is a fundamental shortcoming in social

intelligence (Aristu, Tello, & Gandarn, 2008). Also, it is the ability to recognize, empathize

with other people from different backgrounds and cultures. The recognition and evaluation of

the similar and different issues individually and in groups (Domitrovich, 2015). Social

awareness includes the groups of abilities such as evaluating the differences of other people,

understanding and taking their perspectives, such as caring for them, showing care and

sensitiveness, sympathizing, empathizing with other emotional experiences of people

(Hyunh, 2018).

The ability of an individual in possessing social awareness in their engagement in

social media is prevalent. According to Musa, Azmi, and Ismail (2015, p.12), Nowadays, it is

very difficult to find a student without awareness and or using either one or many social

networking sites. This also indicates that these social networks have established a big space

in the life of the students. However, having social awareness in this digital information age

may have some psychological effects. According to the study of Amedie (2015), the intensity

of the online world, which requires constant engagement, creates a factor of self-awareness

that may trigger depression in some people. As with offline depression, people who suffer

from Facebook depression are at risk for social isolation and sometimes turn to risky Internet

sites and blogs for ‘help’ that may promote substance abuse, aggressive and self-destructive

behaviors.
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Demographic Profile

Sex. In one of the studies of Sharma (2017), Social media is impacting students

positively and negatively. Some studies in the information systems and psychology

disciplines have shown that because of tradition, social pressure, security, and privacy

reasons, females do not reveal themselves with sensitive information and data to strangers.

Mazman and Usluel (2011) investigate gender differences using social networks, and the

findings state that the impact of social influence on decisions of females is stronger and

higher compared to the impact from personal decisions.

Further, Mazman and Usluel (2011) discuss that females are using social media more

for academic purposes, planning agenda, and maintaining existing friendships/relationships

compared to males. Males are using social media more for making new friendships and

relationships compared to females. Furthermore, Mazman and Usluel (2011) argue that males

are using social media mostly for making new networks, contacts, friends, and relationships,

while females are using social media to find old friends, networks, and to keep in contact

with existing friends. This is in agreement to the study of Muscanell and Guadagno (2012)

which discuss that females are using social media to maintain existing friendships and

relationship; while males are using social media to find new friends and relationships. In

addition, females are spending more time with friends to develop deeper and intimate

friendship and relationship on Facebook compared to males (McAndrew & Jeong, 2012;

Thompson & Lougheed, 2012).

Saxena and Jain (2013) analyzed the social intelligence of male and female

undergraduate students of science and arts subject streams studying in degree colleges of

Bhilai city, Chhattisgarh. Their gender analysis shows that female possess higher social
 27

intelligence than male students. Nevertheless, an individual’s personality is determined by

his/her interactions with the environment. Hence, developing each social skills or social

intelligence holds great importance for every individual.

Residency. The areas where the respondents reside may have an effect in their social

intelligence. In this study, it focuses on the residency of individuals in which it is

contextualized in Dormitorians and Non- Dormitorians.

Dormitorians. Students that resides on campus, or dormitorians, can have some

beneficial factors. In one of the studies of Wodtke (2010), he states that students living on

campus are more likely than those living off campus to interact with faculty, participate in

extracurricular activities, and use institutional resources. It also increases the involvement of

in which it can improved their critical thinking ability, intellectual growth, persistence to

graduation and satisfaction with college. It was also added by Frazier (2009) that progress

and retention were higher among students who lived on-campus, regardless of race, gender,

or condition of admittance.

Non- Dormitorians. Students that are not dormitorians or resides off-campus can also

have beneficial factors. In the study by Etikan, Bala, Babatope, Yuvali, and Bakir (2017) it

states that opined that only very few students living in the hostels have an improved

academic performance. They found out also that students living outside the campus with

close walking distance to the institution also perform better than those living on campus.

However, there is a difference in their academic achievement and involvement (Wodtke,

2010). Students that living off-campus tend to lack in involvement in campus activites. Also,

according to Horvath (2012), Students who choose to commute do so for many different

reasons, such as family commitments, financial status, or because they may not be ready for

such a large, life-changing event as moving away from home. It can be intimidating to many
 28

people to start a brand-new life on their own away from home, so many choose to start

school but still stay at home. The idea of a brand-new lifestyle could lead to anxiety issues

and could cause poor academic performance.

Relationship of Social Media Engagement to Social Intelligence

In the study that was conducted by Bsharah, Gasaymeh ,and Abdelrahman (2014), it

shows that there is a strong and positive association of the students between their social

media usage, particularly Facebook, and different dimensions of social capital because

students in this generation have grown up entirely surrounded by communication

technologies. Further, they conclude that there is a relationship on how students engage in

social networking sites to social intelligence. Furthermore, students may utilize social media

to share information, discuss study material or topics, and network to complete homework

assignments or term projects (Eid & Al-Jabri, 2016). In addition, social media can help

students with lower levels of life satisfaction to increase their personal well-being

(Christofferson, 2016).

In one of studies of Walublita (2018), it states that social media provides convenient

ways of peer-to-peer exchange of knowledge and collaboration. Through this, students may

participate actively in social media to experience enjoyment and companionship. However,

through the overuse social media, it can affect their educational responsibilities. Further, in

the study that was that conducted by Bsharah, Abdeltrahman, and Gasaymeh (2014) the use

of internet, in general, and SNS, in particular, is not all good for the social skills of an

individual. Furthermore, the excess use of online interaction might negatively affect real-life

social skills and the lack of such skills might lead to some psychological problems that

include depression and anxiety (Bsharah, Abdeltrahman, & Gasaymeh 2014).

 29

In addition, according to Sharma and Shukla (2016), young people, specifically

students, proceed to utilize social media for the reason that the dynamic and busy world

prevent people from engaging face-to-face communication with peers. Moreover, Walublita

(2018) states that social media use is a way of dealing with a society where spending time

with humans is less valued than time with technology, thus, affecting the social intelligence

of the individual when these actions persists. However, others have supported the view that

for students, university life can be stressful, owing to the demanding schoolwork and exams

(Tandoc, Ferrucci, & Duffy, 2015).

Difference of Social Intelligence when grouped according to Demographic Profile

Intelligence is a concept of exploring different dimensions, features, manifestations

and types of intelligences. Intelligence has driven the results and events in various aspects of

life. Unlike the weight, height, and age, Intelligence is not measurable nor visible. It can only

assess Intelligence indirectly through observing and comparing intelligent actions of each

individual. This concept of Social Intelligence was introduced by Thorndike in 1920.

According to Kilstrom and Cantor (2000), Social Intelligence is an expression to understand

individuals and to act intelligently and to behave in relationships with others and to also

apply them in social interactions.

Sex. Signh (2009) constructed a standardized social intelligence scale (SIS) and found

no significant difference between male and female. However, according to the study that was

conducted by Saxena and Jain (2013), gender analysis define that the female students possess

more social intelligence than male students. It is then supported by Rathore and Mishra

(2015). It also shows in their study that females tend to have high level of social intelligence

than the male counterpart. In contrary, one of the studies of Malik, Siddique, and Hussain

(2018), Male students have better social intelligence than female students.
 30

Residency. Students that resides in campus, or dormitories, tend to develop their

interpersonal skills and communication skills because of the easy and fast access when

interacting to other students, the faculties, and other colleges (Bennett, 2015). It is also

supported by one of the studies Tolman (2017) stating that, “the heart of this residential

experience is social interactions and the feeling of belonging to the campus community”.

However, students that reside outside campus may not experience some beneficial factors of

being in campus students. In a study that was conducted by Etikan, Bala, Ogunjesa,

Babatope, Yuvali, and Bakir (2017) it states that new students who lived on campus,

experienced greater improvement more than student that stays off-campus. Additionally,

residence hall administrators provide a variety of activities and services to create an

environment that cause students to develop close relationships with each other and which

encourages students to study and socialize together.

 31

Chapter 3

Methodology

This chapter presents the methods and procedures utilized in this present study. It

discusses the research design, characteristic of the sample population, sampling technique

used, and description of the instrumentation. It also highlights the data gathering procedure,

ethical considerations and the statistical treatment of the data gathered.

Research Design

Descriptive-correlation design is utilized in this quantitative research. Descriptive-

correlation design describes, analyzes, and relates the relationship between the independent

and dependent variables of the study (McCombes, 2019, & Bhat, 2019). Additionally,

Quaranta (2017) also states that descriptive correlational is a study in which the researcher is

primarily interested in describing relationships among variables, without seeking to establish

a causal connection. The researchers in this particular study utilized the descriptive

correlational to better understand the relationship between the social media engagement of

the STEM students in the aspects of their social intelligences. In order to tackle the difference

between the significance of social intelligence of the respondents when grouped according to

sex and residency, the Mann-Whitney is used.

Population and Sampling Technique

The study is conducted among the 130 STEM Senior High School Students in a

private and public institution in Lipa City, Batangas and Ermita, City of Manila. The

researchers used the total enumeration sampling for this study. Laerd (2012) defined total

enumeration sampling as a type of purposive sampling technique where you choose to

 32

examine the entire population that have a set of characteristics. Total enumeration sampling

was utilized as a result of small number of respondents in the study. Also, it is easy and

enables the researchers to obtain data without randomizing samples.

Profile of the Respondents

The sample size that

Sex Male
Female was used in the study were 130

STEM students. The

characteristics of the

42% respondents is discussed in this

section below. This section is

59%
the first part of the

questionnaire in which the

demographic profile of the

respondents in terms of Sex

and Residency were included.

Sex. In the distribution of the 130 respondents by Sex, there were 76 (58.5%)

Females and 54 (41.5%) Males. This shows that there were more females than males that

Figure 2. Distribution of Respondent by Sex

participated in the study.

 33

Residency Dormitorian
Non-
Dormitorian
28%

72%

Figure 3. Distribution of Respondents by Residency

Residency. Shown in Figure 3 is the residency of the respondents. There were 36

(27.7%) Dormitorians and 94 (72.3%) Non-Dormitorians. This concludes that there were

more Non- Dormitorians than Dormitorians in this study.

Instrumentation

The research instruments used in this study were divided into 3 parts. The first part

includes the demographic profile of the respondents, such as gender and residency. The

second part deals with the social media engagement that is based on the “Social Networking

Usage Questionnaire” by Gupta and Bashir (2018). The questionnaire includes a 5-point

Likert scale with the following choices: (5) Always, (4) Often, (3) Sometimes, (2) Rarely, and

(1) Never. It also consists of dimensions, such as Academic, Socialization, Entertainment,

and Informativeness with (0.917) in reliability using the Cronbach’s Alpha. The last part of

the instrument deals with the social intelligence that is based on “The Tromso Social

Intelligence Scale” by Silvera, Martinussen, and Dahl (2001). A 5-point Likert scale with the

following choices such as (5) Strongly Agree, (4) Average, (3) Undecided, (2) Disagree, (1)
 34

Strongly Disagree. In addition, it includes dimension like Social Information Processing,

Social Skills, and Social Awareness. The reliability of social intelligence questionnaire

consists of (0.800) using the Cronbach’s Alpha.

Table 1

Interpretation for Social Media Engagement

Mean Interval Interpretation

4.21-5.00 Extremely engaged
3.41-4.20 Very much engaged
2.61-3.40 Moderately engaged
1.81-2.60 Slightly engaged
1.00-1.80 Not engaged

Table 2

Interpretation for Social Intelligence

Mean Interval Interpretation

4.21-5.00 Very High
3.41-4.20 High
2.61-3.40 Moderate High
1.81-2.60 Low
1.00-1.80 Very Low

Data Gathering Procedure

The researchers gave a letter of consent, which was provided by the research adviser,

to the selected school requesting permission to conduct the study. After the approval, the

researchers went on the specific date and time which was provided by the selected schools.

During the time of data collection, the researchers handed out survey questionnaire to the

respondents with a verbal explanation regarding to the request and instruction. In addition,
 35

the respondents were provided ample time to answer the questionnaire. After answering, the

researchers reminded the respondents if they have answered all the given questions. Then,

the researchers collected and examined all the questionnaires again as the respondents

completely filled up all the items provided to avoid missing data. In the case in which a

respondent missed any questions, the researchers will return the paper for clarification.

Following the clarifications needed, all retrieved data were encoded in Microsoft Excel and

was given to the statistician for statistical analysis.

Ethical Considerations

After the approval of the Institutional Ethics Committee, the researchers proceeded to

their designated places to conduct the study. A letter of consent was sent to the chosen

schools stating the purpose and objectives of the research. The researchers followed the date

and time which was provided by the school for data collection. Before proceeding to data

gathering, the researchers handed out informed consent to all respondents and parental assent

for those below 18 years old. Those who are 18 years old and above will be only receiving

informed consent. Also, there is a cover letter attached to the questionnaire stating the

objective and purpose of the study. After the respondents finished answering the

questionnaire, all of their data was encoded in Microsoft Excel. The researchers make sure

the anonymity of the data that was collected from the respondents and it was stored in a

brown envelope in which it will be secured in the office of our research teacher to ensure its

confidentiality. All data that was gathered will be stored for 1 year.

Statistical Treatment of Data

To answer problems one and two, descriptive statistics was used to summarize the

data that can either be a representation of the sample of population. Frequency was used to

identify the number of times a data value occurs. Moreover, the percentage was used to
 36

determine the number of frequency and the percentage distribution of the respondents. Also,

the mean was determined by adding all the data points in the population and dividing the

total points to find the average used to derive central tendencies of the data.

In addition, Pearson Correlation was used for the third problem to analyze the

relationship between social media engagement and social intelligence while the T-test and

Mann-Whitney test helped in determining the significance of social intelligence of the

respondents when grouped according to sex and residency.

 37

Chapter 4

Results and Discussions

This chapter describes the results of the data analyses. The presentation of results is in

tabular forms and organized based on the sequence of the research questions found in

Chapter 1. In addition, below each table are the corresponding analysis, interpretation, and

literature support.

Social Media Engagement of STEM Students

Table 1 in chapter 3 shows the interpretation of Social Media Engagement of the

respondents among the 19 items within the Social Media Engagement questionnaire. The

results revealed in table 3 that Social Media Engagement has an overall mean score of 3.76

that was interpreted as “very engaged”. It indicates that STEM students are much involved

in social media in terms of academics, socialization, entertainment, and informativeness.

Eden, Tom, Peter, and Martha (2011) states that Students are utilizing SNS as a tool to

established and maintain their social life and to support their learning practices and activities.

Academics. As shown in table 4, the overall mean score of academics was 3.79 and

interpreted as very engage, thus respondents utilize social media extensively regarding to

their academics. According to Tartari (2015) students discuss forums, blogs, and wikis

through social media platforms. Among the 7 items, the two highest mean were the

following: “I use social networking sites to do research work” (4.41) and “I communicate

with my friends via social networking sites for preparation of exam” (3.98). This implies that

most respondents obtained information, facts, and data by searching in the internet and they

mainly use social media platforms features to have easily access in exchanging information

to their friends for their academic purpose. As stated by Ainin, Naqshbandi, Moghavvemi,
 38

and Jafaar (2015, p.64) Facebook allows university students to feel more comfortable in

expressing themselves and interacting with peers and lectures.

On the other hand, the two lowest means were the following: “I use social networking

sites to learn about my curricular aspect” (3.74). It means that respondents usually utilize

social networking sites less to gain further knowledge about their curriculum aspect. One of

the reasons could be is that most respondents rely on the choices of their parents, what does

schools offer, or what they really wanted. “I use social networking sites to seek help from my

teachers” (2.96). It meant that respondents untypically prefer to engage and ask guidance

from their teachers through social media platforms.

Socialization. For this dimension, the overall mean to this category is 3.56 and it is

interpreted as very engage. The results show that majority of the respondents are using social

media as means of socializing with others. This is in line to the statement of Kirschner and

Karpinski (2010) stating that, “Socialization is a part and a parcel of the young students in

their daily life today”. The following statements that had the highest means score were the “I

use social networking sites to keep in touch with my relative” (4.02) and “I use social

networking sites to get information regarding current social events” (3.99) and the lowest

mean scores were “ I use social networking to create my social identity” (3.23) and “ I prefer

using social networking sites to attending social gathering” (2.85). The result implies that

respondents used social media in communicating to their loved ones so their attachment will

remain intact. This can relate to the study of Lauaran and Jaln, (2014), stating that when

Facebook is applied for a medium for online communication, there is a possibility of

developing relationship within individuals in a society. Also, being informed immediately

regarding to any social events particularly school events in social media is a must for

students. On the other hand, students are not usually fond of creating identities in social
 39

media and prefers attending social gathering that involves face-to-face relationship with

others rather than through using social media sites.

Entertainment. For this dimension, the overall mean was 4.18 and which interpreted

as very engage. This indicates that respondents are much engage in social media in terms of

keeping entertained. The three lowest means were the following: “I use social networking

sites to get relief from academic stress” (4.25), “I use social networking sites to look funny

sharing” (4.25), and “I use social networking sites for watching movies” (4.21). This explains

that respondents may not only utilize social media as a tool to help for their studies and

academic purposes but it also used for their own pleasure and amusement whenever they

have free time or they simply wanted to divert themselves from their academic life. The

respondents were entertained by spending hours on social media and viewing enjoyable and

entertaining pictures and videos. According to Leung (2009), through social media platform,

individuals would have the opportunity for recognition, publication, information, and

socialization. They can also express to reveal their feelings, views, and experiences and let

their family and friends know about their latest information through posting status and

downloading pictures. However, the lowest mean was “I use social networking sites for

sharing pictures” (4.03). One possible could be is that respondents do not have much

confidence in sharing their pictures to the social world or they just feel unsafe in doing so

because social media world is somehow a cruel and dangerous place.

Informativeness. In this category, overall mean is 3.49 which is interpreted as very

engage. This shows that the respondents were much engaged in obtaining and sharing

information by social media. This is in line to the study of Wang, Woo, Quek, Yang, and Liu

(2012) that, “In the pedagogical setting, many students, nowadays, use to share information

and knowledge through social media applications in completing their homework assignments
 40

or projects, and discuss ideas and concepts. For example, students have used Facebook

Groups as a learning management system, and they are satisfied with it”. The statement that

results as' the highest mean is “I use social networking sites for reading news” (3.87).

Meaning, that respondents are engaged in obtaining information regarding events in or

outside the country. The statement that results as the lowest mean score is “I use social

networking sites for getting job related information” (2.81). Only minimal numbers of

respondent experience searching for their preferred job online when finished in their studies.

This may explain that some of them are still undecided on what job they are getting to.

Social Media Engagement Mean Interpretation

Academics
1. I use social networking sites to do research work 4.41 Extremely engage
2. I communicate with my friends via social networking 3.98 Very much engage
sites for preparation of exam
3. I use social networking sites for collaborative learning 3.85 Very much engage
4. I use social networking sites for academic group
discussion 3.81 Very much engage
5. I use social networking sites to solve my academic
problem 3.79 Very much engage
6. I use social networking sites to learn about my
curricular aspect 3.74 Very much engage
7. I use social networking sites to seek help from my
teachers 2.96 Moderately engage
Mean
3.79
Socialization
4.02 Very much engage
8. I use social networking sites to keep in touch with my
relatives 3.99 Very much engage
9. I use social networking sites to get information
regarding current social events 3.72 Very much engage
10. I use social networking sites to become more sociable 3.23
11. I use social networking sites to create my social
 41
Table 3
Descriptive analysis of Social Media Engagement
identity Moderately engage
12. I prefer using social networking sites to attending 2.85
social gathering Moderately engage
Mean 3.56

Entertainment
4.25 Extremely engage
13. I use social networking sites to get relief from
academic stress 4.24 Extremely engage
14. I use social networking sites to look funny sharing 4.21 Extremely engage
15. I use social networking sites for watching movies 4.03 Very much engage
16. I use social networking sites for sharing pictures 4.18
Mean

Informativeness 3.87 Very much engage

17. I use social networking sites for reading news 3.79 Very much engage
18. I use social networking sites to share new ideas 2.81 Moderately engage
19. I use social networking sites for getting jobs related
information 3.49
Mean

Overall Mean 3.76

Legend: 4.21-5.00 – Extremely Engage; 3.41-4.20 – Very Engage; 2.61-3.40 – Moderately Engage; 1.81-2.60 –
Slightly Engage; 1.00-1.80 – Not Engage

Social Intelligence of STEM Students

Table 2 shows the interpretation of Social Intelligence of the respondents among the

21 items within the Social Intelligence questionnaire. The results revealed in table 4 has an

overall mean score of 3.56 that was interpreted as high. It indicates that STEM students have

a high level of social intelligence.

Social Information Processing. The total mean score of social information is 3.85

and it is interpreted as high. This suggest that students have the capability to create some

interpersonal or face-to-face relationship and impression towards individuals. It also explains

that they possessed human relations, measure skills such as understanding verbal and non-

verbal messages, establishing empathy and deciphering the hidden messages in the language

of people (Silman & Dogan, 2013). The statement that has the highest means score were “I
 42

have often hurt others without realizing” (4.10) and “I find people unpredictable” (4.03). This

indicates that the students understand that sometimes hurting others unconsciously. This can

result in regret after realization. In addition, the statement “I find people unpredictable”

shows that the respondents have the full acknowledgement that there is lack of understanding

between verbal and non-verbal messages towards individuals.

Moreover, the statements that results in lower mean score were “I can predict how

others will react to my behavior” (3.68) and “I can predict other people’s behavior” (3.62).

When it comes to prediction, the respondents were fully unaware towards their actions and

have the absence of analyzation when it comes to understanding oneself and the way in

which individual may behave after. This also in relation to have lack of deciphering the

hidden messages in the language of people.

Social Skills. As shown in table 4, the overall mean for this dimension was 3.45,

which interpreted as high, thus the respondents have a high capacity to have an influential

and meaningful relationship with others. The statements that had the highest mean were the

following: “I often feel uncertain around new people who I don’t know” (3.95), “I am good

at getting on good terms with new people” (3.81), and “I am good at entering new situations

and meeting people for the first time” (3.56). According to Agaliotis and Kalyva (2009),

social skills are considered as a complex collection of skills and that includes of being self-

assured. This explains that most respondents have doubts and still processing some assurance

from new people who first time they met. In statements, “I am good at getting on good terms

with new people” and “I am good at entering new situations and meeting people for the first

time” explains that the respondents have the capacity to build a relationship with new people

for the first time and engaging themselves in a conversation or situation without giving

undesirable responses.
 43

On the other hand, the statement has the lowest mean was “I have a hard time getting

along with other people” (2.78). Daraee, Salehi, and Fahkr (2016) stated that social skills are

affected by psychological structures and basic human characteristics, such as personality,

attitude, language, the ability to think in a rational way, the way you think or understand

something, the way you judge the condition or value of something and interaction between

the behavior and environment. This explains that this kind of factors affect the way the

respondents interact and getting along with other people, such as being an introvert or having

different language.

Social Awareness. The overall of mean score of Social awareness is 3.24 and it is

perceived as moderate high. This explains that the respondent is somehow understands

situations of others. In support of this, Aristu,Tello, and Gandarn (2008) states that they are

aware of the feelings of others, tastes, and needs identifies the paradoxical situations, and

makes use of this source of information to establish a good relationship with them. Meaning

that the respondent has the possessed the following. In terms of the highest and lowest mean

score in social awareness, the statements “I am often surprised by others reaction to what I

do” (3.52) and “People often surprise me with the things they do” (3.46) categorized as the

highest. This concludes that the respondents are unaware regarding the consequences of the

actions both oneself and other individuals. However, despite having lack of awareness, the

respondent still obtains recognition and empathy to other people (Domitrovich, 2015).

On the other hand, the lowest mean scores were “Other people become angry with me

without me being able to explain” (3.09) and “It seems as though people are often angry or

irritated when I say what I think” (3.01). Based on the lowest mean score in the statements,

the respondents have minimal encounter regarding experiences being interrupted and judge

by others when explaining.

 44

Table 4
Descriptive analysis of Social Intelligence
Legend: 4.21-5.00 – Very High; 3.41-4.20 – High; 2.61-3.40 – Moderate High; 1.81-2.60 – Low; 1.00-1.80 –
Very Low
Social Intelligence Mean Interpretation
Social Information
1. I have often hurt others without realizing it 4.10 High
2. I find people unpredictable 4.03 High
3. I can often understand what others really mean through 4.00 High
their expression, body language etc.
4. I understand other people’s wishes. 3.82 High
5. I can often understand what others are trying to 3.69 High
accomplish without the need for them to say anything
6. I can predict how others will react to my behavior 3.68 High
7. I can predict other people’s behavior 3.66 High
Mean 3.85

Social Skills
8. I often feel uncertain around new people who I don’t 3.95 High
know
 45

9. I am good at getting on good terms with new people 3.81 High

10. I am good at entering new situations and meeting people 3.56 High
for the first time
11. I fit in easily in social situations 3.55 High
12. I frequently have problems finding good conversation 3.42 High
topics
13. It takes a long time for me to get to know other well 3.09 Moderate High
14. I have a hard time getting along with other people 2.78 Low
Mean 3.45

Social Awareness
15. I am often surprised by others’ reactions to what I do 3.52 High
16. People often surprise me with the things they do 3.46 High
17. I often feel that it is difficult to understand others 3.29 Moderate High
18. I have often hurt others without realizing it 3.18 Moderate High
19. I find people unpredictable 3.15 Moderate High
20. Other people become angry with me without me being 3.09 Moderate High
able to explain why
21. It seems as though people are often or irritated when I 3.01 Moderate High
say what I think
Mean 3.24

Overall Mean 3.56

 46

Relationship between Social Media Engagement and Social Intelligence

The Table 5 presents the relationship between social media engagement and social

intelligence of the respondents. As shown in the table, there is a weak positive but correlation

with high statistical significance between social media engagement and social intelligence.

The results explain that there is relationship between the two variables however it only posed

minimal effect. Also, this reject the hypothesis that states that “There is no relationship

between the social media engagement of the respondents and its social intelligence”.

Table 5

Relationship between Social Media Engagement and Social Intelligence

Social Intelligence
p-value Interpretation
Social Media Engagement .010 Significant
**Correlation is significant at the 0.01 level (2-tailed)

Table 6
Social Intelligence

Social Information Social Skills Social Awareness

Processing
r p-value I R p-value I r p-value I
Academics .049 .579 NS .246** .005 S .210* .016 S
Socialization -.037 .676 NS .211* .016 S .211* .016 S
Entertainment .060 .495 NS .225* .010 S .176* .045 S
Informativeness .040 .655 NS .104 .237 NS .069 .438 NS

Relationship between dimensions of Social Media Engagement and Social Intelligence

* Correlation is significant at the 0.05 level (2-tailed)

**Correlation is significant at the 0.01 level (2-tailed)

There is a weak positive correlation with high statistical difference between the

dimension of social media engagement and dimensions of social intelligence including

 47

social skills and social awareness however not with social information. This result was

supported by a study that was conducted by Bsharah, Gasaymeh and Abdelrahman (2014), it

shows that there is a positive association of the students between their social media usage and

different dimensions of social intelligence. Further, they conclude that there is a relationship

on how students engage in social networking sites to social intelligence. In one of studies of

Walublita (2018), it states that social media provides convenient ways of peer-to-peer

exchange of knowledge and collaboration. Through this, students may participate actively in

social media to experience enjoyment and companionship. Therefore, social skills and social

awareness has a positive relationship to the social intelligence of the respondents. However,

in terms of social information processing, there is no relationship that means there may be

some other factors that could affect the social intelligence of the respondents.

Students utilize social media to share information, discuss study material or topics,

and network to complete homework assignments or term projects (Eid & Al-Jabri, 2016). In

addition, according to Sharma and Shukla (2016), young people, specifically students,

proceed to utilize social media because the dynamic and busy world prevent people from

engaging face-to-face communication with peers. On the other hand, students considered

social media as a source of entertainment since their university life can be stressful, owing to

the demanding schoolwork and exams (Tandoc, Ferrucci, & Duffy, 2015).

Difference of Social Intelligence when grouped according to Demographic Profile

Table 7 explains the difference of social intelligence in terms of sex of the 130

respondents. As seen on the table, the females participated more with a corresponding mean

of score of 3.54, while the least were the males which had the mean score of 3.47. Based on

the significance level of 0.299, it states that the Social intelligence of the respondents had no
 48

difference in their sex. Therefore, the hypothesis “There is no significant difference on social

intelligence of the respondents when grouped according to sex” is accepted.

Table 7

Difference of Social Intelligence when grouped according to Sex

Sex N Mean t df Sig. Interpretation
Male 54 3.47 1.042 128 .299 Not Significant
Female 76 3.54

*Mean difference is significant at the 0.05 level

These results were supported by the study that was conducted by Signh (2009) stating

that there is no significant difference between male and female when relating it to its social

intelligence. This only explains that the way the respondents affects its social intelligences

does correlate to the sexes. However, according to the study that was conducted by Saxena

and Jain (2013), gender analysis define that the female students possess more social

intelligence than male students. It is then supported by Rathore and Mishra (2015). It also

shows in their study that females tend to have high level of social intelligence than the male

counterpart. Also, Eshghi, Etemadi, Mardani, Fanaei, and Hosaini (2013) states that females

appear to have stronger interpersonal skills than males, but the latter have a higher

intrapersonal capacity, are better at managing emotions and are more adaptable than the

former. In contrast, one of the studies of Malik, Siddique, and Hussain (2018) suggest that

Male students have better social intelligence than female students.

In relation to this, the results for relating the difference of social intelligence in terms

of sex was analyze using T-test and is not the main study of this research. This may explain

the absence of specific explanation towards the social intelligence of each male and female in

this study. Also, there is a lack of articles that may support the result of this study which

pertaining to the social intelligence of STEM senior high students in terms of residency.
 49

In Table 8, it shows that residency have an absent effect towards the social

intelligence of the students, therefore the hypothesis “there is no significance in social

intelligence of the respondents when grouped according to residency” is accepted.

Table 8

Difference of Social Intelligence when grouped according to Residency

Mean Sum of
Residency N MW Sig. Interpretation
rank ranks
Dormitorian 36 55.56 2000.00 1334.00 .062
Not Significant
Non-
Dormitorian 94 69.31 6515.00

*Mean difference is significant at the 0.05 level

According to Babatope, Yuvali, and Bakir (2017) it states that the new students who

lived on campus, experienced greater improvement more that students who lived on campus.

However, through the use of Mann-Whitney for analysis, the interpretation of our study does

not show significance difference regarding the social intelligence of the students when

grouped according to their residency. Additionally, there is a lack of studies that can support

this result for most available researchers were pertaining only to college or university

students.
 50

Chapter 5

Summary, Conclusion, and Recommendations

This chapter presents the summary of the findings, conclusion, and recommendations drawn

out from the study “Social Media Engagement and Social Intelligence of Science,

Technology, Engineering, and Mathematics Students”

Summary of Findings

The overall extent of social media engagement of the respondents as very engage.

The level of Social Intelligence of the respondents in terms of social information processing

and social skills were high and the Social Awareness is moderate high. In terms of the

significant relationship between Social Media Engagement and Social intelligence of the

Respondents via their respected dimension there no relationship between academics,

socialization, entertainment, and informativeness as dimensions of social media engagement

and social information as dimensions of social intelligence but with positive but weak

relationship between academics, socialization, entertainment as dimensions of social media

engagement and social skills and social awareness as dimension of social intelligence.

Talking about the significance difference on social Intelligence of the respondents when

group according to gender and residency, it shows that there is no significance.

Conclusion

Based on the results of the study, the researchers conclude that majority of the STEM

Senior High School Student from two different schools were very engaged in social media in

terms of academics, socialization, entertainment, and informativeness. But when relating it to

 51

social intelligence, all the dimension has relationship except the social information. This

speculate that there are other factors that can affect to social information of the respondents

like its environment and the he or she interact with other people to obtain information. On the

other hand, there is no effect in the social intelligence level of STEM students when

correlating to sex and their residency. Showing that their social intelligence does not depend

on their demographic profiles.

Recommendations

School. Formulate programs in encouraging students to pursue in improving their

personal social skills.

Teachers. To improve the social skills of the students through various activities or

task with minimal use of media sites.

Administrators. To continuously promote social activities and programs to enhance

the social interaction skills of the institutions.

Future Researchers. For the future researchers, it is recommended to expand the

contents of this study. It is understandable the population of this study is minimal, and it only

includes two educational institutions. It is much appreciated if the future studies regarding

the social media engagement and social intelligence of STEM students will be conducted to a

huge number of respondents and educational institutions to have more reliable results while

using this study as a basis.

.
 52

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 62

Appendices

Appendix A- Correspondence Letter

Oct. 8, 2019

To Whom It May Concern:

Christian Greetings!

May we have the honor to request permission to conduct our study entitled, “SOCIAL
MEDIA ENGAGEMENT AND SOCIAL INTELLIGENCE OF STEM STUDENTS”.
This is in partial fulfillment of the subject requirements in Inquiries, Investigations, and
Immersion. The undersigned will utilize a standardized questionnaire in collecting essential
data for the study.

Grade 11 and 12 who are in STEM are the respondents for this research. Rest assured that all
information will be treated with outmost confidentiality and used strictly for academic
purposes only.

Any assistance given towards the completion of this study would be greatly appreciated.
Thank you for your most favorable approval.

Sincerely,

Name of Researchers
Jared James A. Calinawan
Pauleen Beatrice B. Medina
Gian Carlo B. Reyes
Maria Ysabella S. Rodelas
Ethan Carlos A. Laton

Noted by:

Joseph Xavier S. Castillo, LPT

Research Adviser
 63

Appendix B- Consents: Parent and Assent

SENIOR HIGH SCHOOL

1975 Corner Donada and San Juan Streets, Pasay City

This informed consent form is for the parents of Senior Highschool School students
participating in a research study entitled “Social Media Engagement and Social
Intelligence of Science, Technology, Engineering, and Mathematics Students”.
Jared James A. Calinawan; Pauleen Beatrice B. Medina; Gian Carlo B. Reyes; Maria
Ysabella S. Rodelas; Ethan Carlos A. Laton
Manila Adventist College- Senior High School Department
This Informed Consent Form has two parts:
 Information Sheet (to share information about the study with you)
 Certificate of Consent (for signatures if you agree that your child may
participate)

You will be given a copy of the full Informed Consent Form

PART I: Information Sheet
Introduction
We, Jared James A. Calinawan; Pauleen Beatrice B. Medina; Gian Carlo B. Reyes; Maria
Ysabella S. Rodelas; Ethan Carlos A. Laton, Senior High School Students of Manila
Adventist College are conducting research regarding the Social Media Engagement and
Social Intelligence of Science, Technology, Engineering, and Mathematics Students. We are
going to give information and invite your child to participate in this research. You do not
have to decide today whether you agree that your child may participate in this research.
Before you decide, you can talk to anyone you feel comfortable with.
There may be some words that you do not understand. Please ask the researchers to stop as
we go through the information and we will take time to explain. If you have questions later,
you can ask the researchers
Purpose
Social Media is a type of media platform in which it contains application or website for
communication and interaction. The growing influence of social media has gain popularity as
more individuals, especially students, use social media for their academics and social
interactions. The purpose of this research is to determine if their relationship between the
social media engagement of the respondents and its social intelligence.
Participant selection
We are asking your child to take part because are research particularly refers to senior high
school students which are currently taking the senior high school curriculum. Your child has
the credentials that we seek for our respondents. Your child’s participation to this study will
be of big help for us.
 64

Voluntary Participation
Your decision to have your child participate in this study is entirely voluntary. It is your
choice whether to have your child participate or not.
Duration
The process will only take 10-15 minutes to finish answering the question provided in the
survey questionnaire.
Benefits
Having your child to participate in this research, he/she will have sufficient knowledge
regarding the effect of their engagement in social media and their social intelligence. In that
way, he/she will generate a better approach in using social media to maintain and still
improved their social intelligence and prevent any negative effects that may occur when
using social media without proper knowledge or understanding.
Confidentiality
The information that we collect from this research project will be kept confidential. We do
not require the name of the participants to ensure utmost anonymity and confidentiality. The
researchers will not tell anyone that your child is in this research study and that the results
will be kept in the office of our research teacher
Sharing of the results
After the research, we will publish the results in order that other interested people may obtain
some information from our research. The participating school will be given copies of our
research.
Right to Refuse or Withdraw
You do not have to agree to your child taking part in this research if you do not wish to do so
and refusing to allow your child to participate. It will not affect the school and the student’s
grades.
Who to Contact?
If you have any questions you may ask them now or later, even after the study has started. If
you wish to as questions later, you may contact any of the following: Jared James A.
Calinawan, jaredthegreat27@gmail.com, Maria Ysabella S. Rodelas,
rodelasbella@gmail.com, Gian Carlo B. Reyes, rgian843@gmail.com, Pauleen Beatrice B.
Medina, medinapauleenbeatrice@gmail.com, Ethan Carlos Laton, ethanlaton.3@gmail.com,
for more concerns regarding this study
PART II: Certificate of Consent
Certificate of Consent
I have been invited to have my child participate in research of Social Media Engagement and
Social Intelligence of Science, Technology, Engineering, and Mathematics students. I have
read the foregoing information, or it has been read to me. I have had the opportunity to
ask questions about it and any questions that I have asked to have been answered to my
satisfaction. I consent voluntarily for my child to participate as a participant in this
study.
Print Name of Participant__________________
Print Name of Parent or Guardian_______________
Signature of Parent or Guardian ___________________
 65

Date ___________________________
Day/month/year
If illiterate
A literate witness must sign (if possible, this person should be selected by the participant and
should have no connection to the research team). Participants who are illiterate should
include their thumb print as well.
I have witnessed the accurate reading of the consent form to the parent of the potential
participant, and the individual has had the opportunity to ask questions. I confirm that
the individual has given consent freely.

Print name of witness_____________________ AND Thumb print of

parent
Signature of witness ______________________
Date ________________________
Day/month/year
Statement by the researcher/person taking consent
I have accurately read out the information sheet to the parent of the potential
participant, and to the best of my ability made sure that the person understands that
the following will be done:
1.
2.
3.
I confirm that the parent was given an opportunity to ask questions about the
study, and all the questions asked by the parent have been answered correctly and to
the best of my ability. I confirm that the individual has not been coerced into giving
consent, and the consent has been given freely and voluntarily.
A copy of this ICF has been provided to the participant.
Print Name of Researcher/person taking the consent________________________
Signature of Researcher /person taking the consent__________________________
Date ___________________________
Day/month/year
An Informed Assent Form will_______ OR will not ________ be completed
 66

SENIOR HIGH SCHOOL

1975 Corner Donada and San Juan Streets, Pasay City

This informed consent form is for the Senior Highschool School students participating in a
research study entitled “Social Media Engagement and Social Intelligence of Science,
Technology, Engineering, and Mathematics Students”.
Jared James A. Calinawan; Pauleen Beatrice B. Medina; Gian Carlo B. Reyes; Maria
Ysabella S. Rodelas; Ethan Carlos A. Laton
Manila Adventist College- Senior High School Department
This Informed Assent Form has two parts:
 Information Sheet (gives you information about the study)
 Certificate of Assent (this is where you sign if you agree to participate)
You will be given a copy of the full Informed Assent Form
Part I: Information Sheet
Introduction
We, Jared James A. Calinawan; Pauleen Beatrice B. Medina; Gian Carlo B. Reyes; Maria
Ysabella S. Rodelas; Ethan Carlos A. Laton, Senior High School Students of Manila
Adventist College are tasked to determine the relationship between Social Media
Engagement and Social Intelligence of Science, Technology, Engineering, and Mathematics
students.

We are going to give you information and invite you to be part of a research study. You can
choose whether or not you want to participate. We have discussed this research with your
parent(s)/guardian, and they know that we are also asking you for your agreement. If you are
going to participate in the research, your parent(s)/guardian also have to agree. But if you do
not wish to take part in the research, you do not have to, even if your parents have agreed.
You may discuss anything in this form with your parents or friends or anyone else you feel
comfortable talking to. You can decide whether to participate or not after you have talked it
over. You do not have to decide immediately.

If There are some words you don't understand or things that you want me to explain more
about because you are interested or concerned. Please ask me to stop at any time and we will
take time to explain.
Purpose: Why are you doing this research?
We want to determine if there is a relationship between social media engagement of Science,
Technology, Engineering, and Mathematics students in their social intelligence so that we
may provide a better information and understanding regarding the effects of the engagement
of Science, Technology, Engineering, and Mathematics students social media in their social
intelligences.
Choice of participants: Why are you asking me?
We are asking you for the reason that our research particularly refers to Science, Technology,
Engineering, and Mathematics students senior high school students
Participation is voluntary: Do I have to do this?
 67

If you wish to participate in this study, you have our utmost appreciation, but if you wish no
to participate in this study, we will respect your decision.
I have checked with the child and they understand that participation is voluntary
__(initial)
Discomforts: Will it hurt?
There will be no discomforts when taking part in this study. This study only includes
participating and answering of the questionnaires that is provided by the researchers.
Benefits: Is there anything good that happens to me?
It may add to the knowledge of individual regarding the effects of social media engagement
in their social intelligence.
I have checked with the child and they understand the benefits__(initial)
Confidentiality: Is everybody going to know about this?
The information that is obtained in this study will be well kept and its confidentiality will be
ensured. Only you and your parents(s), and the school board will be told about the results.
Right to Refuse or Withdraw: Can I choose not to be in the research? Can I change my
mind?
You do not have to participate in this study. You have the freedom whether to participate or
not and the researchers will respect your decisions.
Who to Contact: Who can I talk to or ask questions to?
You can ask anyone of the researchers, teachers, school board, and your parents if you have
any questions. You can contact Jared James A. Calinawan, jaredthegreat27@gmail.com,
Maria Ysabella S. Rodelas, rodelasbella@gmail.com, Gian Carlo B. Reyes,
rgian843@gmail.com, Pauleen Beatrice B. Medina, medinapauleenbeatrice@gmail.com,
Ethan Carlos Laton, ethanlaton.3@gmail.com, for more concerns regarding this study.

You can ask me any more questions about any part of the research study, if you wish to. Do
you have any questions?
PART 2: Certificate of Assent

I have read this information ( or had the information read to me) I have had my
questions answered and know that I can ask questions later if I have them.

I agree to take part in the research.

OR
I do not wish to take part in the research and I have not signed the assent
below.___________(initialled by child/minor)
Only if child assents:
Print name of child ___________________
Signature of child: ____________________
Date:________________
day/month/year

If illiterate:
A literate witness must sign (if possible, this person should be selected by the participant, not
be a parent, and should have no connection to the research team). Participants who are
illiterate should include their thumb print as well.
 68

I have witnessed the accurate reading of the assent form to the child, and the individual
has had the opportunity to ask questions. I confirm that the individual has given
consent freely.
Print name of witness (not a parent)_________________ AND Thumb print of
participant
Signature of witness ______________________
Date ________________________
Day/month/year

I have accurately read or witnessed the accurate reading of the assent form to the
potential participant, and the individual has had the opportunity to ask questions. I
confirm that the individual has given assent freely.

Print name of researcher_________________

Signature of researcher___________________
Date__________________
Day/month/year
Statement by the researcher/person taking consent
I have accurately read out the information sheet to the potential participant, and to
the best of my ability made sure that the child understands that the following will be
done:
1.
2.
3.
I confirm that the child was given an opportunity to ask questions about the study, and
all the questions asked by him/her have been answered correctly and to the best of my
ability. I confirm that the individual has not been coerced into giving consent, and the
consent has been given freely and voluntarily.
  
 A copy of this assent form has been provided to the participant.

Print Name of Researcher/person taking the assent________________________

Signature of Researcher /person taking the assent __________________________

Date ___________________________
Day/month/year

Copy provided to the participant ________(initialed by researcher/assistant)

Parent/Guardian has signed an informed consent ___Yes ___No _____(initialed by

researcher/assistant)
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Appendix C- Research Instruments

SURVEY QUESTIONNAIRE

Dear Respondent:

The undersigned are currently conducting a study entitled, “SOCIAL MEDIA

ENGAGEMENT AND SOCIAL INTELLIGENCE OF STEM STUDENTS”. This is
part of the research development of the senior high school department.

The researchers wish to solicit your valuable assistance on the identified aspects of the
subjects to provide with the needed data through the survey questionnaire below.

You are assured that every response made will be treated with utmost confidentiality and
anonymity. The gathered information will only be used for the purpose of this study. Thank
you for your participation.

Respectfully yours,

Jared James A. Calinawan

Pauleen Beatrice B. Medina
Gian Carlo B. Reyes
Maria Ysabella S. Rodelas
Ethan Carlos A. Laton
Senior High School Department
________________________________________________________________________

PART 1. DEMOGRAPHIC PROFILE

DIRECTION: Please fill up the following items by checking on the blanks below.

ID Number: ___________

Grade: _____ 11 _____12

Sex: _____ Male ______ Female

Residency: _____ Dormitorian _____Non-Dormitorian

 70

PART 2. Social Media Engagement Questionnaire

DIRECTION: This questionnaire attempts to measure the social media engagement of an

individual. You are asked to simply check the options that is most appropriate and true to
your liking. There are no right or wrong answers.

Statements Alway Often Sometime Rarely Never

s s
01 I use social networking sites to
become more sociable.
02 I use social networking sites to
keep in touch with my relatives.
03 I use social networking sites to seek
help from my teachers.
04 I use social networking sites for
getting jobs related information.
05 I use social networking sites to
share new ideas.
06 I use social networking sites to
create my social identity.
07 I prefer using social networking
sites to attending social gathering.
08 I use social networking sites to get
information regarding current
social events.
09 I use social networking sites for
online academic group discussion.
10 I use social networking sites for
reading news.
11 I use social networking sites for
sharing pictures.
12 I use social networking sites to do
research work
13 I use social networking sites to
learn about my curricular aspect.
14 I communicate with my friends via
social networking sites for
preparation of exam.
15 I use social networking sites to get
relief from academic stress.
 71

16 I use social networking sites for

watching movies.
17 I use social networking sites for
collaborative learning
18 I use social networking sites to
solve my academic problem.
19 I I use social networking sites to look
at funny sharing.

Gupta, S., & Bashir, L. (2018). Social networking usage questionnaire: development and validation in an
Indian higher education context. Turkish Online Journal of Distance Education, 19(4),214-227.
PART 3. Social Intelligence Scale
DIRECTION: In this test, there are 21 items regarding the way in which we feel, behave
and act. You have to answer all the questions. There is Strongly Agree, Agree, Undecided,
Disagree and Strongly Disagree (SA, A, U, D, SD) to every statement. Please read and
understand the statement carefully and give a check mark on any cell you feel best against
every question on the answer sheet. Please try to make your best possible answer honestly
and sincerely. Your answer will be kept strictly confidential.

ITEMS SA A U D SD
1. I can predict other people’s behavior.

2. I often feel that it is difficult to understand other’s

choices.

3. I know how my actions will make others feel.

4. I often feel uncertain around new people who I don’t

know.

5. People often surprise me with the things they do.

6. I understand other people’s feelings.

7. I fit in easily in social situations.

8. Other people become angry with me without me being

able to explain why.

9. I understand other’s wishes.

10. I am good at entering new situations and meeting people

for the first time.

11. It seems as though people are often angry or irritated

when I say what I think.

12. I have a hard time getting along with other people.

13. I find people unpredictable.
 72

14. I can often understand what others are trying to

accomplish without the need for them to say anything.

15. It takes a long time for me to get to know others well.

16. I have often hurt others without realizing it.
17. I can predict how others will react to my behavior.
18. I am good at getting on good terms with new people.
19. I can often understand what others really mean through
their expression, body language etc.

20. I frequently have problems finding good conversation

topics.

21. I am often surprised by others’ reactions to what I do.

Thank you for participating.

God Bless.

Silvera, D.H., Martinussen, M., & Dahl, T.I.(2001). The tromso social intelligence scale, a self-report
measure of social intelligence. Scandinavian Journal of Psychology,42, 313-319.
73
 74

Appendix E- Line-item Budget

Senior High School

Line-Item Budget

Particulars Unit Price Quantity Total Sources of

(in Peso) Cost Contribution
Travel and
communication
Bus fare Php 100 5 Php500

Supplies
 75

Bond paper Php 1 50 Php 50 Jared James

Calinawan
Sliding folders Php 12 4 Php 48 Gian Carlo Reyes
Snacks for panel Php 100 1 Php 100 By group

Services
Photocopy Php 3 180 Php 540 By group
Printing Php 1 50 Php 200 By group
Proposal defense & Php 850 5 Php 4250 By group
ERC
Final defense Php 1,200 5 Php 6,000 By group

Grand Total Php 2,167 115 11,688

CURRICULUM VITAE

Personal Information
Name: Jared James A. Calinawan
Nickname: Jared
Gender: Male
Birthdate: April 27, 2001
 76

Birthplace: Metro Manila

Nationality: Filipino
Religion: Seventh Day Adventist
Home Address: 2027 Leveriza Street, David Corner Street,
Barredo Compound Pasay City
Family Background
Mother: Imelda Bing A. Calinawan
Father: Jhune Pacifico B. Calinawan
Sibling(s): Ryan Jade A. Calinawan
Christiana Imee A. Calinawan

Educational Attainment Year:

Senior High School: Manila Adventist College 2019-2020

Junior High School: Pasay City Academy 2014-2018

Elementary School: Pasay Adventist Church Elementary School 2006-2014

Personal Information
Name: Maria Ysabella S. Rodelas
Nickname: Bela
Gender: Female
Birthdate: April 26, 2002
Birthplace: Pasay City
Nationality: Filipino
Religion: Christian
 77

Home Address: 5-B Magnolia Street, Casas Compound, Brgy. 184, Pasay City
Family Background
Mother:
Father
Sibling(s):

Educational Attainment Year:

Senior High School: Manila Adventist College 2019-2020

Junior High School: 2014-2018

Elementary School: 2006-2014

Personal Information
Name: Pauleen Beatrice B. Medina
Nickname: Bea
Gender: Female
Birthdate: November 22, 2001
Birthplace: Imus City
Nationality: Filipino
Religion: Seventh Day Adventist
Home Address: 69 Aniban 3 Bacoor Cavite
Family Background
 78

Mother: Norvelie B. Medina

Father: Jared S. Medina
Sibling(s): Jaeves Rzen B. Medina

Educational Attainment Year:

Senior High School: Manila Adventist College 2019-2020

Junior High School: Pasay City Academy 2017-2018

St. Dominic College of Basic Education 2013-2017

Elementary School: Adventist University of the Philippines 2011-2013

Christian Builders School 2009-2011
Trinity Christian Academy 2008-2009
Pasay Adventist Church Elementary School 2007-2008

Personal Information
Name: Ethan Carlos Laton
Nickname: Tan
Gender: Male
Birthdate: June 23, 2001
Birthplace: Pasay City
Nationality: Filipino
Religion: Seventh Day Adventist
Home Address: 2004 North Tower, La Verti Residence,
Donada St., Pasay City
Family Background
Mother: Carol Cienda A. Laton
 79

Father: Arvin Bodoraya

Sibling(s): Kyle David Andrei Laton
Drew Connor L. Garcia

Educational Attainment Year:

Senior High School: Manila Adventist College 2018-2020

Junior High School: Pasay City Academy 2015-2018

Lipa Adventist Academy 2014-2015

Elementary School: Lipa Adventist Academy 2013-2014

Pasay Adventist Church Elementary School 2007-2013

Personal Information
Name: Gian Carlo B. Reyes
Nickname: Gi
Gender: Male
Birthdate: October 6, 2001
Birthplace: Batangas City
Nationality: Filipino
Religion: Roman Catholic
Home Address: P3, Benrosi Residences,
F.B. Harrison St. Pasay City
Family Background
Mother: Lheny B. Reyes
Father: Aludio Berina Jr. Reyes
 80

Sibling(s): Aianne B. Reyes

Educational Attainment Year:

Senior High School: Manila Adventist College 2019-2020
Sapphire International Aviation Academy 2018-2019

Junior High School: Pasay City Academy 2017-2018

Southeastern College 2015-2017
St. Marry of the Woods School 2013-2015

Elementary School: St. Marry of the Woods School 2012-2013

St. Philomena Academy 2008-2012
Stonyhurst Southville International School 2007-2008