FAKE NEWS BELIEFS AND MEDIA LITERACY OF VSUIHS SENIOR

HIGH SCHOOL STUDENTS IN THE NEW NORMAL

MANUEL ANTHONY C. CONTRIDAS

NOAH PATRICK K. MADRAZO
DYLAN KIRBY B. MAHILUM

A THESIS MANUSCRIPT
SUBMITTED TO THE FACULTY OF THE VISAYAS STATE UNIVERSITY
INTEGRATED HIGH SCHOOL, VISCA, BAYBAY CITY, LEYTE
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR THE GRADE 12

SENIOR HIGH SCHOOL

Science, Technology, Engineering, and Mathematics (STEM)

JULY 2022
 APPROVAL SHEET

The thesis entitled FAKE NEWS BELIEFS AND MEDIA LITERACY

OF VSUIHS SENIOR HIGH SCHOOL STUDENTS IN THE NEW

NORMAL prepared and submitted by MANUEL ANTHONY C. CONTRIDAS,

NOAH PATRICK K. MADRAZO, and DYLAN KIRBY B. MAHILUM, in

partial fulfillment of the requirements for the GRADE 12 OF SENIOR HIGH

SCHOOL (STEM) is hereby accepted.

LEO A MAMOLO, PhD

Adviser

________________________
Date

GERALD M. RIVERA, MS
Subject Teacher

________________________
Date

Accepted in partial fulfillment of the requirements for the GRADE 12 of

SENIOR HIGH SCHOOL (STEM)

SHALOM GRACE C. SUGANO, PhD

Principal
Visayas State University Integrated High School
ViSCA, Baybay City, Leyte

_____________________
Date
 ACKNOWLEDGMENT

…After all, man’s success doesn’t lie only on his intelligence, most importantly,
perseverance and discipline; lead somebody on a bright tomorrow.

Failures, struggles, frustrations, and pressures; we’ve crossed them all. Simple
words and praises are not enough to express one’s indebtedness, yet there seems to be
no better way for the researchers to reveal their unfathomable sense of gratitude and
profound appreciation for those who have helped much in concocting these modest
pieces of work as an output of reality. Our memory may not be that keen but we would
gladly acknowledge the indispensable assistance of the bounteous individuals and
entities who have imparted and shared their precious time, knowledge, effort,
experience, and expertise.

To Dr. Leo Mamolo, our adviser, for his valuable suggestions, earnest
guidance, and anabolic criticisms to make the work more seamless. Sir thank you for
the time and advice you spent on improving this piece.

To Sir. Gerald M. Rivera, our research instructor, for his insightful

recommendations, sincere direction, and vicious comments to improve the job. Sir, we
appreciate the time and suggestions you took to make this piece better.

To Sir Redeem Sosmena, our statistician who analyzed our data. Sir, thank you
for the big help in analyzing our data. To our teachers, classmates and friends for the
positivity and moral support given during the conduct of the study, also for helping
and sharing their dreams with us that none of us shall give up and we are all in this
together until we graduate.

It is deemed necessary and inevitable to disclose one’s thankfulness even

though plain utterances and words will not suffice to surmount the magnitude of our
gratitude to our parents, brothers, sisters, grandparents, and relatives for their
perpetual support, love, prayers, inspiration, consolation, encouragement and counsel.

Finally, to the Almighty God who gave us grace during those failures and
struggles, and strength when we were about to give up. Thank you so much, Lord, for
without your countless blessing, gift of wisdom, and guidance we would have surely
lost our way.

To all those whom we failed to mention, thank you so much and God Bless.
BIOGRAPHICAL SKETCH
 TABLE OF CONTENTS

Page
TITLE PAGE i
APPROVAL SHEET ii
BIOGRAPHICAL SKETCH iii
ACKNOWLEDGMENT iv
TABLE OF CONTENTS v
LIST OF TABLES vi
LIST OF FIGURES vii
LIST OF APPENDICES viii
ABSTRACT ix

CHAPTER

I. INTRODUCTION 1
Nature and Importance of the Study 2
Objectives of the Study 7
Time and Place of the Study 7
Scope and Limitation 8

II. REVIEW OF LITERATURE 9

The New Normal 10
Fake News Related Concepts 10
Media Literacy 12
Conceptual Framework 14

III. METHODOLOGY 15
Research Design 16
Research Participants 16
Research Locale 17
Data Collection 17
Data Analysis 18
Research Instrument 18

IV. RESULTS AND DISCUSSIONS 19

Demographic Profile 20
Fake News Beliefs 22
Media Literacy 24
Relationship between fake news beliefs and
media literacy through the demographic 27

V. SUMMARY, CONCLUSIONS, AND

RECOMMENDATIONS 28
Summary 29
Conclusions 30
Recommendations 30

LITERATURE CITED 31
APPENDICES 35
 LIST OF TABLES

Table Title Page

1 Respondent group population 17

2 Demographic profile results according to their Age 20

3 Demographic profile results according to their Gender

21

4 Demographic profile results according to their

Socio-economic status 21

5 Description and Interpretation of the Different Levels of

Fake News Beliefs 22

6 Level of fake news beliefs according to their Age 23

7 Level of fake news beliefs according to their Gender

23

8 Level of fake news beliefs according to their

Socio-Economic Status 24

9 Description and interpretation of the different levels of

Media Literacy 24

10 Level of Media Literacy beliefs according to their Age

25

11 Level of Media Literacy beliefs according to their Gender

26

12 Level of Media Literacy beliefs according to their

Socio-economic status 26

13 Relationship Between Fake News Beliefs and Media

Literacy 27
 LIST OF FIGURES

Figure Title Page

1 The Conceptual Framework of the Study 14

 LIST OF APPENDICES

Appendix Title Page

1 Approval Sheet 36

2 Informed Consent 38

3 Fake News and Media Literacy of VSUIHS Senior High

School Students in the New Normal Survey 39
 CHAPTER I

INTRODUCTION
 CHAPTER I

INTRODUCTION

Nature and Importance of the Study

A new coronavirus, COVID-19, has infected and killed more than 500 million

people around the world (as of 06/06/2022), according to reports from the World

Health Organization (WHO). It is a type of acute respiratory syndrome caused by a

betacoronavirus. SARS-CoV-2 is capable of making a serious impact on the immune

system of the host. Due to the whims of the Pandemic, numerous countries imposed

extraordinary measures as a means to safeguard their citizens from infection. For

example, Jordan implemented a total lockdown around the middle of March 2020,

which meant that all schools, universities, shops, public and private sectors, airports,

and airlines would be closed for several days. There was then an imposed curfew,

which limited all movement to short walks for short periods of time. The majority of

the population was quarantined at home for about ten weeks. These drastic measures

contributed to the virus's containment and the reduction of casualties and deaths in

Jordan during the spring and summer of 2020. Schools, Universities and businesses

have shifted to internet platforms for remote study and working as a result of the

nationwide closure. This new normal, enforced by staying at home and being

quarantined, has presented new social, economic, physiological, and psychological

challenges (Saadeh et al. 2021). The complete reliance on the internet and smart

devices like tablets, laptops, and smartphones is one notable change in lifestyle. The

use of these smart devices increased alarmingly during the quarantine due to the

necessary social and physical isolation.

 3

Mobile phones are currently the most widely used form of information and

communication technology. Sociologists, psychologists, and experts in the field of

education on mobile addiction have become concerned about the mental decline

brought on by the use of modern technology (Subramani et al. 2016). Because of the

abundance of information available on the internet, mainstream news has become less

mainstream since the pandemic began. People in the new normal obtain information

primarily online due to its efficiency. Many books, newspapers, and journal articles

published in schools have been restricted due to the lockdown. Because of the

restrictions, people tend to rely on the internet, their phones, social media, and so on,

and some of the sources on the internet are untrustworthy, causing readers to believe

that the information they have read is false

These days, fake news is very prevalent; it is made-up news that has been

edited to make it seem like credible journalistic reports in an effort to trick us. The

internet has replaced print media as the main source of news and information, but not

all of it is reliable (Writing Brothers, 2020).Fake news is content that has been created

to look like it came from a news source but does not adhere to any organizational

procedures or have a clear objective. The editorial standards and procedures that the

news media employs to guarantee the accuracy and reliability of information are

therefore absent from fake news sources. Fake news is also referred to as

misinformation (false or misleading information) and deliberate misinformation (false

information that is purposely spread to deceive people).

While the prevalence of fake news appears to be increasing, some may find it

increasingly difficult to distinguish between what is true and what is false. Humans

may now access and spread news messages rapidly and widely thanks to the

expansion and popularity of the Internet. People today get their news through mobile
 4

phones and social media. (Chiang, Wu, & Yang, 2019). In the past, news reports were

produced and disseminated by conventional news media outlets like newspapers,

magazines, television, radio, and newsstands. In the Internet era, there are many new

media or channels for delivering news in addition to traditional news media, including

online news media, news aggregator websites, content websites, content farms, and

social media. While it is very simple to produce and distribute news reports online,

not all news stories that are shared online come from reliable news organizations. This

leads to information cascades where people distribute information with little

guarantee of veracity because virality and ambiguity typically coexist in this

environment (Bastick 2021). The organic spread of false information online is

amplified by private interests looking for political or financial gain who micro-target

gullible people as seeds. Misinformation, or the deliberate dissemination and

production of misleading information, has the power to affect society, sway markets,

and ultimately threaten democracy. This total risk is predicated on the idea that false

information can have widespread repercussions, even if they are small at the

individual level. Although deliberate attempts to sway public opinion through

disinformation are widespread worldwide, there is no evidence that online

misinformation may directly and covertly influence behavior (Bradshaw & Howard,

2018).

Social media apps like Instagram and TikTok are becoming increasingly

popular among younger children, and they provide an ideal setting for misleading

information to propagate during kids' average daily online time of 9 hours. Because of

a satirical TikTok video trend with over 1 billion views, one parent recalled a night

when her son came to her frightened that we were on the approach of a draft for a

third global war. Her conclusion was that young people have a hard time determining
 5

what is factual online. With the rise in children's media consumption, media literacy is

essential to provide pupils with the skills they need to appropriately consume and

make media. According to Media Literacy Now, media literacy is a "key 21st-century

skill" that is important for "the health and well-being of America's children, as well as

their future participation in the civic and economic life of our democracy." Students

who have media literacy can decode media messages, assess their influence, and then

thoughtfully create media. This enables students to recognize misinformation,

evaluate prejudices, notice toxic messages or emerging trends, and ethically combat

societal concerns or wrong messaging (The Juice Team, 2021).

Media literacy is the ability to assess the information you produce and

consume. It entails knowing how to distinguish between fact and opinion and being

aware of the media's capacity for persuasion. Media literacy is crucial in a world

where media and technology are prevalent because it guards against unwarranted

seduction and incorrect information (Gallagher et al., 2017).

Media literacy "provides a framework to access, analyze, evaluate, produce,

and participate with communications in a range of forms—from print to video to the

internet," according to the Center for Media Literacy 2021, a prominent advocacy

group. In addition to developing the critical thinking and self-expression abilities

required of democratic citizens, media literacy also helps people comprehend how the

media affects society. To put it another way, media literacy is the capacity to use

critical thinking techniques when analyzing the messages, signs, and symbols

presented by the media. Generation Z, sometimes referred to by a number of other

names (centennials, post-millennials, iGen, and Gen Zers), has garnered increasing

attention in recent years, partly because it is recognized as the first genuinely digital

generation due to its birth in a technologically advanced society. Generation Z is the

 6

first generation that technology has had a significant impact on. They are now the

most homogeneous generation of the contemporary era since it has touched them

more than cultural, identity, racial, or linguistic factors. We can understand and assess

all of the media messages we come across on a daily basis thanks to media literacy.

As a result, they are young people who have been "molded" by new

communication technologies and who can direct their use toward innovation and the

design of their professional lives. Given this, a lot of individuals still disregard the

media as harmless entertainment that doesn't affect them in any way. However, studies

regularly demonstrate that the material that individuals are exposed to in the media

has an impact on them. Interventions and teaching media literacy give kids and adults

the information and skills they need to detect the influence of media and take steps to

lessen its effects.

This paper aimed to initiate a research agenda that determines the response to

digital misinformation and media literacy among VSUIHS Senior High School

Students - in particular, the ability to spot fake news determined if students have a

high or low media literacy score upon assessing themselves after the exposure to fake

news.
 7

Statement of the Problem

Generally, this study aimed to determine the relationship between fake news

beliefs and media literacy of Senior High School students in VSUIHS.

Specifically, this study aimed to:

1. Determine the level of fake news beliefs of VSUIHS Students when grouped

according to:

a.) age:

b.) gender:

c.) socio-economic status:

2. Determine the level of media literacy beliefs of VSUIHS Students when

grouped according to:

a.) age:

b.) gender:

c.) socio-economic status:

3. Determine the relationship between fake news beliefs on media literacy of

Senior High School Students in VSUIHS

Time and Place of the Study

This research was conducted from March to May 2022, at the Visayas State

University, Baybay City Leyte.

 8

Scope & Limitations

This study focused on fake news beliefs and media literacy of Senior High

School students, with a total of 62 respondents from the Visayas State University

Integrated High School of Baybay, City, Leyte.

 CHAPTER II

REVIEW OF RELATED LITERATURE

 CHAPTER II

REVIEW OF RELATED LITERATURE

The New Normal

Throughout the pandemic, people remained linked to one another via

technology. Many people used social media platforms, video chat, and phone calls to

communicate with their loved ones. Because , many people are wondering if this is

the only way to stay connected in the future. Many people wonder, "Are handshakes a

thing of the past?" " The short answer is that people don't know yet. For the time

being, People must maintain social distance and keep at least 6 feet apart when

greeting or interacting with others. Smile and nod when greeting someone while

maintaining best social distancing practices, while wearing a mask or protective

covering. (Your Town Health, 2020).

Fake News and Related Concepts

Sometimes it's not fake news that covers untrue stories. Even though it's

unusual to fabricate a complete news report, it can be a powerful source of false

information. Fake News refers to untrue information that is extensively disseminated

in an ironic parody of journalism. The term "false information" was used to

characterize false information that circulated online (Allcott and Gentzkow, 2017). As

Burkhardt stated in 2017, "the ability to influence what people know is an asset that

has been prized for many centuries." The particular issue with false news in the

twenty-first century is the significant effect and dissemination potential offered by

online media.
 11

Various terms, including fake news, misinformation, information disorder,

disinformation, and post-truth, have been used to define this phenomena.

False information can circulate on its own or as a component of fake news.

Consequently, the definition of false information and related phrases extends beyond

only fake news. If a news story reveals that the wrong facts were not provided on

purpose, should the item be regarded as fake news or not? The fundamental idea of

fake news is that it contains material with erroneous facts, but the motivation behind it

is also a problem. False information is sometimes shared accidentally rather than on

purpose. It is up to the researchers to decide whether they classify news that contains

inaccurate information as fake news (Chih-Chien Wang, 2019). There are several

possible interpretations of fake news, all of which need to be clarified. But words like

junk news, pseudo-news, alternative fact, and hoax news have comparable meanings

to the term "fake news" (Allcott & Gentzkow, 2017).

In this context, fake news refers to incorrect information spread online rather

than in the form of news articles. Disinformation, misinformation, malinformation,

and rumors are all terms used to describe these inaccurate or misleading messages

(Chih-Chien Wang, 2019). The speed with which fake news is created, stored, and

disseminated globally has been one of the most significant changes of the twenty-first

century (McGonagle, 2017). The majority of commentators concur that the Internet

and social media are the main technological developments responsible for this

phenomenon's ubiquity in contemporary culture (Alemanno, 2018). Therefore,

technology is the main factor that makes fake news possible (De Paor & Heravi,

2020).
 12

Media Literacy

A "huge complex patchwork of ideas" has been used to define the body of

literature on media literacy (Potter, 2010). The capacity to discriminate between fake

and true news is associated with analytical thinking. (Pennycook & Rand 2019) This

study brought attention to the value of media literacy in limiting the spread of false

information on social media platforms. Additionally, Jones-Jang et al. 2019 found that

those who have the ability to access and verify information online (information

literacy) are more likely to spot fake news after conducting an online poll of 12,999

American citizens. As defined by Livingstone (2004), media literacy is the capacity to

access, understand, and critically assess media content as well as to produce

communications in a range of formats. Fake news is information that is intentionally

disseminated in order to mislead. Misinformation is simply inaccurate news coverage

with no malicious intent. Increasing individuals' news media literacy in their news

consumption habits. Evidence suggests that people with higher reading levels make

wiser decisions about their sexual conduct, alcohol usage, and political participation

(Austin et al., 2015).

People with more media understanding and knowledge of the media

production system, Consider media content with greater skepticism and realistic

expectations, suggests a meta-analysis (Jeong et al., 2012). More pertinent to the

context of this study, social network research indicates that uneducated users are more

likely to spread rumors than educated users (Afassinou, 2014). The most recent and

pertinent research examined high school students' use of social media (Atmi, Satibi, &

Cahyani, 2018; Hariyanto, 2017). A substantial share of social media users are

university students. Young adults (19 to 34 years old) and students make up 49.52
 13

percent of Indonesia's Internet users, according to APJII (2017). A similar conclusion

was reached by earlier studies.

University students, according to Gangadharbatla, Bright, and Logan (2014),

rely on social media for information and news. Due to their reliance on and extensive

use of social media, they are more likely to be fake news consumers and distributors.

It is logical to assume that news consumers who are knowledgeable about the

procedures and objectives involved in news distribution—that some journalism is,

after all, a profit-based enterprise with its influences—will be more skeptical of the

accuracy and potential biases of online news. We believe that the ability to spot fake

news will improve with a better understanding of audiences, news messages, and

news creation. Shoemaker and Reese (2013); Ashley, Maksl, and Craft (2013)
 14

Figure 1. The Conceptual Framework of the Study

The figure shown represents the conceptual framework of the study. The

relationship between Media Literacy Beliefs and Fake News Beliefs of Senior High

School students in Visayas State University Integrated High School when grouped

according to their age, gender, and socio-economic status.

 CHAPTER III

METHODOLOGY
 CHAPTER III

METHODOLOGY

Research Design

This study utilized a descriptive correlational research design. A descriptive

research design is a sort of research design that seeks information in order to

systematically describe a phenomena, situation, or population. More specifically, it

aids in answering the research problem what, when, where, and how questions, rather

than the why (McCombes, 2019). In this study, the researcher focused on describing

the relationship between the fake news beliefs of Senior High School students in

VSUIHS and their Media Literacy beliefs with regards to their age, gender and

socio-economic status.

Research Participants

The research was conducted using Stratified Random Sampling by randomly

selecting from the whole population of 227 Senior High School Students in Visayas

State University Integrated High School with 62 students with their gender, age, and

socio-economic status.
 17

Table 1. Respondent group population

Respondent group Students

n (= 62) %

Age
16-17 26 41.9%
18-19 36 58.1%

Gender
- female 31 50%
- male 30 48.4%
-prefer not say 1 1.6%

Socio-economic Status
Low (5k-20k) 20 31.2%
Middle (20k-100k) 37 60.6%
High (100k-500k) 5 8.2%

Research Locale

The study was carried out at Visayas State University, ViSCA, Baybay City,

Leyte.. This place was selected for knowing the relationship between fake news

beliefs and media literacy among Senior High School Students in VSUIHS. This

study has been implemented on the students from Grade 11 to Grade 12. The research

study was implemented inside our respective homes in Baybay City, Leyte,

Philippines giving the students a link to the survey who wished to participate with the

given survey.

Data Collection

Data was collected from the response of 62 random Senior High School

students who have taken the given online Google Forms surveys out of the 227 Senior

High School students from Visayas State University Integrated School because of the

implementation of the Slovin’s formula which was suggested by our statistician. All

data were obtained using Google Forms. The data that is obtained from the survey
 18

were subjected to a Likert scale, which determines the Media Literacy rating of the

students with regard to their knowledge of fake news.

Data Analysis

The survey questionnaire results were analyzed using Mean, Standard

Deviation, and Spearman's Rho Correlation.

Research Instrument

For the quantitative method, data was gathered through a questionnaire. A

Likert scale that varies from 1 (never) to 5 (always) was used as a survey instrument

(see Appendix 1 for the complete questionnaire) and is composed of respondents’

fake news beliefs and media literacy. Likewise, the identity of the respondents will be

kept highly confidential. The survey questionnaire was then prepared in two parts, the

first part entitled “Fake News Beliefs” is a student-made survey, and the second part

entitled “Personal Competencies in the Field of Media Literacy” is a standardized

survey questionnaire made by (Simons et al. 2017).

 CHAPTER IV

RESULTS & DISCUSSION

 CHAPTER IV

RESULTS & DISCUSSION

Demographic Profile

In the sample, the ages of the students varied from 16 years old to 19 years old

(Table 2). Furthermore, the table shows that about 52% of the sample are 18 years old,

while 37% are 17 years old. However, a small percentage of about 5% are 16 years

old and only 7% of the students are 19 years old.

Table 2. Demographic Profile of Results according to their Age

Frequency Percent

Valid 16 3 4.8

17 23 37.1

18 32 51.6

19 4 6.5

Total 62 100.0

Half or 50% of the students in the sample is female. 30 or 48% of the total number of

students in the sample are males. As shown in (Table 3) as a missing response as 1

respondent preferred to not say about their gender.

 21

Table 3. Demographic Profile of Results According to their Gender

Frequency Percent

Valid Female 31 50.0

Male 30 48.4

Total 61 98.4

Missing System 1 1.6

Total 62 100.0

The socio-economic status of the students is shown in the table through the

income classes. The majority of the students in the sample belong to the

“middle-income class” with 61% of them belonging to this category. About 31% of

them belong to the “low-income class”. Whereas, only 8% of the students belong to

the “high-income class” (Table 4).

Table 4. Demographic Profile of Results According to their Socio-Economic Status

Frequency Percent Valid Percent Cumulative

Percent

Valid Low 19 30.6 30.6 30.6

Middle 38 61.3 61.3 91.9

High 5 8.1 8.1 100

Total 62 100.0 100.0

 22

Fake News Levels

Fake news is likely something you've come across on the internet without

realizing it, and many of the what you read online, especially in your social media feeds,

may seem real, but it's usually not the case. Fake news is information, stories, or hoaxes

intended to mislead or deceive readers. These stories are typically written to persuade

people, push a political agenda, or create confusion, and they can be profitable for web

publishers. People are especially vulnerable when it comes to topics about which they

believe they are knowledgeable but are not.

Table 5. Description and Interpretation of the Different Levels of Fake News

Beliefs. Beliefs

Score Description Interpretation

4.51-5.0 Always Always Believe in Fakes

News

3.51-4.50 Often Often Believe in Fakes

News

2.51-3.50 Sometimes Sometimes Believe in Fakes

News

1.51-2.50 Rarely Rarely Believes in Fakes

News

1.00-1.50 Never Never Believes in Fakes

News

The fake news beliefs of the students are shown across the different age

brackets. Across the different age brackets, we see varying means, which shows the

lowest for the 17-year-old students (Table 6). However, since the data is in the

Likert-scale the median is the appropriate tool for measuring the averages. The

median shows that across the different age brackets the fake news beliefs of the

students is a 3 or they “sometimes” believe in fake news.

 23

Table 6. Level of Fake News Beliefs According to their Age

Age N Mean Std. Std. Error Interpreta

Deviation tion

16 3 3.3 0.6 0.3 Sometime

s

17 23 3.0 0.6 0.1 Sometime

s

18 32 3.1 0.6 0.1 Sometime

s

19 4 3.3 0.6 0.3 Sometime

s

The table above shows that both male and female students both got a median

score of 3 points. This means that both male and female students “Sometimes” believe

in fake news. Similarly, this also means that regardless of gender, students at these

grade levels sometimes believe in fake news (Table 7).

Table 7. Level of Fake News Beliefs According to their Gender

Gender N Median Mean Std. Std. Error Interpretati

Deviation on

Female 31 3.0 3.1 0.6 0.1 Sometimes

Male 30 3.0 3.1 0.6 0.1 Sometimes

On average, the fake news beliefs of the students across the different income

classes are rated as 3 or they “sometimes” believe in fake news (Table 8) . This means

that regardless of their income classes, students sometimes believe in fake news.

Similar to age and sex, the socio-economic status suggests that it doesn’t play a great

factor in the students’ fake news beliefs.

 24

Table 8. Level of Fake News Beliefs According to their Socio-Economic Status

Socio-eco N Median Mean Std. Std. Error Interpretati

nomic Deviation on
Status

Low 19 3.0 3.1 0.7 0.2 Sometimes

Middle 38 3.0 3.0 0.5 0.1 Sometimes

High 5 3.0 3.2 0.8 0.4 Sometimes

Media Literacy

Media literacy is necessary for navigating media as well as accessing,

dissecting, assessing, and producing media in many forms. Media Literacy teaches

students how to recognize fake news so that they can control the interpretation of what

they see or hear rather than being controlled by it. We live in a digital world; developing

media literacy will better prepare us for what lies ahead.

Table 9. Description and Interpretation of the Different Levels of Media Literacy.

Score Description Interpretation

4.51-5.0 Very Media Literate Has Excellent Media Literacy

3.51-4.50 Quite Media Literate Has High Media Literacy

2.51-3.50 Moderately Media Literate Has Average Media Literacy

1.51-2.50 Less Media Literate Has Low Media Literacy

1.00-1.50 Not Media Literate Has No Media Literacy

 25

The table above shows that across the varied age groups the median score for

the media literacy of the students is 4 or “Quite Media Literate” among 16 years old

to 18 years old. On the other hand, the median or average media literacy of

19-year-old students is “Moderately Media Literate” (Table 10). Overall, this shows

that older students tend to be lesser media literate than younger students.

Table 10. Level of Media Literacy Beliefs According to their Age

Age N Median Mean Std. Std. Error Interpre

Deviation tation

16 3 4.0 4.3 0.6 0.3 Quite

Media
Literate

17 23 4.0 3.8 0.6 0.1 Quite

Media
Literate

18 32 4.0 4.1 0.6 0.1 Quite

Media
Literate

19 4 3.5 3.5 0.6 0.3 Moderat

ely
Media
Literate

In the sample, as shown in the table above, the average media literacy of both

male and female students is 4 or “Quite Media Literate”. Although not statistically

significant, the mean score for the media literacy of the male students is slightly lower

at 3.9 (Table 11). Generally, this shows that students across the different genders are

just as capable when we talk about media literacy.

 26

Table 11. Level of Media Literacy Beliefs According to their Gender

Gender N Median Mean Std. Std. Error Interpretat

Deviation ion

Female 31 4.0 4.1 0.6 0.1 Quite

Media
Literate

Male 30 4.0 3.9 0.7 0.1 Quite

Media
Literate

Similar with both genders, there is no difference in the average media literacy

of the students across the different income classes. The average media literacy of the

students in these income classes is 4 or “Quite Media Literate” (Table 12). Overall,

we see that socio-economic status doesn’t hamper one’s media literacy.

Table 12. Level of Media Literacy Beliefs According to their Socio-Economic

Status

Socio-ec N Median Mean Std. Std. Error Interpre

onomic Deviation tation
Status

Low 19 4.0 4.0 0.6 0.1 Quite

Media
Literate

Middle 38 4.0 3.9 0.7 0.1 Quite

Media
Literate

High 5 4.0 4.2 0.6 0.3 Quite

Media
Literate
 27

Relationship Between Fake News Beliefs and Media Literacy

Table 13. Relationship Between Fake News Beliefs and Media Literacy

Fake News Media

Beliefs Literacy
Beliefs

Spearman's Fake News Correlation 1.000 .061

rho Beliefs Coefficient .640
Sig. (2-tailed) . 62
N 62

Media Correlation .061 1.000

Literacy Coefficient
Beliefs Sig. (2-tailed) .640 .

N 62 62

The spearman’s correlation shows that the coefficient of 0.061 defines that

there is little to no relationship between the variables fake news beliefs and media

literacy beliefs of the students. This implies that the level of media literacy of the

students has nothing to do with their fake news beliefs. Furthermore, the p-value of

0.640 for the overall correlation of the two variables confirms that there is no

significant relationship between the two variables.

 CHAPTER V

SUMMARY, CONCLUSION AND

RECOMMENDATIONS
 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary

This study was conducted to determine the relationship between fake news

beliefs and media literacy beliefs on Senior High School students in Visayas State

Integrated High School (VSUIHS). The study utilized the use of a descriptive

research design and was carried out using Stratified Random Sampling. A total of 62

students participated in the survey questionnaire about Fake News Beliefs and

Personal Competencies in the Field of Media Literacy of the entire population of

Senior High School Students at Visayas State University Integrated High School,

based on their gender, age, and socio-economic status. Following the data collection

was a regression analysis that determined the relationship between the fake news

beliefs and media literacy beliefs of the students.

The results of the study show that the age, gender, and socio-economic status

of the VSUIHS students “sometimes” believe in Fake news and they are vulnerable to

believing fake news. While Media Literacy scores of the students mostly showed

“quite media literate” showing that students have a good media literacy in the range of

3.5 to 4.5. In overall aspects, the correlation of the two variables confirms that the two

variables have no significant relationship.

 30

Conclusion

Due to the effects of the new normal taking place, the reliance on technology,

such as smartphones and laptops, as a portal for information and communication has

increased. Subsequently, there has been a tremendous expansion in the reach of news,

using the internet and social media as platforms for spreading information.

Consequently, the prevalence of fake news has also increased. Some of the younger

generation may fail to identify the credibility of the information on the internet. Media

literacy is critical in impeding the spread of misinformation. The results reveal that

the students are quite media literate in the overall demographic profile. The results

also show that the students are prone to believing fake news. Even if students possess

media literacy, they are still susceptible to consuming fake news. Lastly, the results

show that the variables of fake news beliefs and student media literacy beliefs have

little to no relationship.

Recommendations

Based on the finding and discussion of this study, the researchers made the following

recommendations:

- This study can be taken further with regards to age, gender, and

socio-economic status

- Examine a larger scope and demographic for a broad study. Survey different

types of schools, i.e. public and private, and should be examined to determine

the students’ media literacy and fake news beliefs.

- Determine the significant differences with regards to the student's age, gender,

and socio-economic status

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APPENDICES
APPENDIX A

Approval Sheet
 APPENDIX B

Informed Student Consent

The Visayas State University Integrated High School (VSUIHS) Student

Researchers is currently developing a research study entitled "Fake News and Media

Literacy of VSUIHS Senior High School Students in the New Normal. This survey

intends to focus on the Fake news beliefs and Media Literacy of Senior High School

Students in VSUIHS.

In answering this survey, you consent that the data collected will only be used

for gathering preferences for our Research Study among Senior High School Students.

If you wish to withdraw your participation, you may do so. Rest assured that the data

collected will be kept confidential and will only be used for purposes of fake news

beliefs and media literacy among senior high school students in VSUIHS according to

the Data Privacy act of 2012.

 Appendix C

Fake News and Media Literacy of VSUIHS Senior High School Students in
the New Normal Survey

The Visayas State University Integrated High School (VSUIHS) Student

Researchers are currently developing a research study entitled "Fake News and Media

Literacy of VSUIHS Senior High School Students in the New Normal. This survey

intends to focus on the Fake news beliefs and Media Literacy of Senior High School

Students in VSUIHS.

In answering this survey, you consent that the data collected will only be used

for gathering preferences for our Research Study among Senior High School Students.

If you wish to withdraw your participation, you may do so. Rest assured that the data

collected will be kept confidential and will only be used for purposes of fake news

beliefs and media literacy among senior high school students in VSUIHS.

Personal Data & Information

Email: ____________

Name:________ (Optional)

Age: _____________

Gender:
● Male

● Female

● Rather not say

Grade and Section:__________________________

SHS Track:
 40

● Academic
● Vocational

SHS Strand:
● ABM (Accountancy, Business and Management)

● HUMSS (Humanities and Social Sciences)

● STEM (Science, Technology, Engineering and Mathematics)

● TVL (Technical-Vocational-Livelihood)

● Others.. Please specify

1st Semester GPA____________ (Optional)

Socioeconomic States (SES) Family Affluence

● Low (5k-20k)
● Middle (20k-100k)
● High (100k-500k)

Instructions: For each of the following statements, circle the number of the 5-point

scale (1 = Never, 5 = Always) that best describes how that statement applies to your

fake news beliefs. Try to read and think about each statement as it applies to you and

your beliefs during your years of growing up involving the news. There are no right

or wrong answers, so just take your time to think about what is the most suitable from

your experience on news and fake news. We are looking for your overall impression

regarding each statement. Be sure not to miss answering any items.

 41

1 = Never

2 = Rarely

3 = Sometimes

4 = Often

5 = Always

Part 1: Fake News Beliefs

Where do you typically encounter fake news?

● Social Media

● Television

● Oral Communication

● Newspaper

● Magazines

● Video-Sharing or Streaming websites (e.g. Youtube, Hulu, Netflix)

● Internet Advertisements

● Others. Pls specify ________

I believe in the contents found in TikTok.

1. Never
2. Rarely
3. Sometimes
4. Often
5. Always

I believe in the contents found on Facebook

.
1. Never
2. Rarely
3. Sometimes
4. Often
5. Always
 42

I believe in the content found on Instagram.

1. Never
2. Rarely
3. Sometimes
4. Often
5. Always

I believe in the contents found on Twitter.

1. Never
2. Rarely
3. Sometimes
4. Often
5. Always

I believe in the contents found in Quora.

1. Never
2. Rarely
3. Sometimes
4. Often
5. Always

I believe in the news or contents found on Internet Advertisements.

1. Never
2. Rarely
3. Sometimes
4. Often
5. Always

I believe in the news or contents said by Oral communication

1. Never
2. Rarely
3. Sometimes
4. Often
5. Always

I believe in the news or contents on Video-Sharing or Streaming websites (e.g.

Youtube, Hulu, Netflix)”
1. Never
 43

2. Rarely
3. Sometimes
4. Often
5. Always

I believe in the news or contents found in Magazines.

1. Never
2. Rarely
3. Sometimes
4. Often
5. Always
I believe in the news or contents found in Newspapers.

1. Never
2. Rarely
3. Sometimes
4. Often
5. Always

I believe in the contents found on Television.

1. Never
2. Rarely
3. Sometimes
4. Often
5. Always

I would follow the news using multiple media sources.

1. Never
2. Rarely
3. Sometimes
4. Often
5. Always

I would contact news organizations to show my reaction and tell my criticism.

1. Never
2. Rarely
3. Sometimes
4. Often
5. Always
 44

I would exchange information with my family or friends about the news I see in
newspapers and on TV

1. Never
2. Rarely
3. Sometimes
4. Often
5. Always

I would caution people around me about the negative sides and negative effects of the
media.

1. Never
2. Rarely
3. Sometimes
4. Often
5. Always
 45

Part 2: Personal Competencies in the Field of Media Literacy

I can use media devices in a technical sense (e.g. computer, projector, tablets,
smartphone, interactive whiteboard).

1. Never
2. Rarely
3. Sometimes
4. Often
5. Always

I can consciously choose between different media devices, based on their function
(e.g. computer, smartphone or tablet, navigate through hyperlinks).

1. Never
2. Rarely
3. Sometimes
4. Often
5. Always

I can purposefully use different sources of information and media devices (e.g. search
for information using social network sites, the internet).

1. Never
2. Rarely
3. Sometimes
4. Often
5. Always

I know that media represent information in a selective way and know how to interpret
media messages (e.g. implicit versus explicit media language, the structure of a
text/article/film/video/…).

1. Never
2. Rarely
3. Sometimes
4. Often
5. Always
 46

I know how media production and distribution works (e.g. from source to article, the
filtering of news, the intersection between politics, media and democracy).

1. Never
2. Rarely
3. Sometimes
4. Often
5. Always

I know how media content is tailored to the target audience (e.g. selection
possibilities, personalized online offer through cookies, newspapers/television
channels/websites and their target audience).

1. Never
2. Rarely
3. Sometimes
4. Often
5. Always

I can evaluate media content taking into account various criteria (e.g. accuracy of
information, comparison of information, appreciation of aesthetic aspects).

1. Never
2. Rarely
3. Sometimes
4. Often
5. Always

I am aware of the effects of media (e.g. influence on purchasing behavior, undesired

effects such as hate or addiction).

1. Never
2. Rarely
3. Sometimes
4. Often
5. Always
 47

I am aware of my own media behavior (e.g. copyright, illegal downloads, dangerous

media behavior).

1. Never
2. Rarely
3. Sometimes
4. Often
5. Always

I can create media content (e.g. write an article, create a photo or video document, set
up a blog).

1. Never
2. Rarely
3. Sometimes
4. Often
5. Always

I can communicate and present contents using media (e.g. structure and adapt a
presentation, publish media content through an appropriate channel such as blogs,
directories, YouTube).

1. Always
2. Often
3. Sometimes
4. Rarely
5. Never

I can participate in the public debate through media (e.g. show commitment using
(social) media, contact organizations by email, reader reactions or social media).

1. Never
2. Rarely
3. Sometimes
4. Often
5. Always