THE INFLUENCE OF MASS MEDIA ON THE ACADEMIC PERFORMANCE OF GRADE 9 – RUBY

The Theories which support the idea of the Influence of Mass media on the academic performance of
the specific candidates of this research study, Connectivism and Social constructivism. Social
Constructivism and Connectivism will discuss the theories of social media or any kind of technology-
based communication and learning, and the detailed justifications for the theories' selection will aid in
our research inquiry. Both the Social Constructivism and the Connectivism theories look into how social
media use among students affects their behavior and academic achievement. There is little doubt that
the new educational learning system that supports students has altered them, and these theories will
offer potential answers. The studies that investigate or have a factor relevant to the primary research
study are the primary focus of this theory. The theories are proponents of the primary research, the
theories will establish an anchor of the subject thesis. The idea of an anchor of the subject thesis is
desperately needed since it will provide background, a strong rebuttal, and establish fewer questions
asked by the audience. Theories by far, furnish a strong guide and give meaning, this also gives
information for a sound base explanation since it provides scientific explanations. Theories also
contribute by providing validated research and giving the direction of information. The specific main
points of this research are the information on Social Constructivism and Connectivism that connects
with the primary research with provided definitions of the 2 theories.
Connectivism introduces the behavioral concept and learning of a student’s academic performance.
The theory further explains that behaviorism, cognitivism, and constructivism are the three broad
learning theories most often utilized in the creation of instructional environments these theories,
however, were developed in a time when learning was not impacted through technology (George
Siemens, 2004). Connectivism tackles how the presence of a physical guide can influence a person’s
behavior and contribution to responses and learning, same as how mass media can affect a person’s
learning when surrounded by mass media tools, which are social media, digital media, magazines, the
internet and etc. Personal knowledge consists of a system of networks, which supplies an organization,
which in turn gives back to the system, the individual continues the cycle of knowledge growth by his or
her access back into the system (B. Duke et al,. 2013). As learners, the idea of attempting to learn new
things are always intriguing, learners simply do not learn, they select knowledge they wish to learn and
know the definition. As to mass media, learners are also allowed to choose a variety of knowledge in
mass media as well. Including technology and connection making as learning activities begins to move
learning theories into a digital age. We can no longer personally experience and acquire learning that
we need to act. Connectivism explains how individuals use their internal processes to activate learning
through a series of nodes originating from the instructor (D.C. Kropf, 2013). People will quit engaging in
physical activity and instead constantly employ mass media. Distracted students will pay less attention
to their academic tasks. Connecivism, although the negative effects of media it fully accepts that media
can be important as well, mass media as well is the same of this it provides both benefits and
drawbacks.
Social Constructivism, This theory assumes that understanding, significance, and meaning are
developed in coordination with other human beings (R.J Amineh & H.D Asl, P. 13). According to social
constructivism, effective instruction and learning depend greatly on interpersonal contact and
conversation, with the main objective being the students' understanding of the discussion. Social
constructivism is based on the social interactions a student in the classroom along with a personal
critical thinking process (K.C. Powell & C.J. Kalina, p. 243). The underlying presuppositions of social
constructivism also relate to reality, knowledge, and education. Reality according to the first tenet of
social constructivism, reality is created by human activity rather than existing beforehand. Knowledge,
People acquire knowledge through their interactions with one another and their surroundings.
Learning, effective learning happens when people connect with one another and work together. The
zone of proximal development (ZPD), a key concept in Vygotsky's theory of social constructionism,
highlights the importance of the teacher in a student's learning. Social constructivism itself, address the
importance of learning when it is engaged you are able to interpret and comprehend, this allows you to
gain knowledge more. Like Social Constructivism, mass media influences can also have drawbacks with
the lack of face-to-face contact, it lessens the student’s inability to apprehend the surroundings.

In conclusion, Social Constructivism and Connectivism partake in the Influence of Mass media on the
academic performance of the specific candidates of this research study. The introduction of new
teaching techniques for pupils has ushered in a new technological age in the world. The complex
networks that we utilize for our advantage, including social media platforms, online news sources, and
numerous other technologies. It's still crucial to remember that learning through hands-on activities
and one-on-one interactions is still far more trustworthy and insightful than learning from media.
Knowledge is gained. Intelligence is experienced. Information is understood. With this, a student had its
learning experience from this. Basically, every conversation, program, course, or other experience that
encourages learning qualifies as a learning experience. Whether the influences may be an advantage or
disadvantage, the effects of mass media linked with the theories provided it is prescribed that the both
alternative are balanced as both are beneficial and have drawbacks.
References:
George Siemens. (2004). Connectivism: A Learning Theory for the Digital Age. Pressbooks.
https://pressbooks.pub/lidtfoundations/chapter/connectivism-a-learning-theory-for-the-digital-age/

Betsy Duke, Ginger Harper, and Mark Johnston. (2013). Connectivism as a Digital Age Learning Theory.
Hetl.
https://www.hetl.org/wp-content/uploads/2013/09/HETLReview2013SpecialIssue.pdf#page=10

Dorothy C. Kropf. (2013). Connectivism: 21st Century’s New Learning Theory. Eric. V16 n2 p13-24.
https://files.eric.ed.gov/fulltext/EJ1017519.pdf
Works Cited:

Roya Jafari Amineh and Hanieh Davatgari Asl. “Review of Constructivism and Social Constructivism”.
Vol. 1(1), pp. 9-16. 30 April, 2015.
https://d1wqtxts1xzle7.cloudfront.net/51548785/construtivisim_and_social_C-libre.pdf?
1485736263=&response-content-disposition=inline%3B+filename
%3DReview_of_Constructivism_and_Social_Cons.pdf&Expires=1672388877&Signature=DEkQi2lA-
p6c5RGQUNAKVYd8RRTMKu~LZQuLppRaxcpq7uZw6RbeEB3jRyNexp5WO6VZIbZl6s6p~PhqRWG-
2LGYHnLr~ATXleExZXC6u4YauUcaSP1NpMdLl2to0azmwC6sk~dFBcmX~0-
LpR00~XWWlB6zS~61gkdwDhpjATFStWZUYn7vGTRZgJ5EirgpW9qRRSacrCUVBi2JSZbC7n8rLkp-
sf4wS8VJguFZm3COIKbsv-wCuqSFayjo2iNlblu9n-
fZyTtp6b1NErhW4H4Ns9tsIgeUUFZE9I1nTvEv2IqMyG6ju8gLxh0FIMfiCbFZfe8674YSorRnLelVNQ__&Key-
Pair-Id=APKAJLOHF5GGSLRBV4ZA
Katherine C. Powell and Cody J. Kalina. "Cognitive and social constructivism: developing tools for an
effective classroom". Vol. 130, Issue 2. 2009.
https://docdrop.org/static/drop-pdf/Powell-and-Kalina-U6g4p.pdf