BENEFITS OF FACEBOOK IN COMPREHENSION LEVEL AMONG SELECTED

GRADE- 11 STUDENTS OF DFARIS

Doña Francisca Alvarez Rejano Integrated School

In Partial Fulfillment
of the Requirements for the Subject
Practical Research II

Christian Logdat

Jamaica Kim Peñaroyo

Jeyrome Red

Cielo Savedia

Francis Niko Rejano

 CHAPTER l

Introduction

Technology is now mediating how teaching and learning takes place

pedagogically and how instructs and their students online interaction are

significantly different from physical interaction in various ways. The expansion of

facebook impact on how students experience teaching and learning via online

contexts have not been tackled in a huge details of literature and certainly not to

extent to which usage of facebook affects students reading comprehension abilities.

Facebook is being at the forefront of the social media craze, has over 500

million active users on its website every month. It is emerged on February 4, 2004,

when a 19-year-old sophomore Harvard student named Mark Zukerberg founded the

revolutionary site to connect Harvard University students (Grossman, 2010). But later,

this site allows users to build social networks with hundreds or even thousands of

people around the world of which students are one of the primary demographics

using Facebook, with features such as photos, wall posts, and status updates

becoming seemingly irresistible to those who want to connect with their friends

(Gold, 2011).

Even though Facebook is by now used by a much wider variety of users,

students are still its “biggest fans”. Results from a recent paper Ellison et al. (2007)

reported that 94% of students are active facebook users, spending 60-90 minutes

online each day communicating with their friends list of 150–200 people. Similarly,

Wiley and Sisson (2006; as cited in Pempek et al, 2009) conducted a large survey on

students from indicated that 91% of students use the facebook.

 Nowadays, facebook is recurrently used students as a source of edutainment

(education and entertainment) or impacts on their learning (Namaziandost & Narsi,

2019). It plays pivotal roles in enhancing basic receptive skills (Al Momani, 2020).

Besides, facebook is one of the social media sources via which public are linked with

one another across the globe or creates a highly communicative linguistic context

(environment) (Black, 2005). People frequently share their thoughts, emotions and

views through its application all over the world. Also, it is one of the online social

networking websites.

However, in this sense student skill developed through facebook and perform

positively. Moreover, assistance of facebook based – reading comprehension is

needed, that have subsequently been proved to be an effective tool. Rocats (2010)

agrees in that “students have positive attitudes toward doing all types of internet

based-reading tasks”. Fortunately, there is a growing interest in improving

comprehension level among selected grade 11 students through facebook.

This study seeks to achieve three objectives: the benefits of facebook in

comprehension level, the comprehension skills develop, and significant relationship

between using facebook and comprehension level of selected grade 11 students. In

that connection the study assumes the following: using facebook as available

source of information facilitate on improving comprehension level among selected

grade 11 students, comprehension skills through facebook has a great benefits

among grade 11 students and grade 11 students perform positively toward using

facebook to benefits comprehension level.

Statement of the Problem

 This research has a chief concern regarding the benefits of facebook in

comprehension level among selected grade 11 students of DFARIS. To obtain all the

essential knowledge, data, and information, the research sought to answer the

critical questions as follow:

1. What is the demographic profile of the respondents in terms of:

1.1 Age

1.2 Sex

1.3 Grade level/strand

1.4 Consume time of using facebook

2. What are the benefits of facebook in comprehension level among selected

grade 11 students?

3. What are the comprehension skills develop among selected grade 11

students of DFARIS in using facebook?

4. Is there a significant relationship between using facebook and

comprehension level of selected grade 11 students?

Hypothesis

There is no significant relationship between using facebook and

comprehension level of selected grade 11 students of DFARIS.

Conceptual Framework

The internet has widespread societal significance, therefore, are increasingly

important aspect of students’ daily lives (Ahmed, 2009; Rocats, 2010 and Binti, 2015).

When focusing on the issue of benefits of facebook, it is pertinent to review the

literature on the role of facebook on improving comprehension level. Crystal

(2001:232) argues about the sense and possibilities of the internet as a medium to

populations and “as a way of facilitating some of their educational tasks, at least

with reference to reading and writing”. The reference is to David Eastment, who

carried out a survey on English language teaching (ELT) in relation to the internet, on

behalf of the British Council in 1996 and who was in “no doubt that the internet will

eventually transform the way that the teaching and learning of English”. (Eastment,

19991:1).

Dependent Variable
Independent Variable
Comprehension Level of Grade 11
Benefits of Facebook Students in DFARIS

Improvement of
Comprehension Level of
Grade 11 Students

Figure 1: Conceptual Paradigm

The figure 1 shows the relationship of independent variables and dependent

variables. The independent variables is the benefits of facebook. The comprehension

level of grade 11 students in DFARIS is the dependent variable. “Improvement of

Comprehension Level of Grade 11 Students” this will be the output that corresponds

to the dependent and independent variable of the study.

Significance of the Study

The significance of this study is to determine the benefits of facebook in

comprehension level among selected grade 11 students of Doña Francisca Alvarez

Rejano Integrated School. This study will help the students , teachers, and future

researchers.

Students – This study will help students to be aware that apart from the benefits and

positive effects of facebook to their comprehension level it will also help students to

improve and widen their knowledge.

Parents – This study is significance to parents in the sense that they will know the

possible benefits of facebook that their children have . This study will inform the

parents to monitor the time that their children use Facebook so as them to create

awareness.

Teachers – This study will help the teacher to know the benefits of Facebook to the

comprehension level of their students.

Researcher – This study will guide the researchers in evaluating and testing the

validity of their findings in related literature. This study will serve as baseline data for

them to conduct study in the future.

Scope and Delimitations

This study will be limited in determining the comprehension level among

selected grade 11 students of DFARIS after analyzing the benefits of facebook in

comprehension level.

Fifty grade 11 students are the respondents of this study from Dona

Francisca Alvarez Rejano Integrated School located in Brgy. Patabog Mulanay

Quezon where the researcher live.

This study will limited in finding out the benefits of facebook in

comprehension level among selected grade 11 students of DFARIS. The research

design to use in this study is quantitative type of research, also the researcher will

use the least learned competency to gather data and will use survey questioner in

order to validate the findings of the study.

Definition of Terms

Demographic – relating to the structure of populations.

Expansion – the act or process of expanding.

Forefront – the foremost part or place.

Instructs – to give knowledge.

Interaction – mutual or reciprocal action or influence.

Irresistible – impossible to resist.

Linguistic - relating to language.

Pertinent – having a clear decisive relevance to the matter in hand.

Pedagogically – befitting a teacher or education.

Recurrently – turning back in a direction opposite to a former course.

Receptive – inclined to receive.

Revolutionary – relating to, or constituting a revolution.

Seemingly – outwardly or apparently used to indicate how something appears.

Sophomore – a student in the second year at college or a 4-year secondary school.

Sources – a point of origin .

Survey – to examine as to condition.

Technology – application of scientific knowledge for practical purposes.

Variety – state of having different forms.

CHAPTER ll

Related Literature

As it is known comprehension is a skill that is important that goes beyond

than just see different letters in a text. It involves analyzing the information that is

presented in there, purpose to understand what is being read, and this requires some

strategies in order to achieve the main objective which is comprehension.

Comprehension is not an isolated process, it is a complex mechanism of recognition

and understanding of different words that together makes sense. In order to provide

this research with a different studies will be presented on this research, those have
relation with different strategies, reading comprehension level and facebook as an

educational tool; all those are the bases which conduct this research.

According to Moore (2000) is going to be mentioned, he defines seven

strategies as the most important in comprehension; those strategies are part of a

personal improvement plan in comprehension which see the reader as the only

factor that infers in the comprehension process. Those strategies are; monitoring

the process, determine importance, ask questions, make inferences, make

connections, synthesize and visualize.

Those strategies are important because they reflect the commitment that the

reader has with reading. During this research not just the reading has been taken in

talking about comprehension, as this is a pedagogical task, some other factors are

considered, for example the interest towards the images and also the role as a

facilitator. For that strategies used to improve comprehension the students has to

feel commitment in order to feel a kind of interest in the text and therefore pay

attention and achieve the main purpose.

According to Murad & Zain (2011), The Role of Facebook in Improving

Reading Comprehension where they tested students attitudes in second language,

feelings towards reading and their self-efficacy. They made a relation between the

aspects mentioned before, establishing the relation between those aspects and how

can those be used as reading strategies. This gave as results that, students attitude

while they read is a key point in comprehension.

This is an efficient strategy, the idea is to allow students to understand what

they like, because it gives the opportunity learn by themselves and also they do not

see reading as something mandatory, it is a conscious process that they develop in

order to satisfy their personal motivations. In the same way their feelings when they

read are going to be completely different because they do not feel pressure and the

anxiety levels do not affect their understanding, finally the students can start

developing certain interest towards the activity.

According to Gadgets (2016), The Effect of Facebook on Improving

Comprehension Amongst Khartoum University Students, facebook may help

students learn better by transforming them from anonymous spectators into a

community of active learners. According to the same study Gadgets (2016),

students who used a facebook group a part of a large sociology class did better on

course assignment and felt a stronger sense of belonging.

By encouraging the students to interact online through facebook, it can help

their to gain digital skills so it’s not surprising that it would be an important part of

students lives as well.

According to Hitech (2014), Facebook is the biggest platform that people tend

to share information in regular basis. Same can be used for educational purposes as

well.

Nowadays many teens often find it interesting to chat with their friends with

similar interests. Some students even develop their language skills therefore their

comprehension skills are also develop by interacting to different people.

Wikipedia (2010), the modern world offers different alternatives and makes

life easier in different aspects, and reading is not the exception, technology has

become as important nowadays that there is accessibility to different information all

over the world, most of that information is presented through written texts, images,

shared and socialized by different social networks.

 According to Barnes, Marateo, & Ferris (2010), a study of the Net Generation

forces the educational institutions to deal with new learners whose needs, interests

and learning styles are different to the ones used in the past to teach, and it

responds to what they exposed in their document about "they grow with digital and

cyber technologies" and taking into account this, students are in that reality in which

technology is made for them and they have created a dependency of those

electronic and technological devises.

This is the reason why schools and institutions should make the students

conscious about the advantages those devises offer in order to let students know

that they can use these resources in an educational and learn through this. The

students can take advantage of those resources and that knowledge in that matter

and make of education something innovative and enjoyable for students, something

near their realities and contextualized with their needs.

In a research developed by Barnes, Marateo, & Ferris, (2010), Impact of

Facebook Usage On Students’ Involvement in Studies they mention teenagers

nowadays are education oriented, which means that the society has imposed in

them they need to study in order to get a good job and improve their quality of life.

The previous aspect mentioned can be a shock for students, because most

teenagers are interested in socialize with their peers and most of the social contact

they have is through chatting or sharing things in social networks and with this they

are building their identity, also if students learn and study through social networks or

technology there to be more Interested into learning.

Oblinger (2011) saying that the Facebook have distinctive ways of thinking,

communicating and learning, this make them more assertive and information
seekers shaping their learning in the classroom, also students of this generation

have the need of more varied forms of communication that do not have relation with

the traditional methods. In the same way Tapscott (2012) supports what was said

before adding that most of the information they seeker is retrieved from internet and

this is what marks the difference between this generation and than before.

Students from this century need to learn with the different methodologies,

their learning styles have changed in comparison with the tendencies in the past,

now they are more critical and curious about the world and therefore activities based

on newspapers or long articles where the information is fixed is not enough for them,

they are ready for bigger challenge and to stop being passive agent who just acquire

the information.

Because of Facebook students are exposed to social networks, Internet, Apps,

etc, and those aspects make that the kind of material that students read have

relation with the resources previously mentioned, for that reason those are the one

which must be taken into consideration at the moment to start helping students to

read, and what is more, to realize the importance of reading and comprehending

what they read.

“Online virtual environments increase popularity of social networks in the

future As a means of proving students the experience of interacting in which a virtual

world”. Baker, Wentz, & Woods, M. (2010) The Effectiveness of Teaching Reading

Comprehension Recount Text by Using Facebook. The online environment is

something that is present in the world and taking into account this social networks

are just a new experience, not just for students, teacher also have to deal with this

and adapt their methodologies to the virtual world where the experience online plays
and important role in the way in which knowledge is presented.

About education, most of the students are actively harnessing Facebook to

facilitate their studies, confirming the finding from prior research that the rapid

expansion of social media, together with their affordances and merits for connecting,

has triggered students’ usage of Facebook for not only recreational activities but

also education in diverse new ways (Chen & Bryer, 2012; Junco R. , 2015; Manasijevic

et al., 2016; Thongmak, 2014).

Facebook is mainly used for study related communication, collaboration, and

sharing academic resources/materials, reconfirming the three main categories

proposed by Mazman and Usluel (2010) in their Theory of Facebook Usage for

Educational Purposes. Under a closer investigation, more notable details have been

revealed. In communication, students tend to be more selective in connecting with

their teachers/instructors while interacting openly with peers. Remarkably, Facebook

is a common choice for spreading and accessing short noticed announcements

related to school matters, highlighting the outstanding advantage of Facebook for

instant transmission of information.

Facebook interactions beyond university contexts are also commonplace,

making the cyber complex of groups in which students are participating for different

study-related purposes much more complicated. Their Facebook circles outside the

formal learning environment can vary from occupational groups, scholarship

opportunities to personal interests such as language learning, cooking, and social

activities, implying the great potential of Facebook for informal learning as previously

proposed by Klomsri et al. (2013).

Another significant point is that, besides employing Facebook for exchanging

academic resources/materials as proposed by Mazman and Usluel (2010), the

students actually access many free open sources introduced through Facebook to

self-study or to archive them for future use. Apart from above major purposes, some

students also use Facebook for tracking extra-curricular activities or keeping abreast

of pertinent affairs that indirectly benefit their studies. This tendency resembles prior

findings of Bosch (2009), Grosseck, Bran, & Tiru (2011), and Quan-Haase & Young

(2010) that Facebook can be used to keep updated of social occurrences around

students’ lives.

According to Ito et al. (2013), connected learning is primarily comprised of

three critical contexts 1) peer-supported context represents daily interactions with

friends in which young people get engaged and exchange ideas as well as

constructive feedback with one another; 2) interest-powered context describes the

situation in which the studied subjects actually pique learner’ interests and concerns,

thus enable better learning outcomes; 3) academically oriented context is setting in

which the students can develop their potential by linking their interests and social

interaction to academic attainments, career success, or civic engagement. In

addition, three characteristics are proposed as core properties of connected learning.

N. Petrović and et al (2012) state that the rapid development of information

and communication technologies has brought changes in various pedagogical and

technological applications and processes. Currently, social networks are being

adopted rapidly by millions of users most of whom are students with a great number

of purposes in mind. Studies showed that social network tools support educational

activities by making interaction, collaboration, active participation, information and

resource sharing, and critical thinking possible. Students today demand more

autonomy, connectivity, interaction and socio-experiential learning opportunities in

their learning contexts. Some students complain about lacking opportunities for

authentic communication due to non-personalized course content even when

alternative delivery methods are employed, providing informal learning contexts by

integrating emerging social networks into existing learning practices becomes

significantly important to attain more strong learning and teaching opportunities.

Marzban (2010) conducted study about Improvement of Reading

Comprehension Through Computer Assisted Language Learning in Iranian

intermediate EFL students. The result showed that there was significant differences

and the use of computer assisted language learning as educational technique can

improve students’ comprehension ability. Furthermore, Olszak (2015) investigated a

study on the effect off line tools on comprehension among teenage students. The

results showed that 38% of them are engage in reading every day on online

platforms.

Similarly, Melor (2016) supports the above notion after carried out a study on

Facebook as Online Tool to Encourage Reading among Secondary School Students.

The result of data showed that facebook helps reading (comprehension) process

and as well stimulates and encourage students to read in English. In contrast, a

study done by Hamat, Abu Hassan and Embi (2012) found that students at the

tertiary level used facebook for informal learning activities such as asking

assignment from friends, group discussion. They also reported that the students

spent more times on facebook for socializing purpose compared to learning

activities. Thus, it is clearly to believe in that students response well in dealing with

facebook either formal or informal usage. And they are encourage to be in contact to

each other in order to exchange a certain information about learning English. In

conclusion, the role of internet in general and facebook on a particular provides a

wide range of services to assist students to enhance their English proficiency level

as well as to improve their comprehension.

A prominent advantage of Facebook acknowledged by most students is

facilitating communication, which is in agreement with prior research of Hamid et al.

(2015), Irwin et al. (2012), and Ophus & Abbitt (2009) Effects of Facebook Usage on

the Academic Performance on the Undergraduate Students of Quetta City.

Facebook, with its affordances for synchronous and asynchronous

interactions, is becoming a ubiquitous channel for both undergraduate students and

teachers when they need to discuss scholar topics outside classrooms or exchange

logistical information (such as assignment reminders and course updates).

Apparently, efficient usage of Facebook for communication can help ensure that

“students stay on track”, and consequently, “enhance their performance in the course”

(Joosten, 2012, p. 47).

Facebook is valued for enhancing interpersonal collaboration and peer

support.

Facebook expedites fluid access and exchanges of academic materials/resources

within and beyond university contexts, confirming findings from the previous

research of Arteaga Sánchez et al., 2014; Hung & Yuen, 2010; Irwin et al., 2012; and

Ophus & Abbitt, 2009. Particularly, with the already high familiarity with Facebook,

students can employ its various functionalities at ease to locate, gather, exchange,

and manage their learning materials with fellow students, teachers, and other

Facebook users. Furthermore, Facebook, as a social medium and information

aggregator, offers a wealth of resources in various forms – videos, images, audios,

news items, etc., which consequently helps enrich students’ learning experiences in
conjunction with formal training Joosten, 2012). As importantly, through Facebook,

users can also choose to access open materials/resources responding to their own

interests and learning path, thus, gain more opportunities to develop informal

learning space and connect it with formal one.

Initially aimed for promoting social networking, Facebook enables students to

enlarge and educationally benefit from cyber circles beyond their cohort and

university. In particular, students can widen their network to experienced or

knowledgeable agents (such as predecessors or experts) to seek encouragement

and constructive support to improve their expertise, which appears consistent with

what Klomsri et al. (2013) have proposed.

CHAPTER lll

Research Design

The researcher utilized the non-experimental, descriptive-survey, and

descriptive-correlational methods of research in conducting the study. The

researcher use non-experimental research design because the researchers collect

data without making changes or introducing treatments. A descriptive-survey was

employed to determine the demographic profile of the respondents on the

components of age, sex, grade level/strand and consume time of using facebook.

The study also used descriptive-correlational to determine the relationship between

using facebook and comprehension level of selected grade-11 students. The

researcher describes current characteristics of interest and examines the benefits of

facebook in comprehension level among selected grade-11 students of DFARIS

without any direct manipulation.

Research Locale

The researcher will conduct this study at Doña Francisca Alvarez Rejano

Integrated School formerly Patabog National High School. It is located at Barangay

Patabog, Mulanay, Quezon. Researchers will survey some grade 11 students to know

if facebook benefits their comprehension level. The researcher chose the school

because it is where the researcher studying and it will provide the needed

information for the study of the researcher.

Research Population and Sample

The total population of the respondents in this research are 108 students

from grade 11 from Doña Francisca Alvarez Rejano Integrated School for the school

year 2022-2023. However, the researcher will only select 50 students in total from

GAS and TVL strand. In selecting the respondents, the researcher will use snowball

sampling technique.
Research Instrument

The researcher used survey questionnaires as a data collection tool for this

research. The search will consists of two parts. The first part of questionnaire

includes items respondent such as age, sex, and grade level/strand to know their

demographic profile. The questionnaire contains the benefits of facebook in

comprehension level and the comprehension skills develop among selected grade

11. The researcher use a 4 points Likert Scale (agree, disagree, strongly agree, and

strongly disagree) that consists twenty questions.

Data Gathering

In finding the benefits of facebook in comprehension level among selected

grade 11 students, the researcher gathered information through books and internet,

find other related studies to use as guide and to gather ideas. However, the

researcher will consider the following steps, sample inspection from the data that

will gather, data processing, and data analysis.

Statistical Treatment

For the interpretation of the data, the following statistical treatment will use.

1. Frequency Percentage

The researcher will use Frequency Percentage to determine the demographic

 profile of the respondents.

2. Weight Arithmetic Mean

The Weight Arithmetic Mean will use to determine the benefits of facebook in

comprehension level among selected grade 11.

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