SOCIAL MEDIA PLATFORMS

IN THE TEACHING METHOD

AMONG 21ST CENTURY EDUCATORS

A THESIS PROPOSAL

Presented to

The Faculty of the Graduate School

NORTHERN NEGROS STATE COLLEGE OF SCIENCE AND TECHNOLOGY
Old Sagay, Sagay City, Negros Occidental

In Partial Fulfillment
Of the Requirements for the Degree
MASTER OF ARTS IN EDUCATION
Major in Educational Management

By

RESEARCHERS NAME

October 2022
 Chapter I

INTRODUCTION

Social media refers to the use of technology when

facilitating and sharing of ideas, insights, and information

in virtual aspect. Social media aids the use of internet

connectivity to give users the necessary information that they

need through electronic devices namely, computer, tablet, or

even smartphones via web-based applications. Social media in

the past times is a means for interacting with friends and

your loved ones but later adopted by business and education to

take advantage of the new trend to reach out the customers and

the students.

One thing where the use of social media is evident

in education is using social media platforms. Social media

platforms play an important role in the teaching and learning

process. By this, students and teachers create a stronger

build in expanding knowledge not just in school walls.

Along this line, there are many studies showing the

use of social media platforms in the teaching method of

educators. Social media platform in academic institution

enables the students to build a strong interaction with their

educators, access the content of the course and open students’

communities. (Greenhow, 2011a, 2011b).

 In addition, Gikas & Grant, 2013 cited that social

media created opportunities to the learners, enable them to

work collaboratively, create and at the same time engage them

in different extra curriculum activities.

This angle has pointed out that the use of social

media platforms in the teaching methods is a substantial

assistance for the teachers and students when disseminating

knowledge and useful information. This serves as an aid in

education for it makes the learning process easier and

accessible for anyone. It enables them to stay focused on

the lessons because with social media platforms, it will allow

them to be interested in the topic by reading, watching, or

hearing information in their pace of time.

Statement of the Problem

This study aims to determine social media platforms

in the teaching method among 21ST century educators in the Division

of Cadiz City.

Specifically, this study sought to answer the following

questions:

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

a. Sex

b. Age

c. Length of Service?

2. What are the common social media platforms used in

teaching
 a. Google

b. Facebook

c. YouTube

d. TikTok

e. Google Meet

f. Zoom

3. What is the extent of social media platforms in the

teaching methods as assessed by 21st century educator

when taken as a whole and grouped according to:

a. Sex

b. Age

c. Length of Service?

4. Is there a significant difference in the extent of

social media platforms in the teaching methods as

assessed by 21st century educator when taken as a whole

and grouped according to:

a. Sex

b. Age

c. Length of Service?

5. Based on the findings, what program may be proposed?

Statement of the Hypothesis

There is no significant difference in the extent of

social media platforms in the teaching methods as assessed by
21st century educator when taken as a whole and grouped
according to:

a. Sex
b. Age
c. Length of Service
Theoretical Framework of the Study

This study is anchored on the theory of George Siemens

on Connectivism (2004), which states that learning in a

digital age. It emphasizes how internet technologies such

as web browsers, search engines, wikis, online discussion

forums, and social networks contributed to new avenues of

learning.

Technologies enabled students to learn and share

information across the globe and in the academe. Learning

today is too complex to be processed in this way and that

we need to rely on a network of people to store, access,

and retrieve knowledge and motivate its use (Siemens,

2017).

To support the Connectivism Theory of Siemems,

Anderson et al., (2018) developed the Community of Inquiry

Model for online learning environments which are based on

the concept of three distinct “presences”: cognitive,

social, and teaching.

Moreover, this study was also anchored on the Theory

of Self-Efficacy which explained that person’s particular

set of beliefs that determine how well one can execute a

plan of action in prospective situations. To put it in more

simple term, self-efficacy is a person’s belief in their

ability to succeed in a particular situation. Mastery

experiences are the most influential source of efficacy

information because they provide the most authentic

evidence of whether one can muster whatever it takes to

succeed (Oquindo, 2021),

Teachers' self-efficacy, namely teachers' beliefs in

their ability to effectively handle the tasks, obligations,

and challenges related to their professional activity,

plays a key role in influencing important academic outcomes

and well-being in the working environment. Once belief to

oneself is established, adaptability to new environment and

situation will follow.

Self- efficacy theory is appropriate in this study

regarding the level social media platform used in class by

teachers as they learn to adapt to new information.

Teachers have prior knowledge about the use of Modular-

Print Distance Modality. They just need to fit this new

information to the existing one.

These two theories augment the study on social media

platforms in the teaching methods among 21st century

educators. Thus, the researcher can assimilate that social

media classes can be seen in the concept that the computer,

smartphones, laptops, and internet were used to deliver the

course content. Based on this connectivism theory and

community of inquiry model, students and teachers interact

and continue to deliver flexible classes through social

platforms.

Conceptual Framework of the Study

The 21st century-learner is reliant on new

technologies to assist in their learning. Social media can

be used to supplement traditional educational methods.

Educators can employ social media tools to involve these

students in a productive way. The extensive use of social

media by medical students and their teachers stresses upon

the importance of its incorporation into their

curricula.9 Social Media tools, e.g., WhatsApp, Facebook

(FB) and Twitter look very promising platforms for teaching

and learning owing to their exciting features through which

teachers can engage their students (Rivera, 20210.

Moreover, according to Kesseler (2017), the increasing

influence of social media on our lives is leading to the

re-evaluation of the delivery methods of educational

medical content by medical educators and researchers.

Social media tools are routinely used for communication,

sharing information, and having discussions related to the

topics of interest by both undergraduate and postgraduate

students. Presently, there is more emphasis on the

development of guidelines on social media usage for

 educators and students and there is a lack of effort placed

on determining its beneficial effects in education.

The variables under investigation were the respondents’

sex, age, and length of service.

The diagram illustrated in the first box contained

educator’s age, sex, and length of service. Establishing the

significant difference of teacher’s age, sex and length of

service and the extent of social media used in the lesson. The

study hopes to develop a strategic planning program.

Figure 1 shows the schematic diagram of the conceptual

framework of the study.

Input Process Outcome Output

a.
Identificatio
Respondents’ n of the
Profile research
problem
Sex
b.
Formulation
Age
of the
Findings on Basis for
research
the extent of strategic
instrument
Length of social media planning
Service c. Data platforms program
gathering
_____________ through
___ survey
questionnaire
Social Media d. Analysis
Platforms and
interpretatio
n of the data
 Figure 1

A Schematic Diagram Illustrating the

Conceptual Framework of the Study

Significance of the Study

The result of this study will be of great significance to

the following:

Division of Cadiz City Personnel. The study may provide

data on the awareness of the social media platforms and may

provide vital information which will serve as basis for more

intensive program to ensure a more improved managing school

while improving the teachers’ competencies as well.

Policy Makers. This study may give knowledge on how to

provide the program in the academe, especially on the

flexibility aspects of teachers.

School Leaders. The results of this study may provide

them a situation that affects school performance, and thereby,

they can devise a program or strategy to overcome emotion and

effectively making decision to become more competent conveyors

of learning to ensure a more effective delivery of management.

Students. This study may give awareness to students and

help them realize how the teacher’s struggle and affected by

in using different social media platforms to deliver the

lesson.

Future Researcher. This study may provide them a

specific situation of the program implementation resulting to

a positive if not negative output. Hence, they can be more

prepared to assimilate the ideas presented in a new dimension

and emulate the effective learning to happen.

Scope and Limitations of the Study

This study focuses on the extent of social media

platforms in the teaching methods as assessed by 21st century

educator in Division of Cadiz City, Villacin National High

School for the school year 2022-2023. The variables under

consideration are sex, age, and length of service of the

teachers

The research covers the thirty-six (36) public secondary

school teachers under the Division of Cadiz City specifically

in Villacin National High School.

The extent of social media platforms in the teaching

methods as assessed by 21st century educators according to

sex, age and length of service will be determined using

modified survey questionnaire. The over-all mean interpreted

using the scale for the researcher to establish if the

teachers are intellectually flexible towards the different

social media platforms used in teaching.

The statistical tools used in the study are percentage,

frequency count, mean and standard deviation, and t-test

Definition of Terms

To facilitate a better understanding of the study and to

provide an adequate channel of communication between the

researcher and readers, the following terms, arranged

alphabetically, were defined as conceptually and

operationally:

Age. This term refers to consecutive years of

existence of the respondents up to the time this study is

conducted (Guevara, 2019).

As used in this study, it refers to the younger group and

the older group of respondents.

Length of Service. Conceptually, this term refers to the

longevity, duration of service or employment. Often used to

indicate how long an employee has worked at a company or an

individual has belonged to an organization (Braca, 2019).

Operationally, this term refers to the number of years the

respondents working experience as teachers.

Network. Conceptually, this term refers to a group of two

or more devices that can communicate. A network is comprised

of several different computer systems connected by physical

and/or wireless connections (Hasnat, 2018-2020).

 Operationally, this term refers to the network consist of

multiple devices such as Globe, TM, Smart, PLDT, and other

networks used by the College of Education students.

Online classes. Conceptually, this term features the

teacher as a facilitator, engaging learner’s active

participation using various technologies accessed through the

internet while they are geographically remote from each other

during instruction (Llego, 2020).

Operationally, this term refers to the mode of

instructional delivery used by the school.

Sex. Sexual orientation is a component of identity that

includes sexual and emotional attraction to another person.

Gender identity is one’s self-identification as male, female,

or an alternative gender (APA, 2010).

Operationally, it refers to the person who are attracted

to and want to have relationships with. Sexual orientations

include gay, lesbian, straight, bisexual, and asexual.