INTRODUCTION

Background of the Study

One of the greatest developments in the recent years

is the internet. The arrival of the Internet dramatically

changed people’s way of life. The means of communication

became much faster because of the technological advances

in telecommunications industry and at the same time the

birth of social media. Technological developments

transformed the different facets of human life (Lacap,

2016).

Social Networking Sites (SNS) such as Facebook are

widely used by student populations and are increasingly

used by the population generally. Researchers have

considered the benefits of using SNS for educational

purposes (Prescott, 2015).

Social media is a collective form for websites and

applications which focus on communication, community-

based input, interaction, content sharing and

collaboration(Rouse,2020). Social media benefits the

educational field as it allows in-class conversations to

grow and develop outside the classroom (Duhigg, 2019).

Web-based learning has made learning content much

more freely and instantaneously available to students who

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can download course notes and readings with a single

mouse click. Facebook is one of many Web 2.0 tools that

are listed as having potential applications for teaching

and learning (Bosch, 2009).

Facebook is a popular free social networking website

that allows registered users to create profiles, upload

photos and videos, send message and keep in touch with

friends, family and colleagues(Rouse,c2014).

As evident in existing and past literature, Facebook

has been mainly used for socializing with people. On

daily basis, millions of people access Facebook to

connect with their family and friends, searching

information and playing games. Many students spend more

time on socializing with their friends, searching

information and playing games. Students have less time on

self-studying on books or academic websites (Hassan,

2014).

On a study conducted by Alwagait et al (2015)

amongst university students in Saudi Arabia, the results

demonstrated that there was no linear relationship

between the average number of hours student spent on

social media a week and GPA scores of the students. The

students also highlighted that besides social media use,

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time management is a factor which affects students

‘studies negatively.

However, a set of studies have also proved on

Facebook effectiveness as an educational tool. As cited

by Prescott et.al. (2015), many advocate the use of

Facebook as a tool for learning due to the interaction,

collaboration, information, and research sharing it can

facilitate (Mazman & Usluel, 2010). Using Facebook as

part of teaching has been found to enable quick and easy

learning.

However, educators and researchers are in two minds

when it comes to the pedagogical, social and

technological benefits of social media, particularly

Facebook (Bugler, 2014).

Hence, the study’s general intent is to assess the

academic engagement of Grade 12 HUMSS students in CCDC

using Facebook. The data generated from the study will

help academic institutions to initiate programs which

could help both the students and teachers maximize their

use of Facebook to improve academic engagement. Likewise,

teachers would also benefit from the study by having more

awareness about the impacts of using Facebook as an

educational tool. In connection to that, they will have

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more ideas on how to use Facebook for enhancing the

students’ academic engagement. Parents, on the other

hand, will find significance of the study in the sense

that they will understand the possible effects of using

Facebook on their children’s academic performance. The

study will also serve as a guide to the students, being

the participants of the study and the researchers, being

students themselves find relevant information on using

Facebook as an educational tool. In that way, they will

be able to maximize the use of their Facebook accounts on

enhancing their academic performances. Other and future

researchers may also use the study as a reference for

their own papers.

Conceptual Framework

One social media platform that can be used for

teaching purposes is Facebook (Clements, 2015). Facebook,

a social media web application, is a part of million

students’ lives. Since they use Facebook frequently and

comfortably, we may exploit this entertainment-oriented

site as an “edutaintment (Education-Entertainment) tool”

Although there are many tools available for eLearning,

Facebook seems to be one of the most effective tools

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because students generally respond to discussions

quickly and are more comfortable enough in their “space”

to share their information and opinions(Hassan, 2014).

By using Facebook in learning, the role of students

can therefore shift from only receiving knowledge to both

searching and sharing their knowledge. Moreover,

interactions with teachers can become more instant since

teachers and students can respond quickly via

Facebook(Hassan, 2014).

Academic Activity means: [i] any assigned work or

project used to determine academic credit, including (but

not limited to) an examination, writing project, take-

home test, or other project; or [ii] any competition,

activity, or project sponsored or sanctioned by the

University in which the student participates for the

purpose of gaining an academic advantage(Academic Activity

| legal definition of Academic Activity by Law Insider, n.d.)

As cited by Hdii & Fagroud(2018) academic

achievement or performance in different subjects has

always been an issue of great concern to students,

teachers, parents, and specialists in education as well.

Many reasons are behind the desire to achieve academic

performance. Some students, for example, seek self-

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satisfaction or want to demonstrate their competences

while others try to attain high academic achievement to

satisfy their parents or teachers by showing them that

they are making efforts and working hard (O’Reilly,

McNamara 2007).

In the same way, parents desire and encourage their

children to aspire to outstanding academic achievement

while teachers adopt different strategies to ensure

effective teaching and learning so that their students

get good grades and perform well. As a matter of fact,

there are many factors which contribute to high or low

academic achievement of students. These factors include,

among others, the role of the students, teachers, family,

society, the school environment, and the educational

system. Another factor that is assumed to have a

considerable effect on students’ academic performance is

gender (Hdii & Fagroud, 2018)

According to Harrison (2013) as cited by Quinio

(2019), Academic engagement is an indicator that combine

academic identification (which refers to getting along

with teachers, having an interest in the subject matter,

and related behaviors and attitudes) and academic

participation (which captures the student’s work effort

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both inside and outside of school, including hours spent

on homework and meeting deadlines). It refers to

students’ academic involvement in academic activities

such as studying, acquiring skills, exploring knowledge

and even conducting research, as well as more informal

learning interactions with academic communities.

As cited on Alrashidi et.al’s journal article

(2016), in their comprehensive review of engagement

literature, Fredricks et al. (2004) described engagement

as a malleable, developing, and multidimensional

construct that consists of three broad dimensions:

behavioural, cognitive, and emotional. The dimensions,

according to the authors, are not isolated but

interrelate with each other.

According to Fredricks et al. (2004), three ways are

commonly utilised in defining behavioural engagement

(Finn 1993; Finn, Pannozzo, & Voelkl, 1995; Finn & Rock,

1997; Skinner & Belmont, 1993), which Rumberger (2004)

found to be a crucial factor in mediating the dropout

process. The first way involves positive conduct, such as

adhering to the norms of the classroom, following the

rules, and refraining from engaging in disruptive

behaviours (e.g., being troublesome or skipping school)

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(Finn & Rock, 1997; Fredricks et al., 2004). The second

way pertains to participation in learning and academic-

related tasks, and involves behaviours such as discussion

contribution, asking questions, paying attention,

concentrating, exhibiting persistence, and putting forth

effort (Fredricks et al., 2004; Finn et al., 1995;

Skinner & Belmont, 1993). The third and last way,

according to Finn (1993) and Finn et al. (1995), is the

involvement in activities related to school that include,

for example, school governance and sports (Fredricks et

al., 2004). Therefore, behavioural engagement is a

directly observable dimension of engagement, and the

salient indicators of this dimension include truancy,

preparation for school, attendance, participation in

curricular and extracurricular tasks, and discipline

referrals (Appleton et al., 2008; Fredricks et al., 2004;

Reschly & Christenson, 2006).

The cognitive engagement dimension refers to

students’ investment in learning, and involves aspects

such as willingness and thoughtfulness to expend the

effort required to understand and master difficult tasks,

the use of appropriate learning strategies (e.g.,

students’ use of elaboration rather than memorization),

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challenge preference, and self-regulation (Fredricks et

al., 2004). Indicators of cognitive engagement include

asking questions for clarification of ideas, persistence

in difficult activities, flexibility in problem solving,

use of learning strategies (e.g., relating new

information to existing information), and use of self-

regulation to support learning (Finn & Zimmer, 2012;

Fredricks et al., 2004).

Scholars have variously identified emotional

engagement as motivational engagement (e.g., Linnenbrink

& Pintrich, 2003), psychological engagement (e.g., Finn,

1993), and affective engagement (e.g., Archambault et

al., 2009). However, all of these terms refer to the same

features of emotional engagement, which describes

students’ positive and negative emotional reactions

toward teachers, classmates, academic works, and school

in general (Fredricks et al., 2004). It includes

indicators such as the presence of interest and happiness

and the lack of boredom, anxiety, and sadness. Further,

students exhibiting emotional engagement have a sense of

identification with and belonging to the school, value

school outcomes, and feel as though they are supported by

their peers and teachers (Fredricks et al., 2004).

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 As cited on Quinio’s (2019) study, Facebook is also

being used as an instrument for sharing learning

experiences, building learning communities besides

general communication. It engages students in online

learning communities using technologies familiar to and

accepted by their generation (Oradini & Saunders, 2008).

Facebook can help gain skills at higher levels of

cognition like analysis because it provides interactive

feedback that enhances analysis of multiple perspectives

(Bagarukayo et al, 2016).

Objectives of the Study

The study’s general intent is to assess the use of

Facebook in the academic engagement of Grade 12

Humanities and Social Sciences students in Cordillera

Career Development College enrolled during the academic

year 2020-2021.

Specifically, it determined the following:

1. Common academic activities the Grade 12

HUMSS students in CCDC are engaged in.

2. Extent of academic engagement of Grade 12

HUMSS students in CCDC along the following:

a) Academic Participation

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 b) Behaviors and Attitude

2.1) Significant differences on the level of

Academic engagement of Grade 12 HUMSS students in CCDC

when grouped according to their sex.

3. Degree of influence of Facebook to the

Academic engagement of HUMSS 12 students in CCDC.

3.1. Significant differences on the degree of

Influence of Facebook to the academic engagement of Grade

12 HUMSS students in CCDC when grouped according to their

sex.

DESIGN AND METHODOLOGY

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 This section discusses the research design, locale

and population of the study, data gathering tools, data

gathering procedures and treatment of data.

Research Design

The study applied the descriptive method of research

specifically survey method. According to Bhat (2020),

descriptive research method primarily focuses on

describing the nature of a demographic segment, without

focusing on the “why” of a particular phenomenon that

occurs. In other words, it “describes” the subject of the

research, without covering “why” it happens.

Locale and Population of the Study

The study was conducted in Cordillera Career

Development College among 103 Grade 12 students of

Humanities and Social Sciences (HUMSS) strand enrolled

during the second semester, academic year 2020-2021.

Table 1 shows the sample population from the three

sections under HUMSS strand.

Table 1. Population of the study.

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 Sections under No. of respondents

HUMSS Percentage

A 35 33.98%

B 33 32.04%

C 35 33.98%

Total 103 100%

Data Gathering Tools

A questionnaire was used to gather the data.

The indicators were be adopted from the study of Quinio

(2019) which was pre-tested to 30 Grade 10 students of

Baguio City National High School who were not actual

participants of the study. Cronbach’s alpha was used by

Quinio to measure the consistency of the questionnaire.

The results of 0.76 for the level of academic engagement

of the students in academic participation, 0.79 for

behaviors and attitude, and, 0.74 for influence of

Facebook to the academic engagement of the students

indicates that the instrument is reliable.

The questionnaire started with the respondents

personal information: name, sex and section ; is composed

of three (3) parts: Part I focused on the common

academic activities in Facebook that the students are

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engaged in, Part II dealt with the extent of academic

engagement of the students along the following: (A)

academic participation and (B) behaviors and attitudes

and, Part III focused on the degree of influence of

Facebook to the academic engagement of the students.

Data Gathering Procedures

Before administering the questionnaires, the

researchers will secured a permit from the coordinator of

the Senior High School Department.

Upon approval, the researchers personally

administered the questionnaires to the respondents

through photos and google document.

Treatment of Data

The data gathered was tallied, tabulated,

analyzed and presented using Frequency, Percentage, Rank,

Weighted Mean and t-test.

To measure the common academic activities that

students are engaged in, frequency, percentage and rank

was used.

Weighted mean was used to measure the extent of

academic engagement of the students and degree of

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influence of Facebook to the academic engagement of the

students.

W Σfx
=
M N

Where:

Σ = summation

n = number of respondents

f = frequency

x = weight of each score

The following scales and interpretation was be

used to determine the extent of academic engagement of

the students:

Numerical Values Statistical Limits Descriptive

Equivalent

4 3.35 – 4.00 Always

3 2.50 – 3.24 Often

2 1.75 – 2.49 Rarely

1 1.00 – 1.74 Never

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 To measure the influence of Facebook to the

academic engagement of the students, the following scales

and interpretation will be used:

Statistical Limits Numerical Values Descriptive

Equivalent

3.25 - 4.00 4 High influence

2.50 - 3.24 3 Moderate influence

1.75 - 2.49 2 Less influence

1.00 – 1.74 1 No influence

The t-test will be used to test the hypotheses

(Bevans, 2020)

x 1−x 2

√ ( n1 + n1 ))
t=
(s 2
1 2

Where:

X1 and X2 = Means of the two groups being

compared

s2 = Pooled standard error of the two groups

n1 and n2 = Number of observations in each of

the groups.

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 Results, Analyses and Discusssions (RAD)

The section presents the findings of the study, and

the analysis and discussions of the findings according to

the specific problems being investigated.

Common Academic Activities that Students

are Engaged in the Use of Facebook

Table 2 presents the common academic activities in

Facebook that the students are engaged in.

As shown in the table, using the chat feature to

discuss assignments and projects ranks first. This

implies that the respondents are using the chat feature

of Facebook particularly the Facebook messenger to

discuss their assignments and projects.

Facebook messenger allows students to become more

open and confident in communicating with their classmates

for it does not need to be a face-to-face conversation.

As cited on Shaw’s journal ; Lampe, Wohn, Vitak, Ellison,

and Wash (2011) note the potential for students to

collaborate on Facebook in order to “reduce ambiguity” in

a class, in other words, to seek clarification on

assignments and class expectations.

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With email usage by students falling in recent years and

use of social networking sites (SNS) and text

Table 2. Common activities in Facebook that the students

are engaged in
Indicators Frequency Percentage Rank
1. Asking questions related to the
lesson by posting on the wall and
received answers through comments
from classmates and friends 25 24.27% 12

2. Commenting on my classmates’
post on videos, links and photos
related to the lesson 43 41.74 6

3. Reacting to the photos and

videos related to the lessons
uploaded by friends 70 67.96 3

4. Using the chat feature to

discuss assignments and projects 83 80.58 1

5. Uploading photos and videos

related to the lesson 34 33.01 9

6. Sharing media like photos,

videos, websites and comic strips
related to the lesson 36 34.95 8

7. Viewing educational movie clips 62 58.25 4

8. Playing educational games like

puzzles and crossword 37 35.92 7

9. Participating in challenges
posted by educational outlets 28 27.18 10

10. Posting academic achievements

like awards, projects and research
findings 19 18.45 14

11. Posting academic updates from

seminars and trainings attended 25 24.27 12

12. Posting activities to set up

meetings 25 24.27 12

13. Finding different multimedia

posted by friends that help
simplify the lesson 61 59.22 5

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 14. Getting information about
class activities and upcoming
events 82 79.61 2

messaging increasing, the potential for increased

communication through Facebook seems high (Shaw, 2015).

As cited by Quinio (2019),

In the study conducted by Nguyen (2017) on “Undergraduate

Students’ Use of Facebook for Educational Purposes”,

there are three (3) categories of educational purposes of

Facebook which were defined by Mazman and Usluel (2010):

communication- communicating activities among learners

and their teachers, facilitating school practices or

learning such as discussions, spreading announcements and

informing logistic notices; collaboration- collaborative

activities that enhance learning such as exchanging

ideas, cooperate in projects, helping each other or

joining different communities or similar interests; and

materials and resource sharing- activities of

transferring multimedia resources, materials, documents,

etc., serving learning purposes or educational

development.

Getting information about class activities and

upcoming events ranks second with a percentage of 79.61%.

This result shows the effectivity of Facebook pages and

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Facebook messenger. A lot of students follow their

school’s Facebook Pages for inquiries and announcements

such as upcoming events and class suspensions in case of

calamities. Facebook pages for schools allow you to reach

an existing, highly interested audience and communicate

with them (Hiles, 2015). See Appendix C for examples of

announcements and students’ chats.

Facebook messenger’s group feature allows students

to interact and discuss with their classmates. May it be

about projects, deadlines of activities or instructions

on how an assignment must be done.

Reacting to the photos and videos related to the

lessons uploaded by friends ranks third with a percentage

of 67.96%. The freedom offered by Facebook makes it an

engaging site. The environment that it offers is highly

participatory and exploratory as subtly demonstrated in

feature such as the “like” button, inviting the viewer to

share what he or she thinks of the item. It is an

excellent way to invite participation with very minimal

effort from the viewer (Quinio, 2019). There are some

teachers who gives students activities or performances

that requires posting on Facebook. This saves students

from the anxiety of failing and being ridiculed during

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face-to-face performances, it also gives them the

opportunity improve their outputs before posting.

Asking questions related to the lesson by posting on

the wall and received answers through comments from

classmates and friends, posting academic updates from

seminars and trainings attended, posting activities to

set up meetings all are ranked next to last with a

percentage of 24.27%. These are some of the least

activities of students in Facebook because asking

questions related to lessons are usually done through the

Facebook messenger group chats or by sending the teacher

a direct message.

Posting updates about seminars are only done by

students who were chosen to attend such activities. After

seminars, the students who participated are often

required to share what they have learned. On the same

context, not all students are given the opportunity to

attend seminars.

Activities and announcements about upcoming

occasions are disseminated by class leaders or advisers.

Meetings are usually done during homeroom, breaks or

after class which does not require the need for posting.

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 Posting academic achievements like awards, projects

and research findings ranks last with an average of

18.45%. This is the least activity done by students on

Facebook since they only post “one-time” achievements,

most commonly, graduations. Posting projects and research

findings are not usually posted because of the lack of

confidence and the anxiety of being judged or criticized

and called “boastful”.

Extent of Academic Engagement of Students

Using Facebook

Table 3 presents the extent of academic engagement of

students using Facebook with an average of 2.76 and a

descriptive equivalent of “Often.” This result implies

that students do not fully depend on Facebook for their

academic engagement. They use other applications, consult

teachers, and read textbooks for enhancing their academic

engagement.

Table 3. Extent of academic engagement of the students

using Facebook
Descriptive
Indicators W.M. Equivalent Rank

1. Academic Performance 2.66 Often 2

a. I have a better understanding

of the lessons taught in class
through participating in Facebook
Group discussions 2.75 Often

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Table 3 continued...

b. I join the discussions of our

lessons, assignments and
projects with my classmates
through Facebook. 2.84 Often
c. I participates actively in
class discussions through the aid
of Facebook 2.74 Often
d.  I update myself on current
issues and events through logging
in to Facebook that help me in my
studies. 2.89 Often
e.  I use Facebook for doing my
assignments. 2.51 Often
f.  I use Facebook for enriching my
class notes. 2.42 Rarely
g.  I present a more meaningful and
dynamic report through the use of
uploaded videos and photos. 2.50 Often
h.  I submit more creative
output/project 2.64 Often
i.  I could be able to cope up with
the activities I missed through
the aid of Facebook 2.71 Often

2. Behaviors and Attitude 2.86 Often 1

a.  Independence in accomplishing 3.01 Often
school requirements

b.  Elevates my social status and

earns me respect among my 2.7
peers/classmates 2 Often
c.  Enhances cooperative attitude 2.
in group activities 99 Often

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Table 3 continued...

d.  Develops my identity that takes

place during the creation of my
profile 2.71 Often
e.  Communicates easily with my
teachers 2.93 Often

Average 2.76 Often

Behaviors and Attitude

As shown in the table, behaviors and attitude rank

first with a weighted mean of 2.86 and a descriptive

equivalent of Often. This finding indicate that students

use Facebook as a medium for creating a bond beyond the

classroom setting.

Under behaviors and attitude, independence in

accomplishing school requirement rank first that has a

weighted mean of 3.01 with a descriptive equivalent of

Often. With different multi medias posted on Facebook ,

the students use these as a basis for their outputs,

making them do their activities independently.

Enhances cooperative attitude in group activities

rank second with a weighted mean of 2.99%. Using Facebook

Messenger’s Group chats, students have a better chance of

discussing their lessons or other activities confidently

as compared to a classroom setting where some students do

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not have to courage to discuss their ideas for the fear

of being wrong.

The use of Facebook in education encourages students

to communicate through Facebook Group discussion, bring

quiet students out of their shell by asking them to

participate in Facebook discussions and create study

groups to easily connect with each other (Espinosa,

2015).

Communicates easily with teachers ranks third that

has a weighted mean of 2.93 with a descriptive equivalent

of Often. As cited by Shaw(2015), Sturgeon and Walker

(2009) noted that students appear more willing to

communicate with instructors if they already know them

through Facebook. More students agreed that they

communicate more often with instructors if they have a

Facebook account, and that they have an additional

connectedness in the classroom as a result of Facebook

connections.

Elevates my social status and earns me respect among

my peers/classmates ranks fourth that has a weighted mean

of 2.72 with descriptive equivalent of Often. Students do

not use Facebook as the means for earning respect from

their classmates.

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 Similar to Quinio’s (2019) study, develops identity

that takes place during the creation of profile ranks

fifth that has a weighted mean of 2.71 with a descriptive

equivalent of Often. The online self is no longer a

reflection of or departure from the off–line self, or at

least not merely so, but is instead a space in which off–

line and online selves are called to account for their

diversity (Wittkower, 2014).

Academic Performance

Academic performance has a weighted mean of 2.66 with a

descriptive equivalent of Often. As it has gained in

popularity, Facebook has become one of the main

communication tools used by university students to stay

in touch with friends, organize events, and connect with

classmates(Wong, 2009).

Students update themselves on current issues and

events and submit more creative output/ project rank

first with a weighted mean of 2.89 and a descriptive

value of Often. Updates on current issues are always

circulating on Facebook, this enables students to have

knowledge about these issues. There are certain

activities given by teachers which requires the students

to make ; a reflection/reaction paper about an event,

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documentary, or news reports ; posters and slogans about

trending issues.

Joining discussions of lessons, assignments, and

projects with their classmates through Facebook ranks

second and has a weighted mean of 2.84 with a descriptive

value of Often. Using Facebook’s chat features, the

students can communicate with their classmates about

clarifications on lessons or further instructions about

class activities.

Differences in the Level of Academic

Engagement of the Students

Table 3.1 presents the difference in the level of

academic engagement of the students when grouped

according to sex.

As seen on the table, there is a light difference

between the average of the two groups, with the female

having the highest average of 2.77 followed by the male

of 2.71.

However, statistical computations show that the

difference in the average of the two groups is not

significant as indicated by the computed p-value of 0.24

which is greater than the alpha value of .05 level of

significance. This implies that there is no significant

27
difference in the level of the academic engagement of the

students when grouped according to their sex.

When compared along academic performance and

behaviors and attitudes, the females consistently got the

highest mean of 2.67 and 2.94 respectively, followed male

garnering 2.66 and 2.81, respectively.

Both male and female groups are recorded to have the

highest weighted means of 2.95 and 3.17

Table 3.1 Difference in the level of academic engagement of

the students using Facebook when grouped according to sex

Indicators Male Female

1. Academic Performance 2.66 2.67
a. I have a better understanding of
the lessons taught in class through
participating in Facebook Group
discussions 2.84 2.69
b.  I join the discussions of our
lessons, assignments and projects
with my classmates through
Facebook. 2.69 2.95
c. I participate actively in class
discussions 2.74 2.73
d.  I update myself on current
issues and events through logging
in to Facebook that help me in my
studies. 2.81 2.95
e.  I use Facebook for doing my
assignments. 2.63 2.43
f.  I use Facebook for enriching my
class notes. 2.44 2.40

respectively for the independence in accomplishing school

requirements. This, however, still shows that

28
Table 3.1 continued...

g.  I present a more meaningful and

dynamic report through the use of
uploaded videos and photos. 2.58 2.45
h.  I submit more creative
output/project 2.56 2.70
i.  I could be able to cope up with
the activities I missed through the
aid of Facebook 2.67 2.73
2. Behaviors and Attitude 2.81 2.94
a.  Independence in accomplishing
school requirements 2.95 3.17
b. Elevates my social status and
earns me respect among my peers/
classmates.
2.67 2.75
c.  Enhances cooperative attitude in
group activities 2.86 3.08
d.  Develops my identity that takes
place during the creation of my
profile 2.60 2.78
e.  Communicates easily with my
teachers 2.95 2.92
Average 2.71 2.77

p-value= 0.24 α= 0.05 *not significant

females are more independent in accomplishing their

school requirements as compared to men.

Enhances cooperative attitude in group activities

ranks with the second highest mean of 2.86 and 3.08 for

male and female groups, respectively.

As cited by Takeda and Homberg, female learners’

outperformance over male learners is often attributed to

29
the different attitudes towards schoolwork displayed by

the genders from early stages of education; whereas boys

experience pressure to appear ‘cool’ and not care about

schoolwork, girls experience more accepting attitudes

from peers for them to work hard (Warrington et al.,

2000). Under such conditions, females take school more

seriously, are better prepared, are better organized, and

exhibit more respectful and cooperative 11 attitudes,

while boys are ill-prepared, competitive, disruptive, and

less attentive (Tinklin 2003).

Nevertheless, even without the peer pressure to appear

less serious about academic work, male students continue

to display the tendencies of less commitment and lower

achievement in higher education (Takeda & Homberg, 2013).

Scrutiny of the data in Table 3.1 show that the

lowest mean for both male and female groups is the use of

Facebook for enriching class notes. Class notes are

usually done while the teachers are discussing, rarely

would students use Facebook for additional notes.

Influence of Facebook to the Academic Engagement

of Students

Table 4 presents the influence of Facebook to the

academic engagement of the students with an average of

2.91 and descriptive equivalent of “moderate influence.”

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This shows that actual classroom setting has a higher

influence student’s academic engagement.

As shown in the table, gives information related to

academic or future career ranks 1 with a descriptive

value of Moderate Influence. Many students desire to

study abroad and look for opportunities to fulfil their

dreams. There are a lot of sites in Facebook that offer

much useful information on student’s programs and

scholarship grants as well as asking their friends about

their career (Quinio, 2019). Likewise, different links

and posts found on Facebook can help finalize the course

they will be taking in college.

Table 4. Degree of influence of Facebook to the academic

engagement of the students
Descriptive
Indicators W.M Equivalent Rank
1. Creates a community of
learners where I can overcome my Moderate
weak study skills 2.83 influence 8
2. Confidence to participate Moderate
during class discussions 2.82 influence 9.5
3. Increases productivity and
helps me how to work well in Moderate
groups 2.84 influence 6.5
4. Increases creativity in making Moderate
academic requirements 2.86 influence 4.5
5. Improves leadership skills to Moderate
facilitate academic activities 2.86 influence 4.5
6. Improves my writing skills Moderate
2.84 influence 6.5
7. Enhances communication between Moderate
classmates and teachers 3.07 influence 2

31
 Table 4 continued...

8. Facilitates skill development Moderate

like designers and publishers 2.82 influence 9.5
Table 4 continued...

9. Gives me information related Moderate

to my academic or future career 3.14 influence 1

10. Helps me to become smarter

because of the information I get Moderate
from the site 3.06 influence 3
Moderate
Average 2.91 influence

Enhances communication between classmates and

teachers rank second with a weighted mean of 3.07 and a

descriptive value of Moderate Influence. With Facebook’s

freedom of ; posting pictures, videos, and status ;

commenting on posts ; adding Facebook Friends ; and

private messaging, starting and enhancing communication

becomes easier. Using Facebook as part of teaching has

been found to enable quick and easy communication between

teacher and student(s) (Bosch, 2009).

In contrast to Quinio’s (2019) study, helping the

students become smarter is the third indicator with the

highest mean (3.06) and a descriptive value of moderate

influence. There are a lot of educational Facebook posts

in many categories that helps students acquire added

32
information, see Appendix C for examples of educational

Facebook posts.

The indicators with the least influence of Facebook

to the students’ academic engagement are confidence to

participate during class discussions and facilitates

skill development like designers and publishers. Online

identity is anonymous and flexible and not tied with

offline identity. Online identity encompasses of online

social identity and online personal identity (Shafie et

al., 2012). Confidence on Facebook does not translate to

confidence on face-to-face situations.

Facilitates skill development like designers and

publishers and improves writing skills has a weighted

mean of 2.82 with a descriptive value of moderate

influence. Not all students are skillful when it comes to

operating applications and software, unless related to

their chosen course/degree.

Difference in the Degree of Influence of Facebook

to the Academic Engagement of Students

Table 4.1 shows the difference in the degree of

influence of Facebook to the academic engagement of the

students when grouped according to sex.

33
 As shown on the table, male students have the

highest average of 2.92, the use of different academic

activities influence the students to improve their

academic participation. These activities help them become

smarter, enhances their communication towards their

teacher and classmates, and gives them information

related to their academic or future career.

The female group has an average of 2.87. The

educational use of Facebook gives them information

related to their academic or future course and enhances

their communication to teachers and fellow classmates,

similar to the results of the male group.

As cited by Quinio (2019), if the students use Facebook

effectively, many of the practices and experiences that

occur in this social network can contribute to enhance

learning. This can be considered a form of constructivism

because it gives students the opportunity to work

collaboratively, learn together and from each other,

build learning communities, and construct knowledge

through the interaction of members of these communities

(Kabilan et al., 2010; Espinosa, 2015).

34
Table 4.1 Difference in the degree of influence of
Facebook to the academic engagement of students
Indicators Male Female
1.  Creates a community of learners
where I can overcome my weak study
skills 2.93 2.78
2.  Motivates and confidence to
participate during class discussions 2.86 2.80
3.  Increases productivity and helps me
how to work well in groups 2.86 2.83
4.  Increases creativity in making
academic requirements 2.79 2.90
5.  Improves my leadership skills to
facilitate academic activities 2.86 2.83
6.  Improves my writing skills 2.67 2.90
7.  Enhances communication between
classmates and teachers 3.17 2.93
8.  Facilitates skill development like
designers and publishers 2.74 2.78
9.  Gives me information related to my
academic or future career 3.11 3.05
10. Helps me to become smarter because
of the information I get from the site 3.19 2.85
Average 2.92 2.87

p-value= 0.21 α= 0.05 *not significant

Statistically, the p-value of 0.21 is greater than

the alpha value of .05 level of significance which means

that the differences noted in the averages of the two

groups is not significant. These results imply that the

degree of influence of Facebook to the academic

engagement of males and females do not differ. Both

35
groups’ academic engagement are positively influenced by

Facebook.

Summary of Findings

The major findings of the study are summarized as

follows:

1. The common academic activities in Facebook that

the students are engaged in includes ; using the chat

feature to discuss their assignments and projects

(80.58%), . Getting information about class activities

and upcoming events (79.61%); and reacting to the photos

and videos related to the lesson uploaded by friends

(67.96%).

2. Students often engage themselves academically

through Facebook. No significant differences on the level

of academic engagement were noted when grouped according

to sex.

3. The common influence of Facebook to the academic

engagement of students are gives information related to

their academic or future career , enhance communication

between classmates and teachers, and helps in becoming

smarter from the informations on the app. No significant

36
differences were noted on the degree of influence of

Facebook to the academic engagement of the students when

grouped according to programs of specialization.

37
 Conclusions and Recommendations

This section presents the conclusions and

recommendations based on the major findings of the study.

Conclusion

Based on the findings of the study, the following

conclusions are drawn:

1. Majority of the students are active in the use

of chat feature of Facebook because of its accessibility

and user-friendliness.

2. The students often engage themselves academically

through Facebook, but more of the academic engagement

happens inside the classroom.

3. Facebook moderately influences the students in

terms of academic engagement. The greater influence comes

from their teachers and other educational materials.

Recommendations

Based on the findings and conclusions, the following

recommendations are forwarded:

1. Since majority of the students are engaged in

the common academic activities in Facebook, the

curriculum planners are encouraged to make an

institutional policy of Facebook for academic purposes.

38
 2. Teachers should integrate different Facebook

activities in the performance task of the students

3. Students are encouraged to participate in

different academic activities in Facebook, the effective

use of Facebook to enhance academic performance must also

be observed.

4. Further research on the use of Facebook to

enhance academic engagement of the students in other

grade level is encouraged.

References

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APPENDIX A

Communication Letters

45
 Republic of the Philippines
Cordillera Career Development College
Senior High School Department
W. Buyagan, Poblacion, La Trinidad, Benguet

Date:

Amor B. Segundo
Senior High School Coordinator
Cordillera Career Development College
Madam:

Greetings!

The researchers are currently conducting a study entitled “The use

of Facebook in the Academic Engagement of Grade 12 HUMSS students”
for the academic year 2020-2021 for the completion of their subject
QN RES 12.

In this connection, may they then be given permission from your

office to administer questionnaires to Grade 11 students of
Humanities and Social Sciences strand in your department. The
respondents will voluntarily answer the questionnaire and they may
withdraw anytime. Please see attached questionnaire for your
perusal.

Rest assured that the results of the data gathered will be treated
with utmost confidentiality.
Favorable action to this request is highly appreciated.

Truly yours,

Researchers,
Tacio, Jiffiny M. Waclin,Khristerlyn

Tindungan, Joan Yagyagen, Rhuby Jane

Tiw-ac, Rubenzon Yang-eo, Hazelle

Noted: Approved:

Fabiola A. Lucop, Ph.D. Amor B. Segundo, MaEd

Adviser SHS Coordinator
Republic of the Philippines
Cordillera Career Development College
Senior High School Department
W. Buyagan, Poblacion, La Trinidad, Benguet

46
Date:

Dear Respondent:

The researchers are currently conducting a study entitled “The use

of Facebook in the academic engagement of Grade 12 HUMSS students”
for the academic year 2020-2021 for the completion of their subject
QN Res 12.
The permission to administer questionnaire has been granted to the
researchers by your coordinator for the purpose of gathering the
data needed in the study.
In this connection, your full cooperation in answering the questions
is hereby requested. Your response will be treated with utmost
confidentiality.
Thank you very much.

Respectfully,
Tacio, Jiffiny M.
Tindungan, Joan
Tiw-ac, Rubenzon
Waclin,Khristerlyn
Yagyagen, Rhuby Jane
Yang-eo, Hazelle

Appendix B
QUESTIONNAIRE

47
Name (optional): ____________________
Gender ____ Male ____ Female

Part I. Common academic activities in Facebook that the

students are engaged in:

Please put a check mark (⁄) on the following academic

activities in Facebook you are engaged in. You may check
more than one option.

1. Asking questions related to the lessons by

posting on the wall and received answers through
comments from classmates and friends
2. Commenting on my classmates’ posts on videos,
links and photos related to the lesson
3. Reacting to the photos and videos related to the
lessons uploaded by friends
4. Using the “chat” feature to discuss assignments
and projects
5. Uploading photos and videos related to the lesson
6. Sharing media like photos, videos, websites and
comic strips related to the lesson
7. Viewing educational movie clips
8. Playing educational games like puzzles and
crossword
9. Participating in challenges posted by educational
outlets
10. Posting academic achievements like awards,
projects, and research findings
11. Posting academic updates from seminars and
trainings attended
12. Posting meetings for information dissemination
13. Searching different multimedia posted by
friends
that help simplify the new lesson
14. Get information about class activities and
upcoming events
15. Others (Please specify)
Part II. Extent of academic engagement of the students
using Facebook

Please indicate the extent of academic activities you are

engaged in by checking the number that corresponds to the
following:

48
 4 – Always 2 - Rarely
3 – Often 1 – Never

4 3 2 1
1. Academic performance
A. I have a better understanding of the
lessons taught in class through
participating in Facebook Group
discussions.
B. I join the discussions of our
lessons, assignments and projects
with my classmates through Facebook.
C. I participate actively in class
discussions through the aid of
Facebook.
D. I update myself on current issues
and events through logging in to
Facebook that help me in my studies.
E. I use Facebook for doing my
assignments.
F. I use Facebook for enriching my
class notes.
G. I present a more meaningful and
dynamic report through the use of
uploaded videos and photos.
H. I submit more creative
output/project
I. I could be able to cope up with the
activities I missed through the aid
of Facebook
J. Others (Please specify)

2. Behaviors and Attitude

A. Independence in accomplishing school
requirements
B. Elevates my social status and earns
me respect among my peers/
classmates.
C. Enhances cooperative attitude in
group activities
D. Develops my identity that takes
place during the creation of my
profile
E. Communicates easily with my teachers

49
 F. Others (Please specify)

Part III. Degree of influence of Facebook to the academic

engagement of the students

Please put a check mark on the box that corresponds to

the following:

4 – High Influence 2 – Less Influence

3 – Moderate Influence 1 – No Influence

4 3 2 1
Creates a community of learners where I
can overcome my weak study skills
Confidence to participate during class
discussions
Increases productivity and helps me how
to work well in groups
Increases creativity in making academic
requirements
Improves my leadership skills to
facilitate academic activities
Improves my writing skills
Enhances communication between
classmates and teachers
Facilitates skill development like
designers and publishers
Gives information related to my
academic or future career
Helps me to become smarter because of
the information I get from the site
Others ( Please specify)

Appendix C

Examples

50
 APPENDIX D

Statistical computations

51
 CURRICULUM VITAE

Name: Tacio, Jiffiny M.

Address: MB-138, Puguis, La Trinidad Benguet

Birthdate: July 17, 2003

Name of Mother: Nora Bautista Madriaga-Tacio

Name of Father: Jeferson Catalino Tacio

Name of Siblings:

 Janery Bautista Madriaga

 Jiffyfharel Madriaga Tacio

Educational Attainment:

Senior High School

Cordillera Career Development College

Western Buyagan, Poblacion, La Trinidad, Benguet

2021

Junior High School

Cordillera Career Development College

Western Buyagan, Poblacion, La Trinidad, Benguet

2019

Elementary

Puguis Elementary School

Puguis, La Trinidad, Benguet

2015

52
Name: Joan Nebsan Tindungan

Address: AE 53-Western Buyagan, La Trinidad, Benguet

Birthdate: April 14, 2002

Name of Mother: Melanie Pasaoen Nebsan

Name of Father: David Ngipol Tindungan

Name of Siblings:

 Ian Nebsan Tindungan

 Marcos Nebsan Tindungan

 Joe Nebsan Tindungan

 Jean Nebsan Tindungan-Langan

 Glen Nebsan Tindungan

 Danie Nebsan Tindungan

 Rizza Nebsan Tindungan

 Diane Nebsan Tindungan

Educational Attainment:

Senior High School

Cordillera Career Development College

Western Buyagan, Poblacion, La Trinidad, Benguet

2021

Junior High School

Saint Louis High School

53
 Philex, Padcal, Tuba, Benguet

2019

Elementary

Philex Mines Elementary School

Philex, Padcal, Tuba, Benguet

2015

Name: Rubenzon Abansi Tiw-ac

Address: Buyagan, Poblacion, La Trinidad, Benguet

Birthdate: August 28, 2003

Name of Mother: Tanya Abansi-Tiw-ac

Name of Father: Elesio Tiw-ac

Name of Siblings:

 Melanie Abansi Tiw-ac

 Ronalyn Abansi Tiw-ac

 Jinelyn Abansi Tiw-ac

Educational Attainment:

Senior High School

Cordillera Career Development College

Western Buyagan, Poblacion, La Trinidad, Benguet

2021

Junior High School

54
 Cordillera Career Development College

Western Buyagan, Poblacion, La Trinidad, Benguet

2019

Elementary

Buyagan Elementary School

Buyagan, Poblacion, La Trinidad, Benguet

2015

Name: Waclin Khristerlyn B.

Address: Tuidan, Ballay, Kabayan, Benguet

Birthdate: December 14, 2002

Name of Mother: Cathrine Basilio-Waclin

Name of Father: Roy Taplin Waclin

Name of Siblings:

 Maribel Taplin Waclin

 Mercy Basilio Waclin-Calse

 Jhun Basilio waclin

 Roman Basilio Wacllin

 Cresencio Basilio Waclin

 Grace Basilio Waclin

 Julie Basilio Waclin

 Romel Basilio Waclin

55
  Yrika Rein Basilio Waclin

Educational Attainment:

Senior High School

Cordillera Career Development College

Western Buyagan, Poblacion, La Trinidad, Benguet

2021

Junior High School

Immaculate Conception School of Bokod, Incorporated

Poblacion, Bokod, Benguet

2019

Elementary

Ballay Elementary School

Lower Dimipayas, Ballay, Kabayan, Benguet

2015

Name: Rhuby Jane Sukil-ap Yagyagen

Address: Bagtang, Dalipey, Bakun, Benguet

Birthdate: August 1, 2002

Name of Mother: Olivia Caba-ot Sukil-ap-Yagyagen

Name of Father: Norio Ticawa Yagyagen

Name of Siblings:

 Nobrine Sukil-ap Yagyagen

56
  Harriete Sukil-ap Yagyagen

Educational Attainment:

Senior High School

Cordillera Career Development College

Western Buyagan, Poblacion, La Trinidad, Benguet

2021

Junior High School

Ampusongan National High School Main

Ampusongan, Bakun, Benguet

2019

Elementary

Palidan Elementary School

Palidan, Dalipey, Bakun, Benguet

2015

Name: Hazel Bosoen Yang-eo

Address: Pitpitan, Monamon Norte, Bauko, Mountain

Province

Birthdate: September 7, 2003

Name of Mother: Nelly Ananao Bosoen

Name of Father: Joseph Aquilio Yang-eo

Name of Siblings:

57
  Charlie Bosoen Yang-eo

 Jeward Bosoen Yang-eo

 Joelyn Bosoen Yang-eo

 Febie Bosoen Yang-eo

Educational Attainment:

Senior High School

Cordillera Career Development College

Western Buyagan, Poblacion, La Trinidad, Benguet

2021

Junior High School

Loo National High School

Loo, Buguias, Benguet

2019

Elementary

Pitpitan Elmentary School

Pitpitan, Monamon Norte, Bauko Mt.Province

2015

58