Dimataling 2 Languido T.L English Final Hardbound

SDRC-ACTION RESEARCH
SOCIAL MEDIA EXPOSURE IMPROVES STUDENTS’ WRITING SKILLS IN

ENGLISH 8
A Completed Basic Research
Submitted to the
Schools Division Research Committee (SDRC)

Schools Division of Zamboanga del Sur
Provincial Government Center,Dao,Pagadian City
Submitted by
WINGIE A. LANGUIDO
TEACHER III
Buburay National High School

Dimataling, District II
July 2022
ANNEX 2
Republic of the Philippines
Department of Education
Region IX, Zamboanga Peninsula
DIVISION OF ZAMBOANGA DEL SUR
Dao,Pagadian City
ENDORSEMENT OF IMMEDIATE SUPERVISOR
I hereby endorse the attached completed research. I hereby endorse this completed
research compendium of Dimataling District I. I certify that these researcher has
satisfactoriy presented her research manuscript during the 6 th District Research
Congress.last November 15,2022, at Teachers Center, Kagawasan, Dimataling
Zamboanga del Sur , Dimataling, District I
SARAH A. LUMABO,EdD.
Public Schools District Supervisor
DsRCOM Chair,Dimataling District I
July 20,2022
ACKNOWLEDGMENT
Special thanks to Dr. Lito P. Bahian for the time and effort dedicated to us to
cultivate the culture of research; and for the knowledge and expertise generously shared
with all teacher-researchers. To Dr. Sarah A. Lumabo for the words of encouragement.
To my Principal, Mrs. Gorgonia S. Duyanan and co-teachers and family, thanks for the
words of encouragement. To the Panelists, for sharing ideas and insights that guide the
researcher as newbie in this endeavor. To Grade 8-Apollow and Artemis students, who
served as participants of this basic research, thanks for your time and honest response to
the questionnaire. Most of all to our Almighty Father, thanks for the everyday strength
and guidance to continuously serve the school and the students. Indeed, this research is
my expression of gratitude to your magnificent work of love.
FOREWORD
This research is a product of Wingie A. Languido, Teacher III of Buburay

National High School. The research entitled “Social Media Exposure Improves Students’
Writing Skills in English 8” will open new opportunities and perspective in the
administrators, teachers and parents’ minds and will surely develop new strategies that
would help learners to perform better in Class during the new normal education.
This research forms a valuable addition to the existing body of knowledge and is
especially intended for the Division of Zamboanga del Sur, particularly in Dimataling
District II Teachers, students and researchers.
WINGIE A. LANGUIDO
ANANIAS R. SAJULGA,MA.Ed. GORGONIA S. DUYANAN,MA.Ed.
Member 1 Member 2
PEDRO B. LANGUIDO JR ,EdD JUNIEL S. RUBIN,MA.Ed.
Member 3 Member 4
LUCRESIA GINA N. CABADING,MA.Ed. GIRUDEL M. POSTRERO
Member 5 District ICT Coordinator
LORENA S. VERGARA,EdD WINGIE A. LANGUIDO,EdD
DsRC Elementary DsRC Secondary
SARAH A. LUMABO,EdD
DsRCOM Chair
TABLE OF CONTENTS
No. Researcher Title Page No.

I Hermesitas J. Suico Challenges Among Teachers In Multigrade On Modular
Distance Learning: Basis for Development Plans 1-5
II ABSTRACT 6
III ACKNOWLEDGMENT 7
IV INTRODUCTION 8-9
V SIGNIFICANCE OF THE STUDY 9-10
VI RESEARCH QUESTIONS 10
VII SCOPE AND LIMITATION 10-11
VIII RESEARCH METHODOLOGY 12
PARTICIPANTS AND OTHER SOURCES OF DATA 12
DATA GATHERING METHODS 12
DATA ANALYSIS PLAN 13
IX DISCUSSIONS OF RESULTS AND RECOMMENDATIONS 14-19
CONCLUSIONS 19
RECOMMENDATIONS 20
SUMMARY OF FINDINGS 21
X DISSEMINATION AND ADVOCACY PLAN 21
XI REFERENCES 22-24
I.SOCIAL MEDIA EXPOSURE IMPROVES STUDENTS’ WRITING SKILLS IN

ENGLISH 8
WINGIE A. LANGUIDO
wingie.languido001@deped.gov.ph
Buburay National high School, Dimataling, District II
Dimataling, Zamboanga del Sur
II. Abstract
Social Media is a part of growing and parcel of our daily lives. As young
generation have been interacting on social media on a constant basis, writing is one of the
skill by means of which they interact. This research study aims to explore the potential of
using social media to develop the students’ writing skill. A survey was conducted to
explore the tendency of using different tenets or forms of social media by English 8
students at Buburay National High School in Dimataling 2 District. The instrument used
in this study was descriptive method and a survey questionnaire for the Social Media
Exposure of the students. A Social Media exposure was carried out to compare students’
English writing skill after discussion on Google meet or zoom to get depth information
about students’ attitude towards use of social media platforms .The results of survey point
out that most of students use and have easy access to social media through their gadgets.
The result of the study in students’ writing skill revealed that using Social
media in discussing lessons would help for the students to improve students’ writing
skills. Moreover, using Social Media in writing the informative essay was an easy,
motivating and interesting experience to use for writing practice. Most of the students
were of the view that it is a new experience of learning writing by engaging in discussion
with peers and teachers through using google meet platforms. However, this study
employs the descriptive method design as a means of researching the reciprocity between
social media use and the students’ writing skills. The findings have indicated that
students at Buburay National High School students’ social media use habits exert
significant impacts on the students’ writing skills and the most these are susceptible to
potential risks of the use of social media. The reported findings gave sufficient proof that
social media is a convenient tool to develop better students’ writing skills. Hence, social
media literacy should be integrated into the curriculum.
Keywords
Social Media, , Writing Skills, Access, Analysis, Evaluation, Production
III. Acknowledgment
The researcher would like to thank the following persons for their priceless
contribution in the accomplishment of her study:
To Dr. Sarah A. Lumabot, thank you for leading her to this study and for
accompanying and helping her in conducting it. Your encouragements, unending support,
and brilliant mind made their study successful. Without your help and pieces of advice,
this study would not have been possible. Also, she is very thankful to Gorgonia S.
Duyanan,, school principal of Buburay National School, for spending with her your time
despite your hectic schedule. She would always treasure and remember the wisdom and
knowledge that you have imparted to her. Her study would not have been that
comprehensive without your academic wit and brilliant ideas. She is also very thankful to
the parents who participated and devoted their time just to help in the completion of her
data. Lastly, she is thankful to all her colleagues and family for the encouragements and
moral support to finish her study successfully.
IV. Introduction of the Research
Information communication technologies are vital in all walks of life. In the world
today, many people use various communication technologies, such as computer-aid Ed
equipment, and the internet, People use social media as one tool to exchange ideas in
their everyday communications. New technologies have played an important role for
human beings not only in how they communicate but also in improving learners’ social
behavior , and encourage active learning and collaboration among students (Maloney,
2007). However few educators are also concerned about the negative impact of social
media on students’ academic performance and discourage its utilization in education
(Brabazon, 2007). Pakistani social media/Facebook users are growing rapidly but the use
of social media for educational purposes is little explored in Pakistan. Despite the
popularity and incorporation of social media as a tool for language teaching inside and
outside classroom, research on role of social media in Pakistani context focused on
investigating the trends of its use among students and there is a lack of empirical research
investigating the impact of using social media on language learning. In this scenario, it is
necessary to conduct empirical research to examine the impact of using Facebook on
students’ writing skills. Cannot be forced to learn until he has grown and developed to the
point where he is ready for the particular learning experience (Eronico, 1990). Therefore,
with this principle, a teacher should be considerate to his learners and flexible to the
content of subject matter as far as composition- writing is concerned.
Given that millennials have been interacting on social media on a daily basis, writing
is one of the skills by means of which they interact. Hence, there is a link between social
media use and writing ability. Writing is an ability that is very often needed and an
essential skill of academic success which merits special attention. Is a significant skill
which plays a vital role in effective communication?
Its proficiency and always been and still remains an elusive goal for most EFL
students. Learned from an early age school, the act of writing enables success in
academic and professional life. Students’ writing performances are judged in job
recruitments and promotions at the work place. This crucial skill, therefore, requires
greater attention and can be enhanced through social media platforms. Zheng, Yim &
Warschauser (2018) highlight that “writing via social media can provide opportunities for
English learners to communicate with native English speakers and practice their written
language in authentic and motivating ways” (p. 1). Given the growing role of social
media in education, writing via social media platforms becomes a rewarding experience
over time. As far as (Zheng et al., 2018) are concerned, Social Media is a tool to assist
learners for better understanding of the module and even parents who wish to help in the
learning process of their children this time of pandemic and to answer the exercises in the
module more accurately. This will lessen the burden of
In Buburay National High School particularly the Grade -VIII Students, English
subject is one that obtains a low in writing performance. Now, the time learners, as well
as the parents to facilitate easily their learning accomplishments in English writing
performance of the students.
V. Significance of the Study
The significance of the study lies in its capacity to bring into the surface valuable
insights on the interfaces of social media exposure and students’ writing skills.
Specifically, this study is seen as beneficial to the following individuals and

groups that are considered the direct recipients of the results of this investigation.
Students. The results of this study will provide this group with some awareness
on their weak points in using English in written communication. They will also become
direct beneficiaries of whatever measures that the school will institute to improve their
writing skill in English. Moreover, any improvement that teachers make on their teaching
strategies shall directly benefit this group.
English Teachers. This group would be informed of the problems of students in

written English communication, giving them opportunity to examine their capabilities in
teaching effectively the skill to their students. This awareness will give rise and direction
to be efforts to improve their level of teaching effectiveness. The results of this study
will also provide them with reliable feedback on the effectiveness of their teaching
strategies and offer them insights that will help them revise their existing curricula in the
teaching of English as a second language.
School Administrators. The results of this study would serve as the basis for this
group to determine school activities necessary to help students in the use of the English
language.
Parents. This study would provide an awareness to parents on the important role
they play to help their students improve their communication skills in writing. The results
of this study will also elicit support from parents by showing active involvement in their
students’ education.
Other Researchers. This group would also benefit from this study in terms of the results
that this investigation will generate on the significant differences of the two variables the
social media exposure and students’ writing skill in English 8 at Buburay NHS.
VI. Research Questions
This study assessed the use of Social Media in Improving the Writing Performance
in English 8 Students of Buburay National High School, Dimataling District 2,in the
Division of Zamboanga del Sur.
Specifically, the study will answered the following questions, after the data had been
gathered, analyzed, and interpreted.
1. To what level is students’ media use, in terms of the following tenets?
3.1. Access;
3.2. Analysis;
3.3. Evaluation; and
3.4. Production?
2. To what level is the writing skill of students in terms of the following?
Composition: 1, 1. Informative Essay
3. Are there any significant relationship between the social media use or the nature of
online activities that learners are engaged in and their students’ writing skill
performance?
VII. Scope and Limitation
The scope and limitation of this study involved the following delimiting areas,
which projected the parameters of the study to determine its contribution to the fund of
knowledge in education, and find its rightful niche in the wide area of educational
research.
Subject Matter. This study focus on students’ social media exposure, and
writing skills of the Grade 8 students of Buburay National High School and their
significant differences and relationships.
Students’ Social Media Exposure has the following predictors: access, analysis,
evaluation, and production.
English writing skill uses the following type: informative essay.
Time and Place. This study was conducted at Buburay National High School,
Buburay, Dimataling 2,, Division of Zamboanga del Sur, during the school year 2021-
2022.
Research Design. This study use the descriptive type of research with the survey
as the method use in generating the data on use of Students’ Social Media Exposure and,
and testing to generate the data on students’ Writing Skill Performance.
Research Respondents. The research respondents of the study is Grade 8 Students

of Buburay National High School . The Students will answer the questionnaire on the
use of Use Social media and Writing Skill Performance. In determining the level of
students’ writing skills, they will ask to write informative essay. Their composition will
rate by three raters who are themselves English teachers.
Research Instruments. Two sets of instruments are use in this study. The first
instrument was a questionnaire on Students’ Social Media Exposure, which is source
from Salandanan (2006).
The second instrument was a questionnaire on Students’ Writing Skill

Performance, which was used in the study of Alcantara (2008). This instrument was the
ESL Grading Symbols used by the researcher in responding systematically to sentence-
level errors, namely: global errors, local errors, and other errors are assigned
corresponding weights as follows: global errors, 50%; local errors, 30%; and other errors,
20%, for a total of 100%, It was sourced from the study of Luzana (2004). The two
instruments are consider standardized.
Statistical Treatment. The statistical treatment performs in this study will involve
the descriptive and inferential statistics. The descriptive statistics will establish the
statuses of the three variables. The inferential statistics projected the significant
differences of the two variables, using the one-way analysis of variance (ANOVA), as
well as the significant relationships between the independent variable and the dependent
variable, using Pearson coefficient of correlation.
VIII. Research Methodology
This basic research utilized the descriptive type of research with the survey using
questionnaires as the main process in gathering the data on Social Media Exposure, and
testing for students’ writing skills.
Johnson and Christensen (2000) stated that the prime purposive of the descriptive
study is to provide an accurate description or pictures of the status or characteristic of
situation or phenomenon. This study also established the significant relationships of the
variables, which in effect make this study a descriptive-correlation research.
A. Participants and/or other Sources of Data and Information
The sixty-nine (69) grade-VIII students of Buburay National High School for
school year 2021-2022 are chosen to be the respondents of this research because it is the
Grade level that the researcher handling. It is easier for her to monitor the Use of Social
Media and Writing Performance of the students and distribute the survey questionnaires
since she is the adviser of the class as well as.
B. Data Gathering Methods
The researcher will first secure a permission to conduct this proposed study that
aims to increase the Writing Performance in English 8 of Grade-VIII students in Buburay
National High School. Upon the approval, a set of participants will be purposively
identified to prove if this proposed strategy is effective or not. As an indispensable step in
the data collection phase, the research participants will be wholly informed about the
purpose and significance of the study, and their involved commitment and protection of
confidentiality.
The first objective of this study is to examine the trend of using social media
among Grade 8 students of Buburay National High School. For this purpose survey
approach
The first step to be done with this intervention is that pupils will be given first the
ready—made questionnaires for them to answer. Afterwards, the researcher will get the
total score of the students after the implementation of the said survey questionnaire given.
On the next week, the same set of students will be given with the said survey
questionnaire along with the ready-made survey questionnaire in English to be answered.
These answered survey questionnaires will be retrieved so score will be obtained.
The two steps mentioned will be applied to the students within the first quarter of
learning process to ensure a quality and reliable result.
Moreover, the researcher will only have one group to be focused considering that
they are only 69 students, 39 females and 30 males. The researcher will be building a
strong linkage to the parents of the respondents and orient them on what to do to ensure a
reliable result of the study.
Then the two results will be compared to see if the result is reliable and given is
helpful or really achieved the aim which is to increase the Writing skill of students in
English 8.
C. Data Analysis Plan
To analyzed and interpreted the quantitative data, Paired sample t-test statistical
of percentage is the statistical tool to be used.
Standard Deviation
√ ∑ ( xi −μ )
2
σ=
N
where:
σ = population standard deviation
N = the size of the population
x i = each value from the population
μ = the population mean

Pearson product-moment correlation
∑ ( xi −x ) ( yi − y )
r=
√∑ ( xi −x )2 ( y i− y )2
where:
r = correlation coefficient
x i = values of the x-variable in a sample
x = mean of the values of the x-variable
y i = values of the y-variable in a sample
y = mean of the values of the y-variable
IX. Discussion of Results and Recommendations
Students’ Media Exposure
This variable involves the four basic tenets or learning opportunities that English
teachers have provided in order to enrich learning experiences and social media exposure
of their students. This variable had considered following indicators, access, analysis,
evaluation, and production.
Access. It involves the use of the full range of media and new technologies for
receiving sending information through broadcast, cable, interactive. And other media
forms. This data generated for this sub variable are presented in Table 1.
Social Media Usage and Student’s Writing Performance

N M SD QD
Access 69 3.08 0.23 Often
Analysis 69 3.06 0.30 Often
Evaluation 69 3.02 0.36 Often
Production 69 3.00 0.26 Often
Table 1. Descriptive of Student’s Media Usage in terms of Access, Analysis, Evaluation and Production
Legend: 1.00 – 1.75 = Never, 1.76 – 2.50 = Seldom, 2.51 – 3.25 = Often, 3.26 – 4.00 = Always; M – Mea
SD – Standard Deviation, QD – Qualitative Description
Based on the results, the qualitative description of the Students’ Social Media Exposure
As presented in the table, the highest mean response
The results are explained by the actuality of their responses that the students are
giving more importance on social media usage. This is also pointing out that the media
usage in terms of access of the students is just enough to make them more knowledgeable
on the said tenet. It is also indicates that social media usage of students have a truly
impact in their daily lives. Moreover, it is evident in their responses since they really love
watching variety shows, concerts, soap operas and other forms of entertainment on TV
and even to musical program on radio.
It also alludes that the students had not so much exposed by social media for
discussion purposes and even maintaining networking on the worldwide web. It also
indicates that although that students do not provide student access to computer or any
social media platforms, it is because the availability of computer equipment is not enough
to supply the needs of the students.
The mean of Access is 3.08,Analysis is 3.06,Evaluation is 3.02 and Production is

3.00, interpreted as often is rated by the student’s respondents. The findings shows that
the access of the students in their social media usage is highly literate.
Analysis. This involves the ability to decipher the elements of social media
messages and media systems, to understand their forms and functions, ownership and
management, economic and policy implications, message, content, intent and effects, and
decoding and re-conceptualizing their meanings.
This explains that the students are good enough in analyzing the social media
literacy output. It is also indicates that the students can distinguish facts from opinions
given by the media literacy and all other aspects that need analysis on media production.
According to Hunges (2013), students should have this ability to analyze for
under this tenet, students can come to comprehend media messages like those sent
through radio, cable, television internet, etc.
Evaluation. This actualizes the students’ ability to make judgments about the
media, assess and apply journalistic ethics, critique elements and compare and contrast
the values of media messages and system to those of other personal and community value
system.
The results of the study indicate that the student have same responses to the levels
of social media exposure in terms of Access, Analysis, Evaluation and Production were
both often. This revealed that Social Media Exposure doesn’t have effects on the
students’ writing skill. Hence, it could help the students in answering their given modules
and other activities given by the teachers.
The findings for this, students garnered often. It is also indicates that the students
can do just enough especially on selecting good media materials to enhance learning.
They can even give enough reactions to commentaries and opinions that only mean they
are good enough in evaluating the media usage.
Production. This stresses the ability of students to create messages in a variety of

social media usage including text, video, and computer with a view toward sharing the
results of this production with the larger community.
Therefore, social media exposure is about helping students become competent,

critical and literate in all media forms so that they control the interpretation of what they
see or hear rather than letting the interpretation control them. To become media literate is
not to memorize facts or statistics about the media ,but rather to learn to raise the right
questions about what you are watching ,reading, or listening to; Len Masterman , the
claimed author of Teaching the Media, calls it, “ critical autonomy” or the ability to
think for oneself.
N M SD QD
Writing Skills 69 81.01 2.85 Very Good

Table 2. Descriptive of Level of Student’s Writing Skills
Legend: 50.00 % and Below - Very Poor, 50.00% - 59.99% - Poor, 60.00% - 69.99% -Fair, 70.00% - 79.9
Good, 80.00% - 89.99% - Very Good, 90.00% – 100% - Excellent M – Mean, SD – Standard Deviation, Q
Qualitative Description
The Students” Writing Skills refers to the ability of the students to write Informative Essay, which apprec
by these three Language Teachers. The results showed that the qualitative description of Students’ Writin
Skill was very good which had a mean of 81.01. This revealed that social media exposure didn’t have effe
on the students’ writing skill. Therefore, it could help the students in answering their modules and other
activities that were given by the teachers.
Table 2.2 Frequency and Percentage of Students’ Writing Skills
Students Writing Performance
Valid Cumulative
Frequency Percent Percent Percent
Valid 73 1 1.4 1.4 1.4
76 3 4.3 4.3 5.8
77 3 4.3 4.3 10.1
78 4 5.8 5.8 15.9
79 11 15.9 15.9 31.9
80 7 10.1 10.1 42.0
81 9 13.0 13.0 55.1
82 12 17.4 17.4 72.5
83 7 10.1 10.1 82.6
84 5 7.2 7.2 89.9
85 2 2.9 2.9 92.8

86 3 4.3 4.3 97.1
87 1 1.4 1.4 98.6
88 1 1.4 1.4 100.0
Total 69 100.0 100.0
Based on the listed general weighted average grades of student, This was simply revealed
that social media does not really affected the students’ writing skills .Hence, it aids
students’ writing skills through researching and writing ,reading online information.The
over all total scores of descriptive that garnered was one hundred percent (100%).
Table 3. Correlation between Social Media Usage and Student’s Writing Performance
Correlations
Students
Overall Writing
Mean Performance
Social Media Usage Pearson 1 -.042

Overall Mean Correlation
Sig. (2-tailed) .730
N 69 69
Students Writing Pearson -.042 1

Performance Correlation
Sig. (2-tailed) .730
N 69 69
Correlation Coefficient Legend: 0.00 - ±0.19= Slight; No or Almost No relationship,

±0.20 - ±0.39 = Low Correlation; Definite but small relationship, ±0.40 - ±0.69 =
Moderate Correlation; Substantial relationship, ±0.70 - ±0.89 = High Correlation;
Strong Relationship, ±0.90 – 1.00 = Very High Correlation, Very Dependable
Relationship
Pearson product correlation of social media usage and student’s writing performance was
found to be negative and not statistically significant (r = -0.042, p ¿ 0.05). Hence, null
hypothesis is accepted. This implies that social media usage does not affect student’s
writing performance.
Statistical Tool
Mean
x=
∑x
n
where:
x = mean
f = frequency
x = value of the sample
n = total frequency
∑ x = sum of all the values
Standard Deviation
√ ∑ ( xi −μ )
2
σ=
N
where:
σ = population standard deviation
N = the size of the population
x i = each value from the population
μ = the population mean
Pearson product-moment correlation
∑ ( xi −x ) ( yi − y )
r=
√∑ ( xi −x )2 ( y i− y )2
where:
r = correlation coefficient
x i = values of the x-variable in a sample
x = mean of the values of the x-variable
y i = values of the y-variable in a sample
y = mean of the values of the y-variable
CONCLUSIONS
The following conclusions were reached by the researcher based on the strength
of the findings on the interfaces of the two variables. This study found out that social
media exposure and students’ writing skills performance does not affect the students’
writing skill, consequently modern technology revealed that students’ easy to access,
analyze, evaluate and produce output specifically in this pandemic time through social
media networking, and it is potential tool to used in English Teaching to facilitate English
learning. However, students have a confidence to write with their own way and its
motivates and engage students in this digital world. According to Terantino and Graf
(2011) teachers’ discussion with students and their comments on students posts on Social
Media can enhance student teacher interaction. To sum up the major findings it can be
said that using Social Media Platforms as medium for English teaching helps to develop
positive attitudes and relationships, motivates students to participate, encourage a
collaborative environment, helps to maintain better relationship between teacher and
students.
RECOMMENDATIONS
On the basis of the findings and conclusions reached in this research study, the
researcher proposed the following recommendations:
Since the result of this study indicated significant differences in students’ media
exposure in the tenets of access, analysis, evaluation and production, the school
management and teachers should take plan of action that will give opportunities to
students’ media literacy and practices to express, opinions and expressions based on their
observations and personal reactions according to their level of understanding. The school
included in this investigation should conduct more trainings for English teachers in
guiding their students to become good writers most especially in the aspect of social
media to be used by the teachers to enhance students’ writing interest and improve their
skill in expressing their own ideas.
No Significant relationship was established between Social Media Used, both

school administrators and teachers should enhance strategies and intervention that would
help increase the level of students writing skill.
No Significant relationship was not established between students’ writing skills

and student’s social media usage and exposure .Yet, with this result teachers must
strengthen their teaching strategies through students’ interaction and collaboration in their
learning activities. The researcher should conduct similar or relate studies in other
environment so that they could generate other inferences of the interfaces of the two
variables and propose courses of actions for their full development .However this study
will engage in 21st century learning in order to formulate, improve and motivates some
interventions and strategies to make this goal successful.
To the School administrators of Buburay NHS and the Department of Education

to give an opportunities to the students to provide a free internet data connection and
gadgets through they are experiencing a pandemic time so that they can easy to access
their modular distance learning modality in order to equip the student who are excellent
in their academic performance but they belong to a poor family it is a great challenge as
an educator to please these kind of learners.
SUMMARY OF FINDINGS
The section outlines the feelings on the two variables investigated, the following the
order in the presentation of the research problems.
1. To what level is students’ media use, in terms of the following tenets?
3.1. Access;
3.2. Analysis;
3.3. Evaluation; and
3.4. Production?
Students’ Media Exposure was found to be often, with the overall mean of access was
3.08, the overall mean of analysis was 3.06, 3.02 for evaluation and production was 3.00.
2. To what level is the writing skill of students in terms of the following?
Composition: 1, 1. Informative Essay
The Informative essay in students’ writing skills was very good with the Mean of 81.01
3. Is there any significant relationship between the social media use or the nature of
online activities that learners are engaged in and their students’ writing skills
performance?
No significant relationship was established between social media exposure and students’
writing skills.
IMPLICATIONS AND RECOMMENDATIONS
X. Dissemination and Advocacy Plans
Based on the findings of this research, dissemination and advocacy plan shall be
done. This study will be disseminated to the school for implementation. The result of the
study will be disseminated through research presentations in faculty and staff meeting or
in LAC session in Buburay National High School and to Dimataling districts, for them to
be aware the problems faced by the parents in coaching their children in modular distance
learning.
Further, this study will help the teachers and the department to craft an
intervention that will address the problem experienced during the modular distance
learning.
XI. References
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Speaking Skills. Unpublished Master’s Thesis. Pagadian City: Saint Columban College.
Asad, S., Mamun, M. A., & Clement, C. K. (2012). The Effect of Social Networking Sites to the
Lifestyles of Teachers and Students in Higher Educational Institutions.
Axelrod, R.B. & Cooper, C.R. (1988). The St. Martin’s Guide to Writing. (2 nd Ed.). New York:
St. Martin’s Press, Inc.
Bahr, C., Nelson, N., & Van Meter, A. (2011). The Effects of Text-Based and Graphics-Based
Software Tools on Planning and Organizing of Stories. Hammil Institute on Disabilities.
Cappellari, L. (2004). High School Types, Academic Performance and Early Labor Market
Outcomes. Catholic University of the Sacred Heart of Milan; University of Essex - Institute for
Social and Economic Research (ISER); Institute for the Study of Labor (IZA).
Carney, R. & Levin, J. (2002). “Pictorial Illustrations Still Improve Students' Learning from
Text”. Educational Psychology Review, 14 (1), 5 – 26.
Corpuz, B. & Salandanan, G. (2003). Principles and Strategies of Teaching. Quezon City:
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Choi, W-C. (2008). The Role of Online Collaboration in Promoting ESL Writing. English
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Ellison, N., & Wu, Y. (2008). “Blogging in the Classroom: A Preliminary Exploration of Student
Attitudes and Impact on Comprehension”. Journal of Educational Multimedia and Hypermedia,
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Writing Differences”. Journal of Second Language Writing, 9 (2), 123-145.
Grengia, V.C. (2003). The Influence of Media Literacy on Oral Communicative Competence.
Unpublished Master’s Thesis: Saint Columban College, Pagadian City.
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Children's Creative Writing. New York, USA: ACM Digital Library.
Hobbs, R., & Frost, R. (2003). “Measuring the Acquisition of Media-Literacy Skills”. Reading
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University: Sage Publications.
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Organizations, and Policy Discourse”. Studies In The Cultural Politics Of Education. Vol. 26,
Issue 3, 369 – 386.
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Individualize Learning and Raise Group – Interaction Skills”. The Educational Digest. Vol.
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(11).
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Science Writing Among English Language Learners”. Teachers College Record, 113 (7), 1401-
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Madge, C., Meek, J., Wellens, J., & Hooley, T. (2009). Facebook, Social Integration and
Informal Learning at University: “It Is More for Socializing and Talking to Friends about
Work than for Actually Doing Work”. Learning, Media and Technology, 34, 141-155.
Retrieved 17 September 2016, from https://doi.org/10.1080/17439880902923606
Meyer, K.A. (2003). “The Web's Impact on Student Learning: A Review of Recent Research
Reveals Three Areas That Can Enlighten Current Online Learning Practices”. The Journal
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Massachusetts: Wesley Publishing Company.
Quader, S. B. (2014). Online SNS Usage Patterns of Undergraduate Students in Private

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Research Agenda. CA: Sage Publications.
XII. Financial Report
Activities Quantity Unit Estimated Total

cost estimated
cost
SUPPLIES AND MATERIALS
Short Bond paper 80 GSM 1 Ream 110 110
Long Bond Paper 80 GSM 1 Ream 125 125
T700 printer ink Cyan 1 refill bottle 350 350
T700 printer ink yellow 1 refill bottle 350 350
T700 printer ink magenta 1 refill bottle 350 350
T700 printer ink black 1 refill bottle 350 350
SUBTOTAL: 1,985
Reproduction and Binding cost
Binding of documents 6 Instance 140 840
SUBTOTAL: 840
Food expenses during surveys and FGDs
Snacks during FGD and 29 Pax 75 2,175

validation
SUBTOTAL: 2,175
GRAND TOTAL: ₱5,000.00

REGION IX, ZAMBOANGA PENINSULA
SCHOOLS DIVISION OF ZAMBOANGA DEL SUR
BUBURAY NATIONAL HIGH SCHOOL
Buburay,Dimataling, ZAMBOANGA DEL SUR
Dr. Majarani Macaraeg-Jacinto, CESO VI
OIC, Schools Division Superintendent
Division of Zamboanga del Sur
Thru:
SARAH A. LUMABO,EdD.
Madam:
The Governance of Basic Education Act of 2001 (RA 9155) specifically Chapter 1, Section 7
(5) mandates the Department of Education to enact policies and mechanisms to undertake
the “culture of educational research and studies” that will serve as one of the bases for
necessary reforms and policy development.
Anent to this, I have the honor to submit a research proposal entitled, “Social Media
Exposure Improves Students’ Writing Skills in English 8” for the School Year
2021-2022.
The research objectives of this study are to: 1. identify what level is students’ media
exposure , in terms of the following tenets: access, analysis, evaluation and production, 2.
identify what level is the writing skill of students in terms of the following compositions: which
is Informative Essay, 3.identify the writing Performance in English 8 students, who use Social
Media for Writing Performance purposes, score higher or lower in writing than their
counterparts who do not, 4. identify is there any significant relationship between the social
media use or the nature of online activities that learners are engaged in and their writing
performance
Attached is a copy of the Completed Research for your perusal.
Very truly yours,
WINGIE A. LANGUIDO
Research Proponents
Noted: Reviewed by:
GORGONIA S. DUYANAN, MAEd. LITO P. BAHIAN, DTE
School Principal SEPS, Planning and Research
Division Research Coordinator
Recommending Approval:
SARAH A. LUMABO, EdD Approved:
PSDS,DIMATALING II
MAJARANI MACARAEG-JACINTO, EdD, CESO VI
OIC, Schools Division Superintendent


DEPARTMENT OF EDUCATION
Pagadian City
ANNEX 1
COMPLETED RESEARCH APPLICATION FORM

A. RESEARCH INFORMATION
RESEARCH TITLE:
SOCIAL MEDIA EXPOSURE IMPROVES STUDENTS’ WRITING SKILLS

IN
ENGLISH 8
SHORT DESCRIPTION OF THE
RESEARCH:
A study that aims to determined the difficulties encountered by the parents in social
media exposure and students’ writing skills in English 8
during modular distance learning in Buburay National High School.
Technology has influenced almost all facts of our lives and education is not an
exception. It has revolutionized the traditional methods of teaching by introducing
modern and innovative methodologies. With continuing popularity and growth of social
media, many educators are considering the potential of using social media for
educational purposes as they are of the view that social media have the ability.
Social Media are used for the purpose of socialization with peer, to be in touch with
family and friends especially in this New Normal Time, to obtain new information and
to advertise and promote the products.
Language production is considered to be an important component of language
acquisition process. Therefore motivating and encouraging students to write and
experiment with the use of Social Media. Social interactions can equally assist
individuals in completing a task or building and maintaining relationships. Or more
simply put, social media are virtual places where people can share anything anywhere
anytime. In today’s modern world of technology, everything that we need to know is
available online through the use of social media. You can even express your opinions
and thoughts instantaneously on things that have been written or advertised.
RESEARCH CATEGORY: RESEARCH AGENDA:
(Check only one) MAIN RESEARCH THEME:
/ TEACHING AND LEARNING
SCHOOLS DIVISION CHILD PROTECTION
DISTRICT HUMAN RESOURCE DEV’T
/ SCHOOL GOVERNANCE
(Check only one) DRRM
ACTION RESEARCH INCLUSIVE EDUCATION
/ BASIC RESEARCH OTHERS:__________________
FUND SOURCE (If Applicable)
PTA funds and MOOE

Year the Research was conducted: First Quarter of School Year 2021-2022
*Indicate if proponent used personal funds.
B. PROPONENT INFORMATION:
LEAD RESEARCHER / INDIVIDUAL
RESEARCHER:
FIRST
LAST NAME: NAME: MIDDLE NAME:
Languido Wingie Abaaquita
BIRTHDATE
(MM/DD/YYYY) SEX: POSITION/DESIGNATION:
Femal
01/10/1980 Teacher III
e
REIGION: DIVISION: SCHOOL:
ZAMBOANGA DEL
IX SUR BUBURAY NATIONAL HIGH SCHOOL
CONTACT EMAIL ADDRESS/ FB
CONTACT NUMBER 1: NUMBER 2: ACCOUNT:
wingie.languido001@deped.gov.
09606656020 N/A
ph
EDUCATIONAL
ATTAINMENT
( Enumerate from TITLE OF THESIS/RELATED RESEARCH PROJECT
bachelor's degree up to
doctorate degree)
BSED
MAED STUDENTS’STUDYHABITS,LITERARY ACTIVITIES
INVOLVEMENT, AND ENGLISH WRITING

COMPETENCY
MATERIALIZING INNOVATIVE WAYS TO IMPROVE
TEACHING AND CONSTRUCTIVE CLASSROOM
DOCTOR OF DYNAMICS MAKING A POSITIVE IMPACT ON
EDUCATION MAJOR IN STUDENTS’ LEARNING IN ZAMBOANGA DEL SUR
EDUCATIONAL DIVISION:ADAPTING THE SHIFTING NEEDS OF THE
MANAGEMENT Ed.D.) FUTURE
SIGNATURE OF
RESEARCHER:
IMMEDIATE SUPERVISOR’S CONFORME
I hereby endorse the attached completed research. I certify that the proponent/s
has/have the capacity to implement a research study without compromising his/her office
functions.
SARAH A. LUMABO, EdD.

DIMATALING District II
Date Signed: November 8,2021

Pagadian City
DECLARATION OF ABSENCE OF CONFLICT OF INTEREST
1. I /We Hermesitas J. Suico, understand that conflict of interest refers to situations in

which financial or other personal considerations may compromise my / our judgment in
evaluating, conducting or reporting research.
2. I / We hereby declares that I do not have any personal conflict of interest that may
arise during the application and submission of my research proposal. I / We understand
that my research may be returned to me / us if found out that there is conflict of interest
during the initial screening and evaluation of the SDRC / RRC / BCD.
3. Further, in case of any form of conflict of interest (possible or actual) which may
inadvertently emerge, I / We will duly report it to the research committee for immediate
action.
4. I / We understand that I / We may be held accountable by the Department of Education
and the BERF Grant Guidelines for any conflict of interest which I / We have
intentionally concealed and will automatically disqualify my / our research from the BCD
National Curriculum Research Conference
.
RESEARCHER: Hermesitas J. Suico_

SIGNATURE: ________________
DATE: November 8, 2021

Pagadian City
DECLARATION OF ANTI- PLAGIARISM
1. I / We, Hermesitas J. Suico, understand that plagiarism is the act of taking and using
another's ideas and works and passing them off as one's own. This includes explicitly
copying the whole work of another person and /or using some parts of their work without
proper acknowledgment and referencing.
2. I / We hereby attest to the originality of this research proposal and has cited properly
all the references used. I further commit that all deliverables and the final research study
emanating from this proposal shall be of original content, I shall use appropriate citations
in referencing other works from various sources.
3. I / We understand that I am / we are solely legally and administratively liable for any
violation of this declaration and commitment.
4. I / We understand that violation from this declaration and commitment shall be subject
to disqualification from the BCD National Curriculum Research Conference.
RESEARCHER: Hermesitas J. Suico___

SIGNATURE: ________________
DATE: November 8, 2021
DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF ZAMBOANGA DEL SUR

Pagadian City
___________________________________________________________________
HERMESITAS J. SUICO
Head Teacher III, Baha ES
This Schools Division
Sir/Maam:
Greetings!
This refers to the research proposal you submitted to the Office of Planning and
Research, Division of Zamboanga del Sur for possible funding under the Basic Education
Research Fund BERF or Local SEF.
The Research Committee has carefully evaluated the final research proposal entitled
“Challenges Among Teachers in Multigrade on Modular Distance Learning: Basis
for Development Plans”, based on the criteria prescribed in the Research Management
Guidelines and we are pleased to inform you the said research proposal was approved
for implementation.
In this regard, we may start implementing your approved research study. Further, all
research studies conducted at school and district levels cover a period of six months.
Hence, it is expected that your study ends in November 2021. A virtual teleconference
via Google meet platform regarding the implementation of your research proposal is
scheduled soon. Moreover, this orientation is a venue to finalize the schedule of signing
the Memorandum of Agreement (MOA) at a later date, which contains your engagement.
For clarifications and any concerns, kindly contact Dr. Lito P. Bahian, SEPS, the Office
of Planning and Research at the telephone number (062) 214-3386 or mobile number
09606656020..
We look forward to the successful implementation of your research. Thank you very
much.
Very truly yours,

ROMEO M. DALIGDIG, Ed.D.

OIC-Assisstant Schools Division Superintendent
Chair, Schools Division Research Committee

Pagadian City
MEMORANDUM OF AGREEMENT
This Memorandum of Agreement (MOA) is entered into in the School Division Office,
Dao, Pagadian City, Philippines by and between:
HERMESITAS J. SUICO, of DIMATALING I DISTRICT from
DIMATALING, ZAMBOANGA DEL SUR, hereinafter referred to as
GRANTEE
and
DEPARTMENT OF EDUCATION, DIVISION OF
ZAMBOANGA DEL SUR with office address at Dao Complex, Dao,
Pagadian City, represented by the chairman of the Research
Committee, ROMEO M. DALIGDIG, ASSISTANT SCHOOLS
DIVISION SUPERINTENDENT, hereinafter referred to as DEPED,
Division of Zamboanga del Sur
WITNESSETH
WHEREAS, DEPED aims to promote an environment conducive to ideal of evidence-

based decision- making through the conduct of various research initiatives across all
governance level;
WHEREAS, DEPED has instituted the Basic Education Research Fund (BERF) as a
funding facility for potential research studies to be conducted by eligible DepEd
personnel;
WHEREAS, DEPED has evaluated and approved all submitted research proposals to
ensure the quality and relevance of potential research studies and has informed the
research proponents of the results of the evaluation;
WHEREAS, the research proponent, now known as the "GRANTEE", has been oriented
on the systems and processes of the BERF facility.
NOW, THEREFORE, DEPED AND the GRANTEE (collectively known as the Parties)
agree as follows:
ARTICLE 1
SCOPE AND DURATION OF THE AGREEMENT
Section 1.1 All the activities in the approved research proposal to be conducted will be
school in scope. The work plan of the approved research proposal is attached as Annex 1
of this agreement.
Section 1.2 The implementation of the research study will last based on the approved
timeline as approved.
Section 1.3 Any deviation from the original and approved research proposal will be
immediately communicated to the Schools Division Research Committee (SDRC) by the
GRANTEE. All major changes warrant the approval of the Research Committee. The
approved research topic cannot be changed by the GRANTEE at any point during the
study.
Section 1.4 In the event that the GRANTEE sees the need for extension, a letter of
request for the extension with justification will be submitted to the Schools Division
Research Committee. Valid reasons for extension which will be decided by the SDRC
include illness of the grantee, calamities, disasters, and other extenuating circumstances.
The request of extension will be approved provided there will be no additional cost to
DEPED. The GRANTEE will be allowed 1 month extension.
Section 1.5 In cases where unforeseen circumstances force the cessation of the
implementation of the research, the GRANTEE shall write a letter to the Research
Committee with justification and documentary support.
ARTICLE II
OBLIGATIONS OF THE PARTIES
Section 2.1 The total cost of the approved research proposal is ₽5,000.00. DEPED will
release payment to the GRANTEE in two tranches provided that the GRANTEE will
submit all the expected outputs. The table of deliverables per tranches is outline in Annex
__ of this MOA.
Section 2.2 The Grantee will be responsible for the following:
a) conduct the research as approved in his/her research proposal;
b) submit all the required outputs to DEPED as per approved timeline;
c) ensure that the conduct of research will follow the highest standards of ethics
to protect our learners and the community;
d) disclose any conflict of interest( possible or actual) that may arise during the
conduct of the research;
e) ensure that all funds provided will be spent as per approved cost estimates;
f) disseminate completed research on appropriate venues.
Section 2.3 DEPED will be responsible for the following:
a) ensure the timely release of the research funds for the GRANTEE;
b) evaluate thoroughly the submitted deliverables of the GRANTEE;
c) provide technical assistance to the GRANTEE as per monitoring and
evaluation results and as requested by the GRANTEE;
d) monitor the progress of the research proposal;
e) conduct due diligence in evaluating and approving deliverables; and
f) assist in approving venues for dissemination of the completed research
ARTICLE III
SPECIAL PROVISIONS
Section 3.1 Authorship and Ownership. The GRANTEE will be the sole author of the
research. The research funded by the BERF will be co- owned by the authors and
DEPED. Written permission from the SDRC is required when the research will be
presented in research conferences, forums, and other related events, or be published in
research journals and bulletins. Also, in these presentations or publications, the
GRANTEE must duly acknowledge the funding source/s for the study.
Section 3.2 Plagiarism, Fraud, and Conflict of Interest. The GRANTEE will ensure
that the research proposal and final report submitted are original works. Appropriate
referencing and citation must be included in the submitted deliverables. Further, the
GRANTEE will ensure that there will be no conflict of interest during the conduct of
research. The GRANTEE has submitted declarations of anti-plagiarism and absence of
conflict of interest.
Any act of fraud and plagiarism will be dealt with accordingly. Further, if the
GRANTEE committed plagiarism or any form of fraud, s/he will be blacklisted from
availing any other research grant mechanism in the Department.
Section 3.3 Failure to Complete Research Proposal. In the event that the GRANTEE
failed to complete and submit the deliverables, the research proponent will be required to
return the total amount of research fund s/he has received during the course of the
implementation.
Section 3.4 Effectivity and Termination of MOA. The MOA will take effect on the
date of signature of both the GRANTEE and DEPED and will end upon the submission
of all deliverables and release of the funds. This MOA shall also be terminated under
sections 1.5, 3.2, 3.3 or any circumstances that will lead to the non- completion of the
research.
IN WITNESS WHEREOF, the parties have affixed their signatures on November 8,

2021 at DepED, Zamboanga del Sur Division Office, Dao Complex, Dao, Pagadian City.
GRANTEE DEPED
HERMESITAS J. SUICO ROMEO M. DALIGDIG, Ed.D

Head Teacher-III OIC-Assistant Schools Division
Superintendent
WITNESSED BY:
LITO D. BAHIAN, DTE ERNESTO F. TARDO,Ed.D

School Education Program Supervisor Chief CES,SGOD
Division Research Coordinator
TOOLS/QUESTIONNAIRES
Appendix A1
QUESTIONNAIRE ON STUDENTS’ MEDIA LITERACY
(Based on the concept of Mary Megee, 1997, sourced from Alcantara, 2008)
Directions: The following statements under each tenet will assess the level of your media
exposure. Please mark X the number of your choice using the scoring key given below.
4 – Always 2 – Seldom
3 – Often 1 – Never
A. ACCESS
1. Gets first hand news and information from the media 4 3 2 1
2. uses the media for diversion purposes (relaxation,
Stimulation etc. 4 3 2 1
3. Gets warning from the media about threats from typhoons,
Erupting volcanoes, or military attack 4 3 2 1
4. Uses the media to know about new fashion ideas,
What films are playing in theaters, new recipes, etc. 4 3 2

1
5. Reads editorial and opinion columns in newspapers
And magazines 4 3 2 1
6. Watches variety shows, concerts, soap operas, comic

Sitcoms, sports and other forms of entertainment on TV 4 3 2 1
7. Listens to musical programs on radio 4 3 2 1
8. Watches documentary films on closed-circuit television 4 3 2

1
9. Surfs/uses the Internet to download information 4 3 2

1
10. Maintain networking on the Worldwide Web 4 3 2 1
B. ANALYSIS
1. Distinguishes facts from opinions given by the media 4 3 2 1
2. Interprets editorial cartoons in newspapers and magazines 4 3 2 1
3. Rationalizes the effects of sex and violence in the media 4 3 2 1
4. States the different functions played by the media for society
And the individual 4 3 2 1
5. Differentiate sensationalized news from responsible reporting 4 3 2 1
6. Determines which media vehicle is giving the most credible
News and information and those that do not 4 3 2 1
7. Detects inaccurate or distorted news and information 4 3 2 1
8. Familiarizes the entire operation of the media when it comes
to ownership and control , production and policies 4 3 2 1
9. Tells whether or not a media personally is favoring a political
Party of figure 4 3 2 1
10. Explains images, graphics, and caricatures 4 3 2 1
C. EVALUATION
1. Critiques news, articles, programs and films 4 3 2 1
2. Detects when the media becomes tools propaganda 4 3 2 1
3. Detects when a media personally uses libelous
Statements/write s ups 4 3 2 1
4. Gives reaction to commentaries and opinions 4 3 2 1
5. Choose TV and radio shows/programs that help
promote national culture 4 3 2 1
6. Chooses TV and radio programs that bring our acceptable
social values 4 3 2 1
7. Selects good media materials so enhance learning 4 3 2 1
8. States the impact of images, graphics, and caricatures 4 3 2 1
9. Identifies TV and radio programs that promote violence
on society 4 3 2 1
10. Cites consequences of relying too much on the mass media 4 3 2 1
D. PRODUCTION
1. Writes news and features article for publication 4 3 2 1
2. Sends entries to game shows via TV or radio 4 3 2 1
3. Sends public service message for radio and TC broadcast 4 3 2 1
4. Sends written feedback/reaction to radio, newspaper,
or magazine management 4 3 2 1
5. Communicates with friends/relatives through chatting
in the Web 4 3 2 1
6. Creates messages via the electronic mail 4 3 2 1
7. Creates a drama script for radio and TV 4 3 2 1

8. Sends suggestions and recommendations
to media management 4 3 2 1
9. Makes a script for advertisement 4 3 2 1
10. Writes a personal column article 4 3 2 1
Appendix A2
Global Errors (50%)
Symbols Explanations
_____ 1. vt incorrect verb tense
_____ 2. Vf verb incorrectly formed
_____ 3. Modal incorrect use or formation of modal
_____ 4. Cond incorrect use or formation of a conditional sentence
_____ 5. ss incorrect sentence structure
_____ 6. wo incorrect or awkward word order
_____ 7. conn incorrect or missing connector
_____ 8. pass incorrect formation or use of passive voice
_____ 9. unclear unclear message
Local Errors (30%)
_____ 1. sv incorrect subject-verb agreement
_____ 2. art incorrect or missing article
_____ 3. num problem with the singular or plural of a noun
_____ 4. wc wrong word choice, including prepositions

_____ 5. wf wrong word form
_____ 6. non-idiom non-idiomatic (not expressed this way in English)
Other Errors (20%)
_____ 1. cap capitalization
_____ 2. coh coherence – one does not lead to the next
_____ 3. cs comma splice – two independent clauses joined

by a comma
_____ 4. dm dangling modifier – phrase or clause with no

word(s) to modify in a sentence
_____ 5. frag fragment – incomplete sentence
_____ 6. lc lower case – word(s) incorrectly capitalized
_____ 7. p punctuation – punctuation incorrect
_____ 8. pro ref pronoun reference/agreement – pronoun

reference
_____ 9. ro run – on (two independent clauses joined with

no punctuation)
_____ 10. sp spell
In assessing students’ writing skills, the hypothetical mean range (in %)

given below shall be used. 90.0% – 100%-Excellent; 80.0% - 89.9 % - Very Good;
70.0% - 79.9 % -Good; 60.0% - 69.9% -Fair, 50.0% - 59.9% -Poor;
Below- 50.0 %-Very Poor (Failed).

Appendix A3 QUESTIONNAIRE ON STUDENTS’ WRITING SKILLS
(To be answered by students )Informative Essay Writing
(Adopted from “Collaborative Learning and Writing Skills” by Luzana)
Directions: Write at least 100-150 words, a three paragraph informative essay about the changes
that you experienced during the Covid-19 Pandemic.
Situation: People are on their home, experienced their family members having the Covid
-19 Pandemic and to give the daily lesson of their experienced. The only chance to be a
survivor of the said Covid-19 Pandemic and some of the members in the family will
become a jobless.
Things to consider in writing the Informative Essay:
 What are some of the things I can do to prevent the spread of Covid -19?
 In what conditions does Covid -19 survive the longest?
 Where did Covid-19 origin?
 Which types of settings does Covid-19 spread more easily?
_____________________
Title
___________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
_______________________________
____________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

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SDRC-ACTION RESEARCH

SOCIAL MEDIA EXPOSURE IMPROVES STUDENTS’ WRITING SKILLS IN

A Completed Basic Research

Schools Division Research Committee (SDRC)

Buburay National High School

ENDORSEMENT OF IMMEDIATE SUPERVISOR

This research is a product of Wingie A. Languido, Teacher III of Buburay

ANANIAS R. SAJULGA,MA.Ed. GORGONIA S. DUYANAN,MA.Ed.

PEDRO B. LANGUIDO JR ,EdD JUNIEL S. RUBIN,MA.Ed.

LUCRESIA GINA N. CABADING,MA.Ed. GIRUDEL M. POSTRERO

Member 5 District ICT Coordinator

LORENA S. VERGARA,EdD WINGIE A. LANGUIDO,EdD

DsRC Elementary DsRC Secondary

No. Researcher Title Page No.

V SIGNIFICANCE OF THE STUDY 9-10

VII SCOPE AND LIMITATION 10-11

VIII RESEARCH METHODOLOGY 12

PARTICIPANTS AND OTHER SOURCES OF DATA 12

DATA GATHERING METHODS 12

DATA ANALYSIS PLAN 13

IX DISCUSSIONS OF RESULTS AND RECOMMENDATIONS 14-19

X DISSEMINATION AND ADVOCACY PLAN 21

I.SOCIAL MEDIA EXPOSURE IMPROVES STUDENTS’ WRITING SKILLS IN

Social Media, , Writing Skills, Access, Analysis, Evaluation, Production

IV. Introduction of the Research

V. Significance of the Study

Specifically, this study is seen as beneficial to the following individuals and

English Teachers. This group would be informed of the problems of students in

VI. Research Questions

1. To what level is students’ media use, in terms of the following tenets?

3.3. Evaluation; and

2. To what level is the writing skill of students in terms of the following?

Composition: 1, 1. Informative Essay

VII. Scope and Limitation

English writing skill uses the following type: informative essay.

Research Respondents. The research respondents of the study is Grade 8 Students

The second instrument was a questionnaire on Students’ Writing Skill

VIII. Research Methodology

A. Participants and/or other Sources of Data and Information

B. Data Gathering Methods

C. Data Analysis Plan

σ = population standard deviation

N = the size of the population

x i = each value from the population

μ = the population mean

Pearson product-moment correlation

x i = values of the x-variable in a sample

x = mean of the values of the x-variable

y i = values of the y-variable in a sample

y = mean of the values of the y-variable

IX. Discussion of Results and Recommendations

Students’ Media Exposure

Social Media Usage and Student’s Writing Performance

Access 69 3.08 0.23 Often

Analysis 69 3.06 0.30 Often

Evaluation 69 3.02 0.36 Often

Production 69 3.00 0.26 Often

SD – Standard Deviation, QD – Qualitative Description

As presented in the table, the highest mean response

The mean of Access is 3.08,Analysis is 3.06,Evaluation is 3.02 and Production is

Production. This stresses the ability of students to create messages in a variety of

Therefore, social media exposure is about helping students become competent,