“The Use of Social Media: Its Effect on Student’s

Engagement”

Presented by:

John Bayron E. Moreno

A senior thesis presented to the faculty of CREST Christian

School of San Pablo City, Inc.

Presented to:

Maycelyn Gutierrez
Grade 7 – Adviser

John Dominic G. Dionela

School Head

Anamae P. Caliwagan
Grade 12 - Adviser

Ms. Nica Yabut

Research Instructor
A.Y 2022-2023
 CHAPTER 1: INTRODUCTION

Abstract

The use of social media among the younger generations worldwide is steadily expanding,
school-age children actively participating social media use. They will therefore have an impact
on students' personal and academic lives. So, the goal of this investigation is to determine the
effects of social media on students' engagement of Grade 10 Students of CREST Christian
School A.Y 2022-2023. As quantitative approach was adapted to collect the relevant data of
study, questionnaire was developed by the researcher to find out what are the effects of social
media to the students’ engagement to gather information and to solve this problem.

I. Introduction

In the recent era, the utilisation of social media platforms in human life has increased
rapidly (Anser et al.2020; Sugimoto et al. 2017). Students these days are inherently different
from students in past decades. School systems, and the way that children are educated, have
changed significantly to keep up with new teaching techniques and ever-evolving learning styles.
In the current environment, computers, technology and social media dominate young peoples’
world. Many children today spend an inordinate amount of time looking into at least one, but
sometimes multiple, computer screens at the same time. People think that nowadays, social
media does not belong to a particular sector of society, but has integrated itself into everyone's
lives, including students (Anser et al. 2020). Students utilise social media for various purposes,
such as communication, cooperation and idea-sharing (Mäntymäki and Riemer 2016).

Student engagement is defined as "a student's emotional, behavioural, and cognitive

connection to his or her studies," which has a direct impact on academic success (O. Farrell
2020). When students have a positive attitude on their educational experience and their
classmates with respect and approach homework with hope, they are said to be emotionally
engaged. When students actively participate in the learning process, this is known as behavioural
engagement. They arrive on time, turn in their assignments, and bring all of the necessary
supplies to class. When pupils want to learn as much as possible, they are said to be cognitively
engaged, which is vital for every student’s well-being.
 Sharma, V. (2018) lists the various positive and negative uses of social media. Therefore,
using social media has advantages such as enabling people to engage in a healthy interchange of
ideas and views with others, helping them have a peaceful and pleasant disposition, and helping
them use their time more effectively. On the other hand, negative uses of social media manifest
negative habits and behaviours to people. Social media use affects students’ overall learning
experiences because it has brought negative and positive impacts that contribute to their overall
holistic development.

Social media gradually affects students’ engagement in a negative and positive way.
They tend to do it either their peers told them to do so, or it is their coping mechanism. It is all
about the approach and the context behind it. There's a misconception about the use of social
media not only among students of CREST. Social media affects their engagement that keeps
them on procrastinating to avoid the feeling of failure, makes them anxious due to tons of
unfinished assignments and their obligation at home.

II. Statement of the Problem

There’s a misconception about the use of social media among CREST Christian School
students. The rise of social media has had numerous detrimental effects on people, particularly
students. Parents and guardians are concerned that students are not spending enough time
studying and are instead spending too much time on facebook and other social media platforms.
Students still use social media sites on a regular basis, despite the fact that parents are concerned
about their frequent use. It is against this background that this research is being conducted to
ascertain the effects of students’ use of social media to their engagement.

This study addressed four research questions.

1. Demographic profile of Grade 10 students at CREST Christian School:

1.1 Age
1.2 Gender
1.3 Grade Level
2. How frequently students spend time on social media?

3. How does the use of social media affect student engagement?

 4. What are the positive and negative effects of the use of social media on the student’s

engagement?

III. Theoretical Framework

FRAME Model
Researchers have examined the use of social media applications in educational contexts
using the Framework for the Rationale Analysis of Mobile Learning (FRAME) paradigm (Koole,
2009). Researchers can "grasp learning that occurs from the convergence of mobile technology,
learning capacity, and social interaction" using the FRAME model, according to Rambe and
Bere (2013). (p. 548). The FRAME model explains how three parts of mobile learning interact in
more detail: "Device (D), Learner (L), and Social (S) characteristics are the "ideal learning
situation" (p. 27). The learner element takes into account a person's motivation, emotions,
cognitive ability, memory, and past knowledge, whereas the device aspect focuses on the
technical aspects of the mobile device and the possibilities it offers. Finally, the social aspect
refers to the “processes of social interaction and cooperation” (Koole, 2009, p. 31) by
individuals.

Student Engagement
There are several reasons for the increased popularity of engagement in research, policy,
and practice. First, engagement is a key contributor of learning and academic success. A growing
body of research has linked components of student’s engagement which is the emotional,
behavioral, and cognitive engagement to higher grades, achievement test scores, and school
completion rates (Fredricks, Blumenfeld, & Paris, 2004; Wang & Holcombe, 2010; Wang &
Fredricks, 2014). Student engagement also has protective benefits in terms of lower rates of
delinquency, substance use, and depression (Wang & Fredricks, 2014; Li & Lerner, 2011).
Second, engagement has appeal because it is a “meta-construct” that includes observable
behaviors, internal cognitions, and emotions (Fredricks et al., 2004). Third, engagement and
disengagement are easily understood by and salient to practitioners, with many teachers
reporting student disengagement as the biggest challenge they face in their classrooms
(Fredricks, 2014). However, some researchers have begun to view engagement and
disengagement as separate and distinct constructs that are associated with different learning
 outcomes (Skinner, Furrer, Marchand, & Kindermann, 2008; Wang, Chow, Hofkens, & Salmela-
Aro, 2015).

ENGAGEMENT
ENGAGEMENT
COGNITIVE EMOTIONAL
ENGAGEMENT ENGAGEMENT
BEHAVIORAL
ENGAGEMENT
IV. Research Paradigm

Independent Variable Dependent Variable

Profile: Engagement
 Age:
 Emotional Engagement
 Gender:
 Grade Level:
 Behavioral Engagement
 Cognitive Engagement
 Social Media

V. Hypothesis

There is a significant relationship between the use of social media and student’s
engagement.

VI. Scope and Limitation

Take notice that this research focuses only on students, especially to the Grade 10 Students of
CREST who may have different experiences related to the use of social media. This study did
not involve students who do not use social media.

VII. Significance of the Study

 As the present era is "Computer-Age" Identifying the problems and providing solution about
the use of social media will be significant as it will bring prevention, awareness, and
consideration that will boost student engagement.

This study hoped to be beneficial to the following:

Teachers: This can help them to be sensitive towards the students and consideration might be
applied.

Students: This study can assist students to work in peace and learn more effectively.

Community: The community will benefit from this research, as Dr. Jose Rizal said. Youth is the
hope of our future” and so the educator will be aware and assist the students properly to their
academic success and achieve their dreams.

Future Researchers: The findings of the study will help the future researcher to have a better
understanding, insights about the problem.

VIII. Definition of Terms

- Building…

CHAPTER 2: REVIEW OF RELATED LITERATURE

Social Media and Its Uses

According to the Smartphone Addiction Scale (Kwon et al., 2013), studies employing
cellphones on students to comprehend the relationship between addiction and consumption
typically divide them into two categories (potential addicts and non-addicts). Before requesting
35 students to install the software called SmartLogger, which records specific events connected
to their phone usage such touch, text input, and active/inactive events, Lee et al. (2014) tested it
on the students. According to the patterns that were extracted, addict risk groups spent more time
than usual on their applications, favouring those that gave them short-term pleasure, such
entertainment. For instance, 35 students were asked to download an app that recorded their
smartphone usage for six weeks by Lee et al. (2017). The research revealed that although chat
applications were the most widely used in all categories, addicts’ largely preferred social media
apps.

Abelardo Pardo believes that technology offers a platform for innovation, and allows its
users to express their ideas about how they feel towards the material being produced. He
continues by saying that social media provides a platform that enables students to communicate
with one another, their teachers, and groups of people who have similar educational interests.
Pardo also states that these types of interaction are “an essential part of how humans learn.”
(Pardo, 2013, p. 45)

Kirschner and Karpinski, explore Wim Veen's new word, "Homo Zappiens", which refers
to the learners of the new generation, and the new approach they utilize to study. This new
technique is known as "meta-cognitive skills," meaning they learn on their own without the need
for instructions, it is also called "discover-based learning." They also note that, the younger
generation has an undefined link with technology from their birth, driving them to multi-task.
They note that 46% of the younger generation who access the internet use it to help them with
their school assignments (Kirschner and Karpinski, 2010).

Social Media’s Effects

 Online communication has both positive and negative effects, according to Kaveri
Subrahmanyam and Patricia Greenfield, because there are potentially harmful ways to use the
internet. Additionally, they note that schools today are making every effort to regulate how
students use digital devices on school property (Subrahmanyam and Greenfield, 2008). Social
media, according to some school administrators, has a good effect on how pupils learn. Although
they are aware of the beneficial effects social media has on students' education, other schools'
administrators have banned access to social networking sites out of concern for students'
connection with them (Ahn, 2010). In addition, Ahn cites Facebook and YouTube as examples of
media platforms that the younger generation uses to share and stream videos and maintain a full
online identity and social network. According to Ahn, researchers examine social media users'
profiles as part of the process required for pupils to create their identities (Ahn, 2010).

Jeff Cain and Katherine Chretien have coined the phrase "interprofessional education" to
describe a new concept in education. It implies that rather than everyone learning on their own,
people joins together to share the knowledge they have with one another. As a result, they
achieve better results over time and learn from one another's experiences. This was first
introduced amongst the health departments (Cain and Chretien, 2013). Thus, there is a chance for
the kids to utilise it. To do this, use social media to organize study groups on Facebook, Skype,
blogs, or any other platform that supports multiple contact dialogues enabling students to talk
about their tasks and seek clarification from their classmates.

Sanzhar Naizabekov concluded that social media causes procrastination as a result of its
distracting nature. An individual who utilizes social media would require a lot more time to
complete a work than an individual who is focused. The second detrimental effect of
procrastination is a loss of motivation since utilizing social media while studying causes students
to have a bad attitude about their particular schoolwork (Naizabekov, 2012).

Engagement
Emotional Engagement
Emotional Engagement as a Predictor
In general, past studies have provided evidence for the role of engagement in influencing
academic outcomes such as achievement and learning (Handelsman, Briggs, Sullivan, & Towler,
2005; Skinner et al., 2008; Skinner et al., 1990). Achievement, defined as an indicator of
individuals’ academic ability is usually assessed through grades on exams and standardized
achievement tests (McLean, 2001); whereas learning represents the process through which an
individual acquires knowledge (McLean, 2001). Despite this distinction between the two
academic outcomes, studies have mainly focused on the role of engagement in influencing
achievement of individuals as opposed to learning (e.g., Furrer & Skinner, 2003). In particular,
the dominant focus has been on both the behavioral and cognitive subtypes given evidence for
their pivotal role in influencing academic achievement (Fredricks et al., 2004; Ladd & Dinella,
2009). Ladd, Birch, and Bus (1999) for instance, found higher levels of cooperative and
independent participation (i.e., behavioral engagement) to be predictive of higher achievement
among kindergarten children. Similarly, certain markers of cognitive engagement (e.g.,
selfregulation, persistence, and effort) have also been found to predict academic achievement
(Miller et al., 1996). Emotional engagement as a predictor of academic achievement however has
yielded mixed evidence with primary support for its role emerging from studies examining this
subtype as part of a general or combined measure (i.e., with behavioral or cognitive engagement)
of the construct (Fredricks et al., 2004). For instance, a combined scale of emotional and
behavioral engagement was found to predict school performance in African-American youths
(aged 10 – 16 years) (Connell et al., 1994). However, given that the separate effects of these
subtypes were not examined, evidence for the role of emotional engagement in predicting school
performance is inconclusive.

Additional support for this subtype has also been gleaned from research examining
achievement emotions (Pekrun, Goetz, Titz, & Perry, 2002). These emotions defined as affective
reactions expressed within the classroom (i.e., also an indicator of emotional engagement)
comprise of emotions such as enjoyment, hope, and anger which have been linked to
achievement outcomes (Frenzel, Thrash, Pekrun, & Goetz, 2007; Pekrun et al., 2002). In support
of this, Pekrun, Goetz, Frenzel, Barchfeld and Perry (2011) found positive emotions such as
enjoyment to be positively related to the Grade Point Average (GPA) of undergraduate
psychology students. However, the associative nature of this finding once again failed to support
the role of emotional engagement as a predictor of academic achievement

Emotional Engagement as an Outcome

Among the various contextual factors posited to influence student engagement, teacher-
student interaction (also studied as teacher support and teacher-student relationship) has received
substantial support for being the strongest predictor of engagement and the most significant
contributor of academic outcomes (e.g., Lam et al., 2012). Past studies examining various
aspects of this contextual factor have generally identified a good quality teacher-student
interaction to be characterized by high levels of emotional (Fraser & Fisher, 1982; Patrick, Ryan,
& Kaplan, 2007), academic, autonomy support, (Skinner & Belmont, 1993) and provision of
structure (Jang, Reeve, & Deci, 2010); which have in turn been positively associated with
engagement of individuals. Skinner et al. (2008) for instance, found student reports of teacher
support (i.e., involvement, structure, autonomy support) to be predictive of increases in
emotional engagement and declines in emotional disaffection across the year. Likewise, a
longitudinal study by Skinner and Belmont (1993) found teacher involvement (similar to
emotional support) to predict emotional engagement in elementary school students. However,
both these studies were conducted on young children for whom teacher support is generally
regarded as critical (Birch & Ladd, 1997). Hence, whether this contextual factor plays as much
an important role among older students (e.g., tertiary students) is yet to be established through
further research.

Emotional Engagement as a Mediator

Given the established links between teacher-student interaction and engagement as well
as engagement and academic outcomes, the Self-System Model of Motivational Development
(SSMMD) provides a relevant theoretical framework in examining the pathway linking
teacherstudent interaction, engagement, and academic outcomes (Skinner et al., 2008).
According to this model, features of a particular context (e.g., characteristics of teacher-student
interaction) are posited to influence the three basic psychological needs of individuals (i.e., need
for competence, autonomy, and relatedness) (Ryan & Deci, 2000; Skinner et al., 2008). The
extent to which these needs are fulfilled is in turn expected to predict the level of engagement of
individuals, which then predicts their academic outcomes (Skinner et al., 2008).

Consistent with this, Hughes and Kwok (2007) found the quality of teacher-student
relationship to indirectly predict math and verbal scores of first-grade students through
engagement. Likewise, Klem and Connell (2004) found reports of teacher-support (e.g.,
provision of structure) to have an indirect influence on achievement scores of students through
engagement. However, given that both these studies defined engagement of individuals in
predominantly behavioral terms (e.g., participation, effort) (Hughes & Kwok, 2007; Klem &
Connell, 2004), the applicability of these findings to subtypes such as emotional engagement is
unclear.

Behavioral Engagement
Given the positive effect of behavioral engagement on student achievement (Caraway et
al., 2003; Fredricks et al., 2004; Marks, 2000; Shernoff, Csikszentmihalyi, Shneider, & Shernoff,
2003; Wang & Holcombe, 2010), and on decreasing student dropout rates (Bridgeland, DiIulio,
& Morison, 2006; Fredricks et al., 2004; Rumberger, 2011; Shernoff et al., 2003; Yazzie-Mintz
& McCormick, 2012) a substantial amount of research has focused on identifying the school and
classroom characteristics that are associated with behavioral engagement. Researchers have
identified two school-level characteristics, particular—school size and rigid rules—that have a
great deal of research on their association with student behavioral engagement (Finn & Voelkl,
1993; Shernoff, 2013). Although schools have an important influence on student behavioral
engagement, engagement also varies by classrooms within a school (Cooper, 2014).
Accordingly, there has been a substantial amount of research focused on identifying classroom
instructional factors associated with greater behavioral student engagement (Kelly & Turner,
2009). This research can generally be categorized into three main groups: How students interact
with the teacher, how students interact with peers, and how students interact with the content.

Student interactions with teachers are important as a strong, positive relationship between
the student and teacher is critical for increasing student behavioral engagement (Birch & Ladd,
1997; Cooper, 2014; Crosnoe, Johnson, & Elder, 2004; Valeski & Stipek, 2001). Students who
believe teachers care about them tend to have higher engagement than those who do not (Patrick,
Ryan, & Kaplan, 2007; Ryan & Patrick, 2001). This teacher support can take the form of any
classroom activity in which the teacher is directly involved with a student or group of students
(e.g., one-on-one instruction or group work). In particular, there is a wealth of literature on the
importance of the interaction between teacher and student for increased student behavioral
engagement (Kelly & Turner, 2009; Marks, 2000; Martin & Dowson, 2009; Ryan & Patrick,
2001). Teachers that promote discussion and dialogic instruction (e.g., when teachers encourage
students to expand on their responses rather than provide short responses to questions) have
students with greater engagement as evidenced by extended curricular conversations and more
substantive and sustained contributions to the class discussion (Applebee, Langer, Nystrand, &
Gamoran, 2003; Wang & Holcombe, 2010). Students also report that class discussions excite and
engage them (Yazzie-Mintz & McCormick, 2012).

How students interact with the content is also related to student engagement. The
literature shows that authentic and challenging tasks are associated with higher behavioral
engagement (Blumenfeld et al., 2004; Fredricks et al., 2004; Marks, 2000; Shernoff et al., 2003).
Students are more likely to engage when they perceive the relevance of the task (Davis &
McPartland, 2012; Walker & Greene, 2009). Most research on engagement is either conducted
within a single subject area (i.e., exploring engagement in literacy instruction) or does not focus
on content. As such, there has been less evidence on the relationship between subject matter and
engagement. One study suggests student engagement is higher in electives than in core subject
areas (Cooper, 2014). However, the subject content (i.e., mathematics, science, social studies,
English, art) plays a role in teachers’ choice of classroom activities, and the structure of
classroom activities greatly influences student behavioral engagement in the classroom (Kahne,
Chi, & Middaugh, 2006; Larson, 2011; Rossman, Schorr, & Warner, 2011; Wilhelm & Novak,
2011).

Cognitive Engagement

According to Sharan (2010) cooperative learning is about learning together in small

groups which promotes value of learning to live together. It is also about the teacher’s ways of
using methods and strategies to help develop relationships among students and create a particular
environment to maximize participation and engagement from all students in the group. All
human identities, as Jenkins (2004) argued are social identities in a matter of meaning and
meaning always involves interaction. Doughty & Pica’s (1986) and Long & Porter’s (1985)
studies on language learning and interlanguage studies found that language used by the students
in the actual processes of engaging with each other and also with the materials in the classrooms
proves to be a significant factor in their language learning. Incidentally, ‘Interlanguage’ refers to
the language produced by non-native speaking learners who are in the process of learning. The
term ‘Conversational Modification’, used by Doughty and Pica (1986), refers to various means
by which learners negotiate meaning of input so as to make it comprehensible and personally
meaningful. The inference here is that when learners are compelled to negotiate their own
meaning, the very process of doing so is an aid to their language learning. This strongly supports
the Vygotskian premise that knowledge is co-constructed in the learning process when
individuals get engaged with one another through social interactions (Vygotsky, 1978).

The cooperative learning is a collaborative task between the learners and the teacher; in
which teachers help learners to develop skills and competencies through the process of dynamic
and active learning (Nasser, 2019). Many educators who implement CL strategies believe that
teaching and learning should help their students to explore and discover the target knowledge.
By re-conceptualizing the learning process in this context, learners will be in a better position to
deal with the twenty-first century life challenges, where they will have enough skills and abilities
to think critically and provide solutions rather than repeating the textual input (Rassekh, 2004).
In this open global society, with the massive social-media exposure, teaching and learning
process should be a discursive and interactive process that should go beyond the traditional
teaching and information-transmission-based process. In this context, teachers need to facilitate
the learning process and guide students to discover, evaluate, and apply in order to achieve the
target skills and knowledge.

According to the review of Hall, et al(1988) .'s study, cooperative learning is an

alternative to teacher-fronted and top-down teaching approaches in which students are expected
to become active listeners, take notes during class presentations, ask their group peers for
clarifications, and finish their peers' utterances. Cooperative learning varies from traditional
learning in that it involves two or more participants studying the topic together; they play an
equal role as peers, with the instructor's role reduced; and, theoretically, none of the learners are
experts in the content to be learned.
 CHAPTER 3: RESEARCH METHODOLOGY

Education is essential to all human beings; it is every people's foundation for a better life. It is a

path that everyone should take for them to have a brighter future. Unnecessary use of Social Media will

be a hindrance to them. It makes them stop what they want to do, rather than do what society has been

told to them. It is widely known and affects every student’s engagement. This problem leads them to see

their selves less than the fact that, they're more than just a student. How can they do well if the social

media makes them hesitate? Makes them question themselves? Doubt them? This study complements the

importance of student's use of social media as well as their engagement. This will give its purpose for

researchers to seek an answer and solution for their problem, this way the researcher can help and the

student might see the right path for them.

This Chapter consists of Research Methodology of the study. It also presents the Design, Locale

of Study; Statistical Data; and Data Gathering Procedure. This helps the researchers to gather information

related to their study.

Research Design

This research is using a descriptive method. Descriptive method involves test, survey,

Interview and observation to describe status or a characteristic by a phenomenon. This research

is using survey as research design because this research purpose is to have description on the

Grade 10 Highschool students of CREST that uses social media.

Locale of the Study

The study will be held at CREST Christian School of San Pablo City where the

researcher will conduct a survey method to its Grade 10 Highschool students to gather

information.
Research Instrument

In this study, the researcher will be using online surveys. The questionnaire is a set of

questions carefully prepared by the researcher designed to collect information. The first part of

the questionnaire is about the respondent's profile such as age, gender and their grade level.

While the second part of the research instrument consists of questions that are about social media

and need to be filled up based on what they do.

Statistical Treatment of Data

The following statistical procedures were used to explain the data gathered from the

respondents of the study. As soon as the researchers gathered the data, they were compiled,

sorted, organized and tabulated. They were subject to statistical treatment in order to answer the

questions proposed in the study. The statistical tools employed were the frequency distribution,

percentage, ordinal scale and weighted mean.

Data in the demographic profile will be determined using frequency and percentage.
% = (F/N) X 100
Where:
% = Percentage
F = No. of respondents
N = total number of cases
Mean will be the basis to get average or central value
Formula:
X̄ = Σx/N
Where:
XΣx = Sum of all scores
N = Number of cases = Mean
Data Gathering Process

The researchers will use questionnaire for the data gathering processes with the help of

respondents' response. This will be done through online, called E-Survey or Electronic Survey

with the use of Google Forms. The questionnaire will be used to interview Grade 10 highschool

students, which are the subject of the research. To present our data, we shall utilize a Likert

scale. With responses falling into the categories of strong agreement, agreement, indifference,

disagreement, and strong disagreement, the scale aims to quantify feelings. The study's

significance and goal were described. They had no more than 10 minutes to respond to the online

survey questions. The confidentiality of the collected data was guaranteed to all respondents.