Chapter 4

RESULTS AND DISCUSSION

This chapter presents the results and interpretation of the findings based on

collected data, related literature and studies, and the researcher’s observations and actual

experience.

1. Profile of the respondents

Table 2

Frequency and Percentage Distribution

Category Frequency Percentage ( % )

Year
BEED1 51 34.2
BEED2 58 38.9
BEED3 40 26.8
Student Status
REGULAR 145 97.3
IRREGULAR 4 2.7

Table 2 shows the frequency and percentage distribution of the respondents. In

terms of their year, most of the respondents are BEED2 which has 58 or 38.9%, next to it

respondents that are BEED1 which has 51 or 34.2%, and for the students BEED3 only

has 40 or 26.8% of the total respondent. Also, in terms of their status, majority of them

are regular students with 145 or 97.3% while only 4 or 2.7% are irregular.

According to de Guzman, Jr. (2014), the study entitled Students Use of Social

Media: Its Relationship to Academic Performance and Technology Ethics Decisions, The

students profile was analyzed using frequency count and percentage distribution while

the relationship of the other variables was determined using Person’s Product Moment
 24

Correlation Coefficient and the x2. The respondent’s technology ethics decisions were

analyzed using Lawrence Kohlberg’s stages of moral development. The study came out

with the following findings: It was found out that the profile of the respondents with

regards to age had a mean average of 17.5 and female dominated. Ilocanos are the

dominant ethnicity and most of them prefer to become an agriculturist. With regards to

ICT gadgets possession, most of them have an access to social media using smartphones.

Most parents did not go beyond high school in their education with an average monthly

income of Php 11,066.78. Generally, the students’ level of academic performance is

average or satisfactory as indicated by the mean of 2.16. The extent of students’

utilization of social media in general it to a moderate extent or average. The over-all

technology ethics decisions of the respondents fell under the stage 3 (being seen as a

good person) or conventional morality according to Kohlberg’s three stages of morality.

2. Language Related-Subjects that BEED students enrolled

Table 3

Multiple Response: Student’s Assessment on Language Related Subject

Enrolled

Language Related Subjects Response Percent of

Enrolled s Cases Rank
FILN1 149 100.00% 2.5
FILN2 98 65.80% 6
GEC5 149 100.00% 2.5
ESC10 149 100.00% 2.5
ESC7 149 100.00% 2.5
ESC15 98 65.80% 6
ESC16 98 65.80% 6
Table 3 shows the participant’s multiple responses on Language Related Subject

Enrolled. According to the table, FILN1, GEC5, ESC10, and ESC7 has 100% responses
 25

which made to first 4 language related subjects enrolled by student. On the other hand,

FILN2, ESC15, and ESC16 with only 65.8% responses.

According to Liu and Sun (2011), the purpose of the study is to explore English as

a foreign language (EFL) college students’ needs in English for General Purposes (EGP)

and English for Specific/Academic Purposes (ESP/EAP) courses in terms of their

perceptions of three subcategories of needs—necessities, wants, and lacks—and reasons

for students’ course enrollment. A questionnaire was administered to 972 EFL college

students from six universities in Taiwan. The results showed that students had different

perceptions of necessities, wants, and lacks in the different language skills taught in EGP

and ESP/EAP courses. The findings also demonstrated discrepancies between the

students’ perceptions of needs and the actual courses they took, thereby highlighting the

importance of understanding needs as a complex, multiple, and conflicting concept.

Finally, factors that determined students’ enrollment in EGP courses included necessities,

short-term, and long-term goals while enrollment in ESP/EAP courses depended more on

job relevancy. Implications for language instructors and curriculum designers are

discussed.

3. Social media platforms are the BEED students engaged

As shown in the Table 4, the multiple responses of student on social media platform.

According to the above table, majority of the students use Facebook with total of 142 or

95.3% responses which is ranks first. Moreover, Facebook Messenger ranks second with

137 or 91.9% responses, YouTube ranks third with 120 or 80.5%, Tik-Tok ranks fourth

with 97 or 65.1%, Instagram ranks fifth with 69 or 46.3%, Telegram ranks seventh with

24 or 16.1%, and WhatsApp ranks last with only 9 or 6% responses.

 26

Table 4

Multiple Response: Student’s Assessment on Social Media Platform

Social Media Responses Percent of Cases Rank

Platforms
Youtube 120 80.50% 3
Tiktok 97 65.10% 4
WhatsApp 9 6.00% 8
Telegram 24 16.10% 7
Instagram 69 46.30% 5
Twitter 33 22.10% 6
Facebook 142 95.30% 1
Facebook Mesenger 137 91.90% 2

According to Amankwaa and Boateng (2016), the study entitled The Impact of

Social Media on Students Academic Life on Higher Education, social media is rapidly

changing the communication setting of today’s social world. The emergent of social

media is significantly influencing the academic life of students. Institutions and

academician are continually trying with social media technologies hoping to excite

critical thinking skills, collaboration, and knowledge construction. Today social media

has been accepted by higher institution making it a platform where students connect with

their instructors, fellow students and other higher authorities across the board. This

therefore called for the study to explore and examine how social media has impacted on

students’ academic life. The study implored a qualitative approach in assessing these

impacts. Ten (10) participants were conveniently sampled and interviewed with a period

of two weeks. After studying the phenomena that were of interest to the study and

transcribing the various responses of the participants the results reveal that social media

is widely used by students of higher institution and that participant is in support of the
 27

idea that social media contribute a significant quota to the development of their academic

life.

4. How social media affects your academic performance in terms of Listening?

Table 5
Student’s Evaluation on how social media affects your academic performance in
terms of Listening

Verbal
Listening Mean SD Ranks
Interpretation
Joining webinars on Facebook for
expanding your knowledge on different 1.52 0.632 Agree 2
academic fields.
Listening to report via online messenger
or Facebook can give additional 1.48 0.576 Strongly Agree 4
information about the topic.
Social media platforms like YouTube
helps me develop my skills by listening
1.40 0.579 Strongly Agree 5
to proper enunciation and pronunciation
in different videos.
Social media helps me to inspire my
1.53 0.621 Agree 1
interpretive skills
Social media helps me to understand
every listened word in Filipino and 1.50 0.611 Agree 3
English Language.
Overall Weighted Mean 1.486 Agree

Table 5 demonstrates the student’s evaluation on “how social media affects your

academic performance in terms of their Listening” with their Mean and Standard

Deviation (SD). Statement “Social media platforms like YouTube helps me develop my

skills by listening to proper enunciation and pronunciation in different videos” ranks first

with (mean=1.40, SD=0.579) while statement “Social media helps me to inspire my

interpretive skills” ranks last with (mean=1.53, SD=0.621). Overall, the student’s

evaluation on how social media affects their academic performance in terms of listening

results to “Strongly Agree” with overall weighted mean 1.486.

 28

According to Tyson (1989), the study entitled The Effect of Media on the

Listening Comprehension Scores of Intermediate ESL Students, the use of videotape has

become widespread in ESL classes in recent years. The decline in cost of tape and VCR

equipment has assisted in the spread of this technology. These tapes are often use in

listening comprehension classes and may replace or supplement the use of audiotapes.

However, research has not established that the addition of the visual element, especially

in the movie or YV type context of many videos is an advantage to the language learned.

5. How social media affects your academic performance in terms of Speaking?

Table 6
Student’s Evaluation on how social media affects your academic performance in
terms of Speaking

Verbal
Speaking Mean SD Ranks
Interpretation
Doing vlogging through Facebook,
TikTok, and YouTube improve my 1.73 0.785 Agree 1
public speaking.
Social media networks like WhatsApp,
Facebook, YouTube helps me to improve 1.60 0.603 Agree 2
your skills in English.
Social media help me to reduce the
speaking anxiety and gain confidence in 1.59 0.678 Agree 3
speaking.
Social media are useful tools in
enhancing my performances in language
1.59 0.637 Agree 3
subjects like reciting poem, reporting and
oral presentations.
Through social media I can enhance your
1.57 0.639 Agree 5
communication skills.
Overall Weighted Mean 1.616 Agree

Table 6 demonstrates the student’s evaluation on “how social media affects your

academic performance in terms of their Speaking” with their Mean and Standard

Deviation (SD). Statement “Through social media I can enhance your communication
 29

skills.” ranks first with (mean=1.40, SD=0.579) while statement “Doing vlogging

through Facebook, Tik-Tok, and YouTube improve my public speaking” ranks last with

(mean=1.73, SD=0.785). Overall, the student’s evaluation on How social media affects

their academic performance in terms of speaking results to “Agree” with overall weighted

mean 1.616.

According to Boongaling, et al. (2018), the study entitled Effects of Social Media

to Communication Students’ Cognitive and Social Skills, the social media has a great

help to student’s education. It is used by the students to interact with each other and is

one of the most used communication tools of today. This study focused on the effects of

social media to communication students of one academic institution in the Philippines in

terms of cognitive and social skills. The total population of 53 mass communication

students enrolled in the first semester during Academic Year 2016-2017 served as the

respondents of the study. The findings show that Facebook is the most popular social

media site that students utilized where they agreed that social media affects them

positively in terms of cognitive and social aspects of learning. The study also indicates

that there is a significant difference in the effects of the social media in terms of the

profile of the respondents like age where those who are 21 years old and above

experienced higher effects on cognitive aspects. The plan of action was proposed to

address the effects of social media on AB Communication students where the strategies

are recommended to help improve their cognitive and social skills. AB Communication

professors may incorporate more activities or course requirements that allow the students

to utilize the social media and able them to publish their outputs online.
 30

6. How social media affects your academic performance in terms of Reading?

Table 7
Student’s Evaluation on how social media affects your academic performance in
terms of Reading

Verbal
Reading Mean SD Ranks
Interpretation
Social media helps me to understand
1.56 0.630 Agree 2
easily what you are reading.
I am motivated to read literacy texts in
1.62 0.674 Agree 1
social media.
Through social media I develop your
1.54 0.609 Agree 5
reading comprehension.
Social media improve my productivity
1.56 0.608 Agree 2
interest especially in English.
Social media stimulate my reading
1.56 0.619 Agree 2
interest in English.
Overall Weighted Mean 1.568 Agree

Table 7 demonstrates the student’s evaluation on “how social media affects your

academic performance in terms of their Reading” with their Mean and Standard

Deviation (SD). Statement “Through social media I develop your reading

comprehension” ranks first with (mean=1.54, SD=0.609) while statement “I am

motivated to read literacy texts in social media” ranks last with (mean=1.62, SD=0.674).

Overall, the student’s evaluation on How social media affects their academic

performance in terms of reading results to “Agree” with overall weighted mean 1.568.

According to Agyekum, et al. (2018), the study entitled Exploring the Effects of

Social Media on the Reading Culture of Students in Tamale Technical University,

numerous activities of educational development require the ability to read and write.

Reading in general aids in the development of the mind and the personality of any

individual. It also enhances an individual's intellectual capabilities. However, social

media has become a vital component of the daily life of tertiary students and is steadily
 31

taking over the consciousness of the youth consequently affecting their reading culture.

The current study sought to explore the effects of social media on the reading culture of

tertiary students in Ghana. The quantitative approach to data collection and analysis was

adopted. Self-administered questionnaires were distributed to 478 Tamale Technical

University (TaTU) students. The study demonstrates that students are negatively affected

by their constant access to social media platforms. The findings also revealed that

excessive use of social media by students has a statistically significant impact on the

reading culture and to an extent their academic performance. Since most of the students’

access social media with a wireless network, it is recommended that authorities in tertiary

institutions must establish rules and regulations that will limit students’ use of social

networking sites during lecture and library sessions.

7. How social media affects your academic performance in terms of Writing?

Table 8
Student’s Evaluation on how social media affects your academic performance in
terms of Writing
Mea Verbal Rank
Writing SD
n Interpretation s
I learn new vocabularies of English 0.61
1.46 Strongly Agree 5
Language by using social media. 0
Social media can assist my writing skills 0.61
1.58 Agree 2
in Filipino and English. 7
Social media gives me confidence to
0.68
participate in writing activities or 1.68 Agree 1
9
competition.
Social media helps me write better in 0.63
1.58 Agree 2
English. 8
Through the help of social-media I
0.58
improve my grammar in English and 1.47 Strongly Agree 4
8
Filipino language.
Overall Weighted Mean 1.554 Agree
 32

Table 8 demonstrates the student’s evaluation on “how social media affects your

academic performance in terms of their Writing” with their Mean and Standard Deviation

(SD). Statement “Through the help of social media I improve my grammar in English and

Filipino language” ranks first with (mean=1.47, SD=0.588) while statement “Social

media gives me confidence to participate in writing activities or competition” ranks last

with (mean=1.68, SD=0.689). Overall, the student’s evaluation on How social media

affects their academic performance in terms of writing results to “Agree” with overall

weighted mean 1.554.

According to Belal (2014), the study entitled Influence of Digital Social Media in

Writing and Speaking of Tertiary Level Student, creation of digital social media has

brought a huge change among the people of 20th century. This new technology carries

much weight as a new medium for students and also for the educators to build social

connections. Online learning, as a subset of all distance education, has always been

concerned with provision of access to educational experience that is, at the least, more

flexible in time and in space than campus-based education. The purpose of that study is to

find out how the digital social media influence the writing and speaking, how they

motivate students to improve their productive skills, and in what extend SNS is useful for

the students to improve English language. With the aim of exploring the influence of

digital social media in writing and speaking of tertiary level student, this research was

conducted at 8 private and public universities in Bangladesh. A sample of sixteen

teachers and one hundred sixty students were respectively selected from five private

universities and three public universities in Bangladesh. Both qualitative and quantitative

methods were applied during data analysis. The results indicated that digital social media
 33

has several influence in the writing and speaking of tertiary level student with the positive

effects outweighing the negative effects. The findings confirmed that students as well as

the teachers can formulate group discussions where they can exchange their ideas, can

share course related materials, appeal to their student about assignments which helping

the students to enhance their writing as well as their speaking. However the findings

affirmed that digital social media also has some negative influence. The students use

short form of words, incorrect grammar and sentence structure in their formal writing and

speaking unconsciously, which are the effects of digital social media as students are now

much more familiar with those types of language. So the principal conclusion was that

the use of digital social media has both positive and negative influence, but the student

has to motivate themselves properly to utilize the use of SNS which will enrich their

English writing and speaking.

8. Is there significant difference on the media platforms the students engaged

to when grouped according to profile variables?

Table 9
Comparison between Social Media Platforms that Student’s engaged to when
grouped according to their Year Level

Year Level
Social Media Platform
Chi-Square Value p-value Remarks
YouTube 1.348 0.010 Significant
Tik-Tok 3.733 0.155 Not significant
WhatsApp 1.158 0.561 Not significant
Telegram 0.338 0.845 Not significant
Instagram 1.458 0.482 Not significant
Twitter 10.389 0.006 Significant
Facebook No difference
FB Messenger 1.396 0.498 Not significant
 34

Table 9 reveals the difference between social media platforms that student

engaged to when grouped according to their year level. According to the table above,

only YouTube and Twitter with p-value that is less than the significance level of 0.05,

therefore, there is significant difference between social media platforms namely YouTube

and Twitter when grouped according to their year level.

9. Is there significant difference on the media platforms the students engaged

to when grouped according to their status?

Table 10
Comparison between Social Media Platforms that Student’s engaged to when
grouped according to their Status

Student's Status
Social Media Platform
Chi-Square Value p-value Remarks
YouTube 0.384 0.555 Not significant
Tik-Tok 0.064 0.801 Not significant
WhatsApp 0.272 0.602 Not significant
Telegram 0.510 0.475 Not significant
Instagram 0.048 0.827 Not significant
Twitter 1.282 0.258 Not significant
Facebook No difference
FB Messenger 0.165 0.685 Not significant

Table 10 reveals the difference between social media platforms that student

engaged to when grouped according to their status. Based on the result, all p-values are

greater than the significance level of 0.05 therefore, there is no significant difference

between social media platforms that student engaged to when grouped according to their

status.

According to Ansari and Khan (2020), the study entitled Exploring the Role of

Social Media in Collaborative Learning the New Domain of Learning, this study is an

attempt to examine the application and usefulness of social media and mobile devices in
 35

transferring the resources and interaction with academicians in higher education

institutions across the boundary wall, a hitherto unexplained area of research. This

empirical study is based on the survey of 360 students of a university in eastern India,

cognizing students’ perception on social media and mobile devices through collaborative

learning, interactivity with peers, teachers and its significant impact on students’

academic performance. A latent variance-based structural equation model approach was

followed for measurement and instrument validation. The study revealed that online

social media used for collaborative learning had a significant impact on interactivity with

peers, teachers and online knowledge sharing behavior. Additionally, interactivity with

teachers, peers, and online knowledge sharing behavior has seen a significant impact on

students’ engagement which consequently has a significant impact on students’ academic

performance. Grounded to this finding, it would be valuable to mention that use of online

social media for collaborative learning facilitate students to be more creative, dynamic

and research-oriented. It is purely a domain of knowledge.

10. Is there significant difference on the effects of the social media platforms on

the performance of the BEED students when grouped according to profile

variable?

As shown in Table 11 reveals the difference between effects of social media

platforms on the academic performance on language related subjects of students when

grouped according to their year level using Analysis of Variance (ANOVA). Based on

the above result, the computed p-values are greater than the significance level of 0.05

therefore, there is no significant difference between effects of social media platforms on

 36

the academic performance on language related subjects of students when grouped

according to their year level.

Table 11
Comparison between Effects of Social Media Platforms on the Academic
Performance on Language Related Subjects of Students when grouped according to
their Year Level
Effects of Social-Media on
Category F-value p-value Decision
Academic Performance
BEED1
Listening BEED2 0.197 0.822 Not Significant
BEED3
BEED1
Speaking BEED2 0.223 0.800 Not Significant
BEED3
BEED1
Reading BEED2 0.061 0.941 Not Significant
BEED3
BEED1
Writing BEED2 0.027 0.974 Not Significant
BEED3

According to Naik (2019), social media highlights the increasing importance of

social media and social networks in society. It is the expected to provide an invaluable

opportunity for researchers to share their findings in this new area. the life of people.

Facebook has become noticeably widespread among the youth, and students. Research

has indicated that Facebook could be an effective platform for language learning. This

study, therefore, comes to explore the effects of Facebook-assisted teaching on learning

English for specific purposes by students at the University of Tabuk, Saudi Arabia. A

sample of 64 students from the Faculty of Business Administration, taking a Business

Letters course in English, were divided into a Facebook-tutored group and a traditional

classroom tutored group and were given the same vocabulary content. The two groups

were given pre-and post-tests to measure their vocabulary learning and were subjected to
 37

an interview to gauge their attitudes towards the instructional methods which were used.

However, no significant difference between the two groups was found in terms of

achievement despite the positive response and the high satisfaction level the Facebook-

tutored students showed towards the use of such a platform.

11. Is there significant difference on the effects of the social media platforms on

the performance of the BEED students when grouped according to their

status?

Table 12
Comparison between Effects of Social Media Platforms on the Academic
Performance of Students when grouped according to their Status

Effects of Social-Media on
Category t-value p-value Decision
Academic Performance
Regular
Listening 0.723 0.471 Not Significant
Irregular
Regular
Speaking 0.213 0.823 Not Significant
Irregular
Regular
Reading 0.195 0.846 Not Significant
Irregular
Regular
Writing 0.295 0.769 Not Significant
Irregular

Table 12 reveals the difference between effects of social media platforms on the

academic performance on language related subjects of students when grouped according

to their status using Independent Sample t-test. Based on the above result, the computed

p-values are greater than the significance level of 0.05 therefore, there is no significant

difference between effects of social media platforms on the academic performance on

language related subjects of students when grouped according to their status.

According to Larson and Owusu-Acheaw (2015), the study entitled Use of Social

Media and its Impact on Academic Performance of Tertiary Institution Students: A Study

of Students of Koforidua Polytechnic, Ghana, the study sought to assess students’ use of
 38

social media and its effect on academic performance of tertiary institutions students in

Ghana with a focus on Koforidua Polytechnic students. Questionnaire was used for

collecting data. Out of one thousand five hundred and seventy-eight copies of the

questionnaire distributed, one thousand five hundred and eight were retrieved which

represented a response rate of 95.5 %. The study revealed that majority of the

respondents had mobile phones which also had Internet facility on them and had

knowledge of the existence of many media sites. The study further confirmed that most

of the respondents visit their social media sites using their phones and spend between

thirty minutes to three hours per day. In addition the study revealed that the use of social

media sites had affected academic performance of the respondents negatively and that

there was direct relationship between the use of social media sites and academic

performance. The study recommends among others that, students with mobile phones

having internet facility should be encouraged to use it to supplement their research in the

library rather than the usual charting with friends all the time. Students should be

encouraged to limit the time they spend on their social media sites per day and advise

them to rather substitute those hours to read novels to improve their knowledge. Since the

use of social media sites had affected the academic work of students negatively there is

the urgent need for the introduction of students to the availability of novels and other

information resources or materials that can help them academically.

 39

12. Is there significant relationship between the engagement of on social media

platforms and the academic performance of BEED students in language

related subjects when grouped according to profile variables?

Table 13
Relationship between Social-Media that Students Engaged to and their Academic
Performance in Language Related Subjects

Academic Performance
Social Media Platform
Correlation Coefficient p-value Remarks
YouTube 0.027 0.043 Significant
Tik-Tok 0.021 0.801 Not significant
WhatsApp -0.090 0.274 Not significant
Telegram -0.003 0.969 Not significant
Instagram -0.064 0.438 Not significant
Twitter -0.160 0.001 Significant
Facebook 0.120 0.005 Significant
Facebook Messenger 0.089 0.000 Significant

Table 13 reveals the relationship between social-media that students engaged to

and their academic performance in language related subjects using Spearman Correlation.

According to the table, social media platform namely YouTube, Twitter, Facebook, and

Facebook Messenger are all p-values with less than the significance level of 0.05

therefore, there is significance relationship between students’ academic performance in

language related subjects. This implies that students’ academic performance in language

related subjects is significantly related to social media that students engaged to namely

YouTube, Twitter, Facebook, and Facebook Messenger.

According to Alghizzawi, et al. (2018), the study entitled The Relationship

between Social Media and Academic Performance: Facebook Perspective, the aim of this

paper is to highlight the impact of social media on students in the higher educational

universities and its impact on the students’ academic performance. Social media has
 40

become one of the most popular means of communication due to its ability to

deepen the conviction of the recipient and to increase his knowledge and trends. The

study focuses on the researchers’ observation and follow-up of these sites; the

impact of these sites on the audience by relying on Facebook applications in the Middle

East and the world. The researchers employed a comparative and experimental approach

to measure the impact of Facebook and providing the results by relying on the

recommendations and outputs concluded by scientific studies published in refereed

journals. The study indicated that a large number of university students are using

social media with more focus on Facebook, which in turn negatively affect their

academic results.