Exploring the Effects of Facebook Messenger as the Main Tool in Online
Education towards Learning in PHINMA Cagayan de Oro College
Clavano, Kyle Stephan G.
Documento, Margareth G.
Fajardo, John Nicholas M.
Gorgonio, Christopher, Jr. M.
Uayan, Trisha Marielle D.
PHINMA-Cagayan de Oro College Senior High School Department
INTRODUCTION
The ever-changing field of education has seen a tremendous increase in the use of
digital tools for instruction, communication, and teamwork as a result of the popularity of
online learning. Social media sites like Facebook have become crucial parts of
contemporary teaching methods among these tools. In particular, Facebook Messenger
has become more popular as a communication tool between teachers and students due to
its accessibility and user-friendly interface. Examining Facebook Messenger's influence
on the learning process is made possible by the fact that it is the primary tool used in
online education. Because of Messenger's broad use, accessibility, and real-time
communication features, many students and teachers prefer it over traditional learning
management systems like Google Classroom, which are made for structured educational
delivery. This Research goals are to investigate how Grade 11 Technical Vocational
Livelihood (TVL) students at PHINMA-Cagayan de Oro College (Carmen Campus) use
Facebook Messenger for academic communication, evaluate its effectiveness compared
to traditional tools, understand student preferences and challenges, examine its impact on
academic outcomes, and identify best practices for optimizing its use in education.
Background of the Study
Recent research underscores the growing importance of digital communication tools
in education, with platforms like Facebook Messenger emerging as key players. Smith
and Johnson (2021) conducted a study in higher education, employing surveys and
interviews to explore how real-time messaging platforms influence student engagement
and feedback. Their findings suggest that Facebook Messenger enhances interaction and
provides timely feedback, which can improve learning experiences. However, their focus
on higher education highlights a research gap concerning the impact of these tools on
high school students.
Doe et al. (2022) investigated the impact of Facebook Messenger’s features, such as
group chats and multimedia sharing, on cooperative learning and student-teacher
collaboration. Using a combination of quantitative analysis and qualitative interviews,
they found that Messenger’s real-time capabilities support a more interactive educational
experience. Despite these promising results, their study’s emphasis on higher education
leaves a significant gap in understanding how these tools might benefit high school
students, underscoring the need for targeted research in this area.
Kirschner and Karpinski (2023) examined the effects of social networking sites on
academic performance, noting both advantages and potential drawbacks. Their research
revealed that while platforms like Facebook offer benefits such as resource sharing and
collaborative opportunities, they also present challenges like distraction and reduced
study time. This complexity highlights the need for further research into how these
platforms operate within high school settings, where their impact might differ from
higher education environments.
Wang et al. (2021) explored Facebook's role as an informal learning management
system, noting that its interactive features could enhance educational activities and
student engagement. Although their study identified positive aspects of using Facebook
in education, they pointed out a lack of empirical evidence regarding its specific effects
on learning outcomes. This gap emphasizes the need for more research on how Facebook
Messenger influences high school students' academic performance and experiences.
Transactional Distance Theory provides a framework for understanding the impact of
digital communication tools on education. Updated by Moore et al. (2020), this theory
addresses the concept of psychological and communicative distance between learners and
educators. According to this theory, effective communication can bridge this distance,
thereby enhancing learning outcomes. In the context of digital tools, such as Facebook
Messenger, the theory suggests that real-time messaging and multimedia features play a
crucial role in reducing transactional distance. By enabling immediate feedback and
interactive communication, Facebook Messenger can lead to more engaged and
responsive interactions between high school students and their teachers. This reduction in
distance can facilitate a more supportive and interactive learning environment, addressing
the traditional challenges of distance and communication in education.
Digital Interaction Theory, developed by Bower et al. (2019) and refined by Garrison,
Anderson, and Archer (2020), emphasizes the significance of meaningful digital
interactions within learning environments. This theory explores how digital tools foster
interactions that support and enhance learning processes. According to Digital Interaction
Theory, the quality and nature of digital interactions are critical in shaping learning
experiences. Facebook Messenger’s features, such as group chats and multimedia
sharing, align well with this theory by providing platforms for collaborative learning and
effective communication. These tools facilitate peer-to-peer interaction, real-time
discussions, and multimedia content sharing, which are essential for creating an engaging
and interactive learning experience. This framework is particularly relevant for
examining how Messenger can support high school students' engagement and educational
outcomes.
Transactional Distance Theory and Digital Interaction Theory both provide valuable
perspectives on the role of digital communication tools in education. Transactional
Distance Theory highlights how reducing the psychological and communicative distance
through effective digital communication can enhance learning. Digital Interaction Theory
complements this by focusing on the importance of meaningful interactions facilitated by
digital tools. Together, these theories offer a comprehensive understanding of how
Facebook Messenger's features contribute to a more interactive and engaging educational
experience for high school students. By bridging the gap between traditional classroom
interactions and digital communication, these theories help explain the potential benefits
and limitations of using such tools in educational settings.
Applying these theories to the use of Facebook Messenger in high school education
helps elucidate how digital communication tools can transform learning environments.
Transactional Distance Theory provides insights into how reducing distance through
real-time communication can improve engagement, while Digital Interaction Theory
emphasizes the importance of meaningful interactions facilitated by digital platforms.
Understanding these theoretical perspectives allows for a deeper exploration of how
Messenger supports student-teacher interactions, collaborative learning, and overall
educational outcomes, making it a valuable tool for modern educational practices.
Statement of the Problem
This study explores the effects of using Facebook Messenger as the primary
communication tool for online education at PHINMA COC. By understanding its
strengths, challenges, and overall influence on students' learning experiences, this
research aims to provide insights into how social media platforms like Messenger shape
the dynamics of online education. In particular, it will examine how Messenger impacts
communication efficiency, student engagement, academic performance, and the overall
quality of learning in comparison to other traditional platforms.
To achieve the study’s aims, this research will explore:
1. How does the use of Facebook Messenger impact the efficiency of communication
between students and teachers in an online education setting?
2. In what ways does Facebook Messenger affect student engagement and participation in
online classes compared to traditional Learning Management System platforms?
3. What are the advantages and limitations of using Facebook Messenger as a tool for
online education, particularly in relation to academic performance and collaborative
learning?
Significance of the Study
This study is significant as it investigates the effects of using Facebook Messenger as
the primary communication tool for online education at PHINMA-Cagayan de Oro
College (Carmen Campus). It will explore how Messenger impacts student-teacher
interactions, focusing on communication efficiency, engagement, and overall academic
performance. By addressing concerns about potential misuse of Messenger’s private
messaging feature—where students might engage in non-academic activities—the
research aims to identify how such misuse might detract from the collaborative learning
environment. Additionally, the study will assess the effectiveness of Messenger’s group
chats for academic discussions, comparing them to other communication platforms
designed for educational purposes. Ultimately, the study aims to provide actionable
recommendations to optimize Facebook Messenger’s use in education and enhance the
learning experience.
Scope and Limitations
This study will focus on Grade 11 Technical-Vocational-Livelihood (TVL) students at
PHINMA-Cagayan de Oro College (Carmen Campus) during the 2024-2025 academic
year. A limitation of the study is that it focuses solely on TVL students, which may not
account for how Facebook Messenger affects students in other strands within the senior
high school program. Additionally, the study may be constrained by a small sample size,
limiting the generalizability of the findings to a broader population. Potential biases in
self-reported data from surveys and interviews could affect the accuracy of the results,
and technical issues or variations in access to technology among participants might
influence the effectiveness of Messenger as a communication tool.