ACKNOWLEDGEMENT

The study titled “The Influence of Social Media in English Communication of

Grade 7 Students in Kurios Christian Colleges Foundation Incorporated” would not

be possible without the grace of Almighty God who gave the researchers the strength,

knowledge, and determination that are needed in attaining the success of the activity.

The researchers would like to express the deepest gratitude to the Inquiries,

Language Education Research adviser, Mrs. Leonila Maligaya for her tireless, non-

stop support and guidance within the documentation of the research study and for

giving technical advice to make this study a success.

The researchers would like to extend their appreciation to their family who

offered moral and financial support for the fulfillment of the study. The researchers

are very grateful to their Alma Mater, Kurios Christian Colleges Foundation, Inc. for

providing the references to explore and learn about ideas in relation to this study.

Most especially, gratitude and appreciation to all the people behind the success

of the activity, especially to the participants of the study. The researchers would like

to thank for the researchers’ friends and classmates for giving inspirations and support

for the preparation and the outcome of the study.

To all of you, thank you!

THE RESEARCHER
ABSTRACT
 TABLE OF CONTENTS
ACKNOWLEDGEMENT............................................................................................i
ABSTRACT..................................................................................................................ii
TABLE OF CONTENTS...........................................................................................iii
CHAPTER 1.................................................................................................................1
Introduction..........................................................................................................................1
Statement of the Problem....................................................................................................1
Significance of the study.......................................................................................................2
Scope and Limitation/ Delimitation of the Study..................................................................3
Theoretical Framework.........................................................................................................5
Conceptual Framework.........................................................................................................6
Hypothesis............................................................................................................................8
Definition of Terms...............................................................................................................9
CHAPTER II..............................................................................................................11
REVIEW OF RELATED LITERATURE...............................................................11
FOREIGN LITERATURE AND STUDIES...................................................................................11
LOCAL LITERATURES AND STUDIES.....................................................................................13
CHAPTER III.............................................................................................................21
RESEARCH METHODOLOGY.............................................................................21
Research Design..................................................................................................................21
Population and Sampling....................................................................................................21
Data Collection Procedure..................................................................................................21
Instrumentation..................................................................................................................21
Validity and Reliability........................................................................................................22
Data Analysis......................................................................................................................22
Statistical Treatment of Data..............................................................................................23
 CHAPTER 1
BACKGROUND OF THE STUDY
Introduction
In today's digital age, social media plays a crucial role in shaping

communication, particularly among students. With many Grade 7 students actively

engaging on platforms like Facebook and TikTok, these tools offer opportunities for

practicing English in an informal setting. However, this trend raises questions about

the impact of social media on their language skills, including vocabulary, grammar,

pronunciation, and overall fluency.

Research suggests that social media can both enhance and hinder language

learning. For instance, Winarto (2019) highlights that informal communication,

particularly through digital platforms, frequently involves the use of slang and

abbreviations. This casual language use can have a significant impact on individuals'

formal language proficiency. Slang and abbreviations, such as acronyms and emojis,

become ingrained in daily communication, potentially influencing how individuals

express themselves in formal settings.

Prolonged exposure to informal language can lead to unintended

consequences, including confusion between formal and informal language registers,

incorrect grammar and syntax, and overreliance on colloquialisms. As a result,

individuals may struggle to adapt to formal language requirements in academic,

professional, or other contexts, potentially hindering their ability to effectively

communicate and express themselves. Winarto's findings emphasize the importance

of balancing informal communication with formal language practice to maintain

proficiency.
 Smith (2021) highlights the value of peer interactions in diverse settings,

fostering cultural exchange, knowledge sharing, and empathy. Interacting with peers

from varied backgrounds can enhance students' social skills, creativity, and critical

thinking. However, Smith also notes a crucial consideration. While informal peer

interactions promote social bonding, they can inadvertently impact students'

communication abilities. Exposure to casual language, slang, and colloquialisms may

lead to confusion between formal and informal language registers, potentially

affecting academic, professional, or formal writing skills. Smith emphasizes the

importance of balancing social interactions with deliberate language practice to

maintain proficiency in formal communication.

Social media platforms can provide a supportive environment that fosters

confidence and encourages individuals to express themselves freely. Al-Jarf (2020)

suggests that this online support system can help individuals, particularly language

learners, build confidence in their communication skills. Through social media, users

can connect with others who share similar interests, receive feedback, and engage in

discussions, ultimately enhancing their self-esteem and motivation.

However, Hernandez (2019) cautions that the casual nature of online

communication may have unintended consequences on grammatical accuracy. The

relaxed tone and informal language used on social media can lead to a lack of

attention to grammar, punctuation, and spelling. This may result in the development

of bad habits, such as using slang, abbreviations, and incorrect syntax, which can

compromise effective communication.

To strike a balance, individuals should be aware of their online language use

and make a conscious effort to maintain grammatical accuracy, even in informal

settings. This can be achieved by practicing formal language skills through writing,

editing, and engaging with diverse online content. By doing so, individuals can

harness the confidence-boosting potential of social media while upholding strong

communication skills, ensuring effective expression in both online and offline

contexts.

This study aims to explore the dual effects of social media on the English

communication skills of Grade 7 students at KCCF, examining both the positive and

negative aspects to better inform educational practices in language learning.

Statement of the Problem

Despite the widespread use of social media by students, little research has

been conducted on how social media platforms specifically affect English

communication skills, especially among 7th graders. There is a need to better

understand the relationship between social media use and students' English

communication skills, as well as the factors that contribute to these effects.

This study seeks to answer the following research problems:

1. What is the level of English communication skills of Grade 7 students in KCCF?

2. What are the specific social media platforms most frequently used by Grade 7

students in KCCF?

3. How does the use of social media platforms affect the confidence and fluency of

Grade 7 students in their English communication?

4. What are the factors that influence the impact of social media on the English

communication skills of Grade 7 students in KCCF?

 By exploring these questions, we aim to better understand how social media

fits into language learning and find ways to help young learners improve their English

communication skills.

Significance of the study

This study explores how social media affects 7th grade KCCF students' ability

to communicate in English. Understanding this connection is important for many

purposes, because it provides ideas that can help teachers and students.

For the Schools and Administrators.

The results of this study can help teachers understand how social media

influence students' academic achievement, especially in language courses. With this

information, educational institutions can develop policies and programs that promote

the positive use of social media for language acquisition. They can also incorporate

social media into their programs to enhance more conventional teaching techniques.

For the Students.

The results of this study help students become more aware of how their social

media activities can affect their English communication skills. Students can be

encouraged to use social media more carefully and in ways that enhance their learning

experience if they are aware of how it affects their confidence, fluency and overall

language development.

For the Teachers and Educators.

Teachers will benefit greatly from this study's helpful explanations of the

positive and negative impacts that social media can have on children's language

acquisition. The results can be used by educators to create more effective lesson plans

that use social media as a tool to teach communication skills. Teachers will also be

able to direct students to materials and platforms that can improve their language
skills if they have a thorough understanding of the platforms that students regularly

use and how they affect language development.

For the Future Researchers.

This study contributes to the enrichment of knowledge about social media and

language acquisition, especially regarding young Filipino students. This will lay the

foundation for future studies that examine how social media affects other aspects of

communication, language learning, and academic achievement.

Scope and Limitation/ Delimitation of the Study

This study focuses on examining the influence of social media on the English

communication skills of Grade 7 students at KCCF. The primary areas of

investigation include:

- The level of English communication skills (as self-reported by students).

- The specific social media platforms most frequently used by the students.

- The impact of these platforms on the students’ confidence and fluency in English.

- Factors influencing how social media affects their communication skills.

The study will gather data from a selected sample of Grade 7 students through

surveys and interviews. The research is conducted within KCCF and focuses only on

English communication skills, specifically in the areas of confidence, fluency, and the

influence of informal language from social media.

Delimitations of the Study

This study has several delimitations that define its boundaries. The research

focuses exclusively on Grade 7 students at KCCF, excluding other grade levels and

schools to maintain a focused and manageable scope. Additionally, the study is

confined to KCCF, which may limit the generalizability of the findings to students
from other schools or educational settings. Furthermore, the investigation

concentrates specifically on popular social media platforms such as Facebook,

Instagram, and TikTok, without considering other forms of digital communication

like email or messaging apps like WhatsApp that may also impact communication

skills. These delimitations allow for an in-depth exploration of the topic within a

defined context.

Limitations of the Study

This study has several limitations that should be acknowledged. Firstly, the

survey data relies on students' self-assessments of their English communication skills,

which may be subject to biases or inaccuracies due to over- or underestimation.

Secondly, the relatively small sample size, comprising only Grade 7 students from

KCCF, may limit the generalizability of the findings to other populations.

Furthermore, data collection is restricted to a specific academic period, which may not

capture long-term changes or trends in students' communication skills. Lastly, the

study focuses exclusively on English language communication skills, without

exploring the impact of social media on other languages or subjects. These limitations

should be considered when interpreting the results.

Theoretical Framework
This study is anchored in Lev Vygotsky’s constructivism, a learning theory

positing that students learn best by actively constructing their understanding through

experiences and social interactions. In this context, learning is an active process where

students derive meaning from their existing knowledge and the world around them.

This theory is particularly relevant to how Grade 7 students use English for

communication on social media platforms.

 Social media platforms, such as Facebook, Instagram, and TikTok, provide

students with opportunities to engage in English conversations with peers, classmates,

and even international users. By participating in discussions, comments, and posts,

these students actively build their language skills through real-world practice. This

aligns with the constructivist notion that knowledge is created through active

participation and experiential learning.

Through their interactions on social media, students are exposed to new

vocabulary, slang, and informal language structures that may not be part of traditional

classroom instruction. As they encounter and utilize these linguistic elements in

context, they enhance their vocabulary and communication skills, reflecting the

constructivist principle that language proficiency is developed through practical use.

Peer interaction on social media also plays a vital role in this learning process.

By receiving feedback on their English usage, students gain insights into effective

communication practices, which fosters continuous improvement in their language

skills. This dynamic exchange aligns with Vygotsky’s emphasis on the social nature

of learning, underscoring how social media can serve as a valuable tool for

developing English proficiency among Grade 7 students at KCCF.

Conceptual Framework
The conceptual framework is based on the Input-Process-Output (IPO) model,

which outlines how data will be gathered and analyzed for the study, titled The

Influence of Social Media on English Communication Skills of Grade 7 Students at

Kurios Christian Colleges Foundation, Inc. This framework illustrates the relationship

between social media usage (input) and its effects on English communication skills

(output), while also considering mediating factors (processes) that might affect this

relationship.
 INPUT PROCESS OUTPUT

Participants: Grade 7 Data Collection: Findings: Conclusions

students of KCCF Surveys, interviews, or on how social media
Other Variables: Time tests to gather use influences Grade 7
spent on social media, type information about students’ English
of content consumed students’ usage of communication. This
(informal language, slang, social media, their could be positive (e.g.,
proper English, etc.) and English communication increased use of slang
students’ attitudes toward habits, and proficiency or incorrect grammar).
English communication levels.

Hypothesis
The study titled "The Influence of Social Media on the English

Communication of 7th Grade Students of KCCF", the alternative hypothesis H1 and

the null hypothesis H₀ are as follows:

Alternative Hypothesis (H₁)

Social media has taken a significant share in positive or negative ways on the

communication skills in English about Grade 7 students of KCCF.

Null Hypothesis (H₀)

It is able to suggest that the use of social media would not have a significant

influence on the communication skills of grade 7 students in KCCF in the English

communication genre.

The two hypotheses above are able to show the possible outcomes that the

study may have: H₁ is such that social media influences the skills of a learner's

communication, while H₀ is such that social media does not influence the skills of a

learner's communication.

Definition of Terms
KCCF- an educational institution fosters a supportive and inspiring environment

where students are encouraged to discover new knowledge, develop their minds, and
reach their full potential. With dedicated teachers, enriching resources, and diverse

opportunities, it equips students to excel and confidently navigate their future.

Social Media- is understood as a dynamic and integral part of online world where

Grade 7 students engage with platforms like Facebook, Instagram, twitter and TikTok.

These platforms are more than just digital spaces; they are the environments where

students create, share and engage with content, shaping how they connect and

communicate with peers.

Communication Skills- are the tools that help these young individuals express

themselves both verbally and non-verbally. As they interact on social media, they are

constantly developing these skills whether it is through written posts, comments or the

way they present themselves visually in photos and video.

Grade 7 Students- typically aged 12-13, are in a formative phase of both academic

and social life. Their use of social media is not just a pastime; it’s a significant

influence on how they navigate friendships, express their thoughts, and relate to the

world around them.

Influence- the influence of social media on these students can shape their

communication skills in various ways. Whether it enhances their ability to articulate

ideas or alters how they perceive face-to-face interactions, the impact positive or

negative can play a role in their development.

Communication Platforms- communication platforms like messaging apps and

social networking sites are the virtual spaces where these interactions occur. These

platforms are central to the daily lives of Grade 7 students, as they provide a space for

conversation, self-expression, and peer connection, directly influencing how students

learn to communicate and interact with others.

 CHAPTER II
REVIEW OF RELATED LITERATURE
Social media completely changed communication, especially among young

learners. Platforms such as Facebook, Instagram, and TikTok encourage social

connections while also influencing language development. This review of related

research studies how social media influences the English communication abilities of

Grade 7 students at KCCF, with an emphasis on language acquisition, fluency, and

confidence. This RRL seeks to understand the dual role of social media as an aid for

language practice and a threat to maintaining formal communication standards by

studying relevant studies.

FOREIGN LITERATURE AND STUDIES

Social media has lately emerged as the dominant means of communication

and language acquisition in this world of the contemporary era, even surpassing the

younger generations. "With the rapid evolutions of Facebook, Instagram, YouTube,

and TikTok, people, especially the students, are increasingly using their online mode

of communication to attain linguistic competencies that have changed the way people

express themselves verbally.".

Fadil (2021) emphasizes that social media, although making new words and

informal language use accessible, has the ambivalent effect. While contributing to the

essential learning need of learners—the younger the better—the expansion of

vocabulary and learning English-this negative side effect is very apparent as well: the

adoption of non-standard grammar, abbreviations, and slang. This could raise

problems when students are required to use formal English, like in scholarly or

professional purposes. The informal character of communication on Facebook or even

TikTok might make English learning accessible and fun for learners; however, it
raises the risk that such may come at the price of lost accuracy in grammatical

correctness, proper language construction-will be too fatal for academic success.

Among young users, Winarto (2019) discusses how social media fosters

informal use in languages. Generally, students will avoid grammatical rules and

formal structures when communicating online; on the other hand, they still make use

of abbreviations, emoticons, and shorthand to get their message across. Such informal

communications continue to validate students' confidence and fluency in casual

conversations but have a negative influence on academic writing and formal speaking.

This is an important period for Grade 7 students in particular because being exposed

to informal communication may limit their ability to switch between casual and

formal registers of English.

Tran-Duong et al. (2023) highlighted the social media function that

encourages students to engage in learning activities. They found out that students who

are actively engaged in different social media sites prefer to get involved in online

activities and may, therefore, perform better. This is attributed to social media since

frequent usage of the language is learned as it offers real-life contexts through which

the student may have a more natural command of the English language. However,

they caution that even though these sources offer students ample opportunities for

practice, they may not teach the "rightness of language," which is necessary for

formal communication and exams.

Halim and Sulistyo, 2019: These researchers looked into whether digital

media can help build up the confidence in English communication. According to

evidence from their study, students who widely use social media to keep up with their

English conversations boast higher confidence in speech and writing. This confidence,
gained through continued practice and informal communication, enables students to

get rid of anxiety caused by the usage of the language, especially in public speaking

or group discussions. However, they emphasized that these students need to be taught

and guided so that this informal learning does not counterbalance the structured

language instructions, so fluency is accompanied by accuracy.

Al Ghazali (2020) discussed the impact of social media on students' writing

ability. The research has concluded that students who read and comment on English

content mostly through social media-the comments, posts, and direct messages-above

acquire fluency in writing. Yet, as with all other studies, this has noted that those

same students had the tendency of using informal grammar structures and

abbreviations that may result in detrimental effects in formal writing academically.

The international research is scattered about discussing how the usage of

social media relates to the development of English communication skills. Indeed, such

platforms as Facebook, YouTube, and TikTok frequently allow students opportunities

to produce communication in real-life scenarios. However, when problems arise as

soon as children look to utilize grammatical accuracy in their writing as well as

formal language skills. Findings indicate that although social media promotes fluency

and confidence more by using informal language, for younger students, such as Grade

7 KCCF students, there should be proper learning environments in the form of a

structured classroom teaching that reinforces correct usage in English.

LOCAL LITERATURES AND STUDIES

Social networking has become an integral part of everyday activity and is

widespread among young people due to the emergence of a new computer age. For

students, Facebook, TikTok, or YouTube serves both for entertainment and as a

forum for communication and learning. It makes possible new opportunities for the
exposure of language, especially English: a chance for meeting with other people,

access to information, and online discussion. Even so, the language features in these

sites, which are full of informal language and slang, bring forth the legitimate worry

that this type of usage may affect students' formal communication.

English, in the Philippines, is a tool required to be learned and mastered

because of education and communication. Thus, students, particularly at the level of

the junior high school, are to be prepared to have acquired the ability to speak and

write English as an academic preparation. As social media is still a hub in the online

world, it is essential to explore how these sites affect students on the use and mastery

of good English communication skills.

This study seeks to discover the effect of the social media on the English

communication skills of KCCF Grade 7 pupils. It zeroes in on the determination of

the most often used social media platforms, how the common mediums affect the

students' confidence, and fluency, and other factors responsible for the influence of

social media on their language acquisition.

Social Media and Enhancing Communication Skills

There is indeed a total revolution in the PH educational environment with the

incorporation of social media as important weapons for communication and learning.

As Cruz and Santos (2020) would say, "Facebook, YouTube and TikTok have remade

the way Filipino students interact with the English language.". Their study of high

school students in Metro Manila discovered that 75% of the respondents reported

using Facebook to communicate in order to converse in English, which opened

avenues for informal conversational practice. Student researchers were clear that
students felt more confident in their ability to converse but less so about their

improvement in grammar and academic writing.

Garcia did a study in the year 2021, discussing the effects of YouTube to the

listening and speaking skills of the junior high school students learning English in

Cebu. The students are exposed to the viewing of English videos, which does bring

improvement in pronunciation as well as in comprehension skills. Out of those

students involved with some content on YouTube like vlogs and tutorials, there have

been students who speak in class discussions in English. However, the study also

documented the passive nature of video viewing, which limited the opportunity for

students to exercise their speaking English skills in real time.

Effect of Informal Language Usage on Academic Performance

Bautista and Perez (2019) conducted research to determine the effects of

social media language use on the academic writing performance of high school

students in Quezon City. This study, however, found that although social media

increased creativity and linguocentric expression, there was also an uncontrolled use

of informal language forms, which often limits people's expressions to abbreviations

and slangs. Indeed, the authors claimed that such students who often utilized these

informal forms on social media were also not improvable in their writing quality,

mainly in grammatical and structural matters. The study concluded that although

social media improves communication skills, it tests the capability of keeping track of

formal language proficiency in school settings.

Another study done by Reyes (2020) explored how social media impacts the

writing practices of students in a public high school in Manila. The study found out

that students with very high engagement in Facebook groups to discuss topics on
English improved their fluency and coherence. But like Bautista and Perez, Reyes

emphasized that the online/digital platforms used informal language, so at times,

informal English usage seeped through even into more formal essays and reports.

Confidence building through Social Media

From their account, Torres and Marasigan (2021) said that social media played

a key role in building up the students' confidence in using the language. Their

qualitative study, which was conducted among Davao's junior high school students,

found the same students more comfortable about expressing themselves in English via

Instagram and Twitter. Face-to-face interaction removed altogether alleviated their

fear of speaking up in English, thus releasing them from being judgmental about

language experiments. Although this helped them gain confidence, the researchers

analyzed further and found that fluency did not always coincide with accuracy. In

most cases, students gave prominence to their thoughts over proper grammar rather

than clarity.

Another related research is how the group chat of Facebook Messenger

impacts the communication skills among Filipino students. Delos Santos (2019) found

out that students had a higher fluency level in informal communication through the

habitual use of group chats. However, Delos Santos also noted that a minimal

structure in group chats is disastrous for the mastery of formal communication skills,

which can be dangerous if such success is desired in academics or career

Social media usage and language learning

Santos and Cruz (2020) conducted a survey of the high school students of

Laguna to identify what kind of social media the students mainly use, and how those

contributions help in their acquisition of the English language. According to their

results, Facebook and TikTok are the two favorite social media, with a usage rate of

85% of the students per day". This would show more interaction of students with

English content through videos, memes, and status updates. The authors concluded

that, though such platforms expose students to valuable engagement in the English

language, the "lingo" used may not meet the proper standards of linguistic writing for

an academic outcome.

Through Instagram, Del Rosario (2018) had emphasized the improvement of

written communication skills of students. Her study among high school students

within Bacolod City reported that students who are regularly posting captions in

English become more aware of sentences and vocabulary. However, as with other

researchers, Del Rosario cautioned that the informal and at times playful

characteristics of posts on Instagram might adversely affect formal writing skills since

creativity often overrode correct grammatical usage.

Challenges of Implementing Social Media in Language Acquisition

Manalo and Perez (2018) studied how social media could be used as an

instructional tool to improve public high school students in Cavite with regard to their

English communication skills. The research resulted in findings on the value of

Facebook and YouTube for authentic exposure to authentic content but brought

challenges in terms of student distraction and misuse. The students admitted that they

spent more time in entertainment than in the educational content and, as such, limited

the potential benefits of using social media for language learning.

Local studies underline different facets concerning the advantages and

disadvantages of social media as a developing tool for students' English

communication skills. The opportunity for students to practice their use of the
language more informally at Facebook, YouTube, and TikTok exists. However, being

casual, the use of these platforms will negatively impact grammatical correctness and

academic writing. The relationship in using social media within language education

must be balanced where the educators can look at using social media as a complement

tool and support formal education of English.

Summary of Related Literature and Studies

The literature highlights the influence of social media on students' English

communication skills, both positive and negative. Social media platforms like

Facebook, TikTok, and YouTube have revolutionized communication, particularly

among young users, by providing informal and accessible ways to practice English.

Studies such as those by Fadil (2021) and Winarto (2019) emphasize the growth in

vocabulary and fluency through casual communication but also caution against the

use of informal grammar and slang, which could hinder formal academic writing.

Research, including that of Tran-Duong et al. (2023) and Halim and Sulistyo

(2019), points out that social media offers real-life contexts for language learning,

boosting students' confidence and reducing anxiety. However, this informal practice

might negatively affect accuracy and proper language usage in formal settings, as

supported by Al Ghazali (2020).

Local studies in the Philippines, such as those by Cruz and Santos (2020) and

Garcia (2021), confirm that students gain confidence in English through social media

but often struggle with grammar and formal communication. Bautista and Perez

(2019) and Reyes (2020) also found that informal language from social media seeps

into students' academic writing, affecting grammatical accuracy.

 Overall, social media can enhance communication skills, particularly fluency

and confidence, but may also challenge the mastery of formal English, as supported

by studies like Torres and Marasigan (2021) and Delos Santos (2019).

GAPs in the Review of Related Literature

Focus on Grade Level- The RRL study focuses primarily on students at the high

school or even older age levels. Few focus explicitly on Grade 7, and this might leave

a gap for what happens in developmentally critical periods in regard to social media

impacts on the use of English communication skills.

Context of KCCF- KCCF is one of many studies that have to analyze the influence

of social media on language learning. To date, however, none have made a special

focus on the unique contexts of Kurios Christian Colleges Foundation (KCCF). The

local environment in which education is to take place, the demographics of the

students enrolled, and patterns of usage of social media may point out different results

that have not been addressed by previous studies.

Balanced Approach- Most of the studies concentrate on either the positive or

negative effects of social media but hardly give a balanced approach of both. Our

study fills this gap by considering positive benefits like improvement in fluency and

confidence and negatives such as reduced grammatical accuracy from social media

usage.

Formal vs. Informal Communication- Most research has focused on the effects of

social media on informal communication. However, more less discussed relates to

how students approach informal social media communication and formal English

communication, especially for more formal settings like the academic case.
Long-term effects- Current literature however has dealt more with the short term

impacts of using social media on language skills, with relatively little exploration into

the long term of academic performance and language development Our study can

illustrate the gap by considering how sustained social media use affects the formal

communication skills of students over time.

 CHAPTER III
RESEARCH METHODOLOGY
This chapter will discuss the research process, the research design, methods

used in data collection, methods of sampling, instrumentation, and the techniques

used for data analysis. This will give an overview of how the study was structured and

conducted, showing understanding of the reliability and validity of the findings.

Research Design
It is a descriptive-correlational study. The descriptive component will present

an attempt to prove the extent of students' communication skills in English and social

media usage patterns among Grade 7 students, while the correlational aspect proves

how social media usage relates to the communication skills. A descriptive-

correlational approach suits this research, exploring how social media affects English

communication skills in Grade 7 students by describing usage patterns and examining

their interconnection.

Population and Sampling

Since the KCCF has only one stream of Grade 7 students that comprise 35

students, then all students in that population will be covered for the study. This is

referred to as total population sampling or census sampling in which all available

students are included as participants.

Data Collection Procedure

Two key data gathering tools will be used: the survey questionnaire and the

test for English proficiency. All 35 students will answer the questionnaire; right after,

they will take the standardized test. Data will then be gathered in one phase so that

scores of all the participants will have to be judged within one controlled time.

Instrumentation
There are two primary instruments that will be used in this research:
Survey Questionnaire- There will be an appropriate structured questionnaire to

ascertain applications of social media by students: what websites they use, how often,

and for what purpose. It will carry a self-assessment section for the students to

measure their own English communication abilities.

English Proficiency Test – A standardized English proficiency test, suitable for

Grade 7 students, shall be administered. The students are given a test for measuring

their speaking, writing, and comprehension skills. This will determine accurately the

subjects' communication skills according to the standard academic requirements.

Validity and Reliability

Validation to ensure that the instruments are valid, content validation will be

conducted by using a panel of experts for reviewing the questionnaire and the

proficiency test for confirming whether they actually measure the constructs intended.

In so far as reliability is concerned, Cronbach's Alpha will be used in the study to

determine the internal consistency of the questionnaire. The measures attained in this

study will be quite useful even if the reliability results are going to differ from those

results of larger studies given that sample size was relatively small.

Data Analysis
The data shall be analyzed using both descriptive and inferential statistics. The

descriptive statistics would be in terms of frequencies, percentages, means, and

standard deviations of the data about social media usage and communication skills.

To analyze the relationship of social media usage with English communication skills,

Pearson's Correlation Coefficient would be put into action for inferential analysis. Use

of a t-test might come in handy to compare scores across different user groups for

social media about levels of proficiency in the English language-hence distinguishing

between heavy and light users-and simple regression will be performed for the

assessment of predictors of communication skills.

Statistical Treatment of Data

Statistical analyses would be run in SPSS software. Test adjustment plan for a

small group size with special considerations to the statistical power of the research

study that may be lower since the sample size is relatively small. The methodology is

still descriptive-correlational in nature. This is about the relationship of social media

use and communication abilities of grade 7 students of KCCF.

With only 35 Grade 7 students at KCCF, the entire population will be

included in the study. Total population sampling ensures that the study captures all

available data, and the statistical analyses will be adjusted for the smaller sample size.

The methodology remains descriptive-correlational, focusing on the relationship

between social media usage and communication skills.