STUDENT’S STUDY OF SOCIAL STUDIES SUBJECT; ANCHORED THROUGH

SOCIAL MEDIA AMONG GRADE 9 STUDENT’S IN CITCI – 2019

A Research Paper

BSED-Social Studies Students:

Ms. Elizabeth Paler Vitor

Mr. Jonuel Anienzo Escolano

In Partial Fulfillment of the Degree in Bachelor of Secondary Education

 Chapter 1

INTRODUCTION

A. Background of the study

Social studies in CIT-CI have been long one of the core school subjects because it is

assigned the responsibility to develop essential knowledge, values, and skills associated with

citizenship. At the basic education stage (grades 1-10), Social Studies is a required subject for

students in grade three through 10 in all private and public schools around the country. The

curriculum of each grade level integrates content areas from geography, history, and civic

education. These courses are organized around topics representing various dimensions of the

society. Elective courses include Economic Geography, Geography and Modern Technologies,

Islamic Civilization, and the Contemporary World. The last course includes topics about world

energy, world heritage and efforts to maintain it, world cultural regions, cross-cultural dialogue,

and international efforts for a better life.

The current reform movement in CIT-CI focuses heavily on the implementation of student-

centered strategies (OBE), including cooperative learning, inquiry, and role-playing. In line with

this trend, greater emphasis has been placed on implementing formative assessment methods

such as class observations, student projects, short quizzes, self-assessment, and other useful

methods (Ministry of Education, 2001, 2006).

Over the years, there has been a drastic improvement in technology. Social media which

is mainly for conveying information has essential among students. The growing trend in World

Wide Web (WWW) has increased knowledge acquisition, sharing and transfer of information has

become easier than before. The information age brought by Internet change has formed social or
new media world. Social media has created alterative new world of information, communication,

and interconnectivity order which cannot be activated using face-to-face method among the

students.

Despite considerable efforts to improve social studies, there is growing evidence that

social studies become a marginalized subject in basic education schools. Although students

viewed learning social studies lessons as enjoyable, they did not see social studies as useful for

a career or helpful to learn about their own country or even being related to their own lives. English

language followed by mathematics and science were seen as important subjects for getting career

opportunities. Given the declining status of social studies in CIT-CI, educators continually need

to examine various issues facing teaching Social Studies anchored through Social Media.
 B. Statement of the problem

The primary purpose of this study is to examine student’s perceptions towards social

studies anchored through social media particularly in Grade 9 students about the importance and

implementation of a wide range of social studies goals and content areas.

The second purpose is to investigate the attitudes of students towards the social studies

who were in Grade 9 level in Candelaria Institute of Technology of Cabadbaran Incorporated (CIT-

CI).

The following questions were used to direct the research study.

1.What is the student’s perception in learning through social media? What are the effects

of the learners to learn social studies using social media?

2. Numbers of students most preferred to study social studies anchored to social media

instead of printed materials.

Findings of this study could help social studies teachers and curriculum designers create

more effective and meaningful social studies curricula in CITCIT.

 C. Theoretical framework

In this study proposed the students’ attitudes towards the learning area related to the

interaction of a set of factors linked to student, perception in social studies connected to social

media. Students consist of pre-existing student tendencies such as student gender and age,

student motivation and perception of ability, the perception of subject matter’s importance and

home/community environments. This case study focused on student age (as reflected by grade

9 level) and gender to determine whether or not. These are factors that play a role in shaping

attitudes, experience, ability and interest of the students. Consideration was also given to whether

students' perception of their own ability, the usefulness of the subject matter. The learning

student’s variable of the questionnaire explores the four key issues or constructs associated with

student perception towards social studies.

 D. Conceptual framework

In this study, the dependent variables are the student attitudes, student experiences,

abilities of the students and interest of the students towards Social Studies subject, Social Studies

perception of the teacher and the teaching strategies towards social media.

On the other hand, the independent variable is the perception in Social Studies.

Hypothesis:

1. Effectivity of social media in teaching Social Studies.

2. Effectivity and genuine data of a specific site on social media

 E. Review of Literature

Social Media tools are seen by many authors as powerful drivers of change for teaching

and learning practices, in terms of openness, interactivity and sociability. However, extensive

surveys about actual use that are carried out with large samples at a national level are rare. This

study reports the results of a survey addressed to the Grade 9 students, with the aim of identifying

the uses of Social Media in the field of private school teaching practices. The response rate will

be a minimum of 80%. The respondents were asked to identify frequency of use, motivations,

teaching practices and obstacles related to the use of a number of tools: generic social network

sites, professional and academic networking services, tools to write and comment and to archive

and retrieve content material for lectures and group work (YouTube and SlideShare). Analyses of

data tested which socio-demographic variables mostly affected frequency of use, and the

relationships between motivations, ways of use, barriers to use and the scientific discipline. The

results show that Social Media use is still rather limited and restricted and that academics are not

much inclined to integrate these devices into their practices for several reasons, such as cultural

resistance, pedagogical issues or institutional constraints. However, there are differences among

academics in the ways they use Social Media or perceive them, mostly depending on the scientific

discipline of teaching. Overall, the results emphasis ambivalent attitudes towards the benefits and

challenges of Social Media in the context of higher education with obstacles prevailing over

advantages.
Different researchers have conducted research to ascertain the influence of social media on

users; for example, Moon (2014) in a study on “impact of Facebook on undergraduate academic

performance”, averred that social media have negative impact on students. According to the

result, the more students use Facebook, the more it affects their academic performance. Similarly,

Oye (2015) notes that most of the younger students use social networking sites mainly for

socialising activities, rather than for academic purpose. Oye (2015) further observed that most of

the students do feel that social networking sites have more positive impact on their academic

performance. In another study conducted by Shana (2015), it was revealed that students use

social network mainly for making friends and chatting. The result showed that only 26 percent of

the students (respondents) indicated that they use social media for academic purpose. Young

(2015) in a study titled “the effect of internet use and social capital on the academic performance

of students” observed that the internet expands its reach to teenagers’ school life. Young noted

that students are more reliant on the internet to access information that is involved in school life

as well as entertainment. The researcher further added that internet, though consumes time, has

less effect on studies. Yang (2015) notes the effect of social media depends large on the degree

of usage. Yoon (2016) observed that the type of social media or network subscribed to by a

teenager exerts influence on him or her to visit the internet. Jeong (2016) noted that internet

addiction is significantly and negatively related to students’ academic performance, as well as

emotional attributes. Seo (2015) corroborates Jeong’s assertion when he opined that the negative

influence of internet is only on excessive users and not on all users. The Social networking sites

and blogs which are being used today with tremendous passion and zeal have transformed the

way of using internet in recent years by describing online tools and utilities which allow users for

communication, participation and collaboration of information online. Today’s young generation,

especially teens and youth are using technology through innovative ways due to which they are

referred to as Millennials and have changed the ways we think, work and communicate even

though they are in formative years of their life. Today’s youth because of these social networking
sites have become technology addicts and are quite introverted. A new research study finds that

widespread use of media among freshman college students may compromise academic

performance. The study is one of the first to explore mechanisms of media effects on academic

outcomes. Investigators determined that use of media, from texting to chatting on cell phones to

posting status updates on Facebook may lower grades for freshman female students (Nauert,

20016).

Social media is that means that employs mobile and web-based technology to create

highly interactive platforms via which individuals and community share, co-create, discuss and

modifies user-generated content (Kietzmannn, 2015). Social media is a phrase being tossed

around a lot. It is a website that does not just give you information but interact with you while

giving you information. It is a group of internet-based application that allows the creation and

exchange of users generated content. It is easy to confuse social media with social news because

we often refer to members of the news as the media. Adding to it, that social news site is also

social media site. Some media website includes:

 Social Bookmarking: interact by tagging website and searching through website book marked

by others (Blink list, simple).

 Social News: interact by voting for articles and commenting on them (Digg, propello).

 Social Networking: interact by adding friends, commenting on photo and profiles, sharing

groups for discussions (Facebook, 2go, BB chat)

 Social Photo and Video Sharing: interact by sharing photos or videos and commenting on the

user submission. (Youtube and Fliki).

 Wikis: interact by adding articles and editing existing articles. (Wikipedia, wikia).

Social media refers to the means of interaction among people in which they create, share,

exchange and comment among themselves in different networks. Andreas and Michael (2015)

are of the opinion that social media is a group of internet-based application that builds on the

ideological foundation and allows the creation and exchange of users – generated content. Social
media has become one of the major channels of chatting through platforms such as 2go, BB chat,

blogger and wiki a. There has been an increase in the mobile social media which has created

new opportunity for browsing.

The internet usage effect of social media, in views of Nielsen (2015) is that, students continue to

spend more time on the social media than any site. The total time spent on social media across

mobile devices increased by 37%, 121 billion minutes in July 2015 compared to 88 billion minutes

in July 2013.

Kaplan and Haenlein (2016) classified social media into six different classes as follow:

1. Collaborative Project (Wikipedia)

2. Blogs and Micro blogs (Twitter)

3. Content Communities (Youtube)

4. Social Networking Site (Facebook; 2go; BB chat)

5. Virtual Game World (World of war craft)

6. Virtual Second World (Second life)

Technology includes the blogs, picture sharing, music sharing, crowd sourcing, e-mail, instant

messaging and voice over. These services could be integrated via social network

aggregation platforms.

Social media includes web- and mobile-based technologies to support interactive dialogue

and communication between organizations, communities, and individuals. (Wikipedia) The ways

in which students communicate and learn are changing because of social media tools. The

classroom is no longer limited by four walls. Social media expands possibilities for teaching and

learning.

This page contains information about using Social Media tools like Twitter, Facebook, Weebly,

and Blogs to bring your Social Studies classroom to life!

Facebook
What is Facebook?

 Social Networking (Facebook) by Common Craft on YouTube

 Social Networking (Facebook) by Common Craft on commoncraft.com

Using Facebook in the classroom:

 Facebook - Can be used to communicate with students about what is happening in your

class. Be cautious! Friending students is not a good idea. Try creating a class fan page

instead.

 8 Real Ways Facebook Enriched Ms. Schoening's First Grade Class -- The Innovative

Edcuator

 Edmodo - This is an education friendly Facebook-like option for managing your class on

a social network site.

 Fakebook - Create profiles for historical figures. (Watch the video!)

Twitter
Twitter

Using Twitter in the Classroom:

Twhistory

 Retweeting History Brings Those Stories to Life

 Tweeting from the Titanic: All Hands on Deck

 The Titanic

 Titanic Questions

 The Bombing of Pearl Harbor

o Students worked in groups of 2-3

o Each group was assigned a Pearl Harbor character

o Each group:

 read the eyewitness account of their assigned character

 composed tweets as if they were that person experiencing the bombing of

Pearl Harbor

 Recorded their tweets on the google spreadsheet

 Each group needed to record the date, time, and the tweet with the

hashtag #csdendorse

 Tweets were scheduled using SocialOomph

Blogs

What are blogs?

Blogs are web logs that are updated on a regular basis by their author. They can contain

information related to a specific topic. In some cases, blogs are used as daily diaries about

people's personal lives, political views, or even as social commentaries.

Using blogs in the classroom:

 Blogger

 KidBlogs

 Edublogs

 Edublogs Curriculum Corner -- History and Social Studies

 Edublogs Directory - History and Social Studies

Weebly

Weebly

What is Weebly?

Weebly is a free website builder that allows anybody to build their own websites quickly and with

ease. It is a very popular platform, and has more than 12 million registered users for one very
simple reason – Weebly is a free website builder, and it's darn easy to use (click here to see our

opinion on Weebly).

 Weebly for Education Demo

education.weebly.com

Using Weebly in the Classroom

 Student Website Portfolios

 Weebly Websites Created by Students Grades 6-8 and 9-12

Revolutionizing Industry: Henry Ford's Moving Assembly Line

Marching for Civil Rights

 Weebly Country Reports

Spain

 Professional Development

Prolearning.canyonsdistrict.org

YouTube
What is YouTube?

 "YouTube is a video-sharing website on which users can upload, share, and view

videos." -- Wikipedia

Using YouTube in the Classroom:

 YouTube for Schools

 Teacher Tube

 Dowload Helper (Follow copyright laws!)

 The History Teachers

 Renaissance Video

 Bad Romance: Women’s Suffrage Video

 The Ad Council - PSAs

 Falcon Facts on YouTube or Falcon Facts on iTunesU

Students create their own music videos, movies, and presentations:

Example: Ancient Civilizations Video

 Blabberize

 Voki

 Vocaroo
  Storybird

 Comic Creator

 Animoto

And Much, Much More...

Articles:

 Wonderful Weebly Country Reports

 Twhistory - Reenacting the Bombing of Pearl Harbor

 Engagement Emergencies

 Social Networking Best Pracitces for Educators

 The Ultimate Guide to Using Twitter in the Classroom

 The Nerdy Teacher. Dropbox: A Must For All Teachers

 Wikipedia in the Classroom: Tips for Effective Use

 Skype in the Classroom

 7 Things You Should Know About.... Voice thread

 Copyright and Fair Use Guidelines

 50 Ways to Use Twitter in the Classroom

 35 Interesting Ways to Use Twitter in the Classroom

 Educators Move Beyond the Hype Over Skype

  Voicethread Extends the Classroom with Interactive Multimedia Albums

 26 Interesting Ways to Use Voicethread in the Classroom

 Lift the Cell Phone Ban

 Some School Rethink Bans on Cell Phones

 Social Media Today: On Attempting an Updated Definition of "Web 2.0"

More Classroom Ideas and Resources:

 Skype - Skype in someone who is an expert or an actor/historian pretending to be an

historical figure

 QR Codes - QR Code Generator to enhance physical displays

 Today's Meet

 Wikispaces

 Instagram

 Glogster

 Prezi

 Pinterest

 VoiceThread

 Word Clouds - Word Clouds: Have students view murals, timelines, infographics, word

clouds, and word shapes online, like the Lincoln Douglas Debates, Student Bullying,

andThe Presidential Timeline. Then have students create their own using sites

like Wordle,Tiki-Toki, Image Chef's Word Mosaic, Tagul, and Tagxedo

 Wikipedia - Students contribute - Opportunity to talk about accuracy of information and

checking sources

 Cell Phones/Texting
by: The Ed Tech Team

References:

https://www.researchgate.net/publication/323014365_The_impact_of_social_media_on_social_l
ifestyle_A_case_study_of_university_female_students

HYPERLINK
"https://pdfs.semanticscholar.org/2b7f/1561d3fed7fe48ec5c88281f7d7d9b74e70d.pdf"
https://pdfs.semanticscholar.org/2b7f/1561d3fed7fe48ec5c88281f7d7d9b74e70d.pdf
https://www.academia.edu/11325295/SOCIAL_MEDIA_AND_ACADEMIC_PERFORMANCE_O
F_STUDENTS_IN_UNIVERSITY_OF_LAGOS

A.C. Karpinski, 2016. “A description of Facebook use and academic performance among
undergraduate and graduate students,” paper presented at the Annual Meeting of the American
Educational Research Association, San Diego, Calif.

Alexander, J. and Salas, G. 2015 Technology for institutional enrollment, communication, and
student success. New Directions for Student Services, 124, 103-116.

Andreas M., Haenlein Michael (2015). "Users of the world, unite! The challenges and
opportunities of social media". Business Horizons 53 (1). p. 61.
doi:10.1016/j.bushor.2009.09.003.

HYPERLINK "https://onlinelibrary.wiley.com/journal/10836101"
https://onlinelibrary.wiley.com/journal/10836101
Oye, N. (2015). Students’ perception of social networking sites’ influence on academic
performance. International Journal of Social Networking and Virtual Communication Vol.1. (1).
Rather, A.A. (2016). Overuse of Facebook and Academic grades: an Inverse Correlation. IOSR
Journal ofHumanities and Social Science (IOSR-JHSS.) Volume 12, (6). PP 68-72.
Young, B. (2016). A study of the effect of internet use and social capital on the
academicperformance.Retrieved from isdpt.org/isdpt.publication/journals. Accessed 03/04/2017
http://edtech.canyonsdistrict.org/bringing-social-studies-to-life-with-social-media.html
 Paradigm

Dependent Variable Independent Variable

Student:

ANCHORED PERCEPTION
Attitude
THROUGH TOWARDS

Experience SOCIAL MEDIA SOCIAL STUDIES

Ability

Interest