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Determining the Relative Influence of using 3D Page Flip Book in

Social Media Competence (SMC) of the Grade 9 Learners
in MAPEH

A School-based Research Study

GLORIA C. TOLENTINO

San Jose City National High School-based

San Jose City, Nuev Ecija

JUNE 2022

ABSTRACT

Gregor Johan Mendel’s Principle of individuality claims that no single individual is

exactly alike to the other. This scientific law is also the case for the learners in the ever-
evolving world of instruction and learning. Integration of technology is one perfect avenue
to start motivating any type of learners in active participation and become technology
adaptive and intellectually reformed. This research study determines the relative influence
of the 3D page flip book in the Social Media Competence (SMC) of the Grade 9 Learners in
San Jose City National High School, San Jose City, Nueva Ecija. The instrument includes
28 items with 4 competency dimensions: technical usability, content interpretation, content
generation, and anticipatory reflection and is administered before and after the
intervention. All data were collected from 60 respondents designated into sub-sections of
control and two experimental groups. Qualitative and Quantitative research methods were
used to gather relevant data through survey questionnaires in google forms.

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Table of Contents
CONTEXT AND RATIONALE..........................................................................................................................5

Competency Dimensions of the Social Media Competence...................................................................8

Conceptual Framework..........................................................................................................................9

Research Questions..............................................................................................................................10

Hypothesis of the Study........................................................................................................................10

Significance of the Study......................................................................................................................10

Scope and Limitation............................................................................................................................11

METHODOLOGY.........................................................................................................................................12

Research Design...................................................................................................................................12

Respondents.........................................................................................................................................12

Sampling Method.................................................................................................................................12

Proposed Innovation/Intervention/Strategy........................................................................................12

Instrument/s.........................................................................................................................................13

Social media questionnaire.............................................................................................................13

Demographic questionnaire............................................................................................................13

3D page flip book app......................................................................................................................13

Data Gathering Methods......................................................................................................................14

Ethical Principles..............................................................................................................................14

Data Analysis Plan...........................................................................................................................14

RESULTS AND DISCUSSION........................................................................................................................16

Social Media Competence....................................................................................................................18

CONCLUSION AND RECOMMENDATION....................................................................................................24

Action Plan for Dissemination...............................................................................................................25

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REFERENCES..............................................................................................................................................26

Financial Report.........................................................................................................................................28

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List of Table
Table1. Demographic Composition of the Sample........................................................................19

Table 2. Mean score of Post-test....................................................................................................20

Table 3. Mean of the Technical Usability of the Social Media competence of the learners.........20

Table 4. Mean of the Content Interpretation of the social media Competence of the learners... . .28

Table 5.Mean of the Content Generation of Social Media competence of the learners..................32

Table 6. Mean of the Anticipatory Reflection of Social Media Competence of the learners. 33

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List of Figure
Figure 1. Conceptual Framework...............................................................................................................21

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CONTEXT AND RATIONALE

Everyone bears a unique myriad of personality characteristics or traits. This premise

affirms the Gregor Johan Mendel principle of individuality claiming that no single individual is

exactly alike to the other. This scientific law is also the case for the learners in the ever-evolving

world of instruction and learning. Instruction in the modern-day world of education is almost

always differentiated so that it may respond to the individual needs of various groups of learners.

Both social and academic needs of learners dictate the type of instruction they require for

effective transfer of education while the integration of technology is one perfect avenue to start

motivating any types of learners in active participation and become technology adaptive and

intellectually reformed.

Since our learners are easily engaged with the digital world, teachers can integrate

technology to assist their learning needs and serve as a strategy or intervention. The different

mobile applications can now be used to transfer learning through social media like Facebook,

messenger, or the 3D page flipbook for example. According to Layug et. al (2021), using

intervention in the class is effective to help learners in improving their learning and also the

teaching processes.

Intervention as defined in the website achievement for all, is a selection of evidence-based

teaching and learning processes to help students improve their learning. This entails choosing suitable

interventions to assist a particular learner make purposeful changes in his or her learning. This was

supported by Machera (2017), interventions according to him have benefits if administered properly,

self-directing, cooperation and teamwork among students comprise some of the benefits. This is one of

the many reasons why it is necessary to intervene. It will not only enable students to build their own

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emotional self, but it will also help them to know that their teachers are involved. This only proves that

it is of significant relevance to select an effective and efficient mathematical intervention.

It has been tried to establish the connection between ICT skills and intellectual

reformation of the grade 9 learners of San Jose City High School through a specialized MAPEH

3D Page Flip book that involves different MAPEH lessons, particularly in Music and Arts. The

nature of this study is based on the belief that the integration of technology in teaching MAPEH

under the K-12 program of the Department of Education, plays a very important role in the

attainment of the social media competence and academic reform needs of the said learners as the

resolution process starts with a simple reading from 3D page flip book that enables learners to

discover the ease of learning through personal gadgets which are available for learning. Learners

will create a new learning environment that can meet the learning needs of k to 12 learners.

The problems of this research will focus on the capacity of the learners to use Digital

media and the impact of the learning 3D page flip book while the learners are designated into

sub-sections of control and experimental groups.

As stated by Harris (2016), technology is a new phenomenon in the world of education

that needs to be introduced carefully with proper consideration. The said technology includes

laptops, cell phones tablets, or other devices which are seen as tools and not replacements of fore

best practices for teaching in the classroom.

Odom et al. (2015) define Technology-Aided Instruction and Intervention (TAII) as any

instruction or intervention in which the learner’s goals are primarily achieved with technology is

the central feature. Odom further defines the technology included in Technology-Aided

Instruction and Intervention as “any electronic item, equipment, application, or virtual network

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that is used intentionally to increase/maintain, and/or improve daily living, work/productivity,

and recreation/leisure capabilities.”

According to pressreader.com, MAPEH instruction can be presented through computers,

laptops, cellphones, and digital cameras that enhance students’ learning experience. Possible uses

of classroom theology include using 3D page flip books and video games to teach MAPEH

allowing students to explore the subject matter.

Teachers are equipped to introduce concepts in the classroom through the use of

technology. Technology has allowed the dissemination of knowledge in a quicker way and has

accessible means to help learners in communicating and learning. According to Hennig-Thurau

et al. (2010), a new integral part of media has been created, and it is called social media. It is

defined as ‘‘Internet-based channels that allow users to opportunistically interact and selectively

self-present, either in real-time or asynchronously, with both broad and narrow audiences who

derive value from user-generated content and the perception of interaction with others’’ (Carr &

Hayes, 2015, p. 50 as cited by Harris,2016).

Social media competence (SMC) defines the individual’s capacity to employ social

media in an effective way of sending messages, engaging with others, and encouraging

meaningful conversation and participation in a community (Alber et al., 2014). Teacher

Practitioners use social media for online learning and they compare their advantages and

disadvantages and even the impact of social media on educational results (Terry, 2016; Terry &

Wang, 2017).

According to Shu et. al (2018) that the Social Media Competence scale can be used to

monitor the ability of the learners to operate and utilize information and knowledge through

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social media. Learners are able to connect themselves to other people to gather data that they

need.

The problems of this research will focus on the capacity of the learners to use Digital

media and the impact of the learning 3D page flip book while the learners are designated into

sub-sections of control and experimental groups.

Competency Dimensions of the Social Media Competence

Technical usability (TU) refers to the ability of a person to operate in social media

environments. It is considered an important premise of the SMC which emphasizes the technical

ability of anyone who wants to explore social media (Kietzmann, Hermkens, Mccarthy, &

Silvestre, 2011; Trainor, Andzulis, Rapp, & Agnihotri, 2014).

Content interpretation (CI) is defined as the ability to filter through content and extract the

appropriate meanings from different materials and platforms. Presentation of concepts through

social media gives interpretations of reality from the person who made the message

(Aufderheide, 1993; Pungente, Duncan, & Andersen, 2005). These messages can influence the

person who read because of their appearing values and ideological implications in terms of

political, social, commercial, and educational goals (Aufderheide, 1993; Newby, Stepich,

Lehman, & Russell, 2000; Pungente et al., 2005)

Content generation (CG)- refers to the ability to communicate, convey beliefs, and meaningful

negotiations with other people. Many people are used to connecting with others through social

media which can empower its users and the online community (Bennett, 2008). Social media

has increased the emergence of self-actualizing citizenship (Rheingold,2008).

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Anticipatory Reflection (AR)-is defined as the ability to be self-aware of one’s actions and

others’ perceptions before generating content. The impact of social media is abusive, irrational,

and unethical use which is always relating to the contribution of people in the world of media

without considering potential impacts (Turel & Qahri-Saremi, 2018). The anticipatory reflection

is then important to meet by the social media users. Self-awareness can contribute to good

interactions with sufficient knowledge about the perceptions of other people before generating

the content.

Conceptual Framework
This research focuses on determining the relative influence of using a 3D page flip book

on the social media competence of the Grade 9 learners in MAPEH. The respondents answered

the demographic form to know the basic information that includes name, age, address, name of

parents, and a number of gadgets they have. They will be randomly divided into control and

experimental groups. The different groups will take the pre-test and post-test to determine the

relative influence of the 3D page flip book kit on the social media competence (SMC) of the

experimental class in learning MAPEH.

Demographic
profile of the Initial 3D Page Final Social Media
Control and test of test of Assessment Competence
Flip
Experimental SMC SMC in MAPEH
Book
Groups

Figure 1. Conceptual Framework

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Research Questions
This study aims to determine the effect of a 3D page flip book kit on the social media

competence of Grade 9 learners in San Jose City National High School.

Specifically, it will answer the following questions:

1. What is the extent of initial and final social media competence of the control and

experimental groups?

2. Is there a significant difference between the initial and final social media competence

levels of learners in the control group and experimental group to MAPEH 3D page flip

book Kit?

3. What is the extent of difference between the final social media competence level of

learners in the control and experimental groups?

4. What is the implication of the 3D page flip book in the social media competence of

grade 9 learners?

Hypothesis of the Study

The following hypotheses will be tested in the study:

1. There is no significant difference between initial and final social media competence

2. There is no correlation between the initial and final social competence level of learners in

the control and experimental groups.

Significance of the Study

This research will be useful to school administrators and educators as most classroom

settings are now turning to the integration of technology to aid and assist learning since

technology is such an asset to any school or classroom.

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Technology and being technologically literate is such an essential skill for educators,

but more importantly, for learners. Therefore, this research sets out to show how technology

can positively affect learners’ academic achievement and motivation in the classroom of Grade

9 students in San Jose City National High School-JHS.

Scope and Limitation

The research focused on determining the relative influence of the 3D page flip book on

the social media competence of Grade 9 learners in learning MAPEH subjects. The Grade 9

learners participated in the use of 3D page flip book MAPEH lessons with their respective

groups as control and experimental. The initial and final tests were administered to monitor the

relative influence of the 3D page flip book in learning MAPEH.

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METHODOLOGY
Research Design
This study employed qualitative and quantitative research methods that involve

gathering relevant data through the use of survey questionnaires

Respondents
Sixty (60) Grade 9 online modality learners were the involved participants in the research

study. They were presently enrolled this S.Y. 2021-2022 in San Jose City National High School,

San Jose City, Nueva Ecija.

Sampling Method
The research study used purposive sampling in which the samples were selected

according to the focus and concerns of the study (only those who have internet access and

gadgets).

Proposed Innovation/Intervention/Strategy
3D page flip book served as the innovative in this research. It was answered by the

experimental group and a separate tool with the same content for the control group.

The 3D page flip book has a voice-over so the students can hear the featured lesson in the

flipbook. It also has some sound animation to make it more joyful for the readers.

MAPEH lessons were encoded in Microsoft PowerPoint and were converted into pdf

before they were inserted into the 3D page flipbook. This tool aimed to increase the undesirable

social and achievement status of learners. The improved materials were used by the learners. Re-

assessment and testing of increase of the page flip book kit engagement were done.

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Instrument/s
Social media questionnaire
The tool for determining the social media competence of the control and the

experimental groups (A and B) was used 28 items of questionnaires. The instrument was

measured on a 5-point, Likert-type basis, where 1 means strongly disagree, 2 means disagree, 3

means neutral, 4 means agree, and 5 means strongly agree (Appendix A). It is adapted to the

Social Media Competence Scale created by Shu et al (2018).

The tool was subjected to a test of reliability and validity and this instrument was

conducted for validation at San Jose City National High School, Division of San Jose City,

Nueva Ecija. Results of the dry-run were encoded in the computer and were computed using the

Statistical Package for Social Science (SPSS) software.

Pre-testing and distribution of survey questionnaires were done using the appropriate

technology tool for gathering data from the control and experimental groups.

Demographic questionnaire
The demographic questionnaire was introduced first to get the basic information about

the learners such as name, address, age, MAPEH grade, and a number of gadgets they used while

studying. This initial part of knowing the respondents can help to identify the important

information needed to complete the research study.

3D page flip book app

The study used the 3D Page flip Professional which is a comprehensive tool to convert

Adobe Acrobat PDFs, Images, OpenOffice, Microsoft Office Word, Powerpoint, and Excel into

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realisticpage flip magazine/book in a 3D Panoramic background with multimedia objects

embedded, including 3D degree rotating products, 3D video, flash, audio, buttons, links and etc.

(www.goggle.com). The technology app is available through digital media. Using the 3D page

flipbook, MAPEH lessons were represented to the experimental groups through google forms.

Data Gathering Methods

Proper communication channels from the appointing authority down to the advisers of

grade 9 level were done at San Jose City National High School-JHS. The pilot testing of the

instrument was done before the actual conduction of the research.

Survey questionnaires were administered before and after the application of the 3D page

flip book MAPEH Lesson using google forms. The concerned learners and parents were properly

informed of the context of the data collection procedure and quantitative data was extracted from

them.

Ethical Principles
The researcher sought permission to look into some official records and documents of the

involved learners from the School Principal of San Jose City National High School. A waiver

was given to the parents for their approval in the conduction of the research concerning the

learners’ personal data used as a resource of data in the research study.

Data Analysis Plan

All gathered scores from the pretest and post-test were statistically analyzed using the

SPSS for determining the mean, standard deviation, and t-test of significant difference. The

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statistical analysis was used to know the level of performance of control and experimental

groups, and the significant difference in their Social Media Competence.

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RESULTS AND DISCUSSION

The main purpose of this research study is to determine the relative influence of the 3D

page flip book on the Social Media Competence of Grade 9 learners in learning MAPEH. The

selection of the respondents was purposive which included the demographic survey resulting to

have a total number of respondents of 60 learners with 46.67% male and 53.33% female as

presented in Table1. The respondents were divided into three groups, one is the control group

(C) and the two other groups were called experimental groups (EG1 & EG2). All of them have

access to the internet and are exposed to social media. The respondents (EG1 and EG2) were

assigned to utilize the material through social media using their own mobile devices and laptop

to read and share the lesson in a 3D page flip book. This technological innovation was

introduced to monitor the new kind of learning culture and learning technique that is adapted

from the collective exploration and interaction principles (Selwyn, 2012).

Table 1. Demographic Composition of the Sample.

Respondent n %

Group
Control (C) 20 33.33
Experimental Group 1(EG1) 20 33.33
Experimental Group 2 (EG2) 20 33.33
Gender
Male 28 46.67
Female 32 53.33

The survey questionnaire was administered before and after the introduction of the 3D

page flip book using google forms and sent via google classroom to all respondents during their

asynchronous classes. The learners were asked to answer the demographic information (name,

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grade & section, and the number of gadgets used) and 28 items of the Social Media Competence

questionnaires.

The class performance of the respondents (C, EG1 &EG2) in Music, Arts, PE, and

Health was measured by prepared assessment as post-test to determine the relative influence of

the 3D page flip book on the Social Media Competence of each group.

Table 2 has shown the significant differences in the mean post test score gained by the

control and experimental groups. The mean score of the post showed a significant difference

between Control, EG1, and EG2. Based on the obtained mean scores, the control group was not

significantly different from EG1 and EG2.

Table 2. Mean score of Post-test

Respondents MEAN

Control
Music 13.7
Arts 15.1
PE 17.9
Health 14.7
EG 1
Music 17.0
Arts 17.5
PE 17.8
Health 18.6
EG 2
Music 14.7
Arts 15.9
PE 17.2
Health 17.2

In experimental groups, the results of the post-test showed a relevant difference

comparing the class performance of the learners after the treatment of intervention. The highest

obtained mean score is Health with a mean score of 18.6, followed by PE with a mean score of

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17.8, 17.5 in Arts and 17.0 in Music which are observed from EG1 over EG2 with the means of

17.2,17.2, 15.9 and 14.7 respectively. Whereas the control has lower post-test mean score

compared to the experimental groups. This post-test mean scores suggest that there is a good

improvement in the performance of the learners with the use of the 3D page flip book in

presenting the MAPEH lessons. From the MAPEH scores, EG 1 has the highest obtained score

compared to the scores of control and EG2 groups. The learners from EG1 and EG2 commented

that they enjoyed the lesson in the 3D page flip book presentation. They found it easy to browse

and use over again until they have the opportunity to master the concept as they want. Even

though their scores were not so high as expected upon the use of the 3D page flip book, the

obtained mean scores were relevant to describe the relative influence of the tool on the social

media competence of each group.

Social Media Competence

The Social Media Competence (SMC) of the experimental and control groups were

measured by the use of Social Media Competence Scale that emphasized the four competency

dimensions such as technical usability (TU), content generation (CG), content interpretation (CI),

and anticipatory reflection (AR). This instrument was done to know the learner’s capacity to

employ social media in an effective way.

In table 3, the social media competence before and after the intervention of the control

group showed a high technical usability with the mean of 3.71 to 3.99. EG 2 obtained SMC mean

from 3.61 to 3.95, and the highest mean of SMC obtained by EG1 from 3.76 to 4.14. This SMC

means before and after the intervention indicates that EG1 has high technical usability compared

to the EG2 and control groups. The learners in EG1 can easily access their gadgets into different

application in the internet.

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Table 3. Mean of the Technical Usability of the Social

Media competence of the learners.
Technical
Total
Usability Item 1 2 3 4 5
Mean
(TU)
Mean 3.70 3.35 3.35 3.95 4.20 3.71
Before
STDEV 0.865 0.745 1.040 0.945 0.834  
Control
Mean 4.50 3.80 3.45 4.00 4.20 3.99
After
STDEV 0.5130 0.6156 0.9445 0.7255 0.6156  
Mean 3.75 3.35 3.60 4.05 4.05 3.76
Before
STDEV 1.020 0.875 0.883 0.826 1.276  
EG1
Mean 4.25 4.05 4.20 4.05 4.15 4.14
After
STDEV 0.550 0.605 0.523 0.686 0.671  
Mean 3.60 3.10 3.50 3.95 3.90 3.61
Before
STDEV 1.046 0.912 0.827 0.686 0.852  
EG2
Mean 4.15 3.80 3.80 3.95 3.90 3.95
After
STDEV 0.5871 0.4104 0.6156 0.5104 0.3078  

Table 4 showed the content interpretation of the experimental (G1 and G2) and control

groups. This competency dimension resulted to high level value of means before and after the

intervention. The initial means of the control, EG1 and EG2 started from 3.65, 3.77 and 3.74

respectively. The final means of the content generation of each group increased with the means

of 4.09 (control), 4.06 (EG1) and 3.86 (EG2). EG1 has higher level of social media competency

in terms of content interpretation than EG2 which indicated that EG1 has more skilled to filter

and extract concepts compared to other group after the induced of 3D page flip book MAPEH

lesson.

The means of the content generation (CG) has revealed the ability of the experimental

(EG1 and EG2) and control groups to communicate and connect with other people through social

media. The control has the means from 3.37 to 3.80, EG1 from 3.36 to 3.71 and EG2 from 3.24

to 3.61 which mean that the experimental groups and control have almost the same content

generation ability to bring about information effectively as shown in Table 5. The Table 5 has

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shown also the higher content generation ability of the EG1 compared to EG2 before and after

the treatment of intervention.

Table 4. Mean of the Content Interpretation of the

social media Competence of the learners.
Content Total
Interpretation Item 6 7 8 9 10 11 12
Mean
(CI)
Mean 3.85 3.75 3.80 3.55 3.70 3.50 3.40 3.65
Before
STDEV 1.04 1.0699 1.105 1.2344 0.9787 0.827 1.142  
Control
Mean 4.40 4.25 4.05 4.10 3.95 3.70 4.20 4.09
After
STDEV 0.681 0.786 0.605 0.718 0.686 0.733 0.834  
Mean 4.00 3.60 3.35 3.90 3.85 3.80 3.90 3.77
Before
STDEV 0.6489 1.1877 1.3089 0.6407 0.7452 0.768 0.788  
EG1
Mean 4.20 4.15 4.10 4.15 3.95 3.90 3.95 4.06
After
STDEV 0.6156 0.7452 0.7182 0.4894 0.6863 0.5525 0.6048  
Mean 3.95 3.65 3.55 4.05 3.70 3.70 3.55 3.74
Before
STDEV 0.8256 1.04 1.2763 0.7592 0.6569 0.801 0.999  
EG2
Mean 3.95 3.90 3.70 4.00 3.70 3.80 4.00 3.86
After
STDEV 0.2236 0.5525 0.4702 0.3244 0.4702 0.6959 0.4588  

Table 5. Mean of the Content Generation of Social

Media competence of the learners.
Content Total
Generation Item 13 14 15 16 17 18 19
Mean
(CG)
Mean 3.55 3.45 3.40 3.55 3.10 3.25 3.30 3.37
Before
STDEV 0.9445 0.9987 0.8208 1.191 0.9119 1.02 1.031  
Control
Mean 3.95 4.00 3.50 4.00 3.55 3.80 3.80 3.80
After
STDEV 0.6863 0.7947 1.0513 0.7947 0.7592 0.8335 0.8944  
Mean 3.30 3.40 3.40 4.05 3.00 3.20 3.15 3.36
Before
STDEV 0.9234 0.9947 1.0954 0.9445 1.214 0.951 0.813  
EG1
Mean 3.90 3.75 3.75 3.90 3.50 3.60 3.55 3.71
After
STDEV 0.4472 0.7864 0.5501 0.7182 0.7609 0.6806 0.6863  
EG2 Mean 3.35 3.50 3.00 3.35 3.10 3.20 3.20 3.24
Before
STDEV 0.9333 0.6882 0.7255 1.1821 0.9679 1.005 0.834  
After Mean 3.95 3.95 3.20 3.85 3.45 3.50 3.35 3.61

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STDEV 0.6048 0.3940 0.4104 0.6708 0.5104 0.6882 0.5871  

The ability of the control, EG1and EG2 to anticipate content from the social media has

found to give high social media competence level after the intervention with the means of 3.95,

3.71 and 3.62 respectively as shown in Table 6. The result indicates the high anticipatory

reflection of the experimental (EG1and EG2) and control groups. Between the two experimental

groups, EG1 shows a better anticipatory reflection ability than EG2 with the means of 3.71 over

the 3.62. This difference describes the ability of the EG1 learners to anticipate content from

social media. They are more self-aware and careful to check the appropriateness of the

information before generating it.

Table 6. Mean of the Anticipatory Reflection of Social Media

Competence of the learners.
Anticipatory Total
Reflection Item 20 21 22 23 24 25 26 27 28
Mean
(AR)
Mean 4.10 3.20 3.70 3.40 3.45 4.10 4.20 3.40 3.90 3.72
Before
STDEV 1.0208 1.105 1.1743 0.8208 0.9445 1.165 1.281 0.9947 0.8522
Control 3.95
Mean 4.45 3.65 4.30 3.80 4.05 4.30 4.20 3.10 3.70
After
STDEV 0.9445 0.7452 0.8645 0.8944 0.8870 0.7327 1.2397 1.4105 0.8013
Mean 3.80 3.50 3.90 3.25 3.45 3.60 3.65 3.55 3.65 3.59
Before
STDEV 1.0052 0.8272 0.6407 0.8507 1.099 0.94 1.089 0.887 0.5871
EG1 3.71
Mean 3.95 3.70 3.65 3.45 3.45 3.85 4.00 3.55 3.80
After
STDEV 0.6863 0.4702 0.6708 0.8256 0.7592 0.5871 0.7947 0.6048 0.6959
Mean 3.80 3.20 3.30 3.25 3.45 3.35 3.40 3.25 3.35 3.37
Before
STDEV 0.6156 0.8944 1.1286 0.9105 0.9445 1.089 1.046 1.0195 0.8751
EG2 3.62
Mean 3.85 3.30 3.60 3.55 3.75 3.75 3.75 3.50 3.55
After
STDEV 0.6708 0.5712 0.5026 0.6863 0.5501 0.6387 0.7864 0.5130 0.5104

The overall results of social media competence from EG1, EG2, and control have

average scores before and after the treatment of questionnaires. EG1 has a mean from 3.61 to

3.87 and EG2 resulted in a mean of 3.47 to 3.73 as compared to the control group with mean

values from 3.61 to 3.94 before and after respectively. These mean values before and after

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indicated the average social media competence of all respondents as shown in Table 3. Most of

them chose neutral (3) and agree (4) which reached a moderate level of social media

competence. The EG1has the higher mean level of social media competence obtained before and

after the intervention over the mean of EG2 and the control group.

Table 7. Overall Mean of Social Media Competence before and after the intervention.
Respondents Mean N Std. Deviation Std. Error Mean

Before 3.61 20 0.4968 0.1111

Control After 3.94 20 0.3525 0.0788
Before 3.61 20 0.4814 0.1077
EG1 After 3.87 20 0.2479 0. 5544
Before 3.47 20 0.4487 0.0995
EG2 After 3.73 20 0.1929 0.0431

Table 8 has revealed a statistically significant difference in the t-values of C, EG1, and

EG2 which are -2.674, -2.372, and -2.426 respectively. They were all less than the critical t-

value of 0.95 which may reject the null hypothesis. Then, there is a significant difference

between the initial and final social media competence of the respondents at p- values of control =

0.015, EG1= 0.028, and EG2 = 0.026.

Table 8. Social Media Competence of the learners before and after the intervention.
Respondent Mean Standard Standard 95 %Confidence t df Significance
Deviation Error Mean Interval of the one-sided two-sided
Difference p p
Lower - upper
Before- -0.3285 0.5493 0.1228 -0.5856 -0.0714 -2.674 19 0.007 0.015
Control After
Before- -0.2635 0.4969 0.1111 -0.4960 0.0310 -2.372 19 0.014 0.028
EG1 After
Before- -0.2600 0.4813 0.1076 -0.4853 -0.0347 -2.416 19 0.013 0.026
EG2 After

The correlation before and final SMC of the control and the experimental groups is

differently significant as presented in Table 8. Table 8 has described the changing capacity of the

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respondents from EG1 and EG2 in using the 3D page flip book upon application in the

presentation of MAPEH lessons. The social media competence of EG1 is significantly different

from EG2 with significance p-values of 0.412 and 0.933 respectively.

Table 9. Paired Sample Correlations

Respondent N Correlation Significance
one-sided two-sided
p p
Before & 20 0.198 0.201 0.403
Control After
Before & 20 0.194 0.206 0.412
EG1 After
Before & 20 0.020 0.466 0.933
EG2 After

Since the experimental groups consisted of diverse learners with different levels of

learning styles and understanding, the results of the survey questionnaires were all moderate

levels of competence based on their learning capacity and the effect of the material used. The

implication of using 3D page flip book in learning MAPEH has been found to give a moderate

positive improvement to the performance of the experimental groups as revealed by the study.

In some instances, technology has influenced the performance of the learners

(Harris,2016), but overall, the data does not increase the learners’ academic performance that

high as expected to occur.

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CONCLUSION AND RECOMMENDATION

This study aimed to determine the effect of a 3D page flip book kit on the social media

competence of Grade 9 learners in San Jose City National High School. The result of the study

has drawn several conclusions: first, there is a good improvement in the performance of the

Experimental groups, EG1 and EG2. It was proved that there is a significant difference between

the initial and final social media competence of the control and experimental groups. It also

emphasized the moderate and relevant effect of the 3D page flip book in the dissemination of

knowledge on social media. The study confirmed the relevant of the social media competence

scale to identify the potentials of the learners to use technology in their learning process.

The study has revealed some implications for the teaching strategies and practices to

meet the learning needs of the learners. The use of technology applications and tools are checked

for effectiveness to translate and transmit concepts in a more accessible way. Learners’ social

media competence should be highlighted and considered upon introducing the information or

concepts to teach them. This would give a relevant option to select the best technology for the

learning process of the class. New learning skills and study habits can be discovered by

utilization of the different technology applications.

Through the results of the research study, researchers can utilize the Social Media Scale

to determine the technology learners’ capacity in other subject areas. It can challenge future

researchers to know the factors that affect the social media competence of the learners in taking

information and concepts from the internet. This study encourages teachers to apply other form

of technology applications to encourage learners to utilize properly the different instructional

materials through social media.

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Action Plan for Dissemination

After the research study was conducted and proved to be effective in determining the

relative effects of social media competence in the learning of Grade 9 Online Modality Learners

in MAPEH, this research will encourage teacher practitioners, school heads and other school

divisions to apply instruments used in the study to other subject areas of developing new learning

environment for the new normal education.

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Aufderheide, P. (1993). Media literacy: A report of the national leadership conference on media
literacy. Washington, DC: Aspen Institute, Communications and Society
Program.https://researchgate.net.
Bennett, W. L. (2008). Changing citizenship in the digital age. In W. L. Bennett (Ed.), Civic life
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Carr, C. T., & Hayes, R. A. (2015). Social media: Defining, developing, and divining.
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Harris,J. L. (2016). One to One Technology and its Effect on Student Academic Achievement
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serious! Understanding the functional building blocks of social media. Business
Horizons, 54(3), 241–251. https://researchgate.net

Layug, G.D. et. al. (2021).Teachers’ Interventions in Improving Numeracy Skills of Grade 7
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Terry, A. (2016). Three pillars of educational technology: Learning management systems, social
media, and personal learning environments part 2. Retrieved from
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educational technology/three-pillars-educational-technology-learning-management-
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Terry, A., & Wang, Z. J. (2017). Three pillars of educational technology: Learning management
systems, social media, and personal learning environments. Distance Education in China,
11, 9–11.

Turel, O., & Qahri-Saremi, H. (2018). Explaining unplanned online media behaviors: Dual-
system theory models of impulsive use and swearing on social networking sites. New
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Zhu, S. et al. (2018). Understanding Social Media Competence in Higher Education:

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Financial Report
Proposal writing, proposal revision, and reprinting. ₱ 600.00

Transportation in bringing the proposal to the Division Office ₱ 100.00

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Administering the Pre-testing ₱ 1000.00

Administering the Survey Questionnaires ₱ 1000.00

Final copy (binding ) ₱ 1500.00

Results/ Information dissemination ₱ 2000.00

Total ₱5,600.00

Alphabetical Index
3

3D page flip book

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demographic questionnaire

social media competenc

survey questionnaires

technology

Technology

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