Social Media and The Millennial Learners: An Intervention For The Improvement of Business Administration Students' Class Performance

WEST VISAYAS STATE UNIVERSTIY
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Iloilo City
1
Introduction
Background and Rationale of the Study
Learning has changed a lot nowadays. With the power of the internet, people
have access to unlimited data right on their fingertips. The internet along with
technologies associated with it is acting as platform for the rise of Digital Natives.
Palfrey and Gasser (2008) describe Digital Natives as people born after 1980,
when social digital technologies, such as USenet and bulletin board systems, came
online. They all have access to networked digital technologies and have the skills to use
those technologies.
Digital natives study, work, write, and interact with each other in ways that are
very different from the ways you did growing up. They read blogs rather than
newspapers. They often meet each other online before they meet in person. They
probably don't even know what a library card looks like, much less have one; and if they
do, they've probably never used it.
In a similar case, Bonks (2009) suggests that the Web and its associated
technology are among the latest fighting tools for change the way people learn and
even practices in education. He added many will argue that such tools are fads that will
soon pass. In the twenty-first century, however, learning technology is hard to ignore.
Long gone are the days when teachers could stand in the front of a classroom the whole
time and lecture expecting students to hang on their every word. Millennial students,
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describes as those born after 1980 and who are also called digital natives disengage
fairly quickly if they are not actively engaged in the education process.
Williams in her article “Millennials - Changing the Face of Higher Education”
(n.d.) mentioned that Millenials have been labeled as lazy, but they are not. They simply
are motivated to work on things which interest them. Millennials see little value in simply
doing something, unless it’s adding value to something they already see value in.
Millennials are extremely comfortable with technology, hence their name digital natives.
They grew up with smartphones, tablets and the internet. Information was always
readily available to them.
Unlike previous generations, technology does not scare them. They expect to
have technology incorporated into their learning environment. Computers and tablets
were a part of their formative learning. They use apps on their phones to complete a
variety of tasks.
As part of the Millennial generation himself and as an Operations Manager for an
E-Commerce business, the researcher has been spending countless hours using Social
Media for both personal and business-related activities.
The researcher felt that instead of a distraction, Social Media specifically
Facebook and YouTube can be utilized as effective tool to improve classroom
engagement and student performance, hence this action research.

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Statement of the Problem
This action research aimed to determine the effect of using Social Media as an
educational tool to the classroom performance of the 3rd year Marketing Management
students under section MM-3E of the University of Iloilo for the 1 st semester of the
Academic Year 2016 - 2017.
Specifically, this study sought answers to the following questions:
1. What are the prevalent reasons for student absences?
2. What are the causes of students’ poor classroom performance?
3. What is the level of student’s performance in Marketing Management before and
after the exposure to Social Media intervention?
4. Is there a significant difference in the level of student’s performance in Marketing
Management before and after the exposure to Social Media Interventiol?
Hypothesis
Based on the avorementioned problems, the following hypothesis was advanced:
1. There is no signmficant difference in tlm leveì of student’s performance in Marketing
Management before and after the0exposure to Social Medha Intervention.
Theoretiâal3Frameworë of the Stuty
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‰ãM–›§÷ÙmpD§m6 Û‰Õstudents to think critically about the technology pervading
their world. This new social media paradigm provides a sandbox where imitative
behaviors are not only encouraged but are equally rewarded and widely shared.
In this interactive social media world, the application of social learning theory
presents an opportunity to promote leaps in student achievement, as cognitive concepts
of attention, memory, and motivation are encouraged by social media. Likewise, these
traits are widely sustainable through social media, increasing cognitive processes
associated with learning and knowledge acquisition.

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This research is also anchored on the multiple intelligences and learning styles of
Howard Gardner. One of these intelligences and learning styles is being a visual learner
or picture smart (Kumar Choudhary, 2012). It is stated that there are students who
learn best through visual presentations. They have the ability to “see” things in one’s
mind in planning to create a product or solve a problem. Another is the auditory learner.
They learn best through verbal lectures, discussions, talking things through and listening
to what others have to say. They interpret the underlying meaning of speech through
listening to tone of voice, pitch, speed and other nuances.
Gardner defined multiple intelligences as the ability to solve problems and to
create products that are valued within one or more cultural settings. In addition,
intelligence is a multidimensional phenomenon that is present at the multiple levels of
the brain and the body system. Furthermore, he stressed out that intelligence can be
learned, taught and enhanced.
Laird (1985) has found that the vast majority of knowledge held by adults (75%)
is learned through seeing. Hearing is the next most effective (about 13%) and the other
senses - touch, smell and taste account for 12% of what humans know. By stimulating
the senses, especially the visual sense, learning can be enhanced. However, this theory
says that if multi-senses are stimulated, greater learning takes place. Stimulation
through the senses is achieved through a greater variety of colors, volume levels, strong
statements, facts presented visually, use of a variety of techniques and media.
Review of Related Literature

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This chapter presents the review of conceptual literature and studies aimed at
providing the readers with clearer understanding of conceptual literature and studies
related to the present investigation.
Teaching Methods Incorporating New Learning Technologies
In “Connecting Future Teachers with the Teachers of Today”, Larysa Nadolny
(2011) dissects the aspects of programs aimed to train teachers: many of these
programs are not successful in integrating classroom experiences beyond formal
teaching requirements. This challenge is reinforced by the fact that teachers are not
entering the profession with the skills and experiences necessary to effectively use
technology in the classroom.
In a case study from the Educational Technology course at West Chester
University Pennsylvania, Nadolny demonstrates how the project culminated not only in
connecting teacher candidates with current classroom teachers, but also utilizing new
learning technologies (such as wikis, YouTube, iMovie and screencasting) throughout
the process. The program received enthusiastic positive feedback from its students.
In Role of the Tutor in Enabling Student Learning through the Use of a Wiki,
Martina A. Doolan (2011) clarifies the role of the tutor in enabling student learning
through the use of technologies like Wikis.
Doolan has developed the CLAT (Collaborative Learning through Assessment
and Technology) pedagogical model, which has been successfully used and evaluated
across a number of academic disciplines over the course of five years in higher
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education. The model emerged as an outcome of studies in higher education focusing
on the learner experiences of using social networking technologies such as Wikis.
Doolan's analysis leads to a set of guiding principles on how the role of the tutor in
establishing Wiki learning environment can be enacted as this area of practice develops
further.
In “Public Issues, Private Concerns: Social Media and Course Management
Systems in Higher Education”, Jeremy Sarachan and Kyle Reinson (2011) contemplate
what may be an inevitable shift away from closed and impersonal course management
systems (CMS) toward more open access and user-friendly social media.
Accounting for how digital technologies have changed the form in which content
is universally exchanged, they suggest educators revise more traditional CMS stems and
re-think methods of disseminating and collecting student assignments.
The authors also gives weight to the importance of "place “within online
educational space suggesting that the concept of the "Third Place"- a home away from
home- is present within social media and may more effectively create a nurturing and
supportive educational environment.
Chan M. S. C, Yum, J., Fan, R. Y. K., Jegede, O. & Taplin, M. (1999). have
compared high achieving and low achieving open university students according to their
study habits, purpose for learning, approaches to study, use of support systems, other
commitments and self-perceptions and have shown that motivation is a factor effecting
achievement.
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The study by Roblyer (1999) demonstrated on factors that motivate community
college and virtual high school students to choose online or traditional course formats.
Findings of this study indicate that for students who chose distance learning, control
over Face and timing of learning was more important; for students who chose face-to-
face (FTF) course, interaction with instructor and students was paramount.
Learning Among Millennials
According to Palfrey and Gasser (2008), the Internet is changing the way that
children and college students gather and process information in all aspects of their lives.
For Digital natives who are also called as Millenials, "research" is more likely to mean a
Google search than a trip to the library.
Millenials are more likely to check in with Wikipedia community, or turn to
another online friend, than they are to ask a reference librarian for help. They rarely, if
ever, buy newspaper in hard copy; instead, they graze through copious amounts of
news and other information online.
Bonks (2009) suggests that Internet technologies impact education in a major way
today and will continue to do so throughout this century; it is just a matter of figuring
out exactly where, when, and how much. In addition, the Internet strengthens the urge
to be connected. People want to know what is happening around him and be involved.
The urge to learn and to be involved is eventually answered by social media.
Facebook for example has become an essential part of student life for most
college students; it serves not only as a primary tool of communication but also
electronic socialization as staed by Golder, Wilkinson, & Huberman (2007).

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Indeed, the vast majority of college students have a Facebook account and
are spending a considerable amount of time logged in as noted by Salaway, Caruso, &
Nelson (2008). Social media serves as stress reliever for most students. Students use
social media during their study breaks. This is connected with Zeigarnik effect.
(Zeigarnik, 1927).
Bluma Zeigarnik noticed an odd thing while sitting in a restaurant in Vienna. The
waiters seemed only to remember orders which were in the process of being served.
When completed, the orders evaporated from their memory. In psychology, the
Zeigarnik effect states that people remember uncompleted or interrupted tasks better
than completed tasks.
The Zeigarnik effect suggests that students who suspend their study, during
which they do unrelated activities (such as studying unrelated subjects or playing
games), will remember material better than students who complete study sessions
without a break.
Lee (2002), examined gender differences in motivational and behavioral learning
strategies in the Internet-based cyber-learning environment and found highly significant
gender differences in the category of textual encoding strategies, in which males
showed stronger behavioral and motivational learning strategies.
Social Media and Education
Andreas Kaplan and Michael Haenlein (2010) define social media as "a group of
Internet-based applications that allow the creation and exchange of user-generated

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content. The term Social Media refers to the different platforms of web-based and
mobile technologies that turn communication into an interactive dialogue.
Cassidy (2011) notes that although Social Media were originally intended to
enhance social interactions they soon became a tool that was also used by firms, for
example, to build brand loyalty, and by other institutions, such as universities, libraries,
etc.
Kaplan and Haenlein (2010) express that due to their nature, Social Media can
be successfully used for educational purposes because they are a set (group) of
applications that are technically and ideologically based on the foundations of Web 2.0,
which enable the creation and sharing of content among users. Moreover, although
networking is treated as an informal method of communication and information
gathering, informal learning can be an essential element in higher education as stated
by Kassens-Noor (2012).
According to Hicks and Graber (2010) Web 2.0 tools offer a new form of learning
and teaching. In their opinion the research in this field should be further developed with
the purpose of providing teachers with new solutions that can enrich their teaching
techniques.
Research evidence shows that the most popular Social Media are the ones that
connect people into networks of friends who share common characteristics, for example,
Facebook, Instagram or LinkedIn as suggested by Duggan et al. (2015). Thus, users
can search for people that are able to provide particular information, help them to find
it, or transfer knowledge to other people.

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Vickers, Field, & Melakoski, (2015) suggested that the days of one-way
communication akin to broadcasting have long been gone, for in the age of social
media, communication is a two-way, three-way, and hundred-way tool that is
interactive, immersive, and omnipresent. Pavlik (2015) supported this idea when he
noted that in an Educational context, social media challenges traditional assumptions
that have long characterized the learning experience of all students.
For Schouten (2011) Facebook, in particular, is a source that is easily accessible
and also simple to use, and is often employed by students to ask questions about
studies and to study interactively, a concept supported by Benson et al (2015).
Highly popular media are also those that enable Internet users to express
themselves on a specific topic in the form of the written word, oral expression, taking
and collecting photos or recording videos, for example, Twitter, YouTube, Instagram,
Pinterest, and also to use the information placed there by other users (Hamid et al.,
2015).
Students used Social Media to share information and interact. This interaction
can be as simple as asking for comments or it can be as complex as recommending
movies based on the ratings of other people with similar interests. Some popular social
media sites students commonly use are Facebook, Twitter, Linkedin, MySpace, and
Google Plus+.
Joseph Rene Corbeil and Maria Elena Corbiel (2011) in The Birth of a Social
Networking Phenomenon provide an overview of how social networking tools like Twitter
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have established themselves as powerful communication and collaboration tools in
social, political, and educational arenas.
The authors conducted Social Networking Cooperative Project case study which
was specifically developed to explore the potential use of micro blogging in higher
education. The case study demonstrates the potential of micro blogging tools for
extending social, cognitive, and teacher presence in online and face-to-face courses.
In “Facebook and Education: A Classroom Connection”, Terri L. Towner and
Caroline Lego Munoz (2011) discuss Facebook's potential to support teaching and
learning. The findings of their study suggest that college students use Facebook
primarily for informal learning purposes, such as student-to-student interactions about
required course components.
However, students are less likely to use Facebook for informal teaching
purposes, which include instructor-student communication about required course
matters that may be formally assessed. Therefore, students perceive Facebook as more
of an informal or formal learning tool and not as a formal teaching device.
Malik Alleem Ahmed (2011) author of Social Media for Higher Education in
Developing Countries- An Intercultural Perspective observes a trajectory in which higher
education institutions in developing countries are only slowly starting to inker about the
use of social media like social networking sites, wikis, and blogs, despite the evidence
from developed countries that Social Media are beneficial in the provision of quality
education and production of valuable research.

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The popularity of various global Social Media is culturally differential. Many Social
Media are available in most countries, however in some countries digital communities
use local media that are often equivalent versions of the international ones as observed
by Ahmed (2011). This is the case, for example, in China, where Youku is replacing
YouTube, and Renren or Qzone are replacing Facebook.
In line with this, Ahmed proposes a holistic view on what changes people will
expect to witness in the future. He states that if intercultural variations of values exist
between technology producing countries and technology consuming countries, then
social media systems should be customized, redesigned, and altered in cross-cultural
implementations.
Student Attention and Social Media
Of the variables affecting whether a perceived learning trait or strand of
knowledge is internalized by a student, attention is one most affected by an individual's
characteristics of sensory capacity, arousal level, perceptual set, and past reinforcement
(“Social Learning Theory,” 2014). If a social learning activity is to be successful, it must
cater to one or more of a student's internal characteristics of perception. For example,
teachers often follow procedures for recording attendance in the traditional classroom.
If a student's perceptual set, or perceptual expectancy, is attuned such that
hearing his/her name snaps them to attention, it can be determined that a certain level
of attention is promoted by stating a student's name when engagement is expected.
Given this example, consider the possibility of the student being summoned by hundreds
of voices across a shared digital space. In this way, social media excels in maintaining a
focused interaction between the student and the realm of available knowledge, calling
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the student back into the social learning context with each like and with each tweet.
Social media provides a toolset wherein attention and engagement are
interwoven. Since the act of utilizing social media requires a level of focused attention,
students who post a comment, read an article, like a post, or retweet a message are
doing so actively. The very nature of online social interaction requires that attention be
maintained in order to engage with the content. In this way, social media outlets like
Facebook and Twitter provide a platform for sustained attention, allowing for a
participatory model that facilitates the sharing of user-generated knowledge strands
(Casey & Wells, 2015). This constant call to attention improves learning processes and
aids the student in maintaining focus throughout the duration of the learning activity.
Memory and Social Media
Social learning theory provides a bridge between the behaviorist approach and
the cognitive approach to learning theory (Social Learning Theory, 2014). With a
constant flow of information, it is not enough to simply pay attention to the social
context of learning. True learning requires external stimuli and bits of information to be
encoded into the student's memory, able to be retrieved and applied to external life
situations.
Social interaction is a complex system of collaborative parts, each performing a
different function that may or may not have an effect on lasting memory. By providing
reinforcing stimuli in the form of graphical representations, annotations via peer
comments, and the ability to interact with information in a live setting, social media
enhances student opportunities for memory creation and memory retention.
In social learning theory, symbolization refers to a person's ability to create

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mental images and memories based on temporary sensory experiences (Ponton &
Rhea, 2006). These temporary sensory experiences are enhanced in the social media
context, as a variety of learning styles are engaged through interaction with the social
media platform.
Social media provides visual and auditory stimuli through the use of graphics,
videos, charts, and graphs; and, it provides tactile stimuli through the physical process
of interacting with electronic input peripherals. By employing a multisensory approach to
information sharing, interactions experienced in a social learning context provide better
opportunities for symbolization and memory creation.
Self-Efficacy and Social Media
Within Bandura's framework for social learning, self-efficacy plays a vital role
(Freudenberg, Cameron, & Brimble, 2010). An individual's beliefs about the impact he
can have upon the world is paramount to realizing that impact. In terms of social
learning, students are more likely to exhaust resources toward achieving a social
outcome if they believe in their own capacity to achieve that outcome. Consider two
high school students at a senior prom: one with high self-efficacy, one with low self-
efficacy. Though both may desire to dance, overriding sociological factors of self-efficacy
cause each to consider the perceived impact that dancing may have upon social
standing.
The same analogy translates to classroom engagement and student achievement. If
learning is primarily a social endeavor, it is more likely to occur when sociological factors
dictate that exhausting resources will result in a favorable outcome.
For social learning to occur, students must exchange knowledge in an interactive

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environment. In a traditional classroom, however, students still remain isolated from
other students, experts, parents, and the community (Mourlam, 2013). This type of
restriction inhibits self-efficacy, as social learning requires interaction. Without a
platform for interaction, students find themselves critically evaluating the cost and
benefit of classroom engagement.
Since classroom engagement is a factor in overall achievement and learning,
traditional classroom experiences create barriers against the social learning context. It is
difficult for students to imitate learning when interaction is limited or completely absent
between key role groups within and beyond the classroom.
In contrast to traditional classroom interaction, social media provides a platform
for interaction with a variety of role groups in a low-risk environment. Within the social
media environment, interactions prescribed by Social learning theory are encouraged,
and since digital interactions are detached from many social anxieties, users often
demonstrate a higher degree of self-efficacy regarding the experience. This heightened
level of self-efficacy may translate to higher engagement, which may result in increased
student learning.
Social Media As Teaching Device
A Social Media Approach to Higher Education by Marly Tadros (2011), is rich in
examples of using social media in the classroom. It discusses the benefits of using social
media for both students and teachers as well as some of the drawbacks and obstacles.
Tadros strongly believes that digital natives will transform landscape of higher education
in the future, so long as the educators of today can begin to embrace the proper use of
social media in their courses.

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Tadros (2011) concludes that resistance of change is unacceptable and
dogmatically using traditional methods is an unsustainable alternative: the implications
of moving towards social media are vast and rewarding in many ways. Educators,
therefore, need to seize the opportunity of this milestone and utilize it in the interest of
students.
Stella Porto, Gila Kurtz, and Lisa Blaschike (2011) in Creating an Ecosystem for
Lifelong Learning through Social Media: A Gratitude Experience approaches the topical
issue of selecting the right social media tools for use in higher education. Their study
provides examples of how social media tools are being used within the Master of
Distance Education and E-Learning program at the University of Maryland to create and
sustain an ecosystem of lifelong learning, student support, reflection, and practical
research within the program.
The Networked Class in a Master Program: Personalization and Openness
through Social Media, by Linda Morgado (2011), looks at the ways in which social media
in an online Master's degree program at Universidade Alberta, Portugal, have been used
in an effort to move toward a networked class- a distributed, open and personalized
environment that empowers learners on many levels. Tools and services used include
Twitter, Facebook, Delicious, Diigo, blogs, wikis and Second Life, among many others
that students have been using to perform their tasks and publish their work.
Nina Heinze and Wolfgang Reinhardt (2011), authors of Future Social Learning
Networks at Universities: An Exploratory Seminar Setting, propose a student-centered
approach to teaching and learning by integrating social media in real-life setting under a
constructivist perspective.
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The outlined learning design is based on the seven pedagogical goals were
applied to integrate the challenges of real-world environments like distributed teams or
interdisciplinary research backgrounds and non-native language requirements into a
controlled university setting to create rich learning experiences and foster key
competencies. Much emphasis is placed on the use of social media and its potential for
collaboration and communication in geographically distant teams to provide students
with experience in the potentials and shortcoming of these tools.
Method
Research Design
The interrupted time series design was used in this study adapted from from
Wagner et al., 2002. In an interrupted time series design (ITSD), multiple observations
are assessed for a number of consecutive points in time before and after intervention
within the same individual or group. Intervention is introduced at one or more time
points, in which the time series is “interrupted,” that is, divided or segmented into two
or more portions.
Interrupted time-series design is a statistical methodology appropriate studies
that involve single subjects or research units that are measured repeatedly at regular
intervals over time. This research design provides an understanding of the underlying
naturalistic process and the pattern of change over time, or it can evaluate the effects of
either a planned or unplanned intervention. The intervention effect is assessed by
comparing the pattern of change post-intervention to the pre-intervention pattern.
As individuals or groups may serve as their own control, measurement at

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multiple pre- and post-intervention time points allows the separation of true
intervention effects from other extraneous factors, such as threats associated with pre-
existing differences across units or groups, and diffusion of intervention effects from
treatment to control groups, thus reducing common threats to internal validity and
increasing statistical power. Hence, the interrupted time-series research design is the
best approach in determining the effectiveness of Social Media intervention to the class
performance of Marketing Management students Section MM-3E of UI-Phinma.
The Participants
The participants of this study were the 48 3rd year Business Administration
major Marketing Management students Section MM-3E of UI-Phinma duly enrolled
during the 1st semester of Academic Year 2016-2017. Of the total number of students
used as participants, 4 or 8.33 % were male and 44 or 91.67% were female.
Table I Distribution of the Participants
Category f %
Entire Group 48 100

Gender
Male 4 8.33
Female 44
91.67
Data Gathering Instrument

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The instrument used to gather the data on classroom engagement and
performance for this study was the class record containing attendance, quizzes, periodic
exam scores, and periodic grades.
Differences between total class absences, scores on quizzes, scores on periodic
exams, and average periodic grades were compared and computed in order to
determine improvement or decline in student performance for 2 Periodic intervals
(Midterm and Finals Period).
Procedures
When the grades for the 3rd year Marketing Management Students under Section
MM-3E were submitted for the Midterm Period, the researcher/subject teacher observed
that the total number of absences went up and the average grade for the class went
down.
The researcher/subject teacher conducted one on one consultation with students
who have attendance problems and whose grades went down from Prelim Period to
Midterm Period to determine the reason behind the mentioned decline in class
performance.
Based on one on one consultation, the researcher found out that among the
reasons for the frequent absences of the students include unfavorable class schedule
(7:30 - 9pm) especially for students who are living far from school, lack of close friends
or acquaintances in their section, long vacant hours in between classes, and numerous
instances of bad weather during the night which made the students decide not to attend
class. Students also have the tendency to be absent when they know that there is no
quiz or activity during a particular class meeting.

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For students whose grades went down, the primary reasons that the students
gave for the decline in their performance include lack of interest in the subject, lack of
time to study due to giving more time to other subjects, and lack of motivation to
perform well in class.
The data gathered prompted the researcher to do interventions in order to
improve Section MM-3E class engagement and performance.
Interventions
After determining the reasons behind student absences and decline in grades
comparing Prelim and Midterm Periods, the following interventions were done by the
researcher:
1. At the start of the Finals Period, the researcher as the classroom subject teacher
created a Facebook group for Section MM-3E named “UI-MKT 002 Marketing
Management”.
2. To reward good performances and further motivate students to improve their
grades, Top 5 students for Midterm Exam was posted in the Facebook group (see
Figure 1).
3. Certificates for Prelim Exam Top 5 students (previously announced in class) and
Midterm Exam Top 5 students were posted in the Facebook group and given in class
(see Figures 2 and 3).

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Figure 1. Top 5 Midterm Exam Scorers posted in UI-MKT 002 Marketing Management Facebook
group.
Figure 2. Certificates for Top 5 Prelim Exam Scorers uploaded in UI-MKT 002 Marketing
Management Facebook group.
Figure 3. Certificates for Top 5 Midterm Exam Scorers uploaded in UI-MKT 002 Marketing
4. Photos of Prelim and Midterm Exams Top 5 students with their certificates
were posted in “UI-MKT 002 Marketing Management” Facebook group for students
to be proud of their achievements and for others to emulate good practices (see
Figure 4).
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Figure 4. Photos of Top 5 Prelim and Midterm Exam Scorers uploaded in UI-MKT 002 Marketing
5. PowerPoint presentations used for Finals Period classroom discussions were

uploaded in the Facebook group (see Figure 5).
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Figure 5. Sample PowerPoint presentation used for classroom discussion uploaded in UI-MKT 002
Marketing Management Facebook group.
6. Quizzes schedule, class-related activities, and school events were posted in

the Facebook group (see Figure 6). The “Seen” metric (see Figure 7) helps the
teacher determine the students who have viewed the post leaving them no reason to
claim that they are not aware about the announced class activities or changes in
schedule. Such practice also minimizes the chance that students come to class
unprepared or not attend class at all.
Figure 6. Class announcement posted in UI-MKT 002 Marketing Management Facebook group.
Figure 7. Seen Metrics showing students who have seen and not seen the post in UI-MKT 002
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7. Past quizzes were posted in the Facebook group to keep students on track
about lessons that have been discussed and also serve as their study guide for the
Final Exam (see Figure 8). Files can easily be viewed and downloaded when
students click the “Files” tab (see Figure 9).
Figure 8. Past quizzes covered during the Finals Period uploaded in UI-MKT 002 Marketing
Figure 9. Files uploaded in UI-MKT 002 Marketing Management Facebook group.
8.
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To fuel students’ interest in the subject, YouTube videos were utilized such as
“Under Cover Boss”, a television series which features the experiences of high-
ranking executives or the owner of a corporation working undercover in their own
companies to investigate how their firms really work and to identify how they can
be improved, as well as to reward hard-working employees. Links to these videos
were also posted and shared to the Facebook Group (see Figure 10).
Figure 10. YouTube Video Link used for classroom discussion and reaction paper posted in UI-
MKT 002 Marketing Management Facebook group.
9. To promote camaraderie and sharing of ideas, skills, and talents among
students, the researcher/ subject teacher assigned group projects which involved a
Marketing Plan and a video advertisement for the product or service that the groups
have chosen.
The researcher/subject teacher based the groupings on students’ Prelim and
Midterm class standings. Each group has fair share of both high performing and low
performing students based on combined Prelim and Midterm grades. Outputs from
this project were posted in the Facebook group for everyone to see and appreciate
(see Figure 11).
10. The class was advised that a special reward will be given for the top student
for the subject Prelim, Midterm, and Finals Period considered (see Figure 12).
Figure 12. Special Award Given To The Top Student In Class Posted In UI-MKT 002 Marketing
Management Facebook Group
Figure 11. Students’ Product Advertisements Uploaded in UI-MKT 002 Marketing Management
Facebook group.
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11. Photos of Finals Exam top 5 students (see Figure 13) as well as the top
student in the class (see Figure 14) were posted in the Facebook group for everyone
to see and share to their own Facebook account.
Figure 11. Special award given to top student in class posted in UI-MKT 002 Marketing
Figure 13. Photos of Top 5 students for the Final Exam posted in UI-MKT 002
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Figure 14. The Top Student for UI-MKT 002 Marketing Management Section MM-3E
Implementation of these multiple strategies to improve student engagement

and classroom performance were done for the whole duration of the Finals Period
from September 13, 2016 - October 26, 2016.
Students’ class performance was determined and improved in this action
research. Comparisons between performances during the Midterm and Finals
Period served as the basis to determine whether Social Media Intervention yielded
positive results.
Results of the Interventions
Table 2. Comparative Data on Student Performance Before and After Intervention
Before
Intervention
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After Intervention
Factors Observed (For the Whole Class)

Prelim Period
Midterm Period
Finals
Period
Total Number of Absences

77
87
61
Quizzes Grade (%)

62.73
71.88
74.98
Average Periodic Exam Score

68.65
55.25
84.44
Average Periodic Grade

74.10
69.94
82.77
Number of Students Whose Grades Declined

n/a
35
1
Number of Students Whose Grades Improved

n/a
11
47
Number of Students who have Failing Grade

3
6
0
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Data Analysis Before and After Intervention

Paired sample T-tests for total number of absences, quizzes grades, periodic
exam scores, and periodic grades for Midterm versus Finals Period were utilized to
check whether significant differences exist before and after intervention.
Table 3. T-Test Result for the Difference Between Total Number of Absences During
Midterm and Finals Period
Compared Results N M Std. t-value df Sig
deviation (2-tailed)
Before Intervention
Midterm Period 48 1.81 2.19
2.21 47 .032
After Intervention
Finals Period 48 1.27 1.44
A paired-samples t-test was conducted to compare the total number of

absences of students during Midterm and Finals Period. There was a significant
difference in the total number of absences for Midterm Period (M=1.81, SD=2.19)
and Finals Period (M=1.27, SD=1.44); t(47) = 2.21, p = 0.032. This result suggests
that using Social Media as an educational platform encouraged students to attend
class more often during the Finals Period compared to the Midterm Period where no
intervention was made.
Announcements posted in the Facebook group allow students to be updated
about various classroom and school-related activities. This is supported by Casey &
Wells (2015) ideas that very nature social media outlets like Facebook and Twitter
provide a platform for sustained attention, allowing for a participatory model that
facilitates the sharing of user-generated knowledge strands. This constant call to
attention improves learning processes and aids the student in maintaining focus
throughout the duration of the learning activity.
Table 4. T-Test Result for the Difference Between Quizzes Grade During Midterm
and Finals Period
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Before Intervention
-1.58 47 .121
After Intervention
A paired-samples t-test was conducted to compare the average grade on

quizzes of students during Midterm and Finals Period. There was no significant
difference in average grade on quizzes for Midterm Period (M=71.88, SD=18.65) and
Finals Period (M=74.98, SD=17.95); t(47) = -1.58, p = .121. This result suggests that
although students’ average grade on quizzes during Midterm Period improved
during the Finals Period, the improvement is not that great to render a significant
difference.
Table 5. T-Test Result for Difference Between Periodic Exam Scores During Midterm
and Finals Period
Before Intervention
-14.46 47 .000
After Intervention
A paired-samples t-test was conducted to compare the examination scores of

students during Midterm and Finals Period. There was a significant difference in the
examination scores for Midterm Period (M=55.25, SD=17.08) and Finals Period
(M=84.44, SD=9.83); t(47) = -14.46, p = .000. This result suggests that using Social
Media as an educational tool kept students on track of past lessons, provided them
useful notes and review materials, and made them more prepared for the Finals
Exam compared to how they fared during their Midterm Exam.
The result is in line with the study of Towner and Munoz (2011) wherein
Facebook's potential to support teaching and learning was discussed. The study
revealed that college students use Facebook primarily for informal learning
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purposes, such as student-to-student interactions about required course
components.
The result is further supported by the view of Schouten (2011) wherein he
mentioned that Facebook is a source that is easily accessible and also simple to use,
and is often employed by students to ask questions about studies and to study
interactively.
Table 6. T-Test Result for the Difference Between Periodic Grades of Students
During Midterm and Finals Period
Before Intervention
-10.61 47 .000
After Intervention
A paired-samples t-test was conducted to compare the periodic grade of

students during Midterm and Finals Period. There was significant difference in
average grade on quizzes for Prelim Period (M=69.94, SD=13.88) and Finals Period
(M=82.77, SD=9.79); t(47) = -10.61, p = .000. This result suggests that using Social
Media as an educational platform helped students improved their overall grades
during the Finals Period.
The result conforms with the idea of Callens (2014) as well as Tur & Martin
(2015) that Social Media can be used to enhance learning and encourage students to
think critically. The new Social Media paradigm provides a sandbox where imitative
behaviors are not only encouraged but are equally rewarded and widely shared.
Evaluation of Results
After the implementation of the intervention, the researcher observed the following:
1. The total number of absences during the Finals Period significantly went
down.
2. Class discussions become livelier especially when discussing about YouTube
videos showing Under Cover Boss episodes. Students shared their own experiences
as some of them are working students in school and some have experienced part-
time work in private companies to finance their studies.
3. All students passed the Finals Exam.
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4. Meetings and discussions about group projects improved camaraderie
among students. Low performing students became more vocal in sharing their ideas
to their classmates. Teamwork and cooperation can be observed among the
students.
5. Almost all of the students have their grades improved.
6. All students passed the subject.
Conclusions
1. One on one consultation with students is helpful to determine the specific
problems students are experiencing which contribute to their absences and poor
class performance. This gives students a positive impression that they are being
given importance.
2. Rather than a distraction, Social Media (specifically Facebook and Youtube) if

properly used, can help students especially Millennial learners become more
involved with the subject and encourages sharing of ideas.
3. Film showing related to the subject sparks students’ interest and make them
understand and appreciate the theories and concepts discussed in class. Students
become more receptive to the lessons discussed when they can relate or have
experienced the examples given during class discussion.
4. Rewards and recognition for excellent performance motivate students to
perform well. When the students were told that certificates will be given to the top 5
highest scorers for the Finals Exam and that photos of the top 5 students will be
posted in Facebook, students expressed their desire to get the reward and vowed to
study well.
5. Group projects which encourage students to share their skills, abilities, and
talents help promote student camaraderie and positive outlook toward the subject.
Grouping students based on class standings and not based on student choices and
cliques, minimizes groupthink. With high performing students in each group, low
performing students will be encouraged to contribute to the group output.
Recommendations
Based on the results and conclusions drawn from this action research, the following
are recommended:
1. Teachers should monitor student attendance and determine the reasons
behind student absences in order to come up with correct solutions to diagnose the
problem. One on one consultation will also make students feel that they are given
importance and being cared of.
2. Teachers must adapt to changes. Teachers should keep up with current
trends which involve Social Media and come up with new techniques and teaching
strategies to incorporate in their teachings and enhance their capacity to deliver
their lessons effectively.
Using YouTube videos for instance highlights real life business undertakings
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and help students appreciate the topics discussed in the classroom by allowing
them to see how business concepts are being applied in the corporate world. Using
videos also helps students not to get bored with lectures and facilitate a more active
classroom discussion.
3. Teachers should be organized not only in delivering their lessons but also in
managing and adjusting their class schedules if the initial timeframe set doesn’t go
according to plan. Students should be made aware of these schedule changes so that
they can cope up and know what is expected from them.
4. Recognition must be practiced to acknowledge students' accomplishment
and encouraged them to continue the good work. Every success story helps students
gain more self-confidence. Students are motivated to achieve and conform to
appropriate behaviors when they are either intrinsically or extrinsically rewarded.
As such, they will be inspired to achieve another successful result.
5. Teachers should make all students feel that they are being treated equally.
Low performing students should be given attention and not just dwell on high
performing students.
6. Appropriate and suitable techniques should be used by teachers in managing
students with different personalities and cognitive skills. Some students might not
be good in written exams or oral discussions but possess artistry and technical skills
that they can showcase in projects that requires creativity.
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Social Media and The Millennial Learners: An Intervention For The Improvement of Business Administration Students' Class Performance

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WEST VISAYAS STATE UNIVERSTIY

Background and Rationale of the Study

do, they've probably never used it.

Williams in her article “Millennials - Changing the Face of Higher Education”

readily available to them.

As part of the Millennial generation himself and as an Operations Manager for an

Media for both personal and business-related activities.

The researcher felt that instead of a distraction, Social Media specifically

Facebook and YouTube can be utilized as effective tool to improve classroom

engagement and student performance, hence this action research.

Statement of the Problem

Academic Year 2016 - 2017.

Specifically, this study sought answers to the following questions:

1. What are the prevalent reasons for student absences?

2. What are the causes of students’ poor classroom performance?

3. What is the level of student’s performance in Marketing Management before and

after the exposure to Social Media intervention?

4. Is there a significant difference in the level of student’s performance in Marketing

Management before and after the exposure to Social Media Interventiol?

Based on the avorementioned problems, the following hypothesis was advanced:

1. There is no signmficant difference in tlm leveì of student’s performance in Marketing

Management before and after the0exposure to Social Medha Intervention.

Theoretiâal3Frameworë of the Stuty

This resea2ch was anchordd on Albert Bandura’s4Hociql Learning Theory*

ðÂ²F¸œâ¸6“¿O4)Ÿä w¤ƒž77)ÿ ¡ù:nìXV)µ£<wZTê¢

T€M)U2 OD+{6£ÑJÀ¬¤šl’§®k´ôöÆÔÉ\4' ‚@¼%àù(Ûsý”íIx;*QÛ}¿¦P38Ýçr1kŒ·f

‰ãM–›§÷ÙmpD§m6 Û‰Õstudents to think critically about the technology pervading

presents an opportunity to promote leaps in student achievement, as cognitive concepts

associated with learning and knowledge acquisition.

listening to tone of voice, pitch, speed and other nuances.

Gardner defined multiple intelligences as the ability to solve problems and to

intelligence is a multidimensional phenomenon that is present at the multiple levels of

learned, taught and enhanced.

statements, facts presented visually, use of a variety of techniques and media.

Review of Related Literature

related to the present investigation.

Teaching Methods Incorporating New Learning Technologies

In “Connecting Future Teachers with the Teachers of Today”, Larysa Nadolny

programs are not successful in integrating classroom experiences beyond formal

technology in the classroom.

In a case study from the Educational Technology course at West Chester

learning technologies (such as wikis, YouTube, iMovie and screencasting) throughout

through the use of technologies like Wikis.

Doolan has developed the CLAT (Collaborative Learning through Assessment

on the learner experiences of using social networking technologies such as Wikis.

In “Public Issues, Private Concerns: Social Media and Course Management

re-think methods of disseminating and collecting student assignments.

supportive educational environment.

Learning Among Millennials

Google search than a trip to the library.

Millenials are more likely to check in with Wikipedia community, or turn to

news and other information online.

The urge to learn and to be involved is eventually answered by social media.

electronic socialization as staed by Golder, Wilkinson, & Huberman (2007).

than completed tasks.

which they do unrelated activities (such as studying unrelated subjects or playing

Lee (2002), examined gender differences in motivational and behavioral learning

strategies in the Internet-based cyber-learning environment and found highly significant

gender differences in the category of textual encoding strategies, in which males

showed stronger behavioral and motivational learning strategies.

Social Media and Education

Internet-based applications that allow the creation and exchange of user-generated

mobile technologies that turn communication into an interactive dialogue.