FINAL

i
Republic of the Philippines

Gerona Junior College Inc.
SENIOR HIGH SCHOOL DEPARTMENT
SCIENCE, TECHNOLOGY, ENGINEERING,
AND MATHEMATICS
Poblacion 3, Gerona, Tarlac
Tel No. 931-3673; Phone No. 0909-0690082; Website: www.gjc.edu.ph
APPROVAL SHEET
This research of Tristan James R. Salvdor titled “THE PREVALENT IMPACTS OF

MISINFORMATION AND DISINFORMATION ON THE ACADEMIC
PERFORMANCES OF GRADE 11 STUDENTS OF GERONA JUNIOR
COLLEGE INC.” which is prepared and submitted in partial fulfillment of the
requirements for the applied subject in Senior High School – Practical Research 1, is
hereby accepted.
REY MARK ESTEBAN, BACSA

Research Teacher
Accepted and approved in partial fulfillment of the requirements for the

Academic Strand Applied Subject – Practical Research 1.
MARIA ZITA P. GUERRERO

Principal, Gerona Junior College Inc.
Date: _____________
ii
THE PREVALENT IMPACTS OF MISINFORMATION AND

DISINFORMATION ON THE ACADEMIC PERFORMANCES OF GRADE 11
STUDENTS OF GERONA JUNIOR COLLEGE INC.
A Research Study Submitted to

the Faculty of the Gerona Junior College
Senior High School Department
Gerona, Tarlac
In Partial Fulfilment of
the Requirements for the Practical Research 1
of Science, Technology, Engineering, and Mathematics
By:
TRISTAN JAMES R SALVADOR

May 2023
ii
All Rights Reserved.

Copyrighted 2023
iv
ABSTRACT
Title: PREVALENT IMPACTS OF MISINFORMATION AND

DISINFORMATION ON THE ACADEMIC PERFORMANCES OF
GRADE 11 STUDENTS OF GERONA JUNIOR COLLEGE INC.
Researcher: Tristan James R. Salvador
Track: Academic
Strand: Science, Technology, Engineering and Mathematics
School: Gerona Junior College Inc., Gerona, Tarlac
This study examined the prevalent impacts of misinformation and disinformation
on academic performances of grade 11 students of Gerona Junior College. This study
identified the prevalent impacts of misinformation and disinformation to academic
performance of the students’ The participants were selected using purposive sampling.
The descriptive phenomenological qualitative research design was used. Braun and
Clarke's (2006) thematic analysis (TA) was used to identify prevalent impacts of
misinformation and disinformation to academic performance of the students.
The study found that misinformation and disinformation have a detrimental
impact on academic progress, leading to confusion and hindering the acquisition of
accurate knowledge among participants. It emphasizes the importance of developing
critical thinking and fact-checking skills to address this issue. The study reveals the
consequences of misinformation and disinformation include lower grades, poor academic
performance, and even academic failure. Social media platforms are particularly
susceptible to the spread of misinformation, which further compromises the accuracy of
information available to students. Strengthening media literacy education is

iv
recommended to empower students in evaluating and navigating online information.
Future research should focus on

v
implementing strategies to correct and prevent the negative impacts of misinformation

and disinformation in education, allowing grade 11 students to succeed academically and
develop critical thinking skills.
Keywords: impact of misinformation and disinformation, misinformation,
disinformation, academic performance, Academic progress

vi
ACKNOWLEDGEMENT
The researcher gratefully acknowledges all those who had extended their time,
effort, most valuable guidance, encouragement, and assistance that contributed to
realizing this research work.
To his alma mater, the Gerona Junior College, Inc., for providing the researcher
this opportunity to experience conducting a qualitative research under this applied subject
Practical Research 1.
To Ms. Maria Zita Perez-Guerrero, principal of Gerona Junior College, Inc., for
permitting the researcher to conduct the study at Gerona Junior College, Inc.
To Sir Rey Mark E. Bacsa, his Practical Research 1 teacher, for his ineffable
concern, love, motivation, encouragement, and valuable support in sharing her expertise
in research and for being his English critic.
To Andrei John Salvador and Emmanuelle Melocotones, for sharing their time
and expertise to improve further the research paper; they are also his academic, for
always challenging his ideas to their limit and exhausting every idea to improve the
research paper.
To all the Grades 11 Students of Gerona Junior College Inc., who patiently
provided the data needed in his study.
To his friend, Aspiras Alain Paul, Willersdorf Stephen Jack and Capitulo
Jope for their assistance and incomparable support in aiding him throughout the paper's
vi
accomplishment, for his encouragement, overwhelming support, and for helping the
researcher not give up on his goals in life.

vii
To his parents, Angelo T Salvador, and Lily Rose R Salvador, for always
reminding him to take a rest during sleepless nights and for their unending love, support,
and guidance to achieve this dream.
Above all, to Almighty God, the researcher's greatest provider of knowledge and
skills, who makes all things possible, and the One Who provides the researcher's spiritual
strength and wisdom.

viii
DEDICATION
This research undertaking is wholeheartedly dedicated to my
beloved parents who have been my source of inspiration and the
ones who gave me strength when I thought of giving up, who
continually provide their moral, spiritual, and emotional support.
I would also like to express my gratitude to my research teacher,
Rey Mark Bacsa, who has provided invaluable support and
encouragement during this research journey. I am also grateful to
the participants who have generously shared their time and
experiences to make this study
To our Almighty God, my source of everything….
- Tristan
ix
TABLE OF CONTENTS
APPROVAL SHEET ….….……………………………………………………………i

TITLE PAGE …………………………………………………………………………. ii
ABSTRACT …………………………………………………………………………. iv
ACKNOWLEDGEMENT ………………………………………….….……………vi
DEDICATION.……………………………………………………………….................viii
TABLE OF CONTENTS ………………………………………………………….ix
LIST OF FIGURES ...………………………………………………………………...xi
Chapter
Page
I THE PROBLEM AND ITS BACKGROUND
Background of the Study …..........................................................................1
Statement of the Problem ..............................................................................3
Significance of the Study ..............................................................................4
Scope and Delimitations ..............................................................................5
II REVIEW OF RELATED LITERATURE AND RELATED STUDIES
Foreign Literature ...............................................................................6

Local Literature ………..................................................................8
Foreign Studies ...............................................................................11
Local Studies
………............................................................................13
Synthesis …………………………………………………15
Conceptual Framework …………………………………………………17
Definition of Terms …………………………………………………18
III METHODS OF STUDY AND SOURCES OF DATA

Research Design .........................................................................................21
Locale of the Study .........................................................................................22
Sampling Design .........................................................................................23
Participants ………………………………………………………………….23
ix
Research Instruments ..........................................................................................24

x
Data Gathering Procedure ...............................................................................24

Data Analysis .......................................................................................................26
Role of the Researcher ……………………………………………………
28
Ethical Considerations
...........................................................................................29
III PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Results ......................................................................................................30
Theme 1: Distorted
Knowledge…………………………………………..31
Theme 2: Academic Failure………………………………………………
31
Theme 3: Social media Platforms…………………………………………
32
Theme 4: Social Media Sites
………………………………………….33
Discussion ...............................................................................................34
IV SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary of the Findings .………………………………………………….40
Limitations of the Study …………………………………...…...
………40
Conclusions ......................................................................................................41
Recommendations .................................................................................................43
REFERENCES ......................................................................................................45
APPENDICES ……………………………………………….……………….48
A Letter to Conduct the Study ………………………….……….………49

B Data Gathering tool: 2. Questionnaire .…….…………….…. 50
C Questionnaire Transcript with Codes ……………………………….52
D Actual Responses of the Participants
in Questionnaire No. 1 ………………………………………….55
E Actual Responses of the Participants
x
in Questionnaire No. 2 .…………………………………………56

F Actual Responses of the Participants
in Questionnaire No. 3 .…………………………………………57
BIONOTE ………………………………………………………………………….59
xi
LIST OF FIGURES
Figure Page
1 Paradigm of the Study .............................................................................18
2 Thematic Map .........................................................................................34
1
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Background of the Study
Misinformation refers to false or inaccurate information that is unintentionally
spread, while disinformation refers to false or inaccurate information that is intentionally
spread to deceive people American Psychological Association (2021). With the
advancement of technology today information and data are being gathered online.
Misinformation and disinformation have become prevalent Grade 11 Students are more
exposed to it because they are still developing their critical thinking and skills
determining the validity of an information.
The problem of misinformation and disinformation occurring among student’s is
an urgent problem that has a serious impact on academic performance and critical
thinking among students. Students are more exposed to it because they’re still developing
their critical thinking and skills determining the validity of an information. The
prevalence of social media platforms and the internet has fueled the spread of inaccurate
information, leading to confusion, and misunderstanding among students, lack of trust in
reliable sources and prejudice. Therefore, research is needed to address this issue and
develop effective strategies to promote media literacy and critical thinking in students.
Misinformation can spread rapidly through social media and other online
platforms, and it can have serious consequences for individuals and society. For example,
it can shape public opinion on important issues, erode trust in institutions, and even put
people's health and safety at risk University of Oxford, (2021).

2
By studying misinformation, researchers can identify the sources and types of false
information, as well as the factors that make it more likely to spread. This can help us
develop effective strategies to counteract misinformation and prevent it from spreading in
the first place.
The study explores the prevalence and impact of misinformation and
disinformation in the Philippines. Based on the findings, the spread of misinformation
and disinformation can affect various aspects of Philippine society, including political
participation, public health, and education. Specifically, misinformation and
disinformation can negatively affect the academic performance of students in the
Philippines. The negative impact of misinformation and disinformation on education in
the Philippines highlights the need for further research and solutions to address the issue
Siar(2021).
If students are exposed to misinformation and disinformation, it could negatively
impact their academic performances, critical thinking skills, and ability to make informed
decisions. This could potentially hinder their future opportunities and success in higher
education or the workforce.
Based on my observation grade 11 students are mostly the ones who are exposed
to the misinformation and disinformation because they are still developing their critical
thinking skills and skills in determining information thus this study must be conducted to
help students to know the impact and how they can develop their critical thinking skills
more.
Thus, this study focuses on the prevalent impacts of misinformation and
disinformation on grade 11 student’s academic performance of GJC Inc. It also aims to

3
identify prevalent impacts of misinformation and disinformation to academic
performance of the students, the common online sites, or social media outlets that
students encounter misinformation and disinformation, and to address the impacts of
misinformation and disinformation.
Statement of the Problem
The purpose of this study is to identify the prevalence impact of misinformation
and disinformation on academic performance of grade 11 students of Gerona Junior
College Inc.
Specifically, this study aims to answer the following:
1. What are the prevalent impacts of misinformation and disinformation to academic
performance of the students?
2. What are the common online sites or social media outlets that students encounter
misinformation and disinformation?
3. What are the recommendations that can be made to address the impacts of
4. Based on the findings, what future studies can be made on the impacts of
Significance of the Study
This study aims to provide a comprehensive understanding of the prevalent
impact of misinformation and disinformation on grade 11 student’s academic

3
performance of GJC Inc, and its relevance in the fields of media and information
literacy.
4
The findings of this study would be of great value to the following:
The students will benefit from learning strategies to identify and avoid false or
misleading information, as well as gaining a better understanding of how misinformation
and disinformation can impact their academic performance.
The teachers will gain insights into effective approaches to educate and guide
students on media literacy and critical thinking skills, which can enhance their students'
academic success.
This study will be beneficial to the School Administration. It can help the
development of effective policies and interventions to minimize the spread and impact of
misinformation and disinformation in the academic setting, promoting a positive learning
environment.
The parents will benefit from Learning about the possible effects of false
information on children's academic performance and general wellbeing as well as
acquiring ways to assist their kids in navigating the information landscape.
For the future researchers, the findings of this study may serve as a basis for
additional research and is suitable for use as related literature. Its findings and increase
understanding on this significant topic. By expanding on this study's findings and
examining different facets of the relationship between misinformation and academic
outcomes among grade 11 high school students.

5
Scope and Delimitations
The study will focus and be limited only to describing the the prevalence impact
of misinformation and disinformation on grade 11 student’s academic performance of
GJC Inc., identifying the prevalent impacts of misinformation and disinformation to
academic performance of the students, the common online sites, or social media outlets
that students encounter misinformation and disinformation, and to address the impacts of
misinformation and disinformation.
The study begins during the second semester of the school year 2022-2023 until
the end of the semester. Meanwhile, the prevalent impact of misinformation and
disinformation on grade 11 students should be within the school years 2021-2022 and
2022-2023.
The researcher will include fifteen (15) of the grade 11 students who experienced
the prevalent impact of misinformation and disinformation to academic performance. The
participants will be purposely chosen by the researcher.
The researcher will also employ the descriptive phenomenological research
design interview questionnaire to ask the experience of the participants on the prevalent
impact of misinformation and disinformation to academic performance. The research will
also employ the descriptive phenomenological qualitative research design and focus
group to understand and describe the rich experiences of the participants.

6
Chapter 2
Review of Related Literature and Studies

This chapter presents the related literature and studies after the thorough and in
depth search done by the researcher. This will also present the synthesis of the articles
and conceptual framework to fully understand the research to be done. This information
will help to inform the development of effective interventions and strategies to address
this issue and improve the academic outcomes of students.
Related Literature
Foreign
Social media's rapid growth has changed how information is shared, opening up
new channels for the propagation of misinformation. Muhammed and Mathew (2021) did
a thorough analysis of earlier research on the dissemination of false information on social
media, concentrating on the areas of disaster, health, and politics. The writers of the
article "The disaster of misinformation: a review of research in social media" found 28
articles that were pertinent and covered the traits of misinformation, research
methodology, and ideas used to analyze misinformation. To incorporate significant ideas
from earlier studies and to inform measures for preventing the spread of misinformation
on social media, they also suggested an Antecedents-Misinformation-Outcomes
framework. The review by Muhammed and Mathew adds to the growing body of
knowledge in data science and social media and emphasizes the necessity for efficient
tactics to counter false information on these platforms.

7
The article by Machete and Turpin (2020) is a comprehensive literature review
that examines the state of knowledge regarding the application of critical thinking to
distinguish between real and false news. Only three of the 22 relevant papers that were
found in the study clearly discussed using critical thinking to spot fake news. Studies on
critical thinking identified it as a necessary ability for spotting fake news and suggested
information literacy be taught in educational settings in order to promote critical thinking.
The article underlines the value of critical thinking and information literacy in assessing
the reliability of internet news and calls for more study in this area.
(Katz et al., 2021) As misinformation and disinformation may contribute to
vaccine hesitancy, this study sought to investigate the COVID-19 vaccination-related
content on TikTok, a well-known social media platform. The study looked at 100 videos
that were popular at the time and had over 35 million views overall. Only a few videos
promoted getting the vaccine, while the rest discouraged it. Videos promoting
vaccination, however, earned more views and likes than those advocating against it. More
than half of the videos that opposed vaccination misrepresented the existence of a vaccine
and frequently depicted a mock adverse reaction. These results imply that anti-
vaccination content on TikTok may hinder campaigns to encourage vaccination uptake,
especially among young users of the platform.
Hameleers, et al (2022) conducted a survey in ten European nations to examine
the connection between attitudes toward misinformation and disinformation in the news
media and media trust and usage trends. The findings showed that perceived
misinformation and disinformation were both linked to a decline in media confidence as

7
well as a decline in traditional TV news viewing. The consumption of mainstream
internet news and

8
newspapers did not change, though. It has been discovered that people who
perceive misinformation and disinformation more strongly are more likely to read news
on social media and from alternative, non-mainstream sources. For individuals with
higher views of deception, this trend was more obvious. According to the survey, people
who are skeptical of the mainstream media's objectivity and integrity can instead turn to
counterculture publications.
Desai, et al (2022) highlight the potential disadvantages of social media in
spreading misinformation and disinformation related to infectious diseases, with a focus
on the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) pandemic. The
authors note that more than two-thirds of Americans receive their news from social media
outlets, which do not undergo the same review process as academic journals and
professional news organizations. This can lead to inaccurate health information being
presented as fact, posing a threat to public health. The article aims to inform the
infectious diseases community of the dangers of health misinformation and
disinformation in social media and provides tools for identifying and responding to such
misinformation. The authors also propose ethical considerations for social media.
Local
The article "Fake news, its dangers, and how we can fight it" by Siar (2021)
explores the idea of misinformation and disinformation, also referred to as "fake news,"
and how it affects the COVID-19 pandemic response in the Philippines. The essay
examines the factors that lead people to accept and spread false information while
emphasizing the risks associated with it. It also gives policy recommendations on how to
9
stop the spread of fake news and insights into the steps taken by the public and
commercial sectors to do so.
In recent years, the dissemination of false information has become a significant
problem, having an impact on society, politics, and democracy as a whole. Quilinguing.
(2019) The article covers how fake news and misinformation affect politics, society, and
democracy in 2019. University of the Philippines (UP) specialists offer their opinions on
the matter. They describe how false information can be used to sway people's opinions
and actions, affect election outcomes, and even inspire violence. The experts also
talk on how individuals, the government, and the media all have a role to play in battling
misinformation. Promoting media literacy, fact-checking, and critical thinking abilities,
they contend, can aid in halting the spread of false information. The article's main point is
the importance of making a concentrated effort to combat the issue of misinformation and
safeguard the legitimacy of democracy.
Lorenzo (2017) The growth of fake news and its impact on society, particularly in
the Philippines, are discussed in the article. The author highlights the growing global use
of social media and the internet, as well as how these platforms have democratized access
to knowledge and information. However, the development of false news has had a
substantial negative influence on the nation due to the lack of rigorous content filtering,
fact-checking, and editing. The article gives examples of how bots that utilize bogus
social media accounts to distribute misleading information have given rise to lynch mobs,
character assassins, and other types of groups. Government officials and bloggers were
invited to testify in Senate hearings on fake news as part of the Philippine government's
response to this crisis. The author comes to the conclusion that as the digital era only
10
promises more sophisticated technology, procedures must be put in place to assist
citizens and readers in evaluating the authenticity and integrity of information offered to
them.
Balod and hameleers (2019) This study investigates how Filipino journalists see
their role in countering misinformation and deception in the country's media
environment. The study discovered that the disseminator and watchdog roles are viewed
as more significant, with journalists perceiving themselves as truth seekers and advocates
of society reform, through 16 semi-structured in-depth interviews with journalists.
However, journalists have highlighted a number of obstacles that prevent these duties
from being carried out, such as political pressure, a lack of resources, and technological
difficulties. The increase in false and misleading information is considered as both a
problem and a chance for journalism to develop as a profession and an institution. The
study's conclusions have effects on journalism and democracy more broadly.
Quitzon (2021)The article analyzes how false information spread via social media
could influence the elections in the Philippines in 2022. With over 90% of Filipinos
having access to the internet, it is noted that social media is a vital force in Philippine
society, and Facebook and YouTube are the most popular websites there. Additionally,
the average Filipino internet user spends about four hours per day on social media, and
Facebook has been ingrained in Philippine culture in large part as a result of its efforts to
expand into underdeveloped nations. The article notes that it is incredibly challenging for
Filipinos to fact-check what they see on their Facebook page or in Messenger,
WhatsApp, and Viber discussions due to inconsistent internet access and the rest of the
web being effectively paywalled.

11
Related Studies
Foreign
Al Zou'bi (2022) investigated how media literacy and information literacy affect
students' capacity to recognize fake news. One-group experimental design was used in
the investigation, which involved 100 undergraduate Jordanians. Two post-tests, one with
closed-ended questions and the other with open-ended ones, were completed by the
participants. The study discovered that instruction in media and information literacy
improved participants' capacity to spot bogus news. The findings also demonstrated that
students used scientific and well-founded techniques to identify and reject fake news after
taking the MIL course. The results of this study may be helpful in formulating plans to
increase students' media and information literacy in order to stop the spread of fake news.
To better understand how fake news affects journalism and audiovisual
communication students at Carlos III University of Madrid, Herrero Curiel and González
Aldea (2022) undertook a study. 200 students enrolled in the 2019–2020 academic year
were given an online survey, and two focus groups with students pursuing these degrees
were held to get their perspectives on false news in a more qualitative way. The results
revealed that even though nearly three out of four surveyed students claimed to be able to
tell fake news from real news and more than half thought their teachers had given them
the tools to combat misinformation, 97.6% of students still thought it was crucial to
improve media literacy in university classrooms. The study provides valuable insights
into the perceptions of journalism students on fake news and highlights the need to design
strategies to help them avoid the spread of misinformation.

12
The study conducted by Del Vicario et al. (2016) focused on the impact of
misinformation and conspiracy theories on the online social media platform Facebook.
The authors found that although both scientific news and conspiracy theories were
consumed similarly by users, the cascade dynamics differed due to selective exposure to
content. This resulted in the formation of homogeneous clusters, also known as "echo
chambers," where each cluster had its own cascade dynamics. The study also introduced
a data-driven percolation model, which showed that homogeneity and polarization were
the main determinants for predicting the size of cascades. Overall, the study highlights
the importance of understanding how misinformation spreads and the role of social media
platforms in shaping public opinion.
Luo, H., Cai, M., & Cui, Y. (2021). discussed the spread of misinformation in
social networks and its potential impact on public safety and social order. The authors
conducted a study using a deep learning method to analyze the content and emotional
features of both true information and misinformation datasets and applied an analytic
network process to analyze the differences in network diffusion characteristics between
them. The findings reveal that the spread of misinformation in social networks is
influenced by content and emotions, which can lead to different outcomes. This study
provides insights into the
spread of misinformation in social networks and contributes to the governance of
misinformation and the maintenance of network order.
Vosoughi et al (2017) a study that examined the dissemination of news articles on
Twitter between 2006 and 2017, misleading news stories had a 70% higher likelihood of
being retweeted than legitimate news items. Additionally, compared to factual news
12
items, which only reached 1,000 individuals, the top 1% of bogus news reports reached
up to
13
100,000 people. According to the scientists, misleading news articles may be
more likely to be shared on social media because of their novelty and emotional appeal.
These findings underline the need of encouraging media literacy and critical thinking
among social media users as well as the creation of efficient methods for spotting and
discrediting fake information.
Local
The spread of fake news has become a growing concern, affecting individuals and
communities worldwide. Paglinawan (2021) investigated how fake news affects
university students' engagement and disengagement in the Philippines. The study
examined students' perceptions of fake news and how it affected their communication
abilities using quantitative measurements and text mining of student replies. According to
the findings, students commonly use online platforms for communication and
information gathering. They described fake news as mockery with false and falsified
information that misleads and hurts individuals. Students also think that avoiding fake
news will help them become better communicators as they learn how to fact-check
information. The study of the content also uncovered a number of themes about students'
exposure to fake news and its effects on the curriculum.
In the study by Deinla et al. (2022) among college and university students in the
Philippines, the authors look at the connection between political polarization and
susceptibility to false information. According to the study, President Duterte's polarized
followers were more likely than opposition supporters to incorrectly distinguish between
fake and authentic news. The study also identifies some trends, such as the correlation
14
between an increase in the self-reported frequency of encountering fake news and
a decrease in the likelihood of correctly identifying fake news, as well as the correlation
between an increase in social media news trust and a decrease in the likelihood of
correctly identifying both real and fake news.
Cabral et al (2016) conducted a study that investigated the effects of social media
on the academic performance of criminology students. 85 students participated in the
research by answering a self-made questionnaire. The study revealed that social media
access through Facebook on cellphones via WiFi connection saved time and facilitated
collaboration with others but did not affect academic performance based on respondents'
profiles. The researchers suggested that schools should monitor the implementation of
cellphone usage policies during classroom discussions, and faculty members should
consult with students regarding their academic performance.
de Guzman, Jr. (2014) conducted a study that looked at the connections between
social media use, academic success, and technology ethical choices made by college
students. The research includes using a self-made questionnaire, the Person's Product
Moment Correlation Coefficient, and Lawrence Kohlberg's stages of moral growth to
analyze students' profiles, social media usage, academic performance, and technological
ethics choices. The findings showed that most respondents had average academic
performance and moderate smartphone social media usage. The traditional morality stage
was where the students' technological ethics decisions fell, and social media use was
positively connected with age, sex, ethnicity, and parents' educational level. The study
comes to the conclusion that students lack orientation on social media's maximal
15
educational and learning benefits, as well as their ethical level in handling
problems and trends that have an impact on their academic performance.
During the COVID-19 epidemic, Jhoselle Tus et al (2021). did a study named
"The Social Media Usage and Its Impact on the Filipino Learners' Academic Performance
Amidst the Online Education" to find out how social media usage affected students'
academic performance. Students from Bulacan, Philippines' Jesus is Lord Colleges
Foundation in psychology participated in the study. The study found that the respondents'
impression of how they used social media strongly impacted their academic achievement,
with an associated likelihood value of 0.05 alpha level of significance, according to the
statistical data. The survey emphasizes how pervasive and inevitable social media use is
among students, as well as how crucial it is to the fabric of their social and cultural lives.
Synthesis
The research focuses on the prevalence of misinformation and disinformation and
its impact on the academic performance of Grade 11 students at GJC. Numerous foreign
studies and literature indicate that misinformation and disinformation are significant
challenges in the current era of social media. For instance, Muhammed and Mathew
(2021) proposed an Antecedents-Misinformation-Outcomes framework to prevent the
spread of false information on social media, while Machete and Turpin (2020)
emphasized the importance of critical thinking and information literacy in evaluating the
reliability of internet news.

16
Katz et al. (2021) found that COVID-19 vaccination-related content on TikTok
often misrepresented the existence of a vaccine, which could hinder vaccination
campaigns. Hameleers et al. (2022) discovered that perceived misinformation and
disinformation were linked to a decline in media confidence and an increase in social
media and non-mainstream sources. To combat infectious disease-related misinformation
on social media, Desai et al. (2022) proposed ethical considerations and tools for
identifying and responding to such falsehoods. Siar (2021) and Quilinguing (2019)
highlighted the importance of media literacy, fact-checking, and critical thinking in
combating the spread of false information in the Philippines. Lorenzo (2017) emphasized
the need for procedures to help citizens evaluate information authenticity.
Balod and Hameleers (2019) discovered that Filipino journalists face political
pressure, lack of resources, and technological difficulties in countering misinformation in
the country's media environment. Quitzon (2021) noted the challenges of fact-checking
on social media during elections in the Philippines. Al Zou'bi (2022) found that media
and information literacy instruction improved students' ability to recognize and reject
fake news. Herrero Curiel and González Aldea (2022) revealed the need for improved
media literacy in university classrooms.
Del Vicario et al. (2016) showed how selective exposure to content on social
media can result in the formation of echo chambers. Luo et al. (2021) used deep learning
to analyze the spread of misinformation in social networks, while Vosoughi et al. (2017)
identified the need for media literacy and critical thinking among social media users to
combat the spread of misleading news stories. Paglinawan (2021) found that university
students in the Philippines view fake news as harmful and see fact-checking as crucial.
17
Deinla et al. (2022) found that political polarization affects susceptibility to false
information among college and university students in the Philippines.
Cabral et al. (2016) found that social media access did not affect academic
performance among criminology students in the Philippines, and De Guzman Jr. (2014)
showed that social media use was positively correlated with age, sex, ethnicity, and
parents' educational level among college students in the Philippines. Tus et al. (2021)
found that social media usage strongly impacted students' academic achievement during
the COVID-19 epidemic in the Philippines.
Conceptual Framework
The purpose of this study is to identify the prevalent impact of misinformation
and disinformation on grade 11 student’s academic performances of GJC inc.
The researcher will find out the prevalent impact of misinformation and
disinformation on grade 11 student’s academic performances. The researcher will also
explore the common online sites or social media outlets that students encounter
misinformation and disinformation. To gather data, the researcher will conduct the study
through an open-ended questionnaire by surveying chosen participants. (Purposive
sampling).
18
Input
1 prevalent impact of
misinformation and
disinformation to
students
2.common online
sites or social media Process
outlets that students Researcher conducts Output
encounter the study through an Misinformation and
misinformation and open-ended disinformation have
disinformation. questionnaire by an impact to the
surveying chosen students’ academic
3. Recommendations participants. performances.
to address the (Purposive sampling)
impacts of
misinformation and
disinformation
Figure 1: Impact of Misinformation and Disinformation on Grade 11 Students Academic

Performances of GJC Inc
Definition of Terms
To comprehend and better understand this study. The following terms are defined
as the context of this research:
Misinformation. False or inaccurate information that is spread unintentionally.
Disinformation. False information that is spread intentionally to deceive or
manipulate people.
18
Academic performance. The level of achievement in academic studies, typically
measured by grades, test scores, and other indicators of learning.

19
Media literacy. The ability to access, analyze, evaluate, and create media in a
variety of forms.
Critical thinking skills. The ability to objectively analyze and evaluate
information to make informed judgments or decisions.
Fake news. False information that is presented as if it were true, often designed to
mislead people.
Gerona Junior College Inc. (GJC). A school is an institution for educating
people. This school has a vision and mission to mold and uplift the lives of individuals.
Dissemination of false information: The act of spreading incorrect or misleading
information through various channels, such as social media, with the intent to deceive or
misinform people.
Antecedents-Misinformation-Outcomes framework: A framework that
identifies the factors that lead to the spread of misinformation, the characteristics of
misinformation, and the outcomes of its dissemination, with the aim of developing
effective strategies to counter its impact.
Information literacy: The ability to access, evaluate, and use information
effectively and ethically.
Journalism: The practice of collecting, analyzing, and presenting news and
information through various media channels.

20
Audiovisual communication: The use of audio and visual media, such as
television, film, and digital platforms, to convey information and messages.
Political polarization: The division of a society into distinct and often opposing
political factions or groups, with little or no middle ground or common ground between
them.
Social media: Digital platforms and technologies that enable people to create, share, and
exchange information, ideas, and content with others.
21
Chapter 3
METHODS OF STUDY AND SOURCES OF DATA
This chapter deals with a systematic set of procedures that were followed in the
conduct of the study. It includes the research design, locale of the study, sampling design,
participants, research instruments, data gathering procedure, data analysis, role of the
researcher, and ethical considerations.
Research Design
In this study, the researcher will use descriptive phenomenological qualitative
research design to identify the prevalence impact of misinformation and disinformation
on grade 11 student’s academic performance of gjc inc phenomenological qualitative
research design is an approach to research that seeks to understand the essence or
meaning of a phenomenon from the perspective of those who have experienced it. It
focuses on the subjective experience of individuals and the ways in which they make
sense of their experiences Creswell (2013).
The researcher will also use group focus to collect rich human experiences and
perceptions of a particular group on Misinformation refers to false or inaccurate
information that is unintentionally spread, while disinformation refers to false or
inaccurate information that is intentionally spread to deceive people. With the
advancement of technology today information and data are being gathered online.
Misinformation and disinformation have become prevalent Grade 11 Students are more
exposed to it because
22
they are still developing their critical thinking and skills determining the validity
of an information. Define focus group.
Locale of the Study
Gerona Junior College, Inc, located at Población 3, Gerona, Tarlac is the study
setting where the researcher is currently studying.It is the biggest private school among
the eight government-recognized private institutions in the whole town of Gerona, Tarlac.
It offers both secondary and tertiary education. It is the only Higher Education Institution
in town offering a Bachelor of Elementary and Secondary Education, with English as one
specialization.
The researcher is currently studying as a grade 11 student under Science,
Technology, Engineering, and Mathematics strand.
The researcher finds the school suitable for this study because the problem of
misinformation and disinformation occurring among GJC Grade 11 Student’s is an urgent
problem that has a serious impact on academic performance and critical thinking. Grade
11 Students are more exposed to it because they’re still developing their critical thinking
and skills determining the validity of an information The prevalence of social media
platforms and the internet has fueled the spread of inaccurate information, leading to
confusion and misunderstanding among students, lack of trust in reliable sources and
prejudice. Therefore, research is needed to address this issue and develop effective
strategies to promote media literacy and critical thinking in students.

23
Sampling Design
The study will employ the purposive sampling technique in selecting the
participants. Purposive sampling is a non-probability sampling technique used in research
where participants are selected based on specific criteria and the researcher's judgment
about who will provide the most relevant and valuable information for the research
question Creswell (2013). In GJC Inc There are two hundred thirty-five (235) grade 11
students in GJC Inc. The researcher personally asks the population if they have personal
experiences, values, opinion, thoughts, practices, beliefs, perceptions, ideas, insights
and/or knowledge regarding the research topic. Out of two hundred thirty-five (235), the
researcher will purposely choose fifteen (15) grade 11 students who are recruited to be
part of the focus group and be the participants of this study.
Participants
The participants of the study are fifteen (15) Grade 11 students at Gerona Junior
College, Inc. enrolled during the school year 2022-2023 who are under the blending
learning.
The fifteen (15) grade 11 students are chosen to be the participants of the study
because they are still developing their critical thinking and skills determining the validity
of an information.
24
Research Instruments
The researcher will utilize a semi-structured questionnaire to collect qualitative,
open-ended data; to explore and delve deeply on participants’ thoughts, feelings and
beliefs about the prevalent impact of misinformation and disinformation. A semi-
structured interview is a method of data collection in which questions are asked within a
predetermined thematic framework (George 2022). A semi-structured questionnaire is a
research tool made up of a series of questions designed to elicit specific information from
participants.
The research has two (3) predetermined questions regarding the prevalent impacts
of misinformation and disinformation to academic performance of the students and the
common online sites or social media outlets that students encounter misinformation and
disinformation.
Data Gathering Procedure
The researcher employs descriptive phenomenological research with a focus
group. the research design is employed to identify the prevalence impact of
misinformation and disinformation on grade 11 student’s academic performance of gjc
inc
The following procedures are made:
First, the researcher will ask the research teacher to check and validate the
research instrument. The researcher-made questionnaire is submitted for face and content
validity and for checking the alignment of the research questions to the questions in the
24
instrument. Solicited recommendations and insights will be used to improve the
instruments' structure
25
and verify that it answers what it purports to answer. Also, the findings in this
study will be validated to assess the accuracy of the results, as best described by the
researcher and the participants. Second, the researcher will make a schedule for data
gathering, including the coordination with the Grade 11 adviser and orientation with the
participants. Third, before the actual data gathering, the researcher will coordinate first
with the adviser of the participants, for the orientation and discussion of the purpose of
the research, about the questionnaire’s objectives, directions, and mechanics. The
researcher employs purposive sampling teaching in selecting the fifteen (15) students to
be participants in gathering the data. Purposive sampling, also known as judgmental,
selective, or subjective sampling, is a form of non-probability sampling in which
researchers rely on their own judgment when choosing members of the population to
participate in their surveys (Jordan, 2021). Fourth, the researcher will coordinate again
with the participants’ advisers for the smooth and efficient administration of the semi-
structured questionnaire. The researcher utilized an online via online-making test
application or the Google Form as a platform to identify the prevalence impact of
misinformation and disinformation. Fifth, informed consent will also be distributed to the
participants before administering the semi-structured questionnaire. sixth, the research
instrument will be administered to the participants online. They are given a maximum
period of 30 minutes to one (1) hour to answer the questionnaire and will submit after the
given time. seventh, the data gathered will then be interpreted and analyzed.
26
Data Analysis
For the questionnaire results, the researcher will analyze the data using Braun and
Clarke's (2006) thematic analysis (TA). The course of action encompasses transcribing
information, in-depth analysis, and formulating the theme (Howitt & Cramer, 2014). It is
frequently used in analyzing qualitative data, which includes transcribed answers from
the questionnaire. It applies to the data that comprises comprehensive word-based
research instruments, including deliberate answers to the questionnaire. In using thematic
analysis, six steps were classified throughout the process, and there was an unconstrained
manner of going between individual steps (Braun & Clarke, 2006). From these steps, the
researcher identified themes that comprehend what is relevant identify the prevalence
impact of misinformation and disinformation on grade 11 student’s academic
performance of GJC inc.
Step 1: Data Familiarization. This initial step required the researcher to
familiarize the transcribed data thoroughly. Since data collection was done online and
there was no face-to-face interaction between the participants and the researcher, data
familiarization happened through the perusal of the participants’ encoded answers.
Step 2: Coding. The emergence of themes is from providing the codes for each
line in the transcript. In this regard, the researcher was particular in understanding the
data and started to have a visualization in a broader context. It denotes that a broad-
ranging view of the data could lead the coding from the beginning rather than focusing on
a single line of the transcript. Generating a code did not materialize solely from the
gathered data but through merging the researcher's thoughts and perceptions regarding
the data.
27
Step 3: Generating Themes. Through coding, the researcher was able to work on a
systematic way of analyzing the data concerning the research questions. The researcher
collated pertinent data over the potential themes. Refinements were also applied to ensure
a well-defined theme. The themes indicated sequence from the generated codes in the
previous step and perhaps a second stage in analyzing the data. Like the facets of
analyzing qualitative data, disengaging from the process of coding along with the
generation of potential themes was pragmatically unfeasible.
Step 4: Reviewing Formulated meanings. The process of developing a set of
tentative formulated meanings clarified the data. The researcher organized the data
around the formulated meanings, exactly as the data was organized around the coding. It
was a matter of cutting and pasting the material that was organized around the different
coding and reorganizing it around the various themes. With the larger data sets, the
researcher opted to analyze half of the data initially, then refined the analysis based on
how well it handled the remaining data.
Step 5: Defining and Naming Themes. Precision and accuracy were the academic
research watchwords. The researcher was unlikely to be able to define and label the
themes that emerged from their research without being prepared to refine and reconsider
the analysis at all stages. While providing a label to the theme appeared simple, it proved
to be more difficult to define exactly what the theme was. It was likely to continue at this
stage the process of developing sub-themes. The themes eventually became clearer, and
the data which were hard to code yet became understandable considering conceptual
developments during the analysis.

28
Step 6: Writing. This was the detailed description of the stages in the research. In
comparison to other types of research reports, qualitative tends to provide greater detail
on the analysis problems. At this final stage, the researcher refined the analysis by
considering the problems that emerged while writing up. Report writing provided an
additional opportunity to reflect on the researcher’s analysis, data, and data adequacy in
connection to the analysis. The researcher’s final thinking reflects in the report.
This thematic analysis applies to the responses of the Grade 11 students in the
questionnaire about The Prevalence Impact of Misinformation and Disinformation The
objective of the study is aimed, through the information given by the students themselves,
to provide an understanding of how The Prevalence Impact of Misinformation and
Disinformation on Grade 11 Student’s Academic Performance Of GJC Inc , the common
online sites or social media outlets that students encounter misinformation and
disinformation, and to address the impacts of misinformation and disinformation
Role of Researcher
In this qualitative study, the researcher identifies himself/herself as an observer.
The researcher is known to the participants but has limited interaction with them. The
researcher will facilitate the entire data collection and synthesis. The researcher will
outline the questions and guidelines to obtain the needed data for this study. A letter of
approval is given to the principal of the school. Upon approval, the participants are
provided a consent letter to seek their approval to participate in this study. After the
approval of participation and the consent are signed, the researcher conducts an interview
through
29
questionnaire with the participants online. The researcher plays an interviewer
during the individual interviews via Google form.
Additionally, the researcher answers queries for clarification from the participants
After the data gathering, the recorded answers are transcribed and analyzed by the
researcher. The researcher will also encode the data and synthesize the information. In
verifying the findings, the researcher will send synthesized information to the participants
individually to confirm the correctness of information.
Ethical Consideration
Establishing a good relationship between the researcher and participants is
significant in a study. Likewise, having good communication aids in building rapport and
engagement. Before the data gathering procedure, the researcher will send individual
messages through Messenger and email to become more acquainted with them. The goal
was to encourage them to involve themselves and prevent hesitation in partaking in the
study. In this regard, the researcher implied "no harm" and protected the information
given by the teachers throughout the study. Participants are given the right to privacy on
their personal information by giving their approval or withholding their consent to
disclose their information for any purposes. As the researcher attains ethical
responsibility, it also constitutes integrity in research-participants relationships and the
study.
30
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter is concerned with the presentation, analysis, and interpretation of
data gathered from the participants. The participants’ responses to the questionnaire were
presented in a figure through a thematic presentation. This report presents the findings of
a thematic analysis conducted to understand the prevalent impact of misinformation and
disinformation on the academic performances of the grade 11 students of Gerona Junior
College Inc.
Results
The results of the study generated four themes on the prevalent impact of
misinformation and disinformation. Figure 2 shows the identified themes along with the
corresponding codes using Braun and Clarke thematic analysis. Quotations extracted
from the transcription of the questionnaire with the Grade 11 students are also provided
below.
The first main theme, Distorted knowledge, encapsulates one formulated
meaning: 1) False information creates confusion and alters knowledge. The second main
theme, Academic failure, captured one formulated meaning:1) Misinformation leads to
poor performance and low grades, Third main theme Social media platforms,
encapsulates one formulated meaning 1) Facebook, TikTok, Twitter and YouTube, lastly
The fourth main themed , Social Media Sites encapsulates one formulated meaning 1)
Unknown websites and Wikipedia spread misinformation.

31
Theme 1: Distorted knowledge
distorted information puts our conceptions of reality and perception to the test. It
draws attention to the ways in which irrational thinking, unreliable reasoning, and false
information can affect our viewpoints This theme pertains to the reported prevalent
impact of misinformation and disinformation by the participants. To excavate this theme
further, the formulated meaning was sorted into the prevalent impact of misinformation
and disinformation to which each belongs.
1.1False information creates confusion and alters knowledge.
Online information is not always trustworthy or accurate. False
information can confuse people and change the knowledge base on a subject,
which can result in erroneous thinking and potentially dangerous behaviour.
Before using information to form conclusions or make decisions, it is critical to be
aware of the information's sources and to confirm their reliability. Student A
reported that this was one of the prevalent impacts of misinformation and
disinformation according to him, “It caused me to put false information in my
output. I do not know if the information I get is false or truthful because false
information can look like truthful information.”
Theme 2: Academic failure
Academic failure is a term used to describe a situation where a student is unable
to achieve the desired level of academic performance despite putting in reasonable effort.
It refers to a condition where a student is unable to meet the academic standards set by
31
their institution or instructors. This theme captured one formulated meaning 1)
Misinformation.
32
leads to poor performance and low grades. To excavate this theme further, the
formulated meaning was sorted into the prevalent impact of misinformation and
disinformation to which each belongs.
2.1Misinformation leads to poor performance and low grades.
Misinformation can significantly affect a student's ability to succeed
academically, resulting in poor outcomes and a lack of academic success. Misinformation
is defined as misleading or faulty information that is disseminated and taken to be true,
often resulting in misunderstanding. In school, false information can come from a variety
of sources, including out-of-date textbooks, unreliable sources, and even instructors who
provide false material. Student b reported that this was one of the prevalent impacts of
misinformation and disinformation according to him, “When I'm researching for my
reports i encountered incorrect information that makes my grade low”.
Theme 3: Social media platforms
Social media platforms are websites or applications that enable users to create and
share content, connect with other users, and participate in social networking social media
platforms include Facebook, Twitter, Instagram, TikTok, YouTube, LinkedIn, and many
others. This theme captured one formulated meaning 1) Facebook, TikTok, Twitter and
YouTubeTo excavate this theme further, the formulated meaning was sorted into the
prevalent impact of misinformation and disinformation to which each belongs.

33
3.1 Facebook, TikTok, Twitter and YouTube
Social media platforms are common sources of misinformation and
disinformation that students often encounter. The widespread accessibility of social
media has led to an increase in fake news, false information, and inaccurate data, which
can negatively impact academic performance and critical thinking skills. Student a
reported that this was one of the prevalent impacts of misinformation and disinformation
according to him, “I usually encounter misinformation on social media sites like
Facebook, YouTube, and TikTok.”.
Theme 4: Social media sites
Social media sites are online platforms that allow people to create, share, and
interact with content such as text, images, and videos. These sites enable individuals to
connect and communicate with others in various ways, including messaging,
commenting, and sharing content. This theme captured one formulated meaning 1)
Unknown websites and Wikipedia spread misinformation. to excavate this theme further,
the formulated meaning was sorted into the prevalent impact of misinformation and
disinformation to which each belongs.
4.1 Unknown websites and Wikipedia spread misinformation.
Social media sites have become a common source of information for students, but
they are also a major platform for the spread of misinformation and disinformation. The
ease of access and the lack of fact-checking make social media sites prone to false
information, which can lead to confusion and wrong ideas among students. Student b
34
reported that this was one of the prevalent impacts of misinformation and
disinformation according to him, “On Wikipedia some of their information are
incorrect.”. Prevalent Impact of

misinformation and
disinformation
Academic failure
Distorted knowledge Social media platforms Social media sites
Misinformation leads Unknown websites

False information to poor performance Facebook, TikTok,
and Wikipedia spread
and low grades. misinformation.
creates confusion and Twitter and
alters knowledge. YouTube
Figure 2. Thematic Map: Prevalent Impact of Misinformation and Disinformation
on Students
Figure 2 illustrates the prevalent impact of misinformation and disinformation
from the questionnaire administered to the 15 participants. The three identified main
themes were: a) Distorted Knowledge, b) Academic failure, and c) Digital
Misinformation
Discussion
The findings of the qualitative research showed how misinformation and
disinformation frequently affect Grade 11 students' academic performance. Students in
grade 11 may experience substantial effects as a result of false and misleading
information. False or inaccurate information is frequently transmitted, which can lead to

34
distorted knowledge, academic failure, and exposure to digital disinformation. Promoting
critical thinking and fact-checking abilities is essential to addressing these problems.

35
Distorted Knowledge
Based on the results The impact of misinformation and disinformation on Grade
11 students resulted in distorted knowledge, which can negatively affect their academic
progress and overall understanding of important concepts. False or misleading
information can lead to incorrect or incomplete knowledge, making it difficult for
students to succeed in coursework and assessments. Misconceptions and biases may
develop,
False information creates confusion and alters knowledge is also found on the
result Online data isn't always reliable or accurate. False information can mislead people
and alter their understanding of a topic, which may lead to risky thinking and conduct. It
is crucial to be aware of the information's sources and to confirm their credibility before
using the information to draw conclusions or make judgments.
This claim was supported by the study conducted by Al Zou'bi (2022) highlights
the importance of media and information literacy in helping individuals recognize and
reject fake news. The findings suggest that without proper training, students may be more
likely to be misled by false information, which could result in distorted knowledge and
potentially negatively impact their academic progress and understanding of important
concepts. In contrast, by improving their media and information literacy skills, students
may be better equipped to critically evaluate sources and identify false information,
reducing the risk of developing misconceptions or biases.
Similar to this, Herrero Curiel and González Aldea's (2022) shows that even
though many journalism and audio-visual communication students assert to be able to

35
distinguish between true and false news, the vast majority still think that enhancing media
literacy is
36
essential. This implies that even people who are aware of the problem to some
extent may still be susceptible to incorrect information and may benefit from additional
education and training to prevent forming false beliefs or misunderstanding crucial ideas.
Academic failure
The rise of misinformation and disinformation in the digital age has created a
growing concern for the educational sector, based on the result The impact of false or
misleading information can have a prevalent effect on their academic progress, leading to
misconceptions, and biases. that result in academic failure for Grade11 students
struggling to succeed in coursework and assessments due to incomplete or incorrect
knowledge. there is a need to understand the extent of the problem and develop effective
strategies to help students combat the spread of misinformation and disinformation to
ensure their academic success.
Misinformation leads to poor performance and low grades is one of the results. A
student's capacities to perform academically can be substantially impacted by
misinformation, which can lead to subpar results and a lack of academic success. The
term "misinformation" refers to false or misleading information that is spread and
believed to be real, frequently leading to misunderstanding. misleading information in the
classroom can come from a variety of sources, including outdated textbooks, dubious
sources, and even instructors who intentionally deliver misleading information.
Paglinawan's (2021) study found that exposure to fake news can affect students'
communication abilities and may even impact the curriculum. This can result in students
having incomplete or incorrect knowledge, which could ultimately lead to poor

37
grades.Also, Deinla et al.'s (2022) study found that political polarization can lead
to susceptibility to false information, and that individuals who are more frequently
exposed to fake news are less likely to correctly identify it. This highlights the
importance of being able to discern credible sources of information, as relying on false or
misleading information can lead to misconceptions and biases, which in turn can impact
academic performance.
These two studies suggest that it is important to address this problem and create
tactics that will assist students stop the spread of misinformation and disinformation. And
misinformation and disinformation have a negative impact on the academics of the
student which supports the claim that misinformation and disinformation can cause
academic failure and lead to a poor and low grade.
Social media platforms
Students frequently encounter false information because of social media
platforms. Because social media is so widely accessible, there is a rise in misleading
information, faulty data, and fake news, which has an adverse effect on academic
performance and critical thinking abilities.
Some of the most prominent social media platforms where students might find
false information and disinformation are Facebook, TikTok, Twitter, and YouTube. On
these sites, a lot of users distribute content without fact-checking or confirming the
reliability of the sources, which promotes the spread of incorrect information. Confusion,
erroneous conceptual comprehension, and eventually subpar academic achievement may

37
come from this. Students must therefore approach information on social media sites
critically and
38
check the credibility of sources before taking it at its value. By doing this,
students can improve their critical thinking abilities and mitigate the detrimental effects
of false and misleading information on their academic achievement.
These claims are supported by Vosoughi et al. (2017), who found that misleading
news stories on Twitter had a 70% higher likelihood of being retweeted compared to
legitimate news items, reaching a larger audience of up to 100,000 people. These findings
underscore the importance of media literacy and critical thinking, particularly for students
who are susceptible to false information on platforms like Facebook, TikTok, Twitter,
and YouTube. Students should approach social media critically, verify sources, and
enhance their critical thinking skills to minimize the adverse effects on academic
achievement. Additionally, Tus et al. (2021) discovered that students' perception of social
media usage significantly impacted their academic performance, emphasizing the need to
effectively manage the influence of social media on education.
Social media sites
social media sites provide a vast amount of information, it is crucial to recognize
the prevalence of misinformation and disinformation found on these platforms. Unknown
websites and even well-known platforms like Wikipedia can be sources of inaccurate and
misleading information. Students often encounter false information when relying on
unknown websites or referencing Wikipedia without proper verification.
The accessibility and ease of sharing content on social media sites make it
challenging to ensure the accuracy of information. Users can easily post and share
content
39
without fact-checking or considering the consequences of spreading false
information. This can lead students astray, resulting in confusion and the formation of
incorrect ideas.
This claim is supported by these studies De Guzman, Jr. (2014) highlighted the
prevalence of misinformation on social media platforms, including well-known sites like
Wikipedia. The ease of content sharing makes it challenging to ensure accuracy, leading
students to encounter false information and form incorrect ideas.
de et al. (2016) found that social media access through platforms like Facebook
on cellphones saved time and fostered collaboration but had no significant impact on
academic performance among criminology students. But this highlights that student
should be cautious and critical when using social media, verifying information from
unknown websites or platforms like Wikipedia. Fact-checking and critical evaluation are
essential to avoid confusion. Schools can monitor cellphone usage during classroom
discussions and consult with students about academic performance to mitigate potential
negative effects of social media.

40
CHAPTER 5
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
This chapter presents the summary of the findings, study's limitations and the
conclusions derived from the study's findings. It also provides recommendations that can
be pursued by the institution and by the teachers.
Summary of Findings
1. Misinformation and disinformation cause distorted knowledge, which hinders the
academic progress of the participants.
2. Misinformation and disinformation cause academic failure by affecting the
participant’s academic progress.
3. Misinformation is widespread on social media platforms, which affects the
accuracy of information and leads students to form erroneous ideas.
4. Social media sites provide information, but misinformation is prevalent, leading
to false ideas among students.
5. To address the impacts of misinformation and disinformation, it is recommended
to strengthen media literacy education.
6. Future studies can concentrate on correcting and prevention strategies for the
negative impacts of misinformation and disinformation in education.
Limitations of the study
The study achieved its aim; however, there are still several limitations to note.
First, the study solely focused only on the prevalent impacts of misinformation and
41
disinformation on grade 11 student’s academic performance, to identify prevalent
impacts of misinformation and disinformation to academic performance of the students,
the common online sites, or social media outlets that students encounter misinformation
and address the impacts of misinformation and disinformation. Therefore, future
researchers must excavate the focus further; they may widen the scope to include other
areas of the misinformation and disinformation, such as False News/Fake News,
Clickbait, Rumors & Gossips, Health Misinformation, and Political Misinformation.
Second, the study's
participants are merely Gerona Junior College Incorporated students. Future
researchers may consider doing the study in public schools or other private schools to see
if there is a difference in the findings. Third, the study employed the descriptive
phenomenological qualitative research design. A quantitative, correlation or even
experimentation for a more accurate data may also be explored. Fourth, future researchers
might also consider changing the grade level of the participants; they may examine the
junior high school learners Since the participants in this study are grade 11 students,
getting learners from lower grades might also bring about interesting results.
Conclusions
Based on the indicated findings, the following conclusions were drawn:
1. Misinformation and disinformation cause distorted knowledge, which hinders the
academic progress of the participants. This implies that participants are experiencing
confusion about their knowledge, which in turn affects their academics. This implies the
need for critical thinking and fact-checking skills among participants. Critical thinking is
42
essential in identifying and rejecting false information, while fact-checking verifies the
accuracy of received information. Failure to develop these skills can lead to incorrect or
incomplete understanding of essential concepts and ultimately result in academic failure
for grade 11 students.
2. Misinformation and disinformation cause academic failure by affecting the
participant’s academic progress. This implies that participants experience consequences
such as lower grades, poor academic performance, and academic failure. Therefore, it is a
need for strategies and tactics to combat the spread of misinformation. Failure to combat
it can contribute to misconceptions and biases, which in turn can lead to poor academic
performance and eventual failure. This implies that it is essential to equip grade 11
students with the necessary tools to combat misinformation and ensure academic success.
3.Misinformation is widespread on social media platforms, which affects the accuracy of
information and leads students to form erroneous ideas. This implies that participants
experience misinformation on social media platforms. The widespread presence of
misinformation on these platforms has a significant impact on the accuracy of
information available to students, consequently affecting their academic performance.
4.Social media sites provide information, but misinformation is prevalent, leading to false
ideas among students. This implies that participants on social media sites have a direct
and significant impact on academic performance. With abundant information available on
these platforms, coupled with the dissemination of misinformation, students often
develop false ideas and misconceptions. Consequently, their understanding of academic
concepts becomes distorted, hindering their ability to acquire accurate knowledge and
succeed academically.
43
5. To address the impacts of misinformation and disinformation, it is recommended to
strengthen media literacy education. This implies that by equipping participants with the
necessary skills to critically evaluate and navigate information online, they can develop a
better understanding of academic concepts and make informed decisions. Strengthening
media literacy education will empower students to distinguish between reliable and
unreliable sources, enabling them to succeed academically and contribute positively to
the digital landscape.
6. Future studies can concentrate on correcting and prevention strategies for the negative
impacts of misinformation and disinformation in education. This implies that there is a
need to prioritize research and study the strategies that can be employed to counteract the
negative impacts of misinformation and disinformation in the field of education.
correcting and prevention strategies for the negative impacts of misinformation and
disinformation in education can help Grade 11 students acquire accurate knowledge and
develop critical thinking skills.
Recommendations
This study revealed that students are prone to digital misinformation and
disinformation, leading to a distorted understanding of academic concepts and hindering
their academic progress. and causes academic failure of the gr 11 students. Thus, the
following recommendations are hereby presented.
1. Given the prevalent impacts of misinformation and disinformation on the internet,
which has a negative impact on academic progress, students must prioritize their
critical thinking and fact-checking abilities to identify trustworthy sources of

44
2. information and to fact-check them before depending on them, students may
develop media and information literacy. To prevent the spread of misinformation
and guarantee academic achievement.
3. Based on the impacts of misinformation and disinformation teachers need to
incorporate media and information literacy lessons into their lesson plans so that
students can recognize and reject misleading information. Teachers can also warn
students about the risks of false information to encourage academic success.
4. School administrators must fund training programs and materials for teachers and
students in media and information literacy. This will promote fact-based learning
and ensure that students have the skills to discern credible sources of information
and identify and reject false information.
5. Parents can teach their kids how to think critically by emphasizing the value of
checking the credibility of information sources before relying on them. Parents
can also promote media and information literacy in their homes while also
educating their kids about the risks of digital misinformation.
6. With the revealed results of the study My recommendation for future researchers
would be to investigate the impact of digital misinformation and disinformation
on different aspects of society, including education, politics, and health. Future
studies should aim to explore the most effective ways to combat the spread of
misinformation and promote media and information literacy.

45
REFERENCES
American Psychological Association. (2021). Misinformation and Disinformation.

Retrieved from https://www.apa.org/topics/journalism-facts/misinformation-
disinformation.
University of Oxford. (2021) MISINFORMATION, SCIENCE AND MEDIA

Retrieved from https://www.oxfordmartin.ox.ac.uk/misinformation/
Siar, S. V. (2021,). Fake news, its dangers, and how we can fight it. No, 2021-06. ISSN
2508-0865.
Muhammed, S., & Mathew, S. K. (2022). The disaster of misinformation: A review of

research in social media. International Journal of Data Science and Analysis, 13(4),
271-285. https://doi.org/10.1007/s41060-022-00311-6
Machete, R. L., & Turpin, G. (2020). The use of critical thinking to identify fake news: A
systematic literature review. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7134234/
Basch, C. H., Meleo-Erwin, Z., Fera, J., Jaime, C., & Basch, C. E. (2021). A global
pandemic in the time of viral memes: COVID-19 vaccine misinformation and
disinformation on TikTok. Journal of Medical Internet Research, 23(3), e18989.
https://doi.org/10.1080/21645515.2021.1894896
Hameleers, M., Brosius, A., & de Vreese, C. H. (2023). Whom to trust? Media exposure
patterns of citizens with perceptions of misinformation and disinformation related
to the news media. European Journal of Communication, 37(3), 359-381.
https://doi.org/10.1177/02673231211072667
Desai, A. N., Ruidera, D., Steinbrink, J. M., Granwehr, B., & Lee, D. H. (2022).
Misinformation and disinformation: The potential disadvantages of social media in
infectious disease and how to combat them. Clinical Infectious Diseases,
74(Supplement_3), e34-e39. https://doi.org/10.1093/cid/ciac109
Lorenzo, M. P. M. (2017, November 8). The rise of fake news: The Philippine case.
Retrieved from https://policyblog.uni-graz.at/2017/11/the-rise-of-fake-news-the-
philippine-case/
Balod, H. S., & Hameleers, M. (2019). Fighting for truth? The role perceptions of
Filipino journalists in an era of mis- and disinformation. Journalism: Theory, Practice &
Criticism, 22(9), 1123-1140. https://doi.org/10.1177/1464884919865109
46
Quitzon, J. (2021, November 22). Social media misinformation and the 2022 Philippine
elections. Retrieved from https://www.csis.org/blogs/new-perspectives-asia/social-media-
misinformation-and-2022-philippine-elections
Vosoughi, S., Roy, D., & Aral, S. (2018). The spread of true and false news online.
Science, 359(6380), 1146-1151. https://doi.org/10.1126/science.aap9559
Cabral, A. A. P., Gonda, J. V., Suayan, J. Q., Manalo, R. G. Jr., Mendoza, V. A. M., &
Escabel, E. B. (2016). Effects of social media on academic performance. College of
Criminology Research Journal, 7, 21. ISSN: 2094-7631.
de Guzman Jr., C. F. (2014). Students' use of social media: Its relationship to academic
performance and technology ethics decisions.
https://psa.gov.ph/sites/default/files/5.1.3%20Students%20Use%20of%20Social
%20Media%20Its%20Relationship%20to%20Academic%20Performance%20and
%20Technology%20Ethics%20Decisions.pdf
Tus, J., Conquilla, J., Espiritu, N. A., Paras, N. E., Garcia, S. R., Rodriguez, K. E., Gado,
S., Escoto, M. R., De Jesus, S. B. D., Cruz, R., & Perante, L. (2021). The social media
usage and its impact on the Filipino learners' academic performance amidst the online
education. Retrieved from Figshare. (DOI: 10.6084/m9.figshare.16997119.v2)
Quilinguing, R. (2019). Fake news, misinformation and its impact on politics, society,
and democracy in 2019. University of the Philippines. Retrieved from
https://up.edu.ph/the-problem-with-fake-news-up-experts-speak-on-the-impact-of-
disinformation-on-politics-society-and-democracy/
Al Zou'bi, K. H. (2022). The impact of media and information literacy on students’
acquisition of the skills needed to detect fake news. Journal of Media Literacy Education
Preprints. Retrieved from https://digitalcommons.uri.edu/cgi/viewcontent.cgi?
article=1027&context=jmle-preprints
Herrero Curiel, M., & González Aldea, P. (2022). Understanding the impact of fake news
in journalism and audiovisual communication students. Vivat Academia, 154, e1415.
Retrieved from https://www.vivatacademia.net/index.php/vivat/article/view/1415/2366
Del Vicario, M., Bessi, A., Zollo, F., Scala, A., Caldarelli, G., Stanley, H. E., &
Quattrociocchi, W. (2016). The spreading of misinformation online. Proceedings of the
National Academy of Sciences, 113(3), 554-559.
https://doi.org/10.1073/pnas.1517441113
Luo, H., Cai, M., & Cui, Y. (2021). The spread of misinformation in social networks.
Complexity, 2021, Article ID 7999760. https://doi.org/10.1155/2021/7999760
Paglinawan, A. A. (2021). University students' engagement with and disengagement from
fake news. Media Literacy & Academic Research Journal, 1(2), 65-88. Retrieved from
https://www.mlar.sk/wp-content/uploads/2020/12/6_Paglinawan.pdf
47
Deinla, I., Mendoza, G. A. S., Ballar, K. J., & Yap, J. (2022). The link between fake news
susceptibility and political polarization of the youth in the Philippines. Asian Journal of
Political Science, 30(3), 311-332. https://doi.org/10.1080/02185377.2022.2117713
George, A. (2022). Qualitative interviewing: A thematic approach. Sage.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative
Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five
approaches (3rd ed.). Sage.
48
APPENDICES
49
Appendix A
LETTER TO CONDUCT THE STUDY

SCIENCE, TECHNOLOGY, ENGINEERING AND
MATHEMATICS
April 3, 2023
MARIA ZITA P. GUERRERO

Principal
Madam:
Good day in the name of our Lord!
Research is indeed a platform of excellence in education. Hence, it crafts the best possible ways
to mold the best future for students.
In line with this, I am currently writing my thesis titled “The Prevalent Impacts of
Misinformation and Disinformation on the Academic Performances of Grade 11 Students of
Gerona Junior College Inc”.as a requirement for the applied subject in senior high school,
Practical Research 1.
May I request your permission to allow me to gather data on the Grade 11 students in your
school.
I am hoping for your kindest and immediate response to this request. Thank you and God bless!
Respectfully yours,
(Sgd.) TRISTAN JAMES R SALVADOR
Researcher
Noted:
(Sgd.) REY MARK E. BACSA
Reacher Teacher
Approved:
(Sgd.) MARIA ZITA P. GUERRERO
Principal
50
Appendix B
DATA GATHERING TOOL: QUESTIONNAIRE

SCIENCE, TECHNOLOGY, ENGINEERING
AND MATHEMATICS
Name: _____________________________ School: _____________________________

Grade level: _________________________
Directions: Read the questions carefully and answer them comprehensively based on
your experiences, perceptions, feelings, insights, or knowledge in the prevalent impacts
of misinformation and disinformation.
1.As a student, what are the prevalent impacts of misinformation and
disinformation to your academic performance?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What are the common online sites or social media outlets that you encounter
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
51
3.How does misinformation and disinformation affect your academic

performance?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Thank you for participating. Rest assured that the data and personal information
gathered in this study will remain confidential and will only be used for research
purposes.
--- Nothing Follows ---

52
Appendix C
QUESTIONNAIRE TRANSCRIPT WITH CODES
Q1: As a student Responses
Participants what are the prevalent impacts of misinformation
Codes and disinformation
Themes
to your academic performance?
a 5
it can cause confusion and 5
False Distorted knowledge
errors in work. When relying information
on false or inaccurate creates
information, students can make confusion and
mistakes and put false alters
information in their outputs. It knowledge.
can be difficult to determine the
truthfulness of information
found on the internet, which
can lead to confusion about
what is correct and incorrect
information. This can
negatively impact academic
performance, as the
information presented in class
is often sourced from internet
research.
b 2
I forgot a formula in Misinformation Academic failure
10
chemistry and looked for it leads to poor

online but found the wrong performance and
formula which resulted in a low low grades.
score in the quiz.
When I'm researching for my
reports i encountered incorrect
information that makes my
grade low
8
Misinformation can result in
poor academic performance, as
it can cause confusion and lead
to errors in projects and exams,
resulting in low grades. As a
student, relying on false or
inaccurate information can
greatly impact academic
performance, leading to lower
52
substantial performance.
53
Q2: What are the common online sites or social media outlets that you encounter
Participant Responses Codes Themes
s
A 7
Facebook and illegal Facebook,
13
websites are where I often TikTok, Twitter

comeacross and YouTube.
misinformation. Facebook Social Media
is a common platform for Platforms
spreading false information
by self-proclaimed "feeling
journalists" who don't
consider its consequences. .
4
I usually encounter
misinformation on TikTok.
2
Social media platforms,
such as, Instagram, and
YouTube, are some of the
most common places where
misinformation and
disinformation can be
spread.
B 2
On Wikipedia some of 2
Unknown Social Media Sites
their information is websites and
incorrect. Facts coming Wikipedia spread
from unknown or misinformation.
unverified websites like
Wikipedia.
54
Q3: How does misinformation and disinformation affect your academic performance?
Can you give specific examples?
Participant Responses Codes Themes
s
A 5
"Due to relying on unreliable 5
False Distorted
sources and being too quick to information knowledge
believe them, I inadvertently creates
included false information in confusion and
my biology work. Although I alters
sometimes asked my classmates knowledge.
for clarification, their responses
sometimes led to further
confusion and
misunderstandings. As a result,
I made mistakes in completing
tasks assigned by the teacher.
B 4
Misinformation is equal to 10
Academic failure
wrong academic projects or Misinformation
activities resulting in low grades leads to poor
especially when presenting a performance and
topic or working on academic low grades.
projects. And with
misinformation it can affect my
grades. most prominent at
presenting a certain topic.
It gives me a wrong report and
facts in gen math subject which
lead to a lower and not good
result.
6
Misinformation negatively
impacts academic performance
by causing errors, lower grades,
and reliance on incorrect
information during exams and
research. Being misinformed
affects one's mindset and it can
lead to the spread of false
information, impacting
academic performance.
55
Appendix D
ACTUAL RESPONSES OF THE PARTICIPANTS IN QUESTIONNAIRE NO. 1
Question 1: As a student what are the prevalent impacts of misinformation and
disinformation to your academic performance ?
Misinformation greatly affects the information needed for my academics and learning. since
the information is not true or correct it can effectively change the knowledge and
understanding.
As a student, misinformation and disinformation lead to poor academic performance since
all the gathered information that I need is intended to be used for my activities, which
critically affect my academic performance.
We students tend to search the internet whenever we need some information for our reports
or presentations. However, in some cases, hindi natin maiiwasan na makapag gather ng
information na hindi naman factual. We sometimes get wrong information which can cause
confusion kung ano ba talaga yung tama and wrong infos. This can affect our academic
performance because obviously, what we search on the internet is what we present in class.
When I'm researching for my reports i encountered incorrect information that makes my
grade low
a student is relying on false or inaccurate information, it can lead to errors in their work,
which can result in lower grades.
The effect of this is I got the wrong information and then when someone ask or even in the
exam I answered wrong
Low grades
Sometimes misinformations can cause confusion in my work.
Misinformation is equal to low grades because when I am misinformed I will get confused
and get lost and sometimes I don't know what to do
My grades low
One time, I forgot to write down the formula in chemistry that had been discussed. And of
course, I will look for it. Unfortunately, I found the wrong formula on a specific site online,
and that caused a low score in our quiz because I used a different formula
When I am getting misinformed in projects I make the project wrong resulting to low
grades
The impact is that your academic might fall to lower substantial performance
It caused me to put false information in my output. I do not know if the information I get is
false or truthful because false information can look like truthful information.
55
poor performance
56
Appendix F
Question 2: What are the common online sites or social media outlets that you
encounter misinformation and disinformation?
Facebook, Google, and TikTok is full of disinformation and misinformation.
Especially now that social media is accessible, it will be full of fake news, false
information, and misinformation.
Mostly, I encounter it on Facebook and some illegal websites.
I think facebook is one of the most common social media outlets out there where we
can encounter misinformation because there are this "feeling journalist" people who
loves to spread fake news without considering the consequences of their actions to the
people who might read it on the internet.
On Wikipedia some of their information are incorrect
Social media platforms, such as Facebook, Twitter, Instagram, and YouTube, are some
of the most common places where misinformation and disinformation can be spread.
Google, Facebook,tiktok
Fb
Facts coming from unknown or unverified website like Wikipedia.
Pinterest,yt,fb,tiktok
Messenger, Facebook and Tiktok
I usually encounter misinformation on social media sites like Facebook, YouTube, and
TikTok.
Messenger fb yt tiktok tweeter instagram pinterest google
Facebook, instagram, and YouTube
Facebook, Twitter, YouTube, Information I encounter in these outlets are brief and
random. Just showing information with no evidence to back it up. In Google, I seek
information for a topic and may encounter false information.
rappler and facebook
57
Appendix E
Question 3: How does misinformation and disinformation affect your academic
performance? Can you give specific examples
Some activities require some research and with misinformation it can affect my grades. most
prominent at presenting a certain topic.
In a way that I thought I gained knowledge about certain things, yet it is not guaranteed and I
might spread false information, which would completely affect my academic performance.
I havent experienced this before but i thinkmisinformation and disinformation can affect a
student's academic performance by having lack of evidence that the information is true. For
example, pedeng i-question ni teacher si student about his/her presentation, the teacher might
ask the student some proofs that the presentation is factual but then, since the presentation
isnt actually true then hindi makakasagot yung student because she failed to provide some
proof. Minsan nga hindi tayo aware na what we read isnt entirely true pala kaya we need to
examine everything we read or watch carefully para ma avoid yung misinformation and
disinformation.
I got a false information on my research that make my grade low due to inaccurate sources
a student is preparing for an exam and relies on incorrect information, they may not perform
as well as they could have if they had accurate information.
To fast to believe and then to fool to informed
Wrong information in biology
It gives me a wrong report and facts in gen math subject which lead to a lower and not good
result.
When the teacher says that we need to do something sometimes I dont understand the
situation and when I ask my classmates they give the wrong idea leading to me doing the
wrong thing.
Being misinformed of something affected my academic performance because my mind and
mindset is already at playing games
I have experienced negative impacts on my academic performance as I believed false
information and used it in my work, leading to errors and lower grades.
Misinformation is equal to wrong academic projects or activities resulting to low grades
It affected my academic performance due to a misinformation given by a classmate on the
exam reviewer
It led me to put false information in my academic outputs such as presentations and online
57
outputs.
unreliable sources in my own research
58
BIONOTE
Tristan James R. Salvador is currently pursuing the Science, Technology,

Engineering and Mathematic strand as a grade 11 student at Gerona Junior College
Incorporated.
Grade 11 students are vulnerable to misinformation and disinformation piqued his
curiosity. Hence, he is in the process of completing the study titled “The Prevalent
Impacts of Misinformation and Disinformation on the Academic Performances of Grade
11 Students of Gerona Junior College Inc.” which aims to identify prevalent impacts of
misinformation and disinformation to academic performance of the students, the common
online sites, or social media outlets that students encounter misinformation and
disinformation, and to address the impacts of misinformation and disinformation.

FINAL

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

FINAL

Uploaded by

Copyright:

Available Formats

i

Republic of the Philippines

This research of Tristan James R. Salvdor titled “THE PREVALENT IMPACTS OF

REY MARK ESTEBAN, BACSA

Accepted and approved in partial fulfillment of the requirements for the

MARIA ZITA P. GUERRERO

THE PREVALENT IMPACTS OF MISINFORMATION AND

A Research Study Submitted to

TRISTAN JAMES R SALVADOR

All Rights Reserved.

Title: PREVALENT IMPACTS OF MISINFORMATION AND

Researcher: Tristan James R. Salvador

Strand: Science, Technology, Engineering and Mathematics

School: Gerona Junior College Inc., Gerona, Tarlac

This study examined the prevalent impacts of misinformation and disinformation

on academic performances of grade 11 students of Gerona Junior College. This study

identified the prevalent impacts of misinformation and disinformation to academic

misinformation and disinformation to academic performance of the students.

The study found that misinformation and disinformation have a detrimental

impact on academic progress, leading to confusion and hindering the acquisition of

accurate knowledge among participants. It emphasizes the importance of developing

consequences of misinformation and disinformation include lower grades, poor academic

susceptible to the spread of misinformation, which further compromises the accuracy of

information available to students. Strengthening media literacy education is

recommended to empower students in evaluating and navigating online information.

Future research should focus on

implementing strategies to correct and prevent the negative impacts of misinformation

disinformation, academic performance, Academic progress

effort, most valuable guidance, encouragement, and assistance that contributed to

realizing this research work.

in research and for being his English critic.

provided the data needed in his study.

researcher not give up on his goals in life.

and guidance to achieve this dream.

strength and wisdom.

This research undertaking is wholeheartedly dedicated to my

beloved parents who have been my source of inspiration and the

ones who gave me strength when I thought of giving up, who

continually provide their moral, spiritual, and emotional support.

I would also like to express my gratitude to my research teacher,

Rey Mark Bacsa, who has provided invaluable support and

encouragement during this research journey. I am also grateful to

the participants who have generously shared their time and

experiences to make this study

To our Almighty God, my source of everything….

APPROVAL SHEET ….….……………………………………………………………i

II REVIEW OF RELATED LITERATURE AND RELATED STUDIES

Foreign Literature ...............................................................................6

III METHODS OF STUDY AND SOURCES OF DATA

Research Instruments ..........................................................................................24

Data Gathering Procedure ...............................................................................24

III PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

IV SUMMARY, CONCLUSION AND RECOMMENDATIONS

A Letter to Conduct the Study ………………………….……….………49

in Questionnaire No. 2 .…………………………………………56

THE PROBLEM AND ITS BACKGROUND

Background of the Study

Misinformation refers to false or inaccurate information that is unintentionally

spread, while disinformation refers to false or inaccurate information that is intentionally

spread to deceive people American Psychological Association (2021). With the

determining the validity of an information.

The problem of misinformation and disinformation occurring among student’s is

information, leading to confusion, and misunderstanding among students, lack of trust in