Senior High School Interdisciplinary Research Journal

BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL

Media and Information Literacy of

Grade 12 HUMSS Students
Marian Mae L. Gabane1, Ashley Jean Nicole L. Gonzales2, Lyca C. Hermina3,
Lawrence D. Mendoza4, Mark Jhone M. Paborito5
1 2gonzalesashleyjeannicole@gmail.com 3calyanimreh1822@gmail.com
marian.gabane.3@gmail.com
09093044091 09567038393 09480128367

4 5
lawrencemendoza927@gmail.com paboritomarkjhone19@gmail.com
09196636566 09665533296

Abstract: The study aimed to determine the media and information literacy of Grade 12 HUMSS students in
Buhaynasapa Integrated National High School for the School Year 2022-2023. The descriptive research design was
used, with 110 Grade 12 HUMSS students who served as respondents. The researchers-made questionnaire served
as tool to gather pertinent data. Results revealed that most students were moderately aware that they describe the
print media considering the date of publishing and it is updating. The respondents were moderately aware also in
getting information about natural disasters such as earthquakes and epidemics for appropriate action during a crisis.
In addition, respondents were also moderately aware in promoting business using various social media platforms.
Students were moderately aware in showing respect to indigenous people. Further, students were moderately aware
to the impact of media and information literacy which include using different sources of information and media
devices, and how media content is tailored. In addition, students were moderately literate communicating with family
and friends via Messenger. Students were also moderately literate in using cellphone to watch videos that contains
news. Students were moderately literate in organizing and designing graphics using information technologies.
Results also revealed that there is a significant relationship between media literacy and information literacy.
Finally, the researchers proposed a project entitled MIL Club, which aims to pull up the students' MIL. The proposed
project is align with the overall mission and objectives of the MIL Club and will benefit the club's members and the
broader community by providing them with access to MIL resources and skills development opportunities.

Keywords: media literacy, information literacy, and grade 12 HUMSS students

1. Introduction With these in mind, this paper is intended to

Media and information literacy (MIL) is a
combination of media literacy and information literacy,
focusing on the relationship between these two
concepts. It is crucial for students to use various media
responsibly to gather valuable data and information. MIL
empowers people to think critically about information
and use digital tools, making informed choices in peace
building, equality, freedom of expression, dialogue,
access to information, and sustainable development [1].
However, challenges in MIL include fake news,
lack of trust, authority, and accountability, and rapid
technological changes. Students bring different
computer skills and attitudes, making it essential to
integrate digital literacy in all subjects, especially in
online teaching. Additionally, excessive and
irresponsible use of social media can weaken the
communicative competence of future generations [2].
In today's technology-dependent society, it is
essential to control technology and make informed
decisions about it. However, the rapid technological
changes in the classroom can make it challenging to
implement educational technology effectively.
Researchers believe that being media and information
literate will provide the backbone to understanding
media and its role in society [3].
empower citizens, especially us students, to understand
the functions of media and other information providers,
to critically assess their content, and to make informed
decisions as users of information and media content.
The use of media and information literacy can be both
positive and negative to the individual or society, and it
can improve one’s lifestyle easier. Being media and
information literate can be the learners’ guide to using
information and media content in an ethical, efficient,
and effective manner.
2. Research Questions
Specifically, this study sought answers to the following
questions;
1. How may the media literacy of HUMSS students be
described in terms of:
1.1 print media;
1.2 broadcast media;
1.3 new media; and
1.4 indigenous media?
2. What is the level of information literacy of HUMSS
students along with
the following;
2.1 tool literacy;
2.2 resource literacy; and
2.3 social-structural literacy?

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3. Is there a significant relationship between media
literacy and information literacy of HUMSS students?
4. What is the impact of developing students' media
and information literacy to their academic
performances?
5. Based on findings, what project may be proposed
to further enhance the media and information literacy of
HUMSS students?
3. Methodology
The descriptive research design was utilized with
researcher-made questionnaires as a major data
gathering tool. Respondents were selected through
multi-stage sampling. They were the 110 selected Grade
12 HUMSS students of Buhaynasapa Integrated
National High School. Weighted and composite mean
and Pearson r were the statistical tools used to analyze
the data.
4. Results and Discussion
4.1 Grade 12 HUMSS Students’ Media Literacy
The development of online media has now become
a threat to newspapers and print media. The rapid
development of the internet has encouraged people to
access online media easily through mobile phones, or
gadgets. Print media are in danger of being threatened,
and loyal readers of print media are likely to turn to
online media. The results shows that the biggest
challenge of journalists in the digital information era is
synonymous with the competition between media
mainstream and new media in this case online media [4].
This part contains the Grade 12 HUMSS students’
description of media literacy relative to print, broadcast,
new, and indigenous media.
Table 1: Grade 12 HUMSS Students’ Media Literacy
Grade 12 HUMSS
Composite Verbal
Students Media
Mean Interpretation
Literacy
Print Media 2.74 Moderately Aware
Broadcast Media 2.77 Moderately Aware
New Media 2.81 Moderately Aware
Indigenous Media 2.92 Moderately Aware
The assessment of the students is moderately
aware in relative to the description of media literacy in
terms of print media. It obtained a composite mean of
2.74 suggests to keep maintaining the use of print media
some of such books, newsletter, newspaper especially
our libraries. It reveals that the students are passably
apprehensive in aspect of using print media. The result
of the study revealed that cent percent of the selected
students for the study were accessed print media
sources by both public and private schools’ students [5].
The assessment of the students was verbally
interpreted as moderately aware relative to the
description of media literacy in terms of broadcast
media. The composite means of 2.77 indicates that
learners must depend on credible sources and maintain
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them. It specifies that the students are balanced in their
use of broadcast media in terms of spreading and
acquiring information. The range of challenges emerging
within the media field is rather wide and concerns
everyday access to information and the ability to
critically assess and productively contribute use
information both in the online and offline communication
types [6].
The assessment of the students was verbally
interpreted as moderately aware relative to how they
describe media literacy in terms of new media. It
obtained a composite mean of 2.81 that suggests the
use of new media, such as social media applications, to
upgrade our daily activities. It reveals that the students
are conservative in using new media with regard to
promoting their product as well as their interests. Skills
of new media are regarded as new media literacy, and
involve not only technical (e.g., creating a user account)
but also critical thinking skills (e.g., judging accuracy of
media content) [7].
The assessment of the students was interpreted as
moderately aware relative to how HUMSS students
describe media literacy in terms of indigenous media.
The calculated composite means of 2.92 indicates that
they are knowledgeable about ancient practices/beliefs.
It also indicates that students are preserving,
appreciating, and recognizing indigenous culture more.
Story work depends upon a deep understanding of
community-specific worldviews, relationships, and other
“situational awareness” [8]
4.2 Level of Information Literacy of HUMSS
Students
Information literacy or information competency as
the ability to find, evaluate, use, and communicate
information in all of its various formats. The first burden
for the Hunter librarians was to ascertain which
information literacy competencies they felt were
imperative for first year students to possess before
addressing their research projects. When first
considering an online component, the Hunter librarians
intended to imitate what they previously covered when
teaching face-to-face orientation seminars (ORSEMS)
to Hunter's incoming students. A perennial difficulty with
this program, as seen by the librarians, was that the
research instruction this early was not only basic, but
also somewhat pointless, since there was no
assignment or research component of substance [9].
This part reveals the level of Grade 12 HUMSS students
in their Information Literacy in terms of its tool, resource,
and social-structural literacy.
Table 2: Level of Information Literacy of HUMSS
Students
Level of Information
Composite Verbal
Literacy of HUMSS
Mean Interpretation
Students
Tool Literacy 2.97 Moderately Literate
Resource Literacy 2.81 Moderately Literate
Social-Structural
2.83 Moderately Literate
Literacy
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man gets a lot of information through different media i.e.,

The assessment of the students relative to the newspaper, magazines, journals, films, etc. [13].
description of information literacy in terms of tool
literacy. The obtained composite mean is 2.97 that can Table 4 shows the significant relationship between
be clearly interpreted as moderately literate. It reveals broadcast media and information literacy.
that the students are passably apprehensive about using
different types of tool literacy. Digital technology has
changed the way in which students utilize visual Table 4. Significant Relationship between Broadcast
materials in academic work and has increased the Media and Information Literacy
importance of visual literacy skills [10]. r- p-
Variables Ho
value value
The assessment of the students relative to the Tool Literacy 0.741 0.000 Reject Ho
Resource Literacy 0.654 0.000 Reject Ho
description of information literacy in terms of resource
Social-Structural 0.669
literacy. The obtained composite mean is 2.81. It Literacy
0.000 Reject Ho
specifies that the students are balanced in using
resource literacy in terms of gathering news and
acquiring information for their research. The students It is presented in the table that there is a low
surveyed have reported having more difficulty with positive correlation between print media and information
defining and narrowing research topics than with literacy in the aforementioned areas which is proven by
conducting searches for materials, and they use the the obtained r-values 0.741, 0.654, and 0.669
same small set of information resources when respectively. With the generated p-value of 0.000 which
conducting course-related and everyday life research, is lesser than 0.05 level of significance, the null
taken together findings from the six studies suggest hypothesis is rejected. This indicates that broadcast
these students use strategies driven by efficiency and media and information literacy are significantly
predictability in order to manage and control the vast correlated. As the use of electronic information
amount of information that is available to them [11]. resources continues to rise, especially within higher
institutions of learning, students are expected to develop
The assessment of the students relative to the the required information literacy skills [14]
level of information literacy in terms of social-structural
literacy is moderately literate. It obtained a composite
mean of 2.83. It reveals that the students are passably Table 5 shows significant relationship between new
apprehensive in terms of using different technologies in media and information literacy
social-structural literacy. A desktop or laptop computer
(but not a smart or tablet) could be used for a range of Table 5: Significant Relationship between New Media
educational purposes, including but not limited to: and Information Literacy
program development, use of productivity tools such as r- p-
Variables Ho
word processing or spreadsheet tools), tuition value value
applications, art and design tools, data collection, the Tool Literacy 0.653 0.000 Reject Ho
conduct of simulations, and searching for information Resource Literacy 0.658 0.000 Reject Ho
[12]. Social-Structural 0.645
0.000 Reject Ho
Literacy
4.3 Significant Relationship between Media
It is presented in the table that there is a low positive
Literacy and Information Literacy
correlation between print media and information literacy
Table 3 shows the significant relationship between in the aforementioned areas which is proven by the
print media and information literacy. obtained r-values 0.653, 0.658, and 0.645 respectively.
With the generated p-value of 0.000 which is lesser than
Table 3: Significant Relationship between Print Media 0.05 level of significance, the null hypothesis is rejected.
and Information Literacy This indicates that new media and information literacy
r- p- are significantly correlated. Nowadays, in addition to
Variables Ho consuming the old media, such as TV, children and
value value
Tool Literacy 0.621 0.000 Reject Ho adolescents also spend a lot of time on new types of
Resource Literacy 0.578 0.000 Reject Ho media [15]
Social-Structural 0.663
0.000 Reject Ho
Literacy Table 6 shows significant relationship between
indigenous media and information literacy
It is presented in the table that there is a low positive
correlation between print media and information literacy
Table 6: Significant Relationship between Indigenous
in the aforementioned areas which is proven by the Media and Information Literacy
obtained r-values 0.621, 0.578, and 0.663 respectively. r- p-
With the generated p-value of 0.000 which is lesser than Variables Ho
value value
0.05 level of significance, the null hypothesis is rejected. Tool Literacy 0.666 0.000 Reject Ho
This indicates that print media and information literacy Resource Literacy 0.654 0.000 Reject Ho
are significantly correlated. Everyone from child to an old Social-Structural Literacy 0.629 0.000 Reject Ho

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It is presented in the table that there is a low positive
correlation between print media and information literacy
in the aforementioned areas which is proven by the
obtained r-values 0.666, 0.654, and 0.629 respectively.
With the generated p-value of 0.000 which is lesser than
0.05 level of significance, the null hypothesis is rejected.
This indicates that new media and information literacy
are significantly correlated. It explores ways student-led
digital story work, which partners students with
indigenous community members to learn-and teach
about cultural protocol, oral histories, and multimodal
research methods, can advance pedagogical and
methodological understandings of critical race media
literacy [16].
4.4. Impact of Developing Students’ Media and
Information Literacy
In the Philippines, the most recent and significant
achievement in media and information literacy education
is its inclusion in the senior high school (SHS)
curriculum. However, since MIL is still relatively new, it
remains to be seen how this subject can be effectively
taught in the Philippines’ SHS. This qualitative case
study explored how SHS teachers taught MIL in the early
years of its implementation [16]. Table 7 unveils the
impact of developing of Students’ media and information
literacy.
Table 7: Impact of Developing Students’ Media and
Information Literacy
Indicators WM
1.Using different sources of information and 3.05 MA
media devices (search for information using
social network sites, the internet).
2.Choosing between different media devices, 2.98 MA
based on their function and availability to
students (computer, smartphone or tablet).
3. Using media devices in a technical sense 2.94 MA
(computer, projector, tablets, smartphone)
to make an output.
4.Creating media content (write an article, 2.87 MA
create a photo or video document, set up a
blog).
5. Aware of my own media behavior 2.86 MA
(copyright, illegal downloads, dangerous
media behavior).
6.Knowing that media represent information 2.85 MA
in a selective way and having the
knowledge to interpret media messages.
7.Aware of the effects of media (influence on 2.84 MA
purchasing behavior, undesired effects
such as hate or addiction, and gathering
fake info for academics).
8. Evaluating media content taking into 2.83 MA
account various criteria.
9.Determining media production and 2.77 MA
distribution work (from source to the article,
the filtering of news, and the intersection
between politics, media and democracy).
10. Knowing how media content is tailored to 2.73 MA
the target audience.
Composite Mean 2.87 MA
Legend: WM- Weighted Mean VI- Verbal Interpretation
MA-Moderately Aware
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To sum up the assessment of the impact of
developing students’ media and information literacy, the
calculated composite means of 2.87 and can clearly
interpreted as moderately aware. It also indicates that
students know how media and information literacy
affects them. Media and information literacy (MIL),
understood as the capability of being efficient and
effective in a digital society, becomes an essential
competency if we refer to new learning environments. In
this regard, citizen digital participation in these new
learning scenarios is framed not just in terms of basic
access to media and the Internet but by the effective use
of a range of media and learning experiences [17].
4.5. Proposed Project to Further Enhance Media
and Information Literacy of HUMSS Students
The project wants to help learners learn more about
how media and other sources of information work. For
example, how they produce, distribute, and use
information and media content. The project also wants
to help learners judge the quality and reliability of the
information and media content they encounter. For
example, how to spot fake news, bias, propaganda, or
misinformation. The project also wants to help learners
make good choices about what information and media
content they use and how they use it. For example, how
to respect intellectual property rights, privacy, and
ethical standards. The project also wants to help
learners use information and media content in a smart
and productive way. For example, how to create their
VI
own media content, communicate effectively with others,
or solve problems using information and media.
Enhancing media and information literacy among
HUMSS students is important because it helps them
become more critical and discerning consumers of
media and understand the role that media plays in
society. It can also help students develop the skills they
need to create and share their own media and to use
media as a tool for communication and self-expression.
By improving their media and information literacy,
HUMSS students can become more informed and
engaged citizens and be better equipped to navigate the
complex and often overwhelming media landscape of
the 21st century.
The researchers will create MIL club. It will be done
through the guidance of MIL teachers Supreme Student
Government (SSG). This will be done at Buhaynasapa
Integrated National High School because Grade 12
HUMSS students served as the respondents of this
study.
The estimated time that researchers will perform
this project is one (1) week because, based on the result
of the survey, the Grade 12 HUMSS students of BINHS
are moderately aware of the use and importance of MIL.
With this, the researchers will only strengthen their
media and information literacy.
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5. Conclusions and Recommendations
The respondents are moderately aware in
describing media literacy in terms of print, broadcast,
new, and indigenous media. The respondents’ level of
information literacy in terms of tool, resource, and social-
structural literacy are moderately literate. There is
significant relationship between media literacy and
information literacy. The respondents are moderately
aware of the impact of developing their media and
information literacy. The suggested project proposal to
Grade 12 HUMSS students is intended to enhance their
media and information literacy.
Teachers may provide activities like media-role
playing and photoshopping about print, broadcast, new
media, and especially indigenous media, to boost the
awareness of students to media literacy. Teachers may
provide lessons on how to create Microsoft Office pieces
such as Word, Excel, and PowerPoint to improve the
skills of students to information literacy. Teachers may
encourage students to engage in debates and
discussions about current events and controversial
topics, using media and information as evidence for their
arguments. Students may conduct research about the
challenges they may encounter to enhance their
awareness of the impact of MIL. The school may apply
this project to strengthen the media and information
literacy of HUMSS students since it is one of the skills
needed to compete globally. Future researchers may
use this study to get supporting ideas and details that
will enhance their own studies.
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Authors Profile

Marian Mae L. Gabane finished her Junior High School
at Buhaynasapa Integrated National High School. She is
a senior high school student at Buhaynasapa Integrated
National High School. He has been doing research since
tenth grade. A student researcher in the Humanities and
Social.
Mark Jhone M. Paborito is a Grade 12 Humanities and
Social Sciences (HUMSS) student in Buhaynasapa
Integrated National High School. He completed junior
high school at Batangas Eastern Colleges. He is a
determined, consistent honor student in 12th. He is
conducting research paper since Grade 10 and now
preparing to attend the annual graduation ceremony
together with her batchmates.

Ashley Jean Nicole L. Gonzales a Grade 12 student at

Buhaynasapa Integrated National High School. She has
been experienced in conducting research as he was
trained since 10th grade. A student researcher in the
Humanities and Social Sciences.

Lyca C. Hermina a student of Buhaynasapa Integrated

National High School. She has been conducting
research since tenth grade and is now preparing for the
yearly secondary education graduation under the
academic stream in Humanities and Social Sciences
(HUMSS). A student researcher from Humanities and
Social Sciences.

Lawrence D. Mendoza a student from Buhaynasapa

Integrated National High School under the academic
track in the strand of Humanities and Social Sciences
(HUMSS). He is conducting research paper since Grade
10 and now preparing to attend the annual graduation
ceremony together with her batchmates. A student
researcher in the Humanities and Social Sciences
(HUMSS).

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