i

Republic of the Philippines

Department of Education
Region VII, Central Visayas
ABELLANA NATIONAL SCHOOL
Osmeña Blvd., Cebu City

SOCIAL MEDIA: TRUSTWORTHINESS OF INFORMATION

A Research Paper
Presented to the English Faculty of
Abellana National School
Cebu City

In Partial Fulfillment
of the Requirements for the Junior High School
English Subject
ANS English Department

by

Kieshia Albaña
Aniska C. Nuñez
Harmil E. Flordeliz
Denielle Savannah G. Momo
Eric L. Sesante
Clark Chandler A. Andrino

July 2023
 ii

ABSTRACT

Social media is part of today’s technology, and it has been a huge help to a lot

of people. It became the primary source of information for people. Furthermore, it is

dangerous since there’s a lot of false information spread on social media. It has a high

potential for misleading readers and giving them information that is not factual.

Though social media is a convenient way of getting news and information, bound to it

are unverified sources, biased materials, misleading information, and clickbait.

This study is anchored on Connectivism Theory by George Seimens and

Stephen Downes and supported by Heutagogy Learning Theory by Stewart Hase and

Chris Kenyon. These theories tackle a learning strategy that is heavily influenced by

technology and self-learning, which includes learning through social media. The main

problem with learning through social media is that there is plenty of misinformation

disseminated across the platform. This can be toilsome for the students, who are only

up to date with information for their education.

The researchers used survey-type research using a standardized questionnaire

consisting of three tables, each containing ten questions, for a total of thirty items.

The results of the survey showed that the students agreed that social media is an

unreliable source of information. Therefore, this proves people cannot rely on

information found on social media, for that is where the false information is actively

disseminated. The world of social media needs users who have veracity as their

language because, in this era, lies speak louder than the truth.
 iii

AKNOWLEDGEMENT

To Ms. Erlyne Rose Lansa

Thank you for the guidance and words of encouragement. You are

appreciated for being a patient and understanding advisor and for giving the

researchers the knowledge and full support they need to complete their

research papers.

To God Almighty,

Without Him, this research paper would not be successful. It is He

who guided the researchers all throughout the making of this research and

made it possible to finish. He gave the researchers wisdom and strength to

disclose their study in the simplest ways.

To Mrs. Aranas

You are also being thanked for permitting the researchers to conduct

the study in your advisory class.

 iv

To Grade 9: Emerald

Thank you for your participation in the study and your truthful

responses to the questions.

 v

DEDICATION

The researchers would like to dedicate their work first and foremost to

all individuals who helped make this research paper a success, especially the

thesis adviser, their friends and families, and future researchers.

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TABLE OF CONTENTS

PRELIMINARY SECTIONS PAGE

Title Page i

The Research Abstract ii

Acknowledgements iii

Dedication v

Table of Contents vi

CHAPTER I

Rationale 1

Theoretical Background 12

The Problem 29

Research Methodology 31

CHAPTER II

Presentation, Analysis, and Interpretation 34

of Data
 vii

CHAPTER III

Summary 46

Findings 47

Conclusion 48

References 50

APPENDICES

Appendix A. Transmittal Letter 59

Appendix B. Sample Questionnaire 60

Appendix C. Table 1 63

Appendix D. Table 2 64

Appendix E. Table 3 65

Appendix F. Table 4 66

Appendix G. Table 5 67

Appendix H. Documentation 68

CURRICULUM VITAE 69
viii
 1

CHAPTER I
THE PROBLEM AND ITS SCOPE
INTRODUCTION

Rationale

Fake news—a problem that has been around since anyone can

remember, however it is a phenomenon that has become more popular with

the existence of social media. Social media is a modern man’s best friend. A

majority of people’s daily lives include social media use. Though, rumours,

misinformation, disinformation, and mal-information are common

challenges confronting media of all types (Muhammed & Mathew, 2022).

These problems are inevitable and generally, many people tend to believe in

false information. The world of social media: almost everything revolves in

spreading rumours, wherein fake news is more viral than the real news.

People definitely would share misinformation without knowing the perilous

shadow they are spreading. This is clearly harmful since the source of

information is not credible enough to be categorized as true. The author’s

desire for views is what leads to the dissemination of fake news.

People are usually biased when it comes to information because a)

their opinion opposes the information and b) they like to annoy those people

who clearly know what the truth is. But even with these shallow reasons,

spreading malicious information across a social media platform must never

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be done. Trustworthy news sources are likely to be covered by the shadows

of these malicious and harmful contents in social media. It is undoubtedly an

agonizing thought that people would rather propose with fake news and

misinformation to satisfy what they stand. The Washington Post (2021)

stated that from August 2020 to January 2021, news publishers known for

putting out misinformation got six times the amounts of likes, shares, and

interactions on the platform as did trustworthy news sources, such as CNN

or the World Health Organization.

One of the major reasons falsifications is spread on social media is

to deceive and make the readers side the opinion the author stands. The best

example to give is political related misinformation. One party throws shades

in order to ruin the reputation or the image of the other party aiming to

disappoint and make the supporters of such party second guess their

candidate. It can also be in the form of fake news, making one party look

good; unreal information is spread for political gain. Disinformation,

typically defined as “the deliberate creation and sharing of false and/or

manipulated information that is intended to deceive and mislead audiences,

either for the purposes of causing harm, or for political, personal or financial

gain” (Buchanan, 2020).

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Social media bias could be defined as the unjust tendency and

reporting of a certain belief or perspective. Differentiating bias information

can be challenging because it is not clearly stated. Bias can exist on a

spectrum of political ideology, religious views, financial influence,

misinformation, and more (Bankhead et al., 2019). All types of studies can

be subject to information bias. Therefore, all sources should be evaluated for

potential bias.

Although the wide spread of bias information is during political

campaigns and elections, bias information does not only circulate during

those times. Bias information can also be spread for personal gains. A lot of

people likes news or information that inclines their own beliefs and supports

their opinion. That is why, a lot of times it is the biased information that is

shared and propagated though the social media platforms. Many people are

drawn to news or stories that confirm their own beliefs or biases and fake

news can prey on these biases (Webwise, n.d.).

Within the last 20 years, there has been a significant change in

how people share information and exchange ideas. The ability to use the

internet has made it possible to obtain news articles almost instantly and to

quickly spread large amounts of information to the wider public. Social

media, in particular, has become a haven for people who spread false
 4

information to support their own points of view or to criticize those who

hold opposing views. One of the most significant causes of the spread of

false information has been a lack of accountability. To better guarantee

trustworthy news stories, internet websites, particularly social media

websites, must make sure that the information being shared on their

platforms and the people who spread it are held accountable for the stories

that are posted (Haynes & Haynes, 2019).

Most of the time, misleading information is spread in the form of

“pranks” or satire jokes. Most of the social media users fabricate, distort, and

share misleading information disguised as “satire jokes” or “pranks” for fun

and laughs to fool those who are not properly educated of the topics being

distorted. This may lead to readers that a not properly knowledgeable of the

topic to think the information being disseminated is actually true. The

readers or audiences that are vulnerable to these kind of misleading

information are children. They are maybe not yet mature enough to grasp

that the information being shared is purely satire. They are maybe not

capable enough to distinguish the difference between a factual information

and the posts that are only made for jokes. During the research, the most

common form of satire you will come across is websites. The most popular
 5

satirical news site is The Onion. The Onion looks like a real news site, but

its joke articles are always fake news (Holy Family, 2023).

Another example of this is the trend back in 2020, wherein users

would post definitions of rare words, but the meaning of these were far from

the actual definition. These posts were supposed to be “satirical”. Although,

these posts were made for fun, children who roam the internet could easily

find these and would think that these “definitions” are true. And them, being

able to learn something new, they would probably share their learnings to

others, yet these “learnings” are faulty, which would lead to widespread of

misleading information later on.

 6

Users know that fake news looks at every angle possible to grab the

reader's attention, from the way the title is put together to the language used

throughout the article. The elements of fake news (more surreal,

exaggerated, impressive, emotional, persuasive, clickbait, and shocking

images), which appear to be carefully planned out and used by fake news

creators, are linked to its spread and success. Even though other studies

dispute these relationships, it seems that conservatives, right-wingers, the

elderly, and those with lower levels of education are more likely to believe

and spread false information (Baptista & Gradim, 2020).

Click baits are usually the most common false information that is

spread throughout the social media in intention for an increase of views.

These are stories that are deliberately fabricated to gain more website

visitors and increase advertising revenue for websites. Clickbait stories use

sensationalist headlines to grab attention and drive click-throughs to the

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publisher website, normally at the expense of truth or accuracy (Webwise,

n.d.). Most of these kinds of false information has an overly exaggerated

headlines that captures the eyes of the readers causing them to click on the

full article resulting to a high number of views of news. It can also be in a

form where it targets the emotions of readers by using emotive words.

False information can be a profitable business, generating large sums

of advertising revenue for publishers who create and publish stories that go

viral. The more clicks a story gets, the more money online publishers make

through advertising revenue and for many publishers’ social media is an

ideal platform to share content and drive web traffic (Webwise, n.d.). The

world of social media opened an opportunity for a lot of content creators to

gain profit off their work. However, some content creators go too far in

order for their works to have a significant increase in views and interactions.

Others will share misleading and false information to either alarm or intrigue

people, which then leads to them reading and sharing the information online.

This will result to a wide increase in terms of the number of views, thus,

equating to a large increase in profit.

The spreading of fake news can be done for multiple reasons, one

could be the need for online fame. Spreading fake news can give online

fame because of the uneducated and misguided people sharing the most
 8

outrageous articles online (Machado et al, n.d.). Though, a lot of content

creators spread erroneous information to gain profit, some of them spread

mal-information solely for fame. People like attention, and they can get that

by having more followers on social media. By fabricating fake news, the

author of the falsely informed articles will feel as though they are being

heard. They can garner more supporters if they produce or disseminate false

news articles. Moreover, bogus news publishers may receive more views on

their advertisements, increasing their income. Consequently, by spreading

fake news and incorrect information on social media, people can achieve the

popularity and financial success they seek at the expense of spreading

inaccurate information.

Evidence is the skeleton of an information. Without this, people

would clearly question everything about the information and its claims.

Credibility is the foundation of people’s interactions and democratic

expression and choice. As the world becomes more connected, it is vital for

people to understand the perils of the new media environment and learn to

assess credibility (Metzger & Flanagin, 2008). Factual citations, verified

authors, and credible information sources will accompany a valid, reliable,

and credible information.

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The social media world gives everyone a freedom to post any given

social media content and to carry fake names which was taken advantage by

fake news peddlers and enabled the proliferation of fake information. The

lack of accountability has been one of the most serious factors in the

spreading of erroneous information (Haynes & Haynes, 2019). Users that

spread non credible information is often times found on social media. It is

mainly because they can easily hide their identity with a pseudonym or a

fake name, making the avoidance of consequences much easier for them.

Hiding behind a false name, peddlers of fake news continue to spread

unreliable and false information throughout social media platforms.

However, the blocking and banning of unreliable accounts does not stop

these peddlers from dispersing unreliable information for they can easily

make another fake account and hide under a different pseudonym to

continue the dissemination of inaccurate information. Beyond these

platforms, however, there is a lack of accountability on the part of the user

who posted the false information online. Consequently, peddlers of fake

news are not afraid to create fake accounts and post false or misleading

information online (Cuerpo, 2022).

There are over 1000 sites dedicated to producing fake or misleading

news stories that look like legitimate local news sources. These may have
 10

names such as The Denver Guardian or The El Paso Review (Maxwell

Library, 2022). These articles usually carry the name of a legitimate news

source as their publishers making them look as if they are the legitimate one.

This then fools readers into thinking they really are the reliable source and

the information provided is factual. This causes the wide propagation and

high engagement of the erroneous news fabricated by the fake sites.

An example of this is during heavy rain, most of the students will wait

for the announcement of suspension while scrolling through their phones.

Because of this, some authors would make up a fake announcement across

the platform regarding the suspension. This would give the students a false

alarm, and probably would have spread this misleading information to their
 11

classmates and peers, causing students to share with the intention to inform

others that will lead to widespread of misleading information.

Yes, there are probably plenty of social media information that are

credible but even a small percentage of misinformation can thrive in a short

period of time. Most of the time, people would probably resort to

misinformation to satisfy their points and would hit a nerve on other people.

In addition, people often prefer information that gives them strong impact,

regardless if it is fake or real. Credibility has a vital role in sharing

information as it serves as the foundation in building the trust of people in

believing an information and identify it as the truth. The internet is

unregulated, and although there are excellent sites online, there are many

sites with misinformation, some promoting products, and others outright

scams (Martin & Anderson, 2004). Factual citations, verified authors, and

credible information sources will accompany a valid, reliable, and credible

information.

To sum all of this up, social media is currently not a reliable source.

But that does not mean that it cannot became one in the future. Fact-

checkers are a step to the right direction, but they are not the complete

answer (Richter, 2015). From unaccountable users to users who spread

 12

misinformation for their own gain, it is undeniable that social media really is

a game of trustworthiness.
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Theoretical Background

This research is anchored in George Siemen’s and Stephen Downes’

Connectivism Theory and Stewart Hase’s and Chris Kenyon’s Heutagogy

Theory as a supporting theory.

Connectivism promotes learning that happens outside of an

individual, such as through social media, online networks, blogs, or

information databases (Connectivism Learning Theory, 2021). It is a new

learning theory that claims individual’s knowledge is distributed and resides

not only in his brain, but also in connections with electronic and human

components which internet technologies have created vast opportunities for

people to learn and share information across the web and among themselves

(Hunter & Rasmussen, 2018). Connectivism, in its simplest form, is the idea

that learning occurs most effectively when students are taught to use

technology to create and manage social networks. For example, by joining a

science forum that discusses mitosis and asking questions on the forum to

learn from other members (Greenwood, 2020).

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https://www.google.com/search?q=connectivism%20learning%20theory&tbm=isch&ved=2ahUKEwiy_OPcobj9AhWGdt4KHdKcBs8Q2-

cCegQIABAA&oq=connecti&gs_lcp=CgNpbWcQARgAMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgs

IABCABBCxAxCDATIICAAQgAQQsQMyCAgAEIAEELEDOgUIABCABDoICAAQsQMQgwFQkwtYrSJglzdoAHAAeASAAfQBiAGcEpIBBjAu

MTMuMZgBAKABAaoBC2d3cy13aXotaW1nsAEAwAEB&sclient=img&ei=t_n9Y_LEAYbt-

QbSuZr4DA&bih=789&biw=1600&rlz=1C1YTUH_enPH1038PH1038&fbclid=IwAR3VSOKPSGHrWMt3TdEbVmOdLQQac8Tcs-dW8AIganF-

oAr5UKti0JSJDH4#imgrc=-MXrXYElrzI8jM

Connectivism is a relatively new learning theory that suggests

students should combine thoughts, theories, and general information in a

useful manner. It accepts that technology is a major part of the learning

process and that constant connectedness gives opportunities to make choices

about learning. Connectivism was first introduced in 2005 by two theorists,

George Siemens and Stephen Downes. Siemens’ article Connectivism:

Learning as a Network Creation was published online in 2004 and Downes’

article An Introduction to Connective Knowledge was published the

following year. The publications address the important role technology plays

in the learning process and how the digital age has increased the speed at
 15

which students have access to information. Since then, both Siemens and

Downes have continued to write and speak on the subject. However, each

has slightly different viewpoints. While Siemens tends to focus on the social

aspects of connectivism, Downes focuses on non-human appliances and

machine-based learning.

It is a learning theory for the digital era. It is based upon the idea that

knowledge is networked and so the act of learning takes place inside virtual

networks and communities through social interaction.

It is a networked model of

learning (Coronas et al.,

2009). Bannister (2016) said

that the characteristics

represent an integration of

chaos, network, complexity,

and self-

https://www.google.com/search?q=connectivism

%20learning%20theory&tbm=isch&ved=2ahUKEwiy_OPcobj9AhWGdt4KHdKcBs8Q2-

cCegQIABAA&oq=connecti&gs_lcp=CgNpbWcQARgAMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgs

IABCABBCxAxCDATIICAAQgAQQsQMyCAgAEIAEELEDOgUIABCABDoICAAQsQMQgwFQkwtYrSJglzdoAHAAeASAAfQBiAGcEpIBBjAu

MTMuMZgBAKABAaoBC2d3cy13aXotaW1nsAEAwAEB&sclient=img&ei=t_n9Y_LEAYbt-

QbSuZr4DA&bih=789&biw=1600&rlz=1C1YTUH_enPH1038PH1038&fbclid=IwAR3VSOKPSGHrWMt3TdEbVmOdLQQac8Tcs-dW8AIganF-

oAr5UKti0JSJDH4#imgrc=DovowzR8C6LYlM
 16

organization theories to consider how people, organizations, and technology

can construct knowledge collaboratively. In connectivism theory, one view

of learning is knowing where to locate information may be valuable as the

information itself. To advance the quality of instructional practice, educators

used a variety of learning theories, such as cognitivism, constructivism, and

behaviorism. Learning in connectivism terms is a network phenomenon,

influenced, aided, and enhanced by socialization, technology, diversity,

strength of ties, and context of occurrence (Tschofen & Mackness, 2012).

Learning (defined as actionable knowledge) can reside outside of ourselves

(within an organization or a database), is focused on connecting specialized

information sets, and the connections that enable us to learn more are more

important than our current state of knowing (Siemens, 2004). According to

Bannister (2016), A key point of connectivism is that knowledge can be

stored in devices such as computers, referred to as nonhuman appliances.

These devices allow knowledge to be stored and retrieved when necessary,

thereby fostering learning.

People nowadays tend to rely on learning from the internet because it

is faster and easier. People will probably turn to the internet first to get the

information they need given how quickly and easily material can be

accessed online and how easy it is to gather information. In this modern

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world, the use of the technology is on its peak and education in this era is

dependent on it, thus, what connectivism implies. In connectivism,

knowledge is distributed across networks where connections and

connectedness inform learning. The ability to use the internet has made it

possible to obtain information almost instantly and to quickly spread large

amounts of information to the wider public. For this, it becomes important

as to first get where to find a piece of information across large databases

than to answer the what, and how of the knowledge.

Speaking of learning via technology, users tend to believe what they

see on the Internet, just as unreliable ones post fake news for their own

benefit. This relates to the connectivism theory and the study demonstrating

how people use their internet knowledge to accurately or incorrectly share it

around the world, depending on whether they're using it in a useful manner

or not. Let social medias be the case in point, if students were to rely on

these platforms, of course, they can gather information via posts, comments,

videos, etc. But it does not mean that the gathered information is reliable.

Some users spread false and inaccurate information throughout the platform

causing a significant number of misinformed readers.

Connectivism type of learning event involves the active engagement

of people with resources in communication with others, rather than the

 18

transfer of knowledge from educator to learner (Kop, 2011). Connectivism is

defined as “actionable knowledge, where an understanding of where to find

knowledge may be more important than answering how or what that

knowledge encompasses” (Duke et al., 2013). Connectivism also stresses the

need to connect and understand various sources of information in order to

properly process the information being received (Bannister, 2016).

Education is a purposeful activity wherein knowledge and skills are

transferred from an expert to an apprentice, thus, creating connection. If

social media is to be a source of “knowledge and skills”, therefore, contents

should matter the most and it needs to be factual and valid. Fabricating fake

contents in the social media is like jeopardizing the future assets of the

world. An example of this is when content creators post something

“informative” when in fact, the content of the post is far from being

accurate.
 19

(Translation: In case you forgot, it is not true that Jose Rizal died on Dec.

30, 1896.)

As information is distributed from a social media platform to another,

it may eventually lose its intended meaning or fail to convey the intended

message. It is because the thing that constitutes the learning are the active

engagement of people. Some parts of the information could be taken or

added with a non-factual information. Information is distributed across the

Web, and people’s engagement with it constitutes learning. In the world of

social media, there is a competition of sources having greater profiles, which

gives them additional connections. This competition is largely dulled within

a personal learning network, but the placing of value on certain nodes over

others is a reality. Nodes that successfully acquire greater profile will be

more successful at acquiring additional connections (Siemens, 2004).

It is clear that technology is changing how students learn in and out of

the classroom. Rather than learning from teachers and textbooks,

smartphones and laptops serve as hubs of information for today’s students.

In a networked environment, the student assumes responsibility for

information provision, time management, and the structuring of learning

activities and goals, in contrast to a traditional classroom or learning

environment where the educator was in charge of all of these tasks. They
 20

must manage their time, establish their own learning objectives, locate

resources, test out new tools, and figure out how to use them. Cognition is

the main obstacle when learning using technology and social media being a

“reliable” source of information requires a complex network of sources,

hence, one can question its abilities in acquiring information from these

platforms. In a traditional classroom, the teacher would be in charge of these

decisions, but in an autonomous learning environment, they are connected to

activities that the student would do independently, which could be

troublesome (Kop, 2011). A connectivist learner has to be fairly autonomous

to be able to learn independently, away from educational institutions, and to

be engaged in aggregating, relating, creating, and sharing activities (Kop,

2011).

Heutagogy, otherwise known as self-determined learning, is a student-

centered instructional strategy. Heutagogy (pronounced hyoo-tuh-goh-jee) is

derived from the Greek word heuriskein. Heureskein is the Greek verb to

discover and underlies the etymology of the word heuristic that is defined as

a method of teaching by allowing students to discover for themselves. Hase

and Kenyon coined the term in 2000 to describe self-learning independent of

formal teaching. It emphasizes the development of autonomy, capacity, and

 21

capability. Heutagogy adds a new frame of reference to go beyond diffuse

phrases like self-directed learning, to encapsulate the outcomes expected

from students using multimedia and online learning.

https://www.google.com/search?q=heutagogy

%20theory&rlz=1C1YTUH_enPH1038PH1038&source=lnms&tbm=isch&sa=X&ved=2ahUKEwiVuvzaobj9AhUPfnAKHa6RA4sQ_AUoAnoECAIQB

A&biw=1600&bih=789&dpr=1&fbclid=IwAR1sZ3_Bd-ZXvKDGouqoVBhFlGd5YsnBN0pG3E7-

lAhD8z94VRoIGW596jA#imgrc=OlbpXE1nwOdfiM

The heutagogical approach encourages students to find problems and

questions to answer themselves. Instead of simply completing teacher-

assigned tasks, students have voice and choice in seeking out areas of

uncertainty and complexity in the subjects they study (Heutagogy

Explained: Self-Determined Learning in Education, 2022). As in an

 22

andragogical approach, in heutagogy, the instructor also facilitates the

learning process by providing guidance and resources, but fully relinquishes

ownership of the learning path and process to the learner, who negotiates to

learn and determines what will be learned and how it will be learned. The

essence of heutagogy is that in some learning situations, focus should be on

what and how the learner wants to learn, not on what is to be taught. Hence,

this approach is very different from the more formal and traditional way of

"teaching people". In heutagogy the educational process changes from being

one in which the learned person (teacher, tutor, lecturer) pours information

into the heads of learners, to one in which the learner chooses what is to be

learned and even how they might learn it. The student takes a more active

role in determining what is to be learned based on their own needs and

interests and the instructor acts as a facilitator (Glassner & Back, 2020). The

concept fosters self-learning, which is independent of formal teaching. In

heutagogy, the purpose is to establish an environment where learners can

determine their own goals, learning paths, processes, and products (Dahiya,

2021).

An essential concept in heutagogy is double-loop learning. In this

learning style, students do more than think deeply about a problem and their

actions to solve it. They also reflect on the problem-solving process itself.
 23

Students start to question their assumptions and gain insight into what

they’re learning and how they learn. Heutagogy promotes a learner-centered

atmosphere that assists students in determining their own learning path.

Heutagogy also acknowledges that learners do immensely valuable

work for themselves by filling in the gaps of their formal education through

discovery and reflection (i.e., learning on the job) (Parslow, 2010). In a

heutagogical approach to teaching and learning, learners are highly

autonomous and self-determined and emphasis is placed on the development

of learner capacity and capability to produce learners who are well-prepared

for the complexities of today’s workplace.

The secret of education lies in respecting the pupil. It is not for you to

choose what he shall know, what he shall do. It is chosen and foreordained

and he only holds the key to his own secret (Emerson, 2009). Heutagogy is a

term that refers to independent learning. Self -learning strives to provide

everyone with the ability to independently evaluate information, pose

queries, and find solutions. Basically, heutagogy explains that it is a learner

agency in which the student is the primary agent of his or her learning,

making decisions about everything from what will be learned and how to

whether learning has been achieved and to what degree. It also means that a
 24

student should know or determine their own ways of learning, which also

applies to what the study is all about.

As stated in Hashim (2018), traditional methods of training and

education are totally inadequate. Due to this, we will now be looking at an

educational approach where it is the learner themselves to determine what

and how learning should take place. Since the students are both directors and

actors of their own plays, they should know what to learn and how to assess

their learning outcomes (Akyıldız, 2019). Before the epidemic, teachers held

the monopoly on knowledge and were responsible for imparting it to the

students in the classroom. Today, however, instructors no longer hold the

monopoly on knowledge. The higher education response to heutagogy so far

has been one of reluctance, which could be due to the impracticality of

implementing a full-blown educational framework of heutagogy (Blaschke,

2012).

Heutagogy has been called a "net-centric" theory that takes advantage

of the key affordances of the Internet; it is also a pedagogical approach that

could be applied to emerging technologies in distance education as well as

serve as a framework for digital age teaching and learning (Anderson, 2016).

In correlation to social media information: everything is unfiltered. One of

the biggest difficulties in autonomous learning is being able to select the

 25

appropriate sources that present real data or information because there are no

teachers to guide the learning. Just like what is mentioned above, naivety

must be avoided in order to access the right information but not everyone

has the ability to filter the information they had gathered, let alone a student

who needs guidance by an educator. Learners are the explorer and their

engineer to their own castle of knowledge (Ibrahim, 2018). Given how

advanced technology is today, pupils are likely to turn to the internet for

information. In today's world, since students mostly rely on learning through

social media platforms, they tend to forget about determining whether what

they are learning is true or fake. Given how advanced the world's technology

is, it will be hard for some students to learn accurately when using different

social media platforms without proper research or reliable sources when

unreliable ones are scattered all over the platform.

(An example of false information)

 26

The approach has been proposed as a theory for applying to emerging

technologies in distance education and for guiding distance education

practice and the ways in which distance educators develop and deliver

instruction using newer technologies such as social media. During the

pandemic, when face to face was not recommended for the safety of the

people, most students resorted to independent learning, while teaching

personnel supplied them with modules, which would be described as the

context. Students then have the control on how will they learn with these

given contexts, and that also includes information from social media. It

could be challenging for students to distinguish between sources that give

factual information and those that don’t. This would imply that students

have influence over their learning process, which would incorporate material

from social media as most students are fond of it. False information is

bound to be spread on social media, making it dangerous to freely browse

these platforms for information. Social media's reputation, when it comes to

credibility, is basically ruined. It is therefore inadvisable to trust the

information and content in social media. To better guarantee trustworthy

news stories, internet websites, particularly social media websites, must

make sure that the information being shared on their platforms and the

people who spread it are held accountable for the stories that are posted
 27

(Haynes & Haynes, 2019). A learner’s method of learning is never the

problem, but the information he/she accumulates when using social media as

a source of it.

The spread of misinformation in social media has become a severe

threat to public interests. For example, several incidents of public health

concerns arose out of social media misinformation during the COVID-19

pandemic. Against the backdrop of the emerging IS research focus on social

media and the impact of misinformation during recent events such as

COVID-19, the Australian bushfire, and the USA elections, disaster, health,

and politics were identified as specific domains for a research review on

social media misinformation.

Following a systematic review process, Muhammed and Mathew

(2022) chose 28 articles, relevant to the three themes, for synthesis. The

researchers discussed about the characteristics of misinformation in the three

domains, the methodologies that have been used by researchers, and the

theories used to study misinformation. They adapted an Antecedents-

Misinformation-Outcomes (AMIO) framework for integrating key concepts

from prior studies. Based on the AMIO framework, they further discussed

the inter-relationships of concepts and the strategies to control the spread of

misinformation on social media. Theirs was one of the early reviews

 28

focusing on social media misinformation research, particularly on three

socially sensitive domains; disaster, health, and politics. This review

contributes to the emerging body of knowledge in Data Science and social

media and informs strategies to combat social media misinformation.

Geary (2017) examined the effectiveness of credibility cues on

Facebook and how the personality traits neuroticism and openness impact

sharing behaviors across cues of different shapes and colors, using a 2x2

method. Findings suggested the color red increased cue noticeability,

however, overall, a low number of participants noticed any of the four

varying cues across conditions, indicating that the fast-paced scrolling nature

of online mediums prevents users from noticing credibility cues. Future

research should examine the differences in pace of scrolling and information

intake across different generations. This information might be useful to

media outlets to help identify what credibility cues are most effective across

target markets online.

Social media for news consumption is a double-edged sword. On the

one hand, its low cost, easy access, and rapid dissemination of information

lead people to seek out and consume news from social media. On the other

hand, it enables the wide spread of “fake news”, i.e., low quality news with
 29

intentionally false information. The extensive spread of fake news has the

potential for extremely negative impacts on individuals and society.

Therefore, fake news detection on social media has recently become

emerging research that is attracting tremendous attention. Fake news

detection on social media presents unique characteristics and challenges that

make existing detection algorithms from traditional news media ineffective

or not applicable. First, fake news is intentionally written to mislead readers

to believe false information, which makes it difficult and nontrivial to detect

based on news content; therefore, the researchers needed to include auxiliary

information, such as user social engagements on social media, to help make

a determination. Second, exploiting this auxiliary information is challenging

in and of itself as users’ social engagements with fake news produce data

that is big, incomplete, unstructured, and noisy. Because the issue of fake

news detection on social media is both challenging and relevant.

Shu et al. (2017) conducted this survey to further facilitate research on

the problem. In this survey, the researchers presented a comprehensive

review of detecting fake news on social media, including fake news

characterizations on psychology and social theories, existing algorithms

from a data mining perspective, evaluation metrics and representative

 30

datasets. They also discussed related research areas, open problems, and

future research directions for fake news detection on social media.

 31

THE PROBLEM

Statement of the Problem

This research study investigated Social Media: The Game of

Trustworthiness Information on Grade 9 Emerald at Abellana National

School SY. 2022- 2023 to improved design of learning contingency plan.

The study focused on the false information found on social media and

how it affects the learning journey of the students with social media as a

source of information.

This research study further determined the following:

1.What is the respondents’ response in terms of?

1.1 Biased Information

1.2 Misleading Information

1.3 For “views only” Information

1.4 Credibility of the Information

 32

Significance of the Study

This study is conducted to benefit the following:

Students. This study will help students avoid trusting any information

beforehand from social media platforms.

Children, Teenagers and Adults. This research will help them to be

keen when it comes to social media information. It will inform them that not

all news in social medias is reliable and accurate.

Parents. This research will help parents to be wary of their children

when using social medias. It will help them guide their offspring when it

comes to seeking information on social media.

Researcher. This study will help researchers demonstrate that social

media is not always a dependable source of information.

Future Researchers. This study can be used as an information source

for the future researchers.

 33

RESEARCH METHODOLOGY

Research Design

This study used the survey-type research using a standardized

questionnaire. It is made up of three tables, each containing ten questions,

for a total of thirty items.

Research Environment

This study was conducted at Abellana National School, RSD building,

room 411.

Research Subjects

The subject of the study was the class of Grade 9 - Emerald, with 39

students from Abellana National School.

Research Instruments

A standardized questionnaire entitled “Relationship Between

Awareness of Fake News Sharing on Facebook and The Perception of

Message Credibility and Brand Trust of Facebook Among Youth's” was

used to gather the data needed to complete the study. Below is the

classification of question number.

 34

Table 1

Classification of Question Number

ITEMS SD D N A SA TOTAL

1 0 1 4 13 21 39

2 6 8 5 17 3 39

3 2 4 13 11 9 39

4 2 5 7 19 6 39

5 1 2 14 16 6 39

6 1 0 5 23 10 39

7 2 1 6 14 16 39

8 0 1 7 18 13 39

9 2 5 10 18 4 39

10 0 0 7 17 15 39

TOTAL 16 27 78 166 103 390

 35

Research Procedure

The researchers handed a transmittal letter to the adviser of Grade 9

Emerald. The conduction of the survey was scheduled on February 17, 2023,

in RSD Building. After signing the transmittal letter, the researchers had

talked to the class mayor of Grade 9 Emerald to apprise them of the survey.

In addition, the researchers guaranteed the students that their information

would remain confidential as stated in the transmittal letter signed by their

adviser. The researchers then printed 46 copies of their questionnaires the

day before the schedule for preparation. On the scheduled date, the

researchers introduced themselves to the students, and they gave the

questionnaires to the 39 students of Grade 9 - Emerald. The conduction of

the survey took about 40 (forty) minutes approximately to finish. Then, the

researchers collected the questionnaires with the data given by the students

and put it in a plastic envelope, as to not lose any paper. The conduct of the

survey ended respectively.

 36

CHAPTER II
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter includes the presentation, analysis, and interpretation of

data gathered.

The tables below are not arranged in the order in which they appeared on the survey questionnaire.

Table 2

Bias Information

Question: I think some news stories are fabricated to harm certain

entities (politicians, celebrities, business etc.)

Item SD D N A SA TOTAL

4 2 5 7 19 6 39

12.82
% 5.12% 17.94% 48.71% 15.38% 99.97% 100%
%

According to the findings in Table 2, the majority of student believed

that bias material was disseminated via social media platforms in order to

damage or tarnish the reputation of particular entities, including politicians,

corporations, and celebrities. 19 students, or 48.71% of the class concurred

that some news reports shared on social media were fabricated to hurt

someone’s reputation.
 37

Do you favor accepting information that already supports your prior

beliefs? Many people choose news or information that supports their

opinions and tends to confirm their own convictions. This is the reason why

skewed information is frequently disseminated through social media

platforms. Contrary to what was previously mentioned, biased material

could be disseminated because the truth conflicts with the readers' beliefs

and opinions. As a result, people spread false information and fake news to

satisfy their desires. Some articles are made up or spread because they

confirm people's preconceived notions or because the reality goes against

their position. Thus, users should be extra cautious when it comes to news

that is produced to harm others’ reputations and news that is disseminated

because it reinforces other people’s pre-existing ideas.

This shows that false information is frequently shared on social media

platforms, either to harm someone's reputation or to validate people's

preconceived notions. Although most biased information is spread during

election seasons, it can also be spread for personal advantage. Confirmation

bias is the propensity to seek for and favor information that confirms our

pre-existing opinions, according to Scribbr (2022). Because of this,

information that conflicts the reader's ideas are tend to be ignored. Because

the material goes against the readers' beliefs and opinions, it may be viewed
 38

as prejudiced. As a result, people spread false information and fake news to

satiate their desires. They ignore the news that is factual and disseminate the

news that is slanted. Thus, the study advises users to be extra cautious when

it comes to news that is produced to harm others' reputations and news that

is disseminated because it reinforces other people's pre-existing ideas.

According to George Seimen's and Stephen Downe's connectivism

theory, successful learning through technology requires a complex network

of users to mix ideas and information. In this situation, it is not advisable to

acquire biased information in this learning technique. This type of content

may include offensive language intended to attack a specific individual,

which is extremely harmful for both the target of the assault and all other

users who may have accessed the information. Due to the fact that this type

of knowledge solely focuses on what the source believes in, students may

gather unexpected information that is untrue.

Smith et al. (2019) said that social media use has increased in

emerging and developing nations in recent years. And, across the 11

emerging economies surveyed for this report, a median of 28% of adults say

social media are very important for helping them keep up with political

happenings in the world. At the same time, opinions are divided when it

comes to the reliability, bias ang hateful nature of social media content when
 39

compared with other sources. And when asked about the kinds of material

they encounter on these sites, majority in most country report at least

occasionally seeing content that seems obviously false or untrue or that

makes them feel negatively about groups different from them. Across all

these measures those who say social media are very important sources of

political information see these platforms in different – and often more

extreme – terms than other social media users.

Table 3

Misleading Information

Question: Sometimes news stories are presented in a misleading way

Item SD D N A SA TOTAL

5 1 2 14 16 6 39

% 2.56% 5.12% 35.89% 41.02% 15.38% 99.97% 100%

The data presented on Table 3 shows that majority of the class agreed

that certain news stories were presented in an inaccurate manner. 41.02% or

16 of the students thought that some of the news found on social media were

delivered in a misleading way.

 40

This makes it quite evident that the news that children frequently

encounter on social media is unreliable. Trolls, jokes, and practical jokes are

common among teenagers today. This is the kind of news that is widely

disseminated across all media platforms with the goal of making viewers

chuckle. However, not everyone can understand that the information being

presented is merely satirical. This could cause readers who are not well-

versed in the subject to believe the material being spread is genuinely

factual.

A lot of people, especially teenagers and students are the ones

commonly victimized by these. Trolls and practical jokes have the potential

to mislead internet users who are looking for information. In accordance

with this, people must not engage in an informational activity if unsure

about its legitimacy.

In correlation to Stewart Hase’s and Chris Kenyon’s Heutagogy

learning theory, misleading information is a huge obstacle in this learning

strategy. The headlines for this kind of material frequently resemble the

content itself, some students might not be able to tell which is which. Yet,

there is a covert purpose in the header that could confuse readers, which is

quite annoying, especially for students who are merely seeking to get facts to

fuel their minds. Since the student serves as both the teacher and the learner
 41

in this regard, this information is hazardous for students who are

independent learners because no one would be there to advise them that it is

not intended for educational use.

In this paper, Dave et al. (2020) presented a resource allocation

mechanism for the study of the strategic behavior of social media interacting

with citizens that form opinions in a democracy. In a world of information

and the internet, it becomes imperative for social media to filter misleading

opinions on their platforms. As this is too altruistic to expect from different

social media to self-enforce, the researchers proposed a mechanism design

formulation that provides appropriate monetary incentives to social media

leading to an efficient filter-wide system outcome. They proposed

mechanism incentivizes strategic social media to efficiently filter misleading

information and thus indirectly prevent the ever-emergent phenomenon of

fake news. In particular, the researchers considered an economically inspired

mechanism that designs an implementable Nash equilibrium of efficient

filtering of misleading information in a game of selfish social media

platforms. They also showed that their mechanism is individual rational and

budget balance, two key characteristics of a democratic society.

 42

Table 4

For “views only” Information

Question: Sometimes media institutions publish unverified

information to increase readability

Item SD D N A SA TOTAL

3 2 4 13 11 9 39

10.25
% 5.12% 33.33% 28.20% 23.07% 99.97% 100%
%

Based on the data presented on Table 4, 33.33% of 39 students

answered neutral on whether they thought false information was propagated

to increase readability. Out of the 39 students in class, 13 neither agreed nor

disagreed that false information was spread for fame.

This demonstrates the students' inability to determine whether a news

report is trustworthy or just for the sake of fame. The responders ought to

have strongly agreed with the question if they were competent to distinguish

between factual content and content posted for attention.

A lot of people, usually young children, are still not mature enough to

differentiate factual information from information made solely for the sake
 43

of views. Often times, the "exaggerated" news would lead the young ones to

believe the news they have encountered. Therefore, students are not advised

roam the internet alone, so, their guardians must continue supervising and

guiding them about the knowledge and news gained in the social media.

In accordance, this leads back to the theory involving Stewart Hase’s

and Chris Kenyon’s Heutagogy theory which means self-determined

learning, wherein students are in charge of searching for information in

order for them to learn with the absence of the teacher. Being able to

differentiate false information from the true ones is vital in heutagogy

learning. The students are not mature enough to identify which information

is right.

Zhang et al. (2022) conducted the study on 375 employees of the

social media teams in the corporate sector in China. The sampling technique

used in this study is convenience sampling. The researchers carried out data

analysis using structural equation modeling (SEM) with the help of Smart

PLS (Partial Least Square) software. Organizations have switched their

marketing and image building operations to SM to reach a maximum

number of customers. Organizations run structure and campaigns to shape

their CIs in this era of SM. In this whole scenario, the image building

activities of the organization play a significant role. In this context, the SM

 44

teams even manipulate the facts by indulging in UVN. These deceptive and

fake responses might affect the social standing of the organization and may

tarnish the organization’s CI.

Moturu and Liu (2011) focused on the problem of quantifying the

value of such shared content with respect to its trustworthiness. In particular,

the focus is on shared health con-tent as the negative impact of acting on

untrustworthy content is high in this domain. Health content from two social

media applications, Wikipedia and Daily Strength, is used for this study.

Sociological notions of trust are used to motivate the search for a solution. A

two-step unsupervised, feature-driven approach is proposed for this purpose:

a feature identification step in which relevant information categories are

specified and suitable features are identified, and a quantification step for

which various unsupervised scoring models are proposed. Results indicate

that this approach is effective and can be adapted to disparate social media

applications with ease.

Table 5

Credibility of The Information

Question: I think news content without a source is probably untrue

Item SD D N A SA TOTAL
 45

1 0 1 4 13 21 39

% 0.00% 2.56% 10.25% 33.33% 53.84% 99.98% 100%

Table 5 reveals that the majority of Grade 9 – Emerald students

concurred that unsourced news that was widely disseminated was likely

incorrect. 21 students, or 53.84% of the class’s total of 39 pupils, held the

opinion that news without a source was false.

Social media's credibility has been one of the greatest problems when

it comes to trusting social media content due to its dishonest users. The

social media world gives everyone a freedom to post any given social media

content and to carry fake names which was taken advantage by fake news

peddlers and enabled the proliferation of fake information. This showcases

the importance of credibility when looking for information across every

social media platform. There are plenty of malicious content creators who

spread false information in social media, usually without proper credentials

of the source. Their fake contents might include topics for education which

is very alarming.

Most of the accounts that are present on social media are those who

are fake or unverified. Those fake accounts are the most active when it

comes to fabricating or disseminating false information on social media.

 46

Students should use caution while obtaining information from social media

and should confirm the author’s legitimacy before believing any articles.

According to George Seimen’s and Stephen Downes’s Connectivism

theory, this learning strategy is heavily influenced by technology, like social

media in particular. In some cases, students rely heavily in these social

media platforms, wherein uncredible news sources are rampant. If this

continues to foster, students will gather misinformation all throughout their

learning journey with these social media platforms. There might be

information in social media that are credible but because of the rampant

unreliable sources, social media is not suitable for educational purposes.

The study of Escoda et al. (2021) aimed to provide significant data

about the youngest generation in Spain (Generation Z) regarding their media

and information consumption, their social network use, and their

relationship with fake news, all in relation to the feeling of reliability/trust.

Focusing on a convenience sample of 408 young Spanish students from

Generation Z aged 18-22, a descriptive exploratory study is presented. Data

collection is performed with an adapted questionnaire. Results show that

young Spanish people use networks for information, showing a surprising

lack of trust in social networks as the media they consume the most. The

content they consume the most since the occurrence of COVID-19 is related
 47

to politics, entertainment, humor, and music. On the other hand, distrust of

politicians, media, and journalist is evident. The conclusion is that media

literacy is still more necessary than ever, but with the added challenge of

mistrust: maybe it is time to rethink media literacy.

 48

CHAPTER III
SUMMARY, FINDINGS AND CONCLUSION

This chapter contains the summary of the study, the findings based on

the data gathered and statistical treatment, the conclusion and the

recommendation proposed by the researcher pertaining to the

trustworthiness of information on social media.

Summary

This research study investigated social media: The Game of

Trustworthiness Information on Grade 9 Emerald at Abellana National

School SY. 2022- 2023 to improved design of learning contingency plan.

This research study further determined the following:

1.What is the respondents’ response in terms of?

1.1 Biased Information

1.2 Misleading Information

1.3 For “views only” Information

1.4 Credibility of the Information

 49

Findings

Based on the presentation, analysis, and interpretation of data, the

following were established:

1. Most of the Grade 9 – Emerald students believed that bias material

was disseminated via social media platforms in order to damage or

tarnish the reputation of particular entities, including politicians,

corporations, and celebrities.

2. Majority of the class agreed that certain news stories were presented

in an inaccurate manner.

3. Most of the students answered neutral on whether they thought false

information was propagated to increase readability.

4. Most of the students think news content without a source is probably

untrue.
 50

Conclusion

In simple words, social media is not a reliable source of information.

First and foremost, there is plenty of biased information across the social

media platform. The accumulation of these kinds of information may lead to

widespread dissemination of one-sided information, which is rampant

especially in terms of politics. Black propaganda is thrown at a specific

person to ruin his or her reputation so that people will hate them. It is unjust

to ignore information that does not incline toward your beliefs because, in

the end, you will become a factor in the causation of biased information.

Misleading information usually resembles the actual information, but

the way it is constructed conveys confusing disclosure. This type of

information is cumbersome because it presents the details of factual

information in a different manner, whereby being able to comprehend the

details of the information is vital. It is better to not get involved with this

kind of information if distinguishing is not your forte.

In addition, information being disseminated just to garner fame also

exists in social media. This kind of information can contain malicious

contents for the sake of views or to keep up with trends. The sources of this

kind of information do not care if they are spreading unhelpful contents, as

 51

long as it can give them the satisfaction of being famous. Dissemination of

this kind of information may lead to cyberbullying and the spread of hatred

toward one another.

The credibility of information found on social media is a big question

mark. The freedom of speech on social media has a negative impact on other

users in terms of information. Assessing credibility is one great skill to have

to garner the right information for an individual. This proves the importance

of credibility when searching for information on social media platforms.

There are plenty of malicious content creators who spread fake information

on social media, often without the bona fide credentials of the source.

Therefore, roaming social media for guaranteed information is a perilous

journey that can affect everyone.

It is obvious that social media is not always the best place to get news.

Merely because something is uploaded or shared widely does not imply that

it is accurate and trustworthy. Everyone can now be exposed to false

information with just one click. It is a world where everyone has the

opportunity to express themselves: and the opportunity to deceive others

with false information.

 52

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spread-fake-news-on-social-media/

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fbclid=IwAR1sBcMpAtmsdyGxqKO525x1vpfrLuEwYTEEDDivSeIQ8

XCmJo5D2fJI0c

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Doi: 10.1162/dmal.9780262562324.vii
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Republic of the Philippines

Department of Education
Region VII, Central Visayas
ABELLANA NATIONAL SCHOOL
Osmeña Blvd., Cebu City

APPENDICES
Appendix A. Transmittal Letter

February 15, 2023

Ms. Josefina O. Aranas

Grade 9 Emerald Class Adviser
Abellana National School

Dear Ma’am,

We, the Grade 10 Benevolence under Ms. Erlyne Rose Lansa (Thesis
Adviser) would like to ask your permission to conduct our study entitled
“Social Media: The Game of Trustworthiness among Grade 9 Emerald”. We
 62

wish to have your advisory class, 9 Emerald, as the main respondents of our
research paper which is a major requirement for our English subject. Rest
assured that the data gathered will be treated with utmost confidentiality.

Thank you and more power!

Sincerely yours,

THE RESEARCHERS
Kieshia Albaña Denielle Savannah G. Momo
Aniska C. Nuñez Eric L. Sesante
Harmil E. Flordeliz Clark Chandler A. Andrino
 63

Republic of the Philippines

Department of Education
Region VII, Central Visayas
ABELLANA NATIONAL SCHOOL
Osmeña Blvd., Cebu City

Appendix B. Sample Questionnaire

64
65
 66

Republic of the Philippines

Department of Education
Region VII, Central Visayas
ABELLANA NATIONAL SCHOOL
Osmeña Blvd., Cebu City

APPENDICES

Appendix C. Table 1

Classification of Question Numbers

ITEMS SD D N A SA TOTAL

1 0 1 4 13 21 39

2 6 8 5 17 3 39

3 2 4 13 11 9 39

4 2 5 7 19 6 39

5 1 2 14 16 6 39

6 1 0 5 23 10 39

7 2 1 6 14 16 39

8 0 1 7 18 13 39

9 2 5 10 18 4 39

10 0 0 7 17 15 39

TOTAL 16 27 78 166 103 390

Republic of the Philippines

 67

Department of Education
Region VII, Central Visayas
ABELLANA NATIONAL SCHOOL
Osmeña Blvd., Cebu City

Appendix D. Table 2

Bias Information

Question: I think some news stories are fabricated to harm certain

entities (politicians, celebrities, business etc.)

Item SD D N A SA TOTAL

4 2 5 7 19 6 39

12.82
% 5.12% 17.94% 48.71% 15.38% 99.97% 100%
%
 68

Republic of the Philippines

Department of Education
Region VII, Central Visayas
ABELLANA NATIONAL SCHOOL
Osmeña Blvd., Cebu City

Appendix E. Table 3

Misleading Information

Question: Sometimes news stories are presented in a misleading way

Item SD D N A SA TOTAL

5 1 2 14 16 6 39

% 2.56% 5.12% 35.89% 41.02% 15.38% 99.97% 100%

Republic of the Philippines

 69

Department of Education
Region VII, Central Visayas
ABELLANA NATIONAL SCHOOL
Osmeña Blvd., Cebu City

Appendix F. Table 4

For “views only” Information

Question: Sometimes media institutions publish unverified

information to increase readability

Item SD D N A SA TOTAL

3 2 4 13 11 9 39

10.25
% 5.12% 33.33% 28.20% 23.07% 99.97% 100%
%
 70

Republic of the Philippines

Department of Education
Region VII, Central Visayas
ABELLANA NATIONAL SCHOOL
Osmeña Blvd., Cebu City

Appendix G. Table 5

Credibility of The Information

Question: I think news content without a source is probably untrue

Item SD D N A SA TOTAL

1 0 1 4 13 21 39

% 0.00% 2.56% 10.25% 33.33% 53.84% 99.98% 100%

Republic of the Philippines

Department of Education
 71

Region VII, Central Visayas

ABELLANA NATIONAL SCHOOL
Osmeña Blvd., Cebu City

Appendix H. Documentation
 72

CURRICULUM VITAE

PERSONAL DATA

Name : Kieshia Albaña

Age : 15

Gender : Female

Birthdate : August 31, 2007

Birthplace : Cebu City

Address : 587 M. J. Cuenco Avenue Tinago Cebu City, Cebu

Email Address : albanakieshia@gmail.com

Height : 157 cm

Weight : 47 kg

EDUCATIONAL BACKGROUND

SCHOOL YEAR

Primary : Tejero Elementary School (2013 – 2019)

Secondary : Abellana National School (2019 – Present)

 73

PERSONAL DATA

Name : Harmil E. Flordeliz

Age : 15

Gender : Male

Birthdate : June 20, 2007

Birthplace : Cebu City

Address : 193 Gen. Max. Ext. Ponce II Brgy. Carreta Cebu City

Email Address : flordelizharmil251@gmail.com

Height : 163 cm

Weight : 60 kg

EDUCATIONAL BACKGROUND

SCHOOL YEAR

Primary : Carreta Elementary School (2013 – 2019)

Secondary : Abellana National School (2019 – Present)

 74

PERSONAL DATA

Name : Aniska C. Nuñez

Age : 16

Gender : Female

Birthdate : January 23, 2007

Birthplace : Cebu City

Address : B. Rodriguez Street, Cebu City

Email Address : aniskanunez90@gmail.com

Height : 149 cm

Weight : 66 kg

EDUCATIONAL BACKGROUND

SCHOOL YEAR

Primary : Cebu City Central Elementary School (2013 – 2019)

Secondary : Abellana National School (2019 – Present)

 75

PERSONAL DATA

Name : Denielle Savannah G. Momo

Age : 15

Gender : Female

Birthdate : November 02, 2007

Birthplace : Cebu City

Address : Balagtas St. Pahina Central Cebu City

Email Address : deniellemomo@gmail.com

Height : 150 cm

Weight : 48 kg

EDUCATIONAL BACKGROUND

SCHOOL YEAR

Primary : Regino Mercado Elementary School (2013 – 2019)

Secondary : Abellana National School (2019 – Present)

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PERSONAL DATA

Name : Eric L. Sesante

Age : 16

Gender : Male

Birthdate : January 08, 2007

Birthplace : Cebu City

Address : Sto. Rosario, Salvador ext., Cebu City

Email Address : sesante123x@gmail.com

Height : 169 cm

Weight : 48 kg

EDUCATIONAL BACKGROUND

SCHOOL YEAR

Primary : Labangon Elementary School (2013 – 2019)

Secondary : Abellana National School (2019 – Present)

 77

PERSONAL DATA

Name : Clark Chandler A. Andrino

Age : 15

Gender : Male

Birthdate : April 01, 2007

Birthplace : Cebu City

Address : Sitio Ipil-ipil Brgy. Capitol Site Cebu City

Email Address: clarkchandlerandrino@gmail.com

Height :174 cm

Weight : 98 kg

EDUCATIONAL BACKGROUND

SCHOOL YEAR

Primary : Cebu City Central Elementary School (2013 – 2019)

Secondary : Abellana National School (2019 – Present)

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