“Factors Affecting Media Literacy towards Improving Critical Thinking

Skills among Junior High School Students in St. Matthew Academy of

Cavite”

An Educational Research to the Faculty Committee of

St. Matthew Academy of Cavite

In partial fulfillment of the requirements for subjects

English, Mathematics, and Social Science

Albaladejo, Ralph Christian M.

Anting, Kaharoden A.
Argate, Kristyn Dion B.
Baldovieso, Avery Agatha C.
Casida, Cyrus Calix C.
Dianaton, Mohammad Jerhan B.
Galutira, Ram Jacob S.
Garcia, Ellara Eunice V.
Golong, Rozelle Anne R.
Medina, Jan Michael L.
Mellona, Joana Mariel D.
Miranda, Hans H.
Nagora, Joseph D.
Penales, Gweniviere Mikel D.

JEREMIAH

2024

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 Chapter I

BACKGROUND OF THE STUDY

Media literacy is defined as the ability to access, analyze, evaluate and

develop critical thinking skills. The ability to comprehend the meaning of the

messages we come across in the media and ourselves to it is known as media

literacy. It provides students the skills that will allow them to think critically about

media.

Social media is attracting a lot of attention from people since it offers a lot

of interesting activities that people may engage in with friends and family. Social

media is very important to young people and it has a big impact in today’s society.

Teenagers use social media sites like Facebook, Instagram, Tiktok, and Twitter to

engage with issues and access new information about current events. Everyday

teenagers use and interact with social media. Social media helps people to share

ideas, opinions and thoughts with others.

Teenagers use social media and create content without using critical

thinking skills. Critical thinking and objectivity are lacking in today’s society.

People tend to believe that anything they see or hear on a reputable social media

platform must be true because of how popular it is. When people interact and

consume content without applying critical thinking skills, they often end up

gathering false information.

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 The process of evaluating, analyzing, and interpreting important facts and

information in order to reach conclusions or decide what is right or wrong is

known as critical thinking. When developing critical thinking abilities involves

being to stand up for your beliefs and ideas, properly express them and make

decisions for development.

Media-literate people will be able to accurately understand and evaluate

information, preventing you from gathering false information. Since social media

is an emerging tool for distributing news and knowledge, it can help you learn

new things and expand your current skills. It also helps them become aware of the

things and what’s currently happening in their surroundings. Social media is

useful and efficient for communication. When used properly, it can improve

people's critical thinking abilities, which may help in their own development.

Being literate in social media requires critical thinking skills. The skills in

thinking critically about social media messages are essential skills in media

literacy to be able to access, analyze, evaluate, create content and understand the

media stories or messages presented in social media.

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STATEMENT OF THE PROBLEM

The goal of the researchers is to find out how media literacy helps students

in improving their critical thinking skills. In order to determine, the researchers

provide a survey, wherein they must respond to the following questions:

1. What is the student’s demographic profile according to:

a. Age

b. Gender

c. Grade Level

d. Type of social media use

2. Does media literacy help students improve their critical thinking skills?

3. Do media literate students avoid gathering false information?

4. Are critical thinking skills required when using social media?

5. Are there benefits that students can acquire from media literacy?

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HYPOTHESIS AND ASSUMPTION

This study was conducted by the researchers to take a well-thought guess

about the connection of the students critical thinking skills in using social media.

The researchers hypothesized that there may be an outstanding student

who has the ability to access, analyze, create information, and comprehend the

messages or media articles shared on social media. They hope that there are

students that use social media with the ability of critical thinking.

The researchers expect that by using surveys in this study, they are going

to find accurate and precise answers to the problem addressed through the

questions.

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THEORETICAL FRAMEWORK

Figure 1. The Theoretical Framework of the study.

This framework represents Jean Pieget’s theory of cognitive development

that has four stages: Sensory Motor, Preoperational, Concrete Operational, and

Formal Operational. This study creates a theoretical framework that outlines the

development of critical thinking skills of people.

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CONCEPTUAL FRAMEWORK

Figure 2. The concept map of the study

Figure 2 shows the Hierarchical Concept Map. People can develop their

critical thinking abilities and fact-checking abilities via media literacy. With fact

checking, they will learn to analyze and evaluate. With Critical thinking abilities,

it will teach them how to both create and access information.

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SIGNIFICANCE OF THE STUDY

The following will greatly benefit from the result of this study:

Students - students who are media literate become more responsible media

creators and more wise consumers of media.

Social Media Users - social media users can increase their knowledge on a

variety of subjects and gain a deeper understanding of the world around them by

learning to accept and value different points of view.

Future Researchers - this study will be beneficial to researchers in the future.

Future researchers can use this study as a guide to write their research papers.

Future researchers’ work will be made easier by this study.

SCOPE AND LIMITATIONS

The aim of this study is to provide engaging educational resources that

focus on media literacy to help Junior High School Students become more skilled

at critical thinking.

Improving students' critical thinking skills is the goal of this research. It is

stated here in a research paper how media literacy may assist students in

developing their critical thinking skills.

The target respondents of this study are only the Junior High School

students from St. Matthew Academy of Cavite.

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DEFINITION OF TERMS

All the terms that the researcher used were addressed in this section:

Access - freedom or the ability to gain or use something.

Analyze - means to examine something carefully in order to determine its

essence, significance, or connection.

Evaluate - to determine or set the value of appraisal, to determine the importance,

or condition usually by specific examination and research.

Skills - an action that requires education, practices and experiences to acquire

them. It is the ability to use knowledge to conduct or perform activities in a

natural and effective way.

Social media - is a digital technology that enables the sharing of ideas and

information via online communities and platforms.

Media literacy - is the capacity to understand the significance of the messages we

counter in social media and how we relate to it.

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 Chapter II

REVIEW OF RELATED LITERATURE (RRL)

A Review of Related Literature (RRL) evaluates a broad range of

literature to determine the history of the study. This chapter provides references

and sources of information to help readers understand more about media literacy.

INTERNATIONAL

Using Critical Thinking to Counter Misinformation

According to Zucker, A. (2019), a large number of social media users post

false information in social media sites and mostly because of an outcome of the

growing usage of social media. These days, misinformation is common and

people are unable to determine whether it is true. The amount of false information

that is spreading has made it difficult for teachers to give their students accurate

learning. Eventually, they discovered that the solution to the problem is rooted in

media literacy. “Obtaining, evaluating, and communicating information” is what

they need to spot false information.

“Trust But Verify”: Problems of Formation of Media Literacy and Critical

Thinking of Russian Students

Based on the article written by Kachkaeva, A., Kolchina, A., Shomova, S.,

& Yarovaya, E. (2020), the issues surrounding media literacy have long been the

subject of research in various fields. These include, the accessibility of media

access, the capacity to create one’s own media content, the ability to critically

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analyze information, and most importantly, how to build public trust in the media

and the content it generates in its entirety. However, it should be acknowledged

that one of the hardest concepts in public relations research is the trust issue itself.

The ability to view media messages critically, defines a certain maturity of the

social environment, a certain level of media literacy, and a critical mindset among

citizens even though trust in mass media as a social institution continues to be an

important indicator of the state of society. This is exactly the reason the

researchers felt it was crucial to highlight the concerns about information source

trust during a long-term investigation of Russian students’ media literacy.

Effects of Motivation to use Social Networking Sites on Students’ Media

Literacy and Critical Thinking

Based on the findings of Shieh, C. J., & Nasongkhla, J. (2024), for

university students, using social media platforms provides a lot of possible

advantages. Through interaction with these platforms, they can develop their

ability to control their emotions, respect, and accept the opinions of other people,

think critically, make decisions, and learn how to express themselves in

appropriate ways. Additionally, these platforms give young people an online

space where they can spend their time, build strong relationships without being

limited by location, and provide places for young people to grow as individuals.

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Fake News Detection on Social Media: The Predictive Role of University

Students’ Critical Thinking Disposition and New Media Literacy

Based on the article written by Orhan, A. (2023), university students have

a tendency towards critical thinking, have an interest in social media, and are

good at spotting fake news. Furthermore, this study showed that media literacy

and critical dispositions strongly predicted university students’ capacity to

identify false information on social media. In addition, rather than media literacy,

university students’ critical thinking abilities have a greater impact on their ability

to recognize false information.

The Absence of a Media Literacy Toolbox: Working toward an Evaluation Tool

Based on the findings of Yakub, G., Knight, S., Kitto, K., & Fray, P.

(2020), Media users and teachers should be aware of these strategies because,

despite changes in the media's content, media literacy approaches can address

these problems. These approaches are helpful in addressing new issues that are

developing in the media surroundings, such as fake new issues.

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LOCAL

Output-based Approach in Media and Information Literacy Towards 21st

Century Skills Development in the Philippines

According to Santos, R. (2020), using social media in education to

encourage student growth in the fields of collaborative learning, life and career

skills development, and mental and spiritual development. However, a previous

analysis of the media and information literacy curriculum for senior high school

students in the Philippines revealed the tendency for emphasizing transfer of

knowledge beyond the development of interpersonal as well as intrapersonal

abilities.

The Media Literacy Level of Selected AB Journalism and AB Communication

Students of Albay

Based on the findings of Asuncion, M. L. G., & Arboleda, N. P. (2011),

the impact of social media on developing thoughts, opinions, and perceptions. It is

clear that media experiences have an important effect on how we perceive,

comprehend, and behave in our environment, even while studies regarding what

kind and amount of influence is controversial. Media education can assist us in

recognizing these influences and overcoming our reliance on them.

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Teaching Media and Information Literacy in Philippine Senior High Schools:

Strategies Used and Challenges Faced by Selected Teachers

Based on the article written by Bautista Jr, A. (2021), there is a lack of

understanding and education on the requirements of teachers for teaching media

and information literacy. Additionally, due to lack of appropriate training and

resources, teachers are unprepared to teach the topic. The individuals interviewed

agree that, when asked about media and information literacy, they lacked a

thorough comprehension of the meaning, importance, and scope of the subject.

The teachers employed proven strategies to make up for their lack of planning and

lack of supplies. Despite these limitations, participants are ready and able to share

media and information literacy since they understand its importance and relevance

to students.

The Amazing Library Race: Developing Students’ Media and Information

Literacy Skills through Games

Based on the findings of Yap, J., & Peñaflor, J. (2020), the acceptance and

use of video games in social media by academic libraries as a collaborative

approach to motivate students to acquire critical media and information literacy

skills. Although, using video games for educational purposes is not new, how they

are taught and reused to fulfill media literacy criteria is essential for the learners

nowadays. Through a library race challenge, two academic libraries Kazakhstan

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and Philippines were able to bring together media and information literacy

abilities.

Filipino Students’ Competency in Evaluating Digital Media Content

Credibility: ‘Beginning’ to ‘Emerging’ Levels

Based on the article written by Fajardo, M. F. (2023), while most students

have “Beginning” abilities for author, fact, and bias checking, they have

“Emerging” abilities for visualization checking. Higher mean skills levels are

found in students who spend more hours online and who are younger when it

comes to confirming the reliability of a social media website. When it came to

separating opinions from facts in arguments, graduates performed better than

other students. On the other hand, students from Masbate Province continuously

had lower average author and fact checking ratings. It shows that, at all

educational levels, Filipino students’ information and media literacy has to be

strengthened.

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SYNTHESIS

Several fields of study have long conducted research on the problems

related to media literacy. These include being able to access media easily, having

the ability to produce one’s individual media, being able to critically assess

information, and above all knowing how to increase public confidence in the

media and the content it produces as a whole.

The trust issue itself is, it should be acknowledged, one of the most

difficult ideas in communication research. Though the public’s trust in the media’s

role as a social institution remains an essential indicator of society health, the

capacity to evaluate media messages critically indicates a particular level of social

environment maturity, media literacy, and critical attitude among people.

As stated by the studies, false information is posted on social media by a

lot of users, mainly as results of the increased use of social media. Misinformation

is widespread these days, and people often can’t tell if it's true or not.

There are lots of advantages when using social media platforms. They can

learn how to manage their emotions, think critically, accept and respect the ideas

of others, make decisions, and express themselves in appropriate ways by

interacting with these platforms.

The use of social media in the educational setting to promote student

development in the fields of collaborative work, the development of life and

professional abilities, and mental and spiritual growth.

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“Factors Affecting Media Literacy towards Improving Critical Thinking

Skills Among Junior High School Students in St. Matthew Academy of

Cavite”

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 Chapter III

METHODOLOGY

This chapter presents the research methods and procedures in investigating

the study. It includes the research design, locale of the study, respondents and

sampling procedure, research instrument, and data gathering procedures.

RESEARCH DESIGN

The researchers will employ a Mixed Method & used descriptive research

approaches to describe specific characteristics. This research design will be

helpful in determining how media literacy helps students in improving their

critical thinking skills.

LOCALE OF THE STUDY

The study will be conducted in St. Matthew Academy of Cavite Main

Campus at Little Pasay Street, Brgy. Niog 1, Bacoor Cavite during the school year

2023-2024.

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RESPONDENTS AND SAMPLING PROCEDURE

The respondents of the study will be the Junior High School students

during the s.y 2023-2024. The target respondents are one hundred (100) Junior

High School students. Cluster Sampling Technique will be used in the study by

dividing the population up into smaller groups which is the Grade 7, 8, 9, and 10.

RESEARCH INSTRUMENT

The researchers will use face to face or online questionnaires to gather

data from the Junior High School students particularly Grade 7-10 of St. Matthew

Academy of Cavite to assess their critical thinking skills when using social media.

DATA GATHERING PROCEDURE

The researchers will ask permission from the principal of St. Matthew

Academy of Cavite. Researchers will give consent to the parents of the

respondents before the questionnaires are given to the respondents themselves.

Upon approval, the researchers will give brief instructions regarding the purpose

of the study. An online questionnaire via Google Forms will be used to collect

data.

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STATISTICAL TREATMENT

The data that will be collected will be statistically treated to answer the

questions posed in the research study. This statistical tools that will be used in the

analysis and interpretation of data are the following:

Frequency count will be used in the analysis of the demographic of the

respondents.

Percentage will be used as “numerical analysis” on the distribution of the

description of the personal characteristics of the student-respondents.

Thematic Analysis will be used for qualitative data analysis. Usually, it is used in

relation to a collection of texts, such as transcripts or interviews. In order to find

common topics, concepts and patterns of meaning the researchers carefully

examine the data.

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 Chapter IV

PRESENTATION, ANALYSIS & INTERPRETATION

Presented in this chapter are the data that are gathered, analyzed &

interpreted following the sequence of specific problems enumerated in Chapter 1.

1. DEMOGRAPHIC PROFILE OF THE RESPONDENTS IN TERMS

OF AGE, GENDER, GRADE LEVEL AND TYPE OF SOCIAL
MEDIA USE

Table 1.1 Frequency and Percentage Distribution of Students Demographic

Profile in terms of Age.

The table shows that 20 or 20% of the respondents are 11-12 years old, 38

or 38% of the respondents are 13-14 years old, and 42 or 42% of the respondents

are 15-16 years old.

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 Age Frequency Percentage

11-12 years old 20 20%

13-14 years old 38 38%

15-16 years old 42 42%

18 above 0 0%

Total: 100 100%

Table 2.1 Frequency and Percentage Distribution of Students Demographic

Profile in terms of Gender.

The table shows that 44 or 44% of the respondents are male and 56 or

56% of the respondents are female.

Gender Frequency Percentage

Male 44 44%

Female 56 56%

Total: 100 100%

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Table 3.1 Frequency and Percentage Distribution of Students Demographic

Profile in terms of Grade level.

The table shows that 25 or 25% of the respondents are Grade 7, 25 or 25%

of the respondents are Grade 8, 25 or 25% of the respondents are Grade 9, and 25

or 25% of the respondents are Grade 10.

Grade level Frequency Percentage

Grade 7 25 25%

Grade 8 25 25%

Grade 9 25 25%

Grade 10 25 25%

Total: 100 100%

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Table 4.1 Frequency and Percentage Distribution of Students Demographic

Profile in terms of Type of social media use.

The table shows that 63 or 63% of the respondents use Facebook, 20 or

20% of the respondents use Tiktok, 15 or 15% of the respondents use Instagram,

and 2 or 2% of the respondents use Twitter.

Type of social media Frequency Percentage

use

Facebook 63 63%

Tiktok 20 20%

Instagram 15 15%

Twitter 2 2%

Total: 100 100%

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SURVEY QUESTIONNAIRE

Question 1. Are you aware of the appropriate ways to use social media? What

are the appropriate ways that you did? If not, why?

FREQUENCY COUNT PERCENTAGE

YES 97 97%

NO 3 3%
Table 5.1 Frequency count and Percentage distribution of the respondents on finding that they are
knowledgeable about how to use social media in an appropriate way.

Out of 100 respondents 97 or 97% of the respondents are aware of the

appropriate ways to use social media that involved ensuring that the information

they shared on social media was appropriate, meaning they were aware of the app

policies that prohibit posting any offensive content and made sure other users

could rely on it. Additionally, they made sure to regularly confirm whether the

information they collected on social media was trustworthy or reliable. While 3 or

3% of the respondents do not know the proper approaches because they do not use

social media frequently, thus they are not aware of what they are supposed to do.

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Question 2. Do you think social media is reliable every time? If yes, how? If not,

why?

FREQUENCY COUNT PERCENTAGE

YES 41 41%

NO 59 59%
Table 6.1 Frequency count and Percentage distribution of the respondents on finding that social media is
not reliable every time.

Out of 100 respondents 59 or 59% of the respondents think that social

media is not always trustworthy due to the possibility of biased, disorganized, and

misleading information being posted on these platforms. On social media, people

spread false information. Since false information is frequently found on social

media and is filled with fraudulent or inaccurate information, they do not always

believe it to be trustworthy. While 41 or 41% of the respondents think that social

media is trustworthy since many genuine things can be found there and not all of

the content is fake.

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Question 3. Can you tell whether a source is reliable by analyzing it? How can

you tell if the source is reliable? If not, why?

FREQUENCY COUNT PERCENTAGE

YES 75 75%

NO 25 25%
Table 7.1 Frequency count and Percentage distribution of the respondents on finding that through
analysis, they can determine a source credibility.

Out of 100 respondents 75 or 75% of the respondents can determine the

reliability of a source through analyzing the information to see if it is true or not,

as well as by looking up the author of the information that has been provided. If

the author has been verified as providing accurate information, they are able to

confirm that the content they saw on social media is trustworthy. While 25 or 25%

of the respondents were unable to confirm the accuracy of the information they

had gathered since they were unaware of how they could assess the information

they came across on social media.

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Question 4. Do you examine information from several sources before coming to

your own conclusion? If yes, how? If not, why?

FREQUENCY COUNT PERCENTAGE

YES 87 87%

NO 13 13%
Table 8.1 Frequency count and Percentage distribution of the respondents on finding that before making
any conclusions, they examine information gathered from various sources.

Out of 100 respondents 87 or 87% of the respondents research information

from multiple sources and then evaluate the author’s credentials before coming to

their own conclusions. To determine the information’s trustworthiness, they

compare the information that they initially collected with information gathered

from other sources that are identical to it. While 13 or 13% of the respondents

indicate that they are too lazy, assume it would take too much work, and lack the

ability to analyze and look through information before coming to their own

conclusion.

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Question 5. Does social media help you share your ideas and information? In

what way? If not, why?

FREQUENCY COUNT PERCENTAGE

YES 92 92%

NO 8 8%
Table 9.1 Frequency count and Percentage distribution of the respondents on finding that social media
allows the sharing of information and ideas.

Out of 100 respondents 92 or 92% of the respondents find that social

media gives people the freedom to openly express their beliefs because it allows

them to share information, ideas, pictures, videos, and more. They can use social

media sites like Facebook to spread the messages they desire to. They are able to

easily share information with other users of social media by using those

platforms. Social media facilitates exchange of information, enabling users to post

anything they want as long as it is accurate information. While 8 or 8% of the

respondents indicate that since they communicate in person rather than through

social media, social media does not facilitate the sharing of their thoughts and

information. Since they do not use social media, they share their ideas and

information in person.

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Question 6. Do you think that social media is the only source of information?

Explain your answer.

FREQUENCY COUNT PERCENTAGE

YES 14 14%

NO 86 86%
Table 10.1 Frequency count and Percentage distribution of the respondents on finding that they
acknowledge there are other information sources beside social media.

Out of 100 respondents 86 or 86% of the respondents think that social

media is not the only source of information because there are other platforms such

as television, radio, newspaper, magazines, and books from libraries that also

offer information. They stated that since there were no electronic devices in

previous generations and there are no social media platforms, people used to

obtain information by listening to the radio or reading newspapers. Newspapers

and television are still accessible today, so social media is not the only way to get

information. While 14 or 14% of the respondents indicate that social media is the

only platform they use to get information and that it is their only source of

information. They mainly get information from social media.

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Question 7. Do you know what is the difference between fact and opinion on

social media? If yes, how can you tell the difference between those? If not,

why?

FREQUENCY COUNT PERCENTAGE

YES 82 82%

NO 18 18%
Table 11.1 Frequency count and Percentage distribution of the respondents on finding that they
are capable of telling the difference between opinion and fact on social media.

Out of 100 respondents 82 or 82% of the respondents knew how to

differentiate opinion and fact on social media. They defined facts as statements

that can be independently verified by evidence and are known or shown to be

true, whereas opinions are statements that represent the author’s personal opinion,

feelings or judgements about something and lack of evidence to support them.

While 18 or 18% of the respondents lack the knowledge about the differences

between opinion and fact because they are confused and find it difficult to

differentiate between the two.

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Question 8. Do you agree that using social media requires critical thinking

abilities?Why or why not?

FREQUENCY COUNT PERCENTAGE

YES 77 77%

NO 23 23%
Table 12.1 Frequency count and Percentage distribution of the respondents on finding the
critical thinking skills are crucial when using social media.

Out of 100 respondents 77 or 77% of the respondents agree that using

social media necessitates critical thinking skills. Critical thinking skills are

necessary since the information we counter on social media needs to be able to

distinguish between fake and real information, avoid scammers and filter out

damaging content, fake news, and disinformation. In order to use social media

effectively, we must be able to think critically and evaluate information before

adopting it. While 23 or 23% of the respondents disagree that using social media

necessitates the application of critical thinking skills, stating that it is not required

because it is simple to determine whether an account or author has been verified,

and they do not use these abilities when using social media.

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Question 9. Can you verify whether the information you collected on social

media is accurate? How can you verify it? If not, why?

FREQUENCY COUNT PERCENTAGE

YES 67 67%

NO 33 33%
Table 13.1 Frequency count and Percentage distribution of the respondents on finding that they verify the
accuracy of the information they gathered from social media.

Out of 100 respondents 67 or 67% of the respondents are able to confirm

the accuracy of the information they gathered on social media. By comparing

information from several sources to determine its legitimacy and evaluating the

author’s trustworthiness to figure out whether they are trustworthy, they can

confirm the factual accuracy of the information being provided. All of this is

necessary for them to confirm the accuracy of the information they find on social

media. While 33 or 33% of the respondents are unable to verify the accuracy of

the information they have gathered from social media since there is an excessive

amount of fraudulent content there, making it difficult for them to evaluate the

information and too time consuming for them to check the accuracy.

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Question 10. Does reading information from social media help you develop

your critical thinking skills? How can you tell?

FREQUENCY COUNT PERCENTAGE

YES 79 79%

NO 21 21%
Table 14.1 Frequency count and Percentage distribution of the respondents on finding that reading
information from social media helps in the improvement of their critical thinking skills.

Out of 100 respondents 79 or 79% of the respondents agree that reading

information from social media improved their ability for thinking critically. They

claim that the reason for the improvement in their critical thinking abilities is that

what they are reading broadens their vocabulary, stimulates thoughtful reflection,

makes them study the post more carefully, and helps them determine the

reliability of sources. While 21 or 21% of the respondents disagree that reading

information improves their critical thinking skills because they do not frequently

read information on social media and because there is a lot of fake information

there. As a result, they do not see any improvement in their critical thinking

abilities because not all of the information they read on social media is accurate.

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Question 11. Do you apply and transfer the information you learn on social

media to other contexts? In what way? If not, explain why?

FREQUENCY COUNT PERCENTAGE

YES 85 85%

NO 15 15%
Table 15.1 Frequency count and Percentage distribution of the respondents on finding that they
apply and transfer information they acquire on social media to different contexts.

Out of 100 respondents 85 or 85% of the respondents use the knowledge

they get through social media in other contexts by applying it to projects,

assignments, or other school related tasks. They also spread information about

what they learn to their friends and family so that they are aware of it. They use

the knowledge they acquire to confirm its authenticity and integrate it into their

daily routines. Unfortunately, because there is so much false information on social

media, 15 or 15% of the respondents do not apply or transfer the knowledge they

learn to other contexts. They fear that sharing such information will be harmful to

them or cause them to change their minds, leading them to believe something is

correct even though others know it is wrong.

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 Chapter V

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter summarizes the research findings, makes a conclusion, and

offers the researchers’ recommendations.

SUMMARY

After gathering the result, the researchers will now conclude the findings

of the study conducted below:

Statement of the problem #1 What is the student’s demographic profile

according to: age, gender, grade level and type of social media use.

Demographic profile in terms of age, 20 or 20% of the respondents are

11-12 years old, 38 or 38% of the respondents are 13-14 years old, and 42 or 42%

of the respondents are 15-16 years old.

Demographic profile in terms of gender, 44 or 44% of the respondents are

male and 56 or 56% of the respondents are female.

Demographic profile in terms of grade level, 25 or 25% of the respondents

are grade 7, 25 or 25% of the respondents are grade 8, 25 or 25% of the

respondents are grade 9, and 25 or 25% of the respondents are grade 10.

Demographic profile in terms of type of social media use, 63 or 63% of

the respondents use Facebook, 20 or 20% of the respondents use Tiktok, 15 or

15% of the respondents use Instagram, and 2 or 2% of the respondents use

Twitter.

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Statement of the problem #2 Does media literacy help students improve their
critical thinking skills?

Based on the information the researchers gathered, improving individuals’

critical thinking abilities is largely dependent on media literacy. It shows that

media literacy assists students improve their critical thinking skills. Having the

ability to assess and analyze information helps them stay away from obtaining

false information. People become more responsible media users and producers by

strengthening their knowledge of media literacy. Reading information from social

media could help individuals become more skilled at critical thinking. Media

literacy improves the ability to think critically.

According to the majority of the respondents they are aware of the proper

usage of social media, including following app policies and ensuring that it was

appropriate for the content they posted. They can identify trustworthy sources of

information, evaluate and use their knowledge in a variety of situations. The

knowledge they encountered on social media broadened their vocabulary and

made them less trusting of the sources. They do not always think it is reliable

because they can easily get fake information on social media, which is also filled

with fraudulent or misleading information.

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Statement of the problem #3 Do media literate students avoid gathering false
information?

The data that the researchers gathered shows that media literate students

can prevent themselves from being misled by information by applying critical

thinking skills. Media literate students are able to navigate the complex

information landscape of social media and make educated judgments by having

the ability to access, analyze, evaluate, and produce content.

According to the majority of the respondents, media literate students can

prevent themselves from acquiring false information by critically assessing the

information and sources they encounter on social media. They made proper care

to only provide dependable and trustworthy information and are aware of the rules

and regulations put out by social media platforms, such as the prohibition against

sharing offensive or inappropriate content. Before forming their own judgements,

media literate students also consider information from other sources. They are

aware of the significance of double checking and verifying the information they

come across on social media.

Statement of the problem #4 Are critical thinking skills required when using
social media?

It is clearly evident that applying critical thinking skills is necessary when

using social media. Most of the respondents agree that using social media requires

the ability to think critically. The information we counter on social media needs to

be able to discern between fake and real information, avoid scammers, and filter

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out harmful content, therefore critical thinking abilities are essential. Effective

usage of social media requires the ability to think critically and assess information

before acting upon it.

Social media provides information to young people. Learn to be aware

that social media might contain not only high-quality, fact-checked, and

contextualized information, but also inaccurate or pointless content. Therefore,

always check the information. People need to develop the ability to manage and

if required, validate the amount of information. When using social media, it is

crucial to develop critical thinking abilities.

Statement of the problem #5 Are there benefits that students can acquire from
media literacy?

According to the data that the researchers gathered, there are benefits that

students can acquire from media literacy. By improving their critical thinking

skills through media literacy, students can learn to analyze and evaluate

information effectively. This helps them to avoid gathering false information and

make informed decisions. Media literacy also allows students to access new

knowledge and expand their current skills through social media. It helps them

become more aware of their surroundings and the current events happening in the

world. Media literacy equips students with valuable skills that they can apply in

their personal and academic lives.

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 The majority of the respondents said that they can determine the reliability

of a source by analyzing it. They do this by looking at the information provided,

checking if it can be verified with evidence, and evaluating the credibility of the

author.

CONCLUSION

In summary, the acquisition of media literacy and critical thinking abilities

is crucial for effectively navigating the contemporary information-abundant

environment. Through the provision of skills in the analysis, evaluation, and

interpretation of media messages, individuals are empowered to make

well-informed decisions, resist manipulation, and effectively distinguish between

reliable sources and misinformation. By implementing educational and awareness

campaigns that foster media literacy and critical thinking, we may develop a more

astute and involved population that can effectively navigate intricate matters,

question dominant narratives, and actively engage in democratic procedures. To

cultivate a culture of intellectual inquiry and resilience against the dissemination

of disinformation and propaganda, it is crucial to prioritize questioning,

skepticism, and evidence-based reasoning.

In the digital age, it is essential to engage in media literacy and critical

thinking abilities. This is not only important for empowering individuals, but also

for protecting the integrity of public speech and democracy. Acquiring media

literacy and critical thinking abilities is very important in today’s lifestyle. These

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skills allow individuals to effectively navigate the overwhelming amount of

information they encounter daily. By learning how to carefully analyze, evaluate,

and interpret messages, individuals can make well-informed decisions and resist

being manipulated. It also helps individuals to distinguish between reliable

sources of information and misinformation.

The researchers’ objective when they started conducting this study was to

find out how media literacy helps students develop their critical thinking abilities.

It was also their intention to help the students improve their critical thinking

abilities. Starting with gathering information about media literacy, the researchers

broaden their investigation to look into the media literacy of the students at the

private school they attended.

Afterwards, decisions were made about methodology, research design, and

sampling techniques. Once the researchers had determined who the target

respondents were, they wrote an approval letter and sent it to the principal of

school. Both a form for informed consent and a questionnaire were approved by

their research advisers. The researchers made sure that all interactions with the

respondents had their permission and protected the confidentiality of the

information throughout the interview procedure.

A total of one hundred (100) junior high school students participated in the

survey; twenty-five (25) of them were from Grade 7, twenty-five (25) from Grade

8, twenty-five (25) from Grade 9, and twenty-five (25) from Grade 10.

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RECOMMENDATIONS

The researcher believes that critical thinking abilities are essential when

using social media that's why we recommend the following..

1. Comparative Analysis: Assess the effectiveness of different media

literacy programs across various demographics, institutions, or geographic

regions to identify strengths, weaknesses, and areas for improvement.

2. Conduct experimental studies to assess the immediate effects of media

literacy interventions on students’ capacity to analyze media messages,

identify reliable sources, and engage critically with digital content.

3. Teacher Training Programs: Create and evaluate teacher training

programs that aim to equip educators with the necessary knowledge, skills,

and resources to effectively incorporate media literacy education into their

teaching methods.

4. Research the impact of parental involvement on students’ media

literacy development and explore ways to involve parents in media

literacy education.

5. Explore creative ways to incorporate technology, like digital games,

interactive multimedia, or social media platforms, into media literacy

lessons to make them more engaging and improve student learning.

6. Conduct impact assessments of media literacy interventions to measure

their effectiveness in achieving desired outcomes, such as improving

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 critical thinking skills, promoting responsible media consumption, and

fostering digital citizenship.

7. Assemble counsel for future study directions to delve deeper into the

connection between media literacy and the development of critical

thinking abilities, such as longitudinal studies or comparative studies with

other schools.

8. Conduct an assessment on the evolution of human traits pertaining to the

digestion of media contents and social media practices.

9. Integration of Media Production: Analyze the outcomes of teaching

media literacy using exercises in media production. Students could create

original digital content, such as podcasts, blogs, or videos, as part of their

media literacy lessons. It may be possible to do research to find out how

these hands-on experiences impact students' ability to think critically,

understand media messages, and express themselves effectively in various

media formats.

10. Collaborative Learning: By encouraging group projects and

conversations, media literacy programmes can foster collaborative

learning. Students' comprehension of media messages and their capacity

for critical analysis can both be improved by this method. Students who

collaborate can exchange ideas, viewpoints, and insights, which can result

in a deeper understanding of the media's content. Additionally, it gives

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students a chance to benefit from each other's skills and shortcomings,

resulting in a more thorough comprehension of media literacy topics.

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