HomeInternational Journal of Multidisciplinary: Applied Business and Education Researchvol. 4 no. 9 (2023)

Social Media Exposure and Grammar Proficiency of Junior High School Students’: A Correlational Study

Jennen Otibar | Vanna Egargo | Caryl Calvara | Karla Macion | Shiela Mae Abrugar | Alma Sonia Q Sanchez | Billy A Danday | Catherine Calzita

 

Abstract:

Social media has emerged as a contemporary form of media with diverse attributes and characteristics. It serves as a means of instruction, and the younger generation frequently engages with it for various social interactions and communication purposes. While social media offers features not limited to education and is readily accessible to students, it can also impact certain academic aspects through this new digital medium. This study investigated the association between social media exposure and grammar proficiency among junior high school students, specifically spelling and punctuation marks usage. The researchers employed a correlational design and collected quantitative data. Through, total population sampling method, students from Grades 7, 8, 9, and 10 in a laboratory school in Eastern Visayas were chosen. The questionnaire included a spelling and punctuation examination, and the results were analyze using statistical methods such as mean, percentage, standard deviation, Pearson correlation (r), and Eta – correlation. This study's findings indicate no significant relationship between the grammar proficiency of the respondents and their social media exposure, as there is a relatively low correlation and association between the time spent on social media and grammar proficiency test scores. However, the study also revealed a positive correlation between age and grammar proficiency, implying that the older the respondents, the higher their knowledge about correct spelling and punctuation marks usage. Furthermore, the study also suggests conducting further research to explore the relationship between other components of grammar competency and specific social media platforms, such as TikTok, which has the highest hours of exposure.



References:

  1. Adjin-Tettey, T. D., Selormey, D., & Nkansah, H. A. (2021). Ubiquitous technologies and learning. International Journal of Educa-tional Technology in Higher Education, 18 (1), 1-16. https://doi.org/10.4018/ijicte.286758
  2. Alnjadat, R., Hmaidi, M. M., Samha, T. E., Kila-ni, M. M., & Hasswan, A. M. (2019). Gen-der variations in social media usage and academic performance among the stu-dents of University of Sharjah. Journal of Taibah University Medical Sciences, 14(4), 390–394. https://doi.org/10.1016/j.jtumed.2019.05.002
  3. Bensaid, N., Touati, M., & Moumen, F. Z. (2019). The Effect of Social Media Lan-guage on EFL Learners’ Academic Writ-ing Performance. Case of Master One Lin-guistics Students at M’sila Universi-ty. http://dspace.univ-msi-la.dz:8080//xmlui/handle/123456789/1508
  4. Dan, E (2019). Social media statistics in the Philippines. Talkwalker. https://www.talkwalker.com/blog/social-media-statistics-philippines
  5. Heffner, T. (2016). The effects of social media use in undergraduate students. Rowan Digital Works. Retrieve from https://rdw.rowan.edu/etd/1440/
  6. Holmberg, J. (2019). English as a second lan-guage acquisition through social media usage: Proficiency acquisition in the Swedish upper-secondary ESL classroom. Diva Portal Retrieved from http://www.diva-por-tal.org/smash/record.jsf?pid=diva2%3A1316812&dswid=8773
  7. Lee, J. S. & Horsley (2017). Exploring the rela-tionship between electronic literacy and heritage language maintenance: Semantic scholar. Language Learning & Technolo-gy. 10(2). 93 – 113. Retrieved from Lan-guage Learning & Technology http://llt.msu.edu/vol10num2/lee/
  8. Namaziandost E., & Nasri, M (2019). A maticu-lous look at Long (1981) interaction hy-pothesis: Does it have any effect on speaking skills? Journal of Applied Lin-guistics and language Research 6 (2); 218-230. Retrieved from https://www.researchgate.net/publication/334638586_A_Meticulous_Look_at_Long's_1981_Interaction_Hypothesis_Does_It_Have_Any_Effect_on_Speaking_Skill/link/5d377bfa4585153e591c46f2/download
  9. Patel, D. (2017). Grammar competence of jun-ior high school students. TESOL Interna-tional, 82(3). https://files.eric.ed.gov/fulltext/EJ1247221.pdf
  10. Selwyn, N. (2012). Social media in higher edu-cation. Semantic Scholar. https://doi.org/10.4135/9781483346397
  11. Wil, C. S., Yunus, M. M., & Suliman, A. (2019). The use of social media to assist writing skills among secondary pupils. Interna-tional Journal of Academic Research in Progressive Education and Development, 8(3). https://doi.org/10.6007/ijarped/v8-i3/6388
  12. Ursachi, G., Horodnic, I., & Zait, A. (2015). How reliable are measurement scales? Exter-nal factors with indirect influence on re-liability estimator. Procedia Economics and Finance. 679 – 686. https://doi.org/10.1016/S2212-5671(15)00123-9
  13. Walsh, S. (2022). The Top 10 Social Media Sites & Platforms. Search Engine Journal. Retrieved from https://www.searchenginejournal.com/social-media/biggest-social-media-sites/
  14. Van Dijk, C., Witteloostuijn, M., Vasić, N., Avru-tin, S., & Blom, E (2016). The influence of texting language on grammar and execu-tive functions in primary school children. Public Library of Science. 11(3), 1 – 22. https://doi.org/10.1371/journal.pone.0152409