Home⇛Journal of Interdisciplinary Perspectives⇛vol. 2 no. 7 (2024)

Moderating Effect of Social Media Exposure and School Type on the Relationship Between Instructional Competence and English Proficiency

Precila M. Jabagat | Eva L. Alcantara

Discipline: Education

 

Abstract:

Social media have become the main means of communication and maintaining a social life. Students may develop their English proficiency through social media and so with the teacher’s instructional competence. This study determined the moderating effect of social media exposure and school type on the relationship between instructional competence and English proficiency. The researchers pilot-tested and validated the instruments to determine the reliability and validity of the instrument. The researchers adapted and modified the instruments of Baria (2012) and Hasegawa (2010). Further, the study employed a descriptive correlational research design. The study focused on the influence of social media exposure and school type on the relationship between students’ perception of teachers’ instructional competence and the English proficiency level of BECED first-year college students in one of the community colleges in Mindanao, Philippines. The result of the study exposed that first-year college students mostly graduated from public schools. Students claimed that they were exposed to social media for uploading pictures, interaction, and other academic purposes. Additionally, the results of the study showed that first-year BECED college students had an overall mean score that indicated poor English proficiency performance. Furthermore, the results of the study showed that there was no significant difference in the respondents’ English proficiency when grouped according to feeder school type. Also, the results showed that there was no significant relationship between English proficiency and social media exposure. Additionally, the results showed that the respondent’s English proficiency had no significant relationship with teachers’ instructional competence. The study concluded that social media does not moderate the relationship between the perception of a teacher’s instructional competence and English proficiency. Thus, students must use social media carefully. Also, teachers have to be competent enough to meet the needs of 21st-century learners.



References:

  1. Adesope, Y. R., & Ogan-Charles, G. (2015). Extent of social media usage by students for improved learning in Tertiary Institution. ISOR Journal of Mobile Computing & Application, 2(2), 2-7. https://doi.org/10.9790/0050-0220107
  2. Al Jahromi, D. (2020). A quantitative study of the perceived impact of social media networks on Bahraini users' English language learning. Teaching English with Technology, 20(4), 23-40. https://eric.ed.gov/?id=EJ1271906
  3. Attila, B. (2017). The effects of social media on language: Do social networks have damaging or constructing effects on language? [PDF]. Retrieved from http://midra.unimiskolc.hu/document/26612/22012.pdf
  4. Bekalu, M. A., McCloud, R. F., & Viswanath, K. (2019). Association of social media use with social well-being, positive mental health, and self-rated health: Disentangling routine use from emotional connection to use. Health Education & Behavior, 46(2_suppl), 69S-80S. https://doi.org/10.1177/1090198119863768
  5. Blömeke, S., Gustafsson, J. E., & Shavelson, R. J. (2015). Approaches to competence measurement in higher education. Zeitschrift für Psychologie, 223(1), 1-2. https://doi.org/10.1027/2151-2604/a000193
  6. Charalambous, C. Y., & Praetorius, A. K. (2018). Studying mathematics instruction through different lenses: Setting the ground for understanding instructional quality more comprehensively. ZDM: The International Journal on Mathematics Education, 50(3), 355-366. https://doi.org/10.1007/s11858-018-0939-7
  7. Chung, S., & Pullum, G. (2015). Grammar [PDF]. Retrieved from http://www.linguisticsociety.org/sites/default/files/Grammar.pdf
  8. Chukwuere, J. E., & Chukwuere, P. C. (2017). The impact of social media on social lifestyle: A case study of university female students. Gender & Behaviour, 15(4), 9966-9981.
  9. Didion, L., Toste, J. R., & Filderman, M. J. (2020). Teacher professional development and student reading achievement: A meta-analytic review of the effects. Journal of Research on Educational Effectiveness, 13(1), 29-66. https://doi.org/10.1080/19345747.2019.1670884
  10. Egeberg, H., & McConney, A. (2017). What do students believe about effective classroom management? A mixed-methods investigation in Western Australian high schools. The Australian Educational Researcher. https://doi.org/10.1007/s13384-017-0250-y
  11. Iwamoto, D., & Chun, H. (2020). The emotional impact of social media in higher education. International Journal of Higher Education, 9(2), 239-247. https://doi.org/10.5430/ijhe.v9n2p239
  12. Giang, B. T. K. (2017). Reading comprehension performance of the EFL first-year students: Basis for reading enhancement program. English Language Teaching, 10(7), 89-97. https://doi.org/10.5539/elt.v10n7p89
  13. Kaiser, G., & König, J. (2020). Analyses and validation of central assessment instruments of the research program TEDS-M. In Large-scale studies in mathematics education (pp. 39-59). Springer, Cham. https://doi.org/10.1007/978-3-658-27886-1_3
  14. Kini, T., & Podolsky, A. (2016). Does teaching experience increase teacher effectiveness? A review of research [PDF]. Learning Policy Institute. Retrieved from https://learningpolicyinstitute.org/sites/default/files/product-files/Teaching_Experience_Report_June_2016.pdf
  15. Kuivalainen, T. (2017). Comparative education systems: Student performance & private and public funding, management and schools: A case study of Finland and Sweden [PDF]. Retrieved from https://core.ac.uk/download/pdf/250148598.pdf
  16. Kulachit, N., & Nuangchalerm, P. (2021). Empirical study on English primary teachers and active learning classroom practices in Thailand. PalArch’s Journal of Archaeology of Egypt/Egyptology, 18(4), 2929-2942. Retrieved from https://archives.palarch.nl/index.php/jae/article/view/6738/8174
  17. Kleickmann, T., Tröbs, S., Jonen, A., Vehmeyer, J., & Möller, K. (2016). The effects of expert scaffolding in elementary science professional development on teachers’ beliefs and motivations, instructional practices, and student achievement. Journal of Educational Psychology, 108(1), 21-42. https://doi.org/10.1037/edu0000041
  18. Li, M., & Croucher, S. (2020). Effects of social media use on cultural adaptation. In G. Rings & S. Rasinger (Eds.), The Cambridge handbook of intercultural communication (pp. 504-520). Cambridge University Press. https://doi.org/10.1017/9781108555067.037
  19. Lin, C.-H., Warschauer, M., & Blake, R. (2016). Language learning through social networks: Perceptions and reality. Language Learning & Technology, 20(1), 124-147. Retrieved from https://core.ac.uk/download/pdf/84321443.pdf
  20. Lin, L. Y., Sidani, J. E., Shensa, A., Radovic, A., Miller, E., Colditz, J. B., ... & Primack, B. A. (2016). Association between social media use and depression among U.S. young adults. Depression and Anxiety, 33(4), 323-331. https://doi.org/10.1002/da.22466
  21. Leyaley, R. G. (2016). The English language proficiency of freshmen students in the Institute of Teacher Education, Kalinga Apayao State College. International Journal of Advanced Research in Management and Social Sciences, 5(2), 1-22. Retrieved from https://core.ac.uk/download/pdf/84321443.pdf
  22. Lucero, J. (2018). Instructional competence of teachers: Basis for learning action cell sessions. International Journal of Novel Research in Education and Learning, 5(4), 5-8. Retrieved from https://www.noveltyjournals.com/upload/paper/INSTRUCTIONAL%20COMPETENCE-1425.pdf
  23. Mingle, J., & Adams, M. (2015). Social media network participation and academic performance in senior high schools in Ghana. Library Philosophy and Practice, 1286. Retrieved from https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=3446&context=libphilprac
  24. Maulana, R., Helms-Lorenz, M., & Van de Grift, W. (2015). Students’ perception of teaching behaviour: Evaluation of an instrument and importance of academic motivation in Indonesian secondary education. International Journal of Educational Research, 69, 98-111. https://doi.org/10.1016/j.ijer.2014.11.002
  25. Maulana, R., Helms-Lorenz, M., & Van de Grift, W. (2017). Validating a model of effective teaching behaviour of pre-service teachers. Teachers and Teaching: Theory and Practice, 23(4), 471-493. https://doi.org/10.1080/13540602.2016.1211102
  26. Melkevik, O., Torsheim, T., Iannotti, R. J., & Wold, B. (2015). Is spending time in screen-based sedentary behaviors associated with less physical activity: A cross national investigation. BMC Public Health, 15, 497. https://doi.org/10.1186/s12889-015-1810-6
  27. Praetorius, A. K., Klieme, E., Herbert, B., & Pinger, P. (2018). Generic dimensions of teaching quality: The German framework of the three basic dimensions. ZDM Mathematics Education, 50(3), 407-426. Retrieved from https://core.ac.uk/download/pdf/84321443.pdf
  28. Reid Chassiakos, Y. L., Radesky, J., Christakis, D., Moreno, M. A., & Cross, C. (2016). Children and adolescents and digital media. Pediatrics, 138(5), e20162593. https://doi.org/10.1542/peds.2016-2593
  29. Rao, C. S. V. (2016). A brief study of English language proficiency: Employability. English for Specific Purposes World, 17(49), 1-9. Retrieved from https://www.researchgate.net/publication/321743674
  30. Septianingsih, N., & Jerusalem, M. (2021). Developing instrument of academic potential test analogy verbal ability for undergraduate students. Journal of Education and Learning (EduLearn), 15(2), 247-254. https://doi.org/10.11591/edulearn.v15i2.19799
  31. Slim, H., & Hafedh, M. (2019). Social media impact on language learning for specific purposes: A study in English for business administration. Teaching English with Technology, 19(1), 56-71. https://doi.org/10.1542/peds.2016-2593
  32. Solheim, K. (2017). Importance of teacher learning for students’ achievement. Retrieved from http://laringsmiljosenteret.uis.no/programmes-and-project/classroom-interaction-for-enhanced-student-learning-ciesl/news/importance-of-teacher-learning-for-students-achievement-article121594-22147.html
  33. Trevino, G. (2015). Serving the poor differently: The effects of private and public schools on children’s academic achievement in basic education in Mexico. Retrieved from https://dash.harvard.edu/handle/1/14121808
  34. Van de Grift, W. (2015). Quality of teaching in four European countries: A review of the literature and application of an assessment instrument. Educational Research, 49(2), 127-152. https://doi.org/10.1080/00131880701369651
  35. Van der Lans, R. M., Van de Grift, W., & Van Veen, K. (2015). Developing a teacher evaluation instrument to provide formative feedback using student ratings of teaching acts. Educational Measurement: Issues and Practice, 34(3), 18-27. https://doi.org/10.1111/emip.12078
  36. Van Zyl, G., Bezuidenhout, J., & Adefuye, A. (2020). Factors affecting academic performance in anatomical sciences at a South African university: Students’ perspectives. Africa Education Review, 17(3), 52-73. https://doi.org/10.1080/18146627.2019.1596748
  37. Woods, H. C., & Scott, H. (2016). #Sleepyteens: Social media use in adolescence is associated with poor sleep quality, anxiety, depression and low self-esteem. Journal of Adolescence, 51, 41-49. https://doi.org/10.1016/j.adolescence.2016.05.008.
  38. Zou, D. (2019). Using mobile vocabulary learning apps as aids to knowledge retention: Business vocabulary acquisition. The Journal of Asia TEFL, 16(2), 683-690. https://doi.org/10.18823/asiatefl.2019.16.2.16.683

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic