i

IMPACT OF SOCIAL MEDIA ON THE READING COMPREHENSION LEVELS

OF GUBAT NATIONAL HIGH SCHOOL
GRADE 11 STUDENTS

A Research
Presented to
GUBAT NATIONAL HIGH SCHOOL Faculty
Senior High School Department
Gubat, Sorsogon

In Partial Fulfillment
of the Requirements for
SENIOR HIGH SCHOOL

By:

DARIOS JOHN EREÑO ANTONIO

May 2023
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RECOMMENDATION FOR ORAL DEFENSE

This study entitled, “IMPACT OF SOCIAL MEDIA ON THE READING

COMPREHENSION LEVELS OF GUBAT NATIONAL HIGH SCHOOL

GRADE 11 STUDENTS ”, prepared and submitted by DARIOS JOHN E. ANTONIO,

in partial fulfillment of the requirements for SENIOR HIGH SCHOOL, major in

HUMANITIES AND SOCIAL SCIENCES, is hereby submitted to the Research

Committee for oral examination.

ALBERT F. ESCOBEDO
Adviser

In partial fulfillment of the requirements for SENIOR HIGH SCHOOL, this

study entitled, “IMPACT OF SOCIAL MEDIA ON THE READING

COMPREHENSION LEVELS OF GUBAT NATIONAL HIGH SCHOOL GRADE

11 STUDENTS”, prepared and submitted by DARIOS JOHN E. ANTONIO is hereby

recommended for oral examination.

RESEARCH COMMITTEE

AILYN E. EREÑO
Member

SHERYL B. ESMEÑA RACHAEL D. PANESA

Member Member

GIGI G. ENDRACA
Chairman
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RESULT OF ORAL EXAMINATION

CANDIDATE : DARIOS JOHN E. ANTONIO

THESIS : IMPACT OF SOCIAL MEDIA ON THE READING

COMPREHENSION LEVELS OF GUBAT NATIONAL
HIGH SCHOOL GRADE 11 STUDENTS

SCHOOL : GUBAT NATIONAL HIGH SCHOOL

STRAND : HUMANITIES AND SOCIAL SCIENCES

DATE : MAY 29,2023

TIME : 2PM

PANEL OF EXAMINERS: ACTION

GIGI G. ENDRACA _____________________

Chairman

SHERYL B. ESMEÑA _____________________

Member

AILYN E. EREÑO _____________________

Member

RACHAEL D. PANESA _____________________

Member

RATING _____________________
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APPROVAL SHEET

Upon recommendation of the Oral Examination Committee, this thesis entitled,

“IMPACT OF SOCIAL MEDIA ON THE READING COMPREHENSION

LEVELS OF GUBAT NATIONAL HIGH SCHOOL GRADE 11”, prepared and

submitted by DARIOS JOHN E. ANTONIO, is hereby approved in partial fulfillment

of the requirements for SENIOR HIGH SCHOOL.

IMELDA E. DIÑO
Principal II, Gubat National High School
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ACKNOWLEDGEMENT

The researcher wishes to express his heartfelt appreciation and gratitude to those

who have made significant contributions to the fulfillment of this study.

Madam Imelda E. Diño, the Principal of Gubat National High School (GNHS),

for giving the researcher permission to conduct his study on school premises.

Sir Albert F. Escobedo, his research adviser, for the support through constant

reminders and guidance that encouraged the researcher to pursue and polish the

manuscript, and likewise for the significant input shared that helped the researcher fully

develop the subject.

Madam Sheila D. Escobedo, His class adviser, for always motivating him to

strive for excellence and pushing him above his comfort zone.

The panel of judges who critically analyzed my research paper with their wisdom

to revise any mistakes on my paper.

Madam Gigi G. Endraca for guiding the researcher with his research instruments.

Mr. Lorence P. Divinagracia, Ms. Maria Kristal F. Bailon, Ms. Renzy Glydyl A.

Ealdama, and Ms. Maria Diza L. Estera, the researcher’s close friends and classmates, for

accompanying him during the data gathering period.

The Grade 11 senior high school students for their kindness, patience, and

willingness to accommodate the researcher during the conduct of the study.

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His friends and classmates, for the inspiration, moral support, and assistance

extended

His mother, Myla E. Antonio, for giving the researcher the concept of the students

reading comprehension and for her constant care for the researcher.

His family for their adoration, support, and encouragement, which served as a

great source of inspiration and motivation for the researcher to complete the study; and

Above all, to God Almighty, for giving me the gifts of understanding, patience,

and inspiration, as well as for encouraging others to help me carry out this study.

D J. E. A.
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ABSTRACT

THESIS : IMPACT OF SOCIAL MEDIA ON THE READING

COMPREHENSION LEVELS OF GUBAT NATIONAL HIGH
SCHOOL GRADE

AUTHOR : DARIOS JOHN E. ANTONIO

SCHOOL : GUBAT NATIONAL HIGH SCHOOL

STRAND : HUMANITIES AND SOCIAL SCIENCES

YEAR COMPLETED: 2023

PAGES : 74

This study provided a descriptive survey analysis of the impact of social media on

the level of reading comprehension of grade 11 students at Gubat National High School,

school year 2022-2023.

Grade 11 students served as the respondents to this study. There were 280 overall

respondents randomly chosen from different strands or specializations. A survey checklist

was used as the main instrument of this study. The data gathered were analyzed and

interpreted using statistical tools.

The results of the study are the following: 1) The Grade 11 students ages range

from 16 to 18 years old. The students come from a variety of living environments; they

come from Gubat's various barangays, from Gubat Población, and from other nearby

municipalities. 2) The most commonly used social media platform in terms of

entertainment purposes is Facebook, with a weighted mean of 2.47. In terms of

educational purposes, Google is used for more than 2 hours, with a weighted mean of
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2.13; 3. Based on the reading assessment, only six of the 20 sections of grade 11 students

who took the reading assessment achieved a weighted mean of 8 for reading

comprehension. The other five sections all received a passing score of 7. Eight sections,

with a mean of six, failed. While the remaining six sections received a weighted mean of

5. Overall, the grade 11 students scored a weighted mean of 6.93 on the reading

assessment, which indicates that they failed. In terms of Bloom’s taxonomy framework,

with a weighted mean of 86.78, Remember comes in first place. Understand comes in

second with a mean of 79.24, followed by evaluate with a weighted mean of 75, apply

with 73.92, and analyze with a mean of 66.6. Finally, just 0.06 pupils have the ability to

produce. According to the statistics, the majority of 11th grade students can only recall

and understand. 4.) The impact of social media on reading comprehension levels is found

by correlating the students use of Facebook for entertainment, which has a weighted

mean of 2.47 greater than Google for education, which has a weighted mean of 2.13.

Based on the collected data, the weighted average of the reading comprehension score

from the aforementioned reading assessment was 6.93, and the test question with the

greatest percentage of students who correctly answered questions was only Remember, at

89.78%. passed the domains of understanding at 79.24 and evaluation at 75.

Based on the findings of the study, the following conclusions were drawn: 1) This

demographic profile concludes that there is a diverse and active group of students

between the ages of 16 and 17 in the locale. The range of experiences and points of view

among the students is demonstrated by the fact that they come from different barangays

and towns, which may enhance their academic performance and social relations.

Additionally, there are somewhat more female students than male students. 2) This study
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also proves that the most commonly used social media platforms are Facebook, which

people use much more often for leisure than to practice their reading skills. Google, on

the other hand, is commonly used for educational purposes, so students that utilize

Google for educational reasons might gain a lot from the easily available knowledge and

instruction. 3) The reading comprehension levels were based on the results of the reading

test: There were 11 sections that passed the reassessment, and 9 sections failed the test.

As a result, the grade 11 students still got a failing score. The level that most students

reached was just from remembering knowledge, which is merely the first stage in the

reading comprehension process that they can reach. 4.) The impact of social media is

known to foster a culture of instantaneous information consumption, which might hinder

the growth of reading endurance and attention span. According to the reading

comprehension levels, students find it difficult to stay focused and attentive while reading

long texts; this might further impede their ability to understand what they are reading.

They should learn how to assess, analyze, and synthesize data from many sources, which

will enable them to comprehend the material more thoroughly and deeply. 5) A designed

project entitled Media Literacy in Enhancing Reading Comprehension was proposed.

The recommendations of the study were the following: 1.) Students should use

social media platforms more for educational purposes than for leisure or entertainment.

2.) The school should also put greater emphasis on the students’ reading skills. 3.)

Schools should publicize the accessibility of reading materials to improve their students'

reading comprehension. 4.) The proposed intervention can be a great help in enhancing

their reading comprehension and media literacy. 5.) A similar study may be conducted.

The following topics are suggested: The impact of social media on academic performance
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in reading proficiency subjects for SHS students; Effects of the commonly used social

media platforms on the reading skills of the SHS students; Effects of low levels of

reading comprehension on social media interactions of SHS students; Demographic

profile and the reading comprehension levels SHS students; Demographic profile and the

social media interaction of SHS students

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TABLE OF CONTENTS

Page

TITLE PAGE ………………………………………………………………… i

RECOMMENDATION FOR ORAL EXAMINATION ……………………. ii

RESULTS OF ORAL EXAMINATION ……………………………………. iii

ACKNOWLEDGMENT ……………………………………………………. iv

ABSTRACT ………………………………………………………………… vi

TABLE OF CONTENTS …………………………………………………… xi

LIST OF TABLES………………………………………………………….…xiv

LIST OF FIGURES ………………………………………………………… xv

CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . 1

Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .3

Scope and Delimitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Significance of the Study .............................. ........4

Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . .. 5
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CHAPTER II

REVIEW OF RELATED LITERATURE

Review of Related Literature and Studies . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . 6

Related Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Related Studies. . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . .. . . . . . . .. . . . .. . .10

Synthesis of the State-of-the-Art. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Gap Bridged by the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Theoretical Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . 16

Conceptual Framework. . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . 18

Hypothesis of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .. . . 20

CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

Research Design and Methodology . . . . . . . . . . . . . . . . . . . . . . .. . . .. . . . . . . .21

Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . .21

Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . 22

Research Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . 24

Data Gathering Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. . . 24

Data Gathering Analysis. . . . . . . . . . . . . . . . . . . . . . . .. . .. . . .. . . .. . . . . . .. . 25

Statistical Treatment Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . .. . . .25

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CHAPTER IV PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA …………………… 27

CHAPTER V SUMMARY, FINDINGS, CONCLUSIONS

AND RECOMMENDATIONS

Summary ……………………………………………………………………50

Findings ………………………………………………………………………52

Conclusions ………………………………………………………………… 54

Recommendations ………………………………………………………….. 56

BIBLIOGRAPHY …………………………………………………………………… 57

APPENDICES ………………………………………………………………………. 61

CURRICULUM VITAE ……………………………………………………………. 72

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LIST OF TABLES

Table 1 The Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . ..25

Table 2 The Demographic Profile of the Grade 11 Students . . . . . . . . . . . .. . .. .28

Table 3. The Commonly used Social Media Platforms of students for

Entertainment and Educational Purposes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Table 4.1 The scores from the reading assessment. . . . . .... . . . . . . . . . .. . . . . . 35

Table 4.2 The number of students with correct answers per test item indicating

their level of reading comprehension through the Blooms taxonomy. . . . . . . . . .38

Table 5 The Impact of Social Media on the Reading Comprehension Levels of

Grade 11 students. . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . 41
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LIST OF FIGURES

Figure 1 Theoretical Paradigm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..17

Figure 2 Conceptual Paradigm . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . .19