Chapter I

PROBLEM AND ITS BACKGROUND

Introduction

The capacity of digital reproduction of our current generation had brought

us into constructing creative ideas such as memes. Given our technology, we

now have ways of engaging with images that did not exist in the past. The term

“meme” came from the evolutionary biologist Richard Dawkins. For him, genes

were no different than cultural ideas—concepts that had to spread themselves

from brain to brain as they quickly could, mutating and replicating as they went.

He considered memes as bits of cultural DNA that encoded society’s shared

experiences while also constantly evolving. Today, denizens of the internet think

of memes as witticisms passed across social media in the form of image macros,

hashtags, GIFs, or videos.

For Douglas (1995), the difference between our relationship to images on

the Internet and the one with printed images lies in the capacity of endless and

flawless reproduction, and our further ability to share those variations. Different

software enable individual users to change and manipulate images, turn them

upside down, change the colors, the background, superpose other images, alter

the size of what is being portrayed, and the such. In Douglas’ words (1995),

“Each of these programs in one way or another unlocks for the individual user a

pluralist world of visual imagery, transmitted on demand and by personal choice.”

 2

The only requirements for participating in that reproduction, sharing and variation

of images are access to the Internet and basic computer skills. With these, the

dissemination of the said materials will be efficient and easier to access.

Background of the Study

According to Richard Dawkins, meme is defined as a unit of cultural

transmission, or a unit of imitation or replication. It would vary as a concept for

discussion intended for evolutionary principles in explaining how ideas and

cultural phenomena spread. (The Selfish Gene. 1976). Particularly, memes can

relate in internet culture or subcultures. It is often created or spread on various

websites and other early-Internet communication facilities.

The concept of Internet memes is a subset of the general meme concept

and specific to the culture and environment of the Internet. It deliberately altered

by human creativity through distinguished from biological genes and his own pre-

Internet concept of a meme, which involved mutation by a random change and

spreading through accurate replication. Thus, Internet memes are being called

“hijacking the original idea” because of the idea having mutated and evolved in

the new direction. It leaves a footprint in the media, which they through proliferate

that renders them traceable and analyzable.

However, the world of memes is noteworthy for two reasons: first, is for

worldwide social phenomenon and second, is for memes that like a mass of in-
 3

fectious flu and cold viruses and traveling from person to person quickly through

social media. The concept of world memes is either really deep or really obvious.

When analogizing a meme to a traditional joke, one could say that the picture

typically serves as the setup, and the accompanying text serves as the punch

line.

It is suitable to break memes into two categories: static and mutating

memes. Static memes are visual images that are mere reproductions of an

image without altering or imbuing with any meaning. While mutating memes are

visual images that have morphed beyond their origin to act as their own form of

communicative shorthand.

Once a meme is created, it can be taken by derivative authors who create

new posts that are similar, but slightly different from the original. Therefore, there

are various websites which allow anyone to easily create their own meme. Some

mutations of the meme will build the general direction of the meme and its

previous versions, while others change the meme drastically. All the strands of

memes are ultimately connected to the original meme.

On Section 107 of the Copyright Statute provides “the fair use of a

copyrighted work for purposes such as criticism, comment, news reporting,

teaching (including multiple copies for classroom use), scholarship, or research is

not an infringement of copyright”. Fair use is the largest exemption for copyright

infringement and attempts to balance the rights of a “copyright holder with the
 4

public's interest in dissemination of information affecting areas of universal

concern, such as art, science, history, or industry.

There are factors to determine whether or not to use a fair use: (1) the

purpose of the character to use, including use of a commercial nature or non-

profit educational purposes (2) the nature of the copyrighted work (3) the amount

and substantiality of the portion used in relation to the copyrighted work as a

whole and (4) the effect of the use upon the potential market for or value of the

copyrighted work.

Theoretical Framework

This study is aided by Richard Dawkins' Meme Theory which explains that

memes are a viral phenomenon that may evolve by natural selection in a manner

parallel to biological evolution. Memes do this through the processes

of variation, mutation, competition, and inheritance, each of which influences a

meme's reproductive success. Through the behavior that they generate in their

hosts, memes spread. Memes that cultivate less productive will no longer exist,

while others may survive, spread, and mutate. Also, memes that replicate enjoy

more success, and some may replicate effectively even when they prove to be

harmful to the welfare of their hosts.

The memes and the evolution of consciousness theory, which has been

developed by Dennett (1991; 1996; 2003; 2006) and Blackmore (1999; 2000),
 5

aims to assimilate a memetic explanation for the phenomenon of human

consciousness which is excluded in the memes as mind viruses theory or the

meme theory. This variation of the theory makes memes central to how humans

experience a 'self', because memes are regarded as integrant elements of

human minds.

According to Ming K. Lee’s Theory of Internet Memes Popularity, people

have seen that in some cases, an evolutionary process gives birth to memes

which go truly viral and pervade popular culture to an incredible extent, and in

other cases, this process gives birth to memes which stagnate in a form

appealing only to the subcultures which originated them, being by their own

definition incapable of ever appealing to a broader audience.

Memes can also describe the three theories of humor which consequently

emerged and serve as the intellectual foundation for funny. These theories are

the Incongruity Theory, Relief Theory and Superiority Theory.

The Incongruity Theory of humor is when logic and familiarity are replaced

by things that do not normally go together. This is one of the most basic elements

of humor. This theory states that humor is recognized at the moment of

awareness of incongruity between a concept involved in a certain situation and

the real objects thought to be in some relation to the concept.

The Relief Theory of humor maintains that laughter is a a homeostatic

mechanism by which psychological tension is reduced. Humor may thus. for

 6

example serve to smoothen relief of the tension caused by one's fears. Laughter

and merriment, according to relief theory, result from this release of nervous

energy.

Lastly, the Superiority Theory of humor which traces back

to Plato and Aristotle, and Thomas Hobbes' Leviathan. The general idea is that

a person laughs about misfortunes of others because these misfortunes assert

the person's superiority on the background of shortcomings of others.

Socrates was reported by Plato as saying that the ridiculous was characterized

by a display of self-ignorance. For Aristotle, we laugh at inferior or ugly

individuals, because we feel a joy at feeling superior to them.

Conceptual Framework

The paradigm shows the conceptual framework of the study in The

Emerging Use of Memes on Social Media Among DAZSMA Students: An

Assessment. It presents how the researchers performed from the beginning until

the conclusion of the study.

The first frame discloses the input. It includes the profile of the

respondents in the study in terms of name (optional), sex and grade level.

The second frame shows the process. It contains the formulation of the

study’s questionnaire checklist, its administration, progress, and the analysis of

 7

the results from the questionnaire answered by the respondents of the study.

The third frame, the output, presents the study’s outcomes. The arrow

underneath the frame implies the progressive procedure of the study.

The fourth frame and the arrow connecting it to the previous frames

mentioned, shows the feedback noted after the conclusion of the study.

Conceptual Model

INPUT PROCESS OUTPUT

•Formulation of a
questionnaire
including the
Demographic profile aforementioned
criteria to assess the
of the respondents
emerging use of
•Name (optional) memes on social
•Gender media among
•Age DAZSMA students The sole reason
•Grade level
behind the students’
•Administration of inclination to memes
The Emerging Use the formulated
of Memes on Social as well as the most
research
Media Among questionnaire to the preferred meme type
DAZSMA Students: study’s respondents of each grade level
An Assessment •Analysis,
•Reason evaluation, and
•Meme Type interpretation of the
questionnaire
answered by the
respondents to
determine the
results of the study

Feedback
 8

Statement of the Problem

The study aimed to assess the emerging use of memes on social media

among DAZSMA Students. Specifically, this study sought after the answer to the

following questions:

1. What is the respondents’ profile in terms of:

1.1. Age;

1.2. Gender; and

1.3. Grade level?

2. What is the sole reason behind the respondents’ inclination to internet

memes?

3. What is the most preferred internet meme type among the DAZSMA

Students?

Hypothesis

The variables of the Emerging Use of Memes on Social Media have a

significant effect among the students of Don Antonio de Zuzuarregui, Sr.

Memorial Academy.
 9

Scope and Limitation

The aim of this study is to assess the emerging use of memes on social

media and its importance among DAZSMA Students for the School Year 2018-

2019 and was conducted in Don Antonio de Zuzuarregui Sr. Memorial Academy.

The study employed the aid of ninety-two (92) student-respondents.

The researchers produced a survey questionnaire to assess the study’s

outcome, which has been divided into four parts  the first part is for gathering

the respondent’s profile, the second part is for self-evaluation, third is for criteria

analysis, and the last part is for picture assessment.

Significance of the Study

This study will help the following significantly:

School Administrators. This study will help the school administrators in

familiarizing themselves with what their students are concerned of these days.

They will be able to conceptualize plans to cater the needs of the students.

Teachers. This study will help teachers attain humor towards memes.

This study will also aid them in keeping pace with the wants and preferences of

today’s youth.

Students. This study will help the children become aware of what memes

are and what it is for. They will also be able to use this study in further
 10

understanding the advantages and disadvantages of creating memes and in

discovering its importance for students like them.

Researchers. This will help the researchers become more knowledgeable

about the advantages and disadvantages of memes being a social issue to the

youth. They will be able to use this study as a guide for doing researches in the

mere future.

Future Researchers. This study can be a reliable source of information

and advantageous especially if they want to make an in-depth elaboration of this

study.

Definition of Terms

To fully understand this study, the researchers used some terms and

therefore gave its individual meaning.

Analogizing. making a comparison of (something) with something else to

assist understanding.

Assert. To behave in a way that expresses your confidence, importance, or

power and earns you respect from other

Assimilate. To absorb into the cultural tradition of a population.

Colloquium. A usually academic meeting at which specialists deliver

addresses on a topic and then answer questions relating to them.

 11

Demographic profile. Contains the characteristic of a population such as

race, ethnicity, age, education, profession, occupation, etc.

Infringement. Can result in legal penalties if you’re breaking a law, as in the

case of a copyright infringement or a patent infringement.

Incongruity. The quality or state of being inconsistent within itself.

Internet. A global computer network providing a variety of information and

communication facilities, consisting of interconnected networks using

standardized communication protocols.

Junior High School. A four (4) year secondary education that includes grade

seven (7) to ten (10)

Merriment. Can refer to fun activities or a feeling of happiness. Either way, a

good time is being had.

Meme. A humorous image, video, piece of text, etc., that is copied (often with

slight variations) and spread rapidly by Internet users.

Shortcomings. An imperfection or lack that detracts from the whole; also :

the quality or state of being flawed or lacking.

Subcultures. A cultural group within a larger culture, often having beliefs or

interests at variance with those of the larger culture.

Variables. An element, feature, or factor that is liable to vary or change.

Witticism. A witty remark or sentence.

 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Internet meme is a piece of culture, typically a joke, which gains influence

through online transmission – considered as the first definition of Internet meme

was proposed by Patrick Davidson (2009). According to Brodie (1996), he claims

that “memetics has uncovered the existence of viruses of the mind”, which are

infectious piece of our culture that spread rapidly throughout the population,

altering people’s thoughts and lives.”

One of the earliest internet memes was the emoticon (Davidson). Smiley

quickly spread to other communities and it soon became a meme. The “sideways

smiley face” composed entirely of punctuation marks were created on the 19 th of

September 1982 by Scott E. Fahlman. Emoticons display many definite

characteristics of Internet memes in a very minimalistic form. Thus, these

emoticons became a vehicle in communicating certain ideas.

Next to the emoticons is experimentation with technology was the website

Bert Is Evil, which hosts images that can be considered examples of the first

modern remixed Internet meme. It was created in 1997 by Dino Ignacio, a

Filipino artist and designer. Due to the Photoshop’s accessibility (as a creative

tool) it resulted in increasing number of private images appearing online, right at

the meme community’s disposal. The two famous instances Advice Dog and

LOLcats are both said to originate from 2006, and they proved very influential in
 13

shaping today’s meme culture. Evolving memes were the vehicle mostly for

online jokes with little to no serious content (Rushkoff 68).

In the early 2010s, the Internet meme is one of the ways people are

addressing such issues. Internet memes also became a tool for lightening

political issues. Some of the memes were used to illustrate a particular political

statement according to their beliefs. Sometimes it was used to deliver political

issues in a light approach using internet memes. This only shows the creative

way of delivering such issues and bringing it to norms as a one way of

expression. “Not everything that lies in the heart of every living thing are not a

fire, not a warm breath, nor a “spark of life” But it is the information, words and

instructions”, Richard Dawkins declared in 1986. In 2012, the Internet memes

have become a part of vocabulary for internet users, and undoubtedly, one of the

most widespread modes of online communication, and it is not only the emoticon

anymore. Actually, these are viruses of the mind that is based on everyday-

creativity agency that makes them evolve through the creative works of

individuals that are present today. However, memes gained a peculiar form,

namely of images, catchphrases and videos that consist of a particular catchy

idea that reify an active agent in the pursuit of replication.

It is this constant spread and alteration that makes Internet memes so

popular. To keep up an internet culture, one must show an alternative of

communication, a cost- effective way of mass advertising to improve students’

 14

media literacy the study of signs/symbols (Kariko 2013). Through this, we are

able to generate a new meaning. Memes contain humor, universal emotions,

social message, cultural message, political message etc. The year 2000s saw

the development of highly internet-specific meme production techniques

especially image macros. Entering the digital age, we can’t deny the fact that

internet memes are becoming part of our vocabulary. According to Sean Rintel,

one of the earliest forms of online memes was image macro – it is a picture with

superimposed text; the etymology of the name, image macro is important to the

basic concept of templating and how online memes themselves came to be

successful. According to Quickmeme, users are versatile in their meme us: they

combine memes, they make them evolve with different pictures or concepts, they

use one meme against others. The meme is successful to the extent that people

participate by making more versions (Burgess, 2008).

Related Studies

Borzsei (2013) states that the technological, sociological and cultural

reason for the emergence of Internet meme culture was so prevalent today. His

research focused on remixed Internet Memes that is collaborative, absurdist

humor in multimedia forms. The term “meme” with the emergence of the Internet

was also applied to content that spread from user to user online. Shortly, memes

was consisting of inside funny jokes. In fact, memes were generated to show the
 15

cultural counter part of the genes. Its primary meaning was supposed to signify

“a unit of cultural transmission or a unit of imitation.” (Dawkins, 1976)

A study conducted by Kariko (2013) states that through internet memes,

people are capable in teaching a language in the most effective way. The

Independent reports that studying memes and their cultural impact has now

become a legitimate area of research for some institutions of higher learning. The

study deals with the semiotic meaning of internet memes, on how the image and

the caption are used to create meanings to provide entertainment to user;

accompanied with variety of texts to create meanings that provide universal

emotions (Kariko 2013). Sometimes, these captions only serve as a joke and

entertainment purposes. This study dwells on the context of the caption of

specific memes and analyzes each on how it produces different meanings. To

sum it all up, internet meme serves as a humorous way of delivering fun with

context, words, images, meanings, symbols, culture, popular culture, etc. The

fact that it only needs an image of something or someone accompanied with a

caption/text can generate different meanings. This memes can be interpreted

and customized anyway the user wants it (Kariko 2013).

A study conducted by Knobel and Lankshear in 2007 focused on internet

memes defines them as a “catchy” and widely propagated ideas or phenomena;

it was generated out of the networks of shared interests, experiences, habits and

worldviews. Their approach focused on memes cultural phenomena. By means

 16

of content and discourse analysis they investigate some of the most

popular internet-memes. The outcome revealed that fecundity is improved when

meme mutates, as when people contribute to their own version. According them,

Dawkins posited that memes were “substantial evolutionary model of cultural

development and change grounded in the replication of ideas, knowledge, and

other cultural information through imitation and transfer.”

According to Patel, memes are “recognizable, bounded phenomena that

have material effects in the world and that can be scrutinized,” and which

develop through the production of additional copies. He mentioned the three

attributes that influence replicability which are fidelity, fecundity, and longevity.

Fecundity refers to the degree of reproduction and dissemination of a

meme; successful memes must achieve a high degree of fecundity. Longevity is

also a key element of replicability because the longer a meme exists, the more

recognized it becomes, and this recognition in turn enables easier reproduction,

mutation, and dissemination Thus, an Internet meme, like the meme described

by Dawkins, evolves through imitation, reproduction, and mutation. It is this

constant spread and alteration that makes Internet memes so popular.

 Chapter 3

RESEARCH METHODOLOGY

Research Design

The researchers made use of descriptive and quantitative research design

about the study “The Emerging Use of Memes on Social Media and Its

Importance Among DAZSMA Students: An Assessment.”

According to Best and Kahn (2008), “The term descriptive research has

often been used incorrectly to describe three types of investigation that are

different. Perhaps their superficial similarities have obscured their difference.

Each of them employs the process of disciplined inquiry through the gathering

and analysis of empirical data, and each attempts to develop knowledge. To be

made proficiently, each requires the expertise of the careful and systematic

investigator.”

The method of research that concerns itself with the present phenomena

in terms of conditions, processes, relationships or trends invariably is termed as

“descriptive survey study”. According to Dr. Y.P. Aggarwal (2009), descriptive

research is devoted to the gathering of information about prevailing conditions or

situations for the purpose of description and interpretation.

Quantitative research method emphasize objective measurements and the

statistical, mathematical, or numerical analysis of data collected through polls,

questionnaires, and surveys, or by manipulating pre-existing data using

computational techniques.
 18

Sampling Method

The Junior High School DAZSMA Students of the School Year 2018-2019

are the respondents of this study. They were determined through simple random

sampling method where each individual is chosen entirely by chance and each

member of the population has an equal chance of being included in the sample.

This method is utilized for an unbiased random selection is important in drawing

conclusions from the results of a study.

The researchers employed ninety-two (92) student-respondents, twenty-

four (24) students each from Grade 7 to Grade 9 and twenty (20) students from

Grade 10.

Setting of the Study

The study was conducted at Don Antonio de Zuzuarregui, Sr. Memorial

Academy (DAZSMA), formerly known as Joseph Marello Academy, which is

located at Barangay Inarawan, Antipolo City, Rizal. Its name was changed in

recognition to the benevolent donor of the land, the late Don Antonio de

Zuzuarregui, Sr. DAZSMA is a Catholic High School owned and managed by the

congregation of the Oblates of St. Joseph. It is the seventh school among the

eight OSJ schools and was founded by the late Rev. Fr. Guido Colletti, OSJ in

1978. It caters quality education for Pre-school, Elementary, Junior High, and

Senior High School students.

 19

Vicinity Map of Don Antonio de Zuzuarregui, Sr. Memorial Academy

 20

Sources of Data

The study aimed to assess The Emerging Use of Memes on Social Media

Among DAZSMA Students. The researchers formulated a survey questionnaire

checklist to gather the appropriate data needed in this study. It was verified by an

expert and was distributed to 92 student-respondents, 72 from Grades 7 to 9,

and 20 from Grade 10.

For the reasons and criteria analysis parts of the questionnaire, the

following scale was used.

Scale Range Verbal Interpretation

5 4.20 – 5.00 Strongly Agree
4 3.40 – 4.19 Agree
3 2.60 – 3.39 Neutral
2 1.80 – 2.59 Disagree
1 1.00 – 1.79 Strongly Disagree

The in-depth explanation of the verbal interpretation:

Strongly Agree – indicates that the aspects stated are constanly observed.

Agree – indicates that the stated aspects are frequently observed.

Neutral – indicates that the aspects given are observed in a sporadic manner.

Disagree – indicates that the aspects are rarely observed.

Strongly Disagree – indicates that the aspects given are not observed at all.
 21

For the picture assessment, the following scale was used.

Scale Range Verbal Interpretation

5 4.20 – 5.00 Extremely Funny
4 3.40 – 4.19 Quite Funny
3 2.60 – 3.39 Moderately Funny
2 1.80 – 2.59 A Little Funny
1 1.00 – 1.79 Not Funny at All

The in-depth explanation of the verbal interpretation:

Extremely Funny – indicates that the meme presented is very funny.

Quite Funny – indicates that the meme presented is normally funny.

Moderately Funny – indicates that the presented meme is reasonably funny.

A Little Funny – indicates that the presented meme is a little funny.

Not Funny At All – indicates that the meme presented is not funny.

Procedure of the Study

The researchers underwent the following procedures in conducting the

study:

After the problem was identified, the study was followed by the formulation

of the research title “The Emerging Use of Memes on Social Media and Its

Importance Among DAZSMA Students: An Assessment”. The problem and its

title underwent a colloquium wherein the researchers defended why this issue
 22

should be addressed and allowed for further study before the respected panel.

While working on the second chapter, the researchers also formulated a

survey questionnaire checklist to be answered by the student-respondents.

Beforehand, a dry-run was conducted to HUMSS 11 to further improve the

structure of the set of questions.

The researchers conducted the survey and administered it to the student-

respondents after the survey questionnaire checklist was formulated and

validated.

The garnered data from the survey were analyzed by the researchers and

were evaluated afterwards. On the third chapter, the data gathered were

interpreted and statistical figures related were explained.

Subsequently, the making of the fourth chapter followed wherein the

researchers constructed the findings’ summary, gave a conclusion to the study,

and provided particular recommendations.

After accomplishing and completing the necessary inputs of the research’s

chapters, the study was subjected for final defense before the distinguished

panel.
 23

Statistical Treatment

In analyzing the gathered data, the following statistical treatments were

utilized.

1. To determine the profile of the respondents in terms of age, gender and

grade level, frequency distribution was used;

2. To determine the respondents’ perceptive assessment on types of

memes; and

3. To determine the sole reason why the respondents rely on memes,

including the most preferred meme type among students of each grade

level, weighted mean was used.

 Chapter IV

PRESENTATION AND ANALYSIS OF DATA

To consummate this study, it is necessary to analyze the data collected in

order to test the hypothesis and answer the research questions.

This chapter comprises the analysis, presentation, and interpretation of

the findings resulting from this study. The analysis and interpretation of data is

carried out in one phase that is based on the results of the questionnaires that

was given to select students.

DEMOGRAPHIC PROFILE

Gender of the respondents

x F %
M 46 50
F 46 50
N=92 100

Table 1 shows that 50 percent of the respondents are female

and 50 percent are male.

Age of the respondents

x F %
13 24 26
14 26 28
15 19 21
16 23 25
N=92 100

Table 2 shows that 26 percent of the respondents are of age 13, 28 percent are
14, 21 percent are 15 and 25 percent are 16.
 25

SELF-EVALUATION

1. It is easy to find and adapt on social media.

x F Fx x2 fx2
5 28 140 25 700
4 40 160 16 640
3 16 48 9 144
2 8 16 4 32
1 0 0 1 0
N=92 ∑fx=364 ∑fx²=1516
_
X = ∑fx = 364 = 4.0 (Mean)
N 92
Table 3 indicates that the Junior High School respondents agree
that a meme is easy to find and adapt on social media.

2. It consumes time.

X F fx x2 fx2
5 25 125 25 625

4 22 88 16 352

3 39 117 9 351

2 5 10 4 20

1 1 1 1 1
N=92 ∑fx=341 ∑fx²=1349
_
X = ∑fx = 341 = 3.7 (Mean)
N 92
Table 4 indicates that the Junior High School respondents agree
that searching for memes consumes time.
 26

3. It makes me humorous.

X F fx x2 fx2
5 17 85 25 425
4 37 148 16 592
3 33 99 9 297
2 3 6 4 12
1 2 2 1 2
N=92 ∑fx=340 ∑fx²=1328
_
X = ∑fx = 340 = 3.7 (Mean)
N 92
Table 5 indicates that the Junior High School respondents agree
that memes make them humorous.

4. It lightens up my mood.

X f fx x2 fx2
5 42 210 25 1050
4 30 120 16 480
3 19 57 9 171
2 1 2 4 4
1 0 0 1 0
N=92 ∑fx=389 ∑fx²=1705
_
X = ∑fx = 389 = 4.2 (Mean)
N 92
Table 6 indicates that the Junior High School respondents strongly agree
memes help lighten up their moods.
 27

5. I am able to express my opinions through meme-making.

X f fx x2 fx2
5 23 115 25 575
4 33 132 16 528
3 26 78 9 234
2 8 16 4 32
1 2 2 1 2
N=92 ∑fx=343 ∑fx²=1371
_
X = ∑fx = 343 = 3.7 (Mean)
N 92
Table 7 indicates that the Junior High School respondents agree
that meme-making help them express their opinions.

6. It enhances my cognitive skill through analysing memes.

X f fx x2 fx2
5 15 75 25 375
4 38 152 16 608
3 29 87 9 261
2 8 16 4 32
1 2 2 1 2
N=92 ∑fx=332 ∑fx²=1278
_
X = ∑fx = 332 = 3.6 (Mean)
N 92
Table 8 indicates that the Junior High School respondents agree
that analyzing memes enhances their cognitive skill.
 28

CRITERIA ANALYSIS

1. The current memes are entertaining and fun to look at.

X f fx x2 fx2
5 48 240 25 1200
4 33 132 16 528
3 11 33 9 99
2 0 0 4 0
1 0 0 1 0
N=92 ∑fx=405 ∑fx²=1827
_
X = ∑fx = 405 = 4.4 (Mean)
N 92
Table 9 indicates that the Junior High School respondents strongly agree
that current memes are entertaining and fun to look at.

2. The memes reflect a relevant public issue.

X f fx x2 fx2
5 32 160 25 800
4 32 128 16 512
3 27 81 9 243
2 1 2 4 4
1 0 0 1 0
N=92 ∑fx=371 ∑fx²=1559
_
X = ∑fx = 371 = 4.0 (Mean)
N 92
Table 10 indicates that the Junior High School respondents agree
that memes reflect a relevant public issue.
 29

3. The memes are relatable.

X f fx x2 fx2
5 43 215 25 1075
4 32 128 16 512
3 16 48 9 144
2 1 2 4 4
1 0 0 1 0
N=92 ∑fx=393 ∑fx²=1735
_
X = ∑fx = 393 = 4.3 (Mean)
N 92
Table 11 indicates that the Junior High School respondents strongly agree
that memes are relatable.

4. The subject displayed by the memes appeal to me.

X f fx x2 fx2
5 15 75 25 375
4 39 156 16 624
3 30 90 9 270
2 7 14 4 28
1 1 1 1 1
N=92 ∑fx=336 ∑fx²=1298
_
X = ∑fx = 336 = 3.7 (Mean)
N 92
Table 12 indicates that the Junior High School respondents agree
that the memes’ displayed subjects appeal to them.
 30

5. The memes present a funny yet educational sense.

X f fx x2 fx2

5 17 85 25 425

4 32 128 16 512

3 35 105 9 315

2 4 8 4 16

1 4 4 1 4

N=92 ∑fx=330 ∑fx²=1272

_
X = ∑fx = 330 = 3.6 (Mean)
N 92
Table 13 indicates that the Junior High School respondents agree
that memes present a funny yet educational sense.

PICTURE ASSESSMENT

1. MEME #1

X f fx x2 fx2
5 14 70 25 350
4 16 64 16 256
3 21 63 9 189
2 26 52 4 104
1 15 15 1 15
N=92 ∑fx=264 ∑fx²=914
_
X = ∑fx = 264 = 2.9 (Mean)
N 92
Table 14 indicates that the Junior High School respondents
find the meme moderately funny.
 31

2. MEME #2

X f fx x2 fx2
5 7 35 25 175
4 14 56 16 224
3 23 69 9 207
2 27 54 4 108
1 21 21 1 21
N=92 ∑fx=235 ∑fx²=735
_
X = ∑fx = 235 = 2.6 (Mean)
N 92
Table 15 indicates that the Junior High School respondents
find the meme moderately funny.

1. MEME #3

x f fx x2 fx2
5 7 35 25 175
4 30 120 16 480
3 21 63 9 189
2 22 44 4 88
1 12 12 1 12
N=92 ∑fx=274 ∑fx²=944
_
X = ∑fx = 274 = 3.0 (Mean)
N 92
Table 16 indicates that the Junior High School respondents
find the meme moderately funny.
 32

4. MEME #4
x f fx x2 fx2
5 10 50 25 250
4 19 76 16 304
3 25 75 9 225
2 22 44 4 88
1 16 16 1 16
N=92 ∑fx=261 ∑fx²=883
_
X = ∑fx = 261 = 2.8 (Mean)
N 92
Table 17 indicates that the Junior High School respondents
find the meme moderately funny.

5. MEME #5

x f fx x2 fx2
5 13 65 25 325
4 33 132 16 528
3 23 69 9 207
2 11 22 4 44
1 12 12 1 12
N=92 ∑fx=300 ∑fx²=1116
_
X = ∑fx = 300 = 3.3 (Mean)
N 92
Table 18 indicates that the Junior High School respondents
find the meme moderately funny.
 33

6. MEME #6

x f fx x2 fx2
5 5 25 25 125
4 12 48 16 192
3 23 69 9 207
2 32 64 4 128
1 20 20 1 20
N=92 ∑fx=226 ∑fx²=672
_
X = ∑fx = 226 = 2.5 (Mean)
N 92
Table 19 indicates that the Junior High School respondents
find the meme a little funny.

7. MEME #7

x f fx x2 fx2
5 2 10 25 50
4 7 28 16 112
3 17 51 9 153
2 22 44 4 88
1 44 44 1 44
N=92 ∑fx=177 ∑fx²=447
_
X = ∑fx = 177 = 1.9 (Mean)
N 92
Table 20 indicates that the Junior High School respondents
did not find the meme funny at all.
 34

8. MEME #8

x f fx x2 fx2
5 12 60 25 300
4 25 100 16 400
3 29 87 9 261
2 18 36 4 72
1 8 8 1 8
N=92 ∑fx=291 ∑fx²=1041
_
X = ∑fx = 291 = 3.2 (Mean)
N 92
Table 21 indicates that the Junior High School respondents
find the meme moderately funny.

9. MEME #9

x f fx x2 fx2
5 31 155 25 775
4 27 108 16 432
3 20 60 9 180
2 9 18 4 36
1 5 5 1 5
N=92 ∑fx=346 ∑fx²=1428
_
X = ∑fx = 346 = 3.8 (Mean)
N 92

Table 22 indicates that the Junior High School respondents

find the meme quite funny.
 35

10. MEME #10

x f fx x2 fx2
5 31 155 25 775
4 25 100 16 400
3 23 69 9 207
2 10 20 4 40
1 3 3 1 3
N=92 ∑fx=347 ∑fx²=1425
_
X = ∑fx = 347 = 3.8 (Mean)
N 92
Table 23 indicates that the Junior High School respondents
find the meme quite funny.

11. MEME #11

x f fx x2 fx2
5 44 220 25 1100
4 30 120 16 480
3 10 30 9 90
2 4 8 4 16
1 4 4 1 4
N=92 ∑fx=382 ∑fx²=1690
_
X = ∑fx = 382 = 4.2 (Mean)
N 92
Table 24 indicates that the Junior High School respondents
find the meme extremely funny.
 36

12. MEME #12

x f fx x2 fx2
5 40 200 25 1000
4 26 104 16 416
3 14 42 9 126
2 6 12 4 24
1 6 6 1 6
N=92 ∑fx=364 ∑fx²=1572
_
X = ∑fx = 364 = 4.0 (Mean)
N 92
Table 25 indicates that the Junior High School respondents
find the meme quite funny.
 Chapter V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary or the research work undertaken, the

conclusions drawn and the recommendations made as an outgrowth of this

study. This study is all about the significance of a student’s time management

and its impact on school performance.

Summary of Findings

From the close analysis of gathered data and results obtained in the

preceding chapter, the following significant findings are hereby summarized:

1. What is the demographic profile of the respondents in terms of:

1.1 In terms of age, 24 respondents are of age 13, 26 are of age 14,

19 respondents are 15 years of age and the remaining 23

respondents are 16 years of age.

1.2 In terms of gender, there is an equal count for males and females.

1.3 In terms of grade level, 24 were employed from each of the Grade

levels from 7-9 and 20 respondents were from Grade 10.

2. What is the perceptive assessment of students on internet meme types?

Based on the garnered data, students find memes made by the

locals funnier than memes made by foreign people.

3. What is the sole reason for the respondents’ inclination to internet

memes?
 38

The sole reason behind the respondents’ inclination to internet

memes is that memes are easy to find and adapt on social media.

4. Do the variables have a significant influence among the Junior High

School students?

The data gathered shows that the variables, specifically: Reasons,

Criteria Analysis, and Picture Assessment have a significant influence

on the respondents.

Conclusions

Based on the findings of the study, the following conclusions are drawn:

1. The researchers conclude that memes play a significant role in the lives of

the students.

2. The researchers conclude that locally-made memes are more relatable

than the ones made from foreign countries.

3. The researchers conclude that memes, as time goes by, becomes even

more popular with the involvement of broader cultural and social concepts.

4. The researchers conclude that the awareness of the emerging use of

memes on social media is important.

 39

Recommendations

Based on the conclusions made, the following recommendations are given:

1. The researchers recommend further readings and self-education with the

current world affairs as it is one way of keeping up with the fast-paced

generation.

2. Students are inclined to memes for several reasons so the use of it will be

an effective teaching strategy as it easily gets the attention of students.

3. Even with the popularity of memes, the researchers recommend the

students to be wary about the memes they are patronizing and/or making.

4. The researchers recommend the future researchers to create an in-depth

study about the memes and how it affects people’s lives as it is widely used

on numerous social media platforms.