CHAPTER 1

THE PROBLEM

Background of the Study

Technology introduces up a new space for learning where students are

allowed more freedom, and teachers are guides in an exciting new world of

almost infinite knowledge. Without effective collaboration between learners and

teachers, students often lose motivation due to the perceived lack of community

and sense of shared learning. This is why it is critical to use various forms of

online interaction, from text messages and video conferencing to collaborative

interactive projects and the latest online platforms, to support students and keep

them engaged (Gorenko, 2020).

In addition, Gorenko also included another benefit of technology in

learning is that students often learn in a faster rate because they are not only

listening to the teacher and reading textbooks but also participating in engaging

academic activity. That’s why it became a great way to encourage learning using

short quizzes, exercises with elements of gamification from the social medias,

interactive apps, and more. With information easily accessible on the internet,

the teacher’s role as the subject expert becomes less complex and critical. It’s

the ability to guide students through these volumes of information that really

matters in modern education. At the same time, finding the most effective ways
 2

of learning from different sources together with students makes teachers co-

learners rather than the sole source of knowledge. And this is exactly the

behavior that can inspire students and encourage them to study beyond the

curriculum. It might look like teachers are losing control, but in fact, technology

is the new approach to build real trust and respect within the class.

The use of social media in education provides students with the ability to

get more useful information, to connect with learning groups and other

educational systems that make education convenient. Hopkins (2017) said that

social media is no doubt can increase student collaboration. Since students

become friends with their classmates on social media and they more likely to

collaborate on activities. This leads to higher recall rates as students become

more connected to their institution and their peers. Social media tools provide

students and institutions with multiple opportunities to improve learning

methods. Through these, you can incorporate social media plugins that enable

sharing and interaction. Students can benefit from online tutorials and resources

that are shared through social medias (Dlamini, 2019).

Moreover, the faculty can also use social media as a method to get

students to take part on activities. There are students who can’t express

themselves confidently, and many may not speak up in a classroom, but that

may not be the case on social media. Students today grew up on social media,

and for many, it became the normal way to interact. Faculty can post questions
 3

on social media such as Twitter, Facebook, or even Tik-tok and students can

answer those questions, by including a specific hashtag in their own posts. This

not only allows the faculty to find the student answers but also allows other

students to see what others are answering and create a dialog. And also, a lot of

LMS “learning management systems” incorporate a discussion board to

accomplish this same educational pedagogy but are just as useful if not more by

using a social media platform in education (Hopkins, 2017).

Furthermore, Hopkins also highlighted that social media are also helpful in

team projects. College students emphasize the importance of the basic skill of

working in groups and thus social media sites can be helpful with that to increase

this ability as the students can hold meetings in real-time and work on their

activities simultaneously. This enhances the likelihood that they will also spend

time together working on activities and may not have to make time to meet in

person all the time as the activity progresses. Having teams work together using

social media only strengthens advantage one and two of your educational

activities (Hopkins, 2017).

Evidently there is valuable knowledge to be gained through social media

such as analytics and insights on various topics or issues for study purposes.

Social media is also a medium where students can establish beneficial

connections for their careers. Social media has the ability to broaden your

perspective on various subjects and gives illuminating, instant content that is

 4

new. You have the opportunity of engaging experts to get answers on topics that

you may need help in. Social media offers audience and subject monitoring tools

that are useful and it is one of the best platforms to extract data. You can find

out how the majority people feel about a particular topic or how experts perceive

and advice on specific issues. This can help students compile and produce useful

content for research. Whether students are working on an assignment, working

on a project or trying to gain more insight on a subject, some of the best

information and results can be extracted from social media. The important

benefit that networks build is the many helpful and beneficial tools and access

that make learning become a pleasant process (Dlamini, 2019).

Jones (2015) said, social media technologies are no longer only used for

leisure. Rather, over the years, these technologies have also become platforms

for interacting and engaging with learners. In their recent study about the

tweeting behaviour of undergraduate students in some universities in Singapore,

Menkhoff et al. (2014) find that among other benefits, Twitter enables students

to have “a voice, to be more engaged and to interact more freely with both their

peers and the instructor via knowledge sharing and twitter discussions”. This

means that students who are expectantly captive in traditional approach to

teaching, are increasingly offered an opportunity to provide prompt feedback to

instructors, an element that leads to the much-treasured student-centred

learning approach.
 5

Soares (2008) used blogs to teach English as a foreign language at a

Brazilian university. At the end of the semester, he distributed an online

questionnaire to investigate students’ perception about blogs as learning tools

and results showed that blogs profoundly helped students improve their writing

skills in English language by accessing tutorials in the form of Podcasts and

videos shared on their blogs and YouTube channels.

In United Kingdom, evidence about the benefits of social are highlighted.

By drawing data from published reports, conference papers, journal articles and

anecdotal evidence, Twitter and blogs and other Web 2.0 technologies like Wikis

are catalysts of scholarly practice and the sharing of designs and good practice.

This is made possible by allowing students to participate in a distributed network

of educators and researchers and to co-create knowledge and develop a skill of

critique of content (Conole & Alevizou, 2010).

In China, WeChat and QQ are the two most popular social media

platforms (Statista, 2017). Previous studies on social media use in Chinese higher

education commonly fall into the following three categories. General discussion

about the feasibility and effects of adopting social media in teaching and

learning. Yue et al. (2014) argue that mobile education involving social media

platforms, such as WeChat, is a new experience in digital informatization

teaching and will be one of the indispensable learning modes in the future. Social

media use in teaching resulted in positive effects, such as enhancement of

 6

collaboration, creation of learning opportunities, improvement in enthusiasm and

engagement, and reduction in teaching costs. It also led to some negative

effects, such as lowering students’ independence, integrity, and creativity,

causing learning distractions, reducing persistence and reflection, interfering by

presenting improper information, and influencing the development of students’

ability to communicate in the workplace.

According to Wood et al., (2019) dedicated academic social media

platforms, includes Academia.edu, ResearchGate, and Mendeley, as well as the

unrestricted, open-access online database of pre-print research, SSRN (formerly

‘Social Science Research Network’). These platforms allow researchers to share

versions of their work to bypass the publication ‘pay wall’, connect with scholars

in similar fields, and use ‘altmetrics’ (alternative citation impact metrics) to gauge

the exposure and reception of their work. At the same time, it is necessary to

recognise that, along with the benefits of social media engagement,

corresponding measures of research impact (such as altmetrics and ‘likes’,

‘shares’, and ‘re-tweets’), increasingly function as key performance indicators in

neoliberal academic settings. Their findings indicated that Academia.edu,

ResearchGate, and Twitter were the most widely used social media platforms by

Australia and New Zealand research participants in a professional capacity.

According to Tabios (2020), Dr. Edmund Centeno, an assistant professor

of the College of Development Communication at the University of the

 7

Philippines-Los Baños (UPLB), shared with the Manila Bulletin the following

Edmodo, Moodle, Zoom, Facebook messenger, Skype, Canvas, Blackboard

Course Sites, Google Hangouts, Google Classroom and iSpring Learn as the

learning applications which could we adapt during times of crisis or emergency

here in the Philippines. Centeno believes Social media apps Facebook and Skype

are the simplest and easiest to use platforms for online learning in the Philippines

but according to him, using of those social media could produces a different

challenges as we face the shift in teaching and learning platform. But since this

application is open source, teachers may modify its features by producing more

plug-ins fit for their needs. It also has a multi-language content filter to bridge

communication gaps.

Furthermore, Lyceum of the Philippines University Criminology students

use Social Networking Sites like Facebook for the purpose of exchanging ideas

with others and asking about the topics they were discussed during class by

creating group chats. With this, the grades of the students will not decrease or

become lower because they use SNS for academic purpose. On the other hand,

some students use SNS for chatting with others to play games online and finding

some friends. Using SNS for these purposes, student’s grades will become lower

because they waste their time in playing games online instead of studying their

lessons and instead of using SNS for academic purpose (Cabral et al, 2016).
 8

At the institutional level, Sadiki & Steyn (2020) said that Universities was

in the fortunate position of already having had online learning mechanisms in

place, although the decision to move teaching and learning fully online and

within a relatively short timeframe caused uncertainty and stress in lecturers and

students. Inequalities surfaced, since not all students had access to data and

equipment needed for online learning. Adapting to online lecturing and

assessment stimulated creativity in lecturers as new, alternative ways featured of

promoting critical thinking and application of knowledge in students.

Nevertheless, Criminology lecturers expressed concerns about the mental health

of students and, in the absence of in-person contact with students, the inability

of gauging whether students understand module content. In an attempt to leave

no student behind, lecturers even made use of social media to communicate

study material with students and to enquire about their wellbeing.

Consequently, using social media sites have its advantage as well as

negative impact to everyone. It can affect people and create inattentiveness,

stress, and jealousy (Dollarhide, 2019). Nowadays, since we are on a generation

that use technology, everyone can access and use social media sites.

Furthermore, since it has an impact to the lots of individuals, according to a

study carried out at the University of Copenhagen, people start to feel envious

when they compare their everyday lives with other people especially when they
 9

perceive it in social media sites. When an individual feel prey for comparison,

then it can cause inferiority or the feeling of being deprived (Hill, 2021).

Based on these reasons, the researchers wanted to know if social media

in criminology education can be an effective tool for learning activities of

criminology students. It can help connect students to information and help them

generate a dialogue with their teacher and other students about a course. It can

also help students and faculty build professional networks that connect them to

communities. In addition, the primary reason of conducting this study is to

identify the importance of social media as a tool for learning activities. This study

will allow the students and instructors to experience and interact with the Web

as a tool in learning activities. Tools like Youtube, Facebook, Twitter, and

Instagram are some that can be utilized. If we use those tools wisely and

integrate them in teaching process, we can leverage student technology skills for

learning purposes, and even cut back institutional financial investment and

lessen the burden from faculty for student technical support.

Theoretical Framework

The following are the different theories that served as the basis in the conduct of

the study:
 10

According to Siemens (2004) “Connectivism” is a learning theory

concerned with the impact of technology on society and it focuses on how

learning and educational pedagogy is shifting. Its key point is that learning is no

longer individualistic, but relies more on learning through participation within

communities of practice. In addition, “Connectivism” is about making connections

between people and with technology. Since the study is all about social media as

a tool for learning activities, the use of technologies like gadgets, computers and

etc. are very essential in creating a better learning community. This theory

provides an understanding about the connections of integrating ideas and

facilitating continual learning through the use of technologies.

Furthermore, online collaborative learning theory is one basis in the

conduct of the study. This theory focuses on educational applications that

facilitate idea generation, idea organization, and intellectual convergence

through the internet (Harasim,2012). In order to facilitate idea generation, idea

organization, intellectual convergence and knowledge building in e-learning,

social media and technologies are needed to facilitate collaborative interactivity

in e-learning. This theory has a connection to connectivism which they both

explain that we can still gain knowledge and create an effective learning

environment through the use of different social media platforms with the aid of

technologies. The theory proves that there is a growing body of knowledge and a
 11

competitive interaction between students and teachers on using social media in

e-learning. 

Moreover, the “community of inquiry” model for online learning

environments developed by Garrison, Anderson & Archer (2000) is based on the

concept of three distinct “presences”: cognitive, social, and teaching. Their

model supports the design of online and blended courses as active learning

environments or communities dependent on instructors and students sharing

ideas, information, and opinions. Of particular note is that “presence” is a social

phenomenon and manifests itself through interactions among students and

instructors. The community of inquiry has become one of the more popular

models for online and blended courses that are designed to be highly interactive

among students and faculty using discussion boards, blogs, wikis, and

videoconferencing.

These theories are very important as it served as a foundation in the

conduct of the study. It will explain the importance of implementing online

education system basically the use of social media platforms in learning activities

in this time of pandemic.

Conceptual Framework

When the World Health Organization (WHO) announced the 2019

coronavirus disease (COVID-19) as a global health crisis and President Rodrigo

 12

Roa Duterte declared a state of the public health emergency in the Philippines in

March, 2020, measures were immediately implemented to mitigate transmission

of the disease. Work was stopped, classes were suspended, and Filipinos were

ordered to stay home (Commission on Higher Education-Department of Health,

2021).

The Philippine Higher Education sector had a few weeks/months left

before the end of the last term of Academic Year (AY) 2019-2020 when classes

were suspended in March. To ensure there would be continuity of learning, the

Commission on Higher Education (CHED) enjoined higher education institution

(HEIs) to shift to flexible learning. CHED issued the “Guidelines on the

Implementation of flexible Learning” through CHED Memorandum Order (CMO)

NO. 04, series of 2020 to further prepare HEIs for AY 2020-2021.

Pursuant to the Inter-Agency Task Force on the Management of emerging

and infectious Disease (IATF) Omnibus Guidelines on the implementation of

community quarantine in the Philippines with its amendments, the CHED and the

Department of Health (DOH) are jointly issuing a Memorandum Circular.

Additionally, the Joint Memorandum Circular (JMC) is cognizant of the mandates

of Republic Act No. 11332 otherwise known as the “Mandatory Reporting of

Notifiable Disease and Health Events of Public Health Concern act,” wherein

public health authorities are given the statutory and regulatory authority to

mandate response activities on the part of schools, which can include the
 13

regulation of physical classes, to control the further spread of infection,

outbreaks, or epidemics and prevent re-occurrence .

In addition, Republic Act No. 10650 refers to an act expanding access to

educational services by institutionalizing open distance learning in levels of

tertiary education and appropriating funds therefore. It is hereby declared the

policy of the state to expand and further democratize access to quality tertiary

education through the promotion and application of open learning as a

philosophy of access to educational services, and the use of distance education

as an appropriate, efficient and effective system of delivering quality higher and

technical educational services in the country (Congress of the Philippines, 2014).

Figure 1 in the succeeding page shows the paradigm of the study which

includes the Input wherein the researchers should determine the; a) Social Media

Platforms which are utilized for learning activities, b) The learning activities that

are used through Social Media Platforms, c) Effectiveness of learning activities

while using the Social Media Platforms, and d) The issues and concerns affecting

the use of social media platforms for learning activities. Next, the Process to

gather the data needed includes the; a) identification of responses through

survey questionnaires, b) the distribution of survey questionnaires through online

platforms, and c) the interpretation of acquired data from survey questionnaires.

 14

Lastly, in the Output includes the suggestions and recommendations that may be

proposed to address the issues and concerns that affect the use of Social Media

Platforms for learning activities.

 15

INPUT PROCESS OUTPUT

Social Media Identify Suggestions and

Platforms through survey recommendations
which are questionnaires. that may be
utilized for proposed to
learning address the
Distribute
activities issues and
survey
concerns that
questionnaires
affect the use of
through online
The learning Social Media
platforms.
activities that Platforms for
are used learning
through Social activities.
Interpret
Media
acquired data
Platforms.
from survey
questionnaires.
Effectiveness
of learning
activities while
using the
Social Media
Platforms

The issues and

concerns
affecting the
use of social
media
platforms for
learning
activities.

Figure 1. Paradigm of the Study showing the relationship of Input, Process and
Output
 16

Statement of the Problem

This study aims to determine the significance of social media platforms as

a tool for learning activities.

Specifically, the researchers would like to answer the following questions:

1. What Social Media Platforms are utilized for learning activities?

2. What learning activities are used through Social Media Platforms?

3. What is the level of effectiveness of learning activities used through

Social Media Platforms?

4. Is there significant difference between the perception of the

respondents on the effectiveness of the learning activities used through Social

Media Platforms?

5. What are the level of seriousness on the issues and concerns that affect

the use of Social Media Platforms for learning activities?

Research Hypotheses

The research hypothesis is presented in its null form as:

There is no significant difference between the perception of the

respondents on the effectiveness of the learning activities used through Social

Media Platforms.
 17

Significance of the Study

The results of the study will be beneficial to the following.

Urdaneta City University Administration. This study will help the

institution to have a background on social- media based learning activities that

will boost the building and improvement of new learning management policies.

Urdaneta City University College of Criminal Justice Education.

This study will help the college to be more familiar with social media's part to the

new mode of learning and can help to open up the usage of such tools for

learning activities.

Faculty Members. The study will help faculty members of the Urdaneta

City University College of Criminal Justice Education to create better student

engagement strategies through the use of social media platforms and makes

learning more interactive and inclusive. The study will be a basis to help provide

new approaches of teaching to be adapted aside from the required learning

management systems of the college.

Criminology Students. The study will guide students on the uses of

social media platforms in doing learning activities. The result of the study will

help them understand how social media platforms are beneficial to them

especially in learning activities.

 18

Researchers. The study will help the researchers gain more ideas on

how to use social media platforms more effectively. The study will also help the

researchers identify the social media’s participation with their learning activities

that is not only limited to their own perspectives but with the aid of their

respondents' perspectives.

Future Researchers. The study will guide them in future studies in

which they can use for information purposes to students and instructors with

regards to suitable social media platforms and what learning activities they could

do from it.

Scope and Delimitation of the Study

The study focuses on Social Media Platforms as a tool for learning

activities of Urdaneta City University Criminology students. Specifically, it focuses

on identifying what social media platforms are utilized for learning activities,

what learning activities are used through Social Media Platforms, how effective

are learning activities while using these Social Media Platforms and what are the

issues and concerns that affect the use of Social Media Platforms for learning

activities. The research study is limited only to 2 nd year up to 4th year

Criminology students who are currently enrolled for academic year 2021-2022

and the instructors of Urdaneta City University College of Criminal Justice

Education.
 19

Definition of Terms

To attain a common understanding of the terms used in the study, the

following terms were conceptually and operationally defined:

Social Media. It is a group of Internet based applications that build on

the ideological and technological foundations of Web 2.0, and that allow the

creation and exchange of user generated content” (Kaplan & Haenlein, 2010, p.

61). In this research it considered as one of the tools that Urdaneta City

University Criminology students utilizes for learning activities.

Social Media Platforms. Social Media Platforms are defined as web-

based and mobile-based Internet Application that allows the creation, access and

exchange of user-generated content that currently used by the students and

instructors of Urdaneta City University College of Criminal Justice Education.

The Social Media Platforms are limited to websites and applications which

focused on communication, community-based input, content-sharing, interaction

and collaboration. But contents not limited to images, videos, messages and

sound files.

Online Learning. It is a form of education in which the main elements

include physical separation of teachers and students during instruction and the

use of various technologies to facilitate student-teacher and student-student

communication (Berg & Simonson, 2016).

 20

In the study it is considered as the learning that takes place across

distance and not in a traditional classroom and uses the Internet as its basis.

Learning Activities. In the study, these are activities designed or

deployed by the teacher to bring about, or create the conditions for learning.

Tool. A medium or instrument for implementation. Tool is any instrument

or simple piece of equipment or cite that used by the criminology students and

instructors of Urdaneta City University for doing their activities or particular work

in schools.
 21

Chapter 2

RESEARCH METHODOLOGY

This chapter presents the discussion of the research design to be

employed, population and locale of the study, data gathering instrument to be

used and the data gathering procedure.

Research Design

The researchers has utilized the descriptive method using quantitative

approaches in gathering information about the present condition. According to

Krathwohl (2009), descriptive research is a purposive process of gathering,

analyzing, classifying, and tabulating data about prevailing condition, practices,

beliefs, processes, trends, and cause-effect relationships and then making

adequate and accurate interpretation about such data with or without the aid of

statistical methods. It is designed to gather information or conditions existing at

a particular period of time. It has been used in the study because it aims to

determine opinions or view of people with adequate and accurate interpretation

of findings.

Since the study was concerned with Social Media Platforms as a tool for

learning activities of Urdaneta City University Criminology students, a descriptive

 22

study has carefully designed to ensure complete description of the situation and

also to reduce errors in interpreting the data collected.

This research method is used: to describe variables; to examine

relationships among variables; to determine cause and effect interactions

between variables.

Population and Locale of the Study

The respondents of the research study are the 2 nd year to 4th year

Criminology students and Instructors of Urdaneta City University College of

Criminal Justice Education. There are 1415 Criminology students and 39

instructors. By means of Slovin’s formula we have came up with 639 respondents

from the 2nd year to 4th year Criminology students, and only 20 instructors who

was able to answer has been included. From the 639 students, 222 of which are

2nd year, 240 are 3rd years and 177 are 4 th year students and then we divided it

into their respective blocks. That’s why on the 2 nd year students there are 14 per

block, on the 3rd year students there are 17 per block and lastly, on the 4 th year

students there are 22 per block. We then included the 20 instructors who was

able to answer. In total, our research has catered 659 respondents. The study

has been conducted in the first semester of academic year 2021-2022, situated

in Urdaneta City, Pangasinan.

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Data Gathering Instrument

In gathering the data relevant to the study, the researchers has used

online survey questionnaire. It has been prepared to determine what Social

Media Platforms are suitable for learning activities of 2 nd year to 4th year

criminology students who currently enrolled for the first semester of academic

year 2021-2022 and instructors of Urdaneta City University College of Criminal

Justice Education. The online questionnaire is composed of four parts. The first

part focused on what social media platforms are being utilized for learning

activities. The second part focused on what learning activities are being used

through Social Media Platforms. The third part focused on the level of

effectiveness of learning activities used through Social Media Platforms and the

last part focused on the level of seriousness of issues and concerns that affect

the use of Social Media Platforms for learning activities.

Data Gathering Procedure

Prior to the gathering of data, the researchers has formally asked

permission from the Dean of College of Criminal Justice Education to conduct the

study. Upon the approval of the request, the questionnaire has been distributed

immediately through online to the respondents. We have created group chats

through Facebook messenger and we added all the class marchers per block
 24

from 2nd year to 4th year for easy dissemination of information and instructions.

After the given instructions, we provided the electronic survey questionnaires

through google forms. The researchers has explained to the respondents the

importance of their response to the study. The researchers clarified some terms

to the respondents so that the respondents can answer the online questionnaire

with full knowledge of their responsibility as the subject of the study. The

purpose of the study has been explained by the researchers to the respondents

through online. The researchers has requested that they should answer the

questionnaire honestly so that realistic data would be gathered. After they

answer the questionnaire, the researchers has collected and tallied the data for

better understanding. The researchers asked their statistician to help in deciding

the proper statistical tools to be utilized and in deciphering the information.

Based on the data, the researcher comes up with conclusion and

recommendations for this study.

Statistical Treatment of Data

The response of the participants were collected, interpreted and analyzed

using the following statistical tool:

The first and second problem of this study dealt with the social media

platforms used as a tool for learning activities and various learning activities that
 25

can be done through the use of social media. Wherein, the researchers used

frequency counts and percentages to present the data gathered.

The formula used is as follow: %= f/n x 100

where: % - percentage equivalent of each category bracket

f - number of respondents falling in each bracket

n - total number of respondents

The respondent responses for problems 3 and 5 are classified according

to the five-point Likert scale and by implementing weighted mean formula as;

The weighted formula used was: WM ¿

∑ fX
n

Where: WM – mean equivalent to each category

f – number of respondents falling in each category

x – point value classification of the responses

n – total number of respondents

Point Value Mean Range Level of Effectiveness

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Classification

Very Much Effective

5 4.20-5.00
Very Much Serious

Much Effective
4 3.40-4.19
Much Serious

Effective
3 2.60-3.39
Serious

Slightly Effective
2 1.80-2.59
Slightly Serious

Not Effective
1 1.00-1.79
Not Serious

The respondent responses for problem 4 will be classified according to two

sample T-test formula. Its formula is expressed using respective sample means,
sample standard deviations, and sample sizes.

The two sample T-test formula used was: t = ( x̄1 – x̄2) / √ [(s21 / n 1 )
+ (s22 / n 2 )]

Where:

 x̄1 = Observed Mean of 1st Sample

 x̄2 = Observed Mean of 2nd Sample

 s1 = Standard Deviation of 1st Sample

 s2= Standard Deviation of 2nd Sample

 n 1 = Size of 1st Sample

 n 2 = Size of 2nd Sample

Chapter 3
 27

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the tabulation, examination and understanding the

data collected from among the respondents regarding on the Social Media

Platforms as a tool for learning activities of Urdaneta City University Criminology

Students.

Social Media Platforms Utilized For Learning Activities

Table 1 presents the top 3 Social Media Platforms utilized for learning

activities are “Google Classroom”, “Facebook Messenger” and “Facebook”. It can

be seen on the table that the top 1 social media platform utilized is “Google

Classroom” with the a frequency of five hundred seventy-eight (578) or 87.70%.

This implies that “Google Classroom” is easy to access and user-friendly, which

allows a better output by both students and instructors.

According to 2016 blog of Kelly Bielefeld on “Ten Reasons Why You

Should Use Google Classroom”, Google Classroom is easy to use, more cost

effective and is better for students who struggle. Teacher planning is also easy

to manage because of its instancy. In addition, several studies (Mafa, 2018:

Nizal, Shaharanee, Jamil, Syamimi & Rodzi, 2016) found out that Google

Classroom is fascinating in educating and learning, students taught indicated

satisfaction towards the learning activities in Google Classroom.

 28

The second most utilized social media platform is “Facebook Messenger”

with the frequency of five hundred forty-six (546) or 82.85%. This implies that

“Facebook Messenger” provides a place for interaction and communication which

is key to better learning.

In a study conducted by Kabilan, Ahmad, and Abidin in 2010, Facebook

messenger facilitates students to have positive environment for managing

learning together with their instructors. In addition, in an article titled “Facebook

for Educational Purposes: Two important Features” by Sarah Mae in 2021 states

that Facebook Mesenger’s GroupChats (GC) is very convenient in communication

and as a medium for learning activities.

While the top 3 social media platform utilized is “Facebook” with a

frequency of 415 or 62.97%. This implies that “Facebook” is a platform that have

features which is beneficial for learning and teaching by both students and

instructors.

A blog by Queen Mary University of London states that most students

benefit on Facebook because they are familiar with the interface and are

comfortable in using it. It also encourages collaborations and communication

which extends their classroom in managing student’s schedule. While a study by

Idris and Ghani in 2012 stated that Facebook became a platform that generates

reflective thinking, construction of knowledge and enhance learning.

 29

However, the least utilized social media platform is Discord and Telegram

with a frequency of 1 or 0.15%. This implies that Discord and Telegram is least

used because its features are not generic and instantly available for teaching and

learning activities.

According to Echofin Inc’s 2021 blog, Discord and Telegram is not aimed

for learning but is aimed for gamers. Its features are only available via paid

subscription. In addition, according to Keanu Plantilla of Philippines Make Sense

Org., Discord and Telegram is a little bit confusing for students to use because of

its unique and multitude of features.

Table 1
Social Media Platforms Utilized For Learning Activities
(n=659)

Indicators f %
1. Facebook 415 62.97
2. Facebook Messenger 546 82.85
3. YouTube 248 37.63
4. Twitter 8 1.21
5. Instagram 21 3.18
6. TikTok 37 5.61
7. Flicker 2 0.30
8. Google Classroom 578 87.70
9. SlideShare 72 10.92
10. Pinterest 6 0.91
11. Reddit 4 0.60
12. MySpace 3 0.45
13. Facetime 15 2.27
14. Google Meet 13 1.97
15. Google 4 0.60
16. iKonek 4 0.60
17. Discord and Telegram 1 0.15
 30

Learning Activities Through Social Media Platforms

Table 2 shows that majority of the respondents selected “Online

Discussion” with a frequency of six hundred thirty (630) or 95.59% as the most

used learning activity through social media platforms. This implies that “Online

discussion” is where students mostly gain knowledge and where instructors

impart their teachings.

According to the study of Cho and Tobias in 2016, online discussions are

commonly used as means to promote student understanding of a topic and to

facilitate social interaction among students or between students and instructors.

In addition, a study by Palmer et al. in 2008 states that online discussions

are expected to enhance a student’s learning. This is because, collectively,

students create knowledge through online discussions by sharing and elaborating

concepts, one may reasonably presume that high interactivity in online

discussion enhances student achievement.

While the least used learning activity through social media platforms is

“Online Exercises” with a frequency of one (1) or 0.15%. This implies that

“Online Exercises” are considered as less productive and unfamiliar as a learning

activity; thus, it is not or is less implemented during online classes.

In one article of Online Education Research about Online Learning, online

exercises are not effective due to lack of involvement of instructions, which gives
 31

less motivation for learning. In addition, a study by Watson and Sottile in 2010

students in today’s age are now part of the “copy and paste” generation when it

comes to online exercises.

Table 2
Learning Activities Through Social Media Platforms
(n=659)

Indicators f %
1. Online discussion 630 95.59
2. Student’s consultation 185 28.07
3. Submission of assignment, quizzes and exams 490 74.35
4. Watching videos for learning 359 54.47
5. Posting of reports or research assignments 286 43.39
6. Online tutoring 118 17.90
7. Uploading of lecture series 294 44.61
8. Video Conferencing 182 27.61
9. Student’s presentation 252 38.23
10. Online Exercises 1 0.15

Level of Effectiveness of Learning Activities Through Social Media

Platforms

Table 3 indicates the level of effectiveness of learning activities through

social media platforms with the Average Weighted Mean (AWM) of 3.81 with a

Descriptive Equivalent (DE) of “Much Effective”. This implies social media

platforms are effective as a tool for learning activities. This is due to the fact that
 32

social media platforms is not only for socializing but is proven to be effective as

medium of teaching and learning activities.

Reuben (2008) concluded in his study on social media usage among

professional institutions revealed that Facebook and YouTube and other

prominent social media platforms are used over half of 148 higher education

institutions. Nevertheless, a recent survey of 456 accredited United States

institutions highlighted 100% using some form of social media, notably Facebook

98% and Twitter 84% for e-learning purposes, interaction with mentors (Barnes

& Lescault, 2011).

The table shows the instructor’s response receives an overall weighted

mean (OWM) of 3.88 with a descriptive equivalent (DE) of “Much Effective” for

the level of effectiveness of learning activities through social media platforms.

This implies that instructors deem learning activities through social media

platforms as effective. This is because of the technological features that social

media platforms provide to which instructors use as aid for teaching and giving

instructions.

The quantitative study on 168 faculty members using partial least square

(PLS-SEM) at Carnegie classified Doctoral Research University in the USA

confirmed that perceived usefulness, external pressure and compatibility of task-

technology have positive effect on social media use, more likely to use the
 33

technological tools for classroom instruction, the study further revealed that use

of social media for collaborative learning has a positive effect on students

learning outcome and satisfaction (Cao, Ajjan, & Hong, 2013).

In addition, Table 3 shows that indicator 1 for instructors, which is “Online

discussion”, received the highest descriptive equivalent, had a weighted mean

(WM) of 4.35 with a descriptive equivalent (DE) of “Very Much Effective”. This

implies that instructors deem Online discussion as very much effective and

prevalently seen on Table 1 to be the most used learning activity on learning

activities through social media platforms. This goes to the fact that instructors

best perform during online discussion.

According to Mark Lieberman on his blog “Discussion Boards: Valuable”,

online discussions are often kick off by instructors in order to effectively reveal

the full contents of their discussion thread during online learning.

In a study by Hongtao Zhou in 2015 also stated that online instructors

promotes online discussion to get everyone to talk or to generate good ideas

which leads to students’ participation.

On the other hand, “Online Tutoring” receive the least weighted mean

(WM) of 3.20, with a descriptive equivalent (DE) of “Effective”. Although it

received the least weighted mean, for the instructor’s response, this implies that

“Online Tutoring” is still an effective learning activity used through social media
 34

platforms. This is because instructors use online tutoring as a common learning

activity done to target improvement of student's performance.

A 2021 article of Eurekly about “Teachers Go Online”, states that online

tutoring allows teachers maximum flexibility, as they are able to interact with

their students in real-time without being in the same place, thus, productivity of

students doesn’t stop.

In addition, Chapell et al. findings suggest that the online tutoring

contributed to statistically significant gains in student assessment scores

postintervention. Online tutors’ descriptions of their practice centered on ongoing

progress monitoring of student learning, delivery of guided practice to students,

the use of multiple explanations and representations of target concepts. Student

perceptions of the online tutoring were predominately positive in nature.

Furthermore, the student’s response received an overall weighted mean

(OWM) of 3.73 with a descriptive equivalent (DE) of “Much Effective” for the

level of effectiveness of learning activities through social media platforms. This

implies that students regards learning activities through social media platforms

as effective. This due to the flexible features that social media platforms offer

which is appealing to the students during the conduct of learning activities.

Social media and mobile devices allow the students to create, edit and

share the course contents in textual, video or audio forms. These technological
 35

innovations give birth to a new kind of learning cultures, learning based on the

principles of collective exploration and interaction (Selwyn, 2012).

Social media platform in academic institutions allows students to interact

with their mentors, access their course contents, customisation and build

students communities (Greenhow, 2011a, 2011b).

As follows, indicator 3 for students, which is “Submission of assignment,

quizzes and exams”, received the highest descriptive equivalent, had a weighted

mean (WM) of 3.99 with a descriptive equivalent (DE) of “Much Effective”. This

implies that students deem submission of assignment, quizzes and exams as

much effective on learning activities through social media platforms. This has

something to do with the fact that students grow as learners by actively

encouraging them to self-assess their own skills and knowledge retention

through the said learning activity.

In a 2010 study by Theal and Franklin students assessed themselves,

peers, or even the instructor, through writing, quizzes, conversations, exams and

more. In short, these activities that occurs throughout a class or course, seeks to

improve student achievement of learning objectives through approaches that can

support their specific needs.

In support of that, an article by Cornell University in 2019 entitled

“Measuring Student Learning” discussed that assessments like tests, quizzes, and
 36

other graded course activities provides input, guiding feedback on students’

relative performance and gives them insight into their own learning in order to

help them where to improve.

Moreover, “Online Tutoring” also received the least weighted mean (WM)

of 3.47, with a descriptive equivalent (DE) of “Much Effective”. Despite the fact

that it received the least weighted mean, for the student’s response, this implies

that online tutoring is still a much effective learning activity. This is because

“Online Tutoring” is more flexible, convenient and less expensive.

An article of OnlineSchools.org about “The Many Benefits of Online

Tutoring” in 2022, stated that online tutoring provides the supplemental skills-

building that student require in a way that is significantly more cost-effective and

convenient than traditional services.

In addition, a position paper from The Academic Senate For California

Community Colleges in 2019 entitled “Effective Practices for Online Tutoring”

stated that online tutoring can provide benefits for all students as well as for the

institution and the faculty. Online tutoring allows students who have obstacles or

barriers to receiving in-person campus assistance the equitable opportunity for

success services beyond the boundaries of the physical campus space.

Table 3
 37

Level of Effectiveness of Learning Activities Through Social Media

Platforms

Instructors (n=20) Students (n=639)

Indicators WM DE WM DE

1. Online discussion 4.35 Very Much 3.78 Much Effective

Effective

2. Student’s 3.9 Much Effective 3.59 Much Effective

consultation

3. Submission of 4.25 Very Much 3.99 Much Effective

assignment, quizzes and Effective
exams

4. Watching videos for 3.95 Much Effective 3.72 Much Effective

learning

5. Posting of reports or 3.95 Much Effective 3.86 Much Effective

research assignments

6. Online tutoring 3.20 Effective 3.47 Much Effective

7. Uploading of lecture 4.15 Much Effective 3.82 Much Effective

series

8. Video Conferencing 3.75 Much Effective 3.73 Much Effective

9. Student’s 3.4 Much Effective 3.64 Much Effective

presentation

Overall Weighted 3.88 Much Effective 3.73 Much

Mean Effective

Average Weighted AWM DE

Mean
3.81 Much Effective

Legend:
Mean Scale Range Descriptive Equivalent (DE)
4.20 – 5.00 Very Much Effective
3.40 – 4.19 Much Effective
2.60 – 3.39 Effective
1.80 – 2.59 Slightly Effective
1.00 – 1.79 Not Effective
 38

Significant Difference Between the Perception of the Respondents on

the Effectiveness of the Learning Activities used through Social Media

Platforms

Table 4 presents that there is no significant difference between the

perception of the respondents on the effectiveness of the learning activities used

through social media platforms. Since p = .236 is greater than the chosen

significance level α = 0.05, we fail to reject the null hypothesis.

Table 4

Significant Difference Between the Perception of the Respondents on

the Effectiveness of the Learning Activities used through Social Media
Platforms

95% Confidence
Interval of the
Sig. (2- Mean Std. Error Difference
t df tailed) Difference Difference Lower Upper
Level of effectiveness
of learning activities
through social media
platforms. -1.220 21.648 .236 -.14734 .12082 -.39815 .10346
 39

Level of Seriousness on Issues and Concerns that Affect the Use of

Social Media Platforms

The results located in Table 5 indicates the average weighted mean

(AWM) of 3.57 and Descriptive Equivalent (DE) of “Much Serious” on the issues

and concerns that affect the use of social media platforms. This implies that the

issues and concerns that affect the use of social media platforms are much

serious. This is due to underlying problems that is beyond the control of of both

instructors and students that they encounter occasionally during online classes.

Farkus, George, et al. in 2012 claim that some of the challenges

associated with use of Social Media Platforms stem from the risks inherent in

student internet usage. They went on to argue that internet exposes students to

inappropriate material, un-wanted adult interactions, and bullying from peers.

Similar remarks were made by Frías and Montaño in 2012 that, social media is

also a source of concern regarding issues such as, privacy, authorship and

ownership rights, digital divide in the classroom or time management issues.

The table on the next page shows the instructor’s response receives an

overall weighted mean (OWM) of 3.42 with a descriptive equivalent (DE) of

“Much Serious” for the issues and concerns that affect the use of social media

platforms. This implies that instructors deem that issues and concerns on using
 40

social media platforms are much serious and results to various challenges met

during online classes.

In a small UK study of a faculty (Keenan et al., 2018), used a survey (n =

67) to discover that the largest barriers to use included instructors’ concerns for

“student professionalism”, social media being A distraction, changes to student-

teacher relationships and a lack of time for instructors to learn to use social

media effectively.

Table 5 shows indicator 8 which is “Weak internet signal due to location”,

the highest descriptive equivalent had a weighted mean (WM) of 4.20 with a

descriptive equivalent (DE) of “Very Much Serious” for instructor’s response. This

implies that issues and concerns on weak internet signal due to location is much

serious. It goes to show that instructors also has difficulties when it comes to

weak internet signal.

The Movement for Safe, Equitable, Quality and Relevant Education

(SEQuRe Education Movement) on July 2021, released the results of a survey

conducted in Metro Manila showed that unreliable internet signal in the country

emerged as the top problem among teachers and students under the distance

learning set-up.

In a study by Dr. Shabnam Gurung 2021 found out that the most

important challenge faced by teachers in online teaching is to reach/teach

 41

students of remote areas because there is unavailability of strong internet

access, no continuous supply of electricity, lack of income source of parents who

cannot afford to buy a laptop or android mobile for their children.

Meanwhile, “Suitability of learning activities to the social media platforms

used” received the least weighted mean (WM) of 2.90 with a descriptive

equivalent (DE) of “Serious”. Although, it received the least weighted mean, it

still implies that suitability of learning activities to the social media platforms

used is a serious issue. This is because of instances where certain learning

activities are not carried well due to technical flaws of social media platform's

features.

According to Cao and Hong in 2011, frameworks of social media have

many significant issues that impacts student engagement on learning activities

and academic performance.

Furthermore, the student’s response received an overall weighted mean

(OWM) of 3.72 with a descriptive equivalent (DE) of “Much Serious” for the

issues and concerns that affect the use of social media platforms.

In addition, Table 5 shows indicator 8 which is “Weak internet signal due

to location”, the highest descriptive equivalent had a weighted mean (WM) of

4.11 with a descriptive equivalent (DE) of “Much Serious” for student’s response.

This implies that issues and concerns on weak internet signal due to location is
 42

much serious for students. It means that weak internet signal hindrances

student’s basic connectivity which eventually affects learning performance.

In an article by Ryan Matte of University of Ottawa in 2020 discussed that

an area of concern facing students living in rural areas and remote

communities is the lack of high-speed internet to attend lectures and conduct

any form of evaluations. Which presents a systemic issue in online learning, as

students who work and live in rural communities are faced with poor internet

connections, as well as lack of infrastructure.

While according to Mari Chrys Pablo’s 2018 blog on Internet Inaccessibility

Plagues “Social Media Capital of the World”, one reason for the lagging

performance in the Philippines is our nation’s geography of 7, 107 islands that

poses a challenge for basic connectivity. In addition, while densely populated

areas have internet service, many poor, rural areas remain under served.

In the interim, “Social media is perceived as uninteresting platform for

learning” received the least weighted mean (WM) of 3.45 with a descriptive

equivalent (DE) of “Much Serious” for the student response. Although, it received

the least weighted mean, the issue on social media as perceived to be an

uninteresting platform for learning is still serious. This implies that although

social media is used currently as a platform in learning, there are students who is

not motivated or is distracted by the said platform for learning. Students will
 43

tend to procrastinate on learning activities because of boredom and distraction

from other socially inclined features of social media platforms.

An article by Himanshu in 2015 entitled “Is Social Media Making Lose

Interest In Academics?” he stated that the easy access of social media and the

internet has caused certain adverse effects. The exposure of the same to

students at a young age created a huge void between the relationships of the

students with their academics. Driving a reference between the two, we find that

students at school and even at college chose academic subjects in peer pressure.

Eventually, they end up losing the interest in the subject. Ultimately, they sought

to different means to entertain them.

Additionally, in a student blog by St. Cloud Technical Community College

entitled “How Social Media Affects Student Productivity “ stated that the

combination of lack of effort with an inability to focus, will result to a perfect

storm for procrastination. Tasks that require long periods of focus become more

difficult as the result of a shorter attention span. This also ties into the idea of

delayed gratification; you have to be patient in studying the materials and taking

the exam before being rewarded or punished with your score. With social media

it’s the exact opposite: everything is instant. Replies, comments, likes, views, etc.

And unless you exit the site or log out, there is no escaping the constant stream

of information. It can be hard to unplug.

 44

Table 5
Level of Seriousness on Issues and Concerns that Affect the Use of
Social Media Platforms

Instructors (n=20) Students (n=639)

Indicators WM DE WM DE

1. Suitability of learning activities to the social media 2.9 Serious 3.69 Much Serious
platforms used

2. Limited understanding of the other social media platforms 3 Serious 3.59 Much Serious
that can be used for learning

3. Social media diminishes the focus of the learners and 3.20 Serious 3.64 Much Serious
teachers

4. Using social media as platform for learning limits the 3.1 Serious 3.63 Much Serious
knowledge acquired by students

5. Lack of sufficient technical preparation of the students and 3 Serious 3.59 Much Serious
instructors

6. Social media is perceived as uninteresting platform for 3.1 Serious 3.45 Much Serious
learning

7. Poor internet connection from the service provider 4.15 Much Serious 4.05 Much Serious

8. Weak internet signal due to location 4.20 Very Much Serious 4.11 Much Serious

9. Security and privacy issues 4.15 Much Serious 3.69 Much Serious

Overall Weighted Mean 3.42 Much Serious 3.72 Much Serious

Average Weighted Mean AWM DE

3.57 Much Serious

Legend:

Mean Scale Range Descriptive Equivalent (DE)

4.20 – 5.00 Very Much Serious
3.40 – 4.19 Much Serious
2.60 – 3.39 Serious
1.80 – 2.59 Slightly Serious
1.00 – 1.79 Not Serious
 45

Chapter 4

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the formulated conclusions about the findings that

were a product of the interpreted data collected and analyzed in the research

problem. This chapter also presents the recommendations offered by the

researchers in consideration of the findings and conclusions.

 46

Summary

This study assessed the Social Media Platforms as a Tool for Learning

Activities of Urdaneta City University Criminology students. Specifically to know

the social media platforms utilized for learning activities, learning activities used

through social media platforms, level of effectiveness, significant difference

between the perception of the respondents, and the level of seriousness on the

issues and concerns that affect the use of Social Media Platforms for leaning

activities.

The researchers’ used descriptive research design and survey

questionnaire through Google Forms in gathering the data. There were six

hundred fifty-nine (659) respondents of the study. The data collected were

tallied, analyzed, computed, interpreted, presented in tables.

Salient Findings

In the light of the preceding findings, the following conclusions was

arrived at:

1. The top 3 Social Media Platforms utilized for learning activities are

“Google Classroom”, “Facebook Messenger” and “Facebook”.

2. The most used learning activity through social media platforms is

“Online discussion” with a frequency of 630 or 95.59%.

 47

3. The level of effectiveness of learning activities through social media

platforms has the general Average Weighted Mean (AWM) of 3.80, with a

Descriptive Equivalent (DE) of “Much Effective”.

4. There is no significant difference between the perception of the

respondents on the effectiveness of the learning activities used through social

media platforms.

5. The level of seriousness on issues and concerns that affect the use of

social media platforms has the general Average Weighted Mean (AWM) of 3.57

with a Descriptive Equivalent of “Much effective”.

Conclusions

In line with the foregoing findings, the researchers come up with the

following conclusions:

1. Google Classroom, Facebook Messenger and Facebook are easy to

access, user-friendly and uses less amount of internet data. Thus, these social

media platforms really help instructors and students in their teaching-learning

activities.
 48

2. Instructors best impart their teachings during online discussions, in

reciprocity, students acquire a lot of knowledge.

3. Social media platforms provides ease and is proven to be much

effective as a tool in learning activities.

4. The used of social media platforms by the respondents is effective in

learning activities.

5. There is a really need to addressed the issues and concerns that affects

the use of social media platforms.

Recommendations

Based on the findings and conclusions, the researchers have drawn the

following recommendations:

1. It is imperative that the students learn social media platform’s features

at the beginning or even before the semester starts in order to be relevant in

today’s online learning situation where the medium of education is through these

said social media platforms. Future recommendations for instructors working

with any of the social media platforms would be to provide students with “hands-
 49

on” training in advance of any assignments. Although we assume that the

students enter the online classroom “wired” for technology, certain students still

found the use of social media difficult to navigate . By allowing students class

time to navigate through the social media, set up personal pages, and ask

questions as a class, instructors may reduce many of the difficulties reported by

students.

2. To furtherly enhance online discussions, gamification features and

participation awards such as gamified Q&A to earn additional points for quizzes

and exams can be implemented by the instructors in order to encourage

students to participate more in the online discussion and other learning activities.

3. The students should be more versatile regarding online tutoring, they

should be able to adapt to the learning activity with an open mind and respect to

the teaching presence of the instructor. Students should not only rely on the

instructor’s ability to impart knowledge; they should listen, take notes and ask as

much questions for content clarity. Instructors should give importance on

student feedback as communication is imperative during online tutoring.

4. Students should be more flexible in dealing with weak internet signal

due to location. They should choose the right internet provider that can cater

better coverage in rural areas or in cities. They could also buy loadable pocket

Wi-Fi which is more affordable than cable Wi-Fi routers. In case of students that
 50

can’t afford to buy data from both options above, they could reach out to their

public officials. Since the wake of COVID-19 pandemic, public schools, barangay

halls, municipal halls and public libraries offer public hotspots and Wi-fi to

students in need.

5. Further researchers can be conducted of the same kind in order to

address other issues and concerns that affects the use of social media platforms

for learning activities.

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social-media-in-education/
 54

Tutt, P. (2021). From Headache to Helpful—Teachers on Using TikTok in

the Classroom. Edutopia. https://www.edutopia.org/article/headache-
helpful-teachers-using-tiktok-classroom
 65

CURRICULUM VITAE

I Personal Data:

Name : Quiped, Shyra S.

Age : 22 years old

Date of Birth : January 5,1999

Place of Birth : Guiset Sur, San Manuel, Pangasinan

Address : Guiset Norte, San Manuel, Pangasinan

Contact Number : 09078226010

Email Address : shyrasemillaquiped@gmail.com

Name of Fathe r : Berly O. Quiped

Name of Mother : Leila S. Quiped

II Educational Attainment
Elementary : Juan C. Laya, Memorial, School
Guiset Sur, San Manuel, Pangasinan
(2005-2011)
High School : Luciano Millan, National, High School
Poblacion West, Asingan, Pangasinan
(2011-2018)
Tertiary : Urdaneta City, University
San Vicente West, Urdaneta City, Pangasinan
(2018 - Present)
III Philosophy in Life

"Action speaks louder than words."

 66

CURRICULUM VITAE

I Personal Profile

Name : Tagalan, Erwin N.

Age : 21 years old

Date of Birth : March 29, 2000

Place of Birth : Calmay, Laoac, Pangasinan

Address : Calmay, Laoac, Pangasinan

Contact no. : 09123296551

Email Address : tagalanerwin@gmail.com

Name of Father : Wilfredo F. Tagalan

Name of Mother : Merlita N. Tagalan

II Educational Attainment
Elementary : Calmay, Integrated, School
Calmay, Laoac, Pangasinan
(2005-2011)
High School : Cabanbanan, National, High School
Cabanbanan, Manaoag, Pangasinan
(2011-2018)
Tertiary level : Urdaneta, City, University
San Vicente West, Urdaneta City, Pangasinan
(2018 - Present)
III Philosophy in Life
"Research is what I'm doing when I don't know what I'm doing."
 67

CURRICULUM VITAE

I Personal Profile

Name : Rafanan, Kenneth C.

Age : 20 years old

Date of Birth : July 18, 2000

Place of Birth : Pasig City, General Hospital

Address : Urdaneta City, Pangasinan

Contact no. : 09358650616

Email Address : knnthrfnn@gmail.com

Name of Father : Steven B. Rafanan

Name of Mother : Elvira C. Rafanan

II Educational Attainment
Elementary : Nancalobasaan Riverside Elementary School
Nancalobasaan, Urdaneta Cirty, Pangasinan
(2005-2011)
High School : Urdaneta City National High School
San Vicente West, Urdaneta City, Pangasinan
(2011-2018)
Tertiary level : Urdaneta, City, University
San Vicente West, Urdaneta City, Pangasinan
(2018 - Present)
III Philosophy in Life
"Vision without action is a daydream."
 68

CURRICULUM VITAE

I Personal Profile

Name : Pelien, Joward T.

Age : 22 years old

Date of Birth : December 27, 1999

Place of Birth : Laoac, Pangasinan

Address : Casanestebanan, Laoac, Pangasinan

Contact no. : 09464626476

Email Address : jewardterminez@gmail.com

Name of Father : Julie C. Pelien

Name of Mother : Emerita T. Pelien

II Educational Attainment
Elementary : Calmay Integrated School
Calmay, Laoac, Pangasinan
(2005-2011)
High School : Cabanbanan National High School
Cabanbanan, Manaoag, Pangasinan
(2011-2018)
Tertiary level : Urdaneta, City, University
San Vicente West, Urdaneta City, Pangasinan
(2018 - Present)
III Philosophy in Life
"You will never win if you never begin."
 69

CURRICULUM VITAE

I Personal Profile

Name : Antonio, Mark Anthony C.

Age : 22 years old

Date of Birth : April 12, 1999

Place of Birth : Dagupan City, Community Hospital

Address : Calaocan, Manaoag, Pangasinan

Contact no. : 09351123531

Email Address : antoniomarkanthony88@gmail.com

Name of Father : Gregorio T. Antonio

Name of Mother : Lani C. Antonio

II Educational Attainment
Elementary : Manaoag, Central, School
Poblacion, Manaoag, Pangasinan
(2005-20011)
High School : Manaoag, National, High School
Poblacion, Manaoag, Pangasinan
(2011-2018)
Tertiary level : Urdaneta, City, University
San Vicente West, Urdaneta City, Pangasinan
(2018 - Present)

III Philosophy in Life

"I never dreamed about success. I worked for it."
 70

CURRICULUM VITAE

I Personal Profile

Name : Disono, Bryan Joshua D.

Age : 22 years old

Date of Birth : May 5, 1999

Place of Birth : Balungao

Address : Kita-Kita, Balungao, Pangasinan

Contact no. : 09452000203

Email Address : disonobryan1@gmail.com

Name of Father : Ruperto G. Disono

Name of Mother : Elma D. Disono

II Educational Attainment
Elementary : Kita- Kita, Elementary, School
Kita-Kita , Balungao, Pangasian
(2005-2011)
High School : Balungao, National, High School
Poblacion, Balungao, Pangasinan
(2011-2018)
Tertiary level : Urdaneta, City, University
San Vicente West, Urdaneta City, Pangasinan
(2018 - Present)

III Philosophy in Life

"Life is all about creating yourself.”
 71

CURRICULUM VITAE

I Personal Profile

Name : Tipay, Emelie L.

Age : 21 years old

Date of Birth : March 30, 2000

Place of Birth : Pozorrubio, Pangasinan

Address : Palacpalac, Pozorrubio, Pangasinan

Contact no. : 09774429886

Email Address : emelietipay69@gmail.com

Name of Father : Warlie T. Tipay

Name of Mother : Vivilyn L. Tipay

II Educational Attainment
Elementary : Palacpalac, Elementary, School
Palacpalac, Pozurrobio, Panagsinan
(2005-2011)
High School : Benigno V. Aldana, National, High School
Cablong, Pozurrobio, Pangasinan
(2011-2018)
Tertiary level : Urdaneta, City, University
San Vicente West, Urdaneta City, Pangasinan
(2018 - Present)

III Philosophy in Life

"Expect nothing, appreciate everything."