Final Thesis On Practical Research 2

The Impact of Social Media Usage towards Verbal
Communication of Grade 11 and 12 ICT students
Caprecho, Ma. Rizza Vivienne
Concepcion, Rich Joy
Hernandez, Edrian
Nieto, Ashz John Gabriel
Pacres, Patricia Mae
Pangilinan, Aaron Arth
Soreda, Angeline
Tabor, Kenneth
Tamo, Mark Christian

ACKNOWLEDGEMENT
The researchers want to express their overflowing gratitude and

appreciation for the following people who helped them to achieve the
bittersweet fruition of this study:
This genuine gratitude must receive by the researchers’

understanding parents of course for keep on understanding them and
continuously supporting them morally and financially up to this
accomplishment.
To Ms. Ehlie Rose Baguinaon, Practical Research 2 adviser who

guided and instructed us graciously upon doing this study.
To Mr. Benjamin Mayo, the office-in- charge of the school for

letting the researchers to conduct the survey as an essential part of this
study and for the behalf of the whole school, College of Saint Adela Inc.;
the researcher’s teachers’ panelists and for the students’ respondents of
this study. This would not be possible because of you and so take this
gratitude of the researchers.
Their classmates and friends who helped the researchers in a

minuscule or huge way and made this research still an enjoyable chef d’
oeuvre to do by everybody; doing this together with them in a friendly
socialization.
To Jericho Encarnacion especially, a good friend, for helping

them in this study immensely upon the time of adversity.
Above all, an immeasurable gratitude to Almighty God for giving

strength, wisdom and courage to finish this magnum opus of the
researchers.
DEDICATION
FOR ALL THE TEENAGE USERS OF SOCIAL MEDIA
We are all on the same page with regards to social media. How
you use it, the researchers just do the same thing. It is undeniable that
its emergence and ubiquity in our present time had been changed our
everyday life. You find it so amazing, enjoyable, sociable and
knowledgeable and that is what we perceive too. Why not we just bond
for a moment like; sipping a cup of tea while facing anything in our place
in the balcony while reading this chef d’ oeuvre that we made especially
for you. That will be so memorable.
ABSTRACT
This study about the impact of social media usage towards verbal
communication of Grade 11 and 12 ICT students of College of Saint
Adela Inc. is in a quantitative approach and used a correlational survey
design in gathering the data needed. It aims to assess that social media
usage affects the verbal communication of the respondents negatively
yet eventually concluded, based on the data analysis, that social media
usage has no significant negative impact to the verbal communication of
Grade 11 and 12 ICT students’ respondents.
TABLE OF CONTENTS
Social Media Usage Affect the Verbal Communication of Grade 11

and 12 ICT students
Acknowledgement …………………………………………………………ii
Dedication…………………………………………………………………..iii
CHAPTER 1: PROBLEM AND ITS BACKGROUND
Introduction………………………………………………………………...1
Statement of the Problem…………………………………………………4
Significance of the Study………………………………………………...5
Scope and Delimitation……………………………………………………7
Conceptual Framework……………………………………………………8
CHAPTER 2: REVIEW OF THE RELATED LITERATURE
Foreign Literature…………………………………………………………
Local Literature……………………………………………………………..
Foreign Studies…………………………………………………………….
Local Studies……………………………………………………………….
Hypothesis………………………………………………………………….
Definition of Terms…………………………………………………………
CHAPTER 3: METHODOLOGY OF THE STUDY
Research Design………………………………………………………..
Research Instrument…………………………………………………….
Population and Sample………………………………………………….
Data Gathering and Procedure…………………………………………

Statistical Treatment…………………………………………………….
CHAPTER 4: DATA ANALYSIS & INTERPRETATION OF THE

STUDY
Data Analysis…………………………………………………………..
CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATION
Summary………………………………………………………………..
Conclusion………………………………………………………………
Recommendation………………………………………………………
APPENDICES
References……………………………………………………………
Curriculum Vitae………………………………………………………
Survey Questionnaire………………………………………………..
Pre- Test and Post Test……………………………………………..

LIST OF TABLES
Chapter I
The Problem And Its Background
This chapter is comprises of the introduction, statement of

the problem, significance of the study, scope and delimitation and
conceptual framework of the study. Social media turns out too
detrimental with regards to the study of the students of today’s
generation for it immensely rob their time of studying that causes
humongous damage especially their verbal communication.
Introduction
“Content is fire, social media is gasoline.”—Jay Baer.
Social media had been changed the life of mankind tremendously

and to which it is now part of their everyday life. Social media enables
fire of all its users to be expressed, to entertain, to enlighten and more
yet what fire it keeps on blazing the most is the connection of people
among their acquaintances; all in all in a grandiose virtual community
does social media provides to us. According to (Hudson, 2019), social
media refers to both websites and applications on smartphones and
such that enables people to share their content in an efficient and quick
manner with the use of Internet.
Facebook, Twitter and YouTube and more are the frequently

used social media platforms in the Philippines (Statcounter.com, 2019).
According to (Adel, 2019) in her article, people with an age range of 13-
24 are the majority of social media users across the world which falls for
the ages of the senior high school nowadays who share the same
reasons for using their social media also. They might use it because of
peer influence, to keep in touch with their friends, family and
acquaintances and to become socially aware with each other’s posts
which reflect their mood and condition and more.
On the contrary, social media can turns out too distractive and
injurious in spite of its ample positive benefits also. Immoderate
indulgence of students on their social media can badly affects their
verbal communication. Social media may disrupts personal interaction
of students with their peers for they might use to communicate with them
online instead of a face-to-face communication. Students might carry the
extreme informality of social media content whom they are indulge with
even in their actual written works and suck to do a formal written
communication also. Lastly, social media can dreadfully rob the time of
students that he should dedicate with their family bonding.
Therefore, social media affects the verbal communication of

students badly on both socialization and academic manner. Unrestricted
or irresponsible use of social media by students can surely put them in
havoc with regards to their study, communication with family and others
verbally.
Statement of the Problem
This study is about the impact of the social media usage towards
verbal communication of the students’ aims to glean the following:
1. What is the demographic profile of the respondents?

1.1 Age ;
1.2 Sex ; and
1.3 Grade level?
2. How may social media usage be described in terms of:

2.1 Social Media Types; (Facebook, YouTube and Twitter
only)
2.2 Peer influence ; and
2.3 Social awareness?
3. How may verbal communication be assessed in terms of:

3.1 Peer Interaction;
3.2 Written Communication; and
3.3 Family Background?
4. Does social media usage affect the verbal communication of

students?
SIGNIFICANCE OF THE STUDY
This study about the usage of social media and its impact towards
verbal communication of Grade 11 and 12 ICT students will benefit the
following:
Teachers. Teachers would open their mind about the possible impact
of social media unto their students and so this will push them to
thoroughly guide their students into proper usage of their social media
as an everyday part of their lives to forestall its negative effects on the
skills of their students whom they are using in their study especially
their verbal communication.
Students. Students can benefit through this study for they will become
cognizant about social media as well as its possible benefit and harm
unto their skills in school as a student. This will push them to use their
social media properly and in moderation.
Parents. Parents can benefit through it also if teachers will guide their
child to utilize social media in moderation and in proper way. They can
establish partnership also in keeping their students and children away
from overexpose and use of their social media.
School Administrators. School administrator will benefit in this study

by seeing their faculties, teaching their students to be responsible in
using social media and so it can even uplifts the reputation of the school
and make them proud to have students who use social media properly
and focusing more on fortifying their skills especially their verbal
communication that they are always using in their study.
Future Researchers. Future researchers can benefit through it also for
this study can gives an ample of information that can help them to
support and complete their own research in the future.
Scope and Delimitation
This study about the impact of social media towards verbal

communication of Grade 11 and 12 ICT students is being contrived and
conducted by the researchers for an aim of assessing that social media
affects their verbal communication negatively. The researchers will
conduct this study during this first semester of the academic year 2019-
2020 inside the premise of College of Saint Adela Inc.: providing a
correlational survey design for Grade 11 and 12 ICT students of the
school and of any sex also.
CONCEPTUAL FRAMEWORK
INPUT PROCESS OUTPUT
1. DEMOGRAPH
IC PROFILE
1.1 Age Social Media

I. Gathering of
1.2 Sex
Usage Affects
1.3 Grade Level Data
2. SOCIAL the Verbal
MEDIA II. Conducting
2.1 Types of social Communication
Survey
media
2.2 Peer influence Questionnair of the
2.3 Social
es Respondents
awareness
III. Analyzing the
3. Verbal
communication Gathered
3.1 Peer Poster
Data
Interaction
3.2 Written
Communicatio
n
3.3 Family
Background
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the related literature and studies after the
thorough and in-depth search done by the researchers. The literature and
studies cited in this chapter tackle the different concept, understanding, ideas,
generalization and different development related to study of the effects of using
social media towards the verbal communication of the students which serves
as the researchers’ guide in developing this research. Those that were also
included in this chapter helps in familiarizing information that are relevant and
similar to this study.
LITERATURE REVIEW
Foreign Literature
Social media begun with computer engineer Ray Tomlinson who tested
to send email to himself successfully and eventually sent this email from one
computer to another in Cambridge, Massachusetts. From that, various
concepts and inventions were started to emerge such as automated mailing list
manager by Eric Thomas in 1986, Internet Relay Chat (IRC) by Jarkko
Oikarinen in 1988 where this first chat system enabled two or more people to
indulge with the discussion. Then the very first networking site, Six Degrees
launched by Andrew Weinreich in May 1997 was invented and presented
features like profiles, school affiliations and friendlist in one service.
Friendster was brought to life in 2002 after that and to which it was being
regarded as the pioneer of social media despite that it was archaic now. Then
the popular social network for business, Linkedin followed by in 2003. The most
renowned social media platform up until now was invented by Mark Zuckerberg
in 2004 which is none other than Facebook. YouTube, an online video
streaming by former Paypal employees was followed by in 2005 while Twitter
to which you can interact with celebrities was followed by in 2006. After that,
as 21st century arrived, social media evolved significantly and to which
Instagram (2010), Snapchat (2011), Filters (2015), TikTok (2017) and more
was aroused and continuously making their names renown (Mcfadden, 2018).
Media is such a broad concept and encompasses so many instruments
that we use in society, but the most prevalent would have to be computers and
personal devices, such as smartphones. The concepts for the computer began
around 1801 in France, where Joseph Marie Jacquard invented a loom that
uses punched wooden cards to automatically weave fabric designs. Almost
every year there was new advancement in computers all the way until present
day. Of course, today we have a lot more than just computers. Smartphones
can do almost anything that a computer can do, if not more. They have more
processing and computing power than any of the early models of computers
even had available. Personal devices, such as smartphones, allow society to
compute on the go, but it also provides a source of communication. The
communication features would lead to the birth of social media. (Zimmerman,
2017). With the introduction of technology in society, social media and its usage
has been on a rise since its creation.
Facebook, Twitter and YouTube are the typical examples of social

media sites. These social media sites are important part of students’ lives and
are often accessed multiple times daily (Junco, Heibergert, & E., 2010). Over
the past years, social media have been transforming how individuals,
communities, and association create, share and seek information from each
other. Most of the students also have become so familiar to social media
that the types of communications, self-expression, community building, and
other forms of online engagement are now parts of the only reality they know.
Therefore it is important to take a step back to reflect on how we have arrived
at the present and what our most recent social media “advances” might
mean for us in the future. This is because the modern social media differ from
the traditional media (e.g., newspaper and television) in the terms of their
accessibility, interactivity, usability and ubiquity.
In 2017, internet users spent more than 2 hours on average for every
day on social networks and messaging services (half an hour each day longer
than five years earlier), which measured to around one third of their whole day
of daily computer time (Mander, 2017). With the existence of the social
media, individuals can communicate and interact with each other around the
world which is known as one of the best inventions today, and they lead a life
in a global village. Although social media access does not necessarily require
mobile devices, its effectiveness is enhanced with the mobile technologies
because it increase the frequency of utilization. Over 95% of students have
access to some sort of mobile device that connects to the internet, meaning
that using mobile technology for educational purpose will possibly exclude less
than 5% of students. However, computer labs are available on campus at most
institutions. Some of it also offer students the alternative to briefly borrow a
laptop or tablet device, which can encourage the information seeking and
to study the accessibility issue. Providing students with the opportunities need
is one of the main goals for them to learn how to socialize with others, and build
social networks that will give them support throughout their school career and
beyond
Lenhart (2015) reports that 92% of the teenagers report going on social
media daily, while 8% report go online almost constantly. According to (Lenhart,
2015) the most popular and widely used social media platform by the teenagers
ranging 13 to 17 years old would be Facebook, followed by Instagram and then
Snapchat. Among those teenagers about 71% use more than one social media
site. (Lenhart, 2015) found that there are some factors associated among social
media sites. The teenager raised from wealthy family are more likely using
Snapchat, while the teenagers raised in lower income families report using
Facebook more. Social media has become a big part of every teenager’s daily
life, but there can be also negative consequences that can impact the personal
development among teenagers in this society.
According to Statista (2017), over half of people spend at least 5 hours

a day on their cell phones, and most of that time is spent on different social
media platforms. Social media has become the main communication tool
amongst people, as well as the main marketing communication tool between a
company and its current and potential customers. Consumers also view
marketing communication coming from an influencer as wordof-mouth, which
is statistically more likely to be perceived as truthful. Advertising through social
media influencers is thus more efficient in every way than other advertising
tools.
Peer influence is a theory of human behavioral and behavior adaption,

and psychological development. Also referred to as peer pressure, it is the
fundamental field of research in opinion forming and can be modified to study
any kind of human behavior. It is the effect of how humans allow their behavior
to be affected by their peer. Generally used example of (negative) peer
influence is smoking; people usually start smoking due to pressure by their
peers in the teenage years. However, peer influence can affect behavior
positively just as often, like academic achievements.
Recently, neurological studies have started focusing on how

adolescents argue and form their opinions off social media. While peer
influence has been studied extensively ever since scientific research has
existed, social media has reinvented the human behavior study, because
humans spend on average so much of their awake time on these platforms.
Peer influence is a proven factor of the decision-making process, and social
media is an excellent platform for this influence to happen. (Lin & Lu, 2011).
Social media platforms expose the global interests of youth activists

along with the events and attitudes that are all seen in real time. These virtual
networks provide the opportunity for everyone to participate and engage in
online political and social activism (Girges, 2013). Today, people need the
social media as like the breathe of the society. It play as the mirror in the society
acting like a bridge connecting people to the government. Thus, the social
awareness today is depends on the social media (Yogi, 2013).
Most of students use social media to socialize and communicate with

each other which allow them to connect with friends and family, making new
friends, sharing pictures and exchanging ideas. Through this also, students can
fostering their identity and unique social skills. Some of the students nowadays
are introvert and have low self-confidence. However, by using social media as
their communication tools, they can improve their social skills and interact well
with their visual friends. Not only that, this such communication is also an
important step for students and it can affords the opportunity for respect,
tolerance, and increased discourse about personal and global issues (Mobile
Social Media, 2011).
Social media also can connect them to people in the other country.
Students can learn how to interact with foreign by using different languages.
Communicating through different language might be tough for them but the
exciting in making a new friends can motivate them to learn new language and
use some application to communicate with each other. The friendship can
make them to dig in deeper in certain country for their culture, environment and
beliefs. Students also are tend to disclose themselves to their friends who share
the same interest with them (Al-Bahrani, 2015).
Other than that, social media enhanced learning opportunities for
middle and high school students by connecting them with one another on
homework and group projects. Facebook and other similar social media
programs enable students to gather outside the class time and exchange
ideas about their assignments. Not to mention, some of the schools have
successfully used blogs as their teaching tools to help students with their
learning outside the school time. The implementation of social media,
specifically social networking, is what students are using daily and this social
networking courage them to use technologies for their learning (Carolan,
2009).
Despite giving lots of benefits of using social media, there is still some
‘dark-side’ of social media that to be aware. Using social media becomes a risk
to students more often than most adults realize. One of the disadvantage of
using social media is that it can disrupt the face-to-face interaction of every
students. The digital age that gave birth to the social media created a new world
of information, communication and interconnectivity which cannot be seen on
face to face communication among students. The new world has transform and
change student’s social life.
According to (Al-Sharqi, Hashim, & Kutbi, 2015), the adoption of social

media into education and in life is accredited to its user-friendly features, cheap
and convenience. Students use social media in a couple of reasons like
communication with friends, group discussion, forums, chat rooms and
entertainment. At this, social media bring positive impacts. However, negative
consequences sought within the students. This social media can be addictive,
time consuming, distractive, social isolation, monophobia and such.
Also, social media affects the students the way they write or speak.
According to (Marwa & Sabrina, 2017), people everywhere around the world
have developed new structure of written communication while connecting in
social media. They are likely to use informal words and incorrect language, use
of abbreviations, acronyms, misspelling, and emoticons in their daily
interaction. Student’s addictiveness on using social media can cause
disadvantages such as not suitable environment for formal teaching and
learning activities, creates student’s distraction, and creates a habit of using
too many short forms of writing which leads to miscommunication.
Other than that, another major concern of using social media sites is
that people are spending a lot of time facing their social media accounts that
results to spending less time with their family and friends. Spending a lot of time
over the internet and spending less time gathering with their families create a
conflict between two situations. When youth use the Internet for social and
entertainment purposes, parental expectations presumably contradict that kind
of use, which increases the conflicts between adolescents and parents.
Conversely, using the Internet for learning and educational purposes, a use
that is highly valued by parents and consistent with parental expectations, will
presumably be negatively associated with family conflicts. An explanation is
time displacement: It has been argued that Internet use is negatively
associated with family time. The main contention is that time spent on one
activity cannot be spent on another (Sultana, 2017).
RELATED STUDIES
Foreign Studies
(Negussie & Ketema, 2014) conducted a cross-sectional survey to at

Jimma University Ethiopia between March 2012 and March 2013 to find if any
adverse effects of using social networking sites on students’ academic
performance exist. Like many other studies, this research effort also took
Facebook into consideration to establish its findings. In a cross-sectional study
of 490 respondents, the research did not find any significant relationship
between students’ duration and frequency of use of Facebook and their
academic performance. Negussie & Ketema (2014) further investigated if there
is any impact of using Facebook while ac-cessing through different devices.
Among a variety of devices, it was found that the correlation between using
Facebook on mobile devices and phones for social networking activities may
involve multitasking and all students are not equally efficient in multitasking
skills. The study suggests, that students must be encouraged to use social
networking sites for educational purposes instead of blocking these platforms
in the educational premises.
Furthermore, adolescents report that Internet use does not help them
to improve their relationships with their parents and that the Internet consumes
time they would spend with their families. Other studies present different
evidence on the effects of the Internet on family time and suggest that rather
than isolating children from their parents the Internet has become a shared
household activity (Brown, 2010)
In one study, nearly half the parents reported spending at least some
time each week using the Internet with other household members, and only a
quarter of the adults reported that they never spent time with other household
members on the Internet. When asked if they felt ignored because a household
member spent too much time on the Internet, more than three fourths of
respondents said they did not. Furthermore when comparing responses of
Internet users and Internet non-users, no significant differences were found
between these two groups in the extent of agreement that members of the
family listened to each other, were too busy to talk to each other, and shared
ideas with each other. In sum, empirical evidence on the association between
Internet use and family time is mixed. In addition, to the best of our knowledge
no study has investigated how Internet use and its association with family time
are related, if at all, to family cohesion (Cole, et al., 2011).
(Sakkir, Rahman, & Salija, 2016) conduct a study where 42 EFL

students of third semester (35 females’ 83.33% and 7 males 16.67%) are the
respondents. The age range of the students was from 26-60 with a mean age
of under 25. Their learning English experience ranged from less than 5 years
to more than 25 years with a mean of 8 years. The study used a questionnaire
to examine students’ perceptions on the use of social media in writing class.
The questionnaire (Shin & Son, 2007) consisted of three sections: a
demographic section to get the students background information, a multiple-
choice section to find their perceptions on the use of social media using four-
point Likert scale of strongly disagree (1), disagree (2), agree (3), and strongly
agree (4), and an open- ended question section to investigate their general
opinions or comments on the use of social media in writing class. It was
distributed on all the third semester students of STKIP Muhammadiyah
Rappang, English Education Department of 2014/ 2015 academic year. From
total 60 students of the semester, 42 students completed the questionnaire had
been returned within a week. The data collected from the questionnaire were
analyzed quantitatively and qualitatively. The majority of students agreed that
electronic Social Media is useful for learning writing English, students can be
motivated by the use of electronic Social Media, and they can improve their
English writing skill through the use of the electronic Social Media (80.95%).
As regarding the question that students can improve communication skills by
emailing or chatting with native speakers of English electronic Social Media
and students will be more attentive in Internet- assisted English language
teaching classes, 78.57% of the students answer agreed. To the question of
electronic Social Media tools can be used for learning writing English purposes,
78.56% of the students agreed. As to the question, students can learn how to
use electronic social Media resources for learning English for themselves,
73.81% of the students showed their agreement. However, the students gave
strong positive answers to the usefulness of the electronic Social Media
provides non-native speakers of English with a rich learning environment
(66.67%). Most of them also indicated that the electronic Social Media can
replace textbooks and easy to find and share materials on it (59.52%).
Fortunately, there is not disagreement with some items was found. In all of
item, the students answer fewer than 50% in showing their disagreements.
It is without doubt that social media is and will remain an important tool
in human life as far communication is concerned. Today mankind is harvesting
tremendously from its existence not only in mere communication point of view
but also in most scholarly activities. Different forms of education including
distance education has been widely patronized and facilitated to some degree
through these social media networks. Acquiring information both locally and
internationally from friends, lectures or experts is no longer a struggle as
compared to the olden days and the internet is the ultimate master behind this
success. “Social media is a useful servant but a dangerous master” and can
also be “described as a two edge sword” and as such, users especially students
must be alert about its dangers and be prudent in its utilization. The nature of
social media as a useful servant but a dangerous master” and a two edge
sword has been revealed in the findings of the study that, despite the benefits
that students can harness from social media networks such as sharing of
information, building relationship, partaking in group discussions from near and
far among others, there is to some extent addiction and distraction of attention
caused by the use of social media which could have serious consequences on
the academic life of students (Kolan & Dzandza, 2018).
Null Hypothesis
There is no significant impact between social media usage

and verbal communication.
DEFINITION OF TERMS
Family Background- this term by International Studies of Education:

Conceptual Issues and Methodological Challenges, (2019)there are
three interrelated processes—the transmission of financial capital, the
transmission of cultural resources, and the transmission of social capital
from parents to children—are most often called on to explain this
Peer Influence. This term refers to the teenager’s behavior in which they
choose to do something they do not usually do to feel the sense of
belonging from their certain peers or group of friends that can produce a
positive and negative outcomes (Raising Children Network, 2019).
Peer Interaction- This term refers is prefer to youngsters that

typically manage by using themselves already at an early age,
and therefore are imagined to manage without an excessive amount
of involvement from adults. (Barbro, Hansson, 2010)
Social Awareness. This term refers to the interpretation of the others

diverse background; this will be the way of understanding the behaviors
of others especially when it relates into environment, community and
society. (LaRocka, 2017)
Social Media. This term refers to web-based software or web

applications that enable people to communicate and share their ideas
and information through virtual networks or communities with the use of
internet. Users can use these social media via computer, tablet or
smartphones which provide a quick communication content towards
their co-users (Dollarhide, 2019).
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Sakkir, G., Rahman, Q., & Salija, K. (2016, May 25). Students’ Perception on Social
Media in Writing Class at STKIP Muhammadiyah Rappang, Indonesia.
International Journal of English Linguistics, VI(3), 170-174.
doi:doi:10.5539/ijel.v6n3p170
Statcounter.com. (2019). Retrieved from https://gs.statcounter.com/social-media-

stats/all/philippines
Sultana, S. (2017, April). Social Networking Sites (SNS) and Family Relationship: A
Study on Youths of Dhaka City. IOSR Journal Of Humanities And Social
Science, XXII(4), 46-52. doi:10.9790/0837-2204024652
Yogi, S. (2013). ROLE OF MEDIA IN SOCIAL AWARENESS (A Review Study).

Humanities & Social Sciences Reviews, I(1), 71-73. Retrieved from
http://giapjournals.com/index.php/hssr/article/view/hssr1111
Zimmerman, K. A. (2017, Septembe 17). History of Computers: A Brief Timeline.

Retrieved from Live Science: https://www.livescience.com/20718-computer-
history.html
CHAPTER III
METHODOLOGY OF THE STUDY
Research Design
The researchers used a correlational survey design for this study

about the impact of social media on the verbal communication of the
students. Correlational research design is a statistical method to which
it only discovers and predicts a relationship between two variables which
are being identified yet it does not covered anymore to imply its cause
and effect unlike experimental research design. (McLeod, S. A. 2018).
Research Instrument
A descriptive type of questionnaire is being used in this study by

the researchers as an instrument to glean requisite data.
The preliminary part of the questionnaire is designed of course,

to gather first those important details on the profile of the respondents
which comprises their name which is optional whenever they prefer
confidentiality about his/her answers, sex, age and hours spend a day
on using social media.
The part one and two of the questionnaires are composed of

several questions and a checklist from its right side which entails four
options namely: (4) Always, (3) Often, (2) Seldom and (1) Never and so
they can put checks in the certain box and number for their answers.
Besides, there is a direction above on how to answer that questionnaire
and what is the equivalent degree of frequency of those four options.
The part one of the questionnaire is designed to provide questions

describing social media in terms of social media types being used, peer
influence and social awareness.
Lastly, the part two of the questionnaire is designed to assess the

impact of social media in terms of peer interaction, written
communication and family background of the respondents.
Data Gathering and Procedure
The researchers created a questionnaire at the very beginning.

After being proofread by our Research Teacher for grammar correction
and when finally approved, we immediately signed a survey conduction
letter to the office-in-charge of the school for our permission to conduct
survey among Grade 11 and 12 ICT respondents in COSAI. The survey
conduction of the researchers had begun on September 27, 2019 and
the researchers had eventually accomplished it on October 4, 2019.
Population and Sample of the Study
The respondents of the study were composed of Grade 11 and

12 ICT students from College of Saint Adela Inc. The researchers
picked 100 ICT students.
Table 1
Frequency and Percentage of Senior High School

Information and Communication Technology (ICT) students in
terms of Sex
Respondents F %
Male 73 73%
Female 27 27%
TOTAL 100 100%
Legend: F means frequency and % means percentage.
Table 1 above shows the distribution of the respondents with

male having the frequency of 73 or 73 percent and female with the
frequency of 27 or 27 percent, for a total of 100 respondents or 100
percent.
Statistical Treatment
The statistical treatments that are being used in the study are as
follows:
1. Frequency. It was used to know the number of respondents

who answered for every option given for each questions.
2. Percentage. This was used to describe the respondents of this
study in terms of their demographic profiles such as age, sex
and hours spend a day on using social media.
Formula:
P= f / N ×100
where:
f= frequency
N= total numbers of respondents
3. Mean. The mean requires to solve in order to evaluate the

respondents’ social media usage and to describe their verbal
communication.
Formula: X=∑x / N
where:
∑x= sum of observation

N= total number of respondents
4. Standard Deviation. The standard deviation is being used in
order to know how weak and strong does a connection of the
variables has.
√𝛴(𝑥−𝑥̅ )2
Formula: 𝑠=
𝑛
Where:
n= number of elements in a sample
∑= sum of range of values
(𝑥 − 𝑥̅ )2 = average mean
5. Pearson r. It was used to know how weak or strong the

correlation of the independent variable (social media usage) to
the dependent variable (verbal communication) is.
In order to fully describe the impact of social media usage towards

verbal communication of ICT students, the average mean provides an
equivalent verbal interpretation. The questions on the survey were
estimated from 1 to 4 scale based on the personal answers of the
respondents through it. The result is being computed to determine the
mean of the category which might fall within the given range and
interpreted as shown in the table below:
Table 2
SCALE MEAN VERBAL

INTERPRETATION
1 1.0 — 1.75 Never
2 1.76 — 2.50 Seldom
3 2.51 — 3.25 Often
4 3.26 — 4.0 Always
CHAPTER IV
Presentation, Analysis and Interpretation of Data
In this chapter, the data that the researchers had gathered

through the use of questionnaires will be going to present, analyze and
interpret. The data were still anchored based on the answers of the
respondents on the given survey questionnaire upon survey conduction.
Personal Profile of the Respondents
The following personal profile of the respondents which

garnered by the researchers are comprise of their age, sex and hours
spend a day on using social media.
Table 3
Frequency and Percentage Distribution of Respondents

according to Age
AGE F %
19 and above 8 3%
17- 18 66 66%
16 and below 26 26%

TOTAL 100 100%
Age
Table 2 above presents the frequency and percentage distribution

of respondents according to age. The table evinces that the respondents
whose age are ranging from 16 and below were 26 or 26 percent; while
respondents aging from 17 to 18 were composed of 66 or 66 percent
and the rest respondents whose age are ranging from 19 and above
were 8 or 8 percent.
Table 4
Frequency and Percentage Distribution of Respondents according

to Sex
RESPONDENTS F %
Male 73 73%
Female 27 27%
TOTAL 100 100%
Sex
As what is in the table 3 above, it shows that 73 or 73 percent of

the researchers’ respondents were male ICT students while the female
ICT students were only comprised of 27 or 27 percent.
Table 5
Frequency and Percentage Distribution according to Hours

spend a day on using Social Media
HOURS SPEND A DAY ON

USING SOCIAL MEDIA F %
4 and more hours 29 29%
3 hours 26 26%
2 hours 36 36%
1 hour 9 9%
TOTAL 100 100%
Hours spend a day on using Social Media
Table 4 above presented that there were 9 or 9 percent through

the researchers’ respondents who can spend just an hour for the social
media that they have; 36 or 36 percent of the respondents can spend 2
hours for their social media; 26 or 26 percent for those who can spend 3
hours of their time for their social media while 29 or 29 percent of the
respondents can spend 4 and more hours on it.
Table 6
Frequency and Percentage Distribution of Respondents according

to Type of Social Media the Respondents Used
TYPE OF SOCIAL MEDIA THE F %

RESPONDENTS USED
Facebook user only 52 52%
Twitter user only 3 3%
YouTube user only 3 3%
Facebook and Twitter users 1 1%
Twitter and YouTube users 0 0
Facebook and YouTube users 35 35%
Facebook, Twitter and YouTube 6 6%
users
TOTAL 100 100%
Social Media Usage (independent variable)
Table 5 below presents the frequency and percentage distribution

of social media usage in terms of social media types that the
respondents are using. It shown from the table that the largest numbers
of respondents which are composed of 52 or 52 percent are Facebook
users only. Then followed by the 35 or 35 percent which are Facebook
and YouTube users; 6 or 6 percent are users of those three given social
media on the questionnaire namely Facebook, Twitter and YouTube;
YouTube and Twitter user only gathered 3 or 3 percent both; 1 or 1
percent belong to Facebook and Twitter users while YouTube and
Twitter users got zero frequency and percentage.
Table 7
Frequency and Percentage Distribution of Social Media Usage in

terms of Peer Influence
4 3 2 1
STATEMENTS F % F % F % F %
1.I use social
media so I can 31 31% 38 38% 29 29% 9 9%
feel that I belong
to my friends.
2. I post my
photos on social
media because 6 6% 33 33% 39 39% 22 22%
my friends do it
too.
3. My friends
enjoy using social
media during their 27 27% 34 34% 31 31% 8 8%
free time, so I use
my social media
as well.
Table 7.1
Descriptive Measure of Social Media Usage in terms of Peer

Influence
Mean Standard Verbal

STATEMENTS Deviation Interpretation
1. I use social media so I
can feel that I belong to 2.91 4.92 Often
my friends.
2. I post my photos on social
media because my friends 2.23 5.2 Seldom
do it too.
3. My friends enjoy using
social media during their 2.8 4.88 Often
free time, so I use my
social media as well.
AVERAGE 2.65 5 Often
Legend: 1.0 – 1.75 is to Never; 1.76 – 2.5 is to Seldom; 2.51 – 3.25 is

to Often and 3.26 – 4 is to Always.
Table 6.1 above shows the descriptive measure of social media usage
in terms of peer influence. The highest mean obtained from this table
was item number 1 with a weighted mean of 2.91 and interpreted as
Often based on sssthe scale below the given table. On the other hand,
item number 2 got the lowest weighted mean 0f 2.23 from this certain
sub-variable and interpreted as Seldom. The average mean that was
gleaned from this sub-variable was 2.65 which was interpreted as Often
based on the given scale still.
Table 8
Frequency and Percentage Distribution of Social Media

Usage in terms of Social Awareness
4 3 2 1
STATEMENTS
F % F % F % F %
4.
I post my rants
through social 13 13% 25 25% 35 35% 27 27%
media to seek
attention from
my online
friends.
5.
I appreciate the
reaction of my 29 29% 31 31% 27 27% 13 13%
online friends to
my personal
post.
6.
I want a positive
feedback when I 25 25% 34 34% 29 29% 12 12%
am posting
online and it
boosts my
confidence.
Table 8.1
Descriptive Measure of Social Media Usage in terms of

Social Awareness
Standard Verbal
STATEMENTS Mean Deviation Interpretation
4. I post my rants through
social media to seek 2.24 4.92 Seldom
attention from my online
friends.
5. I appreciate the
reaction of my online 2.76 5.2 Often
friends to my personal
post.
6. I want a positive
feedback when I am 2.72 4.88 Often
posting online and it
boosts my confidence.
AVERAGE 2.57 4.75 Often

Table 7.1 above presents the descriptive measure of social media

usage in terms of social awareness which was the third sub-variable of
the research’s independent variable (social media usage). Item number
4 got the lowest weighted mean of 2.24 and interpreted as Seldom while
item number 5 obtained the highest mean of 2.76 in this table and
interpreted as Often. The average mean that was being computed here
was 2.57 and interpreted as Often.
Table 9
VERBAL COMMUNICATION (dependent variable)
Frequency and Percentage Distribution of Verbal

Communication in terms of Peer Interaction
4 3 2 1
1.
I prefer online
chatting instead 19 19% 42 42% 33 33% 6 6%
of talking face-to-
face with my
friends.
2.
I spent an hour 21 21% 26 26% 37 37% 16 16%
for social media
just to follow my
idols.
3.
My classmates
and I are using 13 13% 23 23% 32 32% 32 32%
social media for
game Live
streaming.
Table 9.1
Descriptive Measure of Verbal Communication in terms of

Peer Interaction
STATEMENTS Mean Standard Verbal

Deviation Interpretation
1. I prefer online
chatting instead of
2.74 5.23 Often
talking face-to-face
with my friends.
2. I spent an hour for
social media just to
2.52 4.76 Often
follow my idols.
3. My classmates and
I are using social
2.17 4.83 Seldom
media for game Live
streaming.
AVERAGE 2.4 4.94 Seldom

Table 8.1 above shows the descriptive measure of verbal

communication (dependent variable) in terms of peer interaction. The
highest weighted mean of 2.74 was computed in item number 1 in this
certain table and interpreted as Often while lowest weighted mean of
2.17 was from item number 3 and verbally interpreted as Seldom. The
average mean obtained in this table was 2.48 and interpreted as
Seldom.
Table 10
Frequency and Percentage Distribution of Verbal

Communication in terms of Written Communication
4 3 2 1
4. I depend
on auto-
correct 15 15% 30 30% 25 25% 30 30%
spelling for
5. posting my
post
online.
5. It is easy to
type down
informal words 21 21% 39 39% 36 36% 4 4%
when I am
chatting online.
6. I prefer typing
words than 18 18% 31 31% 41 41% 10 10%
saying it verbally.

Table 10.1
Descriptive Measure of Verbal Communication in terms of

Written Communication
Mean Standard Verbal

STATEMENTS Deviation Interpretation
4. I depend on auto-
correct spelling for 2.3 4.70 Seldom
posting my post online.
5. It is easy to type
down informal words 2.77 5.25 Often
when I am chatting
online.
6. I prefer typing words 2.57 5.08 Often
than saying it verbally.

Table 10.1 above presents the descriptive measure of verbal

communication in terms of its second sub-variable: written
communication. The lowest weighted mean of 2.3 by item number 4 was
interpreted as Seldom while the highest weighted mean of 2.77 and
interpreted as Often was from item number 5. The average mean of 2.55
was obtained in this table and interpreted as Often.
Table 11
Frequency and Percentage Distribution of Verbal Communication

in terms of Family Background
4 3 2 1
STATEMENTS
F % F % F % F %
7. My family use
social media to 38 38% 39 39% 17 17% 6 6%
communicate with
our relatives.
8. I use social
media to connect 39 39% 29 29% 27 27% 5 5%
with my parents.
9. I spend a lot of
time for social
media that is why 14 14% 30 30% 40 40% 16 16%
I do not have
enough time to
bond with my
family.
Table 11.1
Descriptive Measure of Verbal Communication in terms of Family
Background
STATEMENTS Mean Standard Verbal

Deviation Interpretation
7. My family use social
media to communicate 3.09 5.21 Often
with our relatives.
8. I use social media to
connect with my 3.02 5.05 Often
parents.
9. I spend a lot of time
for social media that is
why I do not have 2.42 4.99 Seldom
enough time to bond
with my family.

Table 11.1 above shows the descriptive measure of verbal

communication in terms of family background. The highest weighted
mean of 3.09 was computed on item number 7 and interpreted as Often
while lowest weighted mean was obtained by item number 9 with 2.42
and interpreted as Seldom. The average mean that was get in this table
was 2.84 and interpreted as Often.
Table 12
Correlation of the Independent Variable to the Dependent Variable

through the usage of Pearson’s r formula
IDV DV r VI
Peer Influence Peer Interaction
0.8
Social Written
Awareness Communication 0.8
Family
Background 0.8
TOTAL: 0.8 Accept the

HO
Legend: r means Pearson’s r and VI means verbal interpretation.
Legend: Legends: Ho means null hypothesis; if the p - value (r) is ≤ 0.05,

reject the Ho; if the p- value (r) is > 0.05 then accept the Ho.
CHAPTER V
Summary, Conclusion and Recommendation
This chapter presents the summary of the data gathered, the

conclusions drawn by data result and the recommendations proposed
by the researchers.
Summary
The study that is being conducted by the researchers is all about

the impact of social media usage towards verbal communication of
Grade 11 and 12 communication of College of Saint Adela. The
researchers had chosen Grade 11 and 12 ICT students to be their
respondents. From that, the researchers had gathered 73 boys and 27
girls from this two sections.
In terms of their age, the researchers estimated that their

respondents were mostly 17 to 18 years old. When social media types
whom the respondents are using is being talked about on the other hand,
the data result shown that 52 out of 100 respondents were Facebook
users only.
With regards to hour(s) spend a day on using social media, the

data result presented that most of the respondents can spend two hours
only in their social media.
Based on the study conducted, 22.39 is the average mean to

which independent variable obtained (social media usage) while the
dependent variable (verbal communication) had garnered an average
mean of 22.37.
Conclusion
The researchers conclude that the largest distribution of their

respondents according to sex were mostly male students and with
dominating age of 17 to 18 years old among Grade 11 and 12 ICT
students of College of Saint Adela and of any sex with regards to age.
The grade level and strand whom the researchers decided to

implement the survey conduction were subjected to certain
considerations also. Age is interrelated with grade level for this will
describes respondents’ maturity, cooperation and such and so the
higher the grade level, the researchers will surely meet those things
towards their respondents that is why the researchers chose to conduct
the survey among Senior High School students, Grade 11 and 12
specifically.
The researchers’ chosen strand and students to implement the

survey conduction is a different matter that is connected with the strand
structure of their group. The researchers do not share the same strand
yet an amalgamation of both HUMSS and ICT researchers truly.
Therefore, to establish an impartial contribution for both strands, as
HUMSS researchers typically assigned on the written part of this study
but with the help of the ICT researchers also, all researchers concurred
to conduct the survey as an essential part of the study to the ICT strands
which was favorable for the ICT researchers this time and so from that,
the researchers had an overall equal contribution from this study.
The researchers gathered the data and interpretation for each

sub-variables of the independent and dependent variables also. Social
media usage as the independent variable, has three sub-variables
namely: social media types, peer influence and social awareness. When
it comes to social media types, the data shown that most of the
respondents were Facebook users only. Peer influence on the other
hand, gathered an average mean of 2.65 and verbally interpreted as
Often which means that the respondents’ usage of social media were
often influenced by their peers.
On the other side, social awareness obtained an average mean
of 2.65 and interpreted as Often which means that the respondents were
often used their social media to do such usual things; to keep updated
with their friends etc., reacting on their posts, commenting various
feedbacks and be socially aware with each other.
Verbal communication as the dependent variable has three sub-

variables also namely: peer interaction, written communication and
family background. Peer interaction garnered an average mean of 2.4
and interpreted as Seldom which means that social media does not
greatly affects the respondents’ peer interaction negatively; they can still
interact with others personally even though they use social media.
Written Communication on the other hand, gathered an average mean
of 2.55 and interpreted as Often which means that social media badly
affects the respondents’ written communication; they used to have
informal conversations online, prefer to just typing words rather than
writing it or saying it verbally and sometimes, depending more on the
auto-correct grammar or spelling does social media provides.
Lastly, family background obtained an average mean of 2.84 and

verbally interpreted as Often which means that the respondents were
often used social media to keep in touch with their relatives and parents
yet having much time to dedicate with their family bonding still.
After cautious data analyzation and interpretation as well as

gathering the correlation of the independent variable to the dependent
variable with the use of the Pearson’s r formula, the researchers finally
gleaned the most essential result of this study. The researchers accept
the Null Hypothesis for gathering an average Pearson’s r of 0.8 that was
greater than the alpha value of 0.05 to reject the Null hypothesis. Ergo,
it only means that social media usage has no significant impact towards
verbal communication of Grade 11 and 12 ICT students of College of
Saint Adela Inc.
Recommendations
After knowing the data result and finally conclude, the

researchers perceived the following recommendations:
Students. Students must strive to discipline themselves

and to be a responsible social media user. They must strictly put limit on
using their social media still to forestall its possible inimical effect on their
study, time with family, socialization with others and verbal
communication which is an essential part of their being.
Teachers. Teachers should guide their students on using

their social media also. Teachers must enlighten their students to use
social media moderately and to focus more on their study. They should
provide a personal interactive class also for their students to centralize
their mind more on personal socialization with others and as well as
improving their academic skills which can lessen their time on social
media which badly promotes isolation, virtual communication and
interaction.
Parents. Parents are the first teacher. They must be the

one to guide their child on using their social media stupendously and
teaching them to use it moderately. Parents must still dedicate rest of
their time on bonding with their child. In that way, it can lessen excessive
indulgence of their child on their social media.
School Administrator. School administrator and teachers

should establish partnership on limiting their students on using social
media inside the school. School administrator might implement and
prohibit the use of cellphones in their school so that their students will be
focus more on socialization and skills enrichment.
Future Researchers. Future researchers must

disseminate the information that they read and eventually integrate and
cite on their own research to enlighten more people and keep them
aware of the detrimental effect of social media unto the lives of every
individual. Knowledge is more valuable when you share it with others
and it makes us enlightened.
APPENDICES
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FnBzAa4X8qP_RKUy4fIiuw
September 24, 2019
Mrs. Adelfa R. Quinto

Principal
Office of the Principal
The Grade 12 researchers under Humanities and Social Science

and Information Communication and Technology strand are conducting
a study on “The Impact of Social Media Usage towards Verbal
Communication of Grade 11 and 12 ICT students in College of Saint
Adela Incorporated”. As a requirement for the subject Practical Research
2. We would like to ask your good office a permission to conduct a survey
among one-hundred (100) grade 11 and 12 students who will be the
respondents of this study. This will only take fifteen (15) to twenty (20)
minutes of the class time. We also understand that permission must be
given to us by the adviser or the subject teacher of the class should this
be conducted.
The survey form will not use the critical information taken from the pool
but specific questions that will select them as respondents. We shall
exercise ethical considerations with tact and care in handling this general
information.
Attached to this letter is the copy of our Statement of the Problem and
Survey Questionnaire.
Hoping for your kind consideration on this matter.

Conforme;
________________________ ___________________
Caprecho, Ma.Rizza Vivienne Pangilinan, Aaron
Arth
_________________ ______________
Concepcion, Rich Joy Soreda, Angeline
_______________ __________________
Hernandez, Edrian Tabor, Kenneth
Edrian
_______________ __________________
Nieto, Ashz John Tamo, Mark Christian
_________________
Pacres, Patricia Mae
Noted by:
Ms, Ehlie Rose G. Baguinaon

Practical Research 2 Adviser
__________________
Office of the Principal
The Impact of Social Media Usage towards Verbal
Communication of Grade 11 and 12 ICT students
Name: (Optional) Age:

Strand: Sex: Male __ Female __
Put a check (✓) in the Likert Scale which best describes

your appeal on each statements.
4- Always 3- Often 2- Seldom 1- Never
Hour spend a day:

(1) One Hour (2) Two Hours (3) Three Hours
(4) Four Hours or more
I. Types of Social Media that use:
Facebook Twitter YouTube
Peer Influence 4 3 2 1
1. I use social media so I can feel that I

belong to my friends.
2. I post my photos on social media
because my friends do it too.
3. My friends enjoy using social media
during their free time, so I use social
media as well.
Social Awareness
4. I post my rants through social media

to seek attention from my online
friends.
5. I appreciate the reaction of my online
friends to my personal post.
6. I want positive feedback when I am
posting online and it boosts my
confidence.
II. Verbal Communication
Peer Interaction 4 3 2 1
1. I prefer online chatting instead talking
face-to-face with my friends.
2. I spent an hour for social media just to
follow and link with my idols.
3. My classmates and I are using social
media for game Live streaming.
Written Communication
4. I depend on auto-correct spelling for

posting my post online.
5. It is easy to type down informal words
when I am chatting online.
6. I prefer typing words that saying it
verbally.
Family Background
7. My family use social media to
communicate with our relatives.
8. I use social media to connect with my
parents
9. I spend a lot of time for social media
that is why I do not enough time to
bond with my family.
CAPRECHO, MA. RIZZA VIVIENNE H.
Blk 20 Lot 47 Villa Muzon Subdvision, Barangay Muzon,
City of San Jose Del Monte, Bulacan
09354495336
rizaldocapricho30@gmail.com
CAREER OBJECTIVES
 To improve my capabilities by performing challenging duties and

tasks
 To obtain new learnings from my chosen field of work or training
that can help me for being an effective worker or trainee
 To excel in my passion and preferred job in the present and/or
future career
EDUCATIONAL BACKGROUND
Elementary: Partida Elementary School
Partida, Brgy. Muzon, CSJDM

Bulacan
2008-2014
Junior High School Muzon National High School
Sarmiento Homes, Brgy.

Muzon,
CSJDM Bulacan
2014-2018
Senior High School Humanities and Social
Sciences
College of Saint Adela Inc.
Daang Bario, Poblacion 1,
CSJDM Bulacan
2018-Present
PERSONAL INFORMATIONS
Age: 17 years old
Birthday: February 03, 2002
Civil Status: Single
Nationality: Filipino
Religion: Jehovah’s Witness
Interest: Singing, Dancing, Sports,

Acting
Language: Filipino
IV. SKILLS/ INTERESTS
 Can socialized to other people

 Has ability to work under pressure
 Has ability to communicate
 Has knowledge about basic information editing in computer
ACHIEVEMENT
July 2016- November 2016

“Basic Office Application Software – MS Word, MS PowerPoint, MS
Excel” Siena; College of San Jose, Philippines
WORK EXPERIENCE
School marketing for freshmen students of Junior High –

College of Saint Adela, Inc., Daang Barrio, Pob. 1, San Jose Del
Monte, Bulacan
Work Immersion Program in Research Extension Office –

Bulacan State University, Sarmiento Campus Kaypian Road. San Jose
Del Monte, Bulacan.
CHARACTER REFERENCES
Bobby Mortera
Installer
09662940439
Romina Evangelista
Teacher
09205333512
Dindo Taguinod
Jeepney Driver
09058228672
I hereby declared that all of the information above is true to the

best of my knowledge.
MA. RIZZA VIVIENNE H. CAPRECHO
Applicant
CONCEPCION, RICH JOY D.
Address: Blk 56-A L 15 Melody Plains Subdivision
Barangay Muzon, San jose del monte bulacan
rixxjoyconcepcion@gmail.com
09473741232
OBJECTIVE
I want to be a part of a company where I can utilize my

talent, knowledge and skills, i want to learn new things and grow
through the help of the company.
EDUCATION BACKGROUND
Elementary Muzon Pabahay Elementary School
Pabahay 2000 Brgy. Muzon San Jose
Del Monte Bulacan
(2007-2014)
Junior High School San Jose Del Monte National High

School
Brgy. Yakal, Francisco Homes
San Jose Del Monte Bulacan
(2014-2018)
Senior High School College of saint Adela Inc.

Daang Barrio, Poblacion I, CSJDM
Bulacan
Humanities and Social Sciences

(HUMSS)
(2018- Present)
Date of birth : May 2, 2001
Age : 18 years old
Height : 5’3
Weight : 50 kg
Gender : Female
Status : single
Nationality : Filipino
Religion : Catholic
SKILLS/ INTERESTS
• Can work under pressure
• Can easily adapt to changes
• Good at managing time
• Good at taking photos
• Can follow instructions properly
Arnold Villanueva
Teacher
San Jose Del Monte National High School
09062864825
Jeffrey James de Vera
Report analyst
Sykes
09976708641
Cheene Yap
Report analyst
09069923421
I hereby clarify that above information are true and correct to the
best of my knowledge and belief.
RICH JOY D. CONCEPCION
Applicant
HERNANDEZ, EDRIAN S.
BLK.4 LOT.3 SEC.8 PHS.1 PABAHAY 2000

City of San Jose Del Monte Bulacan
Edrianhernandez12@yahoo.com
09277964471
OBJECTIVES:
To be employed and to excel through hard working and to
acquire knowledge and skills that enrich my personal and professional
growth.
EDUCATION:
Senior High School College of saint Adela Inc.
Daang Barrio, Poblacion I, CSJDM

Bulacan

(HUMSS)
(2018- Present)
Sarmiento Homes, Brgy. Muzon,

CSJDM Bulacan
2014-2018
Elementary Muzon Pabahay Elementary School
Pabahay 2000 Brgy. Muzon San Jose
Del Monte Bulacan
(2007-2014)
SKILLS
 Resilient in difficult situations
 Ability to work with people organization
 With Good Moral
Age: 17 years old
Birthday: April 12, 2002
Birth Place: Caloocan City
Citizenship: Filipino
Height: 5’8
Weight: 55 kg
Religion: Roman Catholic
Mother’s Name: Mercedita Hernandez
Occupation: House Wife
Father’s Name: Edison Hernandez
Occupation: Baker
Language/Dialect: English and Filipino
CHARACTER REFERENCE:
May Ann Abla

Teacher
09302779347
Krizia Mae Paruan

Teacher
093517479347
Ehile Rose Baguinaon

Teacher
09302779347
I hereby certify that the information stated above is true and correct to
the best of my knowledge and belief.
Edrian S. Hernandez
Applicant
NIETO, ASHZ JHON GABRIEL A.
1798 Partida
Brgy, Muzon, CSJDM Bulacan
Contact No. 09161151765
Email Address: ajamehaquino@gmail.com
Objective:
To contribute superior project and operations management skills and

experience in an IT Service Management role.
Educational Background
Elementary Luz Christian Academy
City of San Jose Del Monte
Sitio Partida, Muzon, CSJDM,

Bulacan
(2008-2010)
Pedro P. Cruz Elementary School
City of Mandaluyong
(2010- 2014)
Junior High School Sta. Rita National High School

City of Batangas
Sta. Rita, Batangas City
(2014-2015)
Sto. Niño National High School
City Of Batangas
Sto. Niño, Batangas City
(2015-2017)
Muzon National High School
Sarmiento Homes, Muzon,
CSJDM, Bulacan
(2017-2018)
Senior High School College of Saint Adela Inc.
Information and Communication

Technology (ICT)
(2018 – Present)
Birth Place: Bulacan

Father’s Name: Jun Nieto
Birth Date: February 8, 2002
Mother’s Name: Aileen H. Aquino
Age: 17
Religion: Catholic

Language: Filipino, English
WORK EXPERIENCE
Quick 2 Game Company
Ms. Krizia Mae J. Paruan
Teacher
09351747934
Vanessa Toralba
Accountant
0966964160
I hereby certify that the above information given are true and correct as
to the best of my knowledge.
ASHZ JHON GABRIEL A. NIETO
Applicant
PACRES, PATRICIA MAE
BLK 31 LOT E PH 3 Sarmiento Homes Muzon

patchotchot4@gmail.com
09467443426
WORK OBJECTIVE:
To obtain employment with a company that offers a positive
atmosphere to learn and implement new skills and technologies for the
betterment of the organization.
EDUCATIONAL BACKROUNDS:
Elementary Benito Nieto Elementary School
City Of San Jose Del Monte Bulacan
(2008-2014)
Junior High School Daraga National High School
Daraga Albay (Bicol)
(2017-2018)
Daang Barrio, Poblacion 1, CSJDM
Bulacan
(2019-present)
Age 17
Sex Female
Birthday December 17, 2001
Civil Status Single
Religion Christian Born Again

Nationality Filipino
Interest Reading Books

Writing Poems and Poetry, love to
act
Language Filipino/English
Skills Public Speaking
WORK EXPERIENCE
WORK IMMERSION (2019-2020)

SEMINARS ATTENDED
DEPRESSION
(2018-2019)
San Jose Covered Court (Jesus Is Lord)
TAN-AW PRODUCTION
(2015-2016)
Paradise San Jose Del Monte Bulacan
ORGANIZATION INITIATIVE
SPECIAL PROGRAM IN THE ARTS (SPA) THEATER ARTS
Character References:
Jhubel Sanchez
Filipino Teacher at College of Saint Adela
09182519339
May-Ann Abla
English Teacher at College of Saint Adela
Benjamin Mayo
Practrical Research 1 at College of Saint Adela Inc.
I hereby declared that all of the information above is true to the best of
my knowledge.
PATRICIA MAE
PACRES
Applicant
PANGILINAN, AARON ARTH T.
Block 3 Lot 21 Upao, Villa Española
aaronarthpangilinan14@gmail.com
09201130139 / 09650727363
OBJECTIVE
To sharpen skills and to discover new ones from a company that
gives trainings to the student for the Work Immersion Program and
acquired knowledge and experiences eventually that a HUMSS student
can apply in his study, life and job in the future.
EDUCATIONAL BACKGROUNDS
Elementary Benito Nieto Elementary

School
City Of San Jose Del Monte

Bulacan
(2007- 2014)
Sarmiento Homes, Muzon,
Bulacan
(2014- 2018)
Daang Barrio, Poblacion 1,
Bulacan
Humanities and Social
Sciences
(2018- present)
Age 17
Sex Male
Birthday November 14, 2001
Civil Status Single
Religion Catholic
Nationality Filipino
SKILLS/ INTEREST
Playing Volleyball, writing exquisite calligraphy writings, love to sing
and good in communicating in both English and Filipino.
ACHIEVEMENTS
Top 1 Grade 7 (Second Section) March 16, 2015 Muzon National High School
Top 1 Grade 8 (First Section) March 30, 2016 Muzon National High School
BEST IN FILIPINO AT EDUKASYON SA PAGPAPAKATAO (ESP)
2nd Place Classroom- Based English Quiz Bee November 27, 2015
Muzon National High School
Top 1 Grade 9 (First Section) April 6, 2017 Muzon NationalSchool

High School
Rank 3 Overall (Junior High School Graduate students)

April 6, 2018 Muzon National High School
2nd Place Classroom- Based Spelling Quiz Bee
November 30, 2017 Muzon National High School
1st Place ASEAN Quiz Bee November 16, 2017

Division Office, City of San Jose Del Monte Bulacan
1st Place Grand Quiz Bee (English Category) March 4, 2019

Grade 11 with Honor March 28, 2019 College of Saint Adela Inc.
SEMINARS ATTENDED
Leadership Training with a Theme:
Youngblood Lead in Cooperatives

San Pedro St. Poblacion I, City of San Jose Del Monte Bulacan
WORK EXPERIENCES
Market Vendor
South Triangle, Muzon City of San Jose Del Monte Bulacan
( 2011- present )
Work immersion student (RESEARCH and Extension Office)
BSU Sarmiento Campus, Brgy. Kaypian, City of San Jose Del Monte
Bulacan
(May 20-31, 2019)
2017 – 2018 Araling Panlipunan Club

President
Anna Liza G. Dela Cruz

Araling Panlipunan Teacher ( Muzon National High School )
0966-962-6566
Alexie C. Gile
Araling Panlipunan Teacher ( Muzon National High School )
0919-856-4057
Fedel Johnson F. Osorio

Edukasyon sa Pagpapakatao Teacher ( Muzon National High School )
0948-533-9590
I hereby declared that all of the information above is true to the best of
my knowledge.
AARON ARTH T.
PANGILINAN
Applicant
SOREDA, ANGELINE B.
Blk 8 Lot 16 Sitio Pakulis Brgy, Gaya-gaya

0909-2900-950
OBJECTIVE
To be able to contribute and enhance my skills, ability

and knowledge use it for professional growth to provide a better service
to the company.
Senior High School Humanity and Social Sciences

(HUMSS)
Daang Bario, Poblacion I
City of San Jose Del Monte, Bulacan
Junior High School San Jose Del Monte High School

2017-2018
Birth date February 9, 2002
Place of Birth : City of San Jose Del Monte
Bulacan
Civil status Single
Citizenship Filipino
Weight 54kgs.
Height 5’1
Religion Roman Catholic
SKILLS/ INTERESTS
 Can work under pressure

 Can do multi-tasking
 Able to work individually or by team
 Willing to be trained
Youth Organization President

Sagiptahanan Village, Brgy. Gaya-gaya City of San Jose del Monte
2017- Present
CHARACTER REFFERENCES
May-Ann Abla
Teacher
Daang Barrio College of Saint Adela, Inc.
0930-2779-437
Agnes R. Mendoza
Assistant Administrator
Defense and Protection System Philippines Inc.
(02) 877-0844 / (02) 886-4788
Rosel D. Caneso
Teacher
San Bartolome High School
Brgy. San Bartolome, Novaliches Quezon City
0921-6438-687
I hereby certify that the above information is true and correct.
Angeline B. Soreda
Applicant
TABOR, KENNETH EDREAN B.
Phase 2B Block 2 Lot 2

San Jose Del Monte Heights Brgy, Muzon
09222376286
knttbr@gmail.com
OBJECTIVE:
To experience something new for me to enhance my self

confidence that someday will help me
Elementary Morning Breeze Elementary School
Pilar St. Morning Breeze Subd. Caloocan

City
(2008-2013)
Junior High School San Jose Del Monte Heights High School
San Jose Del Monte Heights Brgy. Muzon

(2013-2018)
Daang Bario, Poblacion I, City of San Jose
Del Monte Bulacan

Humanities and Social Sciences (HUMSS)
(2018-Present)
Birthday: 22, 2002
Age: 17
Birth Place: Manila
Gender: Male
Citizenship: Filipino
Height: 5'9
SKILLS/ INTERESTS
Guitarist, Chorist, good in oral communication, time and project

management, and a flexible team player who prosper in a fast-paced
work environment.
Jhubel Sanchez
Filipino Teacher
09182519339
May-Ann Abla
English Teacher
College of Saint Adela
09302779437
Benjamin Mayo
Practical research 1 Teacher
College of Saint Adela
I hereby clarify that the above information is true and correct to the best
of my knowledge and belief.
,…
KENNETH EDREAN B. TABOR
Applicant
TAMO, MARK CHRISTIAN E.
Ph 1, Blk, 23, Lot 27 San Jose Del Monte Heights
Brgy Muzon, CSJDM, Bulacan
markchristiantamo@gmail.com
09665938865
Objective:
To be part of fast growing company which offers continues opportunity

for an excellent career development.
Educational Background
Elementary Gen. Emilio Aguinaldo Integrated School
Punta, Sta. Ana, Manila
(2008-2014)
Junior High School San Jose Del Monte Heights National
High School
San Jose Del Monte Heights,
(2014- 2018)
Daang barrio Poblacion 1, CSJDM,

Bulacan
Information and Communication
Technology (ICT)
(2018- Present)
Birth Place Manila.
Father’s Name Roque T. Tamo
Mother’s Name Melinda E. Tamo
Age: 17
Religion Catholic
Civil Status Single
Language Filipino
SKILLS/ INTERESTS
 Trustworthy
 Hard Working
 Well Educated
WORK EXPERIENCE
Urban Poor Affairs Office (UPAO)

Motorpool, Sapang Palay, City of San Jose Del Monte
Bulacan
(April 29- May 9, 2019)
Gregorio Arcilla
Chief Mechanic
09364149
Renato Aguinaldo
Employer
09166201497
Patrick Bona
Driver
09364149133
I hereby certify that the above information given are true and correct as
the best of my knowledge.
Mark Christian E. Tamo
Applicant

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The Impact of Social Media Usage towards Verbal

Communication of Grade 11 and 12 ICT students

Caprecho, Ma. Rizza Vivienne

Concepcion, Rich Joy

Nieto, Ashz John Gabriel

Pacres, Patricia Mae

Pangilinan, Aaron Arth

Tamo, Mark Christian

The researchers want to express their overflowing gratitude and

This genuine gratitude must receive by the researchers’

To Ms. Ehlie Rose Baguinaon, Practical Research 2 adviser who

To Mr. Benjamin Mayo, the office-in- charge of the school for

Their classmates and friends who helped the researchers in a

To Jericho Encarnacion especially, a good friend, for helping

Above all, an immeasurable gratitude to Almighty God for giving

FOR ALL THE TEENAGE USERS OF SOCIAL MEDIA

Social Media Usage Affect the Verbal Communication of Grade 11

CHAPTER 1: PROBLEM AND ITS BACKGROUND

Statement of the Problem…………………………………………………4

Significance of the Study………………………………………………...5

Scope and Delimitation……………………………………………………7

CHAPTER 2: REVIEW OF THE RELATED LITERATURE

CHAPTER 3: METHODOLOGY OF THE STUDY

Population and Sample………………………………………………….

Data Gathering and Procedure…………………………………………

CHAPTER 4: DATA ANALYSIS & INTERPRETATION OF THE

CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATION

Pre- Test and Post Test……………………………………………..

This chapter is comprises of the introduction, statement of

“Content is fire, social media is gasoline.”—Jay Baer.

Social media had been changed the life of mankind tremendously

Facebook, Twitter and YouTube and more are the frequently

Therefore, social media affects the verbal communication of

1. What is the demographic profile of the respondents?

2. How may social media usage be described in terms of:

3. How may verbal communication be assessed in terms of:

4. Does social media usage affect the verbal communication of

School Administrators. School administrator will benefit in this study

This study about the impact of social media towards verbal

INPUT PROCESS OUTPUT

1.1 Age Social Media

REVIEW OF RELATED LITERATURE AND STUDIES

Facebook, Twitter and YouTube are the typical examples of social

According to Statista (2017), over half of people spend at least 5 hours

Peer influence is a theory of human behavioral and behavior adaption,

Recently, neurological studies have started focusing on how

Social media platforms expose the global interests of youth activists

Most of students use social media to socialize and communicate with

According to (Al-Sharqi, Hashim, & Kutbi, 2015), the adoption of social

(Negussie & Ketema, 2014) conducted a cross-sectional survey to at

(Sakkir, Rahman, & Salija, 2016) conduct a study where 42 EFL

There is no significant impact between social media usage

Family Background- this term by International Studies of Education:

Peer Interaction- This term refers is prefer to youngsters that

Social Awareness. This term refers to the interpretation of the others

Social Media. This term refers to web-based software or web

Al-Bahrani, A. (2015). Engaging Students Using Social Media: The Students'

Carolan, B. V. (2009, September 5). Estimating the Effects of Students’ Social

Hudson, M. (2019, May 8). Retrieved from What Is Social Media?:

Mcfadden, C. (2018, October 16). Retrieved from

Negussie, & Ketema. (2014). THE EFFECTS OF SOCIAL MEDIA ON STUDENT

Statcounter.com. (2019). Retrieved from https://gs.statcounter.com/social-media-