Chapter 1

The Problem and its Scope

The advent of technological boom changes almost all the ways in which people

live. The convenience it brought to the society can be evidently seen in every human

activity. Even the most difficult task can be accomplished in just one tap or click on our

devices. But the challenge relies on the social aspects on how people use this technology.

Social intelligence can be a factor in media literacy. Social intelligence is an inclusive term

that embraces wide range of skills and personal characteristics. It has been defined as

the ability to establish relationship with others, interpersonal knowledge, ability to judge

about other’s feeling, temperaments and incentives (Ebrahimpoor, Zahed, & Elyasi,

2013). Although this definition can be interpreted in the context of face-to-face interaction,

social intelligence can also be a factor in the virtual reality. Marta-Lazo, Hergueta-

Covacho, and Gabelas-Barosso (2015) asserted that the network has been the haven of

students to participate as active agents in the digital society. Students who are very shy

in public tend to be very aggressive and participative in the digital society. Thus, the future

is communicatively digital and this governs the new digital culture. Social networks bolster

teaching and learning way beyond the walls of educational institutions.

On the other hand, As cited by Jolls and Wilson (2014), Aspen institute has

published a new policy called “Learners at the Center of Networked World”. In this policy,

they emphasized that the educative process must prioritize the improvement of media

literacy as well as social and emotional literacy. This will serve as the heart of education.

This means that social literacy and media literacy must go together to improve learning.
Additionally, Kosic (2018) emphasized the importance of ensuring young people to be

well-informed and literate about media and social learning, to prevent adverse effects

from exposure and misinformation. She also observed that that when regularly

implemented, media literacy and improving social intelligence approaches can harness

positive life skills and promote positive thinking and behaviors. This only means that

socio-emotional approaches and media literacy can be a valid approach to promote active

learning among net generations or those generations who have totally immersed and

surrounded by online/digital settings. Moreover, Youngbauer (2011), in his study,

discusses how important the implementation of media literacy in social studies curriculum.

He asserted that social competence and social awareness are related to media literacy.

This will help curriculum planners to take into considerations, the social intelligence and

media literacy of students.

Thus, this study aims to determine the relationship between social intelligence and

media literacy of students. Likewise, this paper also tries to fill the gap to provide

additional literature to future studies since there are only limited access and number of

studies conducted on social intelligence and media literacy of senior high school students.

Rationale of the Study

The result of this study will be beneficial to the senior high school learners since

this will give them information about their social intelligence and media literacy.

Senior high school learners. The result of this study will be beneficial to the senior

high school learners since this will give them information on how important media literacy

and social intelligence in their studies.

 Teachers. This is significant to the school teachers since this serves as a basis for

them to guide and teach their students on how to properly analyze the information present

at hand.

School Administrators. This study will help the school administrators to plan for

possible seminars and forum for students as well as to teachers that will help them

improve their social intelligence and media literacy.

Future Researchers. The result of this study will provide a better understanding for

the future researchers who wish to pursue and conduct another angle of this research

study. Moreover, this study will also serve as a reference and baseline information to

which their future studies can be referred.

Statement of the Problem

This study attempts to determine the relationship between social intelligence and

media literacy of Senior High School students.

Specifically, this study attempts to answer these questions:

1. What is the level of social intelligence of senior high school students in terms of:

1.1 Social skills,

1.2 Social awareness,

1.3 Social information processing, and

1.4 Social Desirability?

2. What is the level of media literacy of senior high school students in terms of:

2.1 Access,

2.2 Critical Thinking,

 2.3 Media Awareness, and

2.4. Civic participation?

3. Is there a relationship between the social intelligence and media literacy among senior

high school students?

Hypothesis

Ho1: There is no significant relationship between social intelligence and media

literacy among senior high school students.

Ho2: There is a significant relationship between the social intelligence and media

literacy among senior high school students.

Review of Related Literature

Social Intelligence

Social intelligence refers to the ability to read other people and understand their intentions

and motivations. It is basically the capacity to effectively negotiate complex social

relationships and environments. Psychologist Nicholas Humphrey believes that it is social

intelligence, rather than quantitative intelligence, that defines humans. Social scientist

Ross Honeywill believes social intelligence is an aggregated measure of self- and social-

awareness, evolved social beliefs and attitudes, and a capacity and appetite to manage

complex social change. The original definition by Edward Thorndike in 1920 is "the ability

to understand and manage men and women, boys and girls, to act wisely in human

relations". It is equivalent to Interpersonal Intelligence, one of the types of intelligence

identified in Howard Gardner's Theory of Multiple Intelligences, and closely related to

theory of mind. Some authors have restricted the definition to deal only with knowledge

of social situations, perhaps more properly called social cognition or social marketing

intelligence, as it pertains to trending socio-psychological advertising and marketing

strategies and tactics. According to Sean Foleno, social intelligence is a person’s

competence to understand his or her environment optimally and react appropriately for

socially successful conduct. The social intelligence hypothesis states that social

intelligence, that is, complex socialization such as politics, romance, family relationships,

quarrels, collaboration, reciprocity, and altruism, (1) was the driving force in developing

the size of human brains and (2) today provides our ability to use those large brains in

complex social circumstances. That is, it was the demands of living together that drove

our need for intelligence generally.

Social Skills. Appropriate classroom behavior maintaining proper educational attention

during instructional periods, on -aversive relationships and interactions with teacher and

fellow classmates in school , and non- disruptive classroom behavior. Whereas ,improper

or inappropriate social skills is defined where a student fails to exhibit interpersonal social

skills that are necessary for a student to use as a vehicle to higher aspiration which

includes being attentive in class , ability to stablish and a maintain healthy and friendly

relationships with teachers and classmates , and ability to behave in a classroom in a

manner that is conducive learning .The ability to interact with others in ways that will

produce positive results-sharing,cooperation,helping. Students who struggled to master

social skills faced more disciplinary consequences when they failed to engage in
appropriate behavior. They (students) need to be taught – directly and systemically –

skills to succeed in schools (Martens & Witt, 2004; Warger & Rutherford, 1996).

Social Awareness . Is awareness of the social situation in a group or a community in a

shared environment , which can be physical , virtual or both . This awareness includes

knowledge on learners’ resources , activities and social network . Social awareness can

be short-term and long-term . Short-term awareness is awareness of a social at a certain

moment . Long term awareness is awareness of the social situation in general and over

a certain period of time . Social awareness in SEL pertains to the ability to take the

perspective of and empathize with others , including those from diverse backgrounds and

cultures ; ability to understand social and ethical norms for behavior and to recognize

family , school , and community resources and supports. It has four subcontracts such as

perspective-taking , empathy , appreciating diversity and respect for others

(CASEL,2018).Perspective taking is the process of identifying and understanding the

thoughts and feelings of others; Empathy is learning to relate to others with acceptance ,

understanding , and sensitivity to their diverse perspectives ans experiences “,

Appreciating Diversity is an understanding that individual and group differences

complement each other and make the world more interesting”, and Respect for others in

SEL believes that others deserve to be treated with kindness and compassion and

feeling motivated to contribute to the common good” ( SEL Core Competencies as stated

CASEL , 2004 cited by Russell and Hutzel,2007).

Social Information Processing (SIP) . Is an interpersonal communication theory and

media studies theory . It explains online interpersonal communication without nonverbal

cues and how people develop and manage relationships in a computer - mediated
environment . While the term has traditionally referred to those communications that occur

via computer-mediated formats ( e.g., instant messages , e-mails , chat rooms ) , it has

also been applied to other forms of text-based interaction such as text messaging . In

computer - mediated environments , interpersonal relationship development may require

more time to develop than traditional face-to-face relationships . The SIP model (CRick &

Dodge , 1994 ; Dodge , 1986 ) proposes that , in order to respond appropriately to social

situations , social information has to be processed in an orderly fashion . First , the

information has to be encoded accurately . Second , the encoded information has to be

represented correctly . Third , an appropriate interaction goal needs to be specified .

Fourth , response alternatives have to be generated to attain this goal . Fifth , these

response alternatives have to be evaluated , and from these responses an optimal

response has to be selected . According to the model , how a person proceeds through

the steps in the model is determined by the stimulus situation , the person’s information -

processing capabilities , and so-called “database” . The database stores earlier

experiences in the form of associations , memories , and schemata that are used in each

step of information processing . Development in social information-processing would

occur through increasing speed and efficiency in information processing and through

experiences that change the database ( Crick & Dodge , 1994 ; Dodge 1993 ).

Social Desirability. Kasturi and Vardhan (2014) examined the key issues and new

challenges of the social desirability with the help of a filed study in Nalgonda district of

Andhra Pradesh. The main objectives of the study were to seek the opinion of audience

of social media on various aspects, to discuss the key challenges posed by social media,

the major roles played by social media and to discuss the significances of social media.
Mahat and Mundhe (2014) conducted a research on youths between age group of 12-30

years with a view to knowing the level of consciousness on the community issues and

how far social networking sites get up the today’s youth in expressing their views on

present and burning issues like corruption, human rights, education etc.

There is a perpetual cycle that adolescent girls may engage in due to the overwhelming

amount of time spent on social media; if the girls are constantly comparing themselves to

others from being on social media, it will become a habit, thus degrading their self-image

and self-esteem. Schufreider (2015) states that people may compare many aspects on

Facebook including “appearance, clothing style, love life, or social calendar” and the

longer amount of time users spends on Facebook, the more time they have to compare

to others, “which caused users to begin to feel poorly about themselves, their self-worth,

and their self-image” (pp. 17). Blease (2015) asserts that because there is so much social

competition on Facebook, individuals are being exposed to a variety of others who appear

successful on social media “evinced by the content of profile images, galleries, and status

updates” (pp. 9).

There has been growing concern about adolescent behaviour, especially with regard to

a tendency for them to withdraw from the larger social activities. A review by Li and Wong

(2015) summarized and categorized clinical, psychological, familial, and social factors

leading to youth social withdrawal behaviours’. Family structure and system dynamics

factors were found to be important.

Sharma and Chauhan (2015) conducted a study which revealed that there is positive and

significant relationship between academic achievement and intelligence of intellectually

gifted students. Further, the study revealed that there is significant gender difference in

academic achievement of intellectually gifted students in favour of girls.

At a more general level, compared with less neurotic individuals, highly neurotic

individuals may exhibit a whole-brain network structure resembling more of a random

network, with weaker functional connections. In such highly neurotic individuals, Servaas

et al. (2015) demonstrated that functional sub-networks could be delineated less clearly

and the majority of these showed lower efficiency. The authors concluded that the

‘neurotic brain’ has a less than optimal functional network organization and that it shows

signs of functional disconnectivity. Moreover, in high compared with low neurotic

individuals, emotion and salience sub-networks seemed to have a more prominent role

in the information exchange relative to the sensorimotor and cognitive control sub-

networks (Servaas et al., 2015).

Also, people receive social recognition when they get “likes” or “comments” on their

pictures or statuses; “if users receive ‘likes’ or ‘comments’ from high status ‘friends’ this

may result in boosts in self-esteem and feelings of well-being” (Blease, 2015, pp. People

also place so much importance and a great amount of their selfworth into amount of ‘likes’

and ‘comments’ they receive on social media; ergo, if they do not receive as many ‘likes’

and ‘comments’ as they thought they would, it might affect their self-esteem, self-worth,

and trigger mild depressive symptoms. Not only is selfesteem and self-worth influenced

by Facebook use, but also “the level of life satisfaction was the lowest among addicted

Facebook users” (Blachnio, Prezepiorka, Pantic, 2015, pp. 703). Albooshi (2015) claims

people “revealed that their use of social networks like Facebook and Twitter has made
their lives worse” (pp. 9). Facebook users who are not addicted are more satisfied with

their lives (Blachnio, Prezepiorka, Pantic, 2015, pp. 703).

When individuals have high self-esteem, they are less likely to let a lower number of “likes”

or “comments” affect or bother them. Alblooshi (2015) used a correlational research

design to study self-esteem and the number of selfies a person takes and posts; from that

research, the results indicated people with lower self-esteem took less “selfies” compared

to people with high selfesteem (pp. 22 & 28). Even though there was not a significant

difference between the average number of selfies taken by people with low self-esteem

(6.61) and people with high self-esteem (8.15), people with higher self-esteem may be

taking more selfies because they are more comfortable with their appearances (Alblooshi,

2015, pp. 28).

These situations are especially troubling when local political maneuverings are given a

higher priority than the services and products provided to customers or clients. On a

strictly humanitarian level, this deterioration of workplace atmosphere and harm to

competent individuals should be of concern, but there is a financial cost to companies as

well. A study by Fattori et al. (2015) estimated the economic cost of bullying to employers

in terms of losses in productivity as upward from 15%. When incompetent employees

become members of a mob, the quality of their work often deteriorates even further. Under

the protection of the zero-empathy employee, even the feeblest of striving seems

unnecessary. More serious is the decline in work quality of the targeted employee, who

is often driven into depression by mobbing activities. Other employees who observe this

diminishing of quality throughout their workplace also experience increased stress, which
has an impact on job satisfaction and the quality of their work. Boddy (2011) found that

26% of the bullying was not resolved.

Media Literacy

Media literacy has survived through the years largely as grass-roots movement

which, slowly but surely, has developed around the world. While it has been often present

on the “margins” of school curriculum thanks to the steadfast support of global

organizations such as UNESCO, media literacy continues to gain recognition and

legitimacy worldwide. Yet, because media literacy is rarely institutionalized in education

systems and not taught consistently, there is often little understanding of the foundation

and basic concepts of media literacy and how these concepts evolved (Jolls & Wilson,

2014).

Critical Thinking. Critical thinking specialist G. Randy Kasten believes that the ability to

think critically will benefit students throughout their lives. It "is one skill separating

innovators from followers." The definition of critical thinking is not universally agreed upon,

but Kasten says "it is merely the ability to understand why things are the way they are

and to understand the potential consequences of actions."

Today, students are under a steady barrage of information, particularly from online

sources, friends, parents and media, and it quickly becomes evident that they need to

learn how to evaluate what they see and hear every day so they can identify false ideas

and look beyond superficial appearances. In this sense, learning facts about the media is

intertwined with critical thinking.

 On the other hand, critical thinking is a skillful activity which meets various

intellectual standards (as cited in Fisher 2001). It is skill set that includes fundamental

abilities associated with the defense of decisions and justification of actions.

Nevertheless, critical thinking plays a central role in the internalization of the

content, assessment of the quality of the internalization which might be developed

through real problems for meaning construction. (as cited in Elder & Paul, 2010).

Media Awareness. Media education plays a crucial role in the process of media literacy

and awareness formation (Tanriverdi, 2008). The major goal of media education is to

promote critical inquiry, analysis, evaluation, and creative production of media messages

in a wide variety of mediums, genres, and forms (Buckingham, 2007). This enables media

consumers to analyze messages critically, raises their awareness of the political/social

purposes behind media messages, offers opportunities for them to broaden their

experience of media, and helps them develop the creative skills necessary to make their

own media messages (Media literacy defined, 2012).

The concept of media awareness refers to perceived credibility of various media

sources (Kellner & Share, 2005), and levels of confidence in distinguishing between true

and false news. Without knowledge of the media consumption habits and awareness of

students, the establishment of effective media education and accurate measurement of

the success of such education is difficult (Kellner & Share, 2005).

Hence, in this decade of Knowledge and awareness there is a huge and grand role

of media, it is all around us when we watch on Television, listen to on the radio, read to

the books, magazines, and newspapers, everywhere we want to collect some knowledge
and information and a part of this media has to present a very responsible role for our

society.

Civic Participation. Civic engagement refers to action’s citizens take in order to pursue

common concerns and address problems in the communities they belong to (Zukin et al.,

2006). Examples of civic participation include volunteering for charities, raising

awareness of community issues, and seeking help for groups.

In the United States, Zhang et al. (2010) found that the use of Social Networking

Sites (SNS) was significantly associated with increased civic participation. Participants

were asked to estimate the extent to which they used SNSs sites such as Facebook,

MySpace, and YouTube as well as how much they engaged in interpersonal political

discussion. Results show that reliance on both SNSs and interpersonal political

discussion was positively related to civic engagement.

The published studies mostly agree that the use of social media has a significant

positive relationship with civic participation although they differ in the reasons, extent, and

nature of such relationships. Scholars argue that the “features of the Internet

communication setting and the particular goals and needs of the communicators” inform

and guide the impact of digital media on civic engagement (Bargh and McKenna, 2004:

579), and that the use of the Internet acts as one of several factors mediating rather than

driving engagement with one’s community (Kavanaugh et al., 2005).

Furthermore, the concept of civic engagement is “deeply normative” (Bennett,

2008: 4) and needs to be understood in terms of how social media is used and functioning

in the larger context of other forms of civic participation, civil society and its institutions,
structures of legitimacy, and infrastructure. The rise of social media parallels the shift from

traditional group-based citizen engagement to the one dominated by lifestyle and identity

concerns, where civic organizations are replaced by flexible issue networks that address

both local and global concerns (Bennett, 2008; Bennett and Segerberg, 2012).

Theoretical Framework

In Sternberg’s (1988) Triarchic theory, social intelligence is an attempt by the

person the physical and social world to solve the particular problems encountered in part

of a large repertoire of knowledge. On the other hand, Venun (1927) defined social

intelligence as the person’s ability to get along with people in general social technique or

ease in society, knowledge of social matters, well as insight into the temporary moods or

underlying personality traits of strangers.

Social Judgement or Involvement Theory is the theory of attitude change,

developed by Muzafer Sherif and Carl Hovland (and later by Carolyn Sherif), is different

from other consistency theories for two reasons. As its name suggests, it is a model of

judgment, which means that it declares that the audience interprets (judges) a message.

Specifically, a listener judges how much the message agrees or disagrees with his or her

own attitude. Second, Social Judgment/Involvement theory holds that a listener’s

involvement in the topic of the persuasive message that is, how important a topic is to a

listener is an important factor in attitude change.

All of these theories can be connected with media literacy because of the prime

importance in sociological aspect. Also, media literacy empowers people to be critical

thinkers with the social events happening, effective communicators to have better
understanding and active citizens which can also impose sensitivity towards other people

(National Association for Media Literacy Education, 2018).

Conceptual Framework

Figure 1 shows the conceptual framework of the study. The first box contains the

independent variable which is the social intelligence of senor high school students. This

will be linked to the second box which is the dependent variable. This contains the media

literacy of the senior high school students. This will help the researchers to know if the

social intelligence of students influences the media literacy of students.

Independent Variable Dependent Variable

Social Intelligence Media Literacy

 Social Skills  Access

 Social Awareness  Critical Thinking

 Social Information  Media Awareness

Processing  Civic Participation

 Social Desirability

Figure 1. Conceptual Framework Diagram

CHAPTER 2

Method

This chapter aims to present the research design, locale, respondents,

instruments, and statistical tool that will be used in gathering data to answer the problems

presented in the previous chapter.

Research Design

This study makes use of a quantitative research design specifically the

correlational approach. This correlational approach will look into the possible relationship

between the two variables. According to Creswell (2011), correlational research design

uses statistical test to describe and measure the degree of association or relationship

between two or more variables or sets of scores. This kind of research design examines

the tendency or pattern of two sets of data to vary consistently. In this study, the

researchers aim to determine the relationship between students’ social intelligence and

media literacy. In this correlation research, data will be gathered from our respondents

and from there, the researchers will find the extent to which their variables are related.

Research Locale

The research will be conducted in San Luis National High School, San Luis,

Caraga, Davao Oriental. The school has an expected population of over 278 senior high
school students this coming school year 2019-2020. With six (6) instructional classrooms

and a maximum of fifty (50) students per section.

Research Respondents

The target respondents of this research are thirty (30) students in which fifteen of

them will be coming from Grade 12 and the other fifteen from the Grade 11. These

respondents are randomly selected students of San Luis National High School. Random

sampling is a kind of technique in which each member of the population has an equal

chance of being chosen as a respondent of the study (Investopedia, 2018). With this kind

of sampling technique, the researchers can mitigate the unbiased representation of the

population.

Section Population Size Sample Size Percentage

Jaena (Grade 11) 50 15 30%

Gomburza (Grade 12) 50 15 30%

Research Instrument

To know the relationship between the students’ social intelligence and media

literacy, this study aims to use an adopted survey-questionnaire. The survey

questionnaire for social intelligence will adopt the Tromso Social Intelligence Scale

developed at the University of Tromso by Silvera, Matinussen,and Dahl while survey

questionnaire for media literacy will adopted from Hallaq (2016). These survey-

questionnaires will be answered by four-level Likert scale namely: Strongly Agree, Agree,
Disagree and Strongly Disagree. Moreover, each component of the survey-questionnaire

will be based from the variables of the research and also from the researchers’ relevant

studies and literatures of the research study.

Mean Interpretation

Strongly Disagree. It means the

respondent is in total disagreement with
1.0-1.75 the statement.

Disagree. It means that the respondent

disagree with the statement for the most
1.76-2.5 part.

Agree. It means that the respondent

agree with the statement for the most
2.51-3.25 part.

Strongly Agree. It means the

respondent is in total agreement with the
3.26-4.0 statement.

Data Gathering Procedure

The researchers’ survey test must first be verified by a statistician. The researchers

will ask for the approval of our mentor. Afterwards, the researchers will ask the permission

of the Principal of San Luis National High School through giving of letter of intent asking

permission to conduct a study. The researchers will ask permission from the teachers and

the respondents via giving of Letter of Consent and wait for their acceptance. Upon

acceptance, the researchers will administer the survey test to the target respondents.
Before they will answer the test, the researchers will explain the rationale of this study as

well as the instruction in answering the survey test. The researchers ensured that the

respondents will have an ample time to answer the survey-questionnaire. The collection

of survey-questionnaire will be immediately done after the respondents finished

answering it. The gathered data will be analyzed and interpreted based on the purpose

of the study.

Data Analysis

The gathered data for this research will be encoded in Microsoft Excel and tabular

method of presentation of data will be utilized. Descriptive statistical tools such as

percentage distribution and mean will be utilized to analyze the data. The statistical tool

Pearson-r will be utilized to determine the relation between the social intelligence and

media literacy of senior high school students.

The Parametric measures and Pearson Correlation Coefficient will be used to

determine the interpretation of the mean and the significant relationship of the variables:
 Correlation Coefficient Interpretation

No relationship
0.00

Weak relationship. A positive coefficient

implies a direct relationship between two
.01-.24 variables while a negative implies an
indirect relationship.

Moderate relationship. A positive

coefficient indicates a direct relationship
.25-.49 between two variables while a negative
indicates an indirect relationship.

Moderately strong relationship. A

positive coefficient implies a direct
.50-.74 relationship between two variables while
a negative implies an indirect relationship.

Very strongly relationship. A positive

coefficient indicates a direct relationship
.75-.99 between two variables while a negative
indicates an indirect relationship.

Perfect relationship
1.00

Source: Holcomb, Z. (2017). SPSS Basics: Techniques for a First Course in Statistics.
New York, NY: Routledge.
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