Clark

College of Science and Technology

SNS Building Aurea St. Samsonville Subd. Dau, Mabalacat, Pampanga

The Effect’s of Facebook on the Social Interaction of Grade 11 ICT Students of

CCST

Camato, Krizette L

Salgado, Dan Angelo P.

Ventura,Mike A.

Lagman, Rose Marie L.

 CHAPTER 2

REVIEW OF RELATED AND LITERATURE

REVIEW AND RELATED LITERATURE

Local

The goal of the study was to ascertain how a Facebook training program affected

university professors' virtual interactions with one another. The significance of the theme

is based on the fact that Information and Communication Technologies (ICT) are

currently being used for the process of interaction and communication between labor,

academic, economic, or social communities, where all types of information flow through

the technological tools and social networks that are available and which are selected by

the users, according to the stakeholder to which they belong; one of them is Facebook

(Fajardo, 2019).

The usage of Web 2.0 tools like Facebook is one new development in writing teaching.

Few research have looked at Facebook as an e-portfolio platform, despite the fact that

there have been many studies on its use in writing schools. Thus, the goal of this quasi-

experimental study was to ascertain how Facebook's e-portfolios affected the writing

abilities of L2 students. 89 L2 English speakers from four English classrooms

participated in the study. A Facebook-based e-portfolio was used by two classes in the

treatment group (N = 48), whereas a traditional portfolio was utilized by the other two
classes in the control group (N = 41). Findings showed that students who used the

Facebook-based e-portfolio outperformed those from the traditional portfolio group using

both quantitative and qualitative data. Facebook's interactive features, adaptability, and

accessibility, as well as its capacity to expose pupils to social pressure and raise their

audience awareness, were all credited with these outcomes. Future research and its

implications for L2 writing are highlighted (Barrot, 2021).

The researcher also conducted from 2015 to 2018 and conducted an interview as part

of a study that used an online survey given to 65 WAA and 30 SEA360 members. This

exploratory investigation also included expert observations. The findings demonstrate

that people express themselves in a variety of ways, identifying themselves as citizens of

a certain nation in posts that champion that nation against rival nations or as a member of

a particular ethnic group in posts that highlight the similarities and contrasts in that

nation. Only a small number of respondents in the aforementioned groups identified as

Southeast Asian. Additionally, the data demonstrates that members engage favorably in

postings on the physical environment and some current events, whereas other members

interact adversely in posts about socioeconomic development, culture, and other current

events. The survey results also demonstrate that respondents typically have a favorable

opinion of other group members as a result of the group's capacity to publish interesting

and educational postings for its participants. (Winter, 2019).

The effects of Facebook use on college students' studies. The study specifically sought
to ascertain the profile, respondents' status as long-term Facebook users/members,
frequency of Facebook logins, hours spent on Facebook, purpose of usage, and students'
self-perceived assessments of the influence of Facebook use on their studies, as well as
any significant differences in those assessments. Frequency count, mean, percentage, t-
test, and F-test were used to examine the data. The majority of respondents were female,
between the ages of 19 and 20, and in their third year. The majority of the respondents
had been Facebook members for more than a year, and all of the respondents had
accounts (Sagun, 2018).

Students' opportunities to discuss about their own thoughts and learn mathematics

through social contact, and these conversations foster reflection. A study was conducted

to ascertain the connection between third-year students' geometry proficiency and social

contact. In particular, the study intended to ascertain the students' degrees of

unintentional, recurrent, regular, and regulated social interactions, as well as their

academic performance in geometry and the relationship between those levels and

performance. 39 students participated in the study using the descriptive-correlation

method, and a complete enumeration sampling design was adopted. While the

performance was described as very high, high, moderate, and low, the social connections

were described as exceptional, very satisfactory, satisfactory, poor, and very poor. The

data revealed no connection between social interaction and the outcomes, despite the

kids' excellent geometry skills. According to the study's findings, student geometry

performance is unaffected by social contact. The study suggests additional research be

done on the correlation between student performance when grouped according to the

various levels of social contact so that the right intervention may be made without too

much difficulty (Retutas, 2014).

 Level of student social engagement, collaborative learning, and perceived learning
were examined in the context of an online learning environment. 288 easily selected
teacher education students from a state institution in the Philippines' eastern province
participated in an online survey to collect the data. To examine the data, descriptive and
inferential statistics were employed. In an online learning environment, the results
showed a high level of social interaction, collaborative learning, and perceived learning.
A strong association between the variables was also found. In order to promote learning
in an online learning environment, teachers should stimulate social interaction and
collaborative learning among students (Kagat, 2022).

According to a survey done on 92 Filipino students, practically all of them use

Facebook on a daily basis for an average of 30 minutes, while usage varies from student

to student. However, make the case that Filipino college students' use of Facebook varies

significantly from their freshman to their senior years. Freshman students are more likely

to use Facebook than senior students are, and they also spend more time online perusing

social networking sites and communicating with friends and family. However, as students

approach their senior year, they increasingly use Facebook to strengthen their

interpersonal ties with peers and other community members. Few students claimed that

the primary reason they use Facebook is to access essential messages and events,

therefore they mostly utilize it for ten to fifteen minutes every day (ABCassignment,

N.D.).

Social Interaction

Foreign

According to Okita (2012), social contact, culture, values, and history all play a role in
how well kids can acquire cognitive thinking. Learning is greatly aided by social
interaction. It has been shown that interacting with others helps learners arrange their
ideas, consider their understanding, and spot any holes in their logic. Peer learning,
reciprocal teaching, learning via teaching, learning through observation, learning by
doing, and self-other monitoring are only a few of the variations that fall under the wide
category of social interactions and learning. These fields of study overlap, and they
frequently provide the best learning opportunities for students. The right conditions can
be produced when analyzing how social interactions affect learning through various
forms of collaborative learning.

According to Spark (2022), social interaction in the classroom refers to how students
engage with one another, their teachers, their surroundings while they are learning, and
their course materials. While every school has a unique perspective on what social
interaction should entail, they all share a concern for the welfare of the children. It is
crucial for students' education to be assisted in growing their social skills.

Since it promotes students' cognitive, affective, and linguistic growth and can assist
them in achieving their academic objectives, social connection is crucial for students'
learning and development (Kumar, April, 2023)

This review discusses the use of peer-mediated interventions (PMI) to help students
with autism spectrum disorder (ASD) become more socially adept in inclusive settings.
This review's objectives are to (a) describe the traits and elements of peer-mediated social
interaction interventions (PMI), (b) assess the effectiveness of PMI by providing an
analysis of the outcomes of the intervention and the study methodology, and (c) make
recommendations for future research. Overall, the findings point to PMI as a potentially
effective treatment for promoting social interaction in contexts that are inclusive of
children, adolescents, and young adults with ASD, with positive generalization,
maintenance, and social validity outcomes. The results also imply that participant
characteristics and the kind of social deficiency a person displays are crucial factors when
establishing the ideal arrangement of PMI strategies (Watkins, 2014).

The effects of social interactions in a social networking environment on the learning

engagement of a group of undergraduate students. Over the course of a semester, thirteen
undergraduate students in a course at a university in Hong Kong used an Elgg-based
social networking platform to create their digital portfolios and communicate with one
another. Utilizing content analysis, descriptive statistics, and social network analysis, we
examined student online behavior. The results indicate that social interaction available in
a social networking environment was transient, person-centered, and informal. For
communication to flourish, kids must have autonomy and effective communication skills.
The study also showed that while these social behaviors in the context of social
networking appeared to increase social engagement, a significant degree of cognitive
engagement was not shown. In order to enhance successful and meaningful learning,
recommendations are offered about the use of social networking platforms.
(LaciWatkins,2014).

The most widely used social networking platform among teenagers in college is now
Facebook. Due of its popularity, it is now seen as a suitable platform for educational
purposes. Currently, Facebook is more adapted to facilitating online interaction among
learners. This study aims to look into how students feel about using Facebook for course-
related online interaction and how that affects their academic achievement. A survey
approach of data collecting was used to gather the information .With the aid of the
statistics program SPSS, a quantitative data analysis procedure was used. The study's
conclusions showed that students had favorable opinions about using Facebook for online
interactions with their friends. The results also show a connection between academic
achievement and students' perceived online involvement on Facebook (Dheleai and Tasir,
2017).

Even while students in today's classrooms, from kindergarten to college, have

embraced social networking like fish to water, few of them engage in social contact, in
our opinion. Most classrooms have a one-way communication from the teacher to the
pupils as their discourse paradigm. One kindergartener, for instance, told his mother the
first thing after his first day of school: "All teachers do is talk, talk, talk." He also
repeated the same thing after his first days of high school and college. .His conclusions
are not unusual. The data from our observations in more than 1,000 classes date back to
1984, when Goodlad stated that "the popular image of a teacher standing in front of a
class imparting knowledge to a group of students is supported" (Hurst, 2013).

EFFECT OF FACEBOOK ON STUDENTS

Foreign

In the 21 first century, Facebook has taken on a crucial role in students' lives. As a
result, interactions between educators and learners are crucial to learning in a social
learning environment like Facebook. Particularly in an online learning environment, this
type of interaction is recognized as one of the essential components that can quantify
students' learning progress. A social networking site not only encourages social
connection, but it also has a strong potential to be used for teaching and learning,
according to previous academics. However, the lack of appropriate guidelines renders
conversations that take place on social networking sites worthless.Lack of sufficient
guidance prevents pupils from growing intellectually since they are more prone to talk
about unrelated subjects. Therefore, the purpose of this study is to analyze Facebook's
social connections and how it might be used as a platform to improve students'
meaningful learning (Ahmaad, 2019).Show on this facebook social interaction is lack of
sufficient guidance.

Social engagement among students and social media sites. The engagement that
students have with others enables them to examine their ideas, consider their experiences,
and come up with answers. Social connection improves pupils' capacity for learning and
social integration. Their knowledge and social interaction are shaped by it. Social media
platforms enable students to interact, network, and communicate at the same time. This
study used a questionnaire and utilized quantitative research methodology to examine
how social media platforms affect students' daily social interactions. The research's
conclusions enable students to comprehend that while social media platforms stimulate
social engagement, they also encourage physical separation between friends during
gatherings and events (Chukwuere, J. E., 2021).

According to (Burker,2012) This study investigated the relationship between people's

social anxiety and interaction success and their Facebook-specific self-presentation
motives and social competence using the self-presentation theory as the theoretical
foundation. The relationship between people's daily Facebook self-presentational motives
—their desire to convey a positive (i.e., socially desirable) impression or their anxiety
about doing so—and either their daily social anxiety or interaction success was
specifically looked at, with social competence being looked at as a moderator. These
daily connections were examined using multilevel models. The findings showed that
respondents reported more successful interactions on days when they had more positive
self-presentation motivation on Facebook and less negative self-presentation concern
along with lower social skills. In addition, respondents revealed more negative concerns
about their Facebook self-presentation the day after hearing about cases of extreme social
anxiety. These findings demonstrate the relationship between anxiety, Facebook self-
presentation motivation, and interaction success as an iterative process. Show in this
study Facebook negative self-presentation and social skills is lower.

THEORITICAL FRAMEWORK
 Facebook

INTERACTIONIST
Social
Interaction SOCIAL THEORY

ICT Students
This research is anchored on the theory of Social
Interactionist. The Interactionist/Social theory proposes
that language exists for the purpose of communication and can only be learned in the
context of interaction with adults and other children. It stresses the importance of the
environment and culture in which the language is being learned. Influenced by the work
of Vygotsky, Jerome Bruner believed that social interaction plays a fundamental role in
the development of cognition in general and language in particular. Whereas Chomsky
focused on innate mechanisms of language acquisition such as the idea of a language
acquisition device (LAD), Bruner proposed the language acquisition support system
(LASS) in opposition to Chomsky (Bakhurst & Shanker, 2001). The LASS refers to the
social and cultural experiences that support and encourage language acquisition. This
includes child-directed language exposure (e.g., parentese, dialogic reading, etc.,) as well
as the various activities children engage in while also receiving exposure to language.
Whereas the LAD emphasizes that children come into the world programmed ready to
learn language, the LASS emphasizes that it is the world that is ready to expose and
support children in learning language. [2]

Fig.1:Interactionist/Social Theory (LaMarr.N.D)

REFERENCES
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Experimental

StudyinHigherEducatiTeachers .https://eric.ed.gov/?

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Burke (PhD, University of Arizona, 2012) is an Assistant Professor in the

Department of Communication Studies at Texas State University

https://www.tandfonline.com/doi/abs/10.1080/10510974.2014.884014