The Effects of Social Media on the Performance in Statistics of Grade 11 Senior High School Students

Abstract

This study analyzed the effects of social media on students' performance in Statistics at STI West Negros University, Burgos Street, Bacolod City, during the School Year 2018- 2019. Data was gathered through a self-made instrument that had undergone tests of validity and reliability. Eighty (80) Grade 11 HUMSS students were taken as subjects using the quasi-experimental design, categorized as a pretest-posttest non-equivalent control group design. The control group was subjected to the traditional method, the usual discussion method, while the experimental group used social media as the intervention. The initial analysis showed no significant difference in the level of performance (LOP) in the pretests of both control and experimental groups, indicating the homogeneity of groupings before the start of experimentation. Subsequent analysis showed a significant difference between the pretests of both control and experimental groups. Interestingly, the posttest of the control group progressed to a high LOP, while that of the experimental group improved to just an average LOP. These results imply that traditional teaching still delivers the curriculum effectively through its long-accepted teaching methodologies. Likewise, collaborating with others through social media positively affected learning, though at a different level than shown by traditional methods. Given the findings and conclusions just mentioned, this paper calls for a perpetual enhancement of teaching methodologies and creative means for social media integration that enables learners to maximize interaction with mathematical concepts and minimize, if not completely eliminate, its distraction in the classroom.