International Journal of Professional Development, Learners and Learning

2021, 3(1), ep2109

ISSN 2754-0618 (Online)
https://www.ijpdll.com/ Research Article OPEN ACCESS

Utilizing Facebook and Messenger Groups as Platforms for

Delivering Mathematics Interventions in Modular Distance
Learning

Alvin Odon Insorio 1,2,3* , Jocelynda Almendrala Olivarez 3

1
College of Graduate Studies and Teacher Education Research, Philippine Normal University, PHILIPPINES
2
San Pedro College of Business Administration, PHILIPPINES
3
San Pedro Relocation Center National High School - Main Campus, PHILIPPINES
*Corresponding Author: [email protected]

Citation: Insorio, A. O., & Olivarez, J. A. (2021). Utilizing Facebook and Messenger Groups as Platforms for Delivering Mathematics
Interventions in Modular Distance Learning. International Journal of Professional Development, Learners and Learning, 3(1), ep2109.
https://doi.org/10.30935/ijpdll/11290

ABSTRACT
Modular distance learning is the most implemented learning delivery modality in the Philippines, wherein students
learn the lessons through the help of self-learning modules. However, students struggle to learn mathematics
lessons independently under this modality based on summative tests and performance tasks’ results from the first
grading period using self-learning modules. So, interventions must be placed by using social media platforms
preferred by most of the students to reach and help them. The study aimed to assess the utilization of Facebook
and Messenger groups as platforms for delivering video lessons and activities, learning materials, administering the
test, and answering queries of the students in grade 9 Mathematics following the modified PDSA model. The study
employed a practical action research design utilizing surveys, interviews, and test materials as data collection
methods validated by master teachers and a head teacher. The pretest was administered before two months of
interventions. After that, the posttest, survey, and interview were administered. Based on the results, the pretest
scores are statistically different from the posttest scores. It means the interventions via Facebook and Messenger
groups help students cope with modular distance learning challenges. The interventions done by the teacher were
effective based on the computed effect size so that the students able to learn mathematics competencies despite
having in the comfort of their houses. As a result, students better understand the mathematics lessons and enjoy
learning at their own pace.
Keywords: Facebook, mathematics intervention, Messenger groups, modular distance learning
Received: 12 May 2021  Accepted: 6 Sep. 2021

teachers must assess the student’s learning needs, make appropriate

INTRODUCTION
interventions, and use available local resources in the form of online
(Labrado et al., 2020). Since self-paced learning does not guarantee the
Modular distance learning is the most implemented learning
mastery of the most essential learning competencies (MELC) that the
delivery modality for students in the Philippines in the new normal
DepEd prescribed, teachers must find ways to reach the students and
setting. Self-learning modules are given to the students quarterly to
develop their capabilities of understanding the lesson in Mathematics.
continue self-paced learning while staying at home. This modality
pertains to individualized instruction wherein the student uses self- Dangle and Sumaoang (2020) revealed the challenges experienced
learning modules and other learning materials with less interaction in implementing modular distance learning in two public secondary
with the teachers (DepEd Order No. 012 s. 2020). However, the schools in the Philippines. These were insufficient funds for the
teacher’s responsibility under this modality is to monitor the student’s production and delivery of self-learning modules. As a result, students
progress. The student may ask the teacher for assistance in any means struggled with self-paced learning modules, and parents do not know
like email, text message, instant messaging, call, or even home how to guide their children academically. They concluded that aside
visitation. Moreover, any family member or stakeholder in the from text and call, social media like Facebook Messenger was the most
community may be served as a para-teacher to assist the learning needs. practical mode of communication among teachers, students, and
parents. Teachers must be active online and patient enough to cater to
In modular distance learning, students are autonomous and agents
the students’ and parents’ learning needs and sentiments. This supports
to take charge of their learning individually. They develop a sense of
the utilization of social media platforms for modular distance learning.
responsibility since the tasks on the modules are self-paced. However,

© 2021 by the authors; licensee IJPDLL by Bastas, UK. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License
(http://creativecommons.org/licenses/by/4.0/).
2 / 11 Insorio & Olivarez / International Journal of Professional Development, Learners and Learning, 3(1), ep2109

LITERATURE REVIEW Facebook groups as alternative learning management systems (LMS)

which were convenient and interactive for learning.
Facebook and Messenger are well-known social network sites used Kalelioğlu (2017) argued that Facebook could be used for the
by many students daily (Kirschner & Karpinski, 2010; O’Brien, 2011; learning areas that need sharing of lecture notes and video lessons,
Ophus & Abbitt, 2009). These have greater potentials for the teaching- cloud-based applications for computation, posting the link to
learning process as a learning management system (Wang et al., 2011) assignments, synchronous and asynchronous communication, posting
because they promote interaction among the students and teachers an announcement, and when the class size is small. This supports the
(Lonn & Teasley, 2009; West et al., 2007). Facebook can be used to use of Facebook as a vehicle to deliver mathematics intervention for the
share learning materials like videos, pictures, PowerPoint students under modular distance learning to reach, communicate, assist,
presentations, voice clips, files, and websites; follow people or daily ask for feedback and monitor students’ learning. However, the
news that support collaborative learning, and provides a question and distractions caused by notifications, advertisements, games, and other
answer mechanism (Gülbahar et al., 2010). They enable collaborative online friends are common problems that the students need to control
learning, sharing of resources and learning materials, develops critical while using Facebook. Therefore, it is up to the students to deal with
thinking and communicative skills, develops writing skills, provides distractions while consuming the mathematics interventions beyond
active participation, and creates a positive attitude towards learning the present study’s scope.
(Ajjan & Harsthone, 2008; Bosch, 2009; Özmen et al., 2011; Ractham &
Anggoro and Rueangrong (2020) conducted a study on Facebook
Firpo, 2011; Yuen & Yuen, 2008).
as an alternative learning platform for online learning in the COVID-
Ooi and Loh (2010) utilized the Facebook group for a secondary 19 pandemic time. They concluded that this platform can be utilized as
Chinese language class. They noticed that Facebook was an excellent a reliable learning management system capable of sharing and storing
avenue to share learning resources and giving comments. It also different files, synchronous and asynchronous interaction, monitoring
allowed the teacher to organize learning activities conveniently. students’ outputs, and giving feedback. This platform supports students’
However, the students must sense safety, security, and comfort when active learning (Akbari et al., 2016; Kabilan et al., 2010), thus making
using the said social media (Karahasanovic et al., 2009). This guarantees them more engaged. It means Facebook can be used for educational
the effectiveness of social media utilization as educational platforms, purposes for successful remote teaching (Allen, 2012; Kent & Leaver,
especially in crisis time, since the students widely use these for 2014; Towner & Munoz, 2011; Anggoro & Rueangrong, 2020). It has a
socialization, communications, and sharing of resources with other closed group feature to make file sharing and communicating secure,
students. Also, Moran et al. (2011) concluded in their study that confidential and only members can see the content and people within
students were more comfortable using Facebook for educational the group. However, the educational application of Facebook may be
purposes rather than teachers because they were more preferred to use uplifted if it is used in meaningful ways (Celik et al., 2015; Mazman &
conventional communication technology, such as email, call, or text. Usluel, 2010). It means Facebook must be utilized thoroughly for
Wang et al. (2011) conducted an exploratory study utilizing the educational purposes only to benefit both teachers and students.
Facebook groups as learning management systems through a survey of Social media has been proven in many studies that facilitate
students’ perceptions. They found that Facebook allows the teacher and educational activities through collaboration, interaction, active
students to post announcements, share resources, conduct online participation, critical thinking, and learning content sharing (Choi,
discussions, and join weekly activities. Moreover, it gives control to the 2013; Thoms & Eryilmaz, 2014). Niu (2017) argued that Facebook as
teachers compared with the commercial learning management system. social media could be used as a learning management system (LMS);
Similarly, Meishar-Tal et al. (2012) concluded that students were however, the effect of Facebook as an LMS has been understudied, even
satisfied with their learning using Facebook, and they liked to continue though many experts recommended the integration of Facebook in
using Facebook groups for future learning areas. However, using teaching and learning. It is better to investigate the effect of Facebook
Facebook was more suited to young learners since they were digital as LMS to explore its maximum benefits aside from entertainment and
natives willing to adopt new technology than matured learners communication. The informal and formal communication practices via
(Vodanovich et al., 2010). Facebook enhance learning and maintain students’ interest (Dohn &
Menon (2012) investigated the use of Facebook groups in medical Dohn, 2017). The statements above justify the research gap about the
education and found that Facebook groups were helpful to engage the effect of Facebook as a platform to reach and teach students in a distant
students in learning that stimulates the student’s creative thinking. manner. These ignite the need to conduct a study to verify if Facebook
Hence, it was supported by the study of Pellizzari (2012) showed that can be used as LMS.
Facebook groups improved the qualitative part of the mathematics Meanwhile, Facebook Messenger is the number one messaging
performance of the students. Kurtz (2014) concluded that Facebook application in 64 countries (Bobrov, 2018) due to the advanced features
groups were considered safe platforms for the students’ social learning that users like and need (Dogtiev, 2018). The said platform is mainly
and participation, an avenue for active interactions and contributions used by the students rather than email or mobile phones during
of the students with peers and teachers, and ways to reach the students. academic consultations due to its convenience to use (Tananuraksakul,
Pai et al. (2017) found in their study that using Facebook groups to 2018). It can share various media types, create group chats, send voice
discuss a scientific argument they like to debate surpassed teachers’ clips and text messages, and make audio and video calls (Gangneux,
expectations. Students actively joined the discussion in the post and 2020). It was released as a stand-alone application of Facebook in 2011.
comments in Facebook groups to feel free to give their opinion and Moreover, it can be used as an online discussion platform to improve
stance. Giannikas (2020) revealed that students were favorable to the students’ responses to test performance (Farhan, 2019). Therefore,
it is conducive to use since most of the students have an active Facebook
 Insorio & Olivarez / International Journal of Professional Development, Learners and Learning, 3(1), ep2109 3 / 11

account, and they are more familiar with using this application. confidentiality of the content. The students were instructed to post a
Moreover, Messenger’s instant messaging feature makes this heart shape after watching the video lessons and answer the activity
application advantageous with other online platforms even without an posted after the video through a personal message to secure their
internet connection as long as the mobile phone data is opened. answers’ confidentiality. Similarly, the summative assessment was
Tananuraksakul (2018) investigated Facebook Messenger as a posted every four weeks to assess the learning outcomes and elicit
medium of academic consultation of teachers to students. He concluded feedback on the interventions. The students can submit the answer via
that students have a positive attitude towards Facebook Messenger as a Messenger or write on a paper sheet and be submitted in school.
medium of academic discussion that positively affects body and mind Through the Messenger group’s use, the students may ask the teacher
with confidence, convenience, less travel time, and saving money. questions/clarifications regarding the lesson to address these challenges
Furthermore, he added that Facebook Messenger could be used as a immediately. Moreover, communication was done quickly through
medium of academic learning since the students are digital natives. This Messenger groups, even personal messages if the students preferred it.
supports the present study’s claim that Facebook Messenger is the The study was carried on in San Pedro Relocation Center National
easiest way to communicate with the students. High School - Main campus for the school year 2020-2021, located at
Related studies have been conducted regarding the utilization of Old Tenant Imelda Avenue Langgam, San Pedro City, Laguna,
Facebook and social networks concerning students’ academic Philippines. It is a public school offering junior and senior high school
performance (Wang et al., 2011) were done before the pandemic. catering 5, 800 students under modular distance learning modality
Facebook as a platform in delivering the lessons has been reported to committed to delivering quality and accessible education, despite the
enhance students’ achievement and engagement (Akbari et al., 2016; pandemic’s challenges through school learning continuity plan. In
Kalelioğlu, 2017; Samani & Noordin, 2020). Hence, platforms for online addition, the school prioritizes students, teachers, and staff’s welfare,
instruction that facilitate active learning is needed to investigate health, safety, and well-being and strives to continue delivering quality
(Anggoro & Rueangrong, 2020). However, no study has been basic education.
conducted on utilizing Facebook and Messenger groups to deliver It has been highly observed that the students were struggling in new
mathematics interventions for the students under a modular distance normal learning situations wherein they stay at home studying the self-
learning modality in the new normal situation wherein face-to-face learning modules with less assistance from their teachers. The modules’
classes are not permitted. contents were not enough to fully understand the concepts and develop
In modular distance learning, students learn at their own pace with the target most essential learning competencies, especially in
less assistance from the teachers. Moreover, few studies have been mathematics, wherein lessons were abstract, requiring teachers’
conducted regarding the teaching-learning process in modular distance guidance even if they have parents or guardians beside them. Moreover,
learning, particularly in mathematics subjects. Furthermore, the the mathematics module topics were not simplified with fewer
implementation of modular distance learning brings challenges to examples and explanations; some instructions were hard-to-understand
students’ learning and teachers’ instruction (Castroverde & Acala, for the students, and learning competencies were hard-to-develop
2021). The above research gap motivates the researchers to continue alone based on the result of the initial survey.
conducting action research since it aligns with the Basic Education It has been observed from the first quarter of the school year 2020-
Learning Continuity Plan (BE-LCP) of the school where the study was 2021; students were struggling in learning the mathematics
conducted. Moreover, DepEd Order No. 012 s. 2020 stated that the competencies in grade 9, as seen on the result of the summative test and
research priority for the school year 2020-2021 must be aligned with performance task. The mastery of the competencies was superficial,
the BE-LCP of the school. Hence, Özmen and Atıcı (2014) claimed that requiring teacher’s interventions to understand the mathematical
distance learning activities create positive learning outcomes when concepts in every lesson thoroughly. In addition, challenges arose for
social networks are integrated wherein learners learn more. the students on how to learn mathematics concepts independently. To
Theoretical and Conceptual Framework address the perceived problems, mathematics teachers tried to find ways
to deliver quality mathematics education despite modular distance
The study utilized the Facebook and Messenger groups as platforms learning challenges. Through consultation with other mathematics
for delivering mathematics interventions such as posting video lessons teachers, a head teacher, and students, Facebook and Messenger groups
and activities, additional learning materials, communicating with the were the most feasible platforms for reaching the students since these
students, administering the summative tests, and answering the were commonly used by the students in public schools. Moreover, the
students’ queries. The students commonly used these platforms due to interventions must be made by the mathematics teachers not taken
their convenience, requiring less consumption on internet bandwidth from many resources on the internet like Youtube recorded video to
as long as a device is available. Hence, most of the students have mobile ensure that the content was aligned to the module. Unfortunately, the
phones on their own, social media is easy and convenient for them. self-learning module was not available early for the 3rd quarter.
Moreover, grade 9 students aged 15 or above have a Facebook account
Figure 1 shows the modified PDSA model of conducting action
used for socialization with friends and classmates. Therefore, they have
research based on the local context. It has four stages: planning, doing,
access to the said social media that require less internet consumption,
studying, and acting with the teacher’s activity and student’s
while Messenger can be used even without an internet connection.
participation across the stages. Each stage has four processes that
The mathematics teacher created MELC aligned teacher-made contribute to the development of the whole study. Each process
video lessons using their smartphones and additional learning materials involves the teacher’s activity in executing steps with students’
uploaded to Facebook and Messenger groups. The said groups were participation following the nature of action research. Proper protocols
exclusive to the students and mathematics teacher to have the at the start of the study, such as faculty meetings, permission from the
4 / 11 Insorio & Olivarez / International Journal of Professional Development, Learners and Learning, 3(1), ep2109

Figure 1. Conceptual paradigm

authority, construction and validation of instruments, and the conduct the mathematics lesson better? 4. What are the students’ suggestions to
of the initial survey, were carried out. Students’ profiling in terms of the improve Facebook and Messenger groups’ utilization in delivering the
device at home and internet connection was considered to determine interventions?
their technological capabilities and challenges in modular distance
learning. Pilot testing of the interventions was held for two weeks and
METHODOLOGY
students’ suggestions were elicited to improve the implementation
process, like having more videos in Tagalog-English explanation. By Research Design and Participants
considering the most essential learning competencies, consultative
meetings, and technological capabilities, mathematics interventions The study utilized a practical action design focusing on using
such as video lessons and activities, learning materials, assessment, and Facebook and Messenger groups in delivering Mathematics
communication via Facebook and Messenger groups were interventions for modular distance learning in grade 9. A practical
administered for two months. A 30-item pretest was administered to action research design is intended to solve a particular problem to
measure the students’ prior knowledge in the 3rd grading period in improve people’s practices in the short term (Fraenkel & Wallen, 2010).
grade 9 mathematics. After the two-month implementation, a posttest Since the study intended to solve immediate problems in learning
was administered parallel to the pretest material. The effect of mathematics competencies in modular distance learning, practical
interventions on understanding mathematics lessons and students’ action was the best method to execute. On the other hand, the
suggestions to improve the effectiveness of platforms in delivering the participants came from four sections of grade 9 who struggled with
interventions were elicited through interviews and surveys. After mathematics lessons, as seen from the previous summative tests’ results
collecting data, the analysis was followed, and verification of findings to and performance tasks. A total of 120 students participated voluntarily,
ensure their veracity. Reporting and disseminating the study result but with internet access and device. Therefore, purposive sampling was
were done as part of the action plan for the next action research cycle. employed in the selection of sections of participants. The study was
carried on in San Pedro Relocation Center National High School - Main
Research Questions Campus for the academic year 2020-2021. The said school implemented
This study aimed to assess Facebook and Messenger groups’ modular distance learning through self-learning modules given to the
utilization as platforms for delivering mathematics interventions for students quarterly. However, modules did not arrive timely from
the students. Mainly, it searched to respond to the following questions: publications, and the contents were not easy to understand. So, the
1. What are the mean scores of students in the pretest and the posttest teacher made ways to help the students to develop mathematical
examination? 2. Is there a statistical difference in the mean scores of competencies utilizing the available resources.
pretest and posttest? 3. What are the effects of interventions via
Facebook and Messenger groups in helping the student to understand
 Insorio & Olivarez / International Journal of Professional Development, Learners and Learning, 3(1), ep2109 5 / 11

Figure 2. Flow chart of data gathering procedure in three stages

Research Instruments from grade 9 have internet access via data load or fiber connection. Of
which, 91 % have smartphones, 5% have laptops, and 4 % have tablets
The first instrument in this study was the ten-item initial survey
owned by the students or parents. Also, 99% of them were Facebook
questionnaire validated by the mathematics head teacher for the
users. These justify the possible realization for the delivery of the
profiling of students to determine the technological capabilities and
mathematics interventions. The implementation stage started from
challenges in modular distance learning of the students via Messenger
securing consent to monitor the students on consuming interventions
groups. Items regarding internet connection, device ownership,
to decide if the teacher must continue the interventions or not. Finally,
frequency of using Facebook and Messenger, difficulties experienced in
the post-implementation started from the posttest administration to
modular distance learning, preferred language for video lesson, and
data analysis. Quantitative data were treated using SPSS version 23,
assistance needed by the students were included in the first instrument.
while qualitative data in thematic analysis through manual coding.
It took two weeks to collect data as the basis of crafting interventions.
The second instrument was the 30-item selected-response pretest and Permission from the school head was secured by writing a formal
another 30-item parallel posttest based on the most essential learning letter signed by the Mathematics department head as part of the
competencies for the 3rd quarter. Two master teachers and one head protocol. After the grant of permission, orientation with the
teacher in the mathematics department validated the said instruments mathematics teachers and students was held to inform the study’s
in terms of format and design, content, clarity, and usefulness. Their procedure via video. An initial survey was administered to determine
suggestions were strictly followed, and the revised version was returned the students’ technological capabilities regarding device ownership and
for their approval to use the test material. Pilot-testing to non- internet connections and challenges in modular distance learning to put
participants was administered for the reliability index using Kuder- considerations and adjustments on priorities. Similarly, a 30-item
Richardson Formula 20 since the test materials were composed of 60% pretest was administered via Messenger groups for one day by posting
easy, 30% average, and 10% difficult. The reliability indices are .81 and the test items. At the same time, the answer was sent through a personal
.84, respectively. These justified the validity and reliability of test message to secure the confidentiality of the answers. If the students do
materials. On the other hand, the third instrument was the five-item not have internet access, they may message the teacher to give a data
open-ended survey via a poll to elicit the effect of interventions and load on that day. The teacher checked a pretest, and data analysis from
suggestions for improving the utilization of Facebook and Messenger the initial survey was done immediately.
groups as platforms. The third instrument was validated also by the two From the initial survey results, the researchers identified the
master teachers and one head teacher in terms of the content based on possible interventions considering the students’ availability,
the objectives of the study. The first draft was eight items, but due to technological capabilities, the module’s content, most essential learning
the suggestions of the validators, it was trimmed down to five items and competencies, and the nature of learners as Millenials. Before the
rephrased three times before its use. Moreover, informal interviews for implementation stage, the informed consent and assent form was sent
twenty participants were conducted to verify and clarify the students’ to the students during the module’s distribution since the participants
answers to the survey via video chat or call. The interview lasts for 15 were minors aged between 14 to 18 years old. In addition, interventions
– 30 minutes. in video lessons, additional learning materials, follow-up activities,
communications, and surveys were posted via Facebook and Messenger
Data Gathering Procedure
groups. Finally, the interventions were implemented for two months
Figure 2 shows the data gathering procedure from the pre- under the 3rd grading period via Facebook and Messenger groups. The
implementation to the post-implementation stage. The pre- mathematics teacher monitored the number of students who consumed
implementation stage started with securing permission from the school the interventions and made announcements to inform the students.
head up to collect the initial data. Based on the data, 95% of the students
6 / 11 Insorio & Olivarez / International Journal of Professional Development, Learners and Learning, 3(1), ep2109

Table 1. One-sample Kolmogorov-Smirnov test to determine the normality of data

Statistics Pretest Posttest
A B C D A B C D
N 30 30 30 30 30 30 30 30
Mean 9.40 10.73 10.40 10.00 23.17 23.43 23.67 22.83
Normal Parameters a,b
Std. Deviation 2.61 3.48 3.22 1.72 3.06 2.49 2.64 3.14
Absolute .128 .158 .149 .133 .159 .136 .145 .116
Most Extreme
Positive .128 .158 .149 .133 .159 .136 .145 .116
Differences
Negative .128 .158 .149 .133 .116 .116 .100 .116
Test Statistic .128 .158 .149 .133 .159 .136 .145 .116
Asymp. Sig. (2-tailed) .200c,d .054c .086c .183c .052c .167c .110c .200c,d

Instruction of the follow-up activities was given, and the students 2020). Based on the one-sample KS test, scores are normally distributed
must answer the activities as proof of consuming interventions. since the p-values are more than a .05 level of significance. Soong (2004)
Students were asked to post a heart shape on the video lesson as a sign claimed that if the computed value in the KS test is greater than the .05
they watched. Random messaging was conducted to check the students’ level of significance, then the data set is distributed like a normal
understanding and get suggestions to improve the interventions. For probability distribution. By the computed p-values, it implies that the
post-implementation, a posttest was administered after two months to use of the parametric test for the significant difference is permissible
assess the learning outcomes by identifying significant differences in since scores are expressed on a metric scale. The assumptions for the
pretest and posttest scores. Surveys and interviews were administered parametric test are satisfied. Moreover, considering the mean scores,
to determine the effect of the students’ interventions and suggestions to section A got the lowest pretest mean, while section B got the highest.
improve the utilization of Facebook and Messenger groups as Unlikely, section D got the lowest posttest mean, while section C got
platforms. the highest.
Data Analysis Ethical Considerations

Quantitative data were measured in the ratio level of measurement As part of ethical considerations, the permission from the
in terms of scores, so mean, standard deviation, and Kolmogorov- authorities and participants was secured, and data confidentiality was
Smirnov test were the descriptive statistics applicable to describe the rest assured. The participants were informed that the data gathered
data. However, paired sample t-test, Cohen’s d, and percentage change from this study were stored securely on the researchers’ personal
were appropriate tests for the statistical and practical significance of the computer for three years, after which all participants’ identities will be
interventions used in the study via Facebook and Messenger groups. erased. Their identities were not revealed throughout the study for
For qualitative data, manual coding was done by repeatedly reading their protection. However, an electronic summary of the findings was
transcripts from the interview and poll survey and highlighting the made available to the participants upon their request. Furthermore, the
main ideas/concepts. Then, thematic analysis was used to arrive at the researchers were committed to share the findings of this study with
different themes based on the participants’ responses through reducing high school faculty through learning action cells to discuss the
the data into codes, categorizing, summarizing, and reconstructing to significance of this study to mathematics education.
capture the important concepts or constructs. Thematics analysis is a
qualitative data reduction and strategy that search for patterns of
RESULTS
experience to produce descriptions as themes (Given, 2008). Then,
member checking was done by returning the responses to the
Table 2 shows the mean and standard deviation of pretest and
interviewees and a summary of findings to elicit their agreement on the
posttest scores. Mean is a frequently computed measure of central
transcript and data analysis of qualitative data. All of the interviewees
tendency while standard deviation is for variability both in metric scale
agreed on the adequacy and accuracy of the transcript and findings.
after the set of data has been proven normally distributed (Lydersen,
Moreover, Creswell (2012) claimed that to secure the validity of
2020). Since the data set is quantitative in nature, mean and standard
qualitative data, member checking can be done by presenting the
deviation are the best descriptive measures to describe the collected
summary of findings to the interviewees by asking them about the
data. The pretest scores range from 3 to 19, while the posttest scores
accuracy of the transcripts and obtaining their approval to use their
range from 18 to 28. It can be gleaned from the table that the mean
ideas.
posttest score is higher than the mean pretest score by 13.15. Increased
Table 1 exhibits the normality test of pretest and posttest scores mean scores from the pretest to the posttest signifies that the Facebook
including the mean and standard deviation per section. Pallant (2007) and Messenger groups can be a learning platform to deliver
said that the Kolmogorov-Smirnov (KS) test is used to test the interventions to improve students’ performance in examinations which
assumption for the normality of data which is required before the use supports the findings of Farhan (2019). The said social media served as
of any parametric test. The test for normality of data is required for platforms in delivering the teacher-made learning materials
various statistical analyses and for describing the data set (Okeniyi et al.,

Table 2. Mean and standard deviation of pretest and posttest scores

Minimum value Maximum value Mean SD Mean difference Cohen’s d Percentage change
Pretest 3 19 10.13 2.85 -13.15 4.61 129.81
Posttest 18 28 23.28 2.83
 Insorio & Olivarez / International Journal of Professional Development, Learners and Learning, 3(1), ep2109 7 / 11

Table 3. Paired samples t-test for significant difference

Paired Differences
Pairs Std. Error 95% Confidence Interval of the Difference t df Sig. (2-tailed)
Mean SD
Mean Lower Upper
1 PreTest A - Posttest A -13.767 3.748 .684 -15.166 -12.367 -20.119 29 .000
2 Pretest B - Posttest B -12.700 4.580 .836 -14.410 -10.990 -15.188 29 .000
3 Pretest C - Posttest C -13.267 3.930 .717 -14.734 -11.799 -18.490 29 .000
4 Pretest D - Posttest D -12.833 3.630 .663 -14.189 -11.478 -19.363 29 .000

Figure 3. Effects of interventions via Facebook and Messenger groups

conveniently since many students preferred them to use in concepts. By watching the posted teacher-made video lessons and
socialization, communication, and entertainment. reading additional learning materials, students better understand the
The effect size using Cohen’s d which is 4.61 that means the posttest mathematics lessons and their assigned tasks. They found answering
mean score is higher than the standard deviation of the pretest scores the activities in modules easy since they can go back repeatedly with the
which is better than the pretest mean score. It implies that a high effect posted learning materials and video lessons anytime in the comfort of
size denotes effective interventions that must be employed again that their houses. Even though some items on module tasks were hard to
will produce desirable outcomes. It connotes that the interventions via answer, consuming interventions from FB groups helps them respond
Facebook and Messenger groups affect the academic performance of the to those items independently. Facebook provides active learning for the
students in mathematics positively. Cohen’s d is commonly used to students in remote learning (Akbari et al., 2016). Students were able to
calculate the effect size of intervention from pretest to posttest for one develop techniques in solving mathematical problems from modules
group to show the practical significance after the use of a t-test (Dankel due to watching video lessons repeatedly. It implies that Facebook and
et al., 2017). Hence, the percentage change of 129.81 signifies the Messenger can be used as platforms for delivering interventions similar
magnitude of the effect of the interventions derived from the formula to the findings of Wang et al. (2011). These platforms are easy to
of the difference between the pretest and posttest scores divided by the manage and utilize since most of the students are familiar with features
pretest score times one hundred (Clark, 2010; Hansen et al., 2011). In and icons.
addition, Cohen’s d and percentage change are the two measures of the Moreover, the closed group of Facebook provides security and
magnitude of the effect as a result of interventions (de Villarreal et al., confidentiality of content posted by the teacher and comments posted
2009; de Villarreal et al., 2010). by the students. Only the closed group members can see the student’s
As depicted in Table 3, a statistical difference appears between the posts and the teacher’s video materials and communication. The
pretest and posttest mean scores from four sections with a p-value of students’ performance in mathematics was enhanced through these
.000 at 29 as a degree of freedom. It means interventions affect the platforms, as shown from the posttest result similar to the findings of
performance of the students since statistical significance was Pellizzari (2012). Facebook as a social networking platform supports
established. It connotes that the interventions via Facebook and self-paced student-centered learning opportunities where the students
Messenger groups help the students understand the mathematics can express their thoughts through typing comments (Samani &
concepts, and the students could perform well academically. This Noordin, 2020). On the other hand, Messenger provides
justifies the effectiveness of using Facebook and Messenger groups as communication affordances through writing, editing, and inserting
educational platforms for delivering teacher-made interventions in multimedia messages like voice records, pictures, emoticons, and
distance learning (Anggoro & Rueangrong, 2020). Considering the videos. Students can ask for assistance and clarifications from the
mean difference, section A got the highest increment while section B teacher personally or by group chat.
got the lowest. The negative sign reveals that the posttest scores are Figure 4 shows the students’ suggestions to improve the utilization
higher than in the pretest due to the interventions. The utilization of of Facebook and Messenger groups. First, of course, there must be a
Facebook and Messenger groups enhances the mathematical schedule of uploading of learning materials and video lessons to be
understanding of the students, communication with the teacher and aware and consume regularly. However, the teacher should notify the
classmates, and learning engagement in the remote environment. students in advance if he/she will upload the materials so that the
Figure 3 shows the effects of the interventions via Facebook and students know when they use the materials since most of them are using
Messenger groups in helping the students to understand mathematics data load to have internet access. Moreover, the teacher may conduct a
8 / 11 Insorio & Olivarez / International Journal of Professional Development, Learners and Learning, 3(1), ep2109

Figure 4. Student’s suggestions for the improvement of Facebook and Messenger groups’ utilization

poll to determine if the student is done with the previous task before teachers should be very considerate and lenient to the situations of the
uploading materials for the next lesson. This will assist the teacher in students since every student comes from a diverse family background
deciding if the student needs many interventions or not. with various technological capabilities. It is better if the teacher
constantly asks for feedback from the students regarding their
experiences while consuming learning materials posted in Facebook or
DISCUSSION Messenger group, ask their opinions on how to improve the learning
materials, and suggestions to maximize the use of the said social media
The study aimed to assess the utilization of Facebook and for the learning delivery.
Messenger groups as platforms to deliver mathematics interventions
such as teacher-made video lessons, activities, learning materials,
communicating with the students, and administering the summative
CONCLUSIONS AND RECOMMENDATIONS
tests. The students’ pretest mean scores ranged from 9.40 to 10.73,
while the posttest ranged from 22.83 to 23.67. Based on the results, The increase of mean scores from pretest to posttest shows
pretest scores were statistically different from posttest scores. It significant findings on the utilization of Facebook and Messenger
connotes that interventions affect the academic performance of the groups as platforms to deliver the interventions. Statistically, a
students. Facebook and Messenger groups as platforms were effective significant difference was established. It means the interventions via
e-learning tools to deliver instruction, communicate with the students, Facebook and Messenger groups helped the students to perform well
administer the summative test, and address student’s queries. The said academically in mathematics. They understand the mathematics
platforms served as reliable learning management systems that enable concepts better by consuming interventions repeatedly and answering
storing and sharing of different files type that can facilitate remote the assigned task quickly because they know how to do the assigned
learning (Anggoro & Rueangrong, 2020). Moreover, Facebook as a activities and deal with them. However, they expected a regular posting
social tool encourages the students to interact with the teacher and of interventions to sustain their motivation to consume teacher-made
classmates that contribute to collaborative learning for an environment videos and materials. Also, they suggested having advance notification
where students do not have to be in one place (Giannikas, 2020). if the teacher will post those materials, and the teacher may conduct a
simple survey to know if the students are done with the previous tasks.
Through interventions via Facebook and Messenger groups,
students were able to understand the mathematics lessons The study was limited to four sections of grade 9 in one school; it is
independently and perform learning tasks easily with less assistance recommended to have school-wide implementations considering the
from the teachers. Since the learning materials were posted, students findings of this study to have improved learning outcomes. Moreover,
can go again and again to clarify their thoughts and correct the interventions in this study last for two months only; it is
misconceptions regarding the lessons. Facebook and Messenger groups recommended for the next cycle to have a longer implementation time
can be utilized as platforms for academic consultation and academic to see how to sustain the interventions and identify the gaps of the
learning (Tananuraksakul, 2018). Also, these were great tools for teacher’s practices to the students’ needs in modular distance learning.
independent learning and communicating with the students to address For the next cycle of action research, the gaps identified here will be
their learning needs. However, teachers must maintain the eagerness of considered to craft interventions suited to different types of students in
the students to utilize the said platforms by the constant posting of terms of technological capabilities and interests. There should be a
learning materials and regular messaging the students to motivate them school-wide implementation of interventions in different subjects via
to work or perform the learning tasks assigned. Facebook and Messenger to reach and serve many students by their
teachers. Moreover, similar studies may be conducted from other
In the time of the global pandemic, wherein education delivery
schools to verify the study’s findings. Future researchers may conduct a
shifted to distance learning, utilizing the most preferred social media by
study beyond the scope of the study to explore more aspects of the
the students in delivering the learning materials comes better than
utilization of Facebook and Messenger groups.
looking for any website or learning management system that requires a
stable internet connection and good digital device. Facebook as a Author contributions: All authors were involved in concept, design,
pedagogical tool for online learning improves communication and collection of data, interpretation, writing, and critically revising the article.
increases interactive learning even in an isolated environment All authors approve final version of the article.

(Giannikas, 2020). In the context of printed modular distance learning Funding: The authors received no financial support for the research and/or
authorship of this article.
wherein the students do not possess a strong internet connection,
utilizing Facebook and Messenger groups provides a better opportunity Declaration of interest: Authors declare no competing interest.

to reach and help the students to cope with the challenges of distance Data availability: Data generated or analysed during this study are
available from the authors on request.
learning. However, in utilizing Facebook and Messenger as platforms,
 Insorio & Olivarez / International Journal of Professional Development, Learners and Learning, 3(1), ep2109 9 / 11

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