The Influence of Social Media to the Conversational Skills of Grade 12 HUMSS

Senior High School Students of Theresian School of Cavite for the S.Y. 2022-2023

Mixed Method Research Study

Submitted to the faculty of the Senior High School Department

Theresian School of Cavite, Incorporated

In fulfillment of the requirements of

Practical Research

Cayanan, Tristan Khiel

Diegas, Jarmaine

Libid, Liam Arrel

Silao, Irish Marjorie

January 2023
Table of Contents
CHAPTER 1.............................................................................................................5
Background of the Study 5
Statement of the Problem 6
Hypothesis 7
a. Null Hypothesis 7
b. Alternative Hypothesis 7
Conceptual Framework 8
Scope and Delimitation 8
Significance of the Study 9
Definition of Terms 10
CHAPTER 2............................................................................................................11
Review of Related Literature 11
Conversational Skills 11
Social Media 13
Synthesis 17
CHAPTER 3...........................................................................................................19
Quantitative
Methodology 19
Research Design 19
Sampling and Participants 20
Research Instrument 20
Data Gathering Procedure 23
Data Analysis Procedure 23
Qualitative
Research Design 24
Sampling and Participants 25
Ethical Consideration 25
Data Collection 26
a. Method 26
b. Procedure 26
Data Analysis Procedure 26

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CHAPTER 4...........................................................................................................27
Presentation, Analysis, and Interpretation of Data 27
Problem 1 27
a. Figure 1 27
b. Figure 2 29
Problem 2 29
a. Table 3 29
b. Table 4 31
Problem 3 31
a. Table 5 31
Potential Effects of social media 33
a. Participant 2 33
b. Participant 4 33
Utilizing social media in conversational skills 34
a. Participant 4 34
b. Participant 5 34
Limitation 34
a. Participant 2 35
b. Participant 3 35
CHAPTER 5...........................................................................................................36
Summary of Findings, Discussions, Conclusions, Recommendation 36
Summary of Findings 36
Discussion 37
Conclusion 38
Summary of Key Findings 38
Implications of the Findings 39
Areas for Future Research 40
Conclusion 41
Recommendation 42
References 44
Appendices
Instrument
Conversational Skills Rating Scale .........................................................................47

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Tables
Interpretation of the student’s conversational skills............................................49
Conversational Skills in an Interpersonal Setting ...............................................50
Relationship between Time Spent using Social Media and Conversational Skills 50
Figures

Influence of Social Media to the Conversational Skills 52

Amount of Time Spent in Using Social Media 52

Average Amount of Time Spent in Using Social Media 54

Interview Transcript
Focus Group Discussion..........................................................................................55

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 ABSTRACT

This study aimed to explore the influence of social media on the conversational skills of

Grade 12 HUMSS students at Theresian School of Cavite. The study utilized a quantitative

research design to collect and analyze numerical data, as well as a qualitative phenomenological

research design to describe the essence of the phenomenon from the perspective of the

participants. The participants were selected using purposive sampling, and ethical

considerations were taken into account to ensure the safety and consent of the participants. The

research instrument used was the Conversational Skills Rating Scale (CSRS), which measured

the participants' level of conversational skills. The data was collected through surveys and focus

group discussions, and analyzed using descriptive statistics, Pearson's correlation, and thematic

analysis. The findings showed that Grade 12 HUMSS students spent a significant amount of time

on social media, with TikTok being the most frequently used platform. The participants'

conversational skills were found to be mostly adequate, with a positive correlation between time

spent on social media and conversational skills. The study also revealed the potential effects of

social media, the use of social media in improving conversational skills, and the limitations of

social media in communication. Overall, the study suggests that social media has both positive

and negative influences on the conversational skills of Grade 12 HUMSS students, and provides

insights for educators and policymakers to develop strategies for effective communication in the

digital age.

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 Chapter I

THE PROBLEM AND ITS BACKGROUND

Background of the Study

Social media are created because of the technology change in recent years. People can

engage and connect through social media even when they are far away from each other. It

enables users to progress quickly and share personal information, documents, videos, and

photos. It is used most frequently to communicate with friends and family. Social media are also

convenient to search for jobs, share someone's opinion, feelings and perspectives. It makes

society more accessible and efficient. According to a survey conducted by Pew Research Center

in April 2021, the average age between 18 and 29 years of age uses social media most often,

spending on average of two hours and 25 minutes a day. Facebook, Twitter, Youtube, Pinterest,

and Instagram are the most influential social media.

Some people who frequently use social media have an influence on their skills on verbal

and non-verbal communication. Several research studies show that social media platforms have

also influence on people's communication skills. Some social media offer voice and video calls,

but most people do not have non-verbal communication because they use only text and chats

that do not show facial expressions or gestures. There are also studies showing that some adults

prefer to stay at home and use social media rather than go out. Therefore, people who spend

more time on social media have less time communicating in person. They tend to forget to

explore and learn new communication skills. Researchers noted that social media may also

interfere with learning and communication skills due to language differences and writing styles

in media platforms. (Ademiluyi et.al,2019)

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 Furthermore, raising awareness about the influence of social media on conversational

skills can benefit users, particularly students, and teenagers who use it excessively, leading to

more effective and better conversational skills in the long run. In addition, many researchers

have already investigated the influence of social media on communication skills and

interpersonal communication. They discovered that social media has an influence on people's

conversational skills. Therefore, researchers in this study are continuing to investigate the

influence of social media on the Conversational Skills of Grade 12 HUMMS Senior High School

Statement of the Problem

The purpose of this casual comparative is to determine the influence of social media to

the Conversational Skills of Grade 12 HUMSS Senior High School students in Theresian School

of Cavite for the school year 2022-2023. This study answered the following questions:

1). What is the amount of time that Grade 12 HUMSS students spend on social media?

(Facebook, Instagram, TikTok, Twitter, Youtube).

2). What is the current state of Grade 12 HUMSS students’ conversational skills?

3). Is there a significant relationship between social media and conversational skills of the Grade

12 HUMSS students?

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Central Questions:

 How does social media usage influence the conversational skills of Grade 12 HUMSS

students?

Sub Questions:

1. What is social media exposure for students in the digital era?

2. What is the difficulty of having conversational experienced with other individuals using

social media?

3. What other social media resources can be utilized as a tool for improving conversational

skills?

Hypothesis

Null Hypothesis

H0= Social Media has no significant relationship on the conversational skills of the students

Alternative Hypothesis

Ha= Social Media has a significant relationship on the conversational skills of the students

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Conceptual Framework

Social Media
Influence Conversational
-Facebook Skills
-Instagram -Grade 12 HUMSS
-Twitter students
-Tiktok
-Youtube

FIGURE 1. Influence of Social Media to the Conversational Skills of Grade 12 HUMSS

students in Theresian School of Cavite

The illustration of the study depicts the influence of the two variables involving the

selected Grade 12 students in Theresian School of Cavite. The two variables represent that

influence of social media affects (independent variable) the student’s communication skills

(dependent variable) and vice versa to the communication skills that can also affect the

influence of social media.

Scope and Delimitation

The main goal of this study is to determine how social media usage influence students'

ability to converse. The study is limited to Grade 12 HUMSS Senior High School students at

Theresian School of Cavite for the academic year 2022-2023. In addition, the study's primary

goal is to determine whether social media hinders or improves students' conversational skills

and only focuses on the relationship between the two variables. After the study is completed, its

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potential limitations include the available funding, the time frame, and the researchers' inability

to find relevant research studies.

Significance of the Study

This research study intends to find out the influence of social media on conversational

skills of Grade 12 Senior High School Students of Theresian School of Cavite. The result of the

study benefited the following.

Students- The outcome of the study let the students have the knowledge and be aware of how

social media influence their conversational skills

Teachers- This study allowed the teachers to be aware of how social media influences their

students in terms of conversational skills. This helped improve how they see students since

communication develops and manages relationships and work effectively with others.

Parents- The result of this study helped the parents to have ideas and information they need to

be aware of. This would help them give the right guidance to their children in using social

media.

Future Researchers- This research study was beneficial to future researchers as this allowed

them to discover important areas that other researchers have not been able to explore.

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Definition of Terms

For a better understanding of this study, the following terms are defined in the context of this

research.

Social Media
Websites and applications that enable users to create and share content or to participate

in social networking.

The communication channels via which we communicate news, music, entertainment,

education, promotional messages, and other data are referred to as media, which is the plural of

the word medium.

Conversational Skills

Conversational skills, as opposed to textual communication skills, emphasize our spoken

communication abilities. These abilities include the capacity to pay attention to and

comprehend what the other person in a conversation is saying as well as the capacity to

communicate ideas and concepts orally.

Being able to communicate effectively through speech while also being able to listen to

and comprehend what the other person in the conversation is saying.

Verbal Communication

In its most basic form, verbal communication consists of spoken words that you or other

people say aloud. The sharing of information through gestures, facial expressions, and body

language is known as nonverbal communication.

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 The exchange of information through the use of words and vocal noises. It can be defined

as any form of communication in which a message is transmitted orally and audibly received,

regardless of the encoding, decoding, or transmission media employed in the process.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter provides an overview presentation of previously written material and

present the review of related literature on both foreign and local studies and literature that

elaborate the variables of the study explaining the hypothetical claim on the influence of social

media to the conversational skills which was gathered and collected from the different sources to

provide information pertaining to the study

In this chapter, the researcher discussed the review of related literature. All indicated

information from different articles, journals, websites, books, and theses used as a reference for

the completion of this research study.

Conversational Skills

As stated in the article titled ‘Assessment of Communication Skills’ by (Giroldi et al.,

2019) the assessment of communication skills should be accompanied by insightful comments

obtained through direct observation. The assessment of communication skills should use a

modern assessment approach that prioritizes the learning function of the assessment. It is

stated that communication is best learned in a real-life situation, and that individual feedback is

critical for learning and development. Finally, the modern programmatic approach to

assessment is well suited to the acquisition of skilled communication.

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 The article has a bearing on this research because of social media emerging as a

powerful communication medium. Social media and communication are used in one’s daily

living. It is also said that the factors that had led to the rise of social media as a powerful

communication medium. You will also gain an understanding of how social media has changed

the dynamics of communication.

The study by Fragkiadakis (2017) entitled 'How does the effect of technology on human

communication influence non-verbal communication skills’ aims to investigate if the extensive

use of technology influences the capacity for non-verbal understanding. This study surveys 13 to

18 years old adolescents in twelve schools in 3 provinces of Greece. A total of 571 questionnaires

were given of which 499 were valid while 72 (12%) were invalid. The research results show that

there is a statistically significant negative correlation between the use of technology and non-

verbal understanding. That is to say when technology use increases, the non-verbal

understanding decreases. The non-verbal understanding was influenced by the deprivation of

time for face-to-face interactions. When someone uses technology, there are high possibility that

they isolate themselves from the environment and the physical presence of others intending to

use technology to surf the internet, or communicate with others by using Technology.

Lives depend on our ability to communicate orally, which includes speaking and listening

as mentioned by the study titled ‘Developing Oral Communication Skills through Collaborative

Learning by Muhammad Mukhtar Aliyu. Although developing communication skills while

studying a foreign language has shown to be difficult, our capacity to use them successfully

affects our success in various life scenarios. This hinders the development of the students’ oral

communication skills because one cannot learn to speak through listening only but through the

practice of speaking. (Derakhshan et al.,2015).

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 In the study of “Conversational Skills among College Students with Intellectual

Disabilities within Naturalistic Settings”, it stated that a student with intellectual disabilities

enhances their conversational skills with their peers. It explains that utilizing teaching

interactions procedure within naturalistic settings can enhance the development and

generalization of conversational skills among young adults with intellectual disabilities (Dina et.

al., 2022)

The “Systematic review of the comparative pragmatic differences in conversational skills

of individuals with autism”, determine that people with autism spectrum disorder find it

difficult to stay on topic and provide novel, relevant information. They also tend to perseverate

more and initiate and respond less during conversation, and there was little difference in the

way communication breakdowns were repaired or clarified. There was a contradictory finding

on the use of eye gaze (Carter et.al, 2018).

Social Media

The exposure to social media and as technology grows, the range of communication

expands. Social media has become a vital tool for daily social interaction and it is described as

the collection of online communication channels dedicated to community-based input,

interaction, content sharing, and collaboration. Social media has positive and negative impacts

on communication skills. As more generations are born into the social age, the younger

generation will continue to prefer social media as their form of communication. However, this

change may begin to affect their ability to properly communicate with other people. The

extensive use of social media affects communication skills by the impoverishment of language.

Generally, social media can be beneficial if people use it wisely and properly. It is also easy to

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conclude that the negative impact of social media overshadows the benefits that they may

provide to society at this juncture Prof. Chetan R. Bhamare (2018)

In accordance with Oberlo (2019), there are 3.2 billion social media users all around the

world, which is about 42% of the Earth’s population. In addition, there are roughly 4.5 billion

internet uses across the world today. Furthermore, these statistics are proof of the growing

dominance of digital media in our daily lives. Social media’s influence has given rise to a

different genre of communication, where conversations are quick and information is easily

relayed.

According to Broadband Search (2021) , people spend 147 minutes or 2 hours and 27

minutes on social media daily and that is considered as normal. Based on Matthew Woodward,

over 5 hours a day is considered as “addicted” or a very high amount. The article is called “How

much time is ‘too much time’ on social media?” states that teenagers who engaged in social

media for over 3 hours a day had 60% higher risk of developing mental health issues.

Based on the study entitled ‘Teens, Social Media & Technology’ by Anderson and Jiang

(2018). YouTube, Instagram, and Snapchat are the most popular social media among teens. In

the United States, roughly 51% of teenagers claim they use Facebook, which is lower than those

who use YouTube, Instagram, or Snapchat. 95% of teenagers now own or have access to a

smartphone. As a result of these mobile connections, more kids are engaging in more consistent

online activities: 45% of teens now say they are online almost constantly 44% say they go online

several times a day. Teens have a different perspective on how social media affects them there

are 31% say that they have positive effects such as “connecting with friends and family” and

“easier access to information or news”, and 24% says that social media have a negative effect

such as “rumor-spreading”, and there are 45% that says that social media neither have a positive

or negative effect.

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 Based on the study called Journal of Social and Clinical Psychology, it is recommended

to use social media for 30 minutes per day for better mental health. It is also suggested that it is

better to alternate between three applications and minimize your usage before it is too late.

The Digital Revolution may have happened so quickly that are unable to grasp how

widespread and profound its effects are on various aspects of society. And the worst part is that

it's only the beginning. According to the creative agency, We Are Social and social media

management platform Hootsuite's Global Digital Report 2019, there will be 4.39 billion internet

users in 2019. It’s about 40% of the world's population, up 366 million (9%) from January

2018. Although the country's internet service is far from ideal, it is said that Social Media is also

making connectivity an accessible means of communication. Pascual (2019)

The Department of Education (DepEd) warns that using the most recent available

technologies, social media is the simplest way to distribute information in this digital age.

However, it exposes one to various cyberthreats by exposing one's identity to the internet.

Likewise, social media as a tool for collaboration and communication could defeat its purpose if

not used properly and may cause serious problems. It can also be a tool that could provide

gaming applications, marketplace, or online services, and viewing of different multimedia

contents that are not appropriate to the level of maturity of young learners. A.G. Papa (2020)

According to Metro News Central (2022)to the Popular Social Media Platforms in the

Philippines, Facebook got (99%) the most popular social media network in the Philippines,

followed by YouTube (57%), TikTok (17%), Instagram (14%), and Twitter (8%). It is said in the

article that online misinformation has increased in the Philippines as a result of the country's

adoption of social media platforms. To address the issue, the Philippines' legislature recently

passed a law requiring users to register their legal identities when opening new accounts on

social media platforms.

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 Social media is like a drug, but what makes it particularly addictive is that it is adaptive.

It adjusts based on your preferences and behaviors, uses of effective communication skills to

easily interact with other people by sharing information as a result, social media is gradually but

steadily changing the way people live and communicate with one another. People are well aware

that communication is the lifeblood of existence and recognize its significance in their lives. The

study of Chavez (2020) on Social Media usage on effective communication skills shows that

communication is more than just exchanging information.

The research study of (Vega et al., 2017) is all about the influence of the respondents’ social

media usage on their face-to-face family interactions. This study surveyed 16 to 19 year old 100

high school and college students who were identified as heavy users of Facebook and Twitter.

As the study goes the researchers found that connecting to social media plays a major role in

teenagers’ life and in the communication of the family at home. Some of them that became

active discovered the greater opportunity of connecting with their classmates and friends,

updating themselves on trending topics, and building new relationships. The research result

shows that the media consumption of teenagers is self-regulated so as not to irrationally

“displace” the time allotted for highly valued face-to-face family interactions.

In the study of the “Effect of social media use on learning, social interactions, and sleep

duration among university students”, it is showed that 97% of the students used social media

applications. Only 1% of them used social media for academic purposes. Whereas 35% of them

used these platforms to chat with others, 43% of them browsed these sites to pass time.

Moreover, 57% of them were addicted to social media. Additionally, 52% of them reported that

social media use had affected their learning activities, 66% of them felt more drawn toward

social media than toward academic activities, and 74% of them spent their free time on social

media platforms. The most popular applications (i.e., based on usage) were Snapchat (45%),

Instagram (22%), Twitter (18%), and WhatsApp (7%). Further, 46% and 39% of them reported

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going to bed between 11 pm and 12 am and between 1 am and 2 am, respectively. Finally, 68% of

them attributed their delayed bedtime to social media use, and 59% of them reported that social

media had affected their social interactions (Alameen et.al, 2021).

Chen et al., (2022) proposed a study that discusses about the “The effect of social media

on the development of students’ affective variables”, it reveals that there are positive and

negative findings, the instances of the latter were more salient and the negative psychological

symptoms such as depression, anxiety, and stress have been far from negligible. These findings

discussed in relation to some more relevant theories such as the social comparison theory, which

predicted that most of the potential issues with the young generation’s excessive use of social

media which induced by the unfair comparisons they made between their own lives and the

unrealistic portrayal of others on social media. Each individual at schools and universities

should be aware of the psychological effects of the pervasive use of social media on students, and

the potential threats.

Abousaber et al., (2018) stated that the “Study on the Impact of Social Media Usage on

Student Academic Performance", results revealed that online social media had improved the

communication between the faculty member staff and the students which facilitate the

communication of the correct information and improve the understanding and the development

of the ideas and the courses. Based on the information collected, it is noticeable to say that the

use of the social media during the lecture time is not recommended from most of respondents.

YouTube and Twitter seem to be the best social networks that improve the educational process

according to Tabuk University student.

Synthesis

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 Since the advent of social media, students' conversational abilities have been greatly

changed in terms of expression, posture, and speech in comparison to the traditional or original

manner of interacting. The fact that the majority of students utilize social media demonstrates

this.

The researchers gathered studies on social media and communication abilities and were

able to acquire useful information. According to various research conducted from 2015 to the

present, social media has altered students' communication abilities in a variety of ways. One

research argues that when individuals use technology, some of them isolate themselves, while

another claims that social media is like a drug that may make you addicted. One study found

that social media changes based on your behaviors and preferences. Based on the majority of

studies, social media impacts students' verbal and communication abilities in a number of ways.

Some students claim it has helped them develop their communication abilities, while others

claim it has had a detrimental impact on them. Several students believe that it enhances not just

their conversational skills but also their academic performance. Social media may be good when

used right, but it can also be harmful when used incorrectly.

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 CHAPTER III

METHODOLOGY

This chapter explains various methodologies that were used in gathering data and

conducting analysis that are relevant to the research study. The methodologies include the

research design, research instrument, sampling, participants, ethical considerations, data

collection, and data analysis procedures.

Research Design

The study is quantitative research that is defined as the process of collecting and

analyzing numerical data. It can be used to find patterns and averages, make predictions, test

causal relationships, and generalize results to wider populations. Bandari (2020). The

researchers used descriptive correlate research design. Descriptive correlational design is used

in research studies that aim to provide static pictures of situations as well as establish the

relationship between different variables. McBurney et al., (2009). The type of design was chosen

because the researchers were required to collect data based on the behavior or attitudes of the

participants and establish the relationship between the influence of social media and the

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conversational skills. The study design would also enable the researcher to determine changes in

the participants’ behaviors or attitudes over time in order to determine how these changes affect

the outcomes or possible trends that could emerge in the future (Monsen & Horn, 2007)

The study aims to know the influence of social media on the communication of Grade 12

students from Theresian School of Cavite which is associated with the study in using this design.

Furthermore, for the quantitative study, the researchers had quantitative survey as it served to

answer the questions, low cost, and easily accessible information

Sampling and Participants

The sampling technique that was used is purposive sampling. Purposive Sampling also

called as Judgemental Sampling is a sampling technique where researchers rely on their own

judgment when choosing respondents of the population to participate in their surveys. In other

words, respondents are selected on “purpose” in purposive sampling. The participants involved

in this study are Grade 12 HUMSS students because of the prior reasons that they are more on

communication learning, public speaking, and exposure on more conversational topics and

issues.

Research Instrument

The instrument that was used is the Conversational Skills Rating Scale (CSRS). It

contains 25 skill items; it is about conversational competence in an interpersonal setting. The

items can be divided into 4 skill clusters, attentiveness, composure, expressiveness, and

coordination.

The CSRS can be answered by yourself or by other(s). The scale has a 5-point competence

continuum:

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1=INADEQUATE (use is awkward, disruptive, or results in a negative impression of

communicative skills), 2=FAIR (occasionally awkward or disruptive, occasionally adequate),

3=ADEQUATE (use is sufficient but neither very noticeable nor excellent. Produces neither

particularly positive nor negative impression), 4=GOOD (use was better than adequate, but not

outstanding), 5=EXCELLENT (use is smooth, controlled, results in positive impression of

communicative skills)

Validity:

The CSRS and its subscales have related in the predicted direction, and generally with

validity coefficients of reasonable size, to a wide variety of variables, across a wide variety of

contexts and populations

Reliability:

The internal reliability (coefficient alpha) has consistently been above .85, and is often

above .90. The reliabilities of the factor subscales have generally been above .80. The few studies

in which interrater reliability has been assessed have found acceptable reliabilities (> .75).

The researchers took the average of the findings and used the descriptors to determine

whether the respondent is inadequate, fair, adequate, good, or excellent in terms of conversation

in an interpersonal setting. Using the Likert Scale, the researchers measured the respondent’s

answer, that way the researchers can assess the respondent’s level of agreement.

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 To identify the significant relationship between two variables, the researchers used

Pearson's Correlation. The mean of the data represented the strength of the correlation between

the time spent using social media and the level of communication of the respondents. This was

used to determine the significant relationship of the two variables in gathering the data.

Interpretation of Conversational Skills Rating Scale:

0-1.99 INADEQUATE

2-2.99 FAIR

3-3.99 ADEQUATE

4-4.99 GOOD

5-5.99 EXCELLENT

Interpretation of time spent on using Social Media:

< 2 hours L0w

2 – 3 hours Normal

3 – 4 hours High

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 5+ hours Very High

Data Gathering Procedure

The gathering of data started with selecting the respondents through a purposive

sampling approach then asking for their consent to use the data gathered for the research. The

questionnaires were distributed to the selected respondents. Then, the CSRS was used to gather

data and measure the respondent’s assessment of their own conversational skills. The

appropriate amount of time to answer the assessment is from the basis of literature and study

that have interpretation that was given to the students. The researchers collected the results

23
after they completed the questionnaires. Lastly, the researchers analyzed the data that was

collected using the questionnaire.

Data Analysis Procedure

The researchers used a basis or an interpretation from the literature of Broadband

Search, Matthew Woodward, and the study of Social and Clinical Psychology in knowing the

time spent using the social media for Part 1 while for the Part, the researchers used an

instrument called Conversational Skills Rating Scale (CSRS) to analyze the data. Using this

research instrument, the researchers were able to know the state level of conversational skills of

the participants. The procedure started by asking students from Grade 12 of Theresian School of

Cavite to respond to the given questionnaire. Subsequently, the researchers collected the survey

responses and carefully arranged the results of the answered data from inadequate to excellent.

In inspecting and summarizing the result, using descriptive statistics the researchers

used a graph. Lastly, the researchers of this study took data from samples in order to identify if

there is no significant relationship between the variable or there is a significant relationship

between the variables and what that relationship indicates.

Research Design

In this qualitative study entitled “Influence of Social Media to the Conversational Skills

of Grade 12 HUMMS students at Theresian School of Cavite”. The researchers utilized a

phenomenological research design. A phenomenological design is a qualitative research

approach design that seeks to describe the essence of a phenomenon by exploring it from the

perspective of those who have experienced it. The goal of phenomenological research design is

to describe the meaning of this experience—both in terms of what was experienced and how it

24
was experienced describe lived experiences (Neubauer et al., 2019). Furthermore, it derives

perspectives defined by experience and context, and the benefit of this research is a deeper

and/or broader understanding of these perspectives. This study explored by unstructured,

conversational interviews (Bruce, 2017).

The researchers chose this type of design because it focuses on the commonality of

experiences among a group of respondents. The researchers are able to gain general grasp of the

chosen variable and develop detailed meaning of the event using this design. Thus, it will help

the researchers to focus mainly on the immediate experiences of the respondents objectively

then reflect some descriptions with reference to the existing theories that may develop in a

phenomenon.

Sampling and Participants

In this study, the researcher used purposeful sampling as a sampling technique, which is

also called judgmental sampling. It is a technique where the researchers rely on their judgment

while choosing respondents from the population to participate in their surveys. In other words,

respondents are selected based on "purpose" in purposive sampling. The participants involved

in this study are Grade 12 HUMSS students because of the prior reasons that they are more

focused on communication learning, public speaking, and more topics that are conversational

and issues. The researcher selectively selected five participants from 75 senior high schools

HUMMS students.

Ethical Considerations

In this study, the researcher will consider ethical considerations to ensure the safety of

the respondents. This would really benefit the target participants by helping them better

25
understand the influence of social media on the conversational skills of Grade 12 HUMMS

students.

As for the participants of this study, the researcher will not force the participants to

participate in the study if they don’t want to and will not use their data without their consent.

The data of the participant will be held as confidential to avoid such conflict.

The researcher will make sure that participation in the study is voluntary, informed, and

safe for the research subject. The procedures for conducting this study will first be informed by

the research instructor and submitted for approval. All the data gathered by the researchers will

be used only for the purposes of this research.

Data Collection

a. Method

The researchers will use focus group discussion (FGD) in collecting the data. It is a type of

interview in which selected groups of people are gathered as a group. It will serve to solicit

participants' attitudes and perceptions, knowledge, and experiences.

b. Procedure

The researchers will create a group chat using social media and will add the members as

participants to participate in the data gathering. Moreover, the researchers will first explain the

purpose of the study and what they will encounter during the interview. Afterward, the interview

may start with questions that are related to the topic, and follow-up questions may vary and be

26
initiated to get a more specific and in-depth answer from the participants. Lastly, the answers

were collected and transcribed, and the researchers according to their themes and initial codes

(called thematic analysis) sorted them.

Data Analysis Procedure

The researchers decided to use a thematic analysis for the qualitative data that they

gathered using the method of focus group discussion (FGD). Thematic analysis is a data analysis

method that includes searching across data types to identify, analyze, and report on repeating

patterns. The researchers will analyze the data by transcribing the responses of the participants,

looking for accurate patterns based on the answers of the participants, and finally determining

whether there is a common theme and producing a narrative. Finally, the researchers were able

to collect and evaluate substantial data, which resulted in the development of several patterns

and, as a result, the creation of themes: the potential effects of social media, utilizing or using

social media to improve conversational skills, and participants' limitations.

CHAPTER IV

Presentation, Analysis, and Interpretation of Data

This chapter includes the presentation, analysis and interpretation of data. The purpose

of the study is to identify the significant relationship of the time spent using social media and

the level of conversational skills of Grade 12 HUMSS Senior High School students.

The questionnaire handed to the respondents contains questions concerning their level

of conversational skills and time spent using social media. This chapter also contains the

presentation of data in graph form along with their corresponding interpretations.

27
 The aim of this study is to assess and establish the respondent’s responses to the

influence of the two variables. The focus will be on the main themes of the influence of social

media and conversational skills as presented by the findings that arose in the interview process

and subsequent data analysis. The identified responses of the respondents were potential effects

of social media; utilizing or using social media to improve conversational skills; and

participants' limitations. All the following themes are connected in describing the insights of the

phenomenon.

Problem 1: Amount of time Grade 12 HUMSS students’ spend on social media.

(Facebook, Instagram, TikTok, Twitter, Youtube).

STUDENTS FACEBOOK INSTAGRAM TIKTOK TWITTER YOUTUBE

1 3 HOURS 1 MINUTE 6 HRS 0 30 MINUTES
2 5 HOURS 1 HOUR 6 HOURS 30 MINUTES 30 MINUTES
3 5 HOURS 2 HOURS 3 HOURS 1 HOUR 3 HOURS
4 3 HOURS 0 8 HOURS 3 HOURS 1 HOUR
5 1 HOUR 1 HOUR 0 1 HOUR 5 HOURS
6 10 HOURS 8 HOURS 12 HOURS 1 HOUR 1 HOUR
7 1 HOUR 1 HOUR 2 HOURS 0 40 MINUTES
8 14 HOURS 4 HOURS 16 HOURS 4 HOURS 10 HOURS
9 1 HOUR 2 HOURS 1 HOUR 30 MINUTES 2 HOURS
10 2 HOURS 1 HOUR 1 HOUR AND 0 2 HOURS
30 MINUTES
11 30 MINUTES 30 0 1 HOUR 30 MINUTES
MIINUTES
12 8 HOURS 1 HOUR 2 HOURS 30 MINUTES 3 HOURS
13 1 HOUR 1 HOUR 5 HOURS 1 HOUR 1 HOUR
14 5 HOURS 25 MINUTES 10 HOURS 2 MINUTES 0
15 2 HOURS 30 3 HOURS 1 HOUR 2 HOURS
MIINUTES
16 5 HOURS 1 HOUR 5 HOURS 0 5 HOURS
17 2 HOURS 30 MINUTES 8 HOURS 3 HOURS 5 HOURS
18 12 HOURS 8 HOURS 2 HOURS 24 HOURS 24 HOURS
19 1 HOUR 5 HOURS 5 HOURS 1 HOUR 30 MINUTES
20 2 HOURS 1 HOUR 4 HOURS 30 MINUTES 3 HOURS
21 9 HOURS 4 HOURS 5 HOURS 5 HOURS 2 HOURS
22 1 HOUR 0 0 0 4 HOURS
23 30 MINUTES 4 MINUTES 6 HOURS 35 MINUTES 18 MINUTES
AND 8 MINS
24 30 MINUTES 10 1 HOUR 5 HOURS 2 HOURS

28
 MIINUTES
25 5 HOURS 1 HOUR 4 HOURS 30 MINUTES 2 HOURS
26 5 HOURS 1 HOUR 8 HOURS 5 MINUTES 1 HOUR
27 2 HOURS 15 MINUTES 0 15 MINUTES 6 HOURS
28 1 HOUR 45 45 MINUTES 20 MINUTES 13 MINUTES
MIIINUTES
29 4 HOURS 30 MINUTES 10 MINUTES 0 1 HOUR
30 3 HOURS 30 MINUTES 2 HOURS 0 2 HOURS
31 3 HOURS 1 HOUR 4 HOURS 1 HOUR 2 HOURS
32 30 MINUTES 5 HOURS 6 HOURS 1 HOUR 3 HOURS
33 2 HOURS 2 MINUTES 0 30 MINUTES 5 HOURS
34 1 HOUR 15 MINUTES 3 HOURS 1 HOUR 1 HOUR
35 10 MINUTES 2 MINUTES 1 MINUTE 6 MINUTES 15 MINUTES
36 1 HOUR 1 HOUR 3 HOURS 2 HOURS 1 HOUR
37 2 HOURS 2 HOURS 7 HOURS 12 HOURS 3 HOURS
38 1 HOUR 1 HOUR 5 HOURS 0 3 HOURS
38 2 HOURS 4 HOURS 3 HOURS 1 HOUR 1 HOUR
40 4 HOURS 2 HOURS 4 HOURS 0 1 HOUR
41 30 MINUTES 20 MINUTES 3 HOURS 4 HOURS 2 HOURS
42 1 HOUR 1 HOUR 3 HOURS 20 MINUTES 4 HOURS
43 30 MINUTES 3 HOURS 5 HOURS 40 MINUTES 2 HOURS
44 2 HOURS 1 HOUR 3 HOURS 2 HOURS 5 HOURS

Figure 2

Amount of Time Spent in Using Social Media

29
 Figure 3

Average Amount of Time Spent in Using Social Media

Figure 2 shows that the amount of time spent of Grade 12 HUMSS 12 A and B such as

Facebook (3.07 hours), Instagram (1.89 hours), Twitter (1.82 hours), YouTube (2.8 hours) and

Tiktok (4.08 hours) that is higher than the social media apps used by the students in a daily

basis.

Problem 2: What is the current state of Grade 12 HUMSS students’ conversational skills?

Table 4 Interpretation of the student’s conversational skills.

STUDENTS SCORE INTERPRETATION

1 3.16 Adequate
2 3.48 Adequate
3 4.24 Good
4 3.52 Adequate
5 3.88 Adequate
6 3.36 Adequate
7 3.76 Adequate
8 3.52 Adequate
9 2.88 Fair
10 2.60 Fair
11 3.96 Adequate
12 3.48 Adequate
13 4.04 Good
14 3.08 Adequate
15 3.68 Adequate
16 3.88 Adequate
17 3.48 Adequate
18 3.92 Adequate
19 4.04 Good
20 3.20 Adequate
21 3.24 Adequate
22 3.40 Adequate
23 4.12 Good
24 2.92 Fair
25 5.20 Excellent
26 3.08 Adequate

30
 27 3.32 Adequate
28 4.04 Good
29 3.80 Adequate
30 4.40 Good
31 3.40 Adequate
32 3.00 Adequate
33 4.24 Good
34 3.24 Adequate
35 3.96 Adequate
36 3.72 Adequate
37 2.92 Fair
38 3.12 Adequate
38 3.40 Adequate
40 4.00 Good
41 3.40 Adequate
42 3.40 Adequate
43 3.56 Adequate
44 3.52 Adequate

Table 5 Conversational Skills in an Interpersonal Setting

Inadequate Fair Adequate Good Excellent

HUMSS 12A 0 2 14 5 1

HUMSS 12B 0 2 17 3 0

Total: 0 4 31 8 1

31
 Table 3 and 4 shows the current state of Grade 12 HUMSS students conversational skills

based on Conversational Skills Rating Scale. It reveals that it has a total of (1) in having

Excellent conversational skills, total of (8) for Good, (31) for Adequate, (4) Fair and only has a

total of (0) having Inadequate conversational skills. This implies that 70.45% of 44 respondents

have an adequate or satisfactory result.

Problem 3: Is there a significant relationship between social media to the conversational skills of

the Grade 12 HUMSS students?

Table 6 Relationship between Time Spent using Social Media and Conversational Skills

Descriptive Statistics

Mean Std. Deviation N

Time_Spent 2.6775 2.34078 44

Conversational_Skills 3.5809 .48719 44

Correlations

Time_Spent Conversational_Skills

32
 Time_Spent Pearson Correlation 1 .301*

Sig. (2-tailed) .047

N 44 44

Conversational_Skill Pearson Correlation .301* 1

Sig. (2-tailed) .047

N 44 44

*. Correlation is significant at the 0.05 level (2-tailed).

Table 5 shows that Pearson correlation is being used to determine the influence of time

spent on social media and conversational skills. There is a positive correlation between time

spent on social media and the student's conversational skills, with a statistically significant result

implying that there is a significant relationship between the two variables (r= 0.031 N=44, p-

value 0.047> 0.05)

Potential Effects of Social Media

All of the participants agreed that using social media had both positive and negative

effects. One participant stated that social media's good and bad effects could influence changes

33
in their viewpoints and behavior. One participant provided examples of the positive and negative

effects of social media.

I think as a student, being exposed on social media,nagbibigay ito sa akin ng both

negative and positive effects na nagiging dahilan ng changes in our perspectives and behaviors.

(Participant 2).

For me as a student po, social media have positive effects in terms of information,

entertainment etc. and it also have negative effect as well that can lead to bullying, rumor

spreading, unrealistic views of other people's lives.

(Participant 4).

Social Media in Conversational Skills

All of the participants shared what other resources they use in order to improve their

conversational skills. The participants agreed that they utilize social media in conversational

skills to interact and to communicate with others. Two participants stated that they use social

media apps to interact with others. One of the participants stated using social media and

socializing with other people helps him improve his conversational skills.

I utilize social media apps po kapag nakikipag interact po ako sa ibang tao like Discord,

Zoom, MC Team, Messenger, and Viber po.

34
 (Participant 4).

Kapag nakikipag communicate po ako sa iba, I use social media apps such as Facebook,

Instagram, and Messenger. Nag-iimprove yung social skills ko by interacting with them kasi

nakakapag-socialize ako with different types of people at nakakatulong siya for me para mag

improve pa each time.

(Participant 5)

Limitations

All of the participants shared their experiences with having difficulty engaging in a

conversation with other people. They all agree that using social media for communication has its

limitations. Two individuals claimed that talking on social media is difficult because they cannot

tell whether someone is genuine.

Kasi hindi ko nakikita kung ano ba talaga yung feelings nila on social media, Hindi ko

din ma-determine if they are being real or true to what they are saying.

(Participant 2)

I can describe it as confusing kasi when we are conversing on social media hindi natin nakikita

yung genuine reaction ng ibang tao. For example, kapag nagjojoke yung ibang tao sa internet

without any emojis as a reaction, some people may misunderstand them.

(Participant 3)

35
 Chapter V

Summary of Findings, Discussions, Conclusions, and Recommendations

This chapter summarizes the findings and conclusion of the study wherein the

relationship of the two variables is analyzed and investigated; the time spent using social media

and conversational skills of Grade 12 HUMSS students in Theresian School of Cavite. This

chapter also provides recommendations to inform the audience of research goals and objectives

as an outgrowth of the study.

Summary of Findings

36
 The findings of this study were summarized according to the statement of the problems

stated in Chapter 1.

1). Amount of time Grade 12 HUMSS Students’ spend on social media. (Facebook,

Instagram, TikTok, Twitter, Youtube).

The most frequently used social media site used by students is Tiktok that has a total

average of 4.08 hours based on amount of spent time, followed by Facebook with a total average

of 3.07 hours spent time. YouTube comes third with 2.8 hours average time spent, Instagram

with 1.89 hours average time spent. Twitter is last with only 1.82 hours average time spent.

2.) What is the current state of Grade 12 HUMSS Students’ conversational skills?

The conversational skills are categorized as Inadequate, Fair, Adequate, Good, and

Excellent using Conversational Skills Rating Scale. The study found out that among the 44

respondents in HUMSS 12 A and B there is only total of 1 that is categorized as excellent, total

of 8 as good, 31 for Adequate, 4 were categorized with Fair and there were none (0) in both

HUMSS 12 A and B who reportedly to be at Inadequate category.

3.) Is there a significant relationship between social media to the conversational skills of the

Grade 12 HUMSS students?

The data run on SPSS revealed that there is a significant relationship between the amount

of time spent using social media and conversational skills of Grade 12 HUMSS A and B because

of the given results. Out of 44 respondents the overall computed p-value of 0.047 is less than the

set significance level of 0.05; Amount of time spent in using social media and conversational

37
skills showed a strong correlation. Hence, the researchers rejected the null hypothesis. This study

has established a significant relationship between the two variables.

Discussion

The researchers discovered that the amount of time students spend on social media had a

significant relationship with their conversational skills in Grade 12 HUMSS. The researchers

also discovered that Tiktok is the most popular social media app among HUMSS students,

followed by Facebook, Youtube, Instagram. The least popular social media app among HUMSS

students is Twitter. Also, it was revealed that their current conversational skills are mainly

adequate but there were none who got the Inadequate result. The outcome meets the researchers'

expectations.

Conclusion

Based on the findings, the following conclusions were made:

1. The data reveals that the students most frequently used social media site is Tiktok with an

average time of 4.08 hours and the least frequently used social media site is Twitter with 1.82

hours.

2. The findings reveal that 70.45% of 44 respondents are in the adequate level in conversation

skills in an interpersonal setting; however, there is no one in inadequate level.

38
3. The result of the influence of social media on the conversational skills of Grade 12 HUMSS

students that is based on the data run from the SPSS using Pearson Correlation, reveals that there

is a significant relationship between the two variables. Hence, the null hypothesis is rejected.

Summary of the Key Findings

Using the three themes that emerged from the data, the findings were discussed.

Theme 1: Potential Effects of Social Media

Participants agreed that utilizing social media had both benefits and drawbacks.

Theme 2: Utilizing Social Media in Conversational Skills

Participants agreed that they use social media to interact and communicate with others.

Participants stated that they use social media apps to interact with others.

Theme 3: Limitations

Participants agreed that using social media for communication has limitations. They also

claimed that communicating via social media is difficult because it is difficult to determine

whether something is true or not.

Implication of the Findings

Theme 1: Advantages and Disadvantages of Social Media.

In these themes, participants say that there are some potential positive and negative

effects of social media. Students demonstrate verbally and equally their reasons for believing that

39
being exposed to social media is a good thing and can change their perspectives and behaviors as

well as their views. Hence, to this theme, there are several factors that emerge in the interview

process, such as their perspectives on social issues and use of online information in a balanced

way.

Theme 2: Using Social Media when Interacting with others.

For this theme, students agreed that they utilize social media in their conversational skills

when interacting and communicating with others. They give some of the resources and social

media apps that they use and give some situations based on their personal experiences. There

were several reasons, such as the fact that they improved at interacting, improved their

comprehension, and substantially reproduced sentences using the words they learned from all the

interactions they had on those social media apps.

Theme 3: Limitations of Social Media

For the third theme, participants agreed that using social media has certain

communication limitations. Communication via social media is limited due to factors such as

difficulty determining whether something is true or not, inability to read facial expressions and

hand gestures, and so on.

Areas of Future Research

Limitations of the qualitative method- Using the qualitative research may shows as time

consuming due to gathering data and the researcher are required to have a thorough study to

analyze the responses of the respondents. Thus, the answers of the following respondents are

broad and quite general and not all the participants has the same experience of using social

40
media to the conversational skills of the students. The result of the study is depended on those

participants who experience the research study, and seems challenging and difficult to

demonstrate the rigidity in collective data since the viewpoints of the participants serve as the

basis of collected data. According to Chukwuemeka (2022) the disadvantages of qualitative

research studies include their greater complexity and a lower tendency to generalize to the

entire population. Understanding the thought processes of particular people and even groups is

crucial. Nevertheless, due to how subjective the data is, someone will always question its

dependability and factuality.

 Possibilities of this study- this study can be conducted using other strands and not

just at the senior high school level. In doing this, this study will reach new heights and

may bring new discoveries regarding the influence of social media on conversational

skills. It may also bring new methods of using social media to improve the conversational

skills of the participants.

Conclusion

Based on the gathered data and finalizing the findings of the study, the researcher

concludes that social media has a positive and negative impact on students. There are factors

that gradually change them, particularly in their perspectives, views, and behaviors on a certain

subject or situation. In addition to this, social media as a communication tool can help students

and other people interact with various people who can help them improve their ability to

communicate. Nonetheless, it allows them to communicate with people and discuss different

41
subjects or topics, which can serve as an opportunity for them to improve their self-confidence

and self-esteem. However, using social media has some limitations that need to be considered

and prioritized; hence, the lack of face-to-face conversation will make it difficult to deliver the

message clearly. It will be difficult to analyze the message or any information from the sender to

the receiver to determine whether it is true or not. Therefore, in this study, the researcher

concluded that using social media might benefit the users or students, but there is still an impact

that can affect the conversation, and there could be a barrier when using social media as a

communication tool. Moreover, in order to improve the conversational skills of the students, it is

better to practice them in person than through online interaction

RECOMMENDATION:

This section presents the recommendations of the study. The following

recommendations are offered based on the work accomplished during this study. These

recommendations would be beneficial for the future beneficiaries of this study.

To the students

42
 The researchers suggest that they have a setting or a practice for improvement in terms

of a student's conversational skills. The researchers also recommend that students must use

social media exposure as a tool to have an effective communication skill.

The students should use social media exposure as a tool to develop effective

communication skills and interact with different kinds of people while exploring social media.

This will help them improve their conversational skills while joining and participating in certain

groups and organizations that would be an opportunity for them to meet people.

To future researchers:

Choose an instrument that has an applicable basis and interpretation. Try Consider the

student’s situation and environment in analyzing and investigating their conversational skills

and also explore more related literature and study.

As for the future researchers, the researcher of this study recommends that they have a

thorough discussion, analysis, and interpretation when gathering adequate information and

data that would support their future studies. They should need to consider the other factors of a

certain subject to finalize their findings and conclusions. Thus, they can use this study as their

guide and reference to conduct a study.

To the Teachers

A teacher plays an important role in developing and nurturing students. The researchers

recommend school teachers to train and teach their students on how to manage the amount of

time in using social media and use it in improving their conversational skills. Involving using

social media in class, this also benefited the teachers and students’ communication in class.

43
 The teachers should motivate the students to increase their engagement in conversation,

which will be relevant for those students who are afraid to communicate with other people.

Therefore, the researcher recommends that the teacher monitor the student's involvement in

different activities and motivate them to improve their engagement. Using social media

platforms would be beneficial for the students by allowing them to use a certain application as a

tool to share their artwork, such as poems, drawings, and other works that are related to art.

With the help of social media platforms, it will be easier for the students to improve their

conversational skills.

To the School

The researchers recommend to use this study as their basis to know and improve their

conversational skills in using social media.

This study recommends that the school administrator use this study as a guide and a

reference to broaden their knowledge and understanding about a certain topic, particularly in

the students' conversational skills. The school administrator should encourage the students by

implementing an activity, seminar, program, event, or workshop that would increase their

engagement and potential in socializing and communicating with other people. Implementing

an interactive competition such as a dancing and singing competition would be helpful to

motivate the students to improve their conversational skills.

References:

Abousaber et.al, (2018). Study on the Impact of Social Media Usage on Student Academic

Performance.

44
 https://core.ac.uk/download/pdf/235050518.pdf

(Ademiluyi, SuleMamman & Oladeji 2019) Influence-of-Social-Media-on-Communication-

Skills-and-Academic-Performance-of-Business-Education.

https://www.eajournals.org/wp-content/uploads/Influence-of-Social-Media-on-

Communication-Skills-and-Academic-Performance-of-Business-Education.pdf

Alameen et.al, (2021). Effect of social media use on learning, social interactions, and sleep

duration among university students.

https://www.sciencedirect.com/science/article/pii/S1319562X21000103

Average Daily time spent on Social Media

https://www.broadbandsearch.net/blog/average-daily-time-on-social-media

(Bhamare, C. R. 2018) Effects of Social Media on Communication Skills.

https://theknowledgereview.com/effects-social-media-communication-skills/

Carter et.al, (2018). Systematic review of the comparative pragmatic differences in

conversational skills of individuals with autism.

https://journals.sagepub.com/doi/full/10.1177/2396941518803806

(Chavez 2020) The impact of social media is it irreplaceable knowledge

https://www.wathi.org/the-impact-of-social-media-is-it-irreplaceable-

knowledgewharton-july-2019/

Chen et.al, (2022) The effect of social media on the development of students’ affective

variables.

https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1010766/full

45
Chukwuemeka. E. S (2022, August 31). Limitations and Weaknesses Of Qualitative

Research. Bscholarly.

https://bscholarly.com/limitations-and-weaknesses-of-qualitative-research/

Dina et.al, (2022) Conversational Skills among College Students with Intellectual

Disabilities within Naturalistic Settings.

https://www.naset.org/publications/jaasep-research-based-journal-in-special-

education/jaasep-winter-2022/enhancing-conversational-skills-among-college-

students-with-intellectual-disabilities-within-naturalistic-settings

How Much Time Is 'Too Much Time' On Social Media?

https://www.outlookindia.com/healths/how-much-time-is-too-much-time-on-social-

media--news-217676

McBurney & White, (2009) Research Method

https://books.google.com.ph/books/about/Research_Methods.html?id=AUDoy-

lSe_EC&redir_esc=y

Melissa G. Hunt, Rachel Marx, Courtney Lipson and Jordyn Young (December 2018) No

More FOMO: Limiting Social Media Decreases Loneliness and Depression

https://guilfordjournals.com/doi/10.1521/jscp.2018.37.10.751

(Monica Anderson and Jingjing Jiang 2018) Teens, Social Media & Technology

http://publicservicesalliance.org/wp-content/uploads/2018/06/Teens-Social-Media-

Technology-2018-PEW.pdf

46
Monsen & Horn (2007) Research: Successful Approaches

https://books.google.com.ph/books?id=0Mq_NH8yJXsC&pg=PA133&dq=Monsen+

%26+Horn,

+2007&hl=en&sa=X&ved=2ahUKEwjygfPmuLr7AhWjsFYBHcEFDN4Q6AF6BAgLEAI#

v=onepage&q=Monsen%20%26%20Horn%2C%202007&f=false

(Pascual 2019) The digital revolution

https://www.sciencedirect.com/topics/psychology/digital-revolution

Pritha Bandari (2020) What Is Qualitative Research

https://www.scribbr.com/methodology/quantitative-research

The social media addiction statistic

https://www.matthewwoodward.co.uk/work/social-media-addiction-statistics/

Appendix A

Research Instruments

47
Conversational Skills Rating Scale:

1 2 3 4 5 Speaking rate (neither too 1 2 3 4 5 Use of humor and/or stories

slow nor too fast)

1 2 3 4 5 Speaking fluency (pauses, 1 2 3 4 5 Smiling and/or laughing

silences, “uh”, etc.)

1 2 3 4 5 Vocal confidence (neither too 1 2 3 4 5 Use of eye contact

tense/nervous nor overly
confident sounding)

1 2 3 4 5 Articulation (clarity of 1 2 3 4 5 Asking of questions

pronunciation and linguistic
expression)

1 2 3 4 5 Vocal variety (neither overly 1 2 3 4 5 Speaking about partner

monotone nor dramatic (involvement of partner as a
voice) topic of conversation)

1 2 3 4 5 Volume (neither too loud nor 1 2 3 4 5 Speaking about self (neither

too soft) too much nor too little)

1 2 3 4 5 Posture (neither too 1 2 3 4 5 Encouragements or

closed/formal nor too agreements (encouragement
open/informal) of partner to talk)

48
1 2 3 4 5 Lean toward partner (neither 1 2 3 4 5 Personal Opinion expression
too forward nor too far back) (neither too passive nor
aggressive)

1 2 3 4 5 Shaking or nervous twitches 1 2 3 4 5 Initiation of new topics

(aren’t noticeable or
distracting)

1 2 3 4 5 Unmotivated movements 1 2 3 4 5 Maintenance of topics and

(tapping feet, fingers, hair- follow-up comments
twirling, etc.)

1 2 3 4 5 Facial expressiveness 1 2 3 4 5 Interruption of speaking

(neither blank nor turns
exaggerated)

1 2 3 4 5 Nodding of head in response 1 2 3 4 5 Use of time speaking relative

to statements to partner

1 2 3 4 5 Use of gestures to emphasize

what is being said

Appendix B

List of Tables and Figures

Tables

Table 4 Interpretation of the student’s conversational skills.

49
STUDENTS SCORE INTERPRETATION
1 3.16 Adequate
2 3.48 Adequate
3 4.24 Good
4 3.52 Adequate
5 3.88 Adequate
6 3.36 Adequate
7 3.76 Adequate
8 3.52 Adequate
9 2.88 Fair
10 2.60 Fair
11 3.96 Adequate
12 3.48 Adequate
13 4.04 Good
14 3.08 Adequate
15 3.68 Adequate
16 3.88 Adequate
17 3.48 Adequate
18 3.92 Adequate
19 4.04 Good
20 3.20 Adequate
21 3.24 Adequate
22 3.40 Adequate
23 4.12 Good
24 2.92 Fair
25 5.20 Excellent
26 3.08 Adequate
27 3.32 Adequate
28 4.04 Good
29 3.80 Adequate
30 4.40 Good
31 3.40 Adequate
32 3.00 Adequate
33 4.24 Good
34 3.24 Adequate
35 3.96 Adequate
36 3.72 Adequate
37 2.92 Fair
38 3.12 Adequate
38 3.40 Adequate
40 4.00 Good
41 3.40 Adequate
42 3.40 Adequate
43 3.56 Adequate
44 3.52 Adequate

50
 Table 5 Conversational Skills in an Interpersonal Setting

Inadequate Fair Adequate Good Excellent

HUMSS 12A 0 2 14 5 1

HUMSS 12B 0 2 17 3 0

Total: 0 4 31 8 1

Table 6 Relationship between Time Spent using Social Media and Conversational Skills

Descriptive Statistics

Mean Std. Deviation N

Time_Spent 2.6775 2.34078 44

Conversational_Skills 3.5809 .48719 44

Correlations

Time_Spent Conversational_Skills

Time_Spent Pearson Correlation 1 .301*

Sig. (2-tailed) .047

51
 N 44 44

Conversational_Skill Pearson Correlation .301* 1

Sig. (2-tailed) .047

N 44 44

*. Correlation is significant at the 0.05 level (2-tailed).

Figures

Social Media
Influence Conversational
-Facebook Skills
-Instagram -Grade 12 HUMSS
-Twitter students
-Tiktok
-Youtube

52
FIGURE 1. Influence of Social Media to the Conversational Skills of Grade 12 HUMSS

students in Theresian School of Cavite

STUDENTS FACEBOOK INSTAGRAM TIKTOK TWITTER YOUTUBE

1 3 HOURS 1 MINUTE 6 HRS 0 30 MINUTES
2 5 HOURS 1 HOUR 6 HOURS 30 MINUTES 30 MINUTES
3 5 HOURS 2 HOURS 3 HOURS 1 HOUR 3 HOURS
4 3 HOURS 0 8 HOURS 3 HOURS 1 HOUR
5 1 HOUR 1 HOUR 0 1 HOUR 5 HOURS
6 10 HOURS 8 HOURS 12 HOURS 1 HOUR 1 HOUR
7 1 HOUR 1 HOUR 2 HOURS 0 40 MINUTES
8 14 HOURS 4 HOURS 16 HOURS 4 HOURS 10 HOURS
9 1 HOUR 2 HOURS 1 HOUR 30 MINUTES 2 HOURS
10 2 HOURS 1 HOUR 1 HOUR AND 0 2 HOURS
30 MINUTES
11 30 MINUTES 30 0 1 HOUR 30 MINUTES
MIINUTES
12 8 HOURS 1 HOUR 2 HOURS 30 MINUTES 3 HOURS
13 1 HOUR 1 HOUR 5 HOURS 1 HOUR 1 HOUR
14 5 HOURS 25 MINUTES 10 HOURS 2 MINUTES 0
15 2 HOURS 30 3 HOURS 1 HOUR 2 HOURS
MIINUTES
16 5 HOURS 1 HOUR 5 HOURS 0 5 HOURS
17 2 HOURS 30 MINUTES 8 HOURS 3 HOURS 5 HOURS
18 12 HOURS 8 HOURS 2 HOURS 24 HOURS 24 HOURS
19 1 HOUR 5 HOURS 5 HOURS 1 HOUR 30 MINUTES
20 2 HOURS 1 HOUR 4 HOURS 30 MINUTES 3 HOURS
21 9 HOURS 4 HOURS 5 HOURS 5 HOURS 2 HOURS
22 1 HOUR 0 0 0 4 HOURS
23 30 MINUTES 4 MINUTES 6 HOURS 35 MINUTES 18 MINUTES
AND 8 MINS
24 30 MINUTES 10 1 HOUR 5 HOURS 2 HOURS
MIINUTES
25 5 HOURS 1 HOUR 4 HOURS 30 MINUTES 2 HOURS
26 5 HOURS 1 HOUR 8 HOURS 5 MINUTES 1 HOUR
27 2 HOURS 15 MINUTES 0 15 MINUTES 6 HOURS
28 1 HOUR 45 45 MINUTES 20 MINUTES 13 MINUTES
MIIINUTES
29 4 HOURS 30 MINUTES 10 MINUTES 0 1 HOUR
30 3 HOURS 30 MINUTES 2 HOURS 0 2 HOURS
31 3 HOURS 1 HOUR 4 HOURS 1 HOUR 2 HOURS
32 30 MINUTES 5 HOURS 6 HOURS 1 HOUR 3 HOURS
33 2 HOURS 2 MINUTES 0 30 MINUTES 5 HOURS
34 1 HOUR 15 MINUTES 3 HOURS 1 HOUR 1 HOUR
35 10 MINUTES 2 MINUTES 1 MINUTE 6 MINUTES 15 MINUTES

53
36 1 HOUR 1 HOUR 3 HOURS 2 HOURS 1 HOUR
37 2 HOURS 2 HOURS 7 HOURS 12 HOURS 3 HOURS
38 1 HOUR 1 HOUR 5 HOURS 0 3 HOURS
38 2 HOURS 4 HOURS 3 HOURS 1 HOUR 1 HOUR
40 4 HOURS 2 HOURS 4 HOURS 0 1 HOUR
41 30 MINUTES 20 MINUTES 3 HOURS 4 HOURS 2 HOURS
42 1 HOUR 1 HOUR 3 HOURS 20 MINUTES 4 HOURS
43 30 MINUTES 3 HOURS 5 HOURS 40 MINUTES 2 HOURS
44 2 HOURS 1 HOUR 3 HOURS 2 HOURS 5 HOURS

Figure 2

Amount of Time Spent in Using Social Media

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 Figure 3

Average Amount of Time Spent in Using Social Media

Appendix C
Interview Transcripts

Interviewer: Hello good afternoon I am Liam Arrel Libid, the title of our study is entitled

“Influence of Social Media to the Conversational Skills of Grade 12 HUMMS students at

Theresian School of Cavite” The purpose of the study is to know the influence of social media to

the conversational skills of the students. There will be some questions, so please answer them if

you are able. There will be 3 questions, and it will last no more than 20 minutes.

Interviewer: What is it like to be more exposed on social media as students in the digital era?

Participant 1: That I should be more aware of the potential negative effects of social media and

to use it in a responsible and balanced way.

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Participant 2: I think as a student, being exposed on social media can bring us both negative

and positive effects that can cause changes in our perspectives and behaviors.

Participant 3: As a student who is exposed on social media, it help me a lot in many ways such

as communication, information, and entertainment.

Participant 4: For me as a student, social media have positive effects in terms of information,

entertainment etc. and it also have negative effect as well that can lead to bullying, rumor

spreading, unrealistic views of other people's lives.

Participant 5: I think that being exposed to social media is a good thing as a humss student

because it gives us more exposure to other perspectives since social media has given us freedom

to speak our minds more than what we already have.

Participant 6: Personally, my use of social media has been linked to disrupting my sleep

patterns, which is directly related to my mental health. However, as a student, I now have more

platforms to access information, which is another advantage that social media can provide.

Interviewer: pwede na po ba magproceed sa next question? How can you describe a situation

that you encounter difficulties in having a conversational experience with other individuals?

Participant 1: In such cases, my responses may be limited or sometimes inaccurate. An

example of this is when the topic of conversation is outside of knowledge cutoff or my training

data.

Participant 3: Due to the fact that I am unable to see their feelings on social media, I am

unable to determine if they are being real or true to what they are saying.

Participant 2: I can describe it as confusing because when we’re conversing in social media we

can’t see the genuine reaction of the other person

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Interviewer: Can you elaborate your answer base on your personal experience You just have to

elaborate it more so that we can gather more of the data you give in our interview

Participant 2: for example when people make jokes on the internet without any emojis as a

reaction, some people may misunderstand them.

Participant 6: I think that, I don't talk much because, aside from being shy, I don't feel like I

have anything interesting to say. In my experience, I tend to say something incorrect and being

corrected leads to interesting conversations. It assists me in being able to listen to others and

learn from them.

Participant 5: I love making satire and sarcastic comments or jokes to my friends or on social

media, and since we’re not seeing each other, sometimes they think that I am serious and that I

mean what I’m saying which often offends them.

Participant 4: In my experience, I've not talking too much and feel awkward when i

encountered such difficulties in socializing or having conversations with other people.

Interviewer: Mag proceed na po tayo sa next question. What other resources that you do as a
student in order to utilize social media as your tool in improving your conversational skills?

Participant 2: By using modern technologies and updated websites and applications such as

google, kakao talk, messenger and etc, we can easily find to utilize social media to improve our

conversational skills.

Participant 6: As a student, I use social media to interact with others more often, to improve

my comprehension and be confident. By doing that, it will also help me improve my social skills.

Interviewer: For further following questions can you give specific resources that you use and

please can you answer it comprehensively

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Participant 6: To communicate with others, I use social media apps such as Facebook,

Instagram, and Messenger. I will be able to improve my social skills by interacting with them

because I socialize with different types of people, which helps me to improve each time.

Participant 4: As a student, i often use textbooks and other available tools online or offline in

able to utilize my social skills.

Participant 1: Social media apps that I can use to interact with others

Interviewer: What particularly social media apps you use?

Participant 1: Discord, Zoom, MC Team, Messenger, and Viber po

Interviewer: Can you give to us some improvement to your conversational skills prior to the

resources you gave to us?

Participant 1: I can substantially reproduce sentences using the words I’ve learned from all the

interactions I’ve had using those apps po

Participant 3: I utilize social media in my conversational skills by using apps or platforms

such as Zoom, Messenger, and other platform that can help develop my skills.

Participant 5: I use Twitter and Reddit to expand my knowledge about the things that interest

me and find people that I can talk to about certain topics.

Interviewer: Thank you for participating, we guarantee that your response will only be used

for research purposes.

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