Social Media Exposure and Grammar Proficiency of Junior High School Students’: A Correlational Study
DOI:
https://doi.org/10.11594/ijmaber.04.09.04Keywords:
Grammar proficiency, Junior high school, K-12, Social media, Spelling, Use of punctuation marksAbstract
Social media has emerged as a contemporary form of media with diverse attributes and characteristics. It serves as a means of instruction, and the younger generation frequently engages with it for various social interactions and communication purposes. While social media offers features not limited to education and is readily accessible to students, it can also impact certain academic aspects through this new digital medium. This study investigated the association between social media exposure and grammar proficiency among junior high school students, specifically spelling and punctuation marks usage. The researchers employed a correlational design and collected quantitative data. Through, total population sampling method, students from Grades 7, 8, 9, and 10 in a laboratory school in Eastern Visayas were chosen. The questionnaire included a spelling and punctuation examination, and the results were analyze using statistical methods such as mean, percentage, standard deviation, Pearson correlation (r), and Eta – correlation. This study's findings indicate no significant relationship between the grammar proficiency of the respondents and their social media exposure, as there is a relatively low correlation and association between the time spent on social media and grammar proficiency test scores. However, the study also revealed a positive correlation between age and grammar proficiency, implying that the older the respondents, the higher their knowledge about correct spelling and punctuation marks usage. Furthermore, the study also suggests conducting further research to explore the relationship between other components of grammar competency and specific social media platforms, such as TikTok, which has the highest hours of exposure.
Downloads
References
Adjin-Tettey, T. D., Selormey, D., & Nkansah, H. A. (2021). Ubiquitous technologies and learning. International Journal of Educa-tional Technology in Higher Education, 18 (1), 1-16. https://doi.org/10.4018/ijicte.286758
Alnjadat, R., Hmaidi, M. M., Samha, T. E., Kila-ni, M. M., & Hasswan, A. M. (2019). Gen-der variations in social media usage and academic performance among the stu-dents of University of Sharjah. Journal of Taibah University Medical Sciences, 14(4), 390–394. https://doi.org/10.1016/j.jtumed.2019.05.002
Bensaid, N., Touati, M., & Moumen, F. Z. (2019). The Effect of Social Media Lan-guage on EFL Learners’ Academic Writ-ing Performance. Case of Master One Lin-guistics Students at M’sila Universi-ty. http://dspace.univ-msi-la.dz:8080//xmlui/handle/123456789/1508
Dan, E (2019). Social media statistics in the Philippines. Talkwalker. https://www.talkwalker.com/blog/social-media-statistics-philippines
Heffner, T. (2016). The effects of social media use in undergraduate students. Rowan Digital Works. Retrieve from https://rdw.rowan.edu/etd/1440/
Holmberg, J. (2019). English as a second lan-guage acquisition through social media usage: Proficiency acquisition in the Swedish upper-secondary ESL classroom. Diva Portal Retrieved from http://www.diva-por-tal.org/smash/record.jsf?pid=diva2%3A1316812&dswid=8773
Lee, J. S. & Horsley (2017). Exploring the rela-tionship between electronic literacy and heritage language maintenance: Semantic scholar. Language Learning & Technolo-gy. 10(2). 93 – 113. Retrieved from Lan-guage Learning & Technology http://llt.msu.edu/vol10num2/lee/
Namaziandost E., & Nasri, M (2019). A maticu-lous look at Long (1981) interaction hy-pothesis: Does it have any effect on speaking skills? Journal of Applied Lin-guistics and language Research 6 (2); 218-230. Retrieved from https://www.researchgate.net/publication/334638586_A_Meticulous_Look_at_Long's_1981_Interaction_Hypothesis_Does_It_Have_Any_Effect_on_Speaking_Skill/link/5d377bfa4585153e591c46f2/download
Patel, D. (2017). Grammar competence of jun-ior high school students. TESOL Interna-tional, 82(3). https://files.eric.ed.gov/fulltext/EJ1247221.pdf
Selwyn, N. (2012). Social media in higher edu-cation. Semantic Scholar. https://doi.org/10.4135/9781483346397
Wil, C. S., Yunus, M. M., & Suliman, A. (2019). The use of social media to assist writing skills among secondary pupils. Interna-tional Journal of Academic Research in Progressive Education and Development, 8(3). https://doi.org/10.6007/ijarped/v8-i3/6388
Ursachi, G., Horodnic, I., & Zait, A. (2015). How reliable are measurement scales? Exter-nal factors with indirect influence on re-liability estimator. Procedia Economics and Finance. 679 – 686. https://doi.org/10.1016/S2212-5671(15)00123-9
Walsh, S. (2022). The Top 10 Social Media Sites & Platforms. Search Engine Journal. Retrieved from https://www.searchenginejournal.com/social-media/biggest-social-media-sites/
Van Dijk, C., Witteloostuijn, M., Vasić, N., Avru-tin, S., & Blom, E (2016). The influence of texting language on grammar and execu-tive functions in primary school children. Public Library of Science. 11(3), 1 – 22. https://doi.org/10.1371/journal.pone.0152409
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access).
