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CHAPTER I

The Problem

Introduction

In today's time, we place greater emphasis on using our technology on a daily

basis, since it is more practical and resourceful for obtaining information and amusement.

Students out of social pressure are forced by their classmates to use social media in

communicating, because it is the trend. Although social media can be helpful in the

means of communication for academic purposes and internet surfing, students should be

wise in receiving different information in social media, for having multiple sources of

information might make it difficult for us to understand the core idea of any piece of

information, which leads to poor reading comprehension.

Social media refers to interactive media technologies that facilitate the creation

and sharing of content through internet networks and communities. Because these

platforms are described as "social," it is assumed that they prioritize users and promote

social interaction. Social media are used to fulfill perceived social needs, such as

socializing with friends and family. (Aichner et. al, 2021). Through posting different

agendas in terms of their own interests, they create a space for mutual understanding of

their own opinion. It can be a source of entertainment, such as text posts or comments,

digital photos, or videos. Social media can be viewed as an online tool or improvement of

human networks—networks of individuals who promote social connectivity. It can also

be utilized for educational purposes to search for information, resources, and inspiration.
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With a number of features, it can provide information with a single click. Let's say that

the information posted has a meaning of its own, but that meaning might vary based on

how it is understood. Because your conclusion is based on your own comprehension. In a

way, assessing information has an impact on your level of reading comprehension. The

degree of understanding of a text or message is referred to as "reading comprehension."

This comprehension is the result of how the written words interact with knowledge that

exists outside of the text or message.

And in relation to social media, different social media sites on the internet can be

the biggest source of various stories that have their roots in one source. It can be news, a

rumor, or even fake news. That said, it can affect your ability to understand the

information given, which can lead to misinterpretation. This study's relevance to the

ongoing issues with social media has a significant influence and is timely. People should

at least comprehend the context of the information because they spend so much time on

social media. Young people today take advantage of social media extensively, which

plays an essential role in their sociological perspectives as well as their interpersonal

usage habits.

The participants in this study are grade 11 Senior High School students at Gubat

National High School who had already taken a reading assessment prior to enrolling in

senior high school. They are suitable for being the study's subject.

The main objective of this research is to determine the impact of social media on

the reading comprehension levels of Gubat National High School Grade 11 senior high

school students. It is critical to develop a comprehensive understanding and propose

appropriate interventions to improve students' reading comprehension.

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Statement of the Problem

The main intent of this study is to provide a descriptive survey analysis of the

impact of social media on the reading comprehension levels of Gubat National High

School grade 11 students.

The following questions were addressed in this study:

1. What is the demographic profile of the GNHS grade 11 students?

2. What are the social media platforms commonly used by GNHS grade 11 students

in terms of the following:

a. Entertainment purpose

b. Educational purpose

3. What is the level of reading comprehension of GNHS grade 11 students?

4. What is the impact of social media to the reading comprehension levels of GNHS

grade 11 students?

5. What can be proposed based from the result of the study?

Scope and Delimitation

The study will focus on social media's impact on grade 11 students' reading

comprehension levels. This study will analyze the level of reading comprehension of 280

students from different strands and specializations in grade 11 at Gubat National High

School, school year 2022-2023.

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All other grade levels are excluded. This study will not focus on socials media

impact on students’ academic performance nor students reading comprehension level

performance hence it will only focus on the impact of social media on their reading

comprehension levels.

Significance of the Study

Social media has been useful for both entertainment and educational purposes.

Diverse information sources, however, may result in misinterpretation of the information

and poor comprehension. This study tackled the impact of social media on the level of

reading comprehension of 11th grade students at Gubat National High School. Their

responses served as the foundation for an intervention to enhance their reading

comprehension. Furthermore, this study would be beneficial to the following:

Administrators. They can implement or strategically plan what has to be done to

approve planned educational activities that will help students' reading comprehension.

Teachers. This will serve as a guide for creating appropriate interventions based

on students' reading comprehension levels.

Students. This will enhance their ability to interpret and comprehend the

information they receive from social media.

Future Researchers. This would be helpful to those researchers who will

undertake a parallel study.

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Definition of Terms

The following terms are conceptually defined for greater understanding and

clarification in relation to those used in this study.

Grade 11 Students. The first year of senior high school, in which students are

commonly ages 16 and 17. ( Course Hero, 2022). These were the respondents of this

study in which they were asked of their commonly used social media and assessed their

reading comprehension levels.

Impact. To have a strong effect on someone or something. (Merriam, 1781). The

effect of social media on the reading comprehension levels of the GNHS Grade 11

students.

Reading Comprehension Levels. The level of a text's or message's

comprehension depends on the reader's proficiency in word recognition, which must be

done quickly and effortlessly. (Oxford Owl, 2022). The level of understanding of the

GNHS Grade 11 Students in which they were examined through reading assessment.

Reading Comprehension. The comprehension of a text or message. (Oxford

Owl, 2022). This understanding is the result of how the Grade 11 students written words

interact with information that exists outside of the text or message.

Social Media. Forms of electronic communication through which users create

online communities to share information, ideas, personal messages, and other content.

Merriam, 1781). A social place in the internet wherein the grade 11 students spent their

time for leisure and education.

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CHAPTER II

Review of Related Literature and Studies

This section presents various literatures gathered from different sources related to

the study. This also includes the synthesis of the state of the art, gap bridged between the

study, theoretical and conceptual frameworks, theoretical and conceptual paradigm and

the research hypothesis.

Related Literature

The researcher came across a variety of works of literature that are pertinent to

this study. All of these resources are beneficial and contributed to the current

underworking.

In recent years, social media has moved into the mainstream. Social media stand

out from other online uses due to their high level of interaction, value placed on user

identity development, and willingness to allow content sharing amongst emerging groups.

According to Lipschultz (2017), early successful social media platforms like

Facebook, Twitter, and YouTube gave people the ability to communicate as their own

media brands, promote content, and engage new people across social networks. The fields

of journalism and public relations increasingly make extensive use of social media

platforms. Concepts based on social research were developed in order to better

comprehend the difficulties of social networking and social media communication. With

this in mind, social media became a vehicle for people to engage in intersubjectivity.
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Social media users are interconnected people who engage in mediated interpersonal

communication. Politics, power, and culture can all play a role in communication

behavior.

It is so convenient for people who use it on a daily basis that instead of listening

to radios or reading newspapers, they are already up to date on what's new and interesting

with just one click. "Among young adults, more people reported getting news from social

media than from traditional media outlets such as TV and newspapers." (Shen, 2021)

Social media's psychological aspects. According to its psychological meaning, the

term "social media" refers to internet services that encourage users to digitize and openly

share formerly private personal information. People become more honest and open as a

result. (Mc Mahon, 2019)

Within the realm of social media, new information and communication

technologies have been developed and made widely available. As a result of these

developments, many people are gravely concerned about the potential negative effects

these technologies may have on our socialization patterns, mental health, and society as a

whole. Rosen (2022) claims that social media has, however, also given us advantages in

terms of enhancing our prospects for both social interaction and informational exchange.

The Social Media See-saw: Positive and Negative Influences on Adolescent

Affective Well-Being Weinstein (2018) made a similar point, stating that the emotional

seesaw of social media use is weighed by both positive and negative factors. Positive and

negative influence experiences, according to the author, can take many different forms.
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Studies indicate that there is no "either/or" framework for the relationship between the

use of social technology and wellbeing, whether it is improved or harmed.

"Reading is a complex human activity." Unlike spoken language, reading needs

to be learned through explicit instruction. Language comprehension is usually defined as

"the construction of a meaningful mental representation from a set of words, sentences, or

larger discourse units." (Britt et al., 2017) the reader can benefit from their understanding

of text structures as well. When reading a text, readers create multiple levels of

representation, such as surface and verbatim. Reading frequently involves having to read

multiple, related texts. Using reading as problem-solving (RESOLV), the book seeks to

inform a broader range of audiences, including those interested in the teaching and

assessment of reading.

Wiley and Guerrer's book Prose Understanding Beyond the Page (2018). The

psychology of comprehension, enhancing comprehension, and measuring comprehension

are the key concepts in comprehension. From a psychological standpoint, address the

different types of representations that are encoded when people read and the various

factors that influence their comprehension of what they read. Focus on advances in

computational linguistics and educational technology to assist students in comprehending

and learning. Measuring comprehension refers to efforts to create assessments that are

based on theory and evidence but differ in appearance and feel from more traditional

tests.

Instead of being a singular talent that can be taught, reading comprehension is a

collection of thinking processes. It can be judged by looking at how effectively pupils are

able to recall information, infer, draw conclusions, make predictions, and locate the
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primary concept in texts that are getting more and more complex. This is emphasized by

Stone (2018). It has been discussed that it is dependent on and can be hampered by

deficiencies in the following areas: phonological awareness, word-level reading, lexical-

semantic vocabulary, syntactical-grammatical knowledge, working memory, and

background knowledge. Phonological awareness is required for rapid and consistent

learning of the alphabetic code. This code's effective instruction increases automaticity in

word-level reading. Fluent reading practice and explicit instruction strengthen and

expand the lexical-semantic vocabulary.

Eu Loh (2017) distinguishes socio-spatial perspectives in order to understand how

the distribution and organization of space influence everyday reading practices and

contribute to or inhibit the desired types of learning. It clarifies who and what is included

and excluded in each library and examines how they are included or excluded by

attending to students' actual use and experience of the space of two contrasting school

libraries. It examines how spatializing practice can generate new ways of understanding

access and barriers to learning to read within the institutional and physical space of

school to extend the concept of practice. Given that it is greatly significant in terms of

students’ academic performance in reading.

Failures to comprehend and levels of reading comprehension this examines some

of the processes that may be particularly difficult for young readers. Spiro et al. (2017)

define theoretical issues in reading comprehension in order to connect important

information from the topic. They provided an overview, describing skilled reading as the

result of both analytic and synthetic, or bottom-up and top-down, activities. Focusing on

specific problems that might beset beginning readers and the ways in which these might
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affect their reading comprehension. They described some of the processes and how

deficiencies in them affect reading comprehension. Some of the most fundamental

aspects of reading may be the most foreign to the beginner. The single best predictor of a

student's ability to comprehend written material is his or her vocabulary. Readers must be

aware of the relative importance of a passage's various concepts in order to comprehend it

as a whole.

Review of Related Studies

There were numerous studies reviewed by the researcher that have similarities

and differences with the present study.

Kumar (2019) conducted a study on the effects of social media on society, which

found that social networks can be valuable tools for professionals. They accomplish this

by assisting young professionals in marketing their skills and looking for business

opportunities. Social networking sites can also be used to efficiently network. On the

negative side, there are a number of risks associated with online communities on the

internet. One of the risks is cyberbullying, which is a type of harassment committed using

electronic technology.

Conklin et al. (2019) highlighted the use of social media in education to meet the

needs of students in this study. The purpose of their study was to examine the use of

Yellowdig, a closed social media platform, to assess student social presence. The

Community of Inquiry's social presence scales were used to determine whether students

perceived a high level of social presence through the use of social media. However, it

focused on the impact of social media on students' social presence.

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According to the findings of Galvin et al. (2019). Students nowadays spend more

time writing on social media than in formal classrooms, and they have developed distinct

and complex literacies that are distinct from traditional writing teaching methods.

Although several studies have looked into teens' informal literacy practices online,

research into how these spaces can inform or be used effectively in the classroom has

been inconclusive. They identified and critically evaluated the existing knowledge base

on how social media has been integrated into high school writing instruction, with a focus

on which factors improved student learning and which factors hampered student learning.

Although social media platforms were discovered to be potentially authentic learning

spaces, low student participation sometimes hampered effective implementation. Specific

teaching strategies, such as modeling and scaffolding instruction, are described, as are

future research directions. The investigation focused on how high school students write

and react on social media.

A comparable study on the impacts of social media on academic achievement,

conducted by Barton et al. (2021), found that social media usage had an impact on

academic performance. Although there have been concerns raised about the impact of

social media on academic achievement, research in this area is limited and inconsistent.

Academic achievement was significantly predicted by social media usage and attention.

Similarly, when motivation was used as a predictor, it significantly influenced academic

success in addition to social media usage. Hameed et al. (2022) presented a similar

conclusion about how social media affects consumption and academic achievement.

Social media is used by students for both academic and non-academic objectives.

Educators are now confronted with educational challenges as a result of an increase in the
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use of social media, and the question of whether or not the use of social media impacts

students' performance arises. The findings demonstrated that non-academic social media

use affected students' academic performance. Furthermore, social media use for academic

objectives and multitasking on social media had little effect on students' academic

performance. Most notably, a lack of social media self-control moderates the association

between "non-academic social media usage" and students' academic performance. The

study's conclusions have practical results for academic policymakers at institutions and

regulatory agencies.

Social media websites enable the formation of relationships between users from

various backgrounds, resulting in a rich social structure. User-generated information

promotes research and decision-making. Given the importance of social media to

numerous stakeholders, it has piqued the interest of researchers in a variety of domains,

including information systems. Kapoor et al. (2018) studied how studies invest in social

media advances. Their study identified multiple emergent themes in the existing corpus,

advancing our understanding of social media research advances. It integrated view of the

existing literature can assist future researchers avoid duplication while also proposing

fruitful avenues of inquiry to help define research for this burgeoning topic.

The following studies on the level of reading comprehension are discussed.

Kusumaningshi (2020) described the level of reading comprehension ability and the

causes of students' misunderstandings when reading text material in grade VII of SMP

Negeri 06 Rejang Lebong. Text reading comprehension is a fundamental skill in the

Indonesian subject curriculum. The observation results suggest that reading

comprehension is still low, particularly in terms of understanding text meaning and

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context. The findings revealed that students were not used to reading texts and that there

were still individuals who were not fluent readers. And a descriptive-correlational study

on intermediate learners' reading comprehension conducted by Miñoza et al. (2019).

There is no substantial difference in silent reading comprehension between males and

females. Furthermore, there is a gender difference in the amount of comprehension in oral

reading, with females outperforming males.

In their article, Reyherd et al. (2017) examined how a significant number of

children and adolescents struggle with reading comprehension despite good phonemic

word-level reading and intellectual capacity. Individuals who exhibit this pattern of

performance are thought to be suffering from a specific reading comprehension

deficiency (S-RCD). Despite two decades of research on the profiles of behavioral

performance linked with S-RCD, there is no current consensus on the disorder's causative

underpinnings. Recent advances in identifying such processes include studies that used

comprehension age matching and longitudinal methods to find various comprehension

subskills that predict S-RCD development.

Reid et al. (2021) discussed the role of background information in reading

comprehension. Higher levels of background knowledge have a variety of effects, which

are influenced by the nature of the text, the quality of the situation model required, and

the presence of reader misconceptions about the text. Their findings also show that

background knowledge affects stronger and weaker readers differently. Readers with a

lower level of background knowledge appear to benefit more from material with high

cohesiveness, but weaker readers were able to compensate for their relatively poor

reading skills in the context of a high level of prior knowledge.

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Synthesis of the State of the Art

The cited literature and studies have a close relevance to the current topic. Various

authors underline the significance of determining the impact of social media on the

reading comprehension levels.

The impacts of social media on society were discussed by Lipschultz (2017),

Rosen (2022), and Kumar (2019). They identified social media as a conduit for fostering

social connectivity. It developed into a method of opinion exchange that promotes

intersubjectivity among people who share similar interests. Gives individuals benefits by

increasing their social contacts and disseminating knowledge. It has an emotional seesaw

of positive and negative effects on users, according to Weinstein (2018), given that the

majority of users are adolescents. Particularly in regard to how social media affects

society. The online community provides significant opportunities as well as risks.

Studies by Conklin (2019) and Galvin (2019) on the impact of social media on

students' social presence discussed how students appear to spend more time online than in

person.

Further studies on the use of social media and how it affects students' academic

performance were undertaken by Barton et. al (2019), Shen (2021), and Hameed et. al

(2022) in addition to those on the effects of social media on students. According to Mc

Mahon (2019), using social media has psychological aspects in addition to having an

impact on students' academic performance.

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While Kapoor et. al (2018) conducted research on the utility of social media for

researchers, it piqued their interest in additional research on its advancements and

impacts.

Wiley (2018) and Britt et. al (2017) took on the problem of reading and

comprehending the messages contained therein. Comprehending what is said and what

needs to be understood is referred to as comprehension in psychology.

According to Reid et. al (2021), it will be simpler for people to understand what

they are reading when they have prior knowledge of the subject matter. Eu Loh (2017),

on the other hand, makes a distinction between socio-spatial views to comprehend

reading practices and the desired types of learning.

Studies on students' reading comprehension levels were both undertaken by

Kusomaningshi (2020) and Miñoza et al. (2021).

And in light of the statements made by Reyherd et. al (2017), Stone (2018), and

Spiro et. al (2021) on the deficiencies in students' reading comprehension levels, this

article explores some of the processes that may be particularly challenging, especially for

novice readers.

Gap Bridged by the Study

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The researcher was considerably aided by studies from many authors. It provides

a reference, source of knowledge, and background for the researcher on the requirements

of the study data with which the researcher is now interacting.

The current study focused on the impact of social media on the reading

comprehension levels of the 11th grade students at Gubat National High School.

This is now the current gap bridged by the current study.

Theoretical Framework

The Social Exchange Theory, and it's one of the main social interaction theories in

the social sciences. The key theorists who created the initial ideas of social trade were

Homans, Blau, and Emerson. Understanding why people participate in social media

seems essential given that all of them rely on users to provide content. Social exchange

theory was developed as a result of sociological research on interpersonal or small-group

interaction.

The idea explains how people interact with one another, how they develop

relationships and bonds, and how communities are established through communication

exchanges primarily using a cost-benefit framework and evaluation of alternatives.

In order to accommodate various input representations, LaBerge and Samuels

(1974) devised a theory of reading comprehension that includes three memory systems: a

visual memory system, a phonological memory system, and a semantic memory system.
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These three memory systems will serve as a guide for people to understand written words

well.

The researcher was able to develop the netiquette theory using the

aforementioned hypotheses. It contends that improving one's reading comprehension can

improve one's ability to communicate effectively on social media. By having people with

information-consumption skills on social media, a safe and peaceful cyberspace will be

created.

Generally, the aforementioned beliefs relate to the impact of social media on the

level of reading comprehension since it offers information about the said subject. They

will be essential in constructing pre-assumptions about the possible outcome of this

study.

Social Exchange Netiquette Theory Theory of Reading

Theory Comprehension
Improving one's reading Includes three memory
Idea explains how comprehension can systems will serve as a
people interact with improve one's ability to guide for people to
one another communicate effectively understand written words
on social media well
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Figure 1. Theoretical Paradigm

Conceptual Framework

The major concept of this study is focused on the impact of social media on the

reading comprehension levels of Gubat National High School grade 11 students.

Figure 2 shows the Input which are the demographic profile of the grade 11

students of Gubat NHS, the commonly used social media platforms in terms of

entertainment and educational purposes, the level of reading comprehension of the

student, and the impact of social media on the reading comprehension levels of the

students. While in the process contains the survey checklist and reading assessment.

Output variables include an analysis of the impact of social media on students' reading

comprehension levels.
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INPUT
 Demographic
PROCESS OUTPUT
Profile of the
Grade 11 students
 Survey Checklist  Designed project
 Commonly used  Reading entitled, “Media
social media Assessment Literacy in
platforms Enhancing
- Entertainment Reading
purpose Comprehension”
- Educational
Purpose
 Level of reading
comprehension of
the students
 Impact of social
media to the
reading
comprehension
levels of the
students
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Feedback

Figure 2: A conceptual paradigm showing the impact of social media on the

reading comprehension levels of the students

Hypothesis of the Study

The following are the null hypothesis of this research;

1. There is a low percentage of students using different social media platforms.

2. There are few students who have a high level of reading comprehension.

3. There is no impact of social media on the level of reading comprehension.

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CHAPTER III

Research Design and Methodology

This chapter presents the methodology and the design of this research. The

respondents, research instruments, data gathering procedures, and data analysis

techniques are also included in this study.

Research Design

The purpose of this research is to determine the impact of social media on the

reading comprehension levels of the 11th grade student at Gubat National High School.
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The researcher used a survey-type method for data gathering and descriptive analysis in

quantitative research.

The researcher utilized a survey checklist for the respondents, which assisted the

researcher in collecting the data from their respondents. Survey research is defined as the

process of conducting research using surveys that researchers send to survey respondents.

The researcher conducted a researcher-made reading assessment through Bloom's

taxonomy framework in order to know their reading comprehension levels. Generally, the

data gathered were based on the research problem. The data collected from surveys is

then statistically and descriptively analyzed to draw meaningful research conclusions.

The combined research methodology was satisfactory in terms of how the researcher

drew conclusions from this study.

The grade 11 students of Gubat National High School were the respondents to this

study. The results went through thorough analysis and interpretation. The numerical data

presented was presented through the use of tables.

Respondents

Grade 11 students served as the respondents of this study, and other year levels

are excluded. There are 280 overall respondents randomly chosen from different

strands/specializations, based from their level of reading comprehension. The researcher

arrived at this number of respondents through the use of a formula in random sample size

which is

S= X²-NP (1-P)

d² (N-1) +X-P (1-P)

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where: S = sample size

X²= table value of chi-square for I degree of freedom at the desired confidence

level (1.96)

N=population size (972)

P= population proportion (0.5)

d= degree of accuracy expressed as a proportion (0.05)

According to the 2022–2023 Report on Secondary Enrollment, the total number of

students in grade 11 at Gubat National High School is 972. Thus, using this formula, the

sample size for this study is as follows:

Sample size= (1.96) ² (972) (0.5) (1-0.5) = 276

(0.05) ² (972-1) + (1.96) ² (0.5) (1-0.5)

Round up to the nearest tenth to make it a whole number. Therefore, the sample

size of this study is 280 students. The sampling method used for this study is stratified

random sampling.

Table 1. The Respondents

Strand Section No. of Respondents Percentage

ABM Bill Gates 15 5.35%
ABM Zuckerberg 15 5.35%
GAS Armani 16 5.71%
GAS Bulgari 16 5.71%
GAS Chanel 15 5.35%
GAS Dior 15 5.35%
GAS Eternity 15 5.35%
GAS Ferrari 15 5.35%
HUMSS Executive 10 3.57%
HUMSS Judiciary 11 3.92%
HUMSS Legislative 11 3.92%
STEM Axis 16 5.71%
STEM Vertex 16 5.71%
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AGRI Spade 15 5.35%

COOKERY Comis 16 5.71%
COOKERY Mélange 16 5.71%
CSS Bootstrap 15 5.35%
SMAW Alloy 9 3.21%
SMAW Textile 11 3.92%
SMAW Tungsten 12 4.28%
Total 280 100%

Research Instrument

The main tools used in this study were the survey checklist and reading

assessment. The survey checklist contains the personal profile of the students: strand,

section, age, sex, and address.

The survey checklist also obtained the commonly used social media platforms of

the students for both entertainment and educational purposes, which are Facebook,

Google, Instagram, Netflix, Pinterest, Snapchat, Telegram, TikTok, Twitter, and YouTube,

wherein they were ranked: 0. Does not use the social media platform; 1. 0–1 hour a day;

2. 2-3 hours a day; 3. 4-6 hours a day; 4. 7-9 hours a day; 5. 10–12 hours a day

The reading assessment was made by the researcher in order to determine the

level of reading comprehension of grade 11 students through the use of Bloom’s

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Taxonomy. Bloom's Taxonomy is a framework for assessing learning objectives that

divides them into six cognitive domains: remembering, understanding, applying,

analyzing, evaluating, and creating. The reading assessment was based on a sample post

from a social media platform. Bloom's Taxonomy was used as a guide in reading

assessment to measure students reading comprehension levels by asking questions that

required different levels of thinking.

Data Gathering Procedure

The title proposed by the researcher was checked, revised, and rechecked by the

researcher's adviser to maintain conformity on the subject of the research. The

questionnaire-checklist that aims to draw out proper responses to the objectives of this

study was constructed. This survey checklist was made by the researcher and was

presented to, analyzed, and checked by the research adviser to ensure the validity of the

responses it would elicit. Permission to conduct research and study was secured by

sending a letter requesting permission to the principal of Gubat National High School.

Prior to conducting the study, the respondents were asked for their consent to refrain from

unethical behavior throughout the investigation. The collected data was subjected to

scrupulous analysis and interpreted through the use of statistical tools.

Data Analysis Procedure

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After collecting the survey checklist and the results of the reading assessment, the

data gathered were analyzed and interpreted. The researchers make use of the following

statistical tools:

Frequency Count. It pertains to the measure of the number of times that an event

occurs. This is used to tally the answers of the respondents in determining percentage of

students’ scores from the reading assessment. This is also used in presenting through a

table.

Percentage. Using the formula. Percentage-no. of something/total number of

something x 100%. This tool is used in describing the data gathered in the demographical

profile.

Rank. It was used in transforming the data, in which numerical or ordinal values

are replaced by their rank when the data are sorted. In this study, rank was also used to

determine the following numerical objectives.

Weighted Mean. This tool was used in describing the data. Determining the

commonly used social media platforms in terms entertainment and educational purposes,

the level of reading comprehension, and the impact of social media to the level of their

reading comprehension. This kind of statistical tool is applicable to options with different

weights or scales. It will be used in determining the level or degree of the variables used

in a certain situation through the formula: where fw= is the sum of the products of

frequency and weight and Nt is the total number of respondents.

After analysis, the data gathered are interpreted and presented through tables.
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