You Tube and Social Media integration to Enhance Language Skills among Selected Public-School Students in Calamba

Abstract

INTRODUCTION

The Internet is widely used by the youth today. Because of this phenomenon, teachers should embrace this technology in teaching English to boost the interest of the students in learning. This study aims to explore social media as one of instructional tools used in teaching language skills among 21st century learners. It also aims to adapt to changes and to have computer-generated education. Siemens (2004) proposes connectivism as a learning theory for the digital age, a successor to behaviorism, cognitivism and constructivism.

METHODS

The survey questionnaire is the main instrument of the study. This study adapted and modified the research instrument of Crisologo (2016) on "Status of Information and Communication Technology Program and National Achievement Test of Selected Public Schools in Cluster 2&3 in the Division of Laguna" which measured ICT skills and competency. The respondents of this study consisted of 120 selected pupils in a private school in the Division of Calamba. The school, Calamba Integrated School has been identified as one of the best performing schools in Calamba, Laguna. To gain entry to the school, students from both groups are similar in terms of achievement, socio economic status of the parents, and the outside school exposure to social media.

RESULTS

Weighted mean and standard deviation were used to determine the respondents' assessment of the extent of the use of Social Networking Sites and the level of accessibility through technological gadgets (medium)Pearson’s correlation coefficient was performed to analyze the relationship between the following: (a) the utilization of Social Networking Sites with teacher’s ICT skills competency; and (b), the teacher’s ICT skills competency with students' academic performance in English.

DISCUSSIONS

Siemens proposed connectivism as a learning theory for the digital age, a successor to behaviorism, cognitivism and constructivism (Siemens, 2004). He identified the limitations of these theories: their intrapersonal view of learning; their failure to address learning that is located within technology and organizations; and their lack of contribution to the value judgments that are made in knowledge-rich environments. The concept of network is prominent in the theory of connectivism that characterizes knowledge as a flow through a network of humans and non-humans (artifacts).