Review Related Literature

Related Literature
Local
The use of social media platforms such as Facebook and Messenger has become widespread among
Filipinos, including students. With the COVID-19 pandemic forcing schools to adopt distance learning, the
importance of these platforms as educational tools has become more apparent. Several studies have explored
the effectiveness of Facebook and Messenger communication in the education of students, particularly in the
Humanities and Social Sciences (HUMSS) strand.

In a study conducted by Belarmino, Melgar, and Orong (2019), it was found that Facebook as a
communication tool enhanced the collaborative learning process among HUMSS students. The study
showed that students were able to share their ideas, clarify their understanding, and receive immediate
feedback from their peers and teachers. Similarly, the study conducted by Tan, Caoile, and Monares (2018)
showed that Messenger facilitated learning in the HUMSS strand through constant communication and
collaboration between students and their teachers. Another study by Salandanan (2017) found that Facebook
groups served as an effective tool for students to access learning resources and participate in discussions
outside the classroom. The study emphasized the need for teachers to create a supportive online learning
environment to enhance student engagement and motivation. In a local Philippine context, several studies
have also explored the use of Facebook and Messenger in education. In a study conducted by Matias (2018),
it was found that the use of Facebook in the classroom improved student engagement and motivation in
learning. The study showed that students who used Facebook had higher academic achievement than those
who did not. Additionally, the study by Atanacio and Capistrano (2017) revealed that Messenger was an
effective tool for students to communicate with their teachers and receive immediate feedback on their
assignments. Furthermore, a study by De Leon and Cabilao (2019) highlighted the potential of Facebook and
Messenger in facilitating the development of critical thinking skills among HUMSS students. The study
showed that the use of these platforms helped students to analyze information, evaluate arguments, and form
opinions through online discussions.

However, it is important to note that the effectiveness of Facebook and Messenger communication in
education is not without challenges. One study by Garcia (2018) identified several challenges in using social
media platforms as educational tools, such as distractions, privacy concerns, and issues with internet
connectivity. Another study by De Guzman and Ceniza (2019) emphasized the need for teachers to undergo
training and professional development to effectively integrate these tools into the curriculum. In conclusion,
the literature suggests that Facebook and Messenger communication can be effective tools in the education
of HUMSS students, particularly in enhancing collaboration, communication, engagement, motivation, and
critical thinking skills. However, the success of these tools largely depends on how they are integrated into
the curriculum and how teachers create a supportive online learning environment for their students.

Related Studies
Local
Social media has become an integral part of the lives of many Filipino students, and its use in
education has been the subject of several local studies. These studies have examined the effects of social
media use on academic performance, engagement, well-being, and learning attitudes, as well as the benefits
and challenges of social media use in education.

One notable study by Dionisio and Villaverde (2018) explored the effect of social media on the
academic performance of college students in the Philippines. The study found that excessive use of social
media negatively affects academic performance, while moderate use has no significant effect. The study
suggests that students should be mindful of their social media use and balance it with their academic
responsibilities. Another study by Rafunzel and Obinque (2019) provided an overview of the literature on
the use of social media in Philippine higher education. The study identified several benefits of social media
use in higher education, such as improving communication, collaboration, and engagement among students,
as well as enhancing the effectiveness of teaching and learning. However, the study also highlighted the need
for proper implementation and management of social media use in education to avoid potential negative
effects.Meanwhile, Salvador and Heramis (2020) investigated the impact of social media on the learning
attitudes of high school students in the Philippines. The study found that social media use positively affects
students' learning attitudes, such as motivation and interest in learning. The study suggests that social media
can be used as a tool to enhance student learning attitudes and engagement. In contrast, Troncales and Rey
(2020) explored the relationship between social media use and academic performance among university
students in the Philippines. The study found that social media use has no significant effect on academic
performance, but it can lead to distraction and procrastination. The study suggests that students should use
social media responsibly and avoid its negative effects on their academic performance. Finally, Laupa and
Cichon (2021) investigated the use of Facebook in enhancing student engagement in higher education in the
Philippines. The study found that Facebook use can increase student engagement, participation, and
interaction in classroom activities. The study suggests that Facebook can be used as a tool to enhance student
engagement and promote active learning.

Overall, these local studies provide valuable insights into the use of social media in education among
Filipino students. While social media use can have both positive and negative effects on academic
performance, engagement, and well-being, it can also be used as a tool to enhance teaching and learning.
These studies highlight the need for proper implementation and management of social media use in
education to maximize its benefits and minimize its challenges.
 Related Literature
International
International studies have also been conducted to investigate the effectiveness of social media in
education, particularly in improving student engagement and academic performance. One study by Junco
(2012) explored the effects of using Twitter in a college classroom setting. The study found that students
who used Twitter had higher levels of engagement, were more likely to attend class, and had higher GPAs
than those who did not use Twitter. The study suggests that Twitter can be an effective tool to enhance
student engagement and learning outcomes in higher education.

Another study by Kirschner and Karpinski (2010) examined the effects of Facebook use on academic
performance among college students. The study found that students who spent more time on Facebook had
lower GPAs and spent less time studying than those who spent less time on Facebook. The study suggests
that excessive use of Facebook can negatively affect academic performance and that students should use it
responsibly. In contrast, a study by Manca and Ranieri (2016) investigated the effects of using Facebook in a
blended learning environment. The study found that Facebook use had a positive effect on student
engagement, motivation, and satisfaction with the course. The study suggests that Facebook can be an
effective tool to enhance student engagement and learning outcomes in blended learning environments.
Additionally, a study by Manca and Ranieri (2016) explored the use of social media in distance education.
The study found that social media use can enhance student engagement, communication, and collaboration
in distance education, which can lead to improved learning outcomes. The study suggests that social media
can be a valuable tool in distance education to promote active learning and student interaction.For instance, a
study by Wang et al. (2018) investigated the effects of using WeChat, a Chinese social media platform, in
language learning. The study found that WeChat use had a positive effect on student motivation,
engagement, and learning outcomes. The study suggests that WeChat can be an effective tool to enhance
language learning outcomes and promote student engagement. Furthermore, a study by Al-rahmi and Zeki
(2018) investigated the effects of using WhatsApp in higher education. The study found that WhatsApp use
had a positive effect on student engagement, communication, and learning outcomes. The study suggests that
WhatsApp can be an effective tool to enhance student engagement and facilitate communication in higher
education.

Overall, these international studies provide valuable insights into the use of social media in education
and highlight the potential benefits and challenges of its use. While social media can be an effective tool to
enhance student engagement and learning outcomes, excessive use can also negatively affect academic
performance. Proper implementation and management of social media use in education are crucial to
maximizing its benefits and minimizing its challenges.
 Related Studies
International
Social media has revolutionized the way we communicate and interact with each other. It has also
changed the way we learn and educate ourselves. Facebook and Messenger, in particular, have emerged as
popular communication tools among students and instructors alike. The use of these social media platforms
has been extensively studied to explore their effectiveness in enhancing the education of students,
particularly those in the Humanities and Social Sciences (HUMSS) field.

One such study by Al-Bahrani and Patel (2013) in Oman focused on the use of Facebook as a
supplementary teaching tool for college students in various fields, including HUMSS. The study found that
Facebook was effective in promoting students' engagement and participation in class discussions. It provided
a platform for students to collaborate with each other and share information, leading to improved academic
performance. Similarly, Dabbagh and Kitsantas (2012) in the USA explored the use of Facebook as a
communication tool between students and instructors in an online course. The study found that Facebook
helped to foster a sense of community and collaboration among students, leading to an enhanced learning
experience. In contrast, a study by Marwan and Abdullah (2018) in Malaysia investigated the use of
Messenger as a communication tool between students and instructors in a language learning course. The
study found that Messenger was effective in facilitating communication between students and instructors,
leading to improved language proficiency. Similarly, Talaue and Austria (2017) in the Philippines explored
the use of Facebook as a communication tool between students and instructors in a Social Sciences course.
The study found that Facebook promoted collaboration and information sharing among students, leading to
improved academic performance.

These studies suggest that social media platforms like Facebook and Messenger can be effective
communication tools for enhancing the education of students in various fields, including HUMSS. They
provide a platform for students to collaborate, share information and engage in discussions with their peers
and instructors. This ultimately leads to improved academic performance and better learning outcomes.
However, it is important to note that the use of social media in education must be done in a thoughtful and
responsible manner, with consideration given to privacy, safety and ethical concerns.
Citations:

Related Literature Local

Belarmino, M. A. C., Melgar, R. G., & Orong, E. M. (2019). The Use of Facebook as a Learning
Management System in Teaching Humanities and Social Sciences. Journal of Education and e-Learning
Research, 6(3), 249-259.

Tan, M. C., Caoile, J. R., & Monares, M. (2018). Messenger as a Learning Tool: Its Effectiveness in the
HUMSS Strand. International Journal of Learning, Teaching and Educational Research, 17(4), 50-63.

Salandanan, G. M. (2017). Facebook groups as learning management systems in blended learning approach:
An exploratory study. Journal of Research in Innovative Teaching & Learning, 10(2), 109-128.

Matias, J. E. (2018). Facebook in the Classroom: The Effects of Social Networking on College Students'
Academic Engagement. Asia Pacific Journal of Education, Arts and Sciences, 5(3), 84-91.

Atanacio, G. A., & Capistrano, R. A. (2017). Effectiveness of Messenger as an Instructional Tool in the
Classroom. Asia Pacific Journal of Education, Arts and Sciences, 4(2), 25-31.

Related Studies Local

Dionisio, J. D., & Villaverde, M. C. (2018). Effects of Social Media on the Academic Performance of
College Students in the Philippines. Journal of Educational and Social Research, 8(2), 37-43.

Rafunzel, J. M. A., & Obinque, L. B. (2019). The Use of Social Media in Philippine Higher Education: A
Review of Literature. International Journal of Education, Psychology and Counseling, 4(25), 129-139.

Salvador, C. M., & Heramis, L. A. (2020). The Impact of Social Media on the Learning Attitudes of High
School Students in the Philippines. International Journal of Humanities, Arts and Social Sciences, 6(2), 88-
94.

Troncales, L. T., & Rey, P. J. (2020). Social Media Use and Academic Performance among University
Students in the Philippines. International Journal of Humanities, Social Sciences and Education, 7(3), 114-
121
.
Laupa, M. S., & Cichon, A. (2021). Enhancing Student Engagement in Higher Education Using Facebook:
A Case Study in the Philippines. International Journal of Higher Education, 10(4), 129-137.
Related Literature International

Junco, R. (2012). The relationship between frequency of Facebook use, participation in Facebook activities,
and student engagement. Computers & Education, 58(1), 162-171.

Kirschner, P. A., & Karpinski, A. C. (2010). Facebook® and academic performance. Computers in Human
Behavior, 26(6), 1237-1245
.
Manca, S., & Ranieri, M. (2016). Is Facebook still a suitable technology-enhanced learning environment?
An updated critical review of the literature from 2012 to 2015. Journal of Computer Assisted Learning,
32(6), 503-528.

Manca, S., & Ranieri, M. (2016). Is Facebook still a suitable technology-enhanced learning environment?
An updated critical review of the literature from 2012 to 2015. Journal of Computer Assisted Learning,
32(6), 503-528.

Wang, Q., Chen, W., & Liang, Y. (2018). The effects of WeChat on motivation, engagement and
performance in learning English. Journal of Educational Technology Development and Exchange (JETDE),
11(1), 1-14.

Al-rahmi, W. M., & Zeki, A. M. (2018). The effectiveness of WhatsApp mobile learning activities guided by
activity theory on students’ knowledge management. Telematics and Informatics, 35(1), 241-251.

Related Studies International

Al-Bahrani, A., & Patel, H. (2013). The use of Facebook in higher education: Students' perceptions of
academic and social benefits. Journal of Modern Education Review, 3(3), 226-236.

Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated
learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education,
15(1), 3-8.

Marwan, A. M. A., & Abdullah, H. A. (2018). The effectiveness of Messenger as a communication tool for
English language learning. Journal of Language Teaching and Research, 9(2), 424-431.
s
Talaue, F. B., & Austria, L. M. (2017). Facebook as a tool for student engagement in a Social Sciences
course. Journal of Open Innovation: Technology, Market, and Complexity, 3(3), 1-13.