Action Research 16-17 FB 2018l

EFFECTS OF FACEBOOK APPLICATION AS INTERACTIVE PARTICIPATION MODE (IPM)
Effects of Facebook Application as Interactive Participation Mode (IPM) in Learning Edukasyon
sa Pagpapakatao
By:
ROYLAN T. DELA CRUZ
Head Teacher I, EsP
Proponent
Running Head: EFFECTS OF FACEBOOK APPLICATION AS INTERACTIVE PARTICIPATION
MODE (IPM) 2
TABLE OF CONTENTS
Page
Title Page………………………………………………………………………………………………1
Table of Contents……………………………………………………………………………………...2
List of Tables…………………………………………………………………………………………...3
Abstract…………………………………………………………………………………………………4
Introduction and Review of Related Literature and Studies……………………………………...5
Conceptual Framework………………………………………………………………………………12
Statement of the Problem……………………………………………………………………………14
Hypothesis…………………………………………………………………………………………….15
Significance of the Study…………………………………………………………………………….15
Scope and Limitations……………………………………………………………………………….16
Method…………………………………………………………………………………………………16
Type of Research…………………………………………………………………………………….16
Respondents and Sampling Method……………………………………………………………….17
Instrument……………………………………………………………………………………………..18
Data Collection Procedure and Ethical Considerations………………………………………….19
Data Analysis…………………………………………………………………………………………18
Results and Discussion……………………………………………………………………………...20
Conclusion…………………………………………………………………………………………….22
Recommendations……………………………………………………………………………………22
References…………………………………………………………………………………………….23
Appendices……………………………………………………………………………………………28
MODE (IPM) 3
A. Letter of Requests………………………………………………………………………..28
B. Instruments………………………………………………………………………………..29
C. work Plan………………………………………………………………………………….30
D. Cost Estimates…………………………………………………………………………….33
E. T-Test Result ……………………………………………………………………………...35
LIST OF TABLES
Table 1: Students Participants…………………………………………………………….17
Table 2: Summary of Students Performance Task……………………………………....20
Table 3: Work Plan………………………………………………………………………….31
Table 4: Cost Estimates…………………………………………………………………….34
Table 5: T-Test Results…………………………………………………………………….35

MODE (IPM) 4
Abstract:
The study was conducted to address the problem of lack of interest in studying
Edukasyon sa Pagpapakatao (EsP) and Facebook Addiction among Grade 7 Students of City
of Balanga National High School (COBNHS) for S.Y. 2016-2017. It utilizes the use of reward
system among students whom we address as Facebook addict to increase the participation
rate as one of measuring tool in computing performance task based on DepEd Order No. 8, s.
2015 entitled “Policy Guidelines on Classroom Assessment for the K to 12 Basic Education
Program” and try to minimize the problem on Lack of Interest on the learning area and the
Addiction on the Modern Technology. The study utilized the experimental type of research
using simple random technique and t-test statistical method. This action research was used to
Grade 7 learners of COBNHS this S.Y. 2016-2017. Random sample is composed of 53 male
and 46 female or a total of 99 students’ sample composing the 7-Aguinaldo as an Experimental
Group and 7-Burgos as Controlled Group.
Based on the data being collected, the following are being concluded: the Experimental
Group may increase performance and grade in EsP using Interactive Participation Mode (IPM)
through Facebook. The controlled group, on the other hand have less performance using
traditional method of teaching without any treatment. If a teacher wants to produce performing
learners, he/she must guide them properly using modern technology and application such as
the Interactive Participation Mode using Facebook App.
Rationale and Review of Related Literature and Studies

MODE (IPM) 5
21st Century Skills and ICT Integration in Instruction and Assessment is the bases of
State Policy under D.O. # 35, s. 2016, entitled “The Learning Action Cell as a K to 12 Basic
Education Program School- Based Continuing Professional Development Strategy for the
Improvement of Teaching and Learning.” Teachers are asked to utilize the use of Information
and Communications Technology (ICT) that are developmentally appropriate in instructing the
learners. Furthermore, D.O. # 24, s. 2012, “Guidelines on the Utilization of Support Funds for
the Recognized Elementary Special Education (SPED) Centers” stated that Instructional
Material shall be technology-based which include but not limited to software programs, video
disc, optical disc, compact disc, video and audio tapes. The Researcher is guided by these two
Department Orders in using Facebook Application as an integration of technology in instructing
of the learners.
This study will use the problem itself to be a solution to the existing problem in
technology addiction that will be beneficial to our learners, parents and especially to the
academe. This Action Research is limited to the use of Facebook Application referring to this
study as Interactive Participation Mode (IPM).
We all know that Facebook is created as a Social Networking site where anyone may
find enjoyment using this application. Through the years, Facebook has been popular and
some users have become addicted to it. Facebook addiction becomes a problem not only to
parents but also to the academe. In a research done in Tondo High School, Paculan (2013)
mentioned that grades of students who checked Facebook while studying were 20% lower
than the grades of those who didn’t check Facebook while studying.
MODE (IPM) 6
However, there are related studies about Facebook that focused on the application of
Facebook as a learning tool. The researcher believes that Facebook can be utilized to solve
the perceived problems on the lack of students’ interest and Facebook addiction, where
students are allowed to use their skills in any technology. Electronic communication is
emotionally gratifying but such technological distraction poses an impact on academic
performance (Abdulahi, Behrooz and Behrang, 2014), thus, must be minimized. In a similar
study conducted by Lacida and Murcia (2015) at Southeastern College in Davao del Sur,
Facebook addiction among college students tend to decrease the extent of their study while
those who spent less time in Facebook have lesser tendencies of being addict and can have a
fair level of study habits.
In this study, Facebook application will be used as a learning tool, an Interactive
Participation Mode to address the problem on lack of interest of Grade 7 students in EsP
subject. The purpose of this is to encourage the students to interact actively in every lesson
and maximize the use of Internet for learning purposes. Mukaddes and Pinar (2014) stated in
the study on Blended Learning Environment that Facebook may be an appropriate tool for
communication and interaction and the online environment is appropriate for sharing content,
homework or project. Using Facebook is an avenue of learning, may be an advocate of
paperless society, thus an “Eco-Friendly School” (Paje, 2015). Along with this example is the
creation of “Blogpolios,” an online blog-based portfolio that contains interactive images, web
discussions and variety of research topics that are relevant to students (Ananyeva, 2014). By
doing such example, some impacts with this technology will enhance the environment that the
students explore (Sato, et. al., 2015). Facebook maybe an avenue for Holistic Values
MODE (IPM) 7
Pedagogy such as the many cases of posting and liking that Lovat and Clement (2016) called
as service learning that appraise the findings of Australian Values Education Program.
Because of the negative effects of Facebooking to the users, problem on this becomes
prevalent. Facebook itself as a social media platform populated with a diverse, non-traditional,
and multifaceted population (Lightner and LIghtner-Laws, 2016) may become a way out itself.
Facebook addiction affects the learning habits of students, thus, affecting their overall
performance.
Facebook addiction and lack of interest of students are among the problems that
teachers are facing today. Relatedly, topics to cope with the problem on lack of interest of the
students due to addiction on the Modern Technology such as Facebook can be used and
diverted to learning. Sherman (2011) stated that there is a direct connection between Internet
and Facebook Addiction. It noted its importance for researchers to understand Facebook
Addiction as other addiction did. Addiction of students to Facebook can be converted to skill.
This can be used only when the teacher knows how to handle it and direct them and use it
properly. Those interactive methods implied that students enjoyed the personalized action a
remote offered in the learning process (Winkler, 2011) the reason why Internet and Facebook
usage is addictive.
Downs and Wilson (2015) in their study about Shifting to Active Learning Method found
out that in spite of the problems encountered in implementing said method, with the use of
Social Network sites, most students and staff were positive about the learning experience and
the skills they developed. Chunyu Zhou (2015) of Xu, Zhenhui called the Interactive
Participation Mode (IPM) as Multi-Directional Interaction Teaching Mode. In a similar study
done by Hong, et. al. (2011), they mentioned how interactive instruction on moral teaching is
MODE (IPM) 8
related to the behavioral intention that is significantly influenced by behavioral control, self-
worth, attitude towards the game and parenting style.
This study will try to understand and bridge the gap between teachers and learners of
Generation X, Y and Z (Merriam Websters, 2016) or the Millennial Generations (Lokie, 2011)
who have grown up in the computer world and internet. Think how big Social Networking is
and how influential it is today. Jon Russell (2011) noted that the social networking penetration
in the Philippines is incredibly high reaching 95% where Facebook is the country’s most
popular website more than Google where there is 93.9% rate, thus giving the Philippine
nickname “The Social Networking Capital of the World”. As of 2011, there are 500,000,000
active users of Facebook around the world where 1 out of 13 people use FB, 53% of them play
games (Paculan, 2013). This figure shows how influential Facebook is in our society today. In
the study on the Impact of Facebook usage of Rouis, Limayen and Salehi-Sangari (2011), they
found out and suggested negative mediating effects on the use of cognitive absorption on
Facebook. This leads to decrease in students’ academic performance but have a positive
effect on satisfaction with life that limits the undesirable effect. This generation is called digital
natives who can’t live without internet, with 1.5 x (or 30 Million users) every year. People in the
Philippines spent 3.2 hrs. on mobile, 5.2 hrs. on desktop and there are approximately
47,000,000 active users. It is imperative on the part of the researcher to address the issues of
the gaps between learning and socializing (Averion, et. al., 2010).
Paradigm shift from lecture-based courses to interactive classes affirmed how students’
engagement positively impacted their learning (Lumpkin, et. al., 2015). There are four learning
modes from a learner's perspective according to Bernard Nkuyubwatsi (2014). Four modes of
learning are face-to-face, self-guided/radio, online and Online Courses. There were found to
MODE (IPM) 9
be instrumental learning mode which emerge as strong and dominant factors emerging as
dimension of collaborative learning says Kuboni (2013) and may also help students working in
peers (Akpinar, 2014). Learning happens when the brain makes connections among
experiences that engage students (Sanchez, 2010) where Facebook is effective because of
connection on everyday living. With this, Facebook offers social interaction among its users.
According to study done by Hurst, Wallace and Nixon (2013), social interaction improved the
students learning because of enhancing their knowledge of literacy and teaching their critical
thinking and problem-solving skills. This Facebook Application as interactive participation
mode is counted through likes, comments and student’s activities related to subject matter, just
like Yu (2011), in his study confirmed the perceived usefulness of peer-assessment for
developing higher-order thinking and cognitive elaboration. Besides, in another study, this is
classified as interactivity of every individual message where a high quality participation in a
large online class could be affected through sub-grouping (Kim, 2011).
In present day situation, Online Education is becoming an increasingly popular venture
among educational institution to increase the access to education (Bose, 2014). Since the
acquisition of basic concept and principle using online media can be done on the students’ own
time, class time is focused on knowledge application (McLean, et. al., 2016).
Several studies had been made on the use of Facebook application as learning tool. In
related studies done by Lumpkin, Achen and Dodd (2015), it revealed based on the data that
students valued participating in engaging learning activities. They also affirmed how active
engagement positively impacted students learning.
The use of interactive technologies is being studied by Revels and Ciampa (2012)
where they measured the impact of it on the students’ access which they found a significant
MODE (IPM) 10
change in the educational landscape in recent years. In another model which is called as
Gesture-Based Learning System (GBLS), greater positive impact on students’ learning
outcomes showed that the Kinect user can create an interactive and an enjoyable learning
experience (Shakroam, et. al., 2016).
Among the vast Internet users who find enjoyment of what the Internet can offer will
lead to positive effects and high level of enthusiasm. A study in Mauritius showed that learners
have better engagement and enjoyment during the lesson thru the use of Interactive
Whiteboard (Bahadur and Oogarah, 2013). In an article published in International Journal of
Distance Education, Lin, Wei, and Hung (2012), reiterated the positive results on enhancing
students’ motivation and academic performance with the use of Digital Game-based Learning
(DGBL). Norfadilah Kamaruddin (2015) wrote in her study that rapid advancement on
multimedia technology plays one of the most important roles in classroom as interactive
courseware. The use of ICT gives an impact on the Pedagogy of Education. Collaborative
Modes of active working with shared competencies in lesson containing elements of
discovered knowledge is a successful use of ICT (Ingram, 2016). While in the study done by
Hartung and Reisenleutner (2016), collaborative approach offers students a shared learning
experience. This method is used in Jordan to study English where they called it as Facebook
Method which is based on learning by doing (Hussain and Al-Ghoul, 2012) that they found out
to be effective way of teaching. In another study in Jordan, they used Interactive Learning
Method with modern technology indicating that the pedagogy and an online learning
environment are crucial to support and enrich effective English as Foreign Language (EFL)
learning outcomes (Musbalat, 2012).

MODE (IPM) 11
Internet world can be a medium to have the digital learning. Bertheussen and Myrland
(2016) suggested that the effects of digital learning activities on academic performance of the
students are relevant to students’ grade improvement. Mertens, Stöter and Zawacki-Richter
(2014) mentioned that the result of individual-related characteristics, especially in motivation
and orientation patterns of students have high impact on their perceived importance of digital
learning formats. In International Journal of Disability, Boyd (2014) reviewed the potential for
reflexes use of communication technology which offers flexibility and autonomy in managing
students’ identity and challenging institutional discourses of disability as fixed or finite. With the
use of internet base methodology, the cognitive and affective development of students are
being mentored by virtual references (Purpur and Morris, 2015).
Socially-oriented pedagogical agent and interactive simulation in E-Learning System
has an unrealized potential. It revealed that when use is memorable, it deepens learning but
provides informal communication (Ballera and Mosbah, 2012). This pedagogic value of using
Interactive Mode, was an engaging way to learn that provides tangible feedback to researchers
and learners (Bajzelj, et. al., 2016) and increase their satisfaction with the value and quality of
their learning experience (Robertson, et. al., 2012). In some studies, this is called as e-platform
like the one published in Journal on School Educational Technology in 2014. According to
them, e-platform illustrates the roles of students' participation and its impact over the
development of both personal and professional skills which reflects the students’ achievement
of learning outcomes before and after the program where they found out to have a big impact
(Chellamani, 2014).
Increase in the performance of every learner is the measurement of learning and
success of teaching-learning process (Averion et. al., 2010). Performance of every learner is
MODE (IPM) 12
one of three strands in computing Grades measuring 50% of total weighted average of the
students (D.O. # 8, s. 2015).
Increase in performance is measured through Mean Percentage Score (MPS) of
Performance Task. Comparing the results of MPS of Performance Task using T Test will give
us results how learners perform using IPM and Traditional Method (Sridiyatmiko, 2016). This
will validate our hypothesis regarding the use of IPM or Active Learning Mode (Downs and
Wilson, 2015). Increase on the MPS of Performance Task will be the increase of general
students average (GSA) since IPM is part of Performance Task. Performance Task using IPM
compared to Performance Task of students who don’t use IPM will be used as measuring tool
on the success of this research proposal.
The use of Facebook Application as Interactive Participation Mode would create a
paradigm shift (Lumpkin, et. al., 2015) among students to engage actively in class
performance resulting to increase Performance Task and General Students Average (GSA).
We use different variables for this kind of study such as Teachers teaching EsP, Grade 7
Students, Facebook and Internet, and interest in learning. Both Teachers and Students play
vital roles in teaching-learning process.
Conceptual Framework
Students’ lack of interest in their studies maybe due to many environmental distraction
and technological factors such as Facebook Addiction. This is the main concern that will be
discussed in this paper. The researcher believes that Facebook addiction as a problem can be
a solution when we utilize the student’s spare time spent on Facebook into a meaningful and
enjoyable learning. Incorporating the use of Facebook into our daily learning activity will help
MODE (IPM) 13
engage the students to learn while having fun. Lack of interest of the students will be
addressed by giving them an Interactive Participation Mode. Guidance from their Subject
teacher will be needed in this intervention in teaching Grade 7 EsP using this Facebook
application.
The conceptual paradigm of the study is simply presented in figure 1.
Figure 1. Research Model
Control Group Results

Treated with (7- Burgos)
Traditional method using K to 12
curriculum based on Increase the
DO # 8, s. 2015 performance of
Grade 7 students in
Treated with EsP.
Experimental
Interactive Group
Participation Mode (7- Aguinaldo)
(IPM) using Thru Likes,
Facebook Comments, &
Application Shares
Control Group. One of the main variables for this study is referred to as 7-Burgos who
will be treated with Traditional Method of teaching, then the results will be compared to the
Experimental Group referred to as 7-Aguinaldo. This group will use method according to K to
12 Curriculum that is contextualization and enhancement of the curriculum relevant to the
learners and the Spiral Progression Method where the subjects are taught from simplest to
more complicated concepts (K to 12 Basic Education Program, 2011). This will employ the
board and chalk method accompanied by teacher’s verbal explanations but incorporating the
experiential learning approach (Salandanan, 2000).

MODE (IPM) 14
Experimental Group. This variable refers to 7-Aguinaldo treated with Interactive
Participation Mode (IPM) using Facebook Application, then the results will be compared to
Control Group. It is the group incorporated with constant observation and constant reminder.
Traditional Method of teaching here refers to the methods used under K to 12
Curriculum employed by the Department of Education. All necessary skills will be taught
according to the budget of work. Observation also accompanies the use of Traditional Method
of teaching. Traditional Method will be the treatment to be used for 7-Aguinaldo whom in this
case referred to as the control group.
Interactive Participation Mode (IPM). Treatment to be used for 7-Aguinaldo, whom in
this study referred to as Experimental Group using Facebook Application. IPM is done with the
posts, shares and comments using their own Facebook Account.
Results. The result pertains to the Mean Percentage Scores (MPS) of Performance
Task where IPM is included as part of their tool to be accomplished. Showing increase in
average performance in EsP will tell the success of this study regarding the use of Facebook
Application on students’ learning.
Statement of the Problem
The primary concern of this study is to find out the effect of Facebook application as
Interactive Participation Mode in the performance of Grade 7 Student in Edukasyon sa
Pagpapakatao. Specifically, it seeks answer to the following questions:
1. How will Facebook application be described in terms of :
1.1. Interactive Participation Mode (IPM)?
2. In what level do students’ academic performance be described in terms of :

MODE (IPM) 15
2.1. MPS of Performance Task?
3. How effective is the Facebook Application as Interactive Participation Mode (IPM) in
teaching Edukasyon sa Pagpapahalaga 7?
4. Is there any significant effect on the use of Facebook Application as Interactive
Participation Mode (IPM) in the students’ performance in EsP?
5. Can Facebook Application as IPM be recommended further for use for developing
students’ interest and improving performance in EsP7?
Hypothesis
1. The use of Facebook application as an Interactive Participation Mode (IPM)
increases performance in Edukasyon sa Pagpapakatao of Grade 7students.
Significance of the Study
Facebook Application is now trending worldwide. This study will use Facebook
Application as an Interactive Participation Mode of learning to capture the interest of the
students in Edukasyon sa Pagpapakatao 7 (EsP 7). This active participation using this
Facebook application will hopefully increase their Academic Performance and develop a good
attitude towards learning. Likewise, both teacher and learner are assumed to be comfortable
doing the interactive activity.
The teacher will serve as a facilitator using this Interactive Participation Mode while
students learn and enjoy the subject.
Scope and Limitations

MODE (IPM) 16
This study focuses mainly on Facebook Application as an Interactive Participation Mode
of learning on Edukasyon sa Pagpapakatao 7. Facebook Application will be used as learning
aid to achieve high participation of the students by means of posting their outputs online.
The class of 7- Aguinaldo who will be the Experimental Group is composed of 51
students, 26 males and 25 females, while the Control Group will be 7-Burgos comprising of 48
students with 27 male and 21 female.
In data gathering, various instruments will be used in order to determine the effects of
Facebook Apps to students’ performance. MPS of Performance Task will be analyzed using the
t-test Method. The students will be asked to submit their outputs online on their Facebook
accounts as their performance tasks. Since Facebook Application is interactive, there will be
an exchange of thoughts and ideas. In this case, it will be significant in students’ performance
in Edukasyon sa Pagpapakaatao 7 to gather ideas and knowledge from their online friends
through number of likes, shares and comments.
Permit to conduct this Action Research will be asked from the Division Office before this
will be administered to the respondents. Afterwards, data will be gather to study and
recommend for further use of this method to continue. This research will run for one lesson this
3rd Grading Period entitled “Tao ang Natatanging Nilikha” to see the effectiveness of IPM
method on students’ progress and interest in EsP 7.
Method
Type of Research
This study is an Experimental Type of research. Two sections will be the respondents
and classified as Control and Experimental Groups. Classroom observation will also be
MODE (IPM) 17
conducted to determine the results of the Performance Tasks. The data gathered will be
treated using t-test Statistical Descriptive Method.
7- Aguinaldo as an Experimental Group will need to use the internet for IPM using
Facebook Application. Internet is perceived to be the problem. Luckily, Balanga City has its
own free Wi-Fi that every student may use. Secondly, we may take advantage of the
advancement of technology where Mobile Data is launched by internet providers among its
users to which our students belong. Facebook Application will easily be used and shared by
students among others to accommodate those who don’t have android phone where Mobile
Data is applicable for themselves.
Respondent and Sampling Method
The participants will be 7-Aguinaldo, who will be the Experimental Group and 7-Burgos,
who will be the Control Group. Both sections were selected randomly among the Grade 7
students grouped into 11 sections. The population of Grade 7 students of City of Balanga
National High School (COBNHS) is 531 for SY 2016-2017. Random sampling is composed of
53 males and 46 females or a total of 99 students’ sample composing the 7-Aguinaldo and 7-
Burgos. The table below shows the summary of sample participants:
Table 1: Students Participants
Respondents Male Female Total

7-Aguinaldo 26 25 51
7-Burgos 27 21 48
Total 53 46 99
Instruments
MODE (IPM) 18
There are different types and sources of data to be combined which include
Performance Task of every student that belongs to 7-Aguinaldo and 7-Burgos. Computation of
the MPS of Performance Task is also included as performance indicators. Number of Likes,
Comments and Shares in every topic will be considered and added to their performance.
Research instruments refer to the following:
Interactive Participation Mode (IPM). The IPM refers to the use of internet related
medium such as Facebook as an educational avenue among our students and to divert
interest to learning instead of doing nothing.
Likes, Comments, Shares and others. Depending on the total accumulated points,
they will get additional points that will be added to the total scores on their Performance Task.
They may have a plus 1 for every 5 accumulated points on shares, comments, likes and others
or depending on what teachers and learners agreed upon.
Performance Task. One of the three strands in computing Grades under DO # 8, S.
2015 to be used as measuring tool on the success of this study is measured thru its MPS.
Effectiveness of IPM. This will be based on the MPS of the Performance Task. If the
MPS is increased, the IPM is effective.
General student’s Average (GSA). A measuring tool to be used in supporting the
hypothesis of this Action Research.
Data Collection Procedure and Ethical Considerations
The Experimental Group, 7-Aguinaldo will be treated with Facebook Application using
their Facebook Account. Posted outputs will be counted as their Performance Task with
additional points depending on total numbers of Likes, Shares and Comments. Mean
MODE (IPM) 19
Percentage Scores (MPS) of Performance Task with IPM of the Control Group will be
computed then will be compared with the MPS and GSA of the Experimental Group.
7-Burgos as Experimental Group will undergo Traditional Methods of Teaching. They will
not be treated with IPM. Mean Percentage Scores (MPS) of Performance Task and the
General Students Average (GSA) of the Experimental Group will be computed then will be
compared with the MPS.
Classroom observation will be conducted to both groups.
Data Analysis
Mean Percentage Scores (MPS) of Performance Task will be used to analyze the result
of this study, since Interactive Participation Mode (IPM) using Facebook Application will be a
part of their Performance Task. IPM is aside from their regular Performance Task given by the
teacher. Posting of output using Facebook application is designed by the teacher.
There are three ways of posting an output. First is the deepening of the lesson where
the students have to post something about their current or newly finished lesson and
encourage everyone to take participation in an online discussion. The students are the ones
initializing the topic. Second, students may open discussions or ask questions regarding the
lessons to be tackled inside the classroom to get some insights or idea regarding it. Third way
is teacher’s initialized post where he/she is the one who asks questions for the students to
answer and post online. Points are garnered depending on the number of likes, comments,
and shares. These points are added as reward aside from regular points on their posted output
as Performance Task. This posted product to be rewarded with additional points are given in
addition to the students’ graded output given by the teacher.

MODE (IPM) 20
The Mean Percentage Score (MPS) of both the Control Group and Experimental Group
will be compared. We will get its difference to infer if there is a significant increase when we
use Interactive Participation Mode (IPM) using Facebook Application. The MPS of
Performance Task will show which of the Traditional Method and Interactive Participation Mode
is more effective.
P-values less than 0.05 will be considered statistically significant. Statistical
computations will be performed using SPSS.
Results and Discussion:
Table 2: Summary of Students’ Performance Task
Respondents Case ∑ of Performance Mean
Task
7-Aguinaldo 54 4,615 85.46
7-Burgos 45 3,533 78.51
Experimental Group or 7-Aguinaldo displayed a Total MPS of 85.46 under Performance
Task higher than Controlled Group or 7-Burgos which had 78.51 total MPS with the same
activity. 7-Aguinaldo was treated with Interactive Participation Mode using Facebook
Application while 7-Burgos was treated with traditional method of teaching using K to 12
Curriculum. So, the case we strictly guided, supervised and constantly reminded got a higher
performance based on Performance Task MPS.
7- Burgos displayed an MPS of Performance Task of 78.51 lower than 7- Aguinaldo. 7-
Aguinaldo using the Interactive Participation Mode with strict guidance, supervision, and
reminder to submit everything on time while 7-Burgos was not reminded on what and when to
submit their requirements and did not use the IPM. So, the case we strictly guided, supervised
MODE (IPM) 21
and constantly reminded and used the IPM using Facebook application got a higher
performance based on Performance Task MPS.
After the result was gathered, the researcher used the t-test using two samples with
unequal value to validate the data. The result showed there is a significance difference with the
interpretation: Reject H0, accept H1 because p<0.05, since P-values is less than 0.05, the
result is considered statistically significant.
Result of this action research is in congruency with the study done by Abdulahi, Behrooz,
and Behrang (2014) whom said that used of Facebook Application as a learning tool had an
impact on academic performance of the learners. In similar study, Lumpkin, Achen, and Dodd
(2015) affirmed the positive impact of IPM on student learning, where IPM is dubbed as Multi-
Directional Teaching Mode according to Chunyu Zhou (2015). All walks of life, regardless of
gender and economic status have the chance in using Facebook Application. This usage
maybe addictive, but Internet and Facebook addiction can be converted to learning skills
(Sherman, 2011).
In some studies, posting and liking in lesson related activity is called service learning (Lovat
and Clement, 2016). According to Mukaddes and Pinar (2014) in their Blended Learning
Environment Study, sharing content, homework or project is one way of communication and
interaction among learners, appropriate and interactive tool.
Summary, Conclusions and Recommendations
Summary:
Effects of Facebook Application as an Interactive Participation Mode (IPM) in Learning
Edukasyon sa Pagpapakatao stems from the problem of lack of interest on Edukasyon sa

MODE (IPM) 22
Pagpapakatao and the perennial problem of Facebook Addiction among learners. The
Researcher thinks of ways on how to solve this problem and come up with the problem as a
solution itself. This involves two sections of Grade 7 learners from City of Balanga National
High School this School Year 2016-2017 namely: 7-Aguinaldo and 7-Burgos as our Case
Study. They were grouped into two, the Control Group which pertains to 7-Burgos and the
Experimental Group which pertains to 7-Aguinaldo. Both of these groups were given an
orientation regarding their involvement on this Action Research and a series of observation for
the whole topic during First Quarterly Grading to formulate an outcome.
Conclusions:
Based on the result shown above, the used of Effects of Facebook Application as an
Interactive Participation Mode (IPM) in Learning Edukasyon sa Pagpapakatao with proper
guidance is of great help both on the learner and the facilitator. It is an effective tool to increase
the participation rate and the quarterly grades of our learners. In doing this activity, not only
those learners enrolled in our class learned, but also those who do not belong to our class who
also read, share and like the post of involved case.
Recommendations:
For improvement the researcher recommended the following for the other similar
researches:
1. Adapt the Interactive Participation Mode in other learning areas not only in
Edukasyon sa Pagpapahalaga.
2. Allow creative innovation on this project.

MODE (IPM) 23
3. Give more activities that will enhance Interactive Participation Mode and the
interest of our learners.
4. Proper guidance and constant reminder while doing an activity like this must always
be observed for the good of everybody.
5. Involve all the stakeholders.
6. Further study of this action research is recommended for improvement.
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MODE (IPM) 25
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MODE (IPM) 28
Appendices
Appendix A: Letter of Request
Department of Education
Region III
Division City of Balanga
City of Balanga National High School
Phase III, Talisay, Balanga City
February 15, 2018
Malcolm S. Garma, CESO V

Officer-In Charge
Department of Education
Regional Office III
MODE (IPM) 29
DMGC, Maimpis, San Fernando City

Pampanga
Attention: Assistant Regional Director

Chairman, BERF Regional Research Committee
Sir:
I have the honor to submit the result of my action research entitled Effects of Facebook Application as
Interactive Participation Mode (IPM) in Learning Edukasyon sa Pagpapakatao to the evaluating
and granting Regional Research Committee under the Basic Education Research Fund (BERF) Grant
Facility.
This research aims to convert Facebook Addiction as a solution to current problems of lack of interest to
study among our students today.
Through this research, the school authorities and teachers can assess the solution our teachers are facing
today with their student’s lack of interest in studying. The outcome of this study maybe adapted to be
part of teaching strategies by our teachers.
Thank you for your comments and suggestions and I appreciate your time and consideration on my
research proposal.
Respectfully yours,
ROYLAN T. DELA CRUZ

Researcher
Appendix B: Instrument
Psycho-social Instrument
This Action Research uses the Psycho-Social Instrument. Cases are being given a Task to
accomplish. Instructions are discussed thoroughly on how to do the Interactive Participation
Mode and how this Facebook posts in our topics turn into points. This is called as Complexity
of Instruments or Task type under Psycho-Social Instruments that uses the reward system for
every Task they have accomplished.
The proponent also used the formula in getting the MPS to solve for the difference. The
formula is shown below:

MODE (IPM) 30
a. Formula for MPS in Performance Task:
b. Formula for t-Test
Where:
t = the t-test
x₁ = the mean of group 1
x₂ = the mean of group 2
S₁ = the sum of squares of group 1
S₂ = the sum of squares of group 2
n₁ = the number of observation in grp. 1
n₂ = the number of observation in grp
Appendix C: Table 3: Work Plan
Project: Interactive Participation Mode Timescale

Date: November 09, 2016
By: Roylan T. dela Cruz
No. Task Target Who What is Status %

Date Needed Complete
1.0 Find topic 05/2017 Me Net Finished 100
1.1 Read about strategies for 05/2017 Me Books Started 100
finding a topic
1.2 Research possible topics 05/2017 Me Net/Lib Started 100
1.3 Check out the topic area 05/2017 Me Net/Lib Started 100
1.4 Brainstorm precise research Qs 09/2016 Me + 1 Study Started 100
Room
1.5 Meet with supervisor to run 05/2017 Me + Sup Office Started 100
Research Qs
MODE (IPM) 31
1.6 Plain Resources 05/2017 Me Net/Lib Started 100

1.7 Finalize Research Qs 05/2017 Me N/A Started 100
1.8 Plan the next stages 05/2017 Me + Sup Office Started 100
1.9 Audit my use of time 05/2017 Me Home Started 100
1.10 Communicate research Qs 05/2017 Me office Started 100
2.0 Action Proposal 06/2017 Me+ 1 Internet/ Started 100
Teacher Facebook
& Laptop/
Cellphone
2.1 Meeting w/ concern groups 06/2017 Me+ 1 Venue Will Start 100
Teacher
and
students
2.2 Creation of FB Groups w/ 06/2017 1 EsP Internet/ Will Start 100
Teacher and Learner Teacher+ Facebook
7- & Laptop/
Aguinal- Cellphone
do
2.3 Students choice of topics to be 07-28- 7- Internet/ Will Start 100
post (finished or starting 2017 Aguinal- Facebook
lesson) do & Laptop/
Cellphone
2.4 Group post and discussion 08-07- 7- Internet/ Will Start 100
2017 Aguinal- Facebook
do & Laptop/
Cellphone
2.5 Teacher induced topics to be 08-07- EsP Internet/ Will Start 100
discussed online 2017 Teacher Facebook
+7- & Laptop/
Aguinal- Cellphone
do
3.0 Literature Review 05/2017 Me Net/Lib Started 100
3.1 Prep. Phase read text books 05/2017 Me Net/Lib Started 100
3.2 Define 3 main theories 05/2017 Me Net/Lib Started 100
3.3 Search Journal 05/2017 Me Net/Lib Started 100
3.4 Critique the source 05/2017 Me Net/Lib Started 100
3.5 Select the material for final Lit. 05/2017 Me Net/Lib Started 100
Review
3.6. Evaluate all sources in the 05/2017 Me Net/Lib Started 100
review
3.7 Create and synthesized theory 05/2017 Me Net/Lib Started 100
3.8 Update the Bibliography 05/2017 Me Net/Lib Started 100
3.9 Finalized the Lit. Review 05/2017 Me Net/Lib Started 100
3.10 Make amendments as the 05/2017 Me + RC Net/Lib Started 100
research progresses
4.0 Methodology 05/2017 Me Net/Lib Started 100
4.1 Prep. Phase read textbooks 05/2017 Me Net/Lib Started 100
4.2 Select Methods 05/2017 Me Net/Lib Started 100
4.3 Critique Methodology 05/2017 Me Net/Lib Started 100
MODE (IPM) 32
4.4 Create ethical statement 05/2017 Me Net/Lib Started 100

4.5 Arrange for supervisor to 06/2017 Me Office Started 100
approve the ethical statement
4.6 Create methods or sample 06/2017 Me Home Started 100
rubrics for equivalent points
4.7 Reflect on the effectiveness of 06/2017 Me Home Started 100
the method
4.8 Update the bibliography and 06/2017 Me Home Started 100
write up the methodology
section
5.0 Collect Data 08/2017 Me + 1 Organizer Will Start 100
5.1 Short test run on methods 08/2017 Me Net/Lib Will Start 100
5.2 Publish results 08/2017 Me Net/Lib Will Start 100
5.3 Perform comparative study 08/2017 Me Net/Lib Will Start 100
5.4 Primary validate the results 08/2017 Me Net/Lib Will Start 100
5.5 Data entry 08/2017 Me Home Will Start 100
5.6 Test the instrument 08/2017 Me + 1 Home Will Start 100
5.7 Ensure data is fully collected 08/2017 Me Home Will Start 100
and secured
6.0 Analyze Data 08/2017 Me SPSS Will Start 100
6.1 Validate Data 08/2017 Me Net/Lib Will Start 100
6.2 Investigate Data 08/2017 Me Net/Lib Will Start 100
6.3 Initial Analysis 08/2017 Me Net/Lib Will Start 100
6.4 Comparative study 11/2017 Me Net/Lib Will Start 100
6.5 Support analysis w/ data, 11/2017 Me Net/Lib Will Start 100
evidence, graphs, etc.
6.6 Write up the data analysis 11/2017 Me Net/Lib Will Start 100
7.0 Write up remaining section 11/2017 Me Home Will Start 100
7.1 Finish writing up 11/2017 Me Net/Lib Will Start 100
8.0 Add in front, contexts, abstract, 11/2017 Me Home Will Start 100
etc.
8.1 Add contexts, index, etc. 11/2017 Me Net/Lib Will Start 100
9.0 Review and improve writing 11/2017 Me Home Will Start 100
9.1 Review and improve writing 11/2017 Me Net/Lib Will Start 100
10.0 Celebration! 11/2017 Me Publish Waiting 0
Legend:
Find Topic Data Analyzation Procedure
Action Proposal Writing up
Literature Review Last Bits
Methodology Reviewing
MODE (IPM) 33
Data Collection Celebrate
Appendix D: Table 4: Cost Estimates
COST ELEMENT BASE CONTINGENT TOTAL COMMENTS

ELEMENT ESTIMATE
% Php
Find Topic Ᵽ1,000.00 20% Ᵽ200.00 Ᵽ1,200.00
Action Research Ᵽ2,000.00 20% Ᵽ400.00 Ᵽ2,400.00

Proposal
Literature Review Ᵽ2,000.00 20% Ᵽ400.00 Ᵽ2,400.00

MODE (IPM) 34
Methodology Ᵽ1,000.00 20% Ᵽ200.00 Ᵽ1,200.00
Data Collection Ᵽ1,500.00 20% Ᵽ300.00 Ᵽ1,800.00
Analyze Data Ᵽ1,000.00 20% Ᵽ200.00 Ᵽ1,200.00
Writing Up Ᵽ1,500.00 20% Ᵽ300.00 Ᵽ1,800.00
Last Bits Ᵽ1,500.00 20% Ᵽ300.00 Ᵽ1,800.00
Reviewing Ᵽ2,500.00 20% Ᵽ500.00 Ᵽ3,000.00
Total Ᵽ14,000.00 20% Ᵽ2,800.00 Ᵽ16,800.00
Appendix E: Table 5: T-test Result

MODE (IPM) 35

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EFFECTS OF FACEBOOK APPLICATION AS INTERACTIVE PARTICIPATION MODE (IPM)

Effects of Facebook Application as Interactive Participation Mode (IPM) in Learning Edukasyon

ROYLAN T. DELA CRUZ

Head Teacher I, EsP

Introduction and Review of Related Literature and Studies……………………………………...5

Statement of the Problem……………………………………………………………………………14

Significance of the Study…………………………………………………………………………….15

Scope and Limitations……………………………………………………………………………….16

Respondents and Sampling Method……………………………………………………………….17

Data Collection Procedure and Ethical Considerations………………………………………….19

Results and Discussion……………………………………………………………………………...20

E. T-Test Result ……………………………………………………………………………...35

Table 1: Students Participants…………………………………………………………….17

Table 2: Summary of Students Performance Task……………………………………....20

Table 3: Work Plan………………………………………………………………………….31

Table 4: Cost Estimates…………………………………………………………………….34

Table 5: T-Test Results…………………………………………………………………….35

and 46 female or a total of 99 students’ sample composing the 7-Aguinaldo as an Experimental

Group and 7-Burgos as Controlled Group.

the Interactive Participation Mode using Facebook App.

Rationale and Review of Related Literature and Studies

Department Orders in using Facebook Application as an integration of technology in instructing

study as Interactive Participation Mode (IPM).

emotionally gratifying but such technological distraction poses an impact on academic

fair level of study habits.

In this study, Facebook application will be used as a learning tool, an Interactive

homework or project. Using Facebook is an avenue of learning, may be an advocate of

Participation Mode (IPM) as Multi-Directional Interaction Teaching Mode. In a similar study

worth, attitude towards the game and parenting style.

thinking and problem-solving skills. This Facebook Application as interactive participation

classified as interactivity of every individual message where a high quality participation in a

large online class could be affected through sub-grouping (Kim, 2011).

In present day situation, Online Education is becoming an increasingly popular venture

engagement positively impacted students learning.

Gesture-Based Learning System (GBLS), greater positive impact on students’ learning

experience (Shakroam, et. al., 2016).

Whiteboard (Bahadur and Oogarah, 2013). In an article published in International Journal of

Modes of active working with shared competencies in lesson containing elements of

learning outcomes (Musbalat, 2012).

(2014) mentioned that the result of individual-related characteristics, especially in motivation

being mentored by virtual references (Purpur and Morris, 2015).

Socially-oriented pedagogical agent and interactive simulation in E-Learning System

Increase in the performance of every learner is the measurement of learning and

students (D.O. # 8, s. 2015).

Increase in performance is measured through Mean Percentage Score (MPS) of

on the success of this research proposal.

The use of Facebook Application as Interactive Participation Mode would create a

vital roles in teaching-learning process.

The conceptual paradigm of the study is simply presented in figure 1.

Figure 1. Research Model

Control Group Results

12 Curriculum that is contextualization and enhancement of the curriculum relevant to the

experiential learning approach (Salandanan, 2000).

Experimental Group. This variable refers to 7-Aguinaldo treated with Interactive

Traditional Method of teaching here refers to the methods used under K to 12

case referred to as the control group.

Interactive Participation Mode (IPM). Treatment to be used for 7-Aguinaldo, whom in

posts, shares and comments using their own Facebook Account.

Application on students’ learning.

Statement of the Problem

Interactive Participation Mode in the performance of Grade 7 Student in Edukasyon sa

Pagpapakatao. Specifically, it seeks answer to the following questions:

1. How will Facebook application be described in terms of :