Social Media Use and Critical Thinking Skills among Senior High School Learners: A Quantitative Correlational Study
DOI:
https://doi.org/10.54536/jtel.v3i1.3991Keywords:
Academic Engagement, Critical Thinking, Quantitative-Correlational Study, Senior High School Learners, Social Media UseAbstract
This study explored the relationship between social media use and critical thinking skills among Senior High School (SHS) learners in the Davao region. A quantitative correlational research design utilized survey data from a sample of SHS students. First, this study assessed the level of social media use among students, with the majority engaged with social media for more than two hours daily, mainly for social interaction and entertainment, with limited use for educational purposes. The study then measured students’ critical thinking abilities, which revealed a moderate level of critical thinking across the sample, with some students performing better on higher-order thinking tasks. A significant positive correlation (r = 0.45, p < 0.01) was found between social media use for academic purposes and critical thinking. It suggests that educationally focused social media activities may enhance critical thinking skills. Further analysis identified that the frequency of participation in academic discussions on social media (β = 0.35, p < 0.01) was a significant predictor of critical thinking abilities. However, passive social media use showed no significant impact. These findings imply that while social media can foster critical thinking, its impact largely depends on how it is used. The study emphasizes the importance of promoting purposeful academic engagement with social media to improve cognitive skills among SHS learners.
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