CHAPTER II

Theoretical, Conceptual, and Operational Framework of the Study

This is the presentation of the present endeavor’s related literature and studies, its

synthesis, the gap bridged, and its conceptual framework and paradigm that will help the

present study to find out the lived experiences of Facebook users.

Related Literature

The present endeavor is focused on the lived experiences of the teachers when

they post at the Facebook. In this study, the following article is of great help to make this

study more comprehensive.

In the article of Chakraborty (2017), it is stated that Facebook addiction is an

emerging problem, and research on compulsive Facebook use is in an incipient stage. The

majority of evidence is based on cross-sectional studies using self-reported data among

populations confined to college students. Thus, future research could employ more

longitudinal study designs among more generalizable populations. Qualitative data may

help in understanding users’ expectations and symptoms on a day-to-day basis, and their

empirical correlates can contribute to developing scales with construct validity. Until

then, more research is needed to validate Facebook addiction as a clinically significant

entity.

Zaremohzzabieh, [Link] (2014) has mentioned that Facebook has become an

essential part of almost every university students’ daily life, and while a large number of
students seem to get benefits from use of the Facebook by exchanging information for

educational goals, make friends, and other activities, the literature indicates that this

social networking site can become addictive to some university students’ users, which is

one of the today’s higher education matters. The conflict is the activity causes conflict in

academic settings, interpersonal relationships, and other activities. These results also lead

to the conclusion that, despite Facebook’s potentially destructive effects, Facebook is, as

Facebook itself proclaims, still a great way for students to “keep up with friends, upload

an unlimited number of photos, share links and videos, and learn more about the people

they meet”. However, like most activities, moderation and controlled use are key, and the

best aspect of preparing students for a modern world, therefore, is helping them learn

self-control and balance when using technology.

Nida and Sohail (2018) in their article have stated that too much hours utilized on

Facebook causes disturbance in normal everyday routine and eventually leads to poor

performance. Facebook is the most commonly used social networking site for people to

communicate and interact with their peers on daily basis. Majority of Facebook users

comprised of teenagers and youngsters that are undergraduates. Although excessive use

of Facebook has its drastic implications especially affecting the academic performance of

students. Nevertheless, within couple of years excessive use of Facebook has been

recognized as addiction and measures have been taken to minimize its excessive use.

Arienzo, [Link] (2019) demonstrate that those with insecure attachment appear to

use the social media sites as a way of replacing and compensating affection that is

missing from those around the individual (e.g., family and peers). It would appear that the
majority of insecurely attached adolescents use Facebook after being admonished by their

parents. This suggests that addiction, and more specifically social media addiction, can

stem from issues that originate in infancy or childhood. Overall, the results of the studies

evaluated provide support for the association between social media addiction and two

types of insecure attachment (i.e., anxious and avoidant).

Karakose (2016) states that following the development of information

technologies, the Internet entered modern life and has since become an indispensable part

of our lives. As Internet usage became widespread, so did social networking websites and

people begin to spend more time-sharing information, news, photos, videos and opinions

on social networking websites such as Facebook.

Accordingly, in modern life people started to experience an increasing level of

loneliness. This led to questions such as, is it Internet and social media that’s pushing

people to loneliness, or is it because people feel lonely that they seek out and use tools

like these? No matter what the answer, the important point here is that in this era of

information we are living, the number of people experiencing a feeling of loneliness

seems to be increasing day by day. Under these circumstances, teenagers and youngsters

can be considered in a degree of danger.

Marcial (2013) in her article has mentioned that Facebook addiction in the

Philippine university exists. On the positive note, Facebook addiction in this university is

extremely unlikely. It is recommended that the university through its Guidance and

Testing Division should develop programs and counselling for those who are addicted to

Facebook and develop a proactive plan to prevent Facebook addiction in the university.
Likewise, it is also recommended that parents should monitor the frequency of Facebook

usage in their homes considering that addiction level is found to be influenced by the

number of times in opening a Facebook account. Moreover, a further study should be

delved to provide a more concrete evidence of Facebook addiction in the university.

There should be an equal representation of the entire population of respondents.

Furthermore, another survey tool should be considered like psychometric scale to

examine potential addiction to a particular online application.

Arendain and Murcia (2016), has stated that addiction to social networking occurs

more regularly among younger than older. People who are anxious and socially insecure

use social networks like Facebook more than those with lower scores on those traits,

probably because those who are anxious find it easier to communicate via social media

than face-to-face. Interestingly, a study found that people who indicate “often” or “very

often” on four or more of the statements may be experiencing addiction, with a surprising

result user.

In the Philippine setting, with the emergence of a multi-tasking lifestyle, the

Filipino family used 10.9 hours per day in the consumption of media and 14 hours in

utilizing technology. On the other hand, there are 29,890,900 Facebook users in the

Philippines as of December 31, 2012 equivalent to 28.8 penetration rate. This marks the

Philippines as the 8th top Facebook users in the Asian countries. The complete list of top

ten Facebook users per penetration rate for the year 2012 in the Asian countries.

An article from ABSCBN News (posted 2019) has confirmed that Filipinos

continue to reign supreme in terms of social media use globally. A report by creative
agency We Are Social and social media management platform Hootsuite showed

Filipinos spend the most time on the internet and on social media sites. The worldwide

average for hours spent on the internet is at 6 hours, 42 minutes, down a few minutes

from 2018's 6 hours and 49 minutes. Facebook continues to dominate the internet as the

top social media platform with over 2.71 billion users, followed by YouTube with 1.9

billion users, and messaging services WhatsApp (1.5 billion) and Facebook Messenger

with 1.3 billion users.

Mateo (2018) also reported in his article that for the third year in a row, the

Philippines has emerged as the social media capital of the world. A study on the state of

the internet showed that an average Filipino spent almost four hours on social media

every day in 2017. The 2018 Global Digital report, conducted by creative agency We Are

Social and social media management platform Hootsuite, said Filipinos spent an average

of three hours and 57 minutes on social media last year. Almost all Filipino internet users

are using social media accounts such as Facebook, Twitter and Instagram. Based on the

report, the number of internet users globally has reached 4.021 billion, up by seven

percent from last year. The number of social media users also increased by 13 percent to

3.196 billion.

Furthermore, Sanchez (2019) shows the number of Facebook users in the

Philippines from 2017 to 2023. In 2023, the amount of Facebook users in the Philippines

was expected to reach 49.9 million, up from 41.2 million in 2016. With more than 2

billion monthly active users, Facebook is the most popular social network worldwide.

Popular activities on the social network include watching videos, liking content via
button, reading articles and messaging friends on 1-1 basis. In July 2016, Facebook

Messenger surpassed one billion monthly active users, placing it directly next to

Facebook-owned competitor WhatsApp.

Facebook successfully managed the transition from social network to mobile

social platform, nearing one billion monthly active users and with mobile accounting for

77 percent of the social network’s total advertising revenue in 2015. Mobile is also the

keyword regarding the online market in the Philippines; in 2014, 41.28 million people

accessed the internet through their mobile phone. In 2021, this figure is projected to

amount to 66.64 million mobile phone internet users.

As of July 2016, the internet penetration among the population in the Philippines

was 43.5 percent. A total of 47 million users access social media via mobile on a monthly

basis, making the country the second-largest Facebook market in the Southeast Asian

region. The average internet connection speed in the Philippines is 3.5 Mbps, less than an

eighth of market leader’s, South Korea’s, average speed of 29 Mbps. The Philippines also

ranked second in terms of internet freedom in Asia according to the Freedom House

Index in 2015.

Related Studies

The present study was focused on the teachers’ lived experiences in connection

with Facebook posts. Moreover, the studies below support this present endeavor and may

serve as its legal basis.

major role in determining Facebook Addiction and that there is no significant relationship

between academic performance and Facebook Addiction. All in all, the finding that the

time used on Facebook is adversely identified with people's scholastic execution is of

noteworthy imperativeness. The use of Facebook is broad among people and reviews

recommend that the measure of time that scholars use occupied with social networking is

expanding every year. In the event that this relationship holds, it may be normal that

numerous people won't perform at their scholastic potential. A superior understanding of

the elements that impact Facebook use and the part that Facebook use plays in scholastic

execution may highlight on what moves may be made to help scholars attain their

potential.

Furthermore, the results also show the positive relationship between Facebook

addiction and both neuroticism and openness to experience. It is quite true that users who

are not emotionally stable tend to be more engaged in such activities in order to get rid of

their problems. Also, those who are looking for newness and innovation are engaged in

more Facebook use which is understandable.

Abdulahi, [Link] (2014) has studied the negative effects of social network sites such

as Facebook among Asia Pacific University scholars. The researcher, distributed 152

surveys to students of the chosen university to examine and study the negative effects.

Result from the study shows that social network sites such as Facebook affects the

scholars of Asia Pacific University. Firstly, the outcome of the study aligns perfectly with

other studies mentioned above in the literature review of academic performance. For
instance, Reynol Junco, 2012 found that time spent on Facebook and checking Facebook

was negatively related to the overall GPA. Time spent on social network sites is shown to

negatively impact academic performance. As time spent on social networking sites

increases, the academic performance of the students is seen to deteriorate.

Secondly, the researcher will conclude for health threat of using online social

networking sites. Dr Sam Thomas, 2011 discovered that SNS addiction is seen by

internet addiction and chatting, which Facebook provides and allows people to have

instant messaging even though they are in different continents. Lastly, the researcher

result on privacy and security issues was aligned with previous researcher such as Asif

and khan 2012. In this paper, this particular independent variable was the highest

contributor in regression analysis and also showed a positive relationship with the

dependent variable.

The researcher found that people remain unaware of information sharing policies,

although the policies are clearly stated. And if they have read them, they are not

confirmed about the effect. This study also shows that people do not know how their

personal data can be shared. And they end up sharing their private information with

unauthorized people because of their ignorant attitude. Therefore, the researcher can say

that social network sites have a negative impact on users in terms of their academic

performance, health threat and privacy and security issues.

Sofiah and Omar (2016) has studied the potential uses of Facebook in Education.

They provided an overview of Facebook’s ability in promoting the interchange of

learning which potentially makes it a vital educational tool for university students. Based
on the discussion the paper offers broader overviews from various scholars on the

potential uses of Facebook in education. In addition, it might be suggested that Facebook

can be used in education. In Malaysia, Facebook, with an increasing number of users, is

frequently preferred by university students. In fact, those frequently use Facebook could

easily use it in education. Students started to be turning to the web 2.0 based forms of

learning which is more interactive compared to the traditional one.

This expected change to digital learning shows the transformation of education, in

particular higher education towards online environments and spaces. This reformation of

education is not only happened in Malaysia but over the world. With this study, it can be

concluded that Facebook could be used as a supplemental tool in education. Therefore, it

might be suggested that Facebook can fit for pedagogy and practice purposes and provide

continuity in lifelong learning.

Shefketi and Hamiti (2016) conducted a case study about Facebook integration in

classrooms. According to school principals, who had similar thoughts, technology

integration in their schools was not at an appropriate level. Inclusion of Facebook in

teaching according to school principals was not a good idea because they thought that

Facebook cannot help students to learn, because it may distract students, even if they use

it for educational purposes. Instead of Facebook, school principals thought that it would

be better to create a website where they can communicate and be informed about

educational issues and in order to improve the quality of students, they said that it is

definitely necessary to do a proper involvement of technology in the teaching process.

news, events, and products on Facebook first. Of course, rumors have a way of going

viral before misinformation is corrected, and there is a challenge here to be able to

differentiate legitimate information from assumptions, gossip, hype, etc. There is an

opportunity to leverage this in a critical thinking context. For example, students can

search other sources to validate information they come across in Facebook. The way

news spreads on Facebook also offers a unique opportunity for study by students of

journalism or mass media. Facebook offers many opportunities for use in the classroom.

However, its applications may not always be obvious, and some creative thinking is

required.

Using Facebook by teachers in class for educational issues can have an impact on

students by creating fun time while giving away traditional methods. Whether students

feel more motivated when Facebook is being used by their teachers, can be found out

through students’ responses, among which 67.1% said they feel motivated and 32.9% feel

demotivated. By using Facebook, teachers can also post assignments for students in any

group, which is a good idea if the teacher has not had the opportunity to show

assignments in class, but only 39.4% of students responded that teachers post

assignments, sometimes 19.6% and 41% never. By integrating Facebook in education

students can achieve better results. The majority of students, 57.3%, stated that the

integration of Facebook in education could help achieve better results and 42.7% said no.

Teachers will find the majority of today's young generation in Facebook.

Although it is a website, if teachers use it in their classroom for different activities, it will
not be difficult to engage their students. They can take advantage of this way of

communication to share content that is relevant to their course by submitting ideas,

suggestions and looking for to provide their valuable feedback. But as regards whether

they post instructional material on Facebook for students, very few teachers i.e. only 15%

said they post, 45% sometimes and 40% never.

Ryan, [Link] (2017) in their research has suggested that use of social networking

sites can be addictive for some individuals. Due to the link between motivations for

media use and the development of addiction, this systematic review examines Facebook-

related uses and gratifications research and Facebook addiction research. Method:

Searches of three large academic databases revealed 24 studies examining the uses and

gratifications of Facebook, and nine studies of Facebook addiction. Results: Comparison

of uses and gratifications research reveals that the most popular motives for Facebook use

are relationship maintenance, passing time, entertainment, and companionship. These

motivations may be related to Facebook addiction through use that is habitual, excessive,

or motivated by a desire for mood alteration. Examination of Facebook addiction

research indicates that Facebook use can become habitual or excessive, and some addicts

use the site to escape from negative moods.

However, examination of Facebook addiction measures highlights inconsistency

in the field. There is some evidence to support the argument that uses and gratifications

of Facebook are linked with Facebook addiction. Furthermore, it appears as if the social

skill model of addiction may explain Facebook addiction, but inconsistency in the

measurement of this condition limits the ability to provide conclusive arguments. Their
paper recommends that further research be performed to establish the links between uses

and gratifications and Facebook addiction. Furthermore, in order to enhance the construct

validity of Facebook addiction, researchers should take a more systematic approach to

assessment.

Carreon (2018), in his study stated that the unprecedented emergence of digital

learning tools and the need to incorporate contextualize pedagogy play a vital role

towards enriching the curriculum of the 21st century. The study sought to explore the

used of Facebook as an integrated blended learning tool in teaching Technology and

Livelihood Education (TLE) Grade 7 and its effect to students learning outcomes using a

quasi-experimental pretest-posttest research design and focus group discussion.

The study gathered data from 15 students both from homogeneous class and

heterogeneous class. The experimental group were exposed on a contextualized blended

learning mechanism and the control group were engaged in the traditional classroom

setting. The experimental study used a validated 30 items researcher-made test that was

based on the prescribed learning competency in TLE Grade 7, while the focus group

discussion underscores the perception of the students on the use of Facebook as

contextualized blended learning integrated instruction.

The salient findings yielded that students who were involved in integrated

blended learning tool have had significantly improved their learning outcomes in the two

learning competencies: entrepreneurship and use of tools and materials. Despite limited

access to the internet, student’s experience in Facebook as blended instruction was

engaging. This implies that Facebook was an effective learning integration and
supplementary instruction for millennial which foster motivation and confidence interact.

Thus, Facebook as blended learning integration can be utilized as an instructional tool for

teaching TLE subject that served as an avenue towards learning according to students’

pace, time and place.

De la Peña (2012) study sought to impart knowledge about the causes and effects

of Facebook addiction in the country. Before analyzing facts and data about Facebook

addiction, the researcher presented a brief background about the history of Facebook and

its features as a social networking site in order to have a clearer idea on why Facebook

addiction arises and how it affects the Filipino youth. In addition, the researcher

presented certain statistics about the status of Facebook addiction in the Philippines and

analyzed the impact of Facebook addiction on Filipino students. Lastly, the researcher

presented practicable ways on minimizing Facebook usage and lessening its ill effects.

Based on the facts and data gathered as well as the analysis and discussions about

the topic, the researcher conclude that Facebook addiction is very rampant in the

Philippines due to the country’s tolerance on the usage of the said social networking sites

(SNS) which is reflected in the excessive intervention of the mass media in these SNS

and the weak implementation of policies concerning minors’ use of internet services.

Even with many contrasting views on the effects of Facebook addiction on students, the

researcher affirms that Facebook addiction contributes negative impact on Filipino

students. Although some previous studies are correct in saying that Facebook usage has a

positive impact on the academic performance of students, the researcher claims that its

addiction causes the impairment of academic performance.

do not reflect the cases in the Filipino community due to differences of Facebook

penetration in countries and some of them are based on moderate Facebook usage only.

recommends that the Filipino society must take Facebook addiction seriously and parents

must guide the youth, particularly the students, in preventing FB addiction. He also

asserts that the local government must promulgate policies to regulate the internet usage

of minors in their respective localities and the national government must impose

regulations on advertisements and other related subjects in social networking sites.

Facebook policy should also be enhanced to regulate Facebook usage of minors. Lastly,

further studies should be made regarding the topic because the number of FB users is still

growing and Facebook trends, together with other trends of other modern-based

technology, varies from time to time.

Lacida and Murcia (2015) examine the extent of college students’ addiction in

using Facebook, the extent of their study habits (time management, test-taking, note-

taking, reading, and writing), and if significant relationship exists between the two. The

Bergen Facebook Addiction Scale (BFAS), reflecting the six core elements of addiction

(salience, mood modification, tolerance, withdrawal, conflict, and relapse) and the Study

Habits Questionnaire (SHQ) were administered to 400 students from an institution of

higher learning in Padada, Davao del Sur, with a 70.5% response rate (n=252). Pearson

Product Moment Correlation coefficient was used to establish the relationship of the

elements of addiction with study habits, while linear regression analysis was utilized to

estimate the degree of causation of Facebook addiction to study habits.

other way around, they are found to exhibit high extent of practicing study habits.

Correlation analysis revealed significant yet negative coefficient values of the six

Facebook addiction elements with overall study habits. Regression estimation revealed

that higher Facebook addiction tendencies of college students decrease the extent of

studying, yet the degree of the relationship (R-squared = 0.053) was found to be

negligible. Findings can be utilized by guidance facilitators and educators by integrating

it in classroom instruction. Likewise, further studies with bigger scope/population and

inclusion of demographic variables in estimating Facebook addiction (or generally, social

network or online addiction) are recommended.

Godinez, [Link] (2019) conducted a research to lift awareness for the students on

how they should use Facebook, what they need to know about it, what is the right thing to

do when using it, does it help in their academic performances or not, does it improve their

physical health, their mental health, and does it have a good impact, or bad impact in

their life and how to respond to all of it. It also aimed to inform the Grade-11 Senior High

School students in Iligan City National High School about the effect of using the biggest

social networking website to their lives and how they should balance or manage.

The researchers noticed that 72% of the students are prone to use Facebook while

27.58 of them are male. Humss students or respondents are prone to use Facebook

followed by the ABM and lastly the STEM students. Most of the student’s maximum

time in using Facebook is 5 hours, followed by 2 hours, 1 hour and lastly the lowest

percentage is the 10 hours. Research shows that respondents use Facebook as a form of

entertainment, for school activities, for communication and dissemination of information,

for their studies since it makes their work easier and faster than before, they would be

able to communicate faster when needed.

Carreon, [Link] (2019) in their research stated that the use of Facebook may have a

beneficial effect among college students in terms of their academic performance. This

can be attributed to the fact that the social media site has been utilized to create academic

groups, inform people in the university about school activities, and the like. Facebook has

been utilized as a platform to disseminate information about various academic programs,

which students have been exploring. The social media site is also used to communicate

with friends and other members of the community about projects and assignments that

they must complete. The time spent by the respondents is at par with the noted utilization

of the same site with existing literature.

While Facebook may have a beneficial effect towards the academic performance

of students, the results of many other studies pertinent to social media utilization must

also be considered. Because sites like Facebook have already been explored even by

universities and other academic groups in disseminating information, these institutions

should also be able to educate students about the proper use of these sites. It has been

seen from literature that improper utilization, such as the impact of multitasking, can

have detrimental impact on the academic performance of students.

Therefore, universities should have policies and limitations that will guide

students on how to use the advantageous side of these social media sites. Because it has

been implied that students are usually being informed through the social media site, it
could be a consideration for future researchers to verify how instructors and educational

managers are using the social media site pertinent to school activities. This will allow a

comparison and verification of the prevalence of the use of Facebook for academic

purposes and eventually propose mutually beneficial policies and guidelines for schools

and students.

Synthesis of the State of the Art

The present work is focused on the lived experiences of the teachers during their

post’s activities in Facebook. The work of different authors through their articles were of

great help in order to have clearer understanding about this present endeavor.

In terms of the essence of Facebook in the society, the work of Zaremohzzabieh,

[Link] tackles it. This was supported by the works of Nida and Sohail, Arienzo, [Link],

Karakose, and Abdulahi, [Link] that tackles on the effects of Facebook among students and

educators.

In the present state of society, it is but natural that anyone can be addicted to a

thing that makes them happy. This was proven by the studies and articles of Chakraborty,

Marcial, Arendain and Murcia, Mahmood and Farooq, Ryan, [Link], De la Peña, and

Lacida and Murcia who tackles about Facebook Addiction among students and educators.
 Facebook has its role in educating a child as it was proven by the ABSCBN

News, Mateo, Sanchez, and Carreon as they found out that this platform has its big part

on imparting teachings and lessons on the students and on how teachers will suppose to

be doing it. This was supported by the research of Sofiah and Omar and Godinez, [Link] on

their research regarding the use of Facebook in education. Lastly, the research of Shefketi

and Hamiti tackles on how to integrate Facebook in classroom – may it be in the process

of teaching or in management.

Gap Bridged by the Study

The present study is conducted in order to determine the different lived

experiences of teachers in using Facebook as a platform in classroom settings. The

different types of posts that they made will make them better or worst depending on the

perception of its reader. This endeavor will tackle most of the emotions on the posts by

the teachers, may it be positive or negative.

Most studies tackle only the negative and positive effects of Facebook as a

communication bridge. Other studies tackle only its roles in the society and education

while others focused more on its addiction. It is therefore the role of this study to

enlighten its users specifically educators to be more responsible on their posts as it makes

or breaks everyone’s heart and personality.

Conceptual Framework
 The main focus of this research is to find out the different experiences of teachers

regarding Facebook posts – on their perception of different posts and its classification of

it. The researcher will first conduct this study through its input – its problem and the

different factors that affects the teacher’s emotional aspect in posting messages in

Facebook. Determining these factors will be of great help for the researcher to

purposively determine the tempo and alignment of the present endeavor going to a right

way.

Another part of this endeavor is on what are the things to be done in order to

determine its cause and effect. This will be done by means of conducting different

interviews and observations; survey questionnaires; and personal observations in order to

completely determine the different aspects from the different angle of the story. This also

includes the different researches conducted that has direct influence or connection to the

present endeavor.

Finally, the present endeavor will propose different medicines or suggestions in

order to correct the wrong perceptions of everyone regarding Facebook Posts specifically

to those who are dependent to “Freedom of Speech” verses that makes them comfortable

in doing what they want in the online environment.

INPUT PROCESS OUTPUT

 Profile of the
teachers in terms
of Age, Sex, Civil
Status, Number of  Seminars and
hours spent in Trainings on
using Facebook, R.A 10175 and
 Interviews
Internet / data / its related laws
 Survey
Plan /  Symposium on
Questionnaires
Subscription Cyberbullying
 Personal
 Perception of the and responsible
Observation
teachers regarding use of
 Internet Facebook
Facebooks Pros
Sources
and Cons,  Training on
Cybercrime  Related Emotional
prevention Law Studies and Management
(RA 10175) and Literature and Personal
other related laws, reviews Responsibilities
Cyberbullying  Manual on
 Factors that Cyber Ethics
affects Facebook
Posts
 Classifications of