Moderating Effect of Social Media Exposure and School Type on the Relationship Between Instructional Competence and English Proficiency
DOI:
https://doi.org/10.69569/jip.2024.0189Keywords:
Social media exposure, Instructional competence, English proficiency, School type, Moderating effectAbstract
Social media have become the main means of communication and maintaining a social life. Students may develop their English proficiency through social media and so with the teacher’s instructional competence. This study determined the moderating effect of social media exposure and school type on the relationship between instructional competence and English proficiency. The researchers pilot-tested and validated the instruments to determine the reliability and validity of the instrument. The researchers adapted and modified the instruments of Baria (2012) and Hasegawa (2010). Further, the study employed a descriptive correlational research design. The study focused on the influence of social media exposure and school type on the relationship between students’ perception of teachers’ instructional competence and the English proficiency level of BECED first-year college students in one of the community colleges in Mindanao, Philippines. The result of the study exposed that first-year college students mostly graduated from public schools. Students claimed that they were exposed to social media for uploading pictures, interaction, and other academic purposes. Additionally, the results of the study showed that first-year BECED college students had an overall mean score that indicated poor English proficiency performance. Furthermore, the results of the study showed that there was no significant difference in the respondents’ English proficiency when grouped according to feeder school type. Also, the results showed that there was no significant relationship between English proficiency and social media exposure. Additionally, the results showed that the respondent’s English proficiency had no significant relationship with teachers’ instructional competence.
The study concluded that social media does not moderate the relationship between the perception of a teacher’s instructional competence and English proficiency. Thus, students must use social media carefully. Also, teachers have to be competent enough to meet the needs of 21st-century learners.
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