Assessing the Role of Social Media in Social Science Education: Perspectives from Students and Teachers in Agusan Del Sur

Social Media in Education

This study assessed the integration of emerging social media platforms in the teaching of Social Studies and examined their influence on the academic performance, as perceived by the students and teachers. Utilizing a quantitative research design, the study utilized a researcher-made and expert-validated survey instrument to ensure data reliability and alignment with research objectives. The research was conducted in the Municipality of Sibagat, Agusan del Sur, involving all 34 Social Studies teachers through complete enumeration and a stratified random sample of 50 Grade 10 students from Sibagat National High School Home of Industries. Findings revealed that Messenger, YouTube, and Facebook are the most commonly used platforms, moderately to strongly integrated into instructional delivery. Messenger emerged as the most preferred tool for its accessibility and real-time communication features, while YouTube was valued for its capacity to present engaging and visual content. Facebook was recognized for its utility in academic discussions and resource sharing. Conversely, TikTok, Instagram, and Twitter received lower ratings, indicating limited educational relevance though some students saw potential for creative use. Both teachers and students expressed agreement on the positive impact of social media on academic-related tasks such as information access, feedback exchange, and communication. However, neutral overall perceptions suggest that while these tools are widely used, their pedagogical potential is not yet fully realized. The study concludes with a call for schools to implement structured digital literacy training, establish clear usage policies, and promote collaborative practices to ensure that social media platforms are effectively used as transformative tools in enhancing teaching and learning outcomes.

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