IMPACT OF SOCIAL MEDIA ON GRAMMAR SKILLS AND PROFICIENCY: A CORRELATIONAL STUDY

EDUCATION

This study investigates the relationship between social media use and grammar proficiency among Grade 12 students in the General Academic Strand (GAS) and Humanities and Social Sciences Strand (HUMSS) at Assumption College of Nabunturan, Inc. Employing a quantitative descriptive correlational research design, data were collected through structured questionnaires measuring frequency of social media use and grammar performance. Spearman’s rho was utilized to determine the strength and direction of the correlation, given the ordinal nature of the data and the absence of normal distribution. Results revealed a significant correlation between social media use and grammar skills, with frequent exposure to informal language patterns linked to reduced accuracy in formal writing, though social media also provided opportunities for practice that enhanced confidence and awareness of grammar rules. The findings suggest that social media influences grammar skills in multifaceted ways, producing both positive reinforcement and negative interference. In conclusion, the study demonstrates that social media use has a measurable impact on grammar skills, particularly in shaping accuracy, confidence, awareness, and application. While social media fosters engagement and practice, it simultaneously normalizes informal grammar that undermines proficiency in academic contexts. These results underscore the importance of integrating structured grammar instruction with digital literacy programs to mitigate adverse effects while harnessing social media’s potential as a learning tool.

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