Digital Voices: The Role of Online Activism on Students’ Perspectives and Behavior Toward Social Issues

Digital Voices: The Role of Online Activism on Students’ Perspectives and Behavior toward Social Issues

Costanilla, Samantha Eve Ruth B.*; St. Domingo Leanna Daichelle K.; Regala Edelweiss M.; Chavez, Wenzy Leoren B.; Ramirez, Kyle Angela P.; Villaflor, Lace Zyrhyl P.; Cervantes, Riley Rich L.; Largo, Ace Julian V.

Colegio de Sto. Tomas-Recoletos, Inc.

*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.9010102

Received: 24 December 2024; Accepted: 01 January 2025; Published: 04 February 2025

ABSTRACT

In an era defined by digital connectivity, online activism has become a significant force in shaping discussions, particularly among the youth. This study investigates the influence of online activism on Senior High School students’ perspectives and behavior concerning social issues at Colegio de Sto. Tomas Recoletos, Inc. in the S.Y. 2023-2024. The study examines students’ engagement in online activism and its effects on their perceptions and behaviors related to social issues, considering factors such as sex and academic strand. 294 Senior High School students were respondents, randomly sampled from different year levels’ strands. Using a descriptive-comparative research design and Likert Scale questionnaires, data were collected and analyzed. Descriptive-comparative statistics, including T-tests and Analysis of Variance (ANOVA), were employed to explore differences based on sex and academic strand. The results indicated a moderate (0.721) level of engagement in online activism, suggesting that students possess an average level of awareness and engagement with social issues through online platforms, irrespective of their academic strands. Regarding gender perspectives, females (0.585) were found to be significantly more likely to engage in online activism compared to males (0.643). However, no significant differences were observed in behavior towards social issues based on gender or academic strand. The study highlights how online activism shapes students’ perspectives and behaviors on social issues, emphasizing the need for educators to integrate digital literacy and advocacy into curricula. Further research is urged to explore this relationship, guiding future efforts in addressing digital-age challenges and opportunities.

Keywords— Online activism, Senior High School Students, Perspectives and Behavior, Social issues, Negros Occidental, Philippines.

INTRODUCTION

At the rapidly advancing pace of the internet, online discourse constantly adjusts to emerging trends, perspectives, and information. The internet is the most important information and communication technology that has caused a global shift in information quality (Siraj et al., 2015). In the context of advocating for various causes, online activism influences how individuals utilize social platforms. With the rise of social media platforms such as Facebook, Twitter, YouTube, and Instagram, this has become possible. Social media connects people all over the world and allows them to share, post, update, or document worldwide movements (Holcomb, 2016). This accessibility and efficiency of information have allowed students to engage in online activism. Students use social media for social change and perceive activism, emphasizing the role of online platforms as a safe entry point for activism (Taha, et. al. 2015).

Moreover, online platforms provide individuals with a medium for expression and a method for establishing connections. Social media assumes a role in activism by enabling the powerless to voice widely shared grievances and organize unequally distributed resources (Leong et al, 2016). Social media creates a new platform for citizen debate and discussion, as well as a new cyber area for the creation of public opinion (Thakur & De, 2016). This emphasizes the importance of engagement within online platforms, allowing information to circulate within public opinion. Nonetheless, engaging in online activism can encounter obstacles, including censorship designed to suppress controversial topics and stifle public opinion. According to Monggilo (2016), this control over information may aim to maintain a certain climate within the community, but it can also severely restrict citizens’ rights to create, use, and distribute information, ultimately violating human rights. As students become immersed in online discussions, they are exposed to diverse perspectives and ideas. No matter the form or issue, activism is the greatest way that people can express their support or opposition to a cause and demand action, either for something to change or remain the same (Cooper, 2023).

The Philippines’ massive online presence has allowed activism to go beyond the streets and into digital platforms (Agojo, 2023). Students are frequently browsing sites and scrolling through social media pages. According to Cortés-Ramos et al (2021), digitalization and hyper-connectivity generate spaces for youth participation in social activism through social media platforms. Students can encounter social issues that pique their interest, prompting further discussion online, their perspectives on these issues influence their approach to responding when presented with the available information. Through social media platforms, the youth can acquire social resources, such as political information, social services, or access to political officials and institutions, and as the most active online users, they can make use of these social resources to engage better in the society (Bunquin, 2020).

The internet has enabled students to engage in online discussions, promoting awareness and advocacy through online activism. This form of activism excels at capturing attention and raising funds quickly due to the internet’s fast-paced nature, but it is most effective for short-term campaigns as online support can wane rapidly (Cooper, 2023). Students can establish mutual understanding with others based on shared perspectives, which has become an essential aspect of navigating online activism. However, according to Greijdanus et al. (2020), this connection can lead to the formation of echo chambers, where online activists may isolate themselves within groups that reinforce their own realities and beliefs due to the ease of ‘unfriending’ those with differing viewpoints. Students pay attention to social issues even if they are not directly affected because they empathize with those who have been victims of these issues that violate human rights, and they want to correct these wrongs (Galdonez et al., 2024). In this context, Marcaida (2020) argues that the concept of activism should be expanded to be more inclusive, as a narrow view of activism can limit participation and counteract the goal of encouraging broader engagement in activism.

The main goal of this study is to fill the existing research gap, which is the finite number of local studies on online activism toward student’s perspectives and behavior about social issues. According to Cooper (2023), understanding online activism is imperative to be able to continue fighting for causes as well as to engage younger generations, by determining who online activism is effective for, what issues is it effective for, and what period it is effective for. Studying online activism on students’ perspectives and behavior towards social issues is important in identifying whether it serves as an incentive for informed and constructive dialogues by students or if it results in polarized views.

This study attempts to identify how online activism is molding student’s perspectives and behavior toward social issues. Exploring how online platforms offer opportunities for activism, and how strand and sex may influence their confidence in using these platforms as a tool for discussion. Social media as a gateway to information does not only function to access information but also functions to create information, provide comments on the received information, forward information, and make criticism (Arafa & Hasyim, 2022).  The findings of this study can also promote Sustainable Development Goal 16 which is Peace, Justice, and Strong Institutions, by promoting peaceful discourse and encouraging the development of accountable and inclusive institutions.

STATEMENT OF THE PROBLEM

This study aims to determine the role of online activism on students’ Perspectives and Behavior Toward Social Issues on the Senior High School Students of Colegio de Sto.Tomas Recoletos. Inc. By conducting this study, we were able to answer the following;

1. What is the level of online activism engagement of students’ perception of social issues when grouped according to sex, strand, and as a whole?
2. What is the level of online activism engagement of students’ behavior towards social issues when grouped according to sex, strand, and as a whole?

Null Hypotheses (H0):

1. There is no significant difference in the impact of online activism on the engagement of students’ perspectives toward social issues when grouped according to sex and strand.
2. There is no significant difference in the impact of online activism on the engagement of students’ behavior toward social issues when grouped according to sex and strand.

Alternate Hypotheses (H1):

1. There is a significant difference in the impact of online activism on the engagement of students’ perspectives toward social issues when grouped according to sex and strand.
2. There is a significant difference in the impact of online activism on the engagement of students’ behavior toward social issues when grouped according to sex and strand.

REVIEW OF RELATED LITERATURE

This portion of the paper discussed the relevant literature and studies that contributed to the field this study is based. Furthermore, this literature provided essential discussions as support for the researcher’s results.

Engagement in Online Activism

Online activism has emerged as a tool that allows diverse discussions on social issues and public grievances. According to Karatzogiannia (2015), online activism began to take root in the early days of the Internet in the 1990s. It can be traced back to various events that occurred on digital platforms. Today, online activism is seen as a powerful tool that utilizes digital technologies to relay a message of change. Yang & Kang (2017) have defined online activism as the use of new information-communication technologies to support social and citizen movements.

The use of technology has made information dissemination easier, reaching a wider audience within minutes. According to the study by Barron & Carty (2018), which highlights the impact of technology on social movements, the role of digital technologies in shaping every social movement, emphasizes the historical trend of activists utilizing the latest communication devices. A study from Chon & Park (2019), proposes an integrative model of activism, explaining why and how individuals in the networked society engage in contentious issues through social media activism. This study helps highlight how a media-focused society actively participates in online activism. According to Ciszek (2016), examining dissenting perspectives expressed through social media, this article explores the implications for practitioners and scholars and suggests how dissensus impacts public relations practice and theory. Gismondi & Osteen (2017) discussed using digital technology to inspire, connect, and sustain student activism, presenting opportunities, challenges, and recent case studies related to this technology. With how quickly information can be disseminated, this study can help understand how students will respond to social issues when presented with the available information. A study by Cooper (2023), analyzes the circumstances of when online activism is effective, determining the factors surrounding it and concluding that young people are often drawn to online activism because it aligns with their digital preferences and skills. Preferences align with the interest of online activism, through certain factors, the efficacy of online activism can be determined.

Students’ Perspective on Online Activism

According to the study of Agojo, et. al. (2023), it explores how young Filipino activists use social media platforms during critical junctures, such as a strongman leading the government and global uncertainties caused by a virus. Young Filipinos’ perspectives on social issues matter, how they use online platforms to express their grievances, and how they seek to respond when presented with the available information at hand. A study by Greijdanus, et. al. (2020) this study delves into the psychology of online activism and its relations with offline collective action, exploring how social media facilitates community building, norm formation, and shared realities. This study can help further understand how participation in online activism forms and improves community and peer relationships through shared relationships. Leong et al. (2018), investigated how social media empowers individuals in assuming proactive roles within social movements, emphasizing the processes by which digital platforms enable grassroots organizing. According to Taha, et. al. (2015) examined student interviews, this research explores how students use social media for social change and perceive activism, emphasizing the role of online platforms as a safe entry point for activism.

A study by Galdonez et al., (2024) at Philippine Science High School showed that their scholars frequently employ their voices to advocate for what they perceive as just, despite these issues, their activism often assumes the form of expressing their viewpoints on social media, particularly through platforms such as Twitter and Facebook. Their active engagement on these platforms allows them to reach a broader audience, influence public opinion, and rally support for their causes, while also providing a platform for open discussion on social issues.

Students Behavioral Responses on Online Activism

The topic of how online activism can affect the behavior of students is brought up in a couple of different ways by Greijdanus, et. al., (2020) which discusses the relations of online activism in both the digital and real world. The study tackles the concepts of echo chambers, stating that it encourages monocultures and self-segregation due to the ease of ‘unfriending’, stating that online activists will stay within a group that shares their realities and beliefs. The study also talks about digital dualism, suggesting that users tend to take advantage of their anonymity on online platforms, students freeing them of concerns for consequences. Ibardeloza, et al., (2022) talk about awareness of political issues in the Philippines and find that social media platforms allow them to make their voices heard louder and more effectively, which aids the government in responding more effectively to the country’s rising concerns, encouraging them to be more vocal and motivated to speak up on social and political issues.

A case study by Marcaida (2020) designed and situated in the context of the Manilakbayan protests at the University of the Philippines Diliman shows that students who use social media for news are more likely to engage in online protest activities rather than offline ones. This study suggests a shift towards online activism among students, highlighting the increasing role of social media as a platform for political expression and mobilization.

Online Activism on Social Issues and Movement

According to a study conducted by Subekti & Khurun’in (2020), communities are doing their activities online and using social media as the main instrument of movement. Movements were able to collect volunteers for said situations. The culmination of the social community awakening arises in response to socio-dynamics in society. The social community as a frame of development gets to be an elective for society to lock in on social issues, instead of connecting political organizations such as political parties or intrigued bunches whose primary junction is the political interface. A study by Sasahara et al., (2020), explores how echo chambers form in online social networks by examining how users’ opinions and connections change due to influence and unfriending based on the information they encounter through sharing. This model supports how public discussions can frequently change an individual’s perspective on a matter based on the information gathered. According to Li (2022), online firestorms are triggered and evolve, it’s how social movements harness those firestorms to advance their agendas, and how new forms of coalitions and coordination emerge between movements via social media. Through this, social issues and movements can form new partnerships and coordinate with each other, especially in the context of mutual understanding between students, which enables social issues to amplify their impact to achieve common goals. Students pay attention to social issues even if they are not directly affected because they empathize with those who have been victims of these issues that violate human rights, and they want to correct these wrongs (Galdonez et al., 2024).

THEORETICAL FRAMEWORK OF THE STUDY

In an era defined by digital connectivity, the rise of online activism has transformed the way individuals engage with social issues on digital platforms. The Internet provides a medium for anonymous expression and self-empowerment, allowing people to discuss a wide range of topics, including social issues. The theoretical framework for this study draws from two prominent theories – the Social Identity Theory (SIT) and the Social Online Self-Regulation Theory (SOS-T).

The Social Identity Theory (SIT) by Jake Harwood (2023) contributes to our understanding of online activism’s influence by highlighting how individuals categorize themselves into social groups, leading to potential stereotyping. In the context of Senior High School students’ engagement in online activism, SIT helps explain the dynamics of social categorization, the adaption of group identity, and the biased comparisons that may influence in-group favoritism and intergroup conflict.

Senior High School actively participates in online activism related to environmental issues. As they categorize themselves as the “environmental advocates” group on social media platforms, they develop a strong social identity tied to this cause. This heightened identification influences their perspectives on environmental problems, contributing to increased awareness, empathy, and commitment to activities promoting environmental sustainability. SIT, in this context, helps us understand how group identity formation through online activism influences the students’ views and behaviors regarding specific social issues.

The Social Online Self-Regulation Theory (SOS-T) by Ozimek and Förster (2021) significantly relates to our research study as it focuses on self-regulatory variables associated with social networking sites, including factors like social comparison, age, narcissism, self-esteem, and emotional regulation. In the context of our study, by applying the SOS-T we can better understand how students regulate their online behavior and perspectives when engaging in online activism related to social issues, exploring whether the students’ involvement in online activism correlates with the aspects of self-regulation, such as their motivations for self-presentation, the need to belong, or their emotional responses.

For instance, within the scope of our research, we might find that a Senior High School student actively engages in online activism by consistently sharing posts related to social issues on social media platforms. By applying the Social Online Self-Regulation Theory (SOS-T), we would examine whether the student’s behavior correlates with self-regulatory variables. This could involve exploring if the student’s motivations for posting align with self-presentation needs, a desire to belong to a community sharing similar concerns, or if their emotional responses to environmental issues play a role in shaping their online activism. SOS-T in this context, can be applied to analyze the self-regulatory aspects of students’ online behavior in the context of social issues activism.

The integration of the Social Identity Theory and the Social Online Self-Regulation Theory forms a comprehensive framework for examining how online activism influences Senior High School students’ perspectives and behaviors concerning social issues. By applying these theories to specific situations, we can better grasp how online activism interacts with students’ perspectives and behaviors, aligning with the stated research objectives. This theoretical framework guides the exploration of the different dynamics in our research study, offering insights into the cognitive processes, social interactions, how self-regulation influences students’ engagement in online activism, and the environmental impact of media on students’ engagement with online activism. This provides a theoretical basis for understanding the motivations and behaviors of Senior High School students at Colegio de Sto. Tomas – Recoletos Inc. concerning social issues on online platforms.

CONCEPTUAL FRAMEWORK OF THE STUDY

The framework of the study explains how the connection between online activism influences the development of social responsibility in Senior High School students. Figure 1 below shows the conceptual framework of this study which presents the independent and dependent variables as well as the goal.

Figure 1. The Schematic Diagram of the Study

As shown in Figure 1, the independent variable is online activism participation. This variable represents the degree of involvement of Senior High School students in online activism activities. It includes actions such as posting, sharing, commenting, and participating in online discussions related to social issues on various digital platforms.

The dependent variables of this study are the perspectives, behavioral responses, and the student’s development of social responsibility. These variables measure the changes in students’ views, beliefs, and attitudes regarding social issues as a result of their engagement in online activism. The students’ perspectives on social issues, encompass their level of awareness, understanding, and empathy toward social concerns. Their behavioral responses to social issues assess the tangible actions and behaviors undertaken in response to their online activism participation. It includes activities like attending protests, volunteering, or engaging in community service related to the addressed social issues. Social responsibility development evaluates the extent to which students’ involvement in online activism contributes to the development of a sense of social responsibility. It covers their commitment to making a positive impact on societal challenges and the ethical use of digital platforms. Moreover, these activities include the following discussion and feedback concerning their social responsibility together with the consistently increasing authorship and social interaction experience in the course of the analyzed activity (Harlanova, et. al., 2019).

The Mediated variables include strand and sex. These variables mediate the relationship between online activism participation and changes in students’ perspectives and behaviors. Different sections have their own unique characteristics, dynamics, and even distinct strands (HUMSS, ABM & STEM). These aspects may influence how students interpret and respond to online activism differently. Sex mediates the impact of online activism on students’ perspectives and behaviors by influencing their experiences, with women facing gender-specific challenges. The themes advocated online can also affect student’s attitudes and behaviors based on sex.

The overall relationships in the conceptual model divulge how both the independent and dependent variable insinuates influences on Senior High School students’ perspectives on social issues, with strand and sex as mediators. This conceptual framework outlines the interplay of variables in our study, focusing on the impact of online activism participation on students’ perspectives and behaviors concerning social issues, while considering the mediating effects of strand and sex. It provides a visual representation of the relationships we aim to explore in our research.

SIGNIFICANCE OF THE STUDY

This study’s findings benefit these groups;

Students. Many students participate in online activism, especially in the current age of technology where information is more accessible. This study aims to analyze online activism and explore its relevance to students’ involvement in this activity. By examining the various aspects and impacts of online activism, we can better understand its connection to students and why it has become a prevalent means of social engagement.

Cyber Activists. The results of this study can benefit individuals who are engaged in online activism, providing them with evidence of their influence and participation in various online movements.  This research can assist activists in evaluating the results of their work and in making defensible choices to advance their goals.

CST-R Community. Online activism has a big impact on how school communities are shaped and influenced. We may learn more about how students, teachers, and other community members participate in social concerns by examining internet activism. This study enables us to see the influence online spaces have on promoting discussion, increasing awareness, and igniting group action inside school communities.

Educators. This study enables teachers to gain insights into how online activism can be integrated into their teaching practices, empowering them to engage students in discussions about social issues, promote critical thinking, and foster digital citizenship.

Future Researchers. The conditions of online activism may change in the future due to the fast advancements in technology, and the topic of online activism will need to be revisited. This study’s findings and information on the variables influencing someone’s participation in online activism will make it a valuable resource for future academics.

SCOPE AND LIMITATIONS

This study focuses on how the actions of the Senior High School students of Colegio de Sto. Tomas-Recoletos influences their approach to forming perspectives and behavior in online activism toward social issues.  The study will be conducted in Colegio de Sto. Tomas-Recoletos with the Senior High School students of the school year 2023-2024. This study’s analysis centers on identifying the level of engagement of online activism regarding their perspectives and behavior. It explores how online platforms impact their online activism engagement and examines factors like strand and sex. The result of the study is limited to Senior High School students of CST-R only and cannot be used to generalize the other grade-level students in CST-R. The research was limited to a single educational institution in one country, which may not accurately represent the views of students in other institutions globally; nonetheless, its findings could provide valuable insights for comparable studies in different regions. This study will focus on the role of online activism on various online platforms. Measuring how the students of all three strands and their sex in Colegio de Sto. Tomas, Inc. engages in online activism and how it will shape their perspectives and behavior.

DEFINITION OF TERMS

Online Activism. Refers to the utilization of digital platforms, particularly social media, by individuals or groups to express dissenting perspectives, engage in discussions, and mobilize support or opposition around social issues (Ciszek, 2016).

In this study, it is a word used by senior high school students to discuss, express, and take part in actions about social issues such as politics, social justice, and environmental concerns on online platforms.

Online Platform. A digital space accessible via the internet, where users engage, interact, and exchange information or services. These platforms facilitate connections and activities, serving various purposes like social networking, e-commerce, content sharing, or service provision (Rana & Sahoo, 2023).

In this study it refers to the internet spaces, especially social media sites, where students interact, express their views, and engage in topics such as social issues.

Engagement. Is a multidimensional phenomenon involving affective, behavioral, and cognitive aspects across task/activity, initiative, and continuous levels (Andel et. al., 2019).

In this study, refers to the actions and engagements of students in online activism, encompassing expressions, discussions, and participation in digital movements related to social issues.

Behavior. Defined as the way individuals act or respond to situations, and it can be observed, measured, and analyzed (Cogburn et al., 2023)

In this study, behavior encompasses the observable actions, responses, and engagements of the students regarding social issues, shaped by their involvement in online activism on various digital platforms. It focuses on their visible actions, attitudes, and participation levels influenced by their online activism endeavors.

Perspective. Refers to the viewpoint guiding how information is perceived, shaping its acquisition, communication, and interpretation (Gorichanaz, 2018).

In this study, it signifies the unique viewpoints and beliefs held by the students regarding social issues, which can be shaped by their online activism and interactions on digital platforms.

Role. Refers to the position or function that individuals attribute to leadership (Lewis, 2017).

In this study, it Indicates the function and impact of online activism in molding the attitudes, actions, and involvement of students about social issues and social justice.

Cyber Activist. Refer to people who exhibit high or medium levels of participation and commitment in digital actions related to environmental, academic, social, and citizen issues, as well as human rights (González-Lizárraga, et. al., 2016).

In this study, it uses digital platforms to express support for social causes, raise awareness about issues, and participate in online movements promoting social justice.

Social Issues. These are defined as the claims made by people or organizations about social circumstances that they believe to be unfair, immoral, or harmful and that need to be addressed (Holstein & Miller, 2017).

In this study, it is referred to as addressing societal concerns such as social justice, equality, environmental sustainability, human rights, and other pressing issues affecting society and its members through online platforms.

METHODOLOGY

This chapter presents the research design, research methods, instruments, reliability, validity, statistical treatment of data gathering procedure, and data analysis procedure.

Research Design

The objective of our study is to gain an understanding of the relationship between online activism, perspectives, and behavior among the Senior High School students of Colegio de Sto. Tomas Recoletos. Inc.

To meet the objectives of this study, a Descriptive-Comparative method of research was considered the most suitable. Descriptive-comparative research is a quantitative research design that aims to describe the differences between groups in a population without manipulating the independent variable. The descriptive comparative method explains the extent of the relationship between two or more variables (Aviola, 2016)

Participants and Sampling Technique

The study population consisted of 294 senior high school students of Academic Year 2023-2024 who were randomly chosen. The students were selected from different year levels and strands using a stratified sampling. This method ensures that all subgroups within the population, such as various strands or academic tracks, are adequately represented, thereby enhancing variation. This sampling method increases variation in the sampled population by dividing it into multiple subgroups (strata) based on characteristics such as strand and sex.

Research Instruments

In this study, to gather the data needed, the researchers used a self-constructed questionnaire that contained Likert Scale questions, which were validated and processed by experts. Likert Scale Questionnaire is a form of closed question and one of the most widely used tools in researching popular opinion (Messick, 2017).

The items in the questionnaire elicited information on the Role of Online Activism on Students’ Perspectives and Behavior Pertaining to Social Issues on the Senior High School Students. The participants were required to indicate the degree of impact of online activism on students’ perspectives and behavior pertaining to social issues. Demographic data, including sex and section, were collected. These were scored using the equivalent range of 5,4,3,2, and 1.

The Senior High School participants were required to indicate the degree of frequency regarding perceptions and behaviors on online activism. To determine the degree of impact, each answer is rated on a five-point scale as follows: Always (five points), Often (four points), Sometimes (three points), Rarely (two points), and Never (one point).

Validity

Validity pertains to the degree to which a study accurately measures the concepts or variables it claims to measure. This ensures that the findings are credible and applicable (Morling, 2015). The validation results yielded a 4.38 average rating, which is interpreted as excellent and indicated that the survey instrument was valid.

Reliability

Reliability is the consistency and stability of measurements over time, which is essential for ensuring the accuracy and trustworthiness of study findings Trochim & Donnell (2021). As measured by Cronbach’s Alpha, the alpha value was 0.801 for the question in the perception on online activism, 0.889 for the behaviors of online activism. The 20-item survey questionnaire showed a high level of confidence in its reliability, with all questions being perceived as effective.

Statistical Treatment of Data

To determine the level of online activism engagement of Senior High School students’ perception towards social issues when taken when grouped according to sex, strand, and as a whole, statistical means were used.

To determine the level of online activism engagement of Senior High School students’ behavior towards social issues when taken when grouped according to sex, strand, and as a whole, statistical means were used.

To determine the difference in the level of online activism on the engagement of Senior High School students’ perception towards social issues when grouped according to sex, T-test was used. The independent T-test is used to compare the means of two groups (e.g., male and female) to determine if there is a statistically significant difference in their engagement with online activism.

For Research Questions 3 and 4, the variables involve comparisons based on sex and strand. While the T-test is appropriate for sex (two groups: male and female), it is not suitable for strands, as there are more than two groups (e.g., ABM, HUMSS, STEM). Thus, ANOVA was used for strand comparisons.

To determine the difference in the level of online activism on the engagement of Senior High School students’ perception towards social issues when grouped according to strand, Analysis of Variance (ANOVA) was used.

To determine the difference in the level of online activism on the engagement of Senior High School students’ behavior towards social issues when grouped according to sex, a T-test was used

To determine the difference in the level of online activism on the engagement of Senior High School student’s behavior towards social issues when grouped according to strand, Analysis of Variance (ANOVA) was used.

Data Gathering Procedure

The data analysis for the research conducted utilizes descriptive-comparative statistics to unravel key insights:

First, the researchers determined the calculated levels of engagement in online activism among senior high school students, providing an average measure of their participation on online platforms to express opinions on social issues. This statistical approach illuminated the extent of students’ involvement in online activism.

Secondly, the researchers determined the distribution of perspectives on social issues and corresponding behaviors that have been explored using descriptive-comparative statistics. This approach revealed the diversity of opinions and responses within the student body, shedding light on the range and variation in how students manifested their reactions to social issues through their online activism participation.

Furthermore, the use of descriptive-comparative statistics allowed the researchers a detailed and clear depiction of the central tendencies and variability in students’ engagement with online activism and their perspectives on social issues in senior high school students grouped according to strand and sex.

Data Analysis Procedure

To gather data for this research, the researchers first send a letter to the principal of Colegio de Sto. Tomas – Recoletos requesting approval and permission to conduct the study among senior high school students. Once permission was granted, the researchers proceeded with the survey, explaining the purpose of the study and encouraging respondents to answer the survey questionnaires genuinely and honestly. The researchers distributed the survey, focusing on students’ perspectives and behaviors related to social issues and online activism. After the respondents completed the survey, the papers were checked, tallied, interpreted, and analyzed.

RESULTS, DISCUSSIONS AND IMPLICATIONS

This was made possible by taking the appropriate procedures to produce accurate data that answers the specific observations and problems in the study. This was done accordingly by following the sequence based on the statement of the problem.

Table 1.  Level of online activism engagement of students’ perception towards social issues when taken when grouped according to sex, strand, and as a whole.

Presented in Table 1, the 132 male participants demonstrated a lower degree of engagement in online activism and their perception towards social issues. This is shown by their score (M) of 3.326, with a standard deviation (SD) of 0.643, which falls in the “Moderate” category. And the 164 female participants surprisingly displayed a score (H) of 3.507 and a standard deviation (SD) of 0.585, indicating a “High” level of engagement in the context of their perception towards social issues.

As a whole, the data is made up of 296 participants, and overall the average score (M) for engagement was 3.426, with a standard deviation (SD) of 0.617, showing a “High” level of engagement towards their perception of social issues. The data presented shows that the female sex group engages more in the perception of social issues. Also shown by the table is that the strands; ABM, and HUMSS have high results and are more likely to engage rather than the STEM strand the results align with the “Moderate” category.

A study by Cooper (2023), states that online activism aligns with the preferences and skills of young people, particularly females, who demonstrate higher engagement in perceiving social issues digitally compared to males. Another study that can support the results of the strands is from Marcaida (2020), which aligns with the study’s findings. In online platforms, student activism is involved, and there is a significant difference. Indicating that online activism equally influences students regardless of their strand specialization. Furthermore, according to the study of Balmes (2019), states that activism comes in many forms. This accentuates the factors in which individuals and groups may use other methods of participating in online movements aimed towards social issues

Table 2. Level of online activism engagement of students’ behavior towards social issues when taken when grouped according to sex, strand, and as a whole.

As presented in Table 2, the level of online activism engagement of student’s behavior towards social issues shows that 132 male respondents have an average score (M) of 3.170, with a standard deviation (SD) of 0.772, which is interpreted as “Moderate.” Simultaneously, the 164 female participants showed a similar average score (M) of 3.268, with a standard deviation (SD) of 0.676, indicating an interpretation of “Moderate.” It is noted that both sex groups have shown similar scores and interpretations.

The male sex group, and the strands; STEM and HUMSS have similar average scores, with the female sex group having the lowest. The data is composed of 296 respondents, an overall score (M) of 3.224 and a standard deviation (SD) of 0.721, yielding an interpretation of “Moderate.” The level of engagement of student’s behavior is moderate and does not affect greatly their behavior when they interact with online activism towards social issues. This is at par with the study of Gismondi and Osteen (2017), which explores how student activism can manifest in both online and offline realms, it can be seen that students may exhibit a balanced level of involvement in both online and offline forms of activism. Furthermore, a study by Cortés-Ramos et al (2021), supports the idea that a young person’s online experience in social activism movements has factors affecting it including their preferences, themes, usage of language, and perceived impact. In this context, activism can be understood as the diversity of behaviors that people exhibit within society and the aim to make problems of social interest visible.

Table 3. Differences in the level of online activism on the engagement of students’ perception towards social issues when grouped according to sex.

The results of the independent samples t-test showed a significant difference in the students’ level of online activism on the engagement of student’s perception towards social issues when grouped according to sex .

The statistical analysis using Likert-scale questionnaires revealed a high level of engagement in student’s perception towards social issues was shown as a result of the female sex group. Whereas  for the male sex group the level aligns to the moderate category. When grouped according to sex, the male students averaging at 3.326 and female students at 3.507. The significant difference between male and female students in the impact of online activism on perceptions towards social issues emphasizes its inclusive nature, encouraging equal participation across genders. This inclusive nature of online platforms, as highlighted in our study, relates with Leong et al.’s (2018) study, demonstrating how online spaces can empower diverse voices and perspectives in online discussions, paving the way for inclusive participation regardless of sex.

The observation was that there was a significant difference between male and female students regarding the impact of online activism on perceptions towards social issues. In the study of Alodat et. Al. (2023) sex was also discovered to have a strong moderating effect on the relationship between social media use and it positively moderates the effect of the frequency of social media use on online activism. Another study by Castillo-Esparcia et. Al. (2023), states that digital activism impacts the organization of activists and citizen participation, noting a rise in individualistic and low-commitment forms of engagement.

Table 4. Differences in the level of online activism on the engagement of students’ perception towards social issues when grouped according to strand.

The Analysis of Variance (ANOVA) was conducted to examine the differences in perception across various strands. The results revealed that there is no statistically significant difference (𝐹(2,293)=0.753,𝑝=0.472) in perception between the different strands. These results suggest that the observed variation in perception is likely due to random chance rather than meaningful differences between the strands. Furthermore, the result implied that strands do not significantly influence the perception of students.

The results portray an intriguing picture, revealing the absence of significant differences in behavior across academic strands reaffirming the universal influence of online activism as a pursuer of societal engagement. Much of what happens under the banner of online activism consists of everyday forms of engagement (Barendregt & Schneider, 2020). Indicating a revelation, suggesting that regardless of their field of study, students perceive social issues with a similar lens based on their involvement in online activism. Students often engage in social movements through various social media platforms, addressing societal issues even if they may not always recognize their involvement (Galdonez et. al., 2024).

This finding challenges conventional notions of academic strands, suggesting that online platforms serve as spaces where students, regardless of their field of study, converge to build societal narratives. This insight resonates deeply with the dynamic nature of online platforms, where voices of all backgrounds converge to shape collective understanding and action (Siraj et. al., 2015).

Delving deeper, this finding portrays the transformative power of online platforms as inclusive spaces for advocacy. Implications abound, echoing far beyond statistical outcomes. It prompts a reevaluation of educational paradigms, advocating for interdisciplinary approaches that prompt the transformative potential of online activism to nurture socially conscious citizens and students alike. By integrating digital literacy and social advocacy into the curricula across all disciplines, educational institutions can empower students to leverage digital platforms as catalysts for social change, echoing the sentiments of Taha et. al. (2015).

Moreover, these findings greatly emphasize the imperative for educators to embrace a complete view of student engagement, recognizing the symbiotic relationship between online activism and perception formation. By fostering critical digital literacy skills and encouraging students to navigate the complex domain of online discussions, educators can nurture a generation of empathetic, informed citizens poised to tackle the various challenges of the digital age.

Table 5. The difference in the level of online activism on the engagement of students’ behavior towards social issues when grouped according to sex.

The independent samples t-test was employed to explore the difference in the engagement of students’ behavior towards social issues based on their level of online activism when categorized by sex. The results showed that there is no statistically significant difference in the engagement of students’ behavior towards social issues between male and female students (𝑡(294)=1.171,𝑝=0.243) based on their level of online activism. This implied that online activism does not exert a differential influence on the behavior of male and female students concerning their engagement with social issues.

The absence of gender-based differences in behavior towards social issues emphasizes the democratic nature of online activism as a catalyst for societal engagement. This finding defies predetermined notions of gender roles, highlighting the transfigurative possibilities of online platforms to amplify diverse voices and perspectives in the pursuit of social justice. By going beyond traditional gender norms, online activism provides an inclusive space where individuals can participate in civic discussions and collective action on an equal footing.

At its core, this revelation speaks to the democratizing influence of online activism, transcending gender divides to stimulate inclusive civic participation. It emphasizes the importance of creating inclusive digital spaces where all voices are heard and valued, resonating with the ideals of equality and social justice. The role of digital technologies greatly accentuates the amplifying of marginalized voices and promoting social justice, bearing witness to the findings of the current study on the absence of gender-based differences in online activism (Karatzogianni, 2015).

Coe et. al. (2015) made mentioned that youth activists target both institutional structures and cultural dynamics in their political action, reshaping traditional gender roles. This aligns with online activism’s potential to challenge gender inequalities among senior high school students, who are often perceived as young activists.

For educators and social advocates, this finding greatly emphasizes the imperative to cultivate digital environments that prioritize inclusivity and diversity, ensuring that all students, regardless of gender, have equal access to the transformative potential of online activism. This aligns with the broader discussion on digital citizenship and social justice, highlighting the importance of creating equitable spaces for engagement and participation (Agojo et. al., 2023). Countries can develop strategies to mitigate digital divergence and promote equitable access to digital resources and services, further advancing the ideals of social justice and inclusion (Tokovska et. al., 2023).

Table 6. Difference in the level of online activism on the engagement of student’s behavior towards social issues when grouped according to strand.

The Analysis of Variance (ANOVA) was conducted to examine the impact of online activism on the engagement of students’ behavior towards social issues across different academic strands. The results revealed that there is no statistically significant difference (𝐹(2,293)=1.413,𝑝=0.245) in students’ behavior towards social issues based on their level of online activism when categorized by academic strands. The variability observed in behavior across the strands appears to be due to random chance rather than meaningful differences. Furthermore, online activism does not seem to exert a differential influence on the engagement of students’ behavior towards social issues across different academic strands.

The discovery of Table 6 shows no significant difference in student behavior across different academic strands and sheds light on the unifying force of online activism in driving societal engagement. The digital era has facilitated greater connectivity and accessibility, allowing students from diverse academic backgrounds to come together and advocate for change (Soltysiak, 2020). This revelation challenges the conventional understanding of academic specialization, highlighting the inclusive power of digital platforms in organizing students towards collective action on social issues.

Essentially, this finding portrays the transformative role of online activism in nurturing a shared sense of responsibility towards broader societal concerns, transcending the confines of academic disciplinary silos. It echoes the sentiments expressed by Cortés-Ramos et. al. (2021), emphasizing the democratizing potential of online spaces to portray positive social change and foster a culture of inclusive participation.

While academic backgrounds may not be decisive, broader societal contexts shape student activism (Andel et al., 2019). This difference emphasizes the complexity of factors influencing student behavior and highlights the need for further research to explore the interplay between disciplinary backgrounds and societal influences on activism. Contrary to expectations, the absence of statistically significant differences aligns with insights from Harlanova et. al. (2019), suggesting that cultivating social responsibility among students extend beyond disciplinary boundaries. This challenges the notion that academic specialization dictates students’ engagement with social issues, emphasizing instead the broader societal influences on attitudes and behaviors towards activism. In community engagement, schools serve as hubs for activism, fostering dialogue and collaboration (Baldwin & James, 2019) (Trust & Krutka, 2018). Presenting these suggestions can further enable students to engage in a more respectful and civic environment, becoming knowledgeable enough to understand the concept of online activism and how it can influence their behavior. Strategies for addressing societal issues in classrooms can prepare students for digital-age citizenship (Johnson & Becker, 2016).

Implications

The findings suggest that there is a moderate level of engagement in online activism among Senior High School students. This implies that there is a presence of students engaging in online activism. This presence asserts that students can be involved in discussions about social issues online. Our study highlights the significance of how senior high school students’ attitudes and actions toward social issues are influenced by their involvement in online activism. There is relevance and potential influence of the research in several important areas by emphasizing the findings’ significance for different educational practices, social advocacy, digital citizenship, community engagement, and future researchers.

The educational implications of the combined research findings suggest a significant opportunity for future research to delve deeper into the integration of online activism into educational curricula. Smith (2020) provides insights into the potential benefits of such integration for enhancing students’ learning experiences and promoting active citizenship. Additionally, Johnson & Adams Becker (2016) offer practical strategies for educators to effectively address current societal issues within the classroom, preparing students to be informed and engaged citizens in the digital age. Warschauer (2017) highlights the importance of adapting teaching methods to meet the evolving needs of students who rely increasingly on digital platforms for information and communication. Therefore, future research could focus on examining the effectiveness of specific pedagogical approaches in integrating online activism, as well as exploring how educators can continuously adapt their teaching methods to best support students’ digital literacy and civic engagement. This has implications for empowering students to critically engage with digital information and actively participate in addressing societal challenges.

Social advocacy, particularly through online activism, has emerged as a powerful tool for empowering students to champion social causes and effect positive change in their communities. Scholars such as Jones & Lee (2019) underscore the potential of online platforms in amplifying students’ voices and influencing public discourse, thereby nurturing a sense of agency and empowerment among the youth (Bang & Vossoughi, 2016). Furthermore, engaging in social advocacy through digital channels enables students to connect with like-minded individuals globally, fostering cross-cultural understanding and facilitating collaborative efforts (Kligler-Vilenchik et al., 2019).

Digital voices encompass the cultivation of essential skills and values vital for navigating the modern online landscape responsibly and enhancing perspectives on social issues. Research, such as that conducted by Cortes-Ramos et al. (2021), underscores the significance of developing digital literacy skills and promoting responsible online behavior among students as integral components of contemporary citizenship. By honing digital literacy skills, students acquire the critical thinking abilities necessary to discern credible information from misinformation and navigate complex online environments with confidence (Livingstone & Sefton-Green, 2016; Ribble, 2015). Through these efforts, students are better equipped to analyze social issues, engage in respectful dialogue, consider diverse viewpoints, and advocate for positive change in their communities and beyond.

The research emphasizes the pivotal role of schools as community hubs, advocating for the cultivation of inclusive environments where dialogue and collaboration flourish among students, educators, and cyber activists (Brown & Williams, 2018). By serving as catalysts for community action, schools empower students to leverage their knowledge and skills in addressing both local and global challenges through online activism (Baldwin & James, 2019; Trust & Krutka, 2018).

The research not only contributes to the ongoing academic dialogue but also highlights avenues for future exploration, particularly in understanding the intricate interplay between online activism and youth engagement with social issues (Taylor et al., 2022). By pinpointing gaps in existing knowledge, scholars are guided toward addressing emerging challenges and opportunities presented in the digital landscape (Taylor et al., 2022; Seidman, 2013). Furthermore, delving into the lasting effects of online activism on youth development and societal transformation offers crucial insights for policymakers and practitioners keen on leveraging digital technologies for positive social change (Hargittai & Sandvig, 2015; Jenkins et al., 2016).

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter consists of a summary of findings, conclusions, and recommendations made based on the research findings.

The main goal of the study is to better understand the impact of online activism on the perspective and behavior of the Senior High School students of Colegio de Sto. Tomas Recoletos. Furthermore, this study also aims to determine if there is a significant difference in the impact of online activism on student’s perspectives and behavior towards social issues when they are grouped according to sex and strand. An Independent T-test was used to determine the level of online activism engagement in the Senior High School students when they were grouped according to sex. Analysis of Variance (ANOVA) was used to determine the difference in the level of engagement of online activism in the Senior High School students when they were grouped according to strand.

Summary of Findings

The study’s findings and results were derived from the computed questionnaire scores of the 294 respondents which are Senior High School students of CST-R. These results were presented and collected, followed by the utilization of appropriate statistical methods.

Based on the statistical analysis of the results, which included mean scores and appropriate t-tests, it was observed that Senior High School students at Colegio de Sto. Tomas-Recoletos exhibits a moderate level of engagement in online activism. The mean scores for perception towards social issues as a whole (3.426) indicating a high level of involvement and behavior towards social issues as a whole (3.224) fell within the moderate range. This suggests that students possess a moderate level of awareness and engagement with social issues through online activism regardless of their academic strands.

Hypothesis 1:

Based on the independent T-test results, there is a significant difference in perspectives toward social issues when grouped by sex (t(294) = 2.539, p = 0.012). Female students show higher engagement in perspectives compared to male students.

Using ANOVA, there is no statistically significant difference in perspectives toward social issues when grouped by strand (F(2,293) = 0.753, p = 0.472).

The null hypothesis is rejected for sex but failed to be rejected for strand. Female students demonstrate a higher engagement in perspectives influenced by online activism.

Furthermore, significant differences were observed in the perception of social issues based on sex, with female (0.585) students demonstrating a significantly higher level of engagement compared to male (0.643) students. However, no significant differences were found in behavior towards social issues based on sex or academic strand.

The independent T-test results indicate no significant difference in behaviors toward social issues when grouped by sex (t(294) = 1.171, p = 0.243).

Similarly, ANOVA results show no significant difference in behaviors toward social issues across strands (F(2,293) = 1.413, p = 0.245).

The null hypothesis is not rejected for either sex or strand. Online activism does not show a statistically significant influence on student behaviors when grouped by these variables.

The findings of our study greatly accentuate the influence of online activism on students’ perceptions and behaviors towards social issues, highlighting the need for educators to integrate digital literacy and social advocacy into curricula to empower students for active participation in societal discourse and change.

Conclusions

The following conclusions were based on the data analysis and the results presented:

Researchers found that online activism engagement of perception and behavior towards social issues show a moderate impact on how Senior High School students perceive discussion on online platforms. The level of online activism engagement of Senior High School students’ perception and behavior towards social issues taken when grouped according to sex and strand is Moderate. Therefore, online activism appears to still contribute to the perspectives and behavior of Senior High School students, regardless of sex or academic strand. Going further, it is evident that online activism plays a role in influencing how Senior High School students perceive and engage in discussions on social issues. The moderate impact suggests that other factors may influence a student’s perspective and behavior.

Findings suggest that while sex influences perspectives, strand does not significantly impact engagement. Educational interventions should focus on bridging gaps in perceptions, emphasizing inclusivity and promoting engagement across all strands.

In conclusion, using the knowledge and data collected from this study will contribute to the relatively new and growing study of online activism. It provides data on how online activism continuously adapts and adjusts to trends, new information, and perspectives online. The data aims to provide an understanding of the relationship between digital platforms, online activism, and the social consciousness of the students. Providing data on how online activism can shape Senior High School students’ perception and behavior towards social issues as well as promoting informed online discussions among students and ultimately contributing to the development of responsible and socially aware students.

Recommendations

The following are the recommendations and suggestions based on the findings and the conclusion gathered from the study:

For Students-Establish clubs or organizations such as debate or social action clubs that focus on social justice, environmental issues, or other causes, providing a space for like-minded students to collaborate. These clubs can foster an inclusive environment where diverse perspectives are respected, facilitating constructive dialogue on important issues. Student-led initiatives provide an opportunity for collaboration and dialogue, nurturing a sense of community among like-minded individuals. Students are encouraged to utilize their online presence to support and promote organizations, amplify their voices, and raise awareness of important issues. Cultivating an inclusive environment where diverse perspectives are respected is significant. Learners need to use their online presence to support and promote organizations and individuals actively working towards creating change.

For Cyber Activists – This study can offer valuable guidance for cyber activists seeking to maximize their impact in the digital realm. By understanding the effectiveness of various strategies, motivations behind participation, and the influence of online activism on student behavior, activists can refine their tactics and tailor their messages to resonate with their audience. Additionally, recognizing the pivotal role of youth in driving social movements underscores the importance of engaging students in digital advocacy efforts.

For Schools – They can play a vital role in promoting responsible social media use and leveraging online platforms for advocacy purposes. By encouraging students to use their online presence thoughtfully and ethically, the school can amplify students’ voices and facilitate meaningful engagement with important social issues. It’s also important to emphasize the responsible use of social media platforms for their safety and discretion. With their knowledge and experience in utilizing online platforms for social change, they can offer valuable insights on how the school can improve its online presence and effectively engage with students on important issues.

For Educators – By encouraging students to fact-check and think critically before sharing or reposting information, we can prevent the spread of misinformation and promote accurate and reliable information. Educators must lead by example and actively engage in online activism themselves. By being role models for their students, educators can demonstrate the power and potential of online activism in creating positive change. Educators must educate students about the issues they are advocating for. With a strong understanding of the issues, individuals can effectively communicate and educate others, and avoid spreading misinformation.

For Future Research – To interested researchers, conducting a similar study is encouraged, focusing on the Senior High School students’ perspectives on various social issues and their impacts, effects, and influence on perception and behavior. Future studies should delve into specific social issues that students are interested in. It is crucial to educate individuals on the proper use of social media and online platforms for activism. Researchers are urged to explore specific social issues and their impact on student perceptions and behavior. By conducting targeted investigations into the issues that resonate most with students, researchers can identify effective strategies for promoting meaningful engagement and advocacy. Additionally, more research is needed on educational interventions aimed at promoting responsible online activism and digital citizenship among students.

Limitations of the Findings

The scope of the study was confined to the Northern Negros region, which may not fully represent the broader national context. Regional differences, such as cultural, socio-economic, or political factors, could influence students’ engagement with online activism and their perspectives on social issues. Therefore, the findings of this study may not be generalizable to other regions, especially those with significantly different demographics or access to digital resources.

Additionally, the participants of the study were all Senior High School students from a private school. This limits the diversity of the sample, as private school students may have distinct socio-economic backgrounds, educational resources, and access to technology compared to their public school counterparts. As such, the findings may not reflect the perspectives and behaviors of students from public schools or other types of educational institutions.

Furthermore, the study did not consider the influence of parents, community leaders, or external organizations on students’ online activism behaviors. Additional variables, such as socio-economic background or digital literacy levels, should be investigated to provide a comprehensive understanding of online activism’s impact. The findings may therefore not capture the full range of factors that shape students’ engagement with social issues online. Additionally, the sample size and its homogeneity may affect the validity and depth of the conclusions drawn from the data.

As a result of these limitations, the findings should be interpreted with caution and cannot be considered conclusive. Further research with a larger, more diverse sample across different regions and educational institutions is recommended to better understand the broader impact of online activism on students’ perspectives and behaviors.

Practical Applications

Educational systems face both opportunities and challenges as a result of the influence of internet activism on students’ attitudes and actions about social concerns. Government education agencies like DepEd may assist students in transforming their enthusiasm for social concerns into constructive, informed, and positive action by incorporating digital activism into the curriculum, encouraging healthy engagement, and establishing supportive structures. As a result, a generation of responsible digital citizens equipped to promote social change both online and offline may be fostered.

Contributions of Authors

The authors handled all aspects of the work, encompassing the conceptualization, methodology, data management, formal analysis, review and editing, and overall supervision of the project to ensure its successful execution.

Funding

This work received no specific grant from any funding agency.

Conflict of Interests

The authors declare no conflicts of interest about the publication of this paper.

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