Assessing the Perceived Impact of TikTok Usage on Reading Comprehension Skill of Grade 6 Pupils in Bagong Buhay B Integrated School

Assessing the Perceived Impact of TikTok Usage on Reading Comprehension Skill of Grade 6 Pupils in Bagong Buhay B Integrated School

John Herbert R. Gulinao¹, Cherry Ann B. Macay², Angelica M. Relox³, Loren Joy L. Resurreccion⁴, Mary Janelovely B. Villero⁵.

¹Is a faculty member of Bulacan State University – Sarmiento Campus, a licensed professional teacher and holds a Master of Arts in Education.

^2,3,4,5College Students of General Academics and Teacher Education (GATE) Department, Bulacan State University – Sarmiento Campus, University Heights, Brgy. Kaypian, City of San Jose del Monte, 3023, Province of Bulacan, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90600014

Received: 23 May 2025; Accepted: 27 May 2025; Published: 26 June 2025

ABSTRACT

This study explored the impact of TikTok usage on the reading comprehension skills of Grade 6 pupils at Bagong Buhay B Integrated School, City of San Jose Del Monte, Bulacan. The study adopted a descriptive-correlational research design, employing quantitative methods to determine the relationship between the hours spent on TikTok and pupils’ reading comprehension skills in both Filipino and English. Data were collected from 34 Grade 6 pupils using validated questionnaires and Phil-IRI test results. Mann-Whitney U Test and Spearman correlation were used to analyze the data. Results revealed no significant difference in English and Filipino reading comprehension skills between high and low TikTok users. However, a significant negative correlation was found between the number of hours spent on TikTok and reading comprehension skills in Filipino. The findings suggest that excessive TikTok usage may affect pupils’ Filipino reading comprehension skills, implying the need to promote balanced digital consumption alongside traditional literacy skills development.

Keywords: TikTok, Reading Comprehension, Digital Literacy, Filipino, English

INTRODUCTION

In the evolving digital landscape of the 21st century, social media platforms have significantly influenced the behavior and lifestyles of learners across the globe. Among these platforms, TikTok, a short-form video sharing application, has emerged as one of the most popular and engaging apps, particularly among the youth. Its highly entertaining format appeals to pupils who find its short, vibrant, and interactive content highly attractive (Adelhardt & Eberle, 2024). However, alongside its entertainment value, educators and parents alike have raised concerns regarding the potential impact of prolonged exposure to such platforms on pupils’ academic and cognitive skills, especially reading comprehension.

Reading comprehension is an essential academic competency that underpins all learning areas. It enables learners to decode, interpret, analyze, and synthesize information from texts critically and meaningfully. Studies show that reading comprehension is not merely a skill confined to the academic sphere; rather, it is a lifelong skill vital for personal development, informed decision-making, and active participation in society (Austin, 2023).

Despite the importance of reading comprehension, the Philippines consistently underperforms in international literacy assessments. The Programme for International Student Assessment (PISA) 2018 and 2022 results revealed that Filipino learners ranked among the lowest globally in reading comprehension (OECD, 2023). The Department of Education (DepEd) acknowledged this alarming outcome, prompting them to implement interventions such as the Catch-Up Fridays, a program designed to enhance foundational literacy skills through dedicated reading sessions (DepEd Memorandum No. 001, s. 2024).

On the other hand, the increased screen time due to social media usage, especially TikTok, poses both challenges and opportunities in the educational sector. While TikTok has been lauded for its potential as a digital learning tool through its micro-learning approach (Khlaif & Salha, 2021), there are studies indicating that the platform’s fast-paced, visually saturated content may foster shallow cognitive processing, impair sustained attention, and negatively affect deep reading comprehension (Altamura et al., 2023).

Although prior studies have explored the influence of social media on learners’ language skills, few have directly examined the specific impact of TikTok usage on the reading comprehension skills of elementary learners in the Philippine setting. Therefore, this study was conducted to assess the impact of TikTok usage on the reading comprehension skills of Grade 6 pupils at Bagong Buhay B Integrated School. It seeks to determine if a significant difference exists between the reading comprehension skills of pupils categorized as high and low TikTok users and to identify the relationship between the time spent on TikTok and pupils’ reading comprehension levels in Filipino and English.

This study aims to: Identify the demographic profile of Grade 6 pupils in terms of TikTok usage and their reading comprehension skills. Determine whether there is a significant difference in reading comprehension skills between high and low TikTok users. Examine the relationship between TikTok usage hours and the pupils’ reading comprehension skills. The findings of this study will provide insights that may assist educators, parents, and school administrators in formulating strategies to balance the use of digital platforms with the enhancement of pupils’ literacy competencies.

METHODOLOGY

This study on the Assessing the Perceived Impact of TikTok Usage on Reading Comprehension Skills used descriptive-correlational quantitative design. The study utilized statistical methods to investigate the impact of TikTok usage on the reading comprehension skills of Grade 6 pupils

The respondents of this study were 34 Grade 6 pupils. The selection was made using purposive sampling, specifically targeting pupils from the lower section known for high digital media usage.

The researchers used Self-Administered Questionnaire consist of 15 items to determined the number of hours pupils spent on TikTok daily, and categorized respondents into Low Usage (1-2 hours daily) and High Usage (3-4 hours daily). also used Phil-IRI Post-test results, Used as the standardized assessment tool to measure pupils’ reading comprehension skills in Filipino and English. Scores were categorized based on Phil-IRI levels: Independent, Instructional, and Frustration levels.

All instruments underwent validation through expert review by language and professional profesor.

The researchers conducted the study following these steps: first, Distribution of the self-administered questionnaire to respondents next collection and categorization of respondents based on TikTok usage and Phil-IRI post-test scores from the school record also data consolidation and preparation for analysis. Ethical considerations were observed throughout the data collection process. Parental consent was obtained prior to pupil participation.

The researchers employed Mann-Whitney U Test: To assess the significant difference in reading comprehension skills between high and low TikTok users. Spearman Correlation Coefficient: To determine the correlation between TikTok usage hours and reading comprehension skills in Filipino and English.

RESULTS AND DISCUSSION

Distribution of Pupils Based on TikTok Usage TikTok Usage

Table 1 shows that 53% of the pupils are categorized as high TikTok users, while 47% fall under low usage. This suggests that the majority of pupils dedicate more than 3 hours daily on TikTok, raising concerns regarding possible academic implications.

Reading Comprehension Levels of Pupils in Filipino

Table 2 shows In Filipino, 61.1% of high TikTok users are at the frustration level, compared to 37.5% among low users. None of the high TikTok users reached the independent level, implying that excessive TikTok usage may hinder Filipino reading comprehension skills.

Reading Comprehension Levels of Pupils in English

Table 3 shows both groups showed equal proportions (50%) of independent readers in English, suggesting that TikTok usage does not significantly affect English reading comprehension. This may be due to the predominantly English content on TikTok (Guzman & Viray, 2024).

Mann-Whitney U Test Results on Reading Comprehension Skills in Filipino

Table 4 showed the result of significant differences in Reading Comprehension Skill based on TikTok usage in Filipino. The result indicates that there is no significant difference in the Filipino reading comprehension scores of pupils with low and high TikTok usage.

Mann-Whitney U Test Results on Reading Comprehension Skills in English

Table 5 shows similar to the findings in Filipino in table 4, the English reading comprehension scores also show no statistically significant difference between pupils with low and high TikTok usage.

Spearman’s Correlation Between TikTok Usage and Reading Comprehension Scores

Note. Spearman’s correlation was computed separately for Low and High TikTok usage groups. A significant positive correlation was found only among High TikTok users

(p < .05).

Table 6 showed the relationship between TikTok usage and reading comprehension skills. The findings the correlation between TikTok usage and reading comprehension scores among pupils with low TikTok usage is weak and not statistically significant.  This means that for pupils who spend less time on TikTok applications, their reading comprehension scores do not show a strong or consistent relationship with their usage of the application.

On the other hand, for pupils with high TikTok usage, the correlation is very strong ( = 0.705) and statistically significant (p=0.001). These findings revealed that among high TikTok users, there is a substantial relationship between their time spent on the application and their reading comprehension scores.

Weighted Mean of Pupils’ Perceived Impact of TikTok on Reading Comprehension

Note. Weighted mean interpretation used a 5-point Likert scale

Table 7. presents the pupils’ perceived impact of TikTok usage on their reading comprehension skills. The highest-rated perception was that TikTok helped them gain more information about unfamiliar words (WM = 3.97, Agree), indicating its potential role in vocabulary enrichment. Similarly, pupils agreed that TikTok improves their reading and listening skills via short educational videos (WM = 3.76) and enhances their social life by enabling better text comprehension in communication (WM = 3.62).

However, most of the statements received a Neutral interpretation, particularly those referring to the negative effects of TikTok on deeper reading comprehension skills. Pupils also expressed disagreement on TikTok’s impact on their ability to retain information and infer meaning from written context (both WM = 2.15, Disagree).

Overall, the Total Weighted Mean of 3.10, interpreted as Neutral, reflects a balanced perception among the pupils, suggesting that while they recognized TikTok’s role in enhancing certain literacy skills like vocabulary and listening, they also acknowledged possible drawbacks in concentration and deeper comprehension abilities.

CONCLUSIONS/RECOMMENDATIONS

The majority of the Grade 6 pupils were categorized as high TikTok users, with most spending 3 to 4 hours daily on the platform. In terms of reading comprehension levels, a significant portion of these pupils exhibited frustration and instructional levels, particularly in Filipino.

The Mann-Whitney U Test revealed no significant difference in reading comprehension skills between high and low TikTok users in both Filipino and English subjects. This implies that TikTok usage, regardless of frequency, does not directly differentiate the pupils’ reading comprehension proficiency based solely on usage hours.

However, the Spearman’s correlation test indicated a very strong and statistically significant relationship between TikTok usage and reading comprehension skills among high TikTok users, while the correlation among low TikTok users remained weak and insignificant. This suggests that intensive exposure to TikTok may influence reading comprehension performance, particularly among pupils with higher usage patterns.

Regarding the pupils’ perceived impact of TikTok on their reading comprehension, the overall result shows a Neutral interpretation, reflecting that while pupils recognized some benefits such as vocabulary development and engagement through short educational videos, they also acknowledged the possible distractions and challenges in focusing on complex texts.

Educational interventions and digital literacy programs should be strengthened both at school and home to help pupils balance their TikTok usage with activities that enhance their reading comprehension skills, especially in Filipino.

Teachers are encouraged to incorporate interactive reading strategies and integrate technology-based activities that complement traditional reading practices, promoting responsible digital consumption among pupils.

Parents and guardians should monitor and regulate their children’s screen time to ensure that the use of social media platforms like TikTok does not hinder their academic growth, particularly their reading comprehension abilities.

Further research may be conducted using qualitative methods to explore the pupils’ deeper perceptions, experiences, and cognitive processes while engaging with TikTok and its influence on their reading habits and comprehension skills.

REFERENCES

1. Adelhardt, Z., & Eberle, T. (2024). TikTok as an Educational Tool: Nano-learning through Social Media. Educational Technology Research Journal, 18(2), 55-71.
2. Austin, A. (2023, April 24). 7 strategies to improve reading comprehension. Connections Academy.
3. Altamura, D., Feliciano, P., & Gomez, S. (2023). The Effects of Short-form Videos on Students’ Reading Focus and Comprehension. Journal of Media Literacy Education, 15(3), 122-135.
4. DepEd Memorandum No. 001, s. 2024. (2024, January 10). The implementation of CatchUp Fridays. Department of Education.
5. Guzman, D., & Viray, R. (2024). The Impact of English Content in TikTok on Filipino Students’ Language Proficiency. Journal of Digital Education, 12(3), 112-129.
6. Khlaif, Z., & Salha, S. (2021). Exploring the Use of TikTok in Microlearning for Higher Education: Students’ Perspectives. International Journal of Educational Technology in Higher Education, 18(1), 47.
7. OECD. (2023). PISA 2022 Results (Volume I): What Students Know and Can Do. OECD Publishing.

ABOUT THE AUTHORS

John Herbert R. Gulinao is a faculty member of Bulacan State University – Sarmiento Campus a licensed professional teacher and holds a Master of Arts in Education. He served as the principal author of this study and provided direction in the formulation of the research framework, data analysis, and editing of final manuscript. His academic guidance and mentorship ensured the scholarly quality and coherence of the research.

Cherry Ann B. Macay, Angelica M. Relox, Loren Joy L. Resurreccion, Mary JaneLovely B. Villero are college students under the General Academics and Teacher Education (GATE) Department who graduated and finished their Bachelors Degree of Elementary Education Bulacan State University – Sarmiento Campus, year 2025 City of San Jose del Monte, Bulacan, Philippines