Exploring the Link between Teachers’ Social Media Practices and Classroom Engagement Strategies: Input for a Web-Based Teaching-Learning Interactive Hub

Exploring the Link between Teachers’ Social Media Practices and Classroom Engagement Strategies: Input for a Web-Based Teaching-Learning Interactive Hub

Shaed Bautista, Dr. Ryan B. Sanchez

Pamantasan Ng Lungsod Ng Valenzuela, Master of Arts in Education, Major in Educational Management

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0358

Received: 19 June 2025; Accepted: 23 June 2025; Published: 28 July 2025

ABSTRACT

This study aimed to identify the relationship between the usage of social media by teachers and their classroom engagement strategies. It examined how platforms such as Facebook, YouTube, TikTok, and Google Classroom influence instructional methods, interactive practices, and student motivation. Utilizing a quantitative, comparative-correlational design, the study surveyed 100 teachers and 348 students from Malinta National High School. Results revealed a statistically significant relationship between teachers’ social media use and classroom engagement strategies (p = 0.031). These findings inform the development of a web-based interactive teaching resource to support instructional practices and student participation.

Keywords: Social Media, Classroom Engagement, Teacher Practices, Instructional Strategies, Educational Technology, Quantitative Research

INTRODUCTION

The increasing integration of technology in education has transformed traditional teaching methods into more interactive and student-centered approaches. Social media platforms have emerged as powerful tools in education, allowing teachers to share resources, engage students, and build collaborative learning environments.

Despite these benefits, the structured integration of social media into pedagogical practices—especially in the Philippine public secondary school context—remains inconsistent. Many teachers struggle to utilize these tools effectively for classroom engagement. Furthermore, existing research often overlooks students’ perspectives on the effectiveness of social media in instruction.

This study explores the link between teachers’ social media practices and their classroom engagement strategies. It incorporates both teacher and student perspectives and aims to inform the design of a web-based interactive hub that will serve as a guide for technology-enhanced teaching and learning.

Research Questions: 1. What is the demographic profile of teacher-respondents in terms of age, sex, educational attainment, and years of experience? 2. What is the frequency, purpose, and platform preference of teachers’ social media use? 3. Is there a significant difference in social media usage when grouped according to demographic variables? 4. How do students perceive their teachers’ use of social media? 5. What are the perceived effects of social media usage on classroom engagement? 6. Is there a significant relationship between teachers’ social media use and their engagement strategies?

Hypotheses: – H₀₁: There is no significant difference in teachers’ social media usage when grouped by profile. – H₀₂: There is no significant relationship between teachers’ social media use and classroom engagement strategies.

METHODS

Research Design:

This study employed a quantitative, comparative-correlational design to assess the relationship between social media usage and classroom engagement strategies among teachers.

Locale and Participants:

The research was conducted at Malinta National High School in Valenzuela City. The study involved 100 teachers who actively use social media in teaching, and 348 students who evaluated their teachers’ use of digital tools.

Sampling Technique:

Stratified random sampling was used to ensure proportional representation based on subject specialization.

Instrument:

A validated survey questionnaire was used, divided into demographics, social media usage, and classroom engagement. Cronbach’s Alpha scores indicated high reliability (overall alpha = 0.853 for teachers; 0.926 for students).

Data Collection Procedure:

Data were collected via Google Forms and hard copies. Responses were anonymized and stored securely. Ethical clearance and consent were obtained.

Statistical Tools:

– Frequency and Percentage – Weighted Mean – Chi-Square Test of Homogeneity and Independence – Cramér’s V

RESULTS

Key findings include: – Most teachers (80%) frequently use social media for instructional purposes. – Facebook and YouTube were the most preferred platforms. – A significant relationship exists between social media use and engagement strategies (p = 0.031). – Students perceived that social media enhances interactive discussion, collaborative work, and multimedia integration. – Teachers with higher educational attainment and more years of experience showed distinct patterns in platform usage.

DISCUSSION

The conceptual model of the proposed hub consists of three interconnected components: the Teacher Dashboard, Student Interface, and Social Media-Integrated Platform. The dashboard supports lesson planning and analytics, the interface provides access to learning materials, and the platform enables collaboration and engagement.

Figure 1. Conceptual Model of the Proposed Web-Based Teaching-Learning Hub

Findings support the integration of social media into classroom strategies to enhance student engagement. The results align with the TPACK framework, suggesting that technological knowledge when combined with pedagogical and content knowledge enriches instructional delivery. Bandura’s Social Learning Theory and Vygotsky’s Social Constructivism also support the social and collaborative aspects of learning via digital platforms.

The positive perception of students underscores the need to formalize the use of social media in teaching through training, policy guidelines, and a supportive digital infrastructure. The study recommends the development of a web-based interactive teaching-learning hub, tailored to the needs of Filipino secondary school teachers.

Potential Barriers to Adoption

Despite the advantages, several challenges may hinder the integration of social media in teaching. These include digital illiteracy among educators, unreliable internet access, privacy concerns, and resistance to change. To address these, the study suggests implementing professional development, strengthening ICT infrastructure, and establishing clear school-level guidelines.

Ethical Considerations

In conducting this study, the researcher ensured that participants’ privacy and informed consent were respected. Responsible use of social media platforms was emphasized, particularly in protecting student identities, avoiding cyberbullying, and maintaining professional boundaries.

CONCLUSION

Teachers’ social media usage significantly correlates with their classroom engagement strategies. Social media platforms, when used appropriately, offer promising avenues for increasing student interaction, collaboration, and motivation. Institutional support and structured training are essential for sustainable integration.

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