Riah G. Bulatao (Author)
Abstract
This study assessed the impact of Facebook Groups as a tool on the engagement during asynchronous learning in Social Science among senior high school learners. Utilizing a quantitative approach, the study employed descriptive, comparative, and correlational research designs to evaluate the level of utilization of Facebook Groups for communication, collaboration, feedback, and accessibility, as well as the extent of students’ engagement in terms of knowledge, skill development, performance output, and resource utilization. The total population of 457 Grade 11 and Grade 12 students enrolled at San Rafael Technological and Vocational High School for the academic year 2024–2025 participated in this study. Findings revealed that Facebook Groups are highly utilized, especially by Grade 12 students, Technical and Vocational track learners, and those in the Home Economics strand. A significant relationship was found between the utilization of Facebook Groups and student engagement, with a “Very High Positive Correlation” (r = 0.90, p < 0.00001). Significant differences in utilization and engagement were observed across tracks and strands but not by grade level. Based on the results, a program was proposed to address engagement disparities and enhance asynchronous learning. Recommendations include maintaining the effective use of Facebook Groups, developing curriculum-specific strategies, and creating inclusive interventions to optimize engagement across various learner profiles. Future research should explore Facebook Groups’ impact on other subjects and educational levels.
Keywords: asynchronous learning, Facebook Groups, student engagement, Social Science, Senior High School
DOI: http://doi.org/10.69651/PIJHSS0403409
Recommended citation:
Bulatao, R. G. (2025). The impact of Facebook Groups on Senior High School learners’ engagement in asynchronous Social Science learning. Pantao (The International Journal of the Humanities and Social Sciences) 4 (3), 4399-4406. http://doi.org/10.69651/PIJHSS0403409
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