SOCIAL MEDIA ENGAGEMENT AND PATRIOTISM AMONG

TEACHERS AND GRADE 11 STUDENTS: BASIS FOR

AN ACTION PLAN

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 46
Issue 7
Pages: 837-857
Document ID: 2025PEMJ4498
DOI: 10.70838/pemj.460702
Manuscript Accepted: 08-06-2025
 Psych Educ, 2025, 46(7): 837-857, Document ID:2025PEMJ4498, doi:10.70838/pemj.460702, ISSN 2822-4353
Research Article

Social Media Engagement and Patriotism Among Teachers and Grade 11 Students:
Basis for an Action Plan
Patrick Jay I. Pascua*
For affiliations and correspondence, see the last page.
Abstract
This study explored the relationship between social media engagement and patriotism among Grade 11 students and
teachers in selected senior high schools. Social media engagement was assessed through affective, behavioral, and
cognitive dimensions, while patriotism was examined in terms of national pride, civic responsibility, and cultural
appreciation. The research was conducted during the 2024–2025 academic year at Munting Ilog Integrated National
High School and Ulat Integrated School, both in Silang, Cavite. A total of 306 participants—30 teachers and 276
students—were selected using total enumeration, based on enrollment records from the Learner Information System
(LIS). Using a descriptive-correlational design, the study found that most teachers were female, 30 years old or
younger, held Teacher I positions, had bachelor's degrees, used social media frequently, and attended 3–4 training
sessions. Most students were aged 17–18, female, and spent 5–6 hours daily using social media. Both groups exhibited
moderate to high levels of social media engagement across all dimensions and showed strong patriotic attitudes.
Significant differences were observed in behavioral engagement based on the sex of the teachers, and in cognitive
engagement based on the sex of the students. Social media usage frequency also influenced behavioral and cognitive
engagement among students. Differences in cultural appreciation were noted based on both teachers' sex and the sex
of instructors teaching the student respondents. Overall, a significant positive correlation was found between levels of
social media engagement and patriotism. The study recommends integrating patriotic themes into classroom and social
media activities, promoting responsible online behavior, and using social media as a tool for civic education. School
administrators are encouraged to implement policies that foster patriotism through digital platforms, supported by a
targeted action plan.
Keywords: Social media engagement, level of patriotism, behavioral engagement, cognitive engagement, cultural
appreciation

Introduction
Technological advancements have continually reshaped how people live, work, and communicate. As communication tools evolved,
from print to broadcast media, they laid the foundation for today's digital landscape. In the current Information Age, the internet and
social media have transformed the way individuals interact, express their ideas, and participate in society (Alonso & Oiarzabal, 2023).
These platforms now serve as spaces for identity-building and civic engagement, extending beyond personal use to influence public
discourse and national awareness (Nguyen et al., 2021; Boulianne, 2022).
In the Philippines—known as the "Social Media Capital of the World"—Filipinos spend an average of over four hours daily on social
media (We Are Social & Meltwater, 2024). This is particularly true among students, who use these platforms not only for entertainment
and communication but also to explore social and national concerns (Howe, 2024). Teachers, too, are increasingly integrating social
media into education to foster student engagement and supplement traditional instruction.
However, this digital shift poses challenges. While social media offers opportunities to promote national pride and civic awareness, it
also facilitates the spread of misinformation and trivial content, which can obscure historical understanding and weaken nationalism
(David, San Pascual, & Torres, 2023; Soriano & Carandang, 2021). Engagement with social media involves cognitive, emotional, and
behavioral dimensions that shape users' identity, citizenship, and connection to the nation (Hernandez et al., 2021).
A key concern in Philippine education is the digital divide between students and teachers. Many students are digitally fluent, while
some teachers, especially in rural areas, lack training, resources, and support to effectively use social media for civic and patriotic
education (Gonzales, 2022; Raymundo & Estrañero, 2024). Addressing this gap is crucial to cultivating informed and engaged citizens
in the digital age.
This study focused on senior high school students, particularly those in Grade 11, and their educators, who were identified as key
respondents. It examines the role of social media engagement in promoting patriotism in the digital age. It informs the development of
strategies that empower teachers to guide students toward meaningful digital citizenship and civic participation.
Research Questions
The purpose of the study was generally to examine the relationship between Social Media Engagement and Patriotism among Teachers
and Grade 11 Students. This study also aimed to examine the correlation between these two variables. Specifically, this study aimed to
answer the following questions:

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1. What is the Demographic Profile of the two groups of respondents in terms of:
1.1. Teachers; and
1.1.1. age;
1.1.2. sex;
1.1.3. teaching position;
1.1.4. highest educational attainment;
1.1.5. frequency of social media use (hours daily); and
1.1.6. number of training sessions on social media and patriotism-related topics in the past 5 years.
1.2. Students;
1.2.1. age;
1.2.2. sex; and
1.2.3. frequency of social media use (hours daily)?
2. What is the level of social media engagement of the teachers and Grade 11 students as assessed by the two groups of
respondents in terms of:
2.1. affective;
2.2. behavioral; and
2.3. cognitive?
3. What is the extent of patriotism of the teachers and Grade 11 students as assessed by the two groups of respondents in
terms of:
3.1. national pride;
3.2. civic responsibility; and
3.3. cultural appreciation?
4. Are there significant differences in the level of social media engagement between teachers and Grade 11 students when
grouped according to demographic profiles?
5. Are there significant differences in the extent of patriotism between teachers and Grade 11 students when grouped
according to demographic profiles?
6. Is there a significant relationship between the level of social media engagement and the level of patriotism among teachers
and Grade 11 students?
7. Based on the findings, what action plan can be proposed to enhance social media engagement and patriotism?
Methodology
Research Design
This study employed a descriptive-correlational design to investigate the relationship between social media engagement and patriotism
among teachers and Grade 11 students. According to Langote (2023), this method describes population characteristics and explores
relationships between variables without implying causality. In the context of this study, this design was chosen to assess how the
components of social media engagement —affective, behavioral, and cognitive —were associated with the dimensions of patriotism,
namely national pride, civic responsibility, and cultural appreciation. The study investigated whether social media engagement patterns
were significantly related to patriotic values. Survey questionnaires were used as the primary data-gathering tool to obtain quantifiable
responses. This allowed the researchers to gather measurable data from a large group of respondents in Silang, Cavite. The results of
the correlation analysis served as the basis for crafting an evidence-based action plan aimed at guiding educators and school leaders in
developing programs or strategies that promote patriotism through the responsible and meaningful use of social media.
Respondents
The Respondents included all Senior High School teachers and Grade 11 students from two schools in Silang, Cavite (SY 2024–2025),
such as Munting Ilog Integrated National High School (MIINHS) and Ulat Integrated School (UIS). The study employed the total
enumeration sampling method, also known as census sampling, which involved including every member of the target population. This
method was suitable since the population was limited and accessible, enabling comprehensive data collection and accurate
representation (Taherdoost, 2021). Including the entire population provided diverse perspectives and enhanced the reliability of the
data. It also enabled a more precise analysis of the relationship between social media engagement and patriotism levels, which was
essential in developing an evidence-based action plan to promote civic values and national pride in a digital context. Ethical
considerations were strictly observed. Prior to participation, informed consent was obtained from school heads, teachers, and students.
All respondents were assured of voluntary participation, anonymity, and confidentiality throughout the data collection process.
Instrument
To collect the data, the researcher used the following scales and questionnaires to assess the demographic profile of the two groups of
respondents. The study gathered demographic data from two groups of respondents—teachers and Grade 11 students —to support the
analysis of the relationship between social media engagement and patriotism levels. The demographic variables for teachers included
age, sex, teaching position, educational attainment, number of trainings attended related to social media, and length of time using social
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Research Article

media. For students, age, sex, and length of social media usage were collected. These profiles helped identify which groups were more
engaged on social media and showed stronger patriotic values.
The Social Media Engagement Scale for SHS Teachers and Students (SMES) was adapted from Ni et al. (2020) and included 11 revised
items rated on a 4-point Likert scale (from "Strongly Agree" to "Strongly Disagree"). The scale demonstrated strong internal
consistency, with Cronbach's alpha values ranging from 0.709 to 0.804 across its three dimensions. Test-retest reliability exceeded 0.68
after eight weeks, indicating stability over time. Confirmatory factor analysis validated the three-factor structure, confirming the scale's
effectiveness in measuring social media engagement. Additionally, the factors were positively linked to actual social media usage,
further supporting the scale's validity.
The four (4) point Likert scale was used on the questionnaire checklist for social media engagement in terms of affective, behavioral,
and cognitive.
Patriotism Scale Questionnaire (for SHS Teachers and Students), developed specifically for this study, was validated by field experts.
It consisted of 15 items grouped into three sections, designed to assess the level of patriotism among SHS teachers and students in
terms of national pride, civic responsibility, and cultural appreciation. With a Cronbach's alpha score of 0.826, considered a good level
of internal consistency, the scale demonstrated both validity and reliability. This suggests that the instrument effectively measures the
intended constructs and yields consistent results. Administered using a 4-point Likert scale, the tool provided dependable data on the
respondents' patriotism, reinforcing the credibility of the study's conclusions.
The four (4) point Likert scale was used on the questionnaire checklist for the level of patriotism in terms of national pride, civic
responsibility, and cultural appreciation.
Procedure
A Gantt chart was used to schedule the research phases. Permission to conduct research was requested from the Office of the President
and the Office of the School Administrator of one public secondary school in the Division of Cavite.
The researcher validated the questionnaire with the help of specialists familiar with teacher competency and job satisfaction. Once
completed, the researcher delivered the questionnaire to the study participants. The questionnaire was then collected, and the gathered
data were analyzed using a suitable statistical tool. The interpretation and conclusions made from the acquired data may confirm or
contradict the findings of a previous study on the topic.
Similarly, the researcher submitted a summary of the study's results and conclusions, as well as some recommendations based on those
findings.
Finally, the remaining chapters were completed, and the researcher prepared for the oral defense.
Data Analysis
In order to systematically interpret the data gathered from the study, the following statistical tools were utilized:
To determine the level of social media engagement among teachers and Grade 11 students, as assessed by the two groups of respondents
in terms of affective, behavioral, and cognitive aspects, the weighted mean was used.
To determine the extent of patriotism among teachers and Grade 11 students, as assessed by the two groups of respondents in terms of
national pride, civic responsibility, and cultural appreciation, the weighted mean was used.
To assess differences in patriotism by demographic profile, one-way ANOVA was used.
To assess differences in patriotism between teachers and Grade 11 students based on demographic profiles, one-way ANOVA was
used.
To examine the relationship between social media engagement and patriotism among teachers and Grade 11 students, Pearson's r
correlation was used.
Ethical Consideration
When conducting a study on social media engagement and patriotism levels of teachers and grade 11 students, it is crucial to uphold
ethical standards to protect participants and maintain research integrity.
First and foremost, informed consent must be obtained from all the respondents. Researchers must ensure that participants clearly
understand the study's purpose, process, and any potential risks or benefits. This includes providing clear information about how data
will be used and ensuring that participation is voluntary, with the option to withdraw at any time without penalty.
Confidentiality is another key ethical consideration in this study. Given the sensitive nature of personal experiences with social media
and patriotism, researchers must take steps to protect respondents' identities and responses. Data should be anonymized, and personal
identifiers removed or coded to prevent any potential harm or embarrassment to respondents. Researchers should also define the

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duration for which the data will be stored and the measures in place for secure storage, ensuring that only authorized personnel have
access to the data.
Additionally, if the research findings are shared publicly, they should focus on aggregate results rather than individual responses.
Ultimately, it is crucial to consider the potential implications of the research findings for educational practices. Researchers should
consider how the insights gained from the output of the study can be applied. Results should be communicated responsibly, showing
how social media engagement can promote national pride, civic responsibility, and cultural appreciation.
Engaging with school heads, educators, and the broader community about the findings can help create informed strategies for the action
plan that support respondents' level of social media engagement and patriotism.
Results and Discussion
The findings, analysis, and interpretation of the data collected in light of the research's challenges are briefly discussed in this section.
Problem No. 1: What is the demographic profile of the two groups of respondents in terms of teachers' age, sex, teaching
position, highest educational attainment, frequency of social media use (hours daily), and number of training sessions on social
media and patriotism-related topics in the past 5 years, and students' age, sex, and frequency of social media use (hours daily)?
Table 1.1.1 illustrates the frequency and percentage distribution of the demographic profile of teacher respondents in terms of age.
Table 1.1.1. Frequency and Percentage Distribution of
the Demographic Profile of Teacher-Respondents in
terms of Age
Age f %
30 years old and below 11 36.7
31 – 40 years old 10 33.3
41 – 50 years old 7 23.3
51 years old and above 2 6.7
Total 30 100.0

A significant portion of the teaching population falls within the 30-and-below age group, highlighting a generational shift in the
teaching workforce. Compared to older educators, younger teachers were raised in an era of rapid technological advancement and
digital connectivity, making them more naturally inclined to use social media, mobile apps, and online tools in both their personal and
professional lives. This generational familiarity with digital platforms translates into higher media dependency, as outlined in Media
Dependency Theory (Ball-Rokeach & DeFleur, 1976), which posits that individuals increasingly rely on media to fulfill informational,
social, and identity-related needs.
Younger teachers are not only more exposed to digital tools but are also more dependent on them for classroom management,
instructional design, and professional networking. This differs from older cohorts who may have been trained in more traditional, non-
digital frameworks and might use media more selectively. As a result, younger teachers are more adaptable to tech-integrated
pedagogies and are often early adopters of educational innovations.
Given this media-reliant behavior, mentorship and training programs should be structured to support these educators' needs, particularly
by incorporating digital literacy, responsible media usage, and innovative teaching methodologies that align with their digital habits.
These interventions not only enhance instructional consistency but also maximize the pedagogical potential of tech-savvy educators
who serve as bridges between media culture and modern classroom practices.
This generational divide underscores the need for differentiated support strategies. As younger teachers enter the workforce in
increasing numbers, institutions must adopt responsive professional development models that reflect the evolving norms of teaching.
The findings of Ramirez (2021) reinforce this need, revealing that younger teachers tend to outperform their older counterparts in tech-
enabled instructional approaches. Understanding why these differences exist, rooted in upbringing, exposure, and evolving professional
expectations, enables more effective policy and training interventions that fully utilize the strengths of younger teachers while closing
the generational gap in digital competence.
Table 1.1.2 illustrates the frequency and percentage distribution of the demographic profile of teacher respondents in terms of sex.
Table 1.1.2. Frequency and Percentage Distribution
of the Demographic Profile of Teacher-Respondents
in terms of Sex
Sex f %
Male 10 33.3
Female 20 66.7
Total 30 100.0

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The data reflect a clear predominance of female teachers in the sample, which aligns with longstanding global and local trends in the
basic education sector. This overrepresentation is often linked to societal expectations and gender norms that associate caregiving and
nurturing roles with women, making teaching a more culturally acceptable career path for females. This demographic pattern has
implications for the structure of mentorship, classroom dynamics, and professional development.
Research shows that female educators tend to adopt more student-centered, empathetic, and collaborative teaching approaches,
influenced by both training and socialization, which can promote inclusive and participatory classroom environments. In contrast, male
teachers, though underrepresented, often bring more structured and disciplinarian teaching styles, which may reflect broader social
conditioning around leadership and authority roles in men. These differences, although generalized, suggest the value of a more
balanced gender composition in schools, where diverse instructional styles can complement one another to meet the varied needs of
students.
The underrepresentation of male teachers also signals a missed opportunity for diverse role modeling, especially for male students.
Encouraging gender diversity in the teaching workforce can offer students broader perspectives and challenge traditional stereotypes.
A study by Smith et al. (2022) found that gender-based teaching differences, collaborative styles in females, and structured methods in
male each contribute uniquely to student engagement and outcomes. Therefore, professional development should be tailored to
recognize these patterns and support educators in leveraging their strengths while bridging style differences through peer collaboration
and inclusive practices.
Table 1.1.3 illustrates the frequency and percentage distribution of the demographic profile of teacher respondents in terms of teaching
position.
Table 1.1.3. Frequency and Percentage Distribution of
the Demographic Profile of Teacher-Respondents in
terms of Teaching Position
Teaching Position f %
Teacher I 14 46.6
Teacher II 5 16.7
Teacher III 5 16.7
Master Teacher I 2 6.7
Total 30 100.0

It is evident from the table that the majority of respondents from MIINHS and UIS are classified as Teacher I, representing 46.6% of
the sample. This suggests that a substantial proportion of educators are in the early stages of their careers. This concentration of early-
career teachers highlights critical areas for school administration and professional development. Teachers in these positions may benefit
from targeted mentoring and professional development to enhance their instructional and classroom management skills.
Furthermore, prioritizing the development and retention of teachers at this stage can strengthen the pipeline for future leadership and
ensure continuity in effective teaching. The concentration of teachers at this level emphasizes the need for targeted initiatives that
support career growth and job satisfaction, which in turn can enhance student outcomes.
Supporting this view, Martinez and Hernandez (2022) investigated how professional development interventions influence new teachers'
efficacy and retention during their transition to full-time teaching. The study found that structured mentorship programs notably boosted
teachers' confidence, instructional skills, and professional commitment. These findings underscore the crucial need for tailored support
for early-career teachers to enhance job satisfaction and mitigate attrition. To strengthen their teaching workforce, schools should focus
on effective induction and mentorship programs that nurture novice teachers, contributing to a stable and competent educational
environment.
Table 1.1.4 illustrates the frequency and percentage distribution of the demographic profile of teacher respondents in terms of highest
educational attainment.
Table 1.1.4. Frequency and Percentage Distribution
of the Demographic Profile of Teacher-Respondents
in terms of Highest Educational Attainment
Highest Educational Attainment f %
Bachelor's Degree 14 46.6
Bachelor's Degree with MA units 5 16.7
Master's Degree 5 16.7
Master's Degree with Doctorate Units 4 13.3
Total 30 100.0

The predominance of Bachelor's degree holders among the respondents suggests that many are still in the foundational stage of their
professional growth. This trend could indicate systemic barriers to access to higher education or a workforce composition that leans
toward newer educators lacking advanced qualifications. Such findings underscore the importance for educational leaders to design

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targeted professional development initiatives that not only build instructional capacity but also create clear pathways for academic and
career advancement. Facilitating access to postgraduate education through scholarships, partnerships, or study leaves can lead to more
informed and effective teaching practices, as well as a deeper engagement with curriculum innovation. Moreover, by aligning
professional development with career incentives, schools can foster a culture of lifelong learning that strengthens both retention and
instructional excellence.
A recent study by Smith and Nguyen (2022) examined the impact of advanced qualifications on teachers' instructional effectiveness
and student outcomes in secondary education. Teachers holding postgraduate degrees were shown to adopt more innovative and
student-centered approaches, suggesting a correlation between advanced study and classroom effectiveness. These outcomes reinforce
the value of institutional support for advanced study as a mechanism to elevate teaching standards and overall school performance. The
study also recommended implementing institutional incentives and policies that support teacher's continued learning endeavors to foster
a more competent and motivated teaching staff (Smith & Nguyen, 2022).
Table 1.1.5 illustrates the frequency and percentage distribution of the demographic profile of teacher respondents in terms of frequency
of social media use.
Table 1.1.5. Frequency and Percentage Distribution of
the Demographic Profile of Teacher-Respondents in
terms of Frequency of Social Media Use
Frequency of Social Media Use f %
1 – 2 hours 2 6.6
3 – 4 hours 6 20.0
5 – 6 hours 9 30.0
7 – 8 hours 8 26.7
9 hours and above 5 16.7
Total 30 100.0

The data suggests that social media has become an integral part of many teachers' daily routines, indicating a shift toward more digitally
embedded professional and personal lives. This trend can be understood through the lens of Media Dependency Theory (Ball-Rokeach
& DeFleur, 1976), which posits that individuals increasingly rely on media to fulfill needs related to information, social interaction,
and identity formation. For teachers, social media not only provides instructional resources and collaborative opportunities but also
shapes their sense of professional identity and belonging within educational communities.
This dependency creates opportunities for integrating digital platforms into pedagogy, professional development, and student
engagement. However, the growing reliance on media also heightens the importance of digital literacy and wellness. Media
Dependency Theory helps explain why many teachers feel both empowered and overwhelmed by their digital engagement—media
becomes more influential as dependency increases, affecting both behavior and perception.
As such, schools and educational leaders must respond by crafting media-informed training and support structures. These should
promote effective, ethical, and reflective media use while addressing the challenges of over-dependence, such as blurred work-life
boundaries and exposure to misinformation. Tailored professional development initiatives, centered on ethical content sharing, digital
boundary-setting, and maintaining a constructive online presence, can help balance the benefits and risks of media use.
A study by Johnson and Lee (2022) supports these findings, revealing how teachers' use of social media during the COVID-19 pandemic
facilitated peer learning, instructional innovation, and community building, core needs identified by Media Dependency Theory.
However, it also echoed concerns about digital burnout and the credibility of online content. These insights further affirm the theory's
relevance: the more teachers depend on media to fulfill professional and social needs, the more susceptible they become to both its
empowering and problematic dimensions.
Moreover, future educational policies must recognize social media not merely as a tool but as a structuring influence in teachers'
professional lives. By applying Media Dependency Theory, we gain a more nuanced understanding of how teachers navigate media
landscapes to construct knowledge, relationships, and identity—underscoring the need for sustained support in this evolving digital
ecosystem.
Table 1.1.6 illustrates the frequency percentage distribution of the demographic profile of teacher respondents in terms of the number
of training sessions on social media and patriotism-related.
The finding that only 40% of teachers from MIINHS and UIS have participated in social media and patriotism-related training reveals
not only an engagement gap but also potential systemic or institutional barriers. This disparity may stem from factors such as unequal
access to training opportunities, differences in school funding, lack of prioritization in school professional development agendas, or
teachers' varying comfort levels with digital technologies.
From a Media Dependency Theory perspective, teachers who do participate in such training likely do so because of a higher reliance
on digital media for both pedagogical and personal identity formation. These teachers may recognize that, in a media-saturated

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environment, their credibility and effectiveness as educators increasingly depend on their digital fluency and capacity to model
responsible civic behavior online.
Table 1.1.6. Frequency and Percentage Distribution of
the Demographic Profile of Teacher-Respondents in
terms of Number of Training Sessions on Social Media
and Patriotism Related
Number of Training Sessions on
f %
Social Media and Patriotism Related
None 11 36.7
2 – 3 trainings 12 40.0
4 training courses and above 7 23.3
Total 30 100.0

Through the lens of Civic Engagement Theory, those who undergo training are better positioned to transform their digital engagement
into patriotic action, such as integrating national values into media content, fostering online civic discussions, and encouraging students'
responsible digital participation.
A study by Smith and Lee (2022) supports this finding by demonstrating that structured training programs significantly enhance
teachers' confidence and efficacy in incorporating patriotic themes into digital and classroom settings. However, the lack of training
for the majority also suggests institutional neglect or unequal resource distribution, which can hinder schools from fully leveraging
media as a tool for patriotic education.
To address this disparity, educational stakeholders should not only expand access to such training but also identify why certain groups
of teachers (e.g., in rural schools or underfunded divisions) are underrepresented in these programs. Doing so ensures that both the
informational reliance described in Media Dependency Theory and the civic participation central to Civic Engagement Theory are
equitably supported across the teaching workforce.
Table 1.2.1 illustrates the frequency and percentage distribution of the demographic profile of student respondents by age.
Table 1.2.1. Frequency and Percentage Distribution of
the Demographic Profile of Student-Respondents in
terms of Age
Age f %
16 years old and below 114 41.3
17 – 18 years old 157 56.9
19 years old and above 5 1.8
Total 276 100.0

The concentration of students (56.9%) in the 17–18 age group underscores the importance of tailoring patriotic education to match the
psychological and social characteristics of late adolescents. At this stage, learners from MIINHS and UIS are in the process of
solidifying their personal and civic identities, making them particularly receptive to values-based learning experiences. Their increased
cognitive maturity, combined with a desire for social belonging and self-expression, often makes them more responsive to content that
aligns with their lived experiences and peer-influenced media consumption.
From the perspective of Media Dependency Theory (Ball-Rokeach & DeFleur, 1976), this reliance on media for identity formation and
worldview development is particularly pronounced among older adolescents. Because this age group actively seeks information to
define their roles in society, they are more likely to internalize patriotic messages delivered through familiar digital platforms such as
social media, online campaigns, or interactive media.
Likewise, Civic Engagement Theory (Zukin et al., 2006) highlights this period as a window of opportunity to promote civic
responsibility. Older students are more capable of critical reflection and independent thought, which enables them to connect digital
participation—like sharing advocacy content or joining virtual civic activities—with their emerging sense of national identity.
Moreover, Garcia et al. (2022) support this by showing that age-appropriate patriotic content significantly increases student
engagement. These findings suggest that educational institutions should not only design age-sensitive content, but also capitalize on
the psychological readiness of older adolescents to assume civic roles, reinforcing patriotism and digital responsibility in tandem.
Table 1.2.2 illustrates the frequency and percentage distribution of the demographic profile of student respondents by sex.
The near-equal distribution of male and female respondents from MIINHS and UIS underscores the need for gender-inclusive patriotic
education strategies that recognize the underlying reasons for sex-based differences in engagement. These differences can often be
traced to social and cultural norms that influence emotional expression and identity formation differently for males and females. For
example, females are generally socialized to be more emotionally expressive and relational, which may explain why they tend to form
stronger emotional connections to national symbols, as noted by Johnson et al. (2022). In contrast, males might engage more through
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cognitive or action-oriented expressions of patriotism.

Table 1.2.2. Frequency and Percentage Distribution of
the Demographic Profile of Student-Respondents in
terms of Sex
Sex f %
Male 125 45.3
Female 132 47.8
Prefer not to say 19 6.9
Total 276 100.0

Understanding these socialized gender roles helps explain how and why students perceive and respond differently to patriotic content.
Therefore, tailoring content to address these differences, such as incorporating affective, narrative-driven approaches that resonate with
female students and more experiential or debate-focused methods for male students, can enhance the relevance and impact of patriotic
education.
Additionally, awareness of these sex-based engagement patterns enables educators to develop more equitable and inclusive programs,
fostering deeper civic participation and stronger internalization of patriotic values across all students. Integrating gender-responsive
strategies ensures interventions are sensitive to diverse experiences, promoting meaningful and lasting patriotism.
Table 1.2.3 illustrates the frequency and percentage distribution of the demographic profile of student respondents in terms of frequency
of social media use.
Table 1.2.3. Frequency and Percentage Distribution of
the Demographic Profile of Student-Respondents in
terms of Frequency of Social Media Use
Frequency of Social Media Use f %
1 – 2 hours 16 5.8
3 – 4 hours 48 17.4
5 – 6 hours 75 27.2
7 – 8 hours 69 25.0
9 hours and above 68 24.6
Total 276 100.0

The prevalence of students using social media for several hours daily has significant implications for educational strategies and policy
development. This behavior reflects a growing dependency on digital media as a primary source of information and identity formation,
consistent with Media Dependency Theory (Ball-Rokeach & DeFleur, 1976). According to this theory, individuals who rely more
heavily on media to understand their world are more influenced by it, especially when other sources of social structure, like family,
school, or religion, are perceived as less dominant or less immediate.
In the context of patriotism and civic engagement, this media dependence means that students' perceptions of national identity are
increasingly shaped by the content they consume online. Social media becomes not just a communication tool, but a space where civic
values, national pride, and even misinformation are absorbed and processed.
On the one hand, social media platforms can be powerful in promoting patriotic messages, encouraging young people to share their
cultural heritage and participate in community-building initiatives. These behaviors mirror the theory's assertion that the media plays
a role in helping individuals understand their societal roles and responsibilities.
On the other hand, excessive or uncritical use of social media may expose students to fragmented narratives, misinformation, or
ideologically polarizing content, thereby undermining more traditional, face-to-face civic engagement. This dual impact reinforces the
need for educators to emphasize digital literacy, critical thinking, and responsible online behavior, ensuring that students can navigate
their media environments thoughtfully.
Supporting this view, a study by Smith and Chen (2022) found that moderate, intentional social media use enhances civic awareness
and patriotism, while excessive passive consumption reduces these benefits. Their findings align with Media Dependency Theory,
suggesting that the nature and depth of media engagement, not just frequency, shape civic identity. Thus, by fostering critical media
literacy, schools can guide students toward balanced and meaningful digital participation that strengthens their understanding of
national identity and civic responsibility.
Problem No. 2: What is the level of social media engagement of the teachers and Grade 11 students as assessed by the two
groups of respondents in terms of affective, behavioral, and cognitive?
Table 2.1 illustrates the mean assessment of the two groups of respondents regarding the level of social media engagement in terms of
affective engagement.

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Table 2.1. Mean of the Two Groups of Respondents' Assessment on the Level of Social Media Engagement in terms
of Affective Engagement
Indicators Teachers G11 Students
Mean VI Mean VI
1. I get fulfilled from the attention and comments of others on social media. 3.00 ME 3.10 ME
2. The support and encouragement of others on social media is very important to me as a
3.30 HE 3.38 HE
student/teacher.
3. Using social media, I am satisfied with the relationship between myself and my friends
3.30 HE 3.45 HE
(classmates/co-teachers).
Mean 3.20 ME 3.31 HE
***Legend: 3.26-4.00-High Engagement; 2.51-3.25- Moderate Engagement; 1.76-2.50 –Low Engagement; 1.00-1.75 – No Engagement

Both teachers and Grade 11 students from MIINHS and UIS exhibit a notable level of affective engagement with social media,
underscoring the role of digital platforms as central sources for emotional connection, communication, and interaction within the
academic community. According to Media Dependency Theory (Ball-Rokeach & DeFleur, 1976), individuals who rely on media for
information and social interaction are more susceptible to the influences on their attitudes, identity, and behaviors. In this context, the
emotional investment in social media reflects a dependency that shapes how teachers and students connect with their educational
environment and with each other.
This affective engagement fosters a sense of community and belonging, which is vital for motivation and effective learning. Educators
can leverage this dependency by integrating social media into pedagogical approaches that promote both academic success and socio-
emotional growth. However, Media Dependency Theory also cautions about the risks of over-reliance on media, which may lead to
distractions, mental health challenges, and a decline in face-to-face communication skills.
Thus, schools should implement balanced policies that encourage digital wellness, moderation, and the maintenance of offline
relationships to optimize the benefits of social media. The findings by Johnson and Lee (2022) support this theory, demonstrating that
positive emotional connections on social media enhance student motivation and participation, ultimately leading to improved academic
outcomes. Together, these insights highlight that media dependence can be a powerful catalyst for engagement when managed
responsibly within educational settings.
Table 2.2 illustrates the mean assessment of the two groups of respondents regarding the level of social media engagement in terms of
behavioral engagement.
Table 2.2. Mean of the Two Groups of Respondents' Assessment on the Level of Social Media
Engagement in terms of Behavioral Engagement
Indicators Teachers G11 Students
Mean VI Mean VI
1. Using social media is my daily habit. 3.17 ME 3.55 HE
2. I browse social media whenever I have time, even in school. 3.40 HE 2.90 ME
3. Even if it's late, I'll take a look at social media before I sleep. 3.13 ME 3.25 ME
4. I often use social media to relax after school. 3.17 ME 3.32 HE
Mean 3.20 ME 3.31 HE
***Legend: 3.26-4.00-High Engagement; 2.51-3.25- Moderate Engagement; 1.76-2.50 –Low Engagement; 1.00-1.75 – No Engagement

The findings reveal that both teachers and Grade 11 students from MIINHS and UIS exhibit moderate to high levels of behavioral
engagement with social media, with mean scores of 3.22 for teachers and 3.26 for students. According to Media Dependency Theory
(Ball-Rokeach & DeFleur, 1976), individuals develop dependencies on media to fulfill their needs for information, social interaction,
and identity formation. This behavioral engagement reflects a dependency on social media platforms as critical tools for
communication, learning, and community building within the educational context.
This dependency positions social media as an essential medium through which students and teachers can actively participate in
collaborative learning, engage in peer interaction, and receive real-time feedback. Such reliance enables more dynamic and interactive
educational experiences that resonate with students' digital lifestyles and preferences, potentially increasing motivation and fostering
student agency.
However, Media Dependency Theory also emphasizes the need to guide this media use responsibly. The significant behavioral
engagement suggests an urgent need for digital literacy programs to help students and teachers navigate online environments ethically,
manage distractions effectively, and protect their privacy. Without appropriate guidance, this dependency might lead to misuse or
overuse, negatively affecting academic focus and personal well-being.
Supporting this, Kearney et al. (2022) found that higher behavioral engagement in social media correlates with increased academic
motivation and social connectedness when educators provide effective guidance. This underscores the role of schools in strategically
integrating social media use with educational goals and digital citizenship principles, ensuring that social media functions as a
productive, rather than detrimental, learning tool.

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Table 2.3 illustrates the mean assessment of the two groups of respondents on the level of social media engagement in terms of cognitive
engagement.
Table 2.3. Mean of the Two Groups of Respondents' Assessment on the Level of Social Media Engagement in terms of
Cognitive Engagement
Indicators Teachers G11 Students
Mean VI Mean VI
1. Compared to the real world, social media makes me feel more comfortable. 2.63 ME 2.88 ME
2. I feel bored when I can't use social media. 2.77 ME 2.85 ME
3. Compared to the real world, I am happier when I socialize on social media. 2.37 ME 2.65 ME
4. I feel anxious when I can't use social media since it is very important in my studies/in my
3.00 ME 2.85 ME
teaching.
Mean 2.69 ME 2.81 ME
***Legend: 3.26-4.00-High Engagement; 2.51-3.25- Moderate Engagement; 1.76-2.50 –Low Engagement; 1.00-1.75 – No Engagement

The findings indicate that both teachers and Grade 11 students from MIINHS and UIS demonstrate moderate cognitive engagement
with social media. According to Media Dependency Theory (Ball-Rokeach & DeFleur, 1976), individuals depend on media to fulfill
their needs for understanding and making sense of their social environment. This moderate cognitive engagement suggests that while
social media is a significant source of information and interaction, it may not yet be fully utilized to promote higher-order cognitive
processes such as critical thinking, reflection, and analysis.
Media Dependency Theory suggests that the extent to which an individual relies on media influences the degree of cognitive processing
they apply to media content. The current moderate level suggests a growing but still developing dependency that requires intentional
educational strategies to deepen cognitive engagement. Educators can leverage this dependency by designing purposeful activities that
challenge students to critically analyze, evaluate, and synthesize social media content. This approach not only enhances media literacy
but also strengthens students' ability to navigate complex information landscapes responsibly and thoughtfully.
Furthermore, the theory emphasizes the importance of media literacy training and reflective learning opportunities in enhancing
students' metacognitive awareness of their media use. By embedding structured social media tasks that promote evaluation and
reflection, educators can help students move beyond passive consumption to active, critical engagement. This aligns with Lee et al.
(2022), who found that deliberate integration of social media tools enhances higher-order thinking during remote learning, supporting
the educational potential of media dependency when guided effectively.
Table 2.4 presents a summary of the mean assessment of the level of social media engagement by the two groups of respondents.
Table 2.4: Summary of the Mean of the Two Groups
of Respondents' Assessment on the Level of Social
Media Engagement
Indicators Teachers G11 Students
Mean VI Mean VI
Affective Engagement 3.20 ME 3.31 HE
Behavioral Engagement 3.22 ME 3.26 HE
Cognitive Engagement 2.69 ME 2.81 ME
Composite Mean 3.04 ME 3.13 ME
***Legend: 3.26-4.00-High Engagement; 2.51-3.25- Moderate Engagement; 1.76-2.50
–Low Engagement; 1.00-1.75 – No Engagement

The findings reveal that both teachers and Grade 11 students from MIINHS and UIS exhibit moderate to high levels of engagement
with social media, highlighting the platform's substantial influence on teaching and learning practices. According to Media Dependency
Theory (Ball-Rokeach & DeFleur, 1976), individuals rely on media to fulfill their informational, personal identity, and social interaction
needs. This theory helps explain why social media has become an essential part of educators' and students' daily lives—it serves as a
primary source for communication, collaboration, and learning.
The moderate to high engagement suggests that both teachers and students depend on social media to obtain information, connect with
peers, and shape their educational identities. This reliance influences how they approach teaching and learning, as social media becomes
a central medium through which knowledge is accessed and shared. Consequently, educators have the opportunity to harness this
dependency by integrating social media into pedagogical strategies that foster collaboration, active participation, and digital citizenship.
However, Media Dependency Theory also implies that heavy reliance on media requires critical guidance to ensure that such
engagement leads to meaningful learning rather than passive or superficial interactions. Therefore, educational policies and teaching
strategies should emphasize responsible media use, critical thinking, and ethical online behavior to maximize the benefits of social
media while mitigating its potential drawbacks.
The study's findings are consistent with those of Nguyen et al. (2021), which documented an increase in social media use during the
COVID-19 pandemic to maintain academic interaction and community building. This further supports the idea that social media fulfills

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essential informational and social needs in educational contexts, underscoring the importance of leveraging this dependency
thoughtfully to enhance connectivity and academic outcomes.
Problem No. 3: What is the extent of patriotism of the teachers and Grade 11 students as assessed by the two groups of
respondents in terms of National Pride, Civic Responsibility, and Cultural Appreciation?
Table 3.1 presents the mean assessment of the two groups of respondents regarding the extent of patriotism in terms of national pride.
Table 3.1. Mean of the Two Groups of Respondents' Assessment on the Extent of Patriotism in terms of National Pride
Indicators Teachers G11 Students
Mean VI Mean VI
1. I feel proud when I see the Philippine flag being raised or displayed. 3.83 VP 3.89 VP
2. I make an effort to speak positively about the Philippines in conversations or on social
3.33 VP 3.47 VP
media.
3. I feel a strong emotional attachment to being Filipino. 3.43 VP 3.57 VP
4. I take pride in the achievements of Filipinos in fields such as sports, arts, and science. 3.70 VP 3.80 VP
5. I actively participate in or show respect during national celebrations like Independence Day
3.27 VP 3.46 VP
and Rizal Day.
Mean 3.51 VP 3.64 VP
***Legend: 3.26-4.00-Very Patriotic; 2.51-3.25-Moderately Patriotic; 1.76-2.50–Slightly Patriotic; 1.00-1.75 – Not Patriotic at all

The high levels of patriotism demonstrated by both teachers and Grade 11 students from MIINHS and UIS provide a strong foundation
for fostering national identity and active civic participation within educational settings. Civic Engagement Theory emphasizes the
importance of individuals' involvement in activities that promote the well-being of their communities and nation, drawing on their
knowledge, skills, and motivation to participate in civic life. This theory helps explain how a strong sense of patriotism can translate
into meaningful civic actions and a commitment to nation-building.
In this context, the expressed patriotism among educators and students is not merely an emotional attachment; it serves as a motivational
force, encouraging active participation in civic responsibilities and community development. Educators can nurture students' sense of
belonging and commitment to their country by incorporating patriotic themes into lessons and modeling civic responsibility, which is
essential for sustaining social cohesion and national unity.
The findings also highlight the role of educational policies in promoting civic education that strengthens emotional ties to the nation
while encouraging critical thinking and responsible citizenship. This balance ensures that patriotism leads to constructive civic
engagement aligned with democratic values rather than passive nationalism. As García and García (2022) suggest, integrating civic
education with patriotic content fosters resilience and promotes responsible civic behavior among students, preparing them to contribute
effectively to their communities and nation.
Therefore, Civic Engagement Theory offers a valuable framework for understanding how digital and classroom-based participation
can foster patriotism that motivates active and responsible citizenship, thereby reinforcing the educational importance of blending
national pride with civic knowledge and engagement.
Table 3.2 presents the extent of patriotism among teachers and grade 11 students, as assessed by the two groups of respondents, in
terms of civic responsibility.
Table 3.2. Mean of the Two Groups of Respondents' Assessment on the Extent of Patriotism in terms of Civic
Responsibility
Indicators Teachers G11 Students
Mean VI Mean VI
1. I consistently follow school or community rules and regulations. 3.70 VP 3.74 VP
2. I take part in programs that promote environmental protection and community cleanliness. 3.57 VP 3.64 VP
3. I support and promote the importance of responsible voting and civic involvement. 3.63 VP 3.71 VP
4. I stay informed about local or national issues through reliable sources. 3.67 VP 3.70 VP
5. I speak out against or report harmful behaviors like bullying, corruption, or littering. 3.67 VP 3.67 VP
Mean 3.51 VP 3.64 VP
***Legend: 3.26-4.00-Very Patriotic; 2.51-3.25-Moderately Patriotic; 1.76-2.50–Slightly Patriotic; 1.00-1.75 – Not Patriotic at all

The high levels of patriotism observed among teachers and Grade 11 students from MIINHS and UIS provide a solid foundation for
fostering civic responsibility within the school community. According to Civic Engagement Theory, individuals develop a sense of
belonging and responsibility to their community and nation, which motivates them to actively participate in civic life, including
community service, adherence to laws, and democratic processes.
The findings demonstrate that patriotism not only involves an emotional attachment to the nation but also translates into concrete
behaviors, such as following community rules, participating in environmental programs, supporting voting and civic engagement,
staying informed about national issues, and speaking out against harmful behaviors. This behavioral manifestation of patriotism reflects
the core components of civic engagement, knowledge, skills, values, and actions that contribute to the health and development of
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society.
Educators, as role models, can capitalize on this patriotic sentiment to inspire students to take ownership of their civic duties, reinforcing
responsible citizenship and democratic participation. The integration of patriotism into school activities and curricula can thus enhance
students' motivation to engage meaningfully in nation-building efforts, consistent with Civic Engagement Theory's emphasis on active
participation.
Moreover, the study by Garcia and Valdez (2022) supports this connection by showing that heightened patriotism correlates with
increased civic responsibility, especially in challenging times like the COVID-19 pandemic. Their findings underscore the importance
of fostering patriotism as a means to responsible civic action, emphasizing the crucial role of educators in cultivating these values to
enhance community resilience and democratic engagement.
Table 3.3 presents the extent of patriotism among teachers and grade 11 students, as assessed by the two groups of respondents, in
terms of cultural appreciation.
Table 3.3. Mean of the Two Groups of Respondents' Assessment on the Extent of Patriotism in terms of Cultural
Appreciation
Indicators Teachers G11 Students
Mean VI Mean VI
1. I show interest in Filipino literature, music, or traditional arts. 3.63 VP 3.71 VP
2. I value and respect Filipino customs and traditions (ex: bayanihan, respect to elders, fiesta,
3.87 VP 3.92 VP
noche buena, etc.).
3. I appreciate the diversity of ethnic groups and languages in the Philippines. 3.77 VP 3.75 VP
4. I support or attend cultural activities and school programs that highlight Filipino identity. 3.73 VP 3.67 VP
5. I try to use and promote Filipino products, language, arts, fashion, food, and media in my
3.60 VP 3.42 VP
daily life.
Mean 3.72 VP 3.70 VP
***Legend: 3.26-4.00-Very Patriotic; 2.51-3.25-Moderately Patriotic; 1.76-2.50–Slightly Patriotic; 1.00-1.75 – Not Patriotic at all

The high levels of patriotism and cultural appreciation observed among both teachers and Grade 11 students from MIINHS and UIS
reflect an environment conducive to fostering national pride and cultural identity within the school community. According to Civic
Engagement Theory, active participation in cultural and civic activities helps individuals develop a stronger sense of identity and
belonging, which in turn motivates engagement in civic responsibilities and community-building efforts.
The findings suggest that cultural appreciation is a key factor that reinforces patriotic feelings and national pride by encouraging respect
for national traditions and heritage. This respect nurtures students' emotional and social connection to their community and country,
which Civic Engagement Theory identifies as critical for fostering active citizenship. By integrating cultural appreciation into the
curriculum, educators can provide students with meaningful experiences that deepen their understanding of national symbols and
cultural heritage, thereby strengthening their civic identity and commitment.
The study by Almazan and Dizon (2021) supports this theoretical alignment by demonstrating that students who engage in cultural
activities tend to show greater civic responsibility. This highlights that cultural education is not only essential for preserving heritage
but also for cultivating the civic values and behaviors that underpin democratic participation and social cohesion.
Therefore, incorporating cultural appreciation into educational frameworks aligns with the Civic Engagement Theory's emphasis on
nurturing a sense of belonging and identity as foundational for promoting active and responsible citizenship. Such integration empowers
students to become informed, proud, and engaged members of their nation, enabling them to contribute positively to society.
Table 3.4 presents a summary of the mean extent of patriotism for the two groups of respondents.
Table 3.4. Summary of the Mean of the Two Groups
of Respondents' Extent of Patriotism
Indicators Teachers G11 Students
Mean VI Mean VI
National Pride 3.51 VP 3.64 VP
Civic Responsibility 3.65 VP 3.69 VP
Cultural Appreciation 3.72 VP 3.70 VP
Composite Mean 3.62 VP 3.67 VP
***Legend: 3.26-4.00-Very Patriotic; 2.51-3.25-Moderately Patriotic; 1.76-2.50–
Slightly Patriotic; 1.00-1.75 – Not Patriotic at all

The high levels of patriotism exhibited by both teachers and Grade 11 students from MIINHS and UIS reflect a shared sense of national
pride within the school community, which serves as a foundational element for fostering civic engagement. Civic Engagement Theory
emphasizes that active participation in social and cultural practices—including those expressed through digital platforms—strengthens
individuals' connection to their community and nation, motivating them toward responsible citizenship.

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In this context, the internalization of patriotic values by educators and students fosters a positive school environment that emphasizes
national identity, unity, and collective responsibility. Such a shared patriotic foundation encourages involvement in extracurricular
activities and initiatives that promote national consciousness, thereby enhancing students' socio-cultural awareness and commitment to
civic duties.
Supporting this theoretical perspective, Garcia (2022) emphasizes that incorporating patriotism into curricula and school programs
fosters civic responsibility and active participation among learners. These educational efforts align with Civic Engagement Theory by
highlighting how nurturing patriotic sentiment encourages individuals to engage constructively with their communities, both offline
and through digital participation.
Consequently, integrating patriotic education and related activities within the school setting not only strengthens students' identity but
also prepares them to be proactive contributors to society. This alignment illustrates how digital participation and patriotic action
together cultivate a sense of civic responsibility crucial for nation-building in a globalized world.
Problem No. 4: Are there significant differences on the level of social media engagement between teachers and Grade 11
students when grouped according to demographic profiles?
Table 4.1 shows the differences in the level of social media engagement when grouped according to teachers' demographic profile
Table 4.1. Differences in the Level of Social Media Engagement When Grouped According to
Teachers' Demographic Profile
Variables/ Aspects F-comp Sig Ho VI
Age
Affective Engagement 1.591 .216 FR NS
Behavioral Engagement .853 .478 FR NS
Cognitive Engagement 1.512 .235 FR NS
Sex
Affective Engagement 2.713 .111 FR NS
Behavioral Engagement 5.180 .031 R S
Cognitive Engagement .959 .336 FR NS
Teaching Position
Affective Engagement 1.494 .234 FR NS
Behavioral Engagement .588 .674 FR NS
Cognitive Engagement 1.700 .181 FR NS
Highest Educational Attainment
Affective Engagement .466 .709 FR NS
Behavioral Engagement .400 .754 FR NS
Cognitive Engagement 1.796 .173 FR NS
Frequency of Social Media Use (hours daily)
Affective Engagement 1.363 .275 FR NS
Behavioral Engagement 1.159 .353 FR NS
Cognitive Engagement .627 .648 FR NS
Number of Training Sessions on Social Media and
Patriotism-Related
Affective Engagement .359 .701 FR NS
Behavioral Engagement .133 .876 FR NS
Cognitive Engagement .082 .922 FR NS
***Legend: Rejected – R; Failed to Reject – FR; Significant – S; Not Significant – NS

The significant difference in teachers' behavioral engagement with social media by sex can be interpreted through the lens of Media
Dependency Theory (Ball-Rokeach & DeFleur, 1976), which explains how individuals rely on media to fulfill specific needs related
to information, social interaction, and identity formation. This theory suggests that media reliance varies according to personal and
social factors, including gender.
This study reveals that male and female teachers may rely differently on social media to fulfill their professional and social needs.
Female teachers, for example, might use social media more for collaborative purposes and resource sharing, reflecting distinct
sociocultural norms and communication preferences that shape their media use. This differential dependency underscores the
importance of considering gender when designing professional development programs to ensure that interventions effectively support
and enhance teachers' use of social media.
Conversely, the lack of significant differences across other demographics such as age, position, educational attainment, usage
frequency, and training attendance suggests a generally consistent media dependency among teachers regarding social media use for
professional purposes. This suggests that, beyond gender, teachers consistently rely on social media as a vital tool for information
exchange and professional interaction.

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Supporting this, Santos and Lee (2022) found similar gender-based differences in social media engagement among educators during
remote learning, with female teachers showing greater involvement in collaborative online behaviors. This aligns with the current
findings and further reinforces the application of Media Dependency Theory in understanding how gender influences media reliance
in educational settings.
Table 4.2 presents the differences in social media engagement levels when categorized by students' demographic profiles.
Table 4.2. Differences in the Level of Social Media Engagement When
Grouped According to Students' Demographic Profile
Variables/ Aspects F-comp Sig Ho VI
Age
Affective Engagement 2.730 .067 FR NS
Behavioral Engagement 1.100 .334 FR NS
Cognitive Engagement .782 .458 FR NS
Sex
Affective Engagement 3.95 .674 FR NS
Behavioral Engagement .636 .530 FR NS
Cognitive Engagement 4.520 .012 R S
Frequency of Social Media Use (hours daily)
Affective Engagement 1.519 .197 FR NS
Behavioral Engagement 6.365 .000 R S
Cognitive Engagement 7.035 .000 R S
***Legend: Rejected – R; Failed to Reject – FR; Significant – S; Not Significant – NS

The significant differences in students' social media engagement based on sex (notably in cognitive engagement) and frequency of use
(behavioral and cognitive engagements) can be effectively understood through Media Dependency Theory (Ball-Rokeach & DeFleur,
1976). This theory posits that individuals' reliance on media is influenced by their needs for information, identity, and social interaction,
and that this dependency varies according to personal and contextual factors.
In this context, the observed sex-based differences suggest that male and female students rely on social media in distinct ways to fulfill
their learning and social needs. For example, females may engage more deeply or differently with content, reflecting differing cognitive
styles or social motivations. This supports the idea that media dependency is not uniform but is shaped by individual characteristics
such as gender. Therefore, educators should consider these differences when designing instructional strategies, ensuring that activities
are gender-sensitive and tailored to optimize engagement and learning outcomes.
Furthermore, the influence of social media usage frequency on both behavioral and cognitive engagement aligns with the theory's
emphasis on the media's role in meeting users' needs over time. Regular and purposeful interaction with social media platforms can
increase dependency by reinforcing users' reliance on these channels for information, academic collaboration, and identity construction.
Encouraging consistent social media use, therefore, can deepen cognitive engagement and academic participation.
Interestingly, the lack of significant differences in engagement across age groups indicates that age may not strongly influence media
dependency in this educational context, suggesting that motivational and digital literacy factors may be more critical in shaping students'
media use patterns.
These findings are supported by Lee et al. (2022), whose study highlighted sex differences in social media engagement and emphasized
the importance of tailoring online learning environments to accommodate these patterns, thereby enhancing the media's role in
supporting academic motivation and identity formation.
Problem No. 5: Are there significant differences on the extent of patriotism between teachers and Grade 11 students when
grouped according to demographic profiles?
Table 5.1 illustrates the differences in the extent of patriotism when categorized by teachers' demographic profiles.
Table 5.1. Differences in the Extent of Patriotism When Grouped According to Teachers' Demographic
Profile
Variables/ Aspects F-comp Sig Ho VI
Age
National Pride 1.230 .319 FR NS
Civic Responsibility 2.407 .090 FR NS
Cultural Appreciation 1.052 .386 FR NS
Sex
National Pride 1.893 .180 FR NS
Civic Responsibility 2.334 .134 FR NS
Cultural Appreciation 8.324 .007 R S
Teaching Position

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National Pride .855 .504 FR NS

Civic Responsibility 1.686 .185 FR NS
Cultural Appreciation 2.556 .064 FR NS
Highest Educational Attainment
National Pride .541 .658 FR NS
Civic Responsibility .808 .501 FR NS
Cultural Appreciation .118 .949 FR NS
Frequency of Social Media Use (hours daily)
National Pride 1.255 .314 FR NS
Civic Responsibility 1.437 .251 FR NS
Cultural Appreciation 1.165 .350 FR NS
Number of Training Sessions on Social Media
and Patriotism-Related
National Pride .249 .781 FR NS
Civic Responsibility .249 .781 FR NS
Cultural Appreciation .573 .570 FR NS
***Legend: Rejected – R; Failed to Reject – FR; Significant – S; Not Significant – NS

The significant difference in teachers' cultural appreciation based on sex can be interpreted through Civic Engagement Theory, which
explains how individuals' participation and attitudes toward civic and patriotic actions are influenced by their social identities and
experiences. This theory suggests that male and female teachers may approach patriotism and cultural heritage differently, influencing
how they promote these values in educational settings. Recognizing these gender-based distinctions is crucial for developing gender-
sensitive educational programs that promote inclusive national pride and encourage active civic engagement among students.
Meanwhile, the lack of significant differences in teachers' patriotism based on age, position, education, social media use, or training
attendance implies that patriotic attitudes and civic responsibility transcend these demographic variables. This uniformity supports the
theory's notion that civic engagement is shaped more by shared values and collective identity than by individual characteristics alone.
Consequently, strategies to promote patriotism and civic participation can be designed broadly to resonate with all teachers, ensuring
consistent reinforcement of national pride across diverse groups.
This approach aligns with Singh and Sharma's (2022) findings, which highlight that the effectiveness of teacher-led patriotism
initiatives depends more on the quality and cultural relevance of content delivery than on teachers' demographic traits. It underscores
the importance of contextualized, culturally sensitive pedagogies in fostering meaningful civic engagement and patriotic action.
Table 5.2 illustrates the differences in the extent of patriotism when categorized by students' demographic profiles.
Table 5.2. Differences in the Extent of Patriotism When Grouped According to Students' Demographic Profile
Variables/ Aspects F-comp Sig Ho VI
Age
National Pride 1.349 .261 FR NS
Civic Responsibility 1.895 .152 FR NS
Cultural Appreciation .450 .638 FR NS
Sex
National Pride 2.266 .106 FR NS
Civic Responsibility 3.543 .030 R S
Cultural Appreciation 4.382 .013 R S
Frequency of Social Media Use (hours daily)
National Pride 3.126 .015 R S
Civic Responsibility 2.353 .054 FR NS
Cultural Appreciation 1.095 .359 FR NS
***Legend: Rejected – R; Failed to Reject – FR; Significant – S; Not Significant – NS

The significant difference in students' patriotism based on sex, particularly in areas of civic responsibility and cultural appreciation,
can be explained through Civic Engagement Theory. This theory emphasizes that civic attitudes and behaviors, including patriotic
action, are influenced by individuals' social identities and experiences. The observed gender differences suggest that male and female
students may engage with patriotic and civic duties differently, highlighting the need for gender-sensitive educational strategies. By
tailoring programs to address these differences, educators and policymakers can foster more inclusive environments where all students
develop a strong and balanced sense of national identity and responsibility.
Moreover, the finding that social media use significantly relates to national pride underscores the theory's focus on the role of digital
participation in enhancing civic engagement. Civic Engagement Theory posits that active involvement in digital platforms, such as
social media, can cultivate a sense of belonging and commitment to national causes. Integrating social media into patriotism education,
therefore, provides an effective avenue to increase students' civic awareness and patriotic sentiments, reinforcing their emotional and
participatory connection to their country.

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The absence of significant differences in patriotism across age groups suggests that age does not critically shape patriotic attitudes
among students, supporting the idea that civic engagement can be fostered through universal strategies applicable to diverse age cohorts.
This highlights the potential for broad-based educational initiatives that promote national pride and civic responsibility across the
student population.
These findings align with Lee and Kim's (2022) study, which demonstrated that active participation in online patriotic campaigns
strengthens national pride and cultural awareness. This evidence supports the integration of digital platforms into civic education,
confirming the vital role technology plays in shaping contemporary expressions of patriotism and fostering active citizenship.
Problem No. 6: Is there a significant relationship between the level of social media engagement and the level of patriotism
among teachers and Grade 11 students?
Table 6 illustrates the relationship between the level of social media engagement and patriotism among teachers and grade 11 students.
Table 6. Relationship Between the Level of Social Media Engagement and the Level of Patriotism
Among Teachers and Grade 11 Students
Indicators Pearson r Sig Decision VI
Level of Social Media Engagement Level of Patriotism .214 .000 Reject Ho Significant

The significant relationship between social media engagement and patriotism (p < 0.05; r = 0.214) highlights the role of digital
platforms in shaping national identity. Aligned with Media Dependency Theory (Ball-Rokeach & DeFleur, 1976), this suggests that as
teachers and students increasingly rely on social media for information and connection, their patriotic attitudes may be shaped by the
content they consume.
Similarly, Civic Engagement Theory supports this link, emphasizing how digital participation can foster civic values and national pride.
Although the correlation is modest, it suggests that incorporating patriotic content into social media use in educational contexts may
foster national pride.
However, fostering patriotism should involve a balanced approach, combining digital strategies with traditional methods, such as
classroom discourse and community involvement. This supports Lee et al.'s (2022) findings, which showed that meaningful social
media engagement can strengthen national pride when the content is relevant and thoughtfully designed.
Conclusions
As can be deduced from the findings, the conclusions drawn from the study are:
The demographic profile revealed that the majority of teacher respondents were young, female, and held entry-level teaching positions,
with a bachelor's degree as their highest educational attainment. Most students were aged 17–18 and moderately active in online
interactions. These profiles provide a foundation for tailoring educational strategies that align with the digital habits and backgrounds
of both groups.
Both teachers and Grade 11 students showed moderate to high digital engagement across affective, behavioral, and cognitive domains.
This suggests that online interactions play a meaningful role in their daily routines, with potential for integration into classroom
instruction and student development efforts.
The study found strong patriotic values among both teachers and students, particularly in the areas of national pride, civic responsibility,
and cultural appreciation. This shared patriotic sentiment presents an opportunity to reinforce national identity and civic values through
both formal and informal education.
Significant differences in digital engagement were observed based on sex and frequency of use among both teachers and students.
These differences underscore the need for personalized and inclusive strategies that consider demographic factors in online interactions.
Differences in the extent of patriotic values were also evident when respondents were grouped by sex, particularly in cultural
appreciation. These findings suggest the need for gender-sensitive approaches when promoting national identity within school
communities.
A statistically significant, though low to moderate, positive relationship was found between social media engagement and patriotism.
This suggests that while social media has potential as a tool for fostering patriotic values, it should be complemented by other
educational strategies to nurture national identity among students and teachers effectively.
The proposed activities in the study's output were based on the lowest mean of both variables and their sub-variables. These activities
and programs will help respondents raise their level of social media engagement and maintain their patriotism.
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Affiliations and Corresponding Information
Patrick Jay I. Pascua
University of Perpetual Help System Dalta
Las Piñas Campus – Philippines

Patrick Jay I. Pascua 857/857