Knowledge and Attitudes on Internet Memes and its Perceived Relevance to Social Studies Subject among Grade 10 Students
Knowledge and Attitudes on Internet Memes
Abstract
This study investigated the utilization of internet memes as educational tools in Social Studies instruction for Grade 10 students in the Philippines. Drawing upon the pervasive influence of internet memes in contemporary digital culture, the research aimed to elucidate students' perceptions, attitudes, and usage patterns regarding memes, as well as their perceived relevance to Social Studies subjects. Employing a quantitative research design, descriptive and correlational methodologies were employed to analyze survey data collected from a purposive sample of 82 students. Findings revealed a high level of knowledge and positive attitudes towards internet memes among Grade 10 students, with a significant proportion of their daily screen time allocated to social media platforms where memes are prevalent. Students recognized memes as humorous and engaging representations of significant issues, underscoring their potential as effective educational tools. Moreover, a strong correlation was observed between students' knowledge and attitudes toward internet memes and their perceived relevance to Social Studies education, highlighting the importance of aligning instructional strategies with students' digital literacy skills and socio-cultural contexts. This study contributes to the growing body of literature on innovative pedagogical approaches in education, offering insights for educators, curriculum developers, and policymakers seeking to enhance student engagement and critical thinking skills in the digital age. It underscores the potential of internet memes as valuable resources for fostering meaningful learning experiences and promoting active participation in Social Studies instruction.
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