INSTRUCTIONAL MEME AND ITS EFFECTIVENESS AND SATISFACTION IN TEACHING SOCIAL STUDIES

Abstract

ABSTRACT

This descriptive-correlation study primarily aimed to determine the level of effectiveness and satisfaction of instructional meme as intervention material for instruction among students. Frequency counts, percentage, mean, T-test, One-way Anova and Pearson r were used in treating the gathered data. Results disclosed that majority of the respondents were male. The academic performance of the students who did not use the historical meme during first quarter is 69.4% or 25 obtained 76-80, while in the succeeding quarter upon implementation of the 21^st Century pedagogical tool, the performance of the respondents varied and distributed. 66.7% or 24 of them increased to 81-85, 27.8% or 10 progressed on 86-90, and consequently one reached 91-95. Most of the respondents “agree” in the effectiveness of instructional meme during discussion and assessment, Majority of the respondents “strongly agree” with regards to the level of satisfaction of the respondents in instructional meme when used as intervention material in terms of symbols. Furthermore, sex, for the first and second quarterly grade of the respondents can determine the efficacy and relatively seen possible relationship during discussion. Meanwhile, symbols can determine the extent of instructional meme during discussion compared to assessment. Based on the findings, the study recommends that the appearance of memes should be consistent from pre- discussion to post- discussion as well as on pre- test to post- test in order to achieve progressive academic performance of the students. Finally, Inclusive-based pedagogical strategies should be strengthened to avoid gender factors.

Keywords: instructional meme, effectiveness, satisfaction, academic performance,