Details
A Descriptive Study on Media and Information Literacy Levels of Metro Manila Senior High School Millennials
Expectations and Realities1. Auflage
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CHF 40.00 |
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| Verlag: | Grin Verlag |
| Format: | |
| Veröffentl.: | 28.10.2020 |
| ISBN/EAN: | 9783346284259 |
| Sprache: | englisch |
| Anzahl Seiten: | 210 |
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Beschreibungen
Master's Thesis from the year 2019 in the subject Communications - Multimedia, Internet, New Technologies, grade: 1.75, , course: Media Studies, language: English, abstract: The study describes the media literacy levels of senior high school learners in the Philippines through their exposure, knowledge, and usage by using the concepts of Potter’s Cognitive Theory of Media Literacy and Alagaran’s Explore, Engage, and Empower Model.
A mixed-method was deployed through conducting surveys to 197 respondents and focus group discussions to 17 participants from a subset sample of Grade 11 and 12 students of Rizal High School. Results and findings showed that senior high school millennials in the study are highly social media-based, highly motivated than knowledgeable, experience-based than factual-based, and suggestive than reflective. They also prioritize in being critical media users than competent producers.
The study concludes that to maximize the 80-hour Media and Information Literacy subject, curriculum developers should decide whether to promote or focus / promote traditional media, developmental orientation, and quality production or focus on learner-preferred social media, individual orientation, and critical thinking.
A mixed-method was deployed through conducting surveys to 197 respondents and focus group discussions to 17 participants from a subset sample of Grade 11 and 12 students of Rizal High School. Results and findings showed that senior high school millennials in the study are highly social media-based, highly motivated than knowledgeable, experience-based than factual-based, and suggestive than reflective. They also prioritize in being critical media users than competent producers.
The study concludes that to maximize the 80-hour Media and Information Literacy subject, curriculum developers should decide whether to promote or focus / promote traditional media, developmental orientation, and quality production or focus on learner-preferred social media, individual orientation, and critical thinking.
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