Moreover, there are also significant differences in the use of social media between both men and women. Therefore, this study also aims to study the differences in the influence of social media on males and females among high school students in Malaysia. The purpose of this study is to investigate the relationship between social media and the English language performance of secondary school students in Malaysia.
First, this study is to determine whether social media affects the performance of secondary school students in English Language positively or negatively. To gain a better understanding of how social media affects the performance of high school students in English Language in Malaysia. To study the differences in the impact of social media on males and females among secondary students' English Language Achievement in Malaysia.
How do males and females compare in the impact of social media on Malaysian secondary students' English language performance. On the other hand, students will be able to know how social media can complement their English language learning. In this part of the research, the literature related to this study, which is the impact of social media on high school students' English language performance, was extensively researched.
Differences and comparisons are also provided to show the impact of social media on the participants' English language performances.
Control Group Reading Test Results
There were 10 participants in the control group consisting of 2 males and 3 females from both age groups. According to graph 1.0, the data shows the average scores derived from the scores of assessor 1 and 2. On the other hand, the y-axis refers to the average scores obtained by the participants.
However, the highest grade obtained was only 31 for the pre-test in the control group, while the lowest grade obtained was 15.5. In total there are 4 females and 6 males, which corresponds to 10 participants in the experiment as a whole. 24 According to graph 2.0, the average marks of each participant of both assessors are shown.
The x-axis refers to the participants as indicated in Table 3.0, while the y-axis is average marks obtained by the participants. The highest grade obtained by the participants in the control group is 33 out of 40 marks, while the lowest is 17 marks.
Control Group Writing Test Results
25 Graph 3.0, on the other hand, shows the average marks that the participants in the control group got. The highest mark received for the writing test among the control group participants is 42 out of 50 while the lowest is 17 marks. 26 According to graph 4.0 we can observe that the average marks given for the writing test of experimental group.
The highest score among the participants of the experimental group is 44.5/50, and the lowest score is 23.5. This subtopic presents the data and findings of a post-test administered to the control and experimental groups after a 4-week intervention period where the experimental group was exposed to social media and online school classes, while the control group only went through online school classes. In graph 5.0, we can observe the average scores of individual participants on the x-axis and the average scores obtained on the y-axis.
According to Table 7.0, it is clear that the reading test evaluation for experimental group during post-test has taken place. The x-axis shows the number of participants, while the y-axis shows the marks they have obtained out of a total of 40 marks. The highest grade obtained for the reading test in the experimental group is 36 grades, while the lowest is 19.5 grades out of 40.
It can be seen that the highest score based on the graph above is 44 points and the lowest score is 16 points out of all.
Control Group Writing Test Results
A comparison will be made to see if there is a significant impact of social media on the participants' English language performances. According to Table 10.0, it is evident that there is a mixture of increasing, constant and decreasing score differences for the control group. Of the 10 participants in the control group, there is a slight increase for 7 participants that is from 0.5 to 2 points.
According to Table 12.0, there is a combination of increases and decreases in the differences in scores on the control group's written test. For an in-depth analysis of the first objective, it is evident that significant progress has been made in the experimental group. In the control group, of course, there was an improvement in the difference in their mean scores.
However, the differences in the experimental group are positive and high, reaching up to 6.5 points in the reading test and 4.5 points in the writing test. On the other hand, the largest increase in control group differences is 2 points on the reading test and 3 points on the writing test. No one in the experimental group had a grade drop, but there were a few participants who had a grade drop in the post-test.
This clearly shows the positive impact of social media on high school students' English language performance. The results of this research have also proven that there is improvement in the reading and writing skills of the participants. According to the marks allocated to the participants, there is great improvement in terms of vocabulary for both the reading and writing tests.
Males in the control group only improved their scores on the reading test, while there were some females whose scores dropped compared to the pretest. In the written test, there is a combination of increase and decrease in the differences in the scores of the participants in the control group. On the other hand, in the reading and writing tests in the experimental group, males showed higher differences in improvement compared to females.
While for men, the highest improvement in the reading test is 6.5 points and 4.5 points in the written test. The first recommendation for future researchers is to use larger sample size in order to be able to better analyze the differences in the effects of social media on high school students' English language performance.
