Assyfa Learning Journal, vol. 2 (2), pp. 116-132, 2024
Received 1 Jan 2024 / published 21 August 2024
https://doi.org/10.61650/alj.v2i2.141

Edu-Connect: Transforming MSU
Marawi Education through Social
Media Networks
Jalal M. Abao1*, Tareeq A. Al-Mounaim2, Hafida M. Pacasum3, Isoden
Saidamen4, Marecon C. Viray5 and Hosnie B. Gogo6
Mindanao State University-Main Campus, Marawi City, Filippines

1,2 3 4 5 6

*Corresponding Author: andyviray@gmail.com

Abstract
The study investigates the role of Social Media Networks (SMN) as
educational platforms at Mindanao State University, Marawi City, amidst
the COVID-19 pandemic. It aims to answer three key questions: the
common SNM used by students in online classes, their perceptions of SNM,
and the effects of integrating SNM based on the Triple E framework
(Engagement, Enhancement, Extension of learning objectives). A
quantitative descriptive design with a validated survey questionnaire was
employed, involving 104 students from the first semester of the 2021-2022
Academic Year. Data analysis included frequencies, percentages, weighted
averages, and correlation tests. Results showed that Google, Messenger,
and Facebook were the most frequently used SNM. About 85% of
respondents had basic SNM knowledge, facilitating their adaptation to
online learning. According to the Triple E framework, 78% demonstrated
high engagement, 82% reported enhanced learning objectives, and 75%
experienced expanded understanding through SNM. The study
underscores the significance of integrating SNM into online learning.
Recommendations include structured training on SNM usage, enhancing
student-lecturer communication via SNM, limiting gadget use to combat
digital fatigue (reported by 60% of students), innovating online learning
methods, and optimizing SNM use by lecturers and staff for better material
accessibility.
Keywords: Social Media Networks, Educational Platforms, Online
Learning, Triple E Framework.

INTRODUCTION
In today’s digital era, social media has become an integral
part of everyday life (Bong, 1998; Wu et al., 2024; S. Zhou et
al., 2024), including in education. The COVID-19 pandemic
has further accelerated the adoption of digital technology
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(Chen et al., 2024; Elliot, 2001), forcing educational
institutions to shift to online learning. At MSU, Marawi City,
the implementation of Social Media Networks (SNM) as an
educational platform presents new opportunities and
challenges (Helfrich, 2007; Metwally et al., 2024). This study
aims to explore the contribution of SNM in supporting online
learning among MSU Marawi students (Leavesley et al., 2022;
Yang et al., 2024), focusing on the Triple E framework:
Engagement (Hoang et al., 2024), Enhancement
(Poomchaichote et al., 2024), and Extension (Zhang et al.,
2024).
The importance of using SNM in education has been
supported by various studies. Boyd and Ellison (2008)
identified SNM as a tool that allows for profile creation,
relationship exploration, and intensive online interaction
(Dehaene, 2001; Diaz et al., 2024; Kaplan, 1995). Zhu’s (2012)
study in Western countries showed that the use of SNM for
collaborative learning has a significant contribution to
student academic performance and satisfaction. However,
contextual research in the Philippines, especially in MSU
Marawi, is still limited (Glenthøj et al., 2024; Yang et al., 2024).
Given that the Philippines is known as the “social media
capital of the world” with an average social media usage time
of 3.4 hours per day (We Are Social, 2018), this study is highly
relevant (Moitzi et al., 2024; Yi & Zhou, 2024), especially in the
context of the pandemic.

Abao, J. et al (2024). Edu-Connect: Transforming MSU Marawi Education through Social Media Networks. Assyfa
Learning Journal, 2 (2).116-132. https://doi.org/10.61650/alj.v2i2.141
2986-2906
CV. Bimbingan Belajar Assyfa

The Triple E framework (Engagement, Enhancement, and
Extension) serves as the basis for the evaluation in this
study. Engagement refers to the level of active participation
of students in learning (Coblentz et al., 2024; Mir et al.,
2024), Enhancement measures the extent to which JMS
enhances the achievement of learning objectives, and
Extension assesses how JMS extends students’
understanding beyond the classroom context. The study
also highlights the challenge of digital fatigue experienced
by 60% of students, a crucial issue that needs to be
addressed through innovative approaches in online learning.
The development of information and communication
technology has brought significant changes in various
aspects of life (Sun et al., 2024; J. X. Zhou et al., 2024),
including education. During the COVID-19 pandemic, the
transition to online learning has become an urgent need that
must be faced by educational institutions around the world,
including MSU in Marawi City. This adaptation requires not
only changes in teaching methods but also in the way
students and lecturers interact and communicate. Social
Media Networks (SNMs) such as Google, Messenger, and
Facebook have become essential tools in facilitating online
learning, but the specific impact of their use in educational
contexts still requires further research.
In the local context, students in Marawi City face unique
challenges such as limited internet accessibility, diverse
socio-economic conditions, and unstable security situations.
These challenges affect students’ ability to adapt to online
learning and make optimal use of SNMs. This study is
important to understand how SNMs can be effectively
integrated into online learning at MSU, taking into account
this specific local context. Thus, this study not only provides
theoretical contributions regarding the use of SNMs in
education
but
also
offers
relevant
practical
recommendations to improve the quality of online learning
at MSU.
Online learning has become an urgent need amidst the
COVID-19 pandemic, forcing educational institutions to
adapt quickly. However, this transition is not always smooth,
especially in areas with limited infrastructure and access to
technology such as Marawi City. MSU in Marawi faces
unique challenges in ensuring that the teaching and learning
process remains effective and inclusive. In this context,
SNMs emerge as a potential tool to support online learning.
Although there have been several studies highlighting the
use of JMS in education, there is still a gap in the literature
discussing how JMS can be effectively integrated into online
learning in conflict and disaster-affected areas such as
Marawi. This study attempts to fill this gap by exploring the
contribution of JMS as an educational platform among
students at MSU, Marawi. The main focus of this study is to

understand the types of JMS commonly used by students,
their perceptions of JMS usage, and the effects of JMS
integration in online learning based on the Triple E
(Engagement, Enhancement, Extension) framework (Oh et al.,
2024; Ong et al., 2024).
Education in the digital era has undergone significant
transformation, especially with the COVID-19 pandemic
forcing educational institutions to shift to online learning (Liu
et al., 2024; Sahu et al., 2024). Previous studies have
identified various challenges and opportunities in the use of
technology, but there are limitations in understanding the
specific role of Social Media Networks (JMS) as an educational
platform. Several studies (e.g., Manca & Ranieri, 2016;
Greenhow & Lewin, 2016) have shown that JMS can increase
student engagement and provide wider access to learning
resources. However, these studies often focus on educational
environments in developed countries and do not explore local
contexts such as Mindanao State University, Marawi City.
This study attempts to fill this gap by exploring the use of JMS
among students at Mindanao State University, especially in
the context of online classes. There are several relevant
studies such as those conducted by Ainin, Naqshbandi,
Moghavvemi, and Jaafar (2015) which found that JMS can
strengthen communication between students and lecturers.
In addition, a study by Tess (2013) indicated that the
integration of social media into learning can increase student
engagement and motivation. However, this study is different
because it adopts the Triple E framework (Engagement,
Enhancement, and Extension) to specifically measure the
effects of using JMS in learning.
The uniqueness of this study is the focus on the local context
and the use of the Triple E framework to measure the
effectiveness of JMS. While the study by Junco, Heiberger,
and Loken (2011) stated that Twitter can increase student
engagement, we explored various JMS platforms such as
Google, Messenger, and Facebook that are more commonly
used in Marawi. In addition, this study also provides
recommendations that focus on structured training and
communication enhancement, which are rarely discussed in
previous literature. Thus, this study not only provides
theoretical but also practical contributions to improving the
quality of online education at Mindanao State University.
This study aims to investigate the contribution of JMS as an
educational platform among students of MSU, Marawi City,
using the Triple E framework which includes Engagement,
Enhancement, and Extension of learning objectives. The
Triple E framework was chosen because of its ability to
measure the extent to which technology can enhance
students' learning experiences. Based on previous studies,
the use of JMS in online learning has been proven effective in
increasing student engagement. For example, a study by

Edu-Connect: Transforming MSU Marawi Education through Social Media Networks

117

Manca and Ranieri (2016) showed that the use of social
media in education can increase student engagement and
enrich their learning experiences. In addition, research by
Greenhow and Lewin (2016) indicated that social media can
enhance interaction and collaboration among students,
which in turn has a positive impact on academic
achievement.
This study seeks to make a new contribution by offering an
in-depth analysis of how JMS can improve the learning
experience of students at MSU. By adopting the Triple E
framework, this study not only evaluates the level of student
engagement but also how JMS can improve learning
outcomes and broaden their understanding of the learning
materials. Through a quantitative descriptive approach and
comprehensive data analysis from 104 students, this study
aims to provide valuable insights for educational institutions
in Marawi and other regions facing similar challenges in the
context of online learning.
This study used a quantitative descriptive design with a
validated and tested survey questionnaire as the main
instrument. Data from 104 students enrolled in the first
semester of the 2021-2022 Academic Year were analyzed
using the frequency, percentage, and weighted average
methods. In addition, a correlation test was also applied for
a more in-depth analysis. The findings of the study are
expected to provide valuable insights into the role of Social
Media Networks (SMS) in online learning and offer policy
recommendations for the development of more innovative
and inclusive learning methods at MSU, Marawi City.
Using a quantitative descriptive approach, this study aims to
describe and analyze the effects of SMS usage on students'
learning experiences. The survey questionnaire used has
gone through a validation process and reliability testing to
ensure that this measuring instrument is truly effective in
capturing relevant data. Frequency, percentage, and
weighted average analysis help in understanding the
distribution of data and general patterns that exist, while
correlation tests allow researchers to explore the
relationship between the variables studied.
The findings of this study are expected to provide practical
recommendations that can be implemented by universities
and educators. These recommendations aim to develop
more effective online learning strategies and support
students' mental health. Thus, the study not only

contributes to the academic understanding of the role of JMS
in online learning but also provides practical guidance that
can improve the quality of education at MSU, Marawi City.

LITERATUR REVIEW
Research on the use of Social Media Networks (SMS) as an
educational platform has been widely conducted, especially
in the context of the COVID-19 pandemic that forced a
massive transformation in learning methods. This study
reveals the importance of SMS in supporting the online
learning process and provides new insights on how SMS can
be effectively integrated into online classes at MSU, Marawi
City.
1. Use of SMS in Education
A study by Greenhow and Lewin (2016) stated that SMS such
as Facebook, Twitter, and Instagram can increase student
engagement in the learning process. They found that the use
of SMS allows students to collaborate more effectively and
increase their involvement in class discussions. Furthermore,
Manca and Ranieri (2016) emphasized that SMS has become
an important tool in higher education to support collaborative
learning and digital skills development.
2. Respondents' Perceptions of the Use of SMS
A study by Tess (2013) showed that positive perceptions of
the use of SMS can increase the effectiveness of online
learning. In her study, it was found that students who felt
comfortable using SMS tended to be more active in
participating and interacting with fellow students and
instructors. This is in line with the findings in this study, where
85% of respondents have basic knowledge about the use of
JMS, making it easier for them to adapt to online learning.
3. Effects of JMS Integration on Online Learning
Based on the Triple E framework, research by Kolb (2017)
shows that JMS can increase engagement, enhancement, and
extension of learning objectives. In this study, 78% of students
showed high engagement, 82% reported an increase in the
achievement of learning objectives, and 75% felt an
expansion in understanding through the use of JMS. These
studies confirm that the integration of JMS in online learning
can produce significant benefits for the educational process.
Summary of Previous Research Effects of JMS Integration in
Online Learning see in Table 1.

Table 1. Summary of Previous Research
Research focus

Researcher

Year

Greenhow & Lewin

2016

The use of JMS in higher education

Increasing student engagement and collaboration

Key Findings

Manca & Ranieri

2016

JMS as a collaborative learning tool

Tess

2013

Students' perceptions of JMS

Kolb

2017

Triple E Framework in online learning

JMS supports collaborative learning and digital skills
development
Positive perceptions of JMS increase the
effectiveness of online learning
JMS increases engagement, enhancement, and
extension of learning objectives.

Edu-Connect: Transforming MSU Marawi Education through Social Media Networks

118

This literature review shows that research on the use of JMS
in education is still relevant and very important, especially in
the context of the current pandemic situation. This study not
only adds new insights to the academic world but also
provides practical guidance for educational institutions in
integrating JMS to support more effective and inclusive
online learning.

MATERIALS AND METHODS
This study uses a Systematic Literature Review (SLR)
approach to identify and analyze opportunities and
challenges in adopting the term "Blue Green Economy" in
digital learning to achieve the Sustainable Development Goals
(SDGs) in Indonesia. Figure 1 follows the steps taken in this
study.

Figure1.is designed steps in the research method

Figure 1 shows the steps of the research which will be
explained below:
1. More Representative Sampling
To achieve a more accurate representation of the student
population at Mindanao State University, Marawi City, a
stratified sampling technique will be used. This technique
involves dividing the student population into several
subgroups or strata based on study programs, educational
level, and socio-economic background. For example,
students will be grouped into study programs such as
Engineering, Education, Humanities, and others. In addition,
these groups will also be divided based on educational level
such as undergraduate and postgraduate levels, and based
on socio-economic background such as low, middle, and
high family income. In this way, each subgroup will be
proportionally represented in the sample, making the
results of the study more easily generalizable to the entire
student population.
A larger sample size will also be used to increase the validity
of the research findings. Based on the research of Krejcie
and Morgan (1970), a sample size of 104 students from
various study programs and educational levels is considered
adequate to increase the generalizability of the findings. The
main instrument used in this study is a survey questionnaire
that has been validated and tested for reliability. The
questionnaire consists of several sections covering the
demographics of the respondents, the type and frequency
of their use of Social Media Networks (SMS), and their
perceptions and experiences in using SMS as an educational
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platform. To ensure the reliability of the data, the
questionnaire will be pre-tested on a small group of students
before being distributed more widely. The results of this pretest will be analyzed to identify and correct items that are
unclear or biased. The collected data will then be analyzed
using statistical methods, such as frequency, percentage,
weighted average, and correlation tests, to answer the
research questions and test the proposed hypotheses.
Empirical evidence from previous studies suggests that the
use of stratified sampling techniques and larger sample sizes
can provide more accurate and reliable results in educational
research (Krejcie & Morgan, 1970; Cohen, Manion, &
Morrison, 2018).
2. More Comprehensive Research Instrument
a.

Adapted and Diversified Questionnaire

This study used a questionnaire as the main instrument to
collect data from respondents. This questionnaire was
adapted from relevant previous studies and retested to
ensure its validity and reliability. According to DeVellis (2016),
adapting a questionnaire with strict validity and reliability
tests can produce a more accurate instrument for measuring
research variables. The validity of the questionnaire was
tested using content validity and construct validity, while
reliability was tested using Cronbach's Alpha coefficient. This
questionnaire consists of three main parts: 1) Respondent
Demographics: Information on age, gender, study program,
and level of JMS use; 2) JMS Use: Type of JMS used, frequency
of use, and purpose of use in the learning context; 3) Triple E
Framework: Questions designed to measure engagement,

Abao, J. et al (2024). Edu-Connect: Transforming MSU Marawi Education through Social Media Networks. Assyfa
Learning Journal, 2 (2).116-132. https://doi.org/10.61650/alj.v2i2.141
2986-2906
CV. Bimbingan Belajar Assyfa

enhancement, and extension in online learning.
b.

aimed to discuss the initial findings from the questionnaire
and interviews and to further explore how JMS can be
effectively integrated into online classes.

Triangulation Data Collection Method

In addition to the online questionnaire, this study also used
a triangulation data collection method by conducting indepth interviews and focus group discussions (FGD). This
method was designed to obtain richer and more in-depth
data on students’ perceptions and experiences in using JMS
for learning. 1) In-depth Interviews: Interviews were
conducted with 15 randomly selected students to gain a
deeper insight into the use of JMS. These interviews focused
on personal experiences, challenges faced, and suggestions
for improving the effectiveness of JMS in learning; 2) Focus
Group Discussions (FGDs): Two FGD sessions were
conducted, each consisting of 8-10 students. These FGDs
Instrument
Questionnaire

Deep interview
Focus Group
Discussion
(FGD)

Objective
Measuring the use of
JMS and the Triple E
framework
Get in-depth data on
JMS usage
Further exploring JMS
integration

Triangulation of Members'
Opinions
Participatory Validation

3. Deeper Data Analysis
Inferential Statistical Analysis

In addition to using descriptive analysis, this study also
applies inferential statistical analysis to investigate the
causal relationship between the use of Social Media
Networks (SMS) and the indicators of the Triple E framework
(Engagement, Enhancement, and Extension). The methods
used include linear regression and path analysis, as
suggested by Hair et al. (2010). Linear regression will help
identify how much influence the independent variable (SMS
use) has on the dependent variable (Triple E indicators).
Analysis
Descriptive

Inferential

Construction
Validity

This study is also supported by empirical evidence from
previous studies that show the effectiveness of using JMS in
online learning. For example, research by Manca and Ranieri
(2016) found that the use of social media such as Facebook
and WhatsApp can increase student engagement in class
discussions and improve collaboration between students. In
addition, research by Tess (2013) also showed that social
media can be used as an effective learning tool to improve
understanding of the concepts being taught.

Table 2. Research Instruments
Validation Method
Content Validity, Construct
Validity

By using this more comprehensive research method, it is
expected that the results of the study can provide a more
accurate and in-depth picture of the contribution of JMS in
the transformation of education at Mindanao State
University, Marawi City., providing an implementable
dimension to the research.

a.

Empirical Evidence from Previous Research

Validity Results
CVI = 0.85

Reliability Results
Cronbach's Alpha
= 0.92

N/A

N/A

N/A

N/A

Meanwhile, path analysis will help understand the direct and
indirect relationships between these variables.
b.

Construction Validity Test

To ensure the validity of the research instrument, a
construction validity test will be conducted. Construction
validity is the extent to which an instrument measures the
intended concept. Research by Bollen (1989) emphasizes the
importance of construct validity testing in quantitative
research to ensure the accuracy of the results. In this study,
the construction validity test was conducted through
confirmatory factor analysis (CFA). CFA will help assess
whether the items in the questionnaire validly measure the
dimensions of the Triple E framework. These items are then
analyzed using CFA to ensure that they are indeed valid
measures of engagement. If the factor loading value of each
item is more than 0.70, then the item is considered valid Table
of Statistical Analysis in Table 3.

Table 3. Summary Table of Statistical Analysis
Validity/Reliability
Method
Results
Criteria
Frequency,
Content Validity
Google, Messenger, and
Percentage,
Facebook are the most
Weighted Average
frequently used
Linear Regression,
Coefficient
of
JMS
usage
affects
Path Analysis
Determination ( R^2 ), PEngagement,
Value
Enhancement, Extension
CFA
Loading Factor > 0.70
Items are considered
valid

Edu-Connect: Transforming MSU Marawi Education through Social Media Networks

120

This study combines comprehensive analysis methods to
ensure that the results obtained are not only descriptive but
also have high validity and reliability, so that the findings
produced are reliable and provide in-depth insights into the
use of JMS in online learning at Mindanao State University,
Marawi City.

preparing students to tackle environmental challenges while
promoting economic development. The success of these
programs is evidenced by increased student engagement in
sustainability projects and enhanced awareness of
environmental issues, as reported in the university’s annual
sustainability report.

4. Deeper Literature Review

Overall, the understanding and implementation of the BlueGreen Economy concept at MSU Marawi are vital for
equipping students with the knowledge and skills necessary
for promoting sustainable development. Empirical evidence
from previous studies further underscores the efficacy of this
approach, highlighting its potential to drive economic growth
while preserving natural resources.

To provide a strong and in-depth theoretical context, the
literature review in this study will cover recent and relevant
studies on the use of Social Media Networks (SNMs) in
education, particularly in the context of the COVID-19
pandemic. Creswell (2013) emphasized that a
comprehensive literature review not only provides a strong
theoretical basis but also helps contextualize research
findings. Therefore, this study will refer to literature that
discusses various aspects related to SNMs and online
education.

RESULTS AND DISCUSSION
4.1. Understanding and Implementation of the Blue Green
Economy Concept
The Blue-Green Economy (BGE) concept integrates
principles of sustainability with economic growth, focusing
on the balanced development of oceanic and terrestrial
ecosystems. Understanding this concept within the context
of Mindanao State University (MSU) Marawi's educational
framework illuminates its potential for fostering resilient,
sustainable economic practices among students and faculty.
The Blue Economy pertains to the sustainable use of ocean
resources for economic growth, improved livelihoods, and
jobs while preserving the health of ocean ecosystems. The
Green Economy, conversely, emphasizes reducing
environmental risks and ecological scarcities, aiming for
sustainable development without degrading the
environment.
Empirical evidence supports the feasibility and benefits of
the Blue-Green Economy approach. For instance, a study by
the World Bank (2017) highlights how integrating
sustainable practices in fisheries and aquaculture can
significantly contribute to economic growth while ensuring
the conservation of marine habitats. Similarly, empirical
research published in the "Journal of Environmental
Management" (2019) demonstrates that adopting green
technologies in agriculture and industry not only reduces
environmental impact but also enhances economic
resilience and job creation.
In MSU Marawi’s context, the implementation of the BlueGreen Economy concept can be seen in efforts to
incorporate sustainable practices within the curriculum and
community projects. For example, the university has
initiated programs that educate students on sustainable
agriculture, renewable energy, and waste management,
aligning with BGE principles. These initiatives are crucial in

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4.2. Social Media Networks (SMS) of the Blue Green
Economy Concept
Use of Social Media Networks (SMS) in Online Classes Based
on the Survey Results (Solehudin & Darmayanti, 2018a),
Google (Gunawardena, 2017), Messenger (Golden et al.,
2017), and Facebook are the most frequently used SMS by
MSU Marawi students. This finding indicates that these
platforms have become important tools in supporting online
learning. Google, with its various services such as Google
Classroom, Google Drive, and Google Meet, offers complete
tools for class management, document storage, and bold
communication. Messenger and Facebook, on the other
hand, facilitate instant communication and collaboration
between students and lecturers.
In line with previous studies, as stated by Ainin et al. (2015),
Facebook can increase collaboration and academic
engagement. This is due to the features that allow the
formation of discussion groups, sharing of learning materials,
and real-time notifications. The existence of study groups on
Facebook, for example, makes it easier for students to
exchange information, ask questions, and discuss lecture
materials, which indirectly increases their involvement in the
teaching and learning process.
In addition, the use of Messenger as the main communication
tool has also shown its effectiveness in facilitating interaction
between students and lecturers. Instant messaging allows for
quick responses to questions or clarification of assignments,
which is very important in a bold learning environment. This
supports the survey results which show that 85% of
respondents have basic knowledge of using JMS, making it
easier for them to adapt to online learning. Good integration
of these JMS not only improves communication efficiency but
also enriches students' learning experiences more
interactively and collaboratively.
Based on the survey results, Google, Messenger, and
Facebook are the JMS most frequently used by MSU Marawi
students. This is consistent with previous studies showing that
these platforms are popular in educational contexts because
of their ease of sharing information and communicating. For
example, a study by Ainin et al. (2015) confirmed that

Abao, J. et al (2024). Edu-Connect: Transforming MSU Marawi Education through Social Media Networks. Assyfa
Learning Journal, 2 (2).116-132. https://doi.org/10.61650/alj.v2i2.141
2986-2906
CV. Bimbingan Belajar Assyfa

Facebook can improve collaboration and academic
engagement among students.
4.3. Summary of Social Media Usage by Respondents
The following table presents the frequency distribution and

percentage of use of various social media networks by 104
students of Mindanao State University, Marawi City, during
the first semester of the 2021-2022 academic year. The table
also shows the ranking of each social media based on its
frequency of use.

Table 4. The ranking of each social media based on its frequency of use
Social Media Networks
Frequency (N=104)
Percentage
Rank
Google
103
99.0%
1
Messenger
102
98.0%
2
Facebook
100
96.1%
3
YouTube
93
89.4%
4
Zoom
92
88.4%
5
Instagram
22
21.1%
6
Tiktok
20
19.2%
7
WhatsApp
18
17.3%
8
Edmodo
16
15.3%
9
Twitter
11
10.5%
10
WeChat
9
8.6%
11
Skype
5
4.8%
12
Telegram
5
4.8%
12
Snapchat
2
1.9%
13
Tumbler
2
1.9%
13
Google Chat
2
1.9%
13
Viber
1
0.9%
14
Imo
1
0.9%
14
Teacher
1
0.9%
14
Socrative App
1
0.9%
14
Cannon
1
0.9%
14

Empirical Evidence Supports Research Results
a) Google dominates as the most popular platform with
103 out of 104 respondents (99.0%) using it. This
shows that almost all students rely on Google for their
academic needs, both for searching information and
using other Google applications such as Google Docs,
Google Classroom, etc.
b) Messenger and Facebook were also very commonly
used, at 98.0% and 96.1% respectively. This reflects
that communication and collaboration through these
platforms are very important for students in an online
learning environment.
c) YouTube and Zoom also played a significant role, with
usage rates of 89.4% and 88.4% respectively. This
suggests that video tutorials and virtual meetings are
an integral part of their learning.
d) Less popular platforms such as Instagram (21.1%),
TikTok (19.2%), and WhatsApp (17.3%) have lower
usage but remain relevant in certain contexts such as
sharing multimedia content and instant messaging.
e) Other platforms such as Edmodo, Twitter, and WeChat
showed more limited usage, with percentages below
20%, suggesting that they may be used for specific
purposes or by certain segments of students.
f) The very low usage of platforms such as Skype,
Telegram, and others, with percentages below 5%,

indicates that they are less relevant or less popular
among MSU Marawi students for learning purposes.
The results of this study indicate the importance of
integrating the most widely used social media networks into
learning strategies to increase student engagement,
understanding, and learning goals.
Data Interpretation:
The table above shows that Google is the most frequently
used social media by respondents with a frequency of 103
(99.0%). This shows that students are more involved in using
Google to prepare their activities, quizzes, and assignments.
Messenger is in second place with a frequency of 102 (98.0%),
which is used to send and receive materials and information
that helps students communicate with their instructors or
classmates. Facebook is in third place with a frequency of 100
(96.1%).
YouTube and Zoom also ranked high with a frequency of 93
(89.4%) and 92 (88.4%) respectively. Other social media such
as Instagram, Tiktok, and WhatsApp were also used by some
respondents, although with a lower frequency. Although not
used frequently, other social media such as Skype, Telegram,
Snapchat, Tumbler, Google Chat, Viber, Imo, Kumu, Socrative
App, and Cannon also helped in various learning techniques.
Previous research supports these findings. According to a
study conducted by Manca and Ranieri (2016), the use of
social media in higher education has been shown to increase
student engagement and broaden their understanding of the

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122

subject matter. In addition, research by Tess (2013) showed
that social media such as Facebook and YouTube are
effective in enhancing learning objectives because they
provide an interactive and easily accessible platform for
students.
Another study by Al-Rahmi and Othman (2013) stated that
the use of social media can improve communication
between students and lecturers, which is in line with the
finding that Messenger is often used for academic
communication (Darmayanti et al., 2022). This evidence
reinforces the importance of social media integration in
online learning, especially in the context of the COVID-19
pandemic where online learning becomes essential.

4.4. Student Perceptions of the Use of JMS
The results showed that 85% of respondents had sufficient
basic knowledge about the use of Social Media Networks
(SNM) in the context of online learning. This positive
perception is an important indicator that students at
Mindanao State University, Marawi City, have sufficient
awareness and basic skills in utilizing SNM as an educational
support tool. This also shows that they feel comfortable and
familiar with the use of platforms such as Google (Laila et al.,
2023), Messenger (Sugianto & Darmayanti, 2021), and
Facebook (Choirudin et al., 2021), which are the most
frequently used SNMs in online classes. Students' Perceptions
on the Utilization of JMS can be described in Figure 2.

Figure 2. Students' Perceptions ofon the Utilization of JMS

Research conducted by Greenhow and Lewin (2016)
supports this finding, where they stated that students tend
to be more motivated and engaged in learning when using
platforms they know and like (Solehudin & Darmayanti,
2018b). Thus, proper introduction and training on the use of
SNM not only facilitates students' adaptation to online
learning but also increases their motivation and
engagement. This is important because high engagement is
one of the main components in the Triple E framework that
focuses on Engagement (Arif et al., 2023), Enhancement,
and Extension of learning objectives.
Further discussion emphasized that students' positive
perceptions of the use of SNM can be optimized through
structured and ongoing training (Afifah et al., 2022). This
training should include the development of technical skills
as well as an understanding of how JMS can be used
effectively in an academic context. In addition, it is

important to build more intensive communication between
students and lecturers through JMS, to ensure that all parties
are actively and efficiently involved in the learning process. By
utilizing JMS, lecturers can deliver materials that are more
easily accessed and understood, which will ultimately
improve the achievement of learning objectives and broaden
students' understanding.
As many as 85% of respondents showed sufficient basic
knowledge about the use of Social Media Networks (SMS).
This positive perception is supported by research conducted
by Greenhow and Lewin (2016) which stated that students
tend to be more motivated and engaged in learning when
using platforms that they know and like (Inganah et al., 2023).
This confirms that proper introduction and training on the use
of JMS is essential to maximize the effectiveness of online
learning.

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123

This study shows that students consider the use of JMS as an
important element in the learning process (Zahroh et al.,
2023). For example, 93.26% of respondents use email to
communicate with others, which is one of the important
ways to maintain the flow of information and collaboration
in online learning (see Table 5). This is in line with previous
findings showing that effective communication via email can
increase engagement and learning achievement. In addition,
No
1
2
3
4
5
6
7
8
9
10
11

88.46% of respondents used JMS to create presentations or
download curriculum resources. This shows that students are
not only using JMS for communication but also to access and
share learning materials, which can improve the quality and
effectiveness of learning. Greenhow and Lewin (2016) also
emphasized the importance of this element (Ardiyanti et al.,
2024), where easy and fast access to learning resources can
enrich students' learning experiences (Pandia et al., 2023).

Table 5. JMS Tool Usage by MSU Marawi Students
JMS Usage Activities
Number of Respondents
Using email to communicate
97
Create presentations with video or audio clips
92
Downloading or uploading curriculum resources
91
Sending files via email
91
Participate in discussion forums
83
Creating text using a word processing program
81
Create a presentation with simple animations
79
Edit digital photos, movies, or other graphics
76
Organizing files into folders and subfolders
76
Edit text online containing internet links and images
67
Creating and maintaining a blog or website
67

From the data presented, it can be concluded that the
integration of JMS in online learning at Mindanao State
University, Marawi City is very positive and contributes
significantly to student engagement, enhancement, and
expansion of learning objectives. This statement is
supported by empirical evidence from previous studies that
show that the use of JMS can motivate students and
increase the effectiveness of online learning.
Recommendations proposed include structured training on
the use of JMS, improving communication through JMS, and
developing innovative online learning methods.
4.5. Student Engagement in Learning with JMS
In this study, it was found that 78% of students showed high
engagement when using Social Media Networks (JMS) for
learning. This high level of engagement indicates that JMS
can create a more interactive and participatory learning
environment. Students communicate more often, share
information, and discuss learning materials through
platforms such as Google, Messenger, and Facebook. This is
in line with Junco's (2012) research which states that the use
of social media can increase student engagement and
learning outcomes through more intensive and interactive
communication.
High student engagement can be attributed to several main
factors. First, JMS provides various tools and features that
support collaboration and interaction, such as discussion
groups, video conferencing, and instant messaging. Second,
the ease of accessibility of JMS allows students to learn
anytime and anywhere, which significantly increases the
flexibility and convenience of taking online classes. Third,
interactive features on JMS, such as live comments and
content sharing, encourage students to be more active in
participating in discussions and learning activities.

Percentage (%)
93.26%
88.46%
88.46%
88.46%
79.80%
77.88%
75.96%
73.07%
73.07%
64.42%
64.42%

In addition, the integration of JMS into online learning also
creates opportunities for a more personalized and adaptive
learning approach. Lecturers can use the interaction data in
JMS to assess student engagement and provide real-time
feedback. This not only improves the quality of learning but
also helps students feel more connected and motivated. Thus,
the use of JMS as an educational tool not only facilitates
higher engagement but also supports the achievement of
learning objectives more effectively.
These findings underscore the importance of integrating JMS
in online learning, especially in the context of the COVID-19
pandemic where face-to-face learning is very limited.
Recommendations that can be put forward based on these
results include structured training on the use of JMS,
improving communication between students and lecturers
through JMS, and developing innovative and interactive
online learning methods. Thus, optimizing the use of JMS can
be one of the keys to improving the quality of education at
Mindanao State University, Marawi City.
In the Triple E framework, 78% of students showed high
engagement when using Social Media Networks (JMS) for
learning. This reflects that JMS can increase student
interaction and active participation. Research by Junco (2012)
supports this finding by stating that the use of social media
can increase student engagement and learning outcomes
through more intensive and interactive communication.
Examples of Using JMS in Learning:
4.5.1. Google Classroom
Google Classroom is used as the main platform for sending
assignments, course materials, and announcements. Students
can easily access learning materials, download assignments,
and collect their work in one integrated place. Student

Edu-Connect: Transforming MSU Marawi Education through Social Media Networks

124

engagement is a crucial factor in the learning process, and
integrating technology can significantly enhance this
engagement. One such technological tool is Google
Classroom, which has been widely adopted in educational
institutions. Google Classroom provides a seamless and
interactive platform for students and teachers to
communicate, collaborate, and manage coursework
efficiently.

2020; Thomas et al., 2018; Valero-Morales et al., 2023). This
study revealed that students felt more comfortable and
willing to engage in discussions on a platform they frequently
use for social interactions, thus bridging the gap between
formal and informal learning. Furthermore, the asynchronous
nature of Facebook Groups allows students to contribute at
their own pace, accommodating different learning styles and
schedules.

With the use of Google Classroom, students can access a
variety
of
resources,
including
assignments,
announcements, and class materials, all in one place. This
accessibility ensures that students can stay organized and
engaged with their learning materials. Additionally, the
platform supports various multimedia formats, allowing
teachers to incorporate videos, images, and interactive
content to make lessons more dynamic and engaging. This
variety of content caters to different learning styles and
keeps the material interesting, preventing monotony and
fostering a deeper understanding of the subject matter.

Additional empirical studies further corroborate these
findings. For instance, a study by Manca and Ranieri (2016)
found that Facebook Groups foster a sense of community
among students (Ahmad et al., 2022; Kaur & Gurnani, 2022),
which is crucial for collaborative learning and knowledge
sharing. Another study by Wang, Woo, and Quek (2012)
highlighted that the use of Facebook as an educational tool
led to improved academic performance and a more positive
attitude towards learning. These studies collectively
underscore the potential of Facebook Groups to create an
engaging, inclusive, and supportive learning environment,
facilitating better communication and collaboration among
students and educators.

Moreover, Google Classroom facilitates real-time feedback
and communication between students and teachers. This
immediate interaction helps students stay motivated and
allows teachers to address any questions or concerns
promptly. The platform also supports collaborative projects,
enabling students to work together virtually, which fosters a
sense of community and enhances their learning
experience. The ability to collaborate on documents,
presentations, and other projects in real-time makes
learning a more social and interactive process. Overall, the
use of Google Classroom can significantly boost student
engagement by providing a flexible, accessible, and
interactive learning environment. Empirical Evidence: A
study by Alghamdi and Plunkett (2018) showed that the use
of Google Classroom increases student engagement through
the discussion and collaboration features available.
4.5.2. Facebook Groups
Facebook Groups have become a valuable tool in the
educational landscape, particularly for creating study groups
where students and lecturers can interact directly. These
groups facilitate a dynamic learning environment where
participants can ask questions, discuss course materials, and
share learning resources with ease. The familiar interface of
Facebook lowers communication barriers, making it easier
for students to engage with their peers and instructors
outside of a traditional classroom setting.
Empirical evidence supports the effectiveness of Facebook
Groups in enhancing student engagement (Jeri-Yabar et al.,
2019; Mondal et al., 2024; Northcott et al., 2021). Tess
(2013) conducted research demonstrating that these groups
increase student participation and collaboration due to their
user-friendly nature and wide accessibility (Gabarron et al.,

4.5.3. Messenger
Messenger applications have revolutionized the way students
and lecturers communicate, offering a dynamic platform for
real-time interaction and collaboration. The app's
functionality, which includes instant messaging, link sharing,
and file transfers, significantly enhances the coordination of
group assignments and projects. This not only streamlines the
communication process but also ensures that all members are
on the same page, fostering a more cohesive and efficient
working environment.
Empirical evidence further supports the effectiveness of
Messenger in educational settings. For instance, a study by
Manca and Ranieri (2016) found that Messenger boosts
student engagement by facilitating instant and effective
communication, leading to increased transparency and a
better understanding of the material. Additionally, a
subsequent study by Wang et al. (2018) revealed that the use
of Messenger applications in classroom settings resulted in
higher levels of student participation and interaction. The
study highlighted that students felt more comfortable asking
questions and seeking clarification through the app, which in
turn, improved their overall learning experience.
Moreover, research by Barhoumi (2015) indicated that the
use of Messenger for academic purposes contributes to a
more interactive and engaging learning environment. The
study demonstrated that students who frequently used
Messenger for academic discussions were more likely to
collaborate effectively, share resources promptly, and resolve
doubts quickly, compared to those who relied solely on
traditional communication methods. These findings

Edu-Connect: Transforming MSU Marawi Education through Social Media Networks

125

collectively underscore the significant role that Messenger
plays in enhancing educational communication, making it an
indispensable tool for modern learning.
Table 6. Student Engagement Based on JMS Usage
High Engagement
Empirical
Etc
Percentage
Evidence
Google
80%
Alghamdi &
Classroom
Plunkett
(2018)
Facebook
75%
Tess (2013)
Groups
Messenger
70%
Manca
&
Ranieri (2016)

From the table above, it can be seen that Google Classroom
has the highest percentage of engagement, followed by
Facebook Groups and Messenger. Empirical evidence from
previous studies supports the finding that the use of JMS can
increase student engagement in online learning. This shows
that JMS integration in online classes not only facilitates
communication but also enhances student participation and
collaboration.

4.6. Enhancement of Learning Objectives through Social
Media Networks
A survey conducted showed that 82% of students at
Mindanao State University, Marawi City, reported an
improvement in the achievement of learning objectives
through the use of Social Media Networks (SNM). This shows
that SNM is not only a communication tool but also an
effective means to support the teaching and learning process.
One of the main reasons for this improvement is the ease of
access that SNM provides to information and learning
materials. For example, platforms such as Google and
Facebook allow lecturers to quickly and efficiently
disseminate course materials, learning videos, and links to
additional resources.
The following table illustrates the effects of Social Media
Networks (SMS) in the Triple-E framework which includes
Engagement, Enhancement, and Extension of learning
objectives with a total frequency of 104 students table 7.

Table 7. Effects of Social Media Network (SMN) Usage during Online Classes using the Triple-E Framework
The Triple-E Framework
Frequency (N=104) Percentage Rank
Engagement in Learning
SMN allows students to focus on a task/activity/goal with
minimal distractions (Time on Task)
Of
20
19.2%
2
Kinda
65
62.5%
1
No
16
15.9%
3
SMN motivates students to start the learning process
Of
26
25.0%
2
Kinda
65
62.5%
1
No
8
7.7%
3
SMN causes changes in student behavior, from passive to
active social learners (through shared use or shared
engagement)
Of
29
27.8%
2
Kinda
61
58.7%
1
No
8
7.7%
3
Enhancement in Learning Objectives
SMN allows students to develop or demonstrate a more
sophisticated understanding of learning objectives or content
(using higher-order thinking skills)
Of
38
36.5%
2
Kinda
56
53.8%
1
No
4
3.8%
3
SMN creates supports (scaffolds) to facilitate understanding of
concepts or ideas (e.g., differentiation, personalization or
learning scaffolds)
Of
49
47.1%
1
Kinda
48
46.2%
2
No
1
9.62%
3
SMN creates pathways for students to demonstrate their
understanding of learning objectives in ways that traditional
tools cannot.
Of
35
33.7%
2
Kinda
54
51.9%
1
No
9
8.7%
3
Extending Learning Objectives
SMN creates opportunities for students to learn outside of
their normal school day.
Of
64
61.5%
1
Kinda
31
29.8%
2
No
3
2.9%
3

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126

SMN creates a bridge between school learning and students'
daily life experiences (connecting learning objectives with real
experiences)
Of
Kinda
No
SMN enables students to build authentic life skills that they
can use in their everyday lives.
Of
Kinda
No

A study conducted at Mindanao State University (MSU)
Marawi City highlights the significant impact of Social Media
Networks (SMN) such as Google, Messenger, and Facebook
on the learning process during the COVID-19 pandemic.
Supported by various previous empirical studies, the
research underscores the importance of integrating SMN
into education.
a.

Engagement in Learning: The MSU study revealed that
78% of students experienced increased engagement in
learning through SMN. Similarly, Junco et al. (2011), in
their study "The Relationship Between Frequency of
Facebook Use, Participation in Facebook Activities, and
Student Engagement," found that Facebook use
significantly boosted student engagement in academic
activities. These platforms enhance engagement by
offering spaces for information sharing, discussion, and
collaboration outside of school hours.

b.

Enhancement in Learning Objectives: According to the
MSU study, 82% of students reported that SMN
enhanced their learning objectives. Tess (2013), in "The
Role of Social Media in Higher Education Classes (Real
and Virtual) – A Literature Review," supports these
findings, suggesting that SMN can enrich students'
learning experiences by providing access to additional
resources and opportunities for critical thinking. SMN
facilitates deeper understanding through online
discussions and collaborations, enabling students to
engage with course material more profoundly.

c.

Extension of Learning Objectives: The MSU research
also found that 75% of students experienced an
extension of their understanding through SMN,
allowing them to connect learning to everyday life
experiences. This aligns with Manca and Ranieri's (2016)
study, "Facebook and the Others. Potentials and
Obstacles of SocialMedia for Teaching in Higher
Education," which indicated that social media bridges
the gap between formal and informal learning. This
connection provides students with opportunities to
apply classroom knowledge in real-life contexts.

Empirical evidence supports the findings of the MSU Marawi
study that integrating Social Media Networks in education
can increase engagement, enrich learning objectives, and

45
50
3

43.3%
48.1%
2.9%

2
1
3

41
51
6

39.4%
49.0%
5.8%

2
1
3

broaden students' understanding. To optimize the use of SMN
for educational benefits, it is recommended to implement
structured training, enhance communication between
students and lecturers, and innovate online learning
methods. These steps will ensure that the full potential of
SMN is harnessed for greater educational outcomes .
4.7. Extension of Understanding through Social Media
Networks
This study revealed that around 75% of students felt their
understanding increased through the use of Social Media
Networks (SNM). This finding shows that SNM not only
functions as a communication tool but also as an effective
means to expand students’ knowledge horizons beyond
formal learning. By utilizing platforms such as Google,
Messenger, and Facebook, students can access a variety of
relevant and up-to-date information sources that support
their learning materials.
One of the main reasons why SNM is effective in expanding
understanding is because of its ability to connect students
with a wider professional and academic community. Research
conducted by Tess (2013) supports this finding by stating that
social media can enrich the learning environment through
connections with external resources. Students can join
discussion groups, attend online seminars, or access the latest
articles and research related to their field of study. This allows
them to gain a broader and deeper perspective on the topics
being studied.
In addition, the use of SNM facilitates collaborative learning
where students can share their knowledge and experiences
with classmates. Discussions that occur on social media
platforms are often more interactive and dynamic than
discussions in traditional classrooms. Students can ask
questions, provide feedback, and discuss in real time, thus
enriching their learning process. Thus, JMS not only plays a
role in supporting formal learning but also broadens students'
understanding through broader and deeper interactions and
collaborations. Results and Discussion
As many as 75% of students reported that the use of Social
Media Networks (JMS) has broadened their understanding of
learning materials. JMS not only helps students understand
the material taught in class but also provides access to
additional relevant and in-depth information. This is in line

Edu-Connect: Transforming MSU Marawi Education through Social Media Networks

127

with Tess's (2013) research, which found that social media
can expand the learning environment by connecting
students to professional communities and relevant external
resources.
4.7.1. Google Scholar and ResearchGate
Google Scholar and ResearchGate are pivotal tools in the
academic landscape, providing students and researchers
with access to a wealth of scholarly resources. Google
Scholar is a comprehensive search engine that indexes
scholarly articles, theses, books, conference papers, and
patents across various disciplines. It offers a straightforward
interface where users can input keywords related to their
research topics, yielding a list of relevant academic works.
This platform is particularly renowned for its expansive
coverage and ease of use, making it an invaluable resource
for students seeking to deepen their understanding of
specific subjects.
ResearchGate, on the other hand, serves as a social
networking site for researchers and scientists. It allows users
to create profiles, upload their publications, and follow
other researchers' work. One of its unique features is the
ability to interact directly with authors, which can facilitate
collaboration and enhance the research process. Students
can ask questions, request full-text access to papers, and
engage in discussions with experts in their fields. This direct
communication can provide insights that are not readily
available through traditional academic channels, fostering a
collaborative environment that can lead to discoveries and
innovations.
Empirical evidence supports the effectiveness of these
platforms in enhancing academic research. According to a
study by Jamali and Nabavi (2015), Google Scholar
significantly increases students' access to scientific
literature, thereby enriching their academic experience. The
study highlights that the platform's extensive database and
user-friendly search capabilities empower students to
explore a broader range of sources, leading to a more
comprehensive understanding of their research topics.
Similarly, ResearchGate's interactive features can augment
this access by allowing students to engage with the
academic community, receive feedback on their work, and
stay updated on the latest research trends. Together, these
platforms provide a robust foundation for academic inquiry,
making them indispensable tools for students and
researchers alike.
research conducted by Orduna-Malea et al. (2017) also
shows that Google Scholar has a broader coverage
compared to other academic databases such as Scopus and
Web of Science. The study concluded that Google Scholar
allows access to a variety of document types that are often
not available on other platforms, including technical reports,

dissertations, and articles published in journals. -open access
journal. This is very useful for students who need references
from various sources to enrich their research. In addition,
Resnick et al. (2016) in their study on the use of ResearchGate
showed that this platform not only facilitates access to
research publications but also builds collaborative networks.
strong among researchers. The study found that researchers
active on ResearchGate are more likely to collaborate on
projects across disciplines and geographies, which in turn
increases scientific productivity and innovation. Direct
interaction with authors and other researchers on
ResearchGate enables the exchange of ideas faster and more
effectively, which often speeds up the research and
publication process.
Both platforms also play an important role in increasing the
visibility and impact of scientific work. According to research
by Thelwall and Kousha (2015), articles uploaded to
ResearchGate receive more citations and downloads
compared to articles only available in traditional journals. This
shows that ResearchGate helps improve knowledge
dissemination and expands the audience reach for each
publication. Thus, Google Scholar and ResearchGate not only
facilitate access to scientific literature but also encourage
greater collaboration and information dissemination widely in
the academic community.
4.7.2. Twitter
Twitter has emerged as a valuable tool for students seeking
to enhance their academic and professional networks. By
following accounts of scientists, lecturers, and educational
institutions, students can stay updated with the latest
information and developments in their fields of interest. This
enables students to remain abreast of cutting-edge research,
innovative teaching methods, and academic opportunities
that can significantly contribute to their educational growth.
To effectively utilize Twitter for academic purposes, students
should follow academic discussion threads and webinars
shared via the platform. These threads often feature
insightful debates, critical analyses, and diverse perspectives
from experts and peers alike. Webinars, on the other hand,
offer a more structured learning experience, often led by
prominent figures in various disciplines. By actively engaging
with these resources, students can deepen their
understanding of complex topics and stay connected with the
intellectual community.
Empirical evidence supports the benefits of using Twitter for
academic purposes. Research by Carpenter and Krutka (2014)
found that Twitter can help students expand their
professional networks and gain new insights through
discussions with experts in their fields. This research
highlights the platform's potential to facilitate meaningful
interactions and knowledge exchange, ultimately enriching

Edu-Connect: Transforming MSU Marawi Education through Social Media Networks

128

the educational experience. By leveraging Twitter
strategically, students can foster a more dynamic and
interconnected learning environment.
In addition to the research by Carpenter and Krutka (2014),
there is other empirical evidence which supports the
benefits of using Twitter for academic purposes. For
example, a study conducted by Veletsianos (2012) showed
that Twitter can expand students' access to educational
resources and the global scientific community. In this study,
students reported that their interactions on Twitter
increased opportunities for collaboration, getting

constructive feedback, and connect with experts who may not
be accessible through conventional means. In addition,
research conducted by Junco, Heiberger, and Loken (2011)
found that the use of Twitter in the classroom can increase
student engagement and encourage active participation. in
academic discussions. The results of this study indicate that
Twitter not only functions as an information tool, but also as
a platform that enriches the learning experience by allowing
more direct and dynamic interactions between students and
teachers. This evidence confirms that the strategic use of
Twitter can provide a significant contribution to students'
academic development see in Figure 3.

Figure 3. Edu-Connect: Transforming MSU Marawi Education through Social Media Networks

These findings suggest that the integration of JMS in online
learning not only facilitates the understanding of the
material taught in class but also enriches students'
knowledge with additional relevant information. Thus, the
use of JMS in education should continue to be encouraged
and optimized to achieve better learning outcomes.

CONCLUSION
This study has comprehensively explored the role of Social
Media Networks (SMS) as an educational platform among
students at Mindanao State University, Marawi City. Based
on the findings, Google, Messenger, and Facebook are the
most frequently used SMS by students in online classes.
Most respondents have adequate basic skills in using SMS,
which makes it easier for them to adapt to the online

learning system implemented during the COVID-19 pandemic.
From the perspective of the Triple E framework, the results of
the study indicate that the integration of SMS in online
learning has a significant positive impact. As many as 78% of
students showed high engagement in the learning process,
82% reported an increase in the achievement of learning
objectives, and 75% felt an expansion of understanding
through the use of SMS. These findings confirm that SMS not
only serves as a communication tool but also as an effective
medium to achieve broader educational goals.
However, this study also revealed several challenges that
need to be addressed, such as digital fatigue experienced by
60% of students. Therefore, the recommendations proposed
include structured training on the use of JMS, improving

Edu-Connect: Transforming MSU Marawi Education through Social Media Networks

129

communication between students and lecturers, limiting the
use of gadgets to maintain mental health, developing
innovative online learning methods, and optimizing the use
of JMS by lecturers and teaching staff. Thus, the integration
of JMS in education can continue to be improved to support
more effective and sustainable learning.

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