Abstract
This study explored the relationship between social media engagement and patriotism among Grade 11 students and teachers in selected senior high schools. Social media engagement was assessed through affective, behavioral, and cognitive dimensions, while patriotism was examined in terms of national pride, civic responsibility, and cultural appreciation. The research was conducted during the 2024–2025 academic year at Munting Ilog Integrated National High School and Ulat Integrated School, both in Silang, Cavite. A total of 306 participants—30 teachers and 276 students—were selected using total enumeration, based on enrollment records from the Learner Information System (LIS). Using a descriptive-correlational design, the study found that most teachers were female, 30 years old or younger, held Teacher I positions, had bachelor's degrees, used social media frequently, and attended 3–4 training sessions. Most students were aged 17–18, female, and spent 5–6 hours daily using social media. Both groups exhibited moderate to high levels of social media engagement across all dimensions and showed strong patriotic attitudes. Significant differences were observed in behavioral engagement based on the sex of the teachers, and in cognitive engagement based on the sex of the students. Social media usage frequency also influenced behavioral and cognitive engagement among students. Differences in cultural appreciation were noted based on both teachers' sex and the sex of instructors teaching the student respondents. Overall, a significant positive correlation was found between levels of social media engagement and patriotism. The study recommends integrating patriotic themes into classroom and social media activities, promoting responsible online behavior, and using social media as a tool for civic education. School administrators are encouraged to implement policies that foster patriotism through digital platforms, supported by a targeted action plan.
