Social Media Engagement and Creative Writing Competence Among Grade 12 Students

Students are exposed to social media. The scenario poses a question about the influence of social media on students' creativity, particularly on the creative writing competence of a poem through visual presentations of lessons. This study investigates the correlation between social media engagement and creative writing competence among Grade 12 students. Learning the connection between social media engagement and creative writing competence is fundamental to the learning process of grade 12 students, as it can lead to favorable outcomes. With the invitation of 30 grade 12 students to participate in a one-shot pre-experimental inquiry design, the researcher introduced the group to virtual instruction. The students were moderately socially engaged across cognitive, affective, and psychomotor domains. In terms of numerical values, the result shows the social media engagement (WM = 3.88; SD=1.17) of the students in terms of cognitive (µ = 3.09; SD=1.23), affective (µ = 3.22; SD = 1.34), and psychomotor (µ=3.83). Meanwhile, the students' level of creative writing competence improves from satisfactory to excellent. Of 30 students, 16 were excellent (53.33%) at creating poems, and the remaining 14 were satisfactory (46.67%). In addition, the scores in the students in creative writing show that the mean (µ=20.13), standard deviation (1.50), variance (2.26), minimum rating (16), and maximum rating (23) of the student-participants. This indicates that the students were good at writing poems. The social engagement was moderate, and students' creative writing competence ranged from satisfactory to excellent. However, there was no relationship between students' creative writing competence and their social engagement. In this regard, an Enhanced Online Learning Utilization was designed to engage students actively in writing a poem.