FB Messenger Group Chat Class Learning Approach Effectiveness: Augmentation to Pedagogy

Abstract

This study aimed to discover the effectiveness of the Facebook (FB) Messenger Group Chat class interaction as a learning approach and augmentation to Pedagogy. Many higher education institutions use online instruction learning instruction to augment the teaching and learning process. Online education represents different forms of course delivery. It is subject to the same need for discussing, interacting, monitoring, and assessing as traditional forms of instruction. Students perceive the use of technology in their education, which would help faculty adjust pedagogy to increase student learning and satisfaction. Methods use in the study are research design, including why the chosen design is selected, personal profiles of the participants, researcher-made questionnaire, data collection, data monitoring, data analysis, and interpretation. Results revealed and analyzed that the overall level of effectiveness has a mean of 3.60, described as “more effective”. The value of the total mean fell within the second highest scale, indicating that the level of effectiveness of the learning approach implemented was high. It was concluded and discovered the effectiveness of FB Messenger Group Chat class interaction as augmentation for pedagogy is more effective. This implies that FB chat class interaction adds a positive impact and augmentation to the student’s way of learning, especially for millennial learners. They would feel convenience and enjoyment. They would also be aware of their sense of responsibility as they engaged in online activities. This is one of the teaching approaches that a teacher might use in class, especially when they were absent, for it is the simplest way that the students could manage and afford if technology is concerned, although; the obstruction that mostly hinders the involvement of students in technology is the internet connectivity issue.