Social Behavior and Internet Etiquettes of Pre-Service Social Studies Teachers
DOI:
https://doi.org/10.5281/zenodo.19653989Keywords:
Social behavior, internet etiquettes, pre-service teachers, online learning, reflective behaviorAbstract
The present study examines the manifestation of social behavior and the adoption of internet etiquettes among pre-service Social Studies teachers in the context of increased online learning due to the Covid-19 pandemic. The research aims to assess reflective and impulsive behavior as well as internet etiquettes related to fact-checking, authenticity, communication, and confidentiality. The descriptive-correlational method is employed, and data is collected from 126 respondents at Batangas State University-JPLPC Malvar Campus. A research-made questionnaire administered via Google Forms is used for data collection, and appropriate statistical tools are applied for analysis. The results indicate a high manifestation of social behavior, particularly reflective behavior, and the respondents exhibit a high level of adherence to internet etiquettes. However, the weighted mean for authenticity and confidentiality is higher than that for fact-checking and communication. The Pearson correlation coefficient reveals a significant relationship between social behavior and internet etiquettes. Based on these findings, the researchers propose several activities to promote internet etiquettes and establish social behavior among pre-service teachers, including titles such as "Scrollonomics: Unveiling the Influence of Social Behavior on Social Media Consumption," "Reflective Behavior and Internet Etiquettes: Bridging the Gap of Virtual and Interpersonal Relationships," "Connect & Communicate: Building Bridges in the Digital Era," and "Truth Seekers Unite: Fact-Checkers Unleashed
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