Media Literacy and Civic Reasoning in Social Science Learning Among Grade 10 Learners

Abstract

This study explored how media literacy related to civic reasoning in Social Science learning among Grade 10 learners of San Antonino National High School in Burgos, Isabela. Grounded in the increasing educational need to prepare learners for critical engagement with mediated information and public issues, the study determined the levels of media literacy and civic reasoning and tested whether media literacy significantly influenced civic reasoning in classroom learning. A cross sectional explanatory predictive design was employed, using a validated researcher adapted questionnaire with strong internal consistency. Data were analyzed through mean, standard deviation, Spearman rank order correlation, and ordinal logistic regression. Findings revealed that the learners demonstrated an overall agreeable level of media literacy, although weaknesses were noted in evaluating source credibility and identifying bias and manipulation. Civic reasoning was found to be moderately developed, particularly in weighing evidence, considering multiple perspectives, and reflecting on the consequences of civic choices. The analysis further showed a significant moderate positive relationship between media literacy and civic reasoning. Regression results confirmed that media literacy significantly predicted higher civic reasoning levels among the learners. These findings suggested that stronger media literacy was associated with more thoughtful and evidence-based civic judgment in Social Science learning. The study concluded that media literacy served as an important educational foundation for strengthening civic reasoning and recommended the integration of structured media analysis, source evaluation, and issue-based discussion in Social Science instruction.