The Emotional Response of Filipino Teachers-in-Training to Memes
Vemma Mae R. Guinto
Pangasinan State University, Bayambang, Philippines
ABSTRACT
Memes on the internet are created content to express knowledge, entertain, ridicule, and self-actualize. The purpose of this study was to assess the emotional response to memes and their link to the profile of Filipino teachers-in-training. The descriptive-correlation research method was used in this study. A questionnaire-checklist was utilized to assess the effects of online memes on the emotions of teachers-in-training. The data was treated using frequency counts, percentages, and the average weighted mean. The association between profile and the emotional response to Internet Memes was investigated using Pearson-r (Pearson Product Moment of Correlation) and Chi-square. The outcomes of this study revealed that teachers-in-training are mostly females who concentrate in Enhanced General Education and spend 4-6 hours on social media. Teachers-in-training whose gender is female has a higher emotional response (whether positive or negative) to memes than their counterparts. The number of hours spent on social media has no bearing on the Teachers-in Training emotional responses to memes. Respondents who are specializing in Enhanced General Education have the highest positive emotional response to memes. However, there is no significant connection between negative emotional responses to memes and specialization.
Keywords: emotions, memes, Teachers-in-Training, social media, specialization
Suggested Citation:
Guinto, V. M. R. (2022). The Emotional Response of Filipino Teachers-in-Training to Memes. Universal Journal of Educational Research. 1(2), 19-25. https://doi.org/10.5281/zenodo.6934683
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