Educational Value of Science Memes: Its Implications to Teaching and Learning Among Junior High Schools

Abstract

Memes are online cultural objects, typically images, videos, or text shared quickly and altered on social media sites, often with humor, satire, or commentary. Science memes stand out by incorporating scientific concepts, ideas, or experiences. This study aimed to investigate the educational value of Science memes and their implications for teaching and learning among junior high school Science teachers in Congressional District I of Batangas Province. Specifically, it examined the degree of integration of Science memes in instruction, their level of usefulness in enhancing learning engagement, conceptual understanding, knowledge retention, and real-world relevance, as well as the challenges encountered by teachers in their implementation. A mixed-method research design was employed, involving 165 public junior high school Science teachers selected through a Raosoft calculator with 95 % confidence level. Quantitative data were gathered through a researcher-made survey questionnaire, while qualitative data were obtained through interviews. Statistical tools such as weighted mean, composite mean, ranking, and Pearson Product-Moment Correlation Coefficient were used for data analysis, alongside thematic analysis for qualitative responses. Findings revealed that Science memes were moderately integrated in teaching but were perceived as highly useful in enhancing student engagement and simplifying complex scientific concepts. A significant positive relationship was found between the degree of integration and the level of usefulness of Science memes in instruction. However, challenges such as time constraints, limited digital skills, and risks of oversimplification were identified. The study concludes that Science memes are effective supplementary instructional tools that can improve teaching and learning outcomes when used appropriately. It recommends the development of enhancement materials and teacher training programs to maximize their pedagogical potential.