From Headlines to Truth: The Impact of Media Literacy Level in Identifying Factual and False Information

In the digital age, the ability to distinguish between factual and false information is essential, particularly for students who frequently engage with online media. This study examines the media literacy levels of Grade 11 Humanities and Social Sciences (HUMSS) students at Noveleta Senior High School and evaluates its impact on their ability to assess information reliability. Using a quantitative research approach, a pre-test and post-test were administered to two groups: HUMSS 11-A, which underwent a media literacy intervention, and HUMSS 11-B, which did not. Prior to the intervention, HUMSS 11-A demonstrated a lower media literacy level compared to HUMSS 11-B. However, post-test results revealed significant improvement in HUMSS 11-A’s ability to differentiate between factual and false information. Statistical analyses confirmed the effectiveness of the intervention, emphasizing the critical role of media literacy education in combating misinformation. The findings highlight the need to integrate media literacy programs into educational curricula to enhance students' critical thinking and fact-checking skills. Additionally, results indicate that media literacy levels significantly influence students' ability to identify credible information.