Impact of Facebook Usage on Students’ Involvement in Studies

Mathur, Garima; Nathani, Navita; Sharma, Ashwini Kumar; Modi, Divya; Arora, Garima

doi:10.2139/ssrn.3323784

Cited by 4 publications

(7 citation statements)

References 25 publications

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“…In regards to academic involvement as categorised in terms of the engagement of different club-related activities, accounting students in Bangladesh were not active in using social media thus a non-significant negative relationship was found in the case of social media use and academic involvement. The findings were aligned with the study of Mathur, Nathani, Sharma, Modi, and Arora (2019) who revealed that knowledge enhancement was a secondary purpose of using social media, and over-usage of Facebook affected student involvement in different academic activities. Likewise, in the case of personal tutorial help from academic instructor and assistance in a project-related topic, the academic outcome and use of social media come with a non-significant negative outcome.…”

Section: Discussionsupporting

confidence: 81%

Social Media Use and Academic Performance: A Study on Undergraduate Accounting Students of Bangladesh

Khanam

2020

AJAP

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The paper aims to ascertain the relationship between social media uses and academic performance of undergraduate accounting students in Bangladesh. Design/Methodology/Approach: This study is based on empirical data gathered from a survey of 154 undergraduate accounting students in Bangladesh. Structural equation modelling (SEM) analysis is applied to make sense of the results of the research questions. Research findings: The analysis disclosed that five factors are categorised as the reasons for using social media for academic purposes of which online sharing and academic comprehension have a significant positive impact on academic performance (CGPA), whereas the completion of course tasks have a significant negative impact on CGPA or the academic performance. Academic involvement and personal tutorial support do not associate significantly with academic performance (CGPA). Theoretical contribution/ Originality: Most of the studies on social media focus on the relationship between social media use and educational outcome in general, not concentrating on a particular subject. As regards the subject specificity, the interest and satisfaction of learning accounting course was measured through the use of social media. In Bangladesh, the study of social media use is limited. This analysis concentrates particularly on accounting discipline learning perspective. Practitioner/ Policy implication: This study identifies different academic uses of social media and defines policies and procedures that will modify the use of social media as learning tools of undergraduate students.Research limitation: This study considered only 154 undergraduate students in Bangladesh, mainly from the capital city Dhaka. The investigation is limited to the data collected from the survey questionnaire administered to the sampled students.

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Section: Discussionsupporting

confidence: 81%

Social Media Use and Academic Performance: A Study on Undergraduate Accounting Students of Bangladesh

Khanam

2020

AJAP

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“…entertainment, relaxing and passing time but not for academic purposes which result to a negative effect on their academic achievement. Mathur et al (2019) proposed that teachers and other educationists should regulate the usage of FSNP to guarantee optimum utilization of the platform academic purposes and improved academic achievement.…”

Section: Discussionmentioning

confidence: 99%

“…Ningrum et al (2018) opined that students who have good self-regulated learning traits and are well supervised post high academic achievement because they are able to concentrate with the content being learned. Further, while examining the impact of FSNP usage on college student involvement in studies, Mathur, Nathani, Sharma, Modi, and Arora (2019) affirmed that FSNP has positive effect of learner academic achievement, however, they observed that if not regulated, students would use the platform for entertainment, relaxing and passing time but not for academic purposes which result to a negative effect on their academic achievement. Mathur et al (2019) proposed that teachers and other educationists should regulate the usage of FSNP to guarantee optimum utilization of the platform academic purposes and improved academic achievement.…”

Section: Introductionmentioning

confidence: 99%

“…Further, while examining the impact of FSNP usage on college student involvement in studies, Mathur, Nathani, Sharma, Modi, and Arora (2019) affirmed that FSNP has positive effect of learner academic achievement, however, they observed that if not regulated, students would use the platform for entertainment, relaxing and passing time but not for academic purposes which result to a negative effect on their academic achievement. Mathur et al (2019) proposed that teachers and other educationists should regulate the usage of FSNP to guarantee optimum utilization of the platform academic purposes and improved academic achievement. In a related study to examine the connection between students' teamwork experience, self-regulated learning, technology self-efficacy and performance in an online educational technology course, Oyelere, Olaleye, Balogun, and Tomczyk (2021) emphasized on the need to regulate time learners spend online.…”

Section: Introductionmentioning

confidence: 99%

“…able to concentrate with the content being learned. Further, while examining the impact of FSNP usage on college student involvement in studies,Mathur et al (2019) opined that spending time on FSNP has positive effect of learner academic achievement, however, they observed that if not regulated, students would use the platform for URL: www.onlinesciencepublishing.com | July, 2022…”

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confidence: 99%

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Effect of Time Spent on Facebook Social Networking Platform on Learner Academic Achievement in Computer Studies in Public Secondary Schools, Nairobi County, Kenya

et al. 2022

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The use of Facebook Social Networking Platform (FSNP) boost pedagogical interactions between students and teachers which impacts on learner academic achievement. The purpose of the study was to establish the effect of time spend on FSNP on learner academic achievement in Computer Studies in public secondary schools, Nairobi County, Kenya. The objective was to establish the difference in learner academic achievement between learners who spent different amounts of time on FSNP and those who did not. The study targeted form three students taking Computer Studies. Quantitative data was obtained using pre-test and post-tests scores and qualitative data using a questionnaire and lesson observation. Purposive sampling was used to obtain 250 students from 3 boys’ and 3 girls’ public secondary schools which offer Computer Studies. Descriptive statistics computed included frequencies, means, variances and standard deviation. Inferential statistics included ANOVA and t tests. Findings shown a statistically significant differences in learner academic achievements between learners who spent different amount of time on FSNP and those who did not; t statistic [t (110) = 10.10, p = .00] and [t (145) = 11.37, p = .00] for the post-test mean scores of the students who spent regulated time (less than 3) and unregulated time (more than 3) hours per day on the platform respectively for five weeks. The study concluded that time spend on FSNP has a positive effect on learner academic achievement among Computer Studies students and that regulating the time students spend on the platform enable them to post higher achievement.

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Integrating Communication and Task–Technology Fit Theories: The Adoption of Digital Media in Learning

et al. 2023

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In order to eliminate discrepancies between the literature on the use of digital media for education and its effects on students’ academic achievement in higher education institutions, this article aims to develop a model that would identify essential aspects that are predicted to continue to play a large role in TTF and CT for learning, which could be used to improve academic performance in higher education. The purpose of this study was to investigate the characteristics and aspects of digital media and the relationship between their use in the TTF and CT theories to determine how they affect research students’ satisfaction and AP in HE institutions. Data for the TTF and CT theories were collected using a questionnaire survey. A questionnaire survey was the primary method of data collection. A total of 1330 students who were acquainted with digital media participated in the data collection survey from Universiti Kebangsaan Malaysia. To assess the findings, quantitative structural equation modeling was used. Technological, task, and social characteristics were found to have a substantial association with TTF for using digital media sites for academic purposes, which had a favorable impact on satisfaction and educational achievement. Similar to this, a significant relationship between online communication, reasons for communicating, communication self-efficacy, and attitude toward using features with TC was found to exist for utilizing digital media sites for educational purposes that positively impacted satisfaction as well as academic performance. The study concludes that TTF and CT concepts for using digital media enhance students’ active learning and give them the ability to effectively exchange knowledge, data, and discussions. In order to further their educational objectives, we advise students to make use of digital media platforms. Additionally, educators in higher education institutions need to be convinced to use digital media platforms in their lessons.

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Impact of Facebook Usage on Students’ Involvement in Studies

Cited by 4 publications

References 25 publications

Social Media Use and Academic Performance: A Study on Undergraduate Accounting Students of Bangladesh

Social Media Use and Academic Performance: A Study on Undergraduate Accounting Students of Bangladesh

Effect of Time Spent on Facebook Social Networking Platform on Learner Academic Achievement in Computer Studies in Public Secondary Schools, Nairobi County, Kenya

Integrating Communication and Task–Technology Fit Theories: The Adoption of Digital Media in Learning

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