WhatsApp and academic performance among undergraduate students in Ghana: Evidence from the University of Cape Coast

Afful, Benedict

doi:10.1080/08832323.2019.1644276

Cited by 25 publications

(23 citation statements)

References 5 publications

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“…In Table 6, the data demonstrate the most predominantly smartphone applications used by the students. Whatsapp (n = 242; 39.2%) is leading the list, confirming the current literature on this topic [66], since it allows users to send unlimited texts and it is affordable because students only incur costs of Internet use; Twitter (n = 210; 35.9%), instagram (n = 131; 33.3%), and YouTube (n = 85; 30.8%) were the most frequently used applications, representing the first, second, third and fourth most used smartphone applications, respectively. Additionally,…”

Section: Nomophobia Prevalence Among Knust Studentssupporting

confidence: 69%

The relationship between the nomophobic levels of higher education students in Ghana and academic achievement

2021

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There is an upsurge in the use of mobile phones among higher education students in Ghana, which may result in the nomophobia prevalence with the students. Therefore, the need to assess the influence of nomophobia within the student population in Ghana. This descriptive cross-sectional study investigated the prevalence of nomophobia and the sociodemographic variables, and the association with academic achievement of the understudied population. A self-reporting nomophobia questionnaire, composed of 20 dimensions, was answered by 670 university students to measure the nomophobia prevalence. Raw data were estimated using descriptive statistics, and one-way ANOVA and Independent T-test. While the findings showed diverse grades of nomophobia, statistical significance between academic achievement and the level of nomophobia was observed. This study concludes that there is a high nomophobia prevalence among university students in Ghana as the use of smartphones increases. However, follow-up studies should be conducted in Ghanaian universities to monitor nomophobia and its associates in order to reduce the adverse effects of habitual use of smartphones.

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Section: Nomophobia Prevalence Among Knust Studentssupporting

confidence: 69%

The relationship between the nomophobic levels of higher education students in Ghana and academic achievement

2021

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“…In their study of 400 medical students in Saudi Arabia, AlFaris et al ( 2018 ) find that 36% of students use WhatsApp for learning purposes, but find no association between such use and academic performance. Afful and Akrong ( 2020 ), in a study among students in Ghana ( n = 295), find a small, albeit not statistically significant, positive association between self-reported time spent on WhatsApp for academic purposes and academic performance measured as cumulative GPA ( β = 0.095, p < 0.1). Al-Rahmi and Zeki ( 2017 ) find that social media use for learning is positively associated with both collaborative learning and student satisfaction.…”

Section: Literature Reviewmentioning

confidence: 98%

An exploratory investigation of the use and effects of academic instant messaging groups among university students

Roux

Parry

2021

Educ Inf Technol

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The use of instant messaging groups for various academic purposes is a rising, but largely understudied, trend in higher education institutions. In the present study we investigate the use purposes and outcomes of three types of academic instant messaging groups or AIMGs. Formal AIMGs are created and managed by teaching staff, class AIMGs are created by students and joined by all members of a particular class, and study AIMGs are smaller groups created by students that know each other personally or collaborate in group assignments. To advance understanding of the role of these groups in students’ wellbeing and academic development, we pose research questions concerning their associations with academic performance, academic stress, and students’ course experiences. We adopt an exploratory frame and survey methodology to collect data from a large sample of undergraduate students ( n = 1752). Our findings indicate that, at the institution where data were collected, high rates of AIMG participation is the norm, with class AIMGs emerging as particularly popular. We find statistically significant interaction between formal and study AIMGs and academic performance, as well as between study AIMGs and academic stress. Participation in these groups also predicts students’ social experience of a learning community, as well as their perception of the teaching they receive. Throughout, however, the observed effects are small and their practical significance is questioned. Electronic supplementary material The online version of this article (10.1007/s10639-021-10631-y) contains supplementary material, which is available to authorized users.

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“…Lecturer also took apart to strengthen stimulating students' motivation to speak actively, for example, assigned students with challenging tasks like video recording their cooking demonstration and sharing the video for feedback and responses from WhatsApp group members. Afful and Akrong (2019) argue that the creation of a user group on WhatsApp to provide a platform for lecturers to share lecture materials, other digital information, and alert services related to academics. They considered that the use of WhatsApp has a positive effect on the academic performance of students so long as the dominant use is to study-related purposes.…”

Section: Questionnairementioning

confidence: 99%

“…The interactions are more accessible by using mobile technologies in the form of social media that allow communication and enhance EFL learning (Rodriguez, 2011). One of the most popular social media used today is WhatsApp (Awada & Wang, 2016;Afful & Akrong, 2019;Andujar & Salaberri-Ramiro, 2019)). Since all participants of this study had WhatsApp application in their mobile phones, mobile instant messaging in the form of audio and video chat-based support in this study is solely referred to utilize WhatsApp as social media in day to day learning speaking English to engage students more active with high self-confidence and motivation.…”

Section: Introductionmentioning

confidence: 99%

WhatsApp Audio and Video Chat-Based in Stimulating Students’ Self-Confidence and Motivation to Speak English

Maulina¹,

Noni²,

Basri³

2021

Preprint

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This era of 4.0 industrial revolutions, lecturers, especially English lecturers have to be aware with the technology particularly mobile technology that can enhance their students’ English skills in utilizing social media such as WhatsApp to improve students’ English speaking ability in order that they can show high self-confidence and motivation to learn this international language. This research aimed at describing students’ day to day English speaking skills via WhatsApp group set as a platform for audio and video chat-based for a semester period. Through these chat-based, students were expected to solve problems in terms of self-confidence and motivation to speak English. Data was gathered in the form of group WhatsApp day to day observation and close-ended questionnaire with 27 participants selected purposively. These data were analyzed descriptively. The results showed that students felt very confidence and were encouraged to speak through WhatsApp group by audio and video recording chat-based from day to day speaking habit. WhatsApp as a social media has much potential for students to improve their speaking skill through audio and video recording. Therefore, the passive students were also engaged actively when there was a stimulus set by the lecturer and rest members in the WhatsApp group.

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WhatsApp and academic performance among undergraduate students in Ghana: Evidence from the University of Cape Coast

Cited by 25 publications

References 5 publications

The relationship between the nomophobic levels of higher education students in Ghana and academic achievement

The relationship between the nomophobic levels of higher education students in Ghana and academic achievement

An exploratory investigation of the use and effects of academic instant messaging groups among university students

WhatsApp Audio and Video Chat-Based in Stimulating Students’ Self-Confidence and Motivation to Speak English

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