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Annotated Bibliography : The Effect Of Using Social Media On Students` Performance

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The Effect Of Using Social Media On Students` Performance  

This study relies on a random sampling technique where the number of males and females were 26 and 22 respectively. The study’s aim was to evaluate the effects of the social media on college students. To record the information, the study utilized a questionnaire with an open-ended type of questions. The location chosen was Johnson & Wales University where the respondents comprised of 65% graduates and 35% undergraduates. Moreover, the sample’s characteristics were as follows; 31% were actively involved in full-time jobs, 30% in part-time jobs while 39% were jobless. The results from the administered questionnaire indicated that 45% of the sample spent between 6 to 8 hours daily in social media sites, 23% spent over 8hours, 20% spent between 2 to 4 hours, while only 12% spent less than 2 hours in the social media sites. However, the results also indicated that despite the long hours dedicated to the social media, there was a general negative attitude towards the time spent by the students in the social media.

SNS (Social Networking Sites) provide the best platform for persons to increase their social awareness by maintaining contact with their peers, pass information, and acquire more knowledge from their contacts. Consequently, a student stands to gain more by relying on the social media sites in term of knowledge development. It is, therefore, purpose of this research is to study the users’ perceptions on the influence of social media on their academic performance. As such, a preliminary study conducted in Malaysian University was geared toward gaining an insight on the association between the use of social media and performance academic-wise. An SPSS software was used for data analysis.

  • Skiera, B., Hinz, O., & Spann, M. (2015). SOCIAL MEDIA AND ACADEMIC PERFORMANCE: DOES THE INTENSITY OF FACEBOOK ACTIVITY RELATE TO GOOD GRADES?. Schmalenbach Business Review (SBR), 6754-72.

Facebook, due to its popularity amongst the students, was used in the study. The purpose of this study is to measure the student’s SNS positions. So, a unique set of data was used to rate the perceptions, Facebook connections, and the objective grades from the school registrar for academic performance. Analysis of the results indicates a negative relationship between Facebook activities and the genera academic performance. However, the results also indicate that students in a densely connected sub-network perform better. Male students who are highly connected in SNS also performed better than their female counterparts.

  • Balakrishnan, V. v., Liew, T. a., & Pourgholaminejad, S. S. (2015). Fun learning with Edooware – A social media enabled tool. Computers & Education, 8039-47.

The current study sought to find how receptive the students are to using the social media tools to further their learning process. A social Media Acceptance Model with constructs-self, performance, facility, effort, social influence, and functionality was used to build Edooware. Edooware is a tool that is involved in supporting various functions of the social media. With a sample of 68 students chosen to use the Edooware, the analysis indicated improvement in the social influence, self and functionality. Inferences can be attached on the attraction of Edooware to the students to supplement what they lacked in their learning platforms. The impact of the finding is that the learning institutions should consider incorporating social-media enabled tools to enhance the learning experience.

  • Shemberger, M., & Wright, L. (2014). Exploring the Use of Social Media as a Digital Study Guide. Journal Of Interdisciplinary Studies In Education, 3(1), 60-75.

 

The purpose of this study is to get an insight on how the students could use the social media in their learning process and a case study was used. Two frameworks-Web 2.0 Technology and Connectivism- were used as the guiding concepts. The students’ perceptions on Twitter and Storify were used in test reviews. 46 students selected from a similar Journalism class were used. The analysis confirmed on how students related memory sharpness to the Twitter in-class reviews. Storify was also singled out as having a positive impact on their test grades. However, future research is recommended to further the findings.

  • Andersen, J. C., Lampley, J. H., & Good, D. W. (2013). LEARNER SATISFACTION IN ONLINE LEARNING: AN ANALYSIS OF THE PERCEIVED IMPACT OFLEARNER-SOCIAL MEDIA AND LEARNER-INSTRUCTOR INTERACTION. Review Of Higher Education & Self-Learning, 6(21), 81-96.

The purpose of this study is to note the link between course satisfaction, student-instructor interaction and the interaction between the student and the SNS was determined.  An online survey with 60 questions was used to acquire the stated data on the interactions together with the students’ demographic data. With the use of ANOVAs, t-tests, and Pearson Correlation, only the age, athletics involvement, work status and GPA had a statistically significant relationship in the three relationships. Both student interactions to social media and with the instructor also had a statistically significant relationship with course satisfaction. The results pointed to a strong positive interelationship between learner-instructor and learner-social media interaction with course satisfaction.

  • Michikyan, M. M., Subrahmanyam, K. k., & Dennis, J. j. (2015). Facebook use and academic performance among college students: A mixed-methods study with a multi-ethnic sample. Computers In Human Behavior, 45265-272.

The main purpose of this study is to investigate on the link between performance and online academic disclosure, a sample of 66 male, 195 female all of approximately 22 years were used to respond to an open-ended questionnaire on their use of Facebook. Analysis revealed that 14% of Facebook status’ and updates had academic themes. In addition, positive states were also more consistent while lower GPAs were related highly to negative states. The findings suggest that academic performance could influence a students’ use of the Facebook.

  • Wohn, D. Y., Ellison, N. B., Khan, M. L., Fewins-Bliss, R., & Gray, R. (2013). The Role of Social Media in Shaping First-Generation High School Students’ College Aspirations: A Social Capital Lens. Computers & Education, 63424-436.

The major purpose of this study in the US for high school students was sought to determine the different kinds of social capital related to friends, parents and Facebook friends. The students selected were 504 where their confidence were evaluated on their expectations on succeeding and their friends. Results showed that using the social media was only attached to the first-generation students. Their use of the social media was also attached to the efficacy in college application procedures. In addition, accessibility to the social media to a large network where they could acquire information was positively related to their expectations on succeeding in college.

  • Karpinski, A. a., Kirschner, P. p., Ozer, I. i., Mellott, J. j., & Ochwo, P. p. (2013). An exploration of social networking site use, multitasking, and academic performance among United States and European university students. Computers In Human Behavior, 29(3), 1182-1192.

The main purpose of this study is to either confirm or discredit findings that multitasking with technology is negatively related to efficiency and productivity in academia like previous studies suggest, NS use and GPA were used between a US based sample of students of sample population of 451 against European students of sample population 406. Regression analysis indicates that there is a negative relationship between SNS usage and GPA, but was moderated by multitasking only within the US sample.

  • Wang, J. (2013). What Higher Educational Professionals Need to Know about Today's Students: Online Social Networks. Turkish Online Journal Of Educational Technology – TOJET, 12(3), 180-193.

 

The purpose of this study is to determine the student’s learning engagement, Facebook activity and their grades, data on Facebook use was collected. Basing the results on a regression analysis, a sample of 134 users in their 2011-12 academic year were evaluated. Results in the analysis showed a positive relationship between course-based used of Facebook, student engagement, and the grades. Consequently, the study showed that Facebook use in instructions is linked to better grades.  Facebook has been recommended by the author of the study to be incorporated as an educational and interaction tool to enhance a participatory role in learning.

 

 

  • Paul, J. j., Baker, H. h., & Cochran, J. j. (2012). Effect of online social networking on student academic performance. Computers In Human Behavior, 28(6), 2117-2127.

 

 

The aim of this study is to investigate on the impact of online social networks (OSNs) on academic performance, a survey of students was used. With the results analysis based on a structural equation modeling, they revealed a negative relationship between time dedicated to OSNs and the academic performance. The time dedicated to OSN was a function of attention spans where the higher the span, the lower the time spent in OSNs. In addition, the attention spans were also found to be related to student general behavior such as likes and dislikes.

 

  • O’BANNON, B. b., BRITT, V. v., & BEARD, J. j. (2014). The Writing on the Wall: Using a Facebook Group to Promote Student Achievement. Journal Of Educational Multimedia & Hypermedia, 23(1), 29-54.

 

The aim of this study is to determine the effectiveness of a Facebook group in influencing teacher’s knowledge in a technology course, a review of students’ prior use of the groups, their treatment of the group and their perceptions on the use of Facebook as an educational tool were examined. However, results showed no gain in achievements all students had contacts with groups for various academic-related purposes. Yet, their perspectives were moderate in recognizing Facebook as effective as an educational tool. They also viewed the use of Facebook to assign assignments as an invasion of privacy which led to limited participation as a result of the leniency in participation-expectations.

 

 

  • Turner, J. S., & Croucher, S. M. (2014). An examination of the relationships among United States college students’ media use habits, need for cognition, and grade point average. Learning, Media And Technology, 39(2), 199-214. doi:10.1080/17439884.2013.777349

 

The current study uses a survey methods understand the link between students’ use of OSNs tools and consumption of media to academic performance and intellectual cognitive processes. The use of media was positively related to the students’ GPAs and the level of cognition. However, there was no relationship between the use of socially interactive tools and the students’ GPAs and level of cognition. Social media types, such as the television and reading books, and social media use and their relationship between the levels of cognitive processing were explored fully to determine the implications.

 

 

  • PO-CHI, K., & CRAIGIE, P. (2014). EFFECTS OF ENGLISH USAGE ON FACEBOOK AND PERSONALITY TRAITS ON ACHIEVEMENT OF STUDENTS LEARNING ENGLISH AS A FOREIGN LANGUAGE. Social Behavior & Personality: An International Journal, 42(1), 17-24. doi:10.2224/sbp.2014.42.1.17

 

The relationship between the uses of the English language versus the Five Personality traits was conducted to predict achievement levels and it was the purpose of this study. The sample location being Taiwanese University, 164 students were sampled based on their levels of achievement in mastering the English language as a foreign language. The use of the English language was found to be positively related to extraversion. However, it was negatively associated with neuroticism. This analysis is based on the Pearson product moment correlation coefficient. Another regression analysis done alongside the Pearson’s showed that use of the English language on Facebook had the largest impact in contribution toward mastering the English language as a foreign language for the students.

 

 

  • Skiera, B., Hinz, O., & Spann, M. (2015). SOCIAL MEDIA AND ACADEMIC PERFORMANCE: DOES THE INTENSITY OF FACEBOOK ACTIVITY RELATE TO GOOD GRADES?. Schmalenbach Business Review (SBR), 6754-72.

 

 

 

The purpose of this study is to establish the relationship between Facebook activities and academic performance and differentiate between genders; a study was conducted using the students’ social network positions. Again, the study was evaluated using a data set with the students’ perceptions, Facebook connections that measure the positions, and the objective grade offered by the learning institution’s registrar to evaluate the performance. After correlation analysis, the Facebook activities in class were negatively associated with academic performance. However, students who happened to be in densely connected subnetworks recorded better grades. The differentiation of gender was again repetitive of earlier studies to confirm that male students perform better from using Facebook than the female students.

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