How does students' general academic achievement moderate the implications of social networking on specific levels of learning performance?

Abstract

How does students' general academic achievement moderate the implications of social networking on specific levels of learning performance? ABSTRACTThis study examines to what extent the use of social networking sites impacts different levels of learning. In particular, we examine how post-secondary students' general academic achievement, reflected by grade point average scores, moderate these impacts. The impacts of social networking noted in the literature vary considerably, with positive and negative implications on student learning noted. Examining the moderating effects of students' general academic achievement may address the reasons for such inconsistency in impacts observed. To better understand the implications of social networking on student learning, we examine the implications of student time spent in total on Facebook and on different reasons for using Facebook through a series of ordinary least squares (OLS) regressions. The data on students' social networking use is collected via a survey and data retrieved from institution records on student performance. The context of this study is a first year equation and problem solving centric subject, consistent with the subject matter emphasised in business and STEM disciplines. The findings indicate social networking use puts students at risk who are generally lower academic achievers; in particular their performance is lower across the least difficult levels of learning performance with greater Facebook use. In contrast the performance of higher academic achievers is not significantly impacted. The findings highlight the importance of considering students' general academic achievement as a moderator of the relationship between social networking use and learning performance, and also the importance of considering the impact on specific levels of learning.

Using artificial intelligence methods to assess academic achievement in public high schools of a European Union country

“…Although with opposing results, technology adoption is also mentioned as a relevant driver of AA, as some authors argue that personal computer (PC) and Internet access positively affects AA while others argue the reverse (Kubey et al, 2001). In a recent study, Huang (2018) conducted a meta-analysis on the effect that social network site (SNS) use yields on academic achievement, arguably one of the most debatable aspects in AA literature (Wakefield and Frawley, 2020). Their findings suggest that, in fact, SNS may yield a negative effect on AA, but it is minimal, especially in the case of Facebook.…”

How Do First Year University Students Use Ict in Their Leisure Time and for Learning Purposes?

“…SNS, consisting mostly of young users, become an informal environment which plays an key role in continuing education and in interactions and collaboration outside the school. The research findings show that for university students could be using of social networks attractive also in an academic context (Ali et al, 2017;Gikas andGrant, 2013, Wakefield andFrawley, 2020). Moreover, some researchers argue that we are only at the beginning of research on problematic and non-problematic users' behaviour on social networks (Kim and Yang, 2017;Marino et al, 2017).…”

“…Also, Hatlevik et al, (2018) indicate that "ICT self-efficacy is positively related to computer and information literacy when controlled for other student characteristics and background contextual variables". For example, findings by Wakefield and Frawley (2020) "suggest the use of SNS to support learning needs to be done in a way that carefully considers how and why students engage with this part of ICT". The presented study highlights the place of social networks and mobile phones in this issue, but also draws attention to the context of three selected countries.…”

The Impact of a Career Group Counseling Mix Model on Satisfaction of Low-achieving College Students──Specialty-Oriented Career Exploration Group Counseling

“…In addition, college students use the Internet frequently, thus students need to be supervised on how to establish positive social network support in order to realize its effective learning benefits. The research findings of Wakefield & Frawley (2020) emphasizes the importance in the relationship between students' academic performance, the use of social networks and the resulting learning performance. The findings show: the use of social networks affects the academic performance of low-achieving students, but it has no effects on high-achieving students.…”