Social Media Use in University Studies

Oleškevičienė, Giedrė Valūnaitė; Šliogerienė, Jolita

doi:10.1007/978-3-030-37727-4

Cited by 3 publications

(2 citation statements)

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“…This assertion agrees strongly with Perienen (2020) whose study disclosed that students learn mathematics better with effective and convenient technological tools. Not surprisingly, online instructors, tutors, and students are using mobile technologies in universities around the world (Snoussi & Kaleel Kaleel, 2019;Valunaite Oleskeviciene & Šliogerienė, 2020;Ifijeh et al, 2019). In the present study, the key questions to answer are: how do preservice teachers use mobile technologies such as WhatsApp, Facebook, Twitter, Instagram, Wechat, e-mail, and another web 2.0 tool in online communities for learning mathematics?…”

Section: Introductionmentioning

confidence: 77%

Social media usage among pre-service secondary mathematics teachers in Zambia

Mulenga

Prieto

2020

J. Res. Adv. Math. Educ

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Social media technologies have reshaped our lives today and Zambian teachers do a massive use of smart phones, tablets, and other portable tools. In addition, they are continually searching for forefront innovations. Frequently, the utilization of these gadgets is not in manners foreseen by innovation advocates. This study focuses on exploring the use of social media platforms and the impact of such social networking services in the teaching and learning of mathematics by pre-service teachers. To explore pre-service teachers’ use of social media in their teaching and learning experiences, the authors administered an adapted and validated research instrument via a quantitative survey system to a sample of 102 pre-service teachers from the Copperbelt University. Analysis of variance and multiple regression analysis were used to test the interplay of relationships between pre-service teachers’ attitudes towards the use of social media based on year of study and gender, social media use and classroom integration, social media use, and mathematics pedagogy. Further, a statistical test was run to show whether positive correlations existed or not. Results disclosed that respondents showed an average use of social media tools in mathematics and provide a prediction model for pre-service teachers’ future integration of social media in the teaching and learning of mathematics.

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Section: Introductionmentioning

confidence: 77%

Social media usage among pre-service secondary mathematics teachers in Zambia

Mulenga

Prieto

2020

J. Res. Adv. Math. Educ

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“…On the one hand, Lau (2017), examined the effects of social media usage on the academic performance of students, on the other hand, Chun and Lee (2017), explored the effects of views similarities on peoples' willingness to speak out on social media platforms. Hence, it is not surprising to discover that most recent studies reveals that online instructors, tutors and students are using mobile technologies in universities round the world (Snoussi & Kaleel Kaleel, 2019;Valunaite Oleskeviciene & Šliogerienė, 2020;Ifijeh, Ilogho, Iwu-james, Michael-Onuoha (Ohaegbulam), & Osinulu, 2019;Idiedo, 2020). Therefore, based on the incipient body of reviewed literature, this dissertation seeks to find answers to research leading sub-questions located on section 2.6.4 of chapter 2.…”

Section: Recent Related Literaturementioning

confidence: 99%

Pre-service mathematics teachers' social media usage and its perceived impact on their personal, academic and teaching careers

Mulenga¹

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Social media technologies have reshaped our lives today and Zambian teachers do a massive use of smart phones, tablets and other portable tools. In addition, they are continually searching for forefront innovations. Frequently, the utilization of these gadgets is not in manners foreseen by innovation advocates. This study focuses on exploring the use and the impact of such social media technologies in the teaching and learning of mathematics by Zambian pre-service (student) teachers. Globally, many studies have been conducted on the integration and benefits of social media in and out of the classrooms (see e.g. Tess, 2013). However, the global studies cannot be straightforward applied to the Zambian context and this is why we see the need of focusing on Mathematics Education. This study endeavoured to lessen the knowledge gap. Therefore, this study focuses on providing a deep insight into the way social media technologies are influencing the teaching and learning of mathematics at the Copperbelt University (CBU) as well as to identify which paths are open (or closed) to take into account in the future to improve both processes. Thus, a first target of this study is to explore the role social media is playing (and might play) in Mathematics Education via social networking among student teachers. A second target of the research is to explore aspects of university pre-service teachers' related online activities that might motivate them to participate in learning. Lastly, the author wish to open a discussion on the question of whether and how the use of social media tools may have an impression on the set of 21st century skills by both learners and teachers.To explore student teachers' use of social media in their teaching and learning experiences, the author administered an adapted and validated research instrument via a mixed-methods survey system to a sample of 102 pre-service teachers from the Copperbelt University. Analysis of variance and multiple regression analysis were used to test the inter-play of relationships between pre-service teachers' attitudes towards the use of social media based on year of study and gender, social media use and classroom integration, social media use and mathematics pedagogy. Further, a statistical test was run to show whether positive correlations existed or not. K-means cluster analysis was used to organize data into clusters. The goal was to find out how many groups the data will be clustered into and explore the patterns in the data. Results

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Social Media Usage Among University Students of Mathematics Education in Zambia: A Qualitative Analysis Approach

Mulenga,

Marbán

2022

International Journal for Technology in Mathematics Education

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This article is the second and final part of the twin papers entitled “Social Media Usage Among University Students of Mathematics Education in Zambia”. The background of this study is anchored on the fact that the implementation and integration of social media technologies particularly in the learning and teaching of Mathematics has remained one of the huge challenges facing most colleges and universities in Zambia. This situation has been worsened by a number of factors at play which include the following: lack of digital devices, uncoordinated implementation of the social media policy, high cost of data bundles, difficulties in accessing the internet, lack of mobile technological skills, and problems that borders on students’, lecturers’ and policy markers’ attitudes. This final paper therefore argues that an appraisal on the design, implementation and integration of social media platforms particularly in the pedagogy of Mathematics among university students is not only relevant but also an issue that should be treated with the sense of urgency especially now that the country is battling with the detrimental effects of the pandemic. In light of the challenges above, this study sought to explore the extent to which social media are being integrated and used in the Zambian educational system by looking at the case of the Copperbelt University (CBU). In achieving this task, this study employed a narrative research design which adopted an interpretivism paradigm. Coding and thematic analysis were employed to analyze qualitative data. Qualitative content analysis techniques were performed over the data collected from 33 participants by means of a semi-structured qualitative survey questionnaire. The established criteria ensured that respondents had already participated in the first survey which was quantitatively conducted in the first paper. Moreover, content analysis results seem to suggest that majority of the students advocate for the official usage of social media technologies in the teaching and learning of mathematics both at the university and secondary school level.

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Social Media Use in University Studies

Cited by 3 publications

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Social media usage among pre-service secondary mathematics teachers in Zambia

Social media usage among pre-service secondary mathematics teachers in Zambia

Pre-service mathematics teachers' social media usage and its perceived impact on their personal, academic and teaching careers

Social Media Usage Among University Students of Mathematics Education in Zambia: A Qualitative Analysis Approach

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