Exploring The Relationship of Social Media Usage and Multitasking of Social Media on Self-Efficacy and Academic Performance

Aim/Purpose: The main objective of this study is to explore students’ beliefs with regard to social media use (SMU) in higher education and the consequences of such use on the perception of their academic performance. Additionally, the study aims to determine the major influential factors with regard to SMU in student learning settings as a means of enhancing their performance. To achieve these objectives, drawing on the literature related to SMU in higher education settings, a research model has been developed. Background: Social media platforms have led to a significant transformation with regard to the communication landscape in higher education in terms of offering enhanced learning and improved teaching experience. Nevertheless, little is known, particularly in developing countries such as Jordan, as to whether or not the use of such platforms by students in higher education increases the perceptions of their academic performance. Therefore, this study has developed a model to examine the perceptions of higher education students with regard to social media use and its effect on their performance. Methodology: The Structural Equation Modelling approach is used to analyze data collected via an online survey in the form of a questionnaire to examine the use of such a model. The study sample is drawn from undergraduate and postgraduate students from three universities (one public and two private) in Jordan. Convenience sampling is used to collect data. Out of 730 sent questionnaire, 513 responses were received, of which 403 were deemed qualified to be part of the data analysis process. Contribution: This study contributes to the literature on social media in higher education by enhancing our understanding of the perceptions of higher education students on the use of social media in their learning. The tested model can be used as a benchmark for other studies that target the impact of social media on student performance in higher education. Findings: The results reveal that perceptions of (1) usefulness, collaborative learning, enhanced communication, enjoyment, and ease of use of social media have a positive effect on the use of such media in student learning; (2) resource sharing has an insignificant effect on social media use in student learning, and (3) social media use has a positive influence on students’ perceptions of their academic performance. Recommendations for Practitioners: Senior management and policy makers in higher education institutions will have to train faculty members on effective strategies and methods in order to effectively integrate social media into education. This would equip faculty members with the necessary digital skills needed to help them to be fully informed regarding the benefits of social media and its tools in learning and teaching activities and would also allow them to avoid any possible drawbacks. Furthermore, faculty members should reconsider their current techniques and strategies, and adopt new methods in their teaching that encourage students to use social media platforms as part of their learning. For example, they can regularly post discussions and assignments on social media platforms to inculcate the habit of using such platforms among students for educational purposes. Students, on the other hand, should be aware of the implications and potential advantageous aspects of SMU in their learning. This could be done by conducting regular workshops and seminars in the various faculties and schools at universities. Recommendation for Researchers: Researchers are encouraged to investigate additional factors that might influence the use of social media by students as well as faculty members. Specially, an emphasis should be given to identify any potential obstacles that might hinder the use of social media in higher education. Impact on Society: Social media is not only useful for socializing, but also it can be an effective educational tool that enhance students’ performance in higher education. Future Research: Although the collected data support the research model, this study is subjected to various limitations that need to be tackled by further studies. This study is based on the principles of quantitative research design. Data for this study was collected via survey questionnaires. Accordingly, future studies may consider a qualitative research design in order to uncover additional factors that may impact the use of social media on the part of higher education students. This would allow researchers to generate in-depth insights and a holistic understanding of SMU by higher education students. A convenience sampling method was employed to select respondents for this study. The respondents who participated in this study were from three universities (one public and two private) in Jordan. Accordingly, future research is deemed to be necessary to achieve a degree of generalizability regarding the findings of this study.

Creating a classroom environment for learners to participate actively and engage is an integral element of a comprehensive educational initiative for actively learning students in higher education institutions. Students collaborate to attain goals through collaborative learning. The idea behind collaborative learning is that students may help each other learn and build a deeper comprehension of the subject matter by working together. The study examines the influence of collaborative learning on the academic performance of students at B.Ed. Levels focusing on social factors such as interaction with peers, interaction with teachers, and social media usage influence CL and collaborative learning to improve the student's academic performance. Social constructivism theory was used to observe student performance. Data have been collected through questionnaires from four private universities. Findings were evaluated through SPSS version 22; the composite reliability of the instrument was measured as α=0.954. The results of the regression analysis confirmed and accepted all three hypotheses. It can be concluded that all three independent variables - student interaction with peers, interaction with teachers, and social media use- positively impact collaborative learning and help students improve their academic performance and achieve their goals. The results of this study suggest that collaborative learning is an effective approach to enhancing academic Performance in higher education (B.Ed. Honors) and that social factors play an important role in promoting collaboration among students. The findings have implications for teaching and learning practices in higher education, where collaborative learning may be especially beneficial. Overall, this research highlights the importance of collaborative learning in promoting academic development in students.

This paper aimed to use social media in higher education and impact on student lives. Apart from enjoyment and academic purposes, many educational practices and processes have been influenced by social media. “Unified of Acceptance and Use of Technology (UATUT)” was used in this research study to authenticate the application to a new environment, for academic performance. This paper has highlighted the use of social media in higher education, Moreover, illustrating to add of factors. In addition, through a literature review of related articles, our goal is to shed light on the impacts of social media use on behavioral intention to use, and actual social media use, and the impact on performance for teaching and learning in higher education. A Unified Technology Acceptance and Use Theory (UATUT) questionnaire survey was used as the primary method of data collection and was distributed to a total of 206 university students both gender of males and females. The results show that each independent variable has a direct effect through behavioral intention to use, and actual social media use through using social networks for learning purpose. and this study also enhances student learning activities and enables the exchange of knowledge, information, and discussions through social media use for learning, and therefore, we recommend using social media for teaching and learning students, and instructors can integrate social media elements into their courses to encourage the kinds of regular, varied to complement and enhancement to traditional remote educational approaches, and sustained interactions that are critical to success

Investigation of task-technology fit and intention to use social media tools needs to focus specifically on higher education for teaching and learning, and its impact on students' academic performance. This article aims to develop a model that would identify essential aspects that are predicted to continue to play a large role in TTF for learning in BI, which could be used to improve academic performance in higher education. The purpose of this study was to investigate the characteristics and aspects of SM and the relationship between their use in the TTF and UTAUT theory to determine how they affect research students' satisfaction and AP in HE institutions. Data for the unified theory of acceptance and use of technology (UTAUT) and task-technology fit (TTF) theories were collected using a questionnaire survey. This research hypothesizes that behavioral intention to utilize social media and task-technology fit for learning will influence social characteristics, technology characteristics, performance expectancy, and effort expectancy, all of which will improve academic performance. As a test bed for this research, a structural equation model (SEM) was constructed examining the relationships between factors that affect students' academic performance. A stratified random sample strategy was used to disseminate the main tool of data collection, a questionnaire, to 383 students. A quantitative method was used to examine the results. The obtained outcomes showed that there was a correlation among social characteristics, technological characteristics, behavioral intention to use social media, and task-technology fit for academic performance, which aided student performance and results. The study indicates that PEX and EEX also demonstrated a strong relation to task-technology fit and behavioral intent to use social media for academic purposes, both of which positively impacted academic performance. As a result, the study found that behavioral intention to utilize and task-technology-fit social media promote students' active learning and enable them to discuss and exchange knowledge and information more efficiently. In conclusion, we encourage students to use social media for educational purposes in their studies and teaching through lectures in HE institutions.

Abstract— This research provides a literature review related with social media used for collaborative learning and engagement in turn, to affect students' academic performance in higher education. Therefore, the main objective of this research is to review models on social media use for active collaborative learning and engagement by interactive and perceptual factors in turn affecting the learning performance of research students. Therefore, this study conducted on two theories constructivism theory and Technology Acceptance Model (TAM). This paper conducted an analysis of studies dedicated to social media use for collaborative learning and engagement based on previous research problems of models, and the theories. According to the literature review and discussion in this research, we noted the full satisfaction of students was through the use of social media for active collaborative learning and engagement to positively affect their learning performance.Keywords— Social Media, Collaborative Learning, Students’ Academic Performance, Theoretical Model

This paper mitigates the variation in literature on the usage in Behavioural Purpose to use and actual social media use through social media use and also it influences performance and satisfaction of students at higher education. Thus, this research aimed to develop a model to investigate along with behavioral intention to use and actual social media that influence students' satisfaction and performance impact use task technology fit (TTF) model. A questionnaire survey on Task-technology fit theory was circulated among a total of 206 university students as the key method for collecting data. This research hypothesizes that social characteristics and technology characteristics can affect the task technology fit, which also hypothesizes TTF for behavioral intention to use and actual social media that turn to improve students' satisfaction, and performance impact. However, all research findings were attained through a quantitative method using the Structural Equation Modeling (SEM-AMOS). Findings out in this research indicate positive effect students on their academic through behavioral intention to utilize of social media for teaching and learning in higher education. Moreover, the results that social media is used for learning purpose and enables sharing of knowledge, discussions, and information to enhance students' learning activities, therefore, we recommend students to use social media for educational purposes through lecturers at higher education institutions.

In the educational context, online technologies are rapidly gaining acceptance. Understanding and applying educational plans and methods of learning through new technologies will be essential through social media. This paper will look at how students’ collaborative learning behavior and learner performance can help to address the perceived issues with using social networks. As the research framework, this paper used a version of TAM and DOI, as well as quantitative data collection and analysis methods, surveying 149 university students using stratified random sampling. Thereafter, using structural equation modeling, the data was statistically examined (SEM). The results showed that Perceived Enjoyment and Perceived Usefulness were significant determinants of working in a team and learning via social media. However, it was discovered that Perceived Ease Of Use and intention to use social websites and collaborative learning have a negative association. Furthermore, the research reveals that three elements, Intentions To Use Social Media, Collaborative Learning, and Academic Performance, have substantial correlations. In applying this technique to business education, this study examines the educational benefits, pedagogical implications, and research constraints. These ideas are fleshed out, along with suggestions for future study directions. Keywords: Perceived enjoyment, perceived ease of use, perceived usefulness, intention to use social media, collaborative learning, academic performance

Socio-economic status and academic performance in higher education: A systematic review

Artificial neural networks in academic performance prediction: Systematic implementation and predictor evaluation

The current study explores the students’ behavioral intention to use social media and actual social media use in higher education, specifically the perception of their academic performance and satisfaction. The study is theoretically based on the technology acceptance model (TAM) with evaluation information system success models (ISSM). Theoretically, five independent constructs were identified as contributory to behavioral intention to use social media, and actual social media use towards the students’ satisfaction and performance impact was analyzed. A questionnaire survey based on the technology acceptance model (TAM) and information system success model (ISSM) was utilized as the key method for collecting data and disseminated to 1200 students from four public universities of Malaysia chosen through a random sampling technique. For data analysis, the SPSS and structural equation modeling (SEM-Amos) were used. Outcomes obtained from the students’ behavioral intention to use and actual social media usage indicates a positive and constructive influence on satisfaction and academic performance in higher education. In addition, both male and female students were satisfied with perceived usefulness (β = 0.095, t-value = 3.325, p < 0.001 and β = −0.045, t-value = −2.079, p < 0.001, respectively), perceived ease of use (β = 0.108, t-value = 3.29, p < 0.001 and β = 0.307, t-value = 12.365, p < 0.001, respectively), perceived technology fit (β = 0.14, t-value = 4.769, p < 0.001 and β = 0.277, t-value = 12.358, p < 0.001, respectively), information quality (β = 0.108, t-value = 3.825, p < 0.001 and β = 0.109, t-value = 5.087, p < 0.001, respectively), and system quality (β = 0.232, t-value = 7.573, p < 0.001 and β = 0.176, t-value = 7.429, p < 0.001, respectively). Therefore, we encourage students to use social media for educational purposes and encourage more interactions with peers at higher education institutions. The study’s empirical findings present strong support for the integrative association between the TAM and the ISSM in using online learning platforms to improve students’ academic achievements and satisfaction. This could help decision makers in universities, higher education institutions, and colleges to plan, evaluate, and implement online learning platforms in their institutions.

Applications of learning analytics in the study of academic performance in higher education: A pilot-tested meta-review protocol

The increasing prevalence of social media has given rise to the Fear of Missing Out (FoMO) phenomenon, characterized by an acute awareness of the rewarding experiences others might be enjoying. FoMO is hypothesized to affect various aspects of individuals' lives, including their psychological well-being and academic performance. This study explores these relationships among university students, a demographic particularly vulnerable to social media influences. To examine the relationships between FoMO, social media use, psychological well-being (as measured by life satisfaction), and academic performance (as measured by GPA) among university students and determine the mediating roles of FoMO and social media use. A quantitative, correlational design was employed, collecting data from 521 university students through a cross-sectional survey. Participants completed the Fear of Missing Out Scale (FoMO), the Satisfaction with Life Scale (SWLS), and self-reported GPA. Social media use was assessed via a customized questionnaire. Data were analyzed using SPSS, employing correlation analysis, multiple regression, and mediation analysis. Findings indicated a strong positive association between FoMO and social media use (R 2 = 0.633, p < 0.001), suggesting that higher levels of FoMO lead to increased social media engagement (B = 0.834, p < 0.001). Contrary to expectations, FoMO was positively rather than negatively correlated with life satisfaction (R 2 = 0.064, p < 0.001, B = 0.158). Additionally, a strong positive correlation was observed between social media use and academic performance (Spearman's rho = 0.765, p < 0.001). Mediation analyses revealed that FoMO does not significantly mediate the relationship between social media use and life satisfaction, as the indirect effect was not statistically significant (B = 0.0785, 95% CI: -0.0164 to 0.1467). Similarly, the non-significant indirect effect indicated that social media use did not mediate the relationship between FoMO and academic performance (B = 0.005, 95% CI: -0.0045 to 0.0146). Moderation analyses showed that FoMO moderates the relationship between social media use and life satisfaction, where social media use hurt life satisfaction at low levels of FoMO (B = -0.1713, p = 0.0001) but had a positive effect at high levels of FoMO (B = 0.2848, p < 0.0001). This suggests that individuals with high FoMO may derive psychological benefits from social media use. Additionally, results indicated that social media use moderates the relationship between FoMO and academic performance, where FoMO had a significant adverse effect on GPA at low social media use (B = -0.030, p < 0.0001). Still, this effect became non-significant at high levels of social media use (B = 0.0097, p = 0.1028). Finally, life satisfaction moderates the relationship between FoMO and social media use, with higher life satisfaction strengthening the positive association between FoMO and social media use (B = 0.9277, p < 0.0001). These findings highlight the complex interplay between FoMO, social media use, life satisfaction, and academic performance. While FoMO increases social media engagement, its positive association with life satisfaction contradicts theoretical expectations. These results underscore the importance of considering psychological and social factors when evaluating the impact of social media use among university students.

In recent times the proliferation of Information and Communication Technology has facilitated social interaction among different groups of people. Besides, communication in different forms is now easy with the creation of social media platforms that enable large groups of people to have a common discussion on a common platform. Some students of higher educational institutions are addicted to the use of these social media sites and could be detrimental to their academic achievement if not used effectively. This study provides empirical evidence from the Wa Campus students of the University for Development Studies (Ghana) on their awareness, use and effects of use of social media on their academic life. Primary data were collected from 380 randomly selected students through the use of a questionnaire and the data were analysed using descriptive statistics. With the exception of 2go and Tumblr where 46.1% and 44.7% of the respondents respectively are aware of, almost 80% of the respondents are aware of all the social media sites identified. The results therefore, indicate high awareness of current social media sites among the students with all the respondents becoming aware of at least Facebook and WhatsApp. Average time spent on frequently used social media sites is 40 hours per week. The use of smartphones, tablets and laptops which are very mobile is responsible for the relative higher intensity of social media use. The results also point out that social media sites are used for entertainment, social networking with friends and families, as well as for academic purpose. It is concluded that there are mixed effects of social media use on students’ academic life. The University’s Students Representative Council in collaboration with top management should develop strategies of informing students on the negative use of social media in their life. Keywords: Social Media, Academic Life, Information Literacy, Tertiary Students DOI: 10.7176/RHSS/10-4-13 Publication date: February 29 th 2020

The universal growth of social media usage among tertiary students has been linearly associated with academic performance. As social media use continues its constant growth, its application among tertiary students is inevitable. Its influence on academic performance turns out to be an ever more important question to think about. Researchers have mixed results, some found social media usage having little to no effect, and others found negative and positive effects on academic performance. Using a sample of 808 students in ten public tertiary institutions, this study makes an effort on how to deal with these differing outcomes and to investigate the effect of social media usage on tertiary students’ academic performance. We explored the relationship of the frequency of students’ use of social media for educational purposes and their academic performance, as measured by their cumulative grade point average (i.e., CGPA) with academic self-efficacy and innovation characteristics as mediator and moderator, respectively. The results revealed that social media usage for educational purposes positively related to academic performance. It also demonstrated that the use of social media can negatively affect academic performance. This study makes it more noticeable the effect of academic self-efficacy as a mediator in further improving the academic performance of students. Additionally, the empirical results of the study demonstrated that the moderating effect of innovation characteristics between social media usage and academic performance was stronger. The practical relevance of the study is to help governments, politicians, policy makers, students, educational institutions, and other stakeholders to carve specific policies, guidelines, and initiatives in support of social media usage as an innovative and effective tool for learning and sustainable academic performance.

Current research investigates the impact of students' E-Learning Attitudes (ELA), Digital Readiness (DR), and Academic Engagement (AE) on their academic performance in higher education. A survey in the form of an online questionnaire was administered to students through the networks established by the research teams. These networks encompassed academic staff from diverse Malaysian private as well as public universities. These academic staff were directed to share the survey link with their undergraduate students through WhatsApp or email. Two hundred eighty-six (286) valid surveys were collected from students at six public and private university campuses in Malaysia that offer courses and have used E-learning for at least one semester as part of COVID-19. In contrast to previous debates and studies, the outcomes of employing structural equation modeling through PLS 4.0 revealed a positive and noteworthy influence of E-learning platforms on students' academic performance. These findings hold broader implications for policymakers in higher education, researchers as well as educators, particularly in terms of considering the potential incorporation of social media tools within higher education, especially in developing nations. This research suggests that educational institutions that embrace change by aligning the goals of both students and instructors to establish a constructive and encouraging online learning atmosphere. This will foster active academic participation and enhance students' academic achievements.