Lecturers’ perceptions of students’ social media exposure and its influence on mathematics performance

Abstract

This study was premised on the Community of Inquiry model and a qualitative method approach was used with an online individual semi-structured interview protocol as the data collection instrument to collect and analyse data gathered from the respondents’ individual interviews. A case study design was used with six participants (3 lecturers and 3 students) being sampled. The participants comprising three (3) Mathematics education lecturers, and three (3) Mathematics education students (preservice teachers) either in the first, second or third year of study in Mathematics education. Interviews were conducted online with the participants through Skype and Zoom. A thematic analysis was used to identify themes and patterns. The findings of the study revealed that the participants, understanding the use of social media, have transformed their teaching and learning in higher education institutions. Apart from making the shift from face-to-face teaching to teaching online using a technology-based independent mode to continue teaching in the Covid-era, lecturers have experienced academic well-being through a change in their pedagogy and teaching approaches as Mathematics lecturers. This change has ensured that students are exposed to a more student-centred approach through the use of social media platforms which has enhanced students’ learning of Mathematics. Recommendations are made.