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Title: Impact of Facebook Usage on Students Academic Performance

Impact of Facebook Usage on Students Academic Performance

Thesis (M.A.), 2014, 63 Pages

Business economics - Marketing, Corporate Communication, CRM, Market Research,

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Excerpt

Table of Contents

Contents Pages

Acknowledgement

Abstract

Acronyms

List of Tables

List of Figures

Chapter One
Introduction
1.1 Background of the Study
1.2 Statement of the Problem

1.3 Objectives of the Study

1.3.1 General Objective
1.3.2 Specific Objectives
1.4 Research Questions
1.5 Significance of the Study
1.6 Scope of the Study
1.7 Limitation of the Study
1.8 Operational Definition of Key Terms
1.9 Organization of the Thesis

Chapter Two
Review of Related Literatures
2.1 Definition of Social Networks
2.2 Becoming Social
2.3 Extent of Social Media Technology Use
2.3.1 General Demographics
2.3.2 College-Age Users
2.4 An Overview of Facebook
2.5 Facebook Usage
2.6 Students Perceptions of Facebook
2.7 Academic Performance
2.8 Facebook and Academic Performance
2.9 Hedonic Usage of Facebook and Academic Performance
2.10 Theoretical Review
2.10.1 Flow Theory (FT)
2.10.2 Distraction Effect

2.11 Impacts of Facebook Usage

2.11.1 Positive impacts
2.11.1.1 Sharing and collecting information
2.11.1.2 Communication and entertainment
2.11.2 Negative impacts
2.11.2.1 Academic performance problems
2.12 Students behavior
2.13 Empirical Review
2.14 Conceptual Framework

Chapter Three
Research Methodology
3.1 Description of the Study Area
3.2 Research Design
3.3 Population and Sampling
3.3.1 Target Population
3.3.2 Sample Size and Sampling Technique
3.3.2.1 Sample Size
3.3.2.2 Sampling Techniques
3.4 Source of Data and Instruments of Data Collection
3.4.1 Reliability and Validity of Research Instruments
3.4.1.1 Reliability of Research Instruments
3.4.1.2 Validity of Research instruments
3.5 Procedures of Data Collection
3.6 Method of Data Analysis and Presentation
3.7 Ethical Consideration

Chapter Four
Results and Discussion
4.1 Results of the Study
4.1.1 General Profile of the Respondents
4.1.2. Reliability Analysis
4.1.3 Facebook Usage
4.1.4 Motives that Drive Students to Use Facebook
4.1.5 Time Spent by Students on Facebook Usage
4.1.6 Students Ratings of Time spent on Facebook Usage and Study Time
4.1.7 Facebook Usage and Students Academic Performance
4.1.8 Facebook Impacts on Students Academic performance
4.1.9 Students Addiction to Facebook Usage
4.1.10 Correlation Analysis
4.1.11 Regression analysis
4.2 Discussion of Findings

Chapter Five
Conclusion and Recommendations
5.1 Conclusion
5.2 Recommendations

References

Appendix

Acronyms

Abbildung in dieser Leseprobe nicht enthalten

List of Tables

Table 1: Sampling Technique

Table 2: Demographic Profiles of Respondents

Table 3: Reliability test for the variables

Table 4: Students Facebook Usage

Table 5: Facebook and Time Spent by Students on it

Table 6: Facebook and Study Time

Table 7: Students CGPA

Table 8: Impacts of Facebook on Students Academic Performance

Table 9: Students Addiction to Facebook

Table 10: Simplified Result of Pearson Correlations

Table 11: Model Summary for Multiple Linear Regressions

Table 12: Results of Multiple Linear Regressions

List of Figures

Figure 1: Conceptual Framework of the Study

Figure 2: Motives for Students to Use Facebook

Acknowledgement

Above all, I would like to express the help of God in my entire life journey and in
completing the research project and the grace, blessing as well as giving me strong
muscles and mental stability to bring out this piece of work in to the light. My
heartiest thanks go to my advisors Dr. Shimelis Z., Tagay F. (MBA), and Sarfaraz K.
(MBA) for their considerable contribution to the topics and direction of this project
and their invaluable guidance, conversations, stretched patience, encouragement
and support of various kinds through some difficult times. Without them this journey
would never have reached this destination.

Also, my special thanks go to Wollega University Registrar Office employees for

providing me all necessary information and all the study participants who have
given their time to fill the questionnaires and to many people who have helped me
with financial, material and moral support up to the completion of my thesis work.

Finally, yet importantly, I am very grateful to all my family who always stand in my
right hand in cases where difficulties arise. Their moral support is always
recognizable with great love and thanks.

Abstract

Today Facebook is considered as one of the most popular platforms for online social
networking among youth, and - as many researches show university students. The
purpose of this study is to assess the impact of social networking sites i.e. Facebook
on students academic performance. The study was carried out in Wollega
University with regular undergraduate students in focus. A questionnaire was
designed to assess impact of Facebook usage on Student and was administered to
384 students selected using stratified sampling technique. Variables identified are
time spent on Facebook, addiction to Facebook and academic performance. The
Pearson product-moment correlation coefficient was used to examine the
relationship between addiction to Facebook and time spent on Facebook and
students academic performance. Furthermore, a multiple linear regression was
carried out to determine the relative contribution of addiction to Facebook and time
spent on Facebook to students academic performance. An analysis of the results
was carried out using the SPSS software package. And the findings of this study
shows that time spent on Facebook and addiction to it negatively and significantly
affects students academic performance.

Key words: Academic performance, Facebook, and Social networking Sites

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Introduction of infrastructure and technological innovations into countries have

always been the adversaries and blessing opportunities for socio economic and
political life of human beings. Every technological innovation has been a topic of
debate and centre of researchers attention and same is the case with the
development of social networking sites. Various researchers have conducted studies
to pinpoint the several impacts of these sites on their users and findings suggested
both bright and dark aspects. Hence, many countries gained open access to the
Internet due to rapid advances in information technology within last twenty years
(Kuppuswamy & Narayan, 2010).

In fact, the Worldwide Web, originally created in 1990 for US military forces, has
become not only an effective instrument for the management of US army, but later
a convenient tool that issued by civilians for communication, entertainment, and
learning purposes. One ofthe most popular and recognized platforms used on the
Internet are social networking sites such as Facebook.

Facebook being at the forefront of the social media craze, has over 500 million
active users on its website every month. It is emerged on February 4, 2004, when a
19-year-old sophomore Harvard student named Mark Zukerberg founded the
revolutionary site to connect Harvard University students (Grossman, 2010). But
later, this site allows users to build social networks with hundreds or even
thousands of people around the world of which university students are one of the
primary demographics using Facebook, with features such as photos, wall posts,
and status updates becoming seemingly irresistible to those who want to connect
with their friends (Gold, 2011).

Even though Facebook is by now used by a much wider variety of users, university
students are still its biggest fans. Results from a recent paper Ellison et al. (2007)
reported that 94% of College students are active Facebook users, spending 60-90
minutes online each day communicating with their Friends List of 150200 people.
Similarly, Wiley and Sisson (2006; as cited in Pempek et al, 2009) conducted a large
survey on college students from universities in the developing countries indicated
that 91% of students use the Facebook. Ethiopia is also as one of developing
countries has intoxicated with around one million users of Facebook in which half of
them are higher education students (Kassashow, 2012)

Though this social network generates billions of dollars for the developer and assists
to contact a relatives detached for long period of time within fraction of seconds, it
has impact on the users in general and on students academic performance in
particular. So, this research assesses the impact of Facebook usage on Students
Academic Performance in Wollega University.

1.2. Statement of the Problem

The quick rise in popularity of social networking sites began in the second half of
the last decade partlybecause of their extensive usage by school and university
students. According to Ellison, Steinfield & Lampe (2011), for example, a significant

number (approximately 73%) of Internet-using teenagers have joined social

networking sites by the end of 2009, with almost half of them (38%) visiting social
networking sites daily.

Currently Facebook is used by many people to connect with their friends and
relatives around the globe (Brydolf, 2007). And the use of Facebook platforms has
grown so fast that it has even attracted the attention of university students; they
are so engrossed in the sites that they have almost completely forgotten about their
academic work. University students are considered victims of the social media sites
more than any group of people as they negatively impact their academic
performance (Pasek & Hargittai, 2009). Students easily get tempted to use the
various social media platforms when trying to obtain learning materials online. In
most cases, the students end up spending almost all their times on the social media
and forget about the course materials they originally intended to look for.

Furthermore, Ellison et al (2011) claim that students tend to participate in such

website activities while doing their homework so that it may have negative effect on
their academic performances by interrupting them from the learning process.
Therefore, it is becoming difficult to ignore the fact that there might be a direct
correlation between Facebook usage and student academic performance shown at
schools and universities. Since the problem is relatively new, the researcher
believes several attempts to be made for an idea of answering this question. As well
as, there is no research conducted yet on this topic in college under the study and
those research conducted in developed countries on this area has methodological
gaps. Consequently, the researcher was much indebted to conduct research on this
topic to fill those gaps.

1.3. Objectives of the Study

1.3.1. General Objective

The overall objective of this study is to assess the impact of Facebook usage on
Students Academic Performance.

1.3.2. Specific Objectives

- To identify the special motives that drive students to use Facebook.

- To find out an average time students spend on this site collectively per day.
- To ascertain the extent of students addiction to Facebook usage.

1.4. Research Questions

On the premises of the stated objectives, four research questions were formed to
guide this study:

- Does Facebook usage have impact on students academic performance?

- What are the special motives that drive students to use Facebook?
- On average how much time do students spend on this site collectively per day?
- To what extent student are addicted to Facebook usage?

1.5 Significance of the Study

It is anticipated that the results obtained would add to the wealth of information
currently available on Facebook usage, its impact on college students academic
performance as it is newly emerging and instantly advancing technology which
would be indispensable for policy makers, development practitioners, service
providers, current users, and potential users. Hence, the output of this research can
contribute to these endeavours by creating awareness at the grass root level. More
specifically, it will assist any interested body as showcase who are responsible for
academic performance of students at College level in general and Wollega
University in particular.

In addition to the above mentioned, in the academic world, everyone viewed social
media as a distraction and lead the student to procrastination in their academics.
Some students, however, also claim that visiting social media sites during class
time helps them deal with the boredom they experience in college. This study would

provide information on the impact of Facebook to college students and how it can
be used in-relation with their academics. In addition, the findings of the study are
expected to contribute a little towards bridging the existing literature gap on
understanding the impediments and blessing opportunities of Facebook in the
academic environment. And also helps the researcher to gain Masters Degree in
Business Administration.

1.6. Scope of the Study

Although it was preferable to conduct this research in all colleges found in Nekemte
town and on impacts of social network as the whole, due to financial, and time
constraints this research only focuses on assessing the impact of Facebook usage
on students academic performance in college under the study specifically on
undergraduate regular students enrolled in main campus of Wollega university. This
University is selected as a site of the current study due to that it is the only
government college with large number of students serving currently for a total
population of about 10,255 students as data of this campus registrar office and no
study has been conducted on this topic in the college under the study so far.

1.7. Limitation of the Study

No study is without limitation Creswell (2008). Accordingly, this study is subject to

the following limitations that future studies should address to shed more light on the
subject under investigation.

- The focus of this study is limited with students who maintain a Facebook account
and its impact on their academic performance. However, the result would have
been comprehensive if non Facebook users were included and their academic
performance/CGPA was compared with Facebook users. Therefore, a study that
makes it possible to analyze this issue should be introduced in further studies.
- Student self-reporting answer regarding the Facebook use and its impact on their
academic performance is mainly the topic of this research but it also depends on
students true or false opinions. Thus, implementing a true experimental design will
also provide rewarding research to other researchers.
- The present study participants were only comprised of traditional full-time
undergraduate students of main campus only. But, the students of branch and

Extension, and weekendstudents have not been given attention in the study to
investigate the phenomenon. Other

1.8 Operational Definition of Key Terms

The definitions adopted by researchers are often not uniform. Therefore, this section
outline the definitions used throughout the thesis.

- Social Media: they are forms of electronic communication which facilitate

interactive base on certain interests. Social media include web and mobile
technology. Boyd & Ellison (2008) defined Social Media as a group of internet based
application that allows the creation and exchange of user generated content.
- Social Networking: the use of internet to make information about yourself available
to other people especially people you share an interest with to send messages to
them.
- Social Networking Sites: a website where people put information about them and
can send to others.
- Facebook: simply Facebook is a most popular free social networking website that
allows users to create profiles, upload photos and video, send messages and keep in
touch with friends, family and colleagues.

1.9. Organization of the Thesis

This study is divided into five chapters. The introductory chapter provides a general
background of the study and statements of the problem. It also briefly deals with
the research question, the aims and scope of the study as well the definitions of key
terms used throughout the thesis.

Chapter two consists of the related literature. Chapter three provides a fully detailed
account of the research methodology, the reasons that the various research
strategies were selected and the rationale for the sample selection process. It also
deals with the issues of why the particular survey instrument was selected as being
appropriate for the current study.

Chapter four is the section in which the results of the survey are briefly presented
using descriptive analysis. Lastly, chapter five points out the conclusions drawn, and
the recommendations forwarded.

CHAPTER TWO

REVIEW OF RELATED LITERATURES

2.1. Definition of Social Networks

Social-networking sites (SNS) are the latest online communication tool that allows
users to create a public or private profile to interact with people in their networks
(Boyd & Ellison, 2008). Facebook, MySpace, Orkut, Cyworld, Bebo, Twitter and other
social network sites are the best examples of SNs that allow individuals to present
themselves to other users using a variety of formats; including text, video and chat
services. These sites have become an increasingly important part of young adult life
(Gemmill & Peterson, 2006). Relative to the general population, adolescents and
young adults are the heaviest computer and Internet users, primarily using it for
completing school assignments (36%), e-mail and/or instant messaging (26%), and
playing computer games (38%) (DeBell & Chapman, 2006). SNS incorporate a list of
other users with whom individuals share a connection. But unlike any other web
service, SNS allow individuals to make visible their list of connections to others and
to traverse their social networks (Boyd & Ellison, 2007). Hence, more than virtual
Lessons from Facebook communities born online, SNS are usually online
communities created and maintained to reflect offline relationships.

SNS can be defined as web-based services that allow individuals to construct a

public or semi-public profile within a bounded system, articulate a list of other users
with whom they share a connection, and view and traverse their list of connections
and those made by others within the system (Boyd & Ellison, 2008, ). Facebook was
created by Mark Zuckerberg to help residential college and university students to
identify students in other residence halls. It is described as an online directory that
connects people through social networks at colleges and universities (Zuckerberg,
2005). Websites such as MySpace and the more popular FB have millions of

registered users, with FB becoming the overwhelmingly more popular SNS

(comScore, 2009; Gonzalez, 2009).

2.2. Becoming Social

Over the last decade, and particularly in the last five or six years, SNS has
transformed our thinking about our relationships, our connections with and affinity
to others, and the influence and persuasive power of online communities on how we
think, organize, and act politically. Since the inception of the Internet and
integration of email technology into our personal and work lives, our ways of
communicating began to change. However, it was not until the creation of social
media interfaces like Facebook, MySpace, Friendster, LinkedIn, YouTube, Twitter and
other similar applications that have we seen such a massive harnessing of the
potential of the now-pervasive online connectivity in our everyday lives.

Unlike the communication functions of other online technologies, SNS in particular

has provided a virtual landscape mirroring familiar elements of community as we
understood and experienced it prior to the existence of such technologies. Social
media technology links people together in ways that resemble traditional feelings of
connection, belonging, loosely defined memberships, exchange of feelings and
ideas, and the reporting of experiences and actions. Indeed, some suggest SMT has
suddenly lowered the costs of collaborating, sharing, and producing, thus providing
revolutionary new forms of interaction and problem-solving (Shirky, 2010). We can
now create, maintain, and access both well-defined and amorphously defined
communities online, while also using the social media technology as a tool to fluidly
transition between online and face-to-face contact via friendships, planned
activities, and other more formal organizational affiliations.

One of the most powerful social media platforms is Facebook. Initially, Facebook was
privately conceived within and navigated through the social networks of students at
Harvard, and subsequently at other elite universities: Princeton, Yale, and Stanford.
If we consider the birth of this particular social media interface at Harvard, we can
recognize it as a telling example of how components of a universitys social
community were rapidly transferred onto this online platform. Since its inception,
this interface has expanded across multiple college communities and then quickly
encompassed a wider range of connected networks of individuals and groups
around the world. Today, the adoption of social media technology now stretches

across the globe, integrating into the lives of individuals of diverse social, national,
racial and ethnic, cultural, and socioeconomic backgrounds.

Traditional-aged college students have embraced social media technology; it has

become a major part of their everyday lives. In this way, the boundaries between
online and real-world communities are rapidly stretching if not completely
deteriorating. Particularly, as we consider the generation for whom such social
media technology exchanges have existed their entire lives, there is a fluid
interchange between digital and physical experiences. For this generation, SNS is a
primary means of communication and information seeking, and possibly, a central
component of their identity and community building.

2.3. Extent of Social Media Technology Use

2.3.1. General Demographics

Smiths (2011) study for the Pew Internet and American Life Project reports that
African Americans and Latinos had equal or greater rates of usage of social media
platforms, often from cellular devices, as compared to White Internet users in 2010.
In a separate Pew report on Asian

Americans and technology, Rainie (2011) reports Asian Americans as the leaders in
overall Internet usage, mobile connectivity through cell phones, laptops, and
wireless devices, but they remain on par with social media engagement as other
minority groups.

Additional Pew research conducted by Jansen (2010) notes, expectedly, that

individuals with greater income spend more time on connected devices, and in
many cases, increased use is due to the disparity in ownership of internet-ready
devices beyond the mobile phone. However, Flowtown (2010) reports that this trend
does not hold true regarding social media usage. In its analysis of Google Ad
Planner Data, Flowtown found that a curve exists for users of SNS with regard to
income. Those who made less than $24,000 per year were less social than were
those making between $25,000-$74,000 who led all users but were more social
than users making >$100,000. When determining the effects of education on social
media usage, Flowtown found a similar curve, where SNS usage peaked for users

with some college which may include current college students and tailed off on
either end for users with less than some college or with a bachelors degree and
higher.

Lastly and not surprisingly, across the U.S. the use of SNS varies greatly by age,
with older generations participating less often than younger ones. Older generations
have been slower to embrace SNS, struggling somewhat to keep pace with younger
cohorts. However, they have recently begun making a sharper turn in support of the
technology. In 2009, 11% of adults over 30 reported to be engaged online in
activities such as blogging. In the same year, 22% of Internet users over 50
reported being engaged on a social networking site (Madden, 2010).

Comparatively, younger generations remain by far the greatest beneficiaries and

users of SNS. Among users 18-29 years of age, 86% are actively engaged in social
networking compared to just 61% of users 30-49 years old, 47% of users 50-64
years old, and only 26% of users over 65 years of age (Madden, 2010).

2.3.2. College-Age Users

The generation of 18-29 year old users has been referred to by many names
millennial, avant-garde, and most simply, generation Y, many of who are now
traditional college-aged adults. This group of 18-29 year old users has been
crowned as digital natives, a generation who has never known a world without the
Internet (Jones, Ramanau, Cross & Healing 2009). These young media consumers
are more connected than any previous generation, and they have an expectation to
remain that way in all aspects of their lives.

An important dimension to understand when evaluating usage within this

demographic is the wide array of user personalities engaging in social media
conversations. Given the huge proportion of users in this age range, variation
abounds in this vast digital space. Among millennial college students, for instance,
multiple collections of Internet-minority groups exist rather than a homogenous
group of age-restricted users (Jones et al. 2010), and the variety of subgroups of
millennial students use social media quite differently. For example, one subgroup
might consist of infrequent users of these technologies, while another subgroup
might make frequent use of one or two particular technologies and a larger
subgroup might make extensive and frequent use of a variety of the latest

technologies. Furthermore, Palfrey and Gasser (2008) note that the general online
behaviours that comprise these heterogeneous user types run the gamut from
identity exploration to media piracy or illegal downloading, entertainment, and
social activism all of which are manifested through socially enabled media.

According to a recent national poll completed by the Harvard Institute of Politics

(2011), over 90% of students at four-year colleges reported having Facebook
profiles. Based on an additional study (Junco, 2011), presumably, usage is most
robust among first-semester freshmen and sophomores among such students at
four-year institutions. College student use of Facebook has been shown mostly to
reflect a one-to-many style, in which students create content to disseminate to
others. Interactions between students were most often primarily between existing
friends rather than new connections and users were most often observing content
rather than producing it.

2.4. An Overview of Facebook

Facebook was created in February 2004 by Mark Zuckerberg, Dustin Moskovitz and
Chris Hughes as a site for Harvard students only. But later it becomes most popular
and visited with 34 million unique visitors by January 2008, and as the 13th most
popular website worldwide (comScore, 2008), with 98 million unique visitors by
December 2007. As of March 2008, Facebook reported having 67 million active
users (those who have returned to the site in the last 30 days), with more than half
of them returning daily and spending an average of 20 minutes per day on the site
(Facebook, 2008). Like most social network sites, Facebook provides a formatted
web page into which each user can enter personal information, including gender,
birthday, hometown, political and religious views, e-mail and physical addresses,
relationship status, activities, interests, favourite music and movies, educational
background and a main personal picture. Today, Facebook is comprised of all types
of people, but college students still make up the largest percentage of active
Facebook users, which is roughly 30% of all users (insidefacebook.com, 2009). To
date, Facebook serves roughly 500 million people enabling them to share multitudes
of information and connect with others (Fletcher, 2010).

2.5. Facebook Usage

Facebook usage encompasses both the simple use of the platform and the extent of
cognitive immersion into the site. Its use implies the presence of individual users on
the social website, time spent on this platform, frequent visits, and the nature of the
activities performed. People from different age ranges interact and exchange
content; they share videos and pictures, discuss subjects, chat, publish
advertisements for group events, or play available applications. Younger
generations (e.g., students) spend many hours up to 8 per day surfing this
socializing website. We presume that an extensive presence on Facebook and the
resulting increased levels of information flow management requirement engage
students in these tasks while they engaged in constant interactions and
socialization, which prohibit them from focusing appropriately on their academic
tasks (Chen, et al., 2010).

2.6. Students Perceptions of Facebook

Recent literature by Martinez Aleman and Wartman (2009) sought to better

understand the campus culture of Facebook through the lens of college students.
The researchers examined college students thoughts and perceptions of Facebook
use through an ethnographic study, where they found students use Facebook for a
myriad of reasons (Martinez Aleman &Wartman, 2009). The authors devised four
consistent themes to portray their findings of college student Facebook use: (1) useconsciousness, (2) campus culture, (3) identity factors, and (4) voyeurism and
impression management (Martinez Aleman & Wartman, 2009). The authors
captured four students voices using the aforementioned themes. The four diverse
students shared multitudes of information regarding their experiences with
Facebook.

2.7. Academic Performance

Academic Performance refers to how students deal with their studies and how they
complete different assignments given to them by their teachers. The popularity of
the social networking sites enlarged briskly in the last span. This is most likely due
to the reason that every person used it extensively to get worldwide access. These
social networking sites such as Twitter and Facebook have become a furious craze
for everyone these days. Students are paying more attention towards these social
networking activities rather than utilizing this time for their studies and this surely
affects their academic performance. The destructive effects of these social
networking sites overweigh the progressive ones. These sites have caused some

latent harm to society. The students become preys of social networks more often
than anyone else. This is because of the reason that when they are studying or
probing their course material online, they get attracted to these sites to kill the
boredom in their study time, sidetracking their attention from their work & they
forget why they are using internet. LaRose et al. (2001) proposed that student users
are affected by the internet and this impact is determined by the type of internet
usage. The misuse of these sites on a daily basis has many destructive effects on
the physical and mental health of students making them sluggish and
unenthusiastic to build interaction with the people in real life.

2.8. Facebook and Academic Performance

Recent literature found that leisurely Internet use is strongly correlated with
weakened academic performance (Kubey, Lavin, & Barrows, 2001). Kubey, Lavin,
and Barrows (2001) found that students who spent five times more hours online
reported schoolwork problems. In the Kubey et al (2001) study, 10-15% of the
student participants felt their Internet visits were out of control. Although this study
did not mention Facebook specifically, the researchers did mention that the captive
social opportunities of the Internet appeared to be the culprit of the schoolwork
problems (Kubey et. al, 2001). In addition, Vanden Boogart (2006) discovered that
excessive Facebook use was found among students with lower GPAs.

2.9. Hedonic Usage of Facebook and Academic Performance

Hedonic usage results from activities devoted for pleasure. Facebook usage
provided interconnections of people from the same university or all over the world;
people continue to connect through it when they want to get in touch with someone
they lost contact with or meet new people worldwide. Few other media or channels
allow that. However, observed Facebook usage is mostly embedded in the pleasure
experienced by surfers who maintain profiles and exchange content. Such usage
also can offer better functionality for exchanging videos or pictures, because its
integrated application reduces picture sizes and facilitates video sharing compared
with messages sent by e-mail for example. But this kind of Facebook usage resulted
students for wastage of time on starring on computers rather than studying hard
and scoring good results in colleges (Van der Heijden 2004; Rosen and Sherman
2006; Shin, 2010; Shin and Shin, 2011; Sun et al. 2011).

2.10. Theoretical Review

2.10.1 Flow Theory (FT)

Borrowed from psychology, flow theory helps assess human-computer interactions

and addresses peoples use of the internet. Flow, as defined by Csikszentimanlyi
(1997, p36), is the holistic sensation that people feel when they act with total
involvement. It implies absorption in a task, such that the person is completely
attracted by the artefact and the task being performed. Websites, email tools, and
the computer itself are all artefacts; the tasks refer to an assignment performed
using these tools (Firineran and Zhang, 2003). Thus Facebook is an artefact, and
people using this network engage in tasks that prompt their flow on the platform.
Novak et al (1998) also provide an extensive review of the definition of flow as
experienced by people immersed in a task. Described as total concentration and
deep involvement in the tasks, these activities result in intrinsic enjoyment,
combined with keen curiosity and pleasure that encourages repetition of the
activity, but also the loss of time and an inability to control usage or halt the
activity.

2.10.2 Distraction Effect

Although the use of social networking platform is subject to persuasive attitude of

the social website and the attitudes of users toward social networking in general
(Fogg and Iizawa, 2008), online behaviours also reflect personality traits, values,
and cultures (Hofsted, 1984). The way people use online social networks especially
in terms of their behavioural patterns and attitudes toward information sharing and
privacy is a direct result of and reflection on their cultural backgrounds (Kiesler,
1997).

Intellectual capabilities to manage time and process information also should affect
their capacity to benefit from online activities and restrict their efficiency on any
tasks performed in parallel. Facebook users usually interrupt their work to visit
Facebook profiles, because of the short-term capacity needed for the working
memory process. Unemployed people might go online to look for job opportunities
and end up interacting on social platforms, ultimately spending much more on them
than expected. This split attention paid to multiple tasks causes distraction. The
use of online social networks also varies across countries because cultures induce

diverse impacts on their members. Absorption in the social networking activity

entails extended immersion in these websites, enjoyment while interacting, aid
curiosity, but people are also temporally disassociated from their main tasks;
whether online or offline, and lose control over the main activity in favour of
chatting or checking new updates. Consequently, this research will assess the
impact of Facebook hedonic usage on academic performance.

2.11. Impacts of Facebook Usage

Given the high-volume usage of SNS, an obvious and popular concern among
faculty, administrators, and parents is the widespread notion that students spend
far too much time on nonacademic activities related to the Internet and social
media. Countless articles in popular newspapers, periodicals, and blogs have raised
these very same concerns (Bart, 2009; Ingram, 2011; Ojalvo, 2011; Schulten, 2009).
The most salient concern among scholars, educators, and the public however is
related to the effects of social networking sites such as Facebook on the time
dedicated to studying and offline activities.

Hence, Facebook usage has been associated with both positive and negative
impacts to different aspects of peoples lives, including positive impacts, such as
improving relationships between friends and family and negative impacts such as
low academic performance; health, personal relationships problems; and social
problems. These are discussed below.

2.11.1 Positive impacts

2.11.1.1. Sharing and collecting information

The Social Networking in general and Facebook in particular offers significant

advantages for its users, for example, sharing and collecting information, searching
for jobs, communication, and entertainment. Vast quantities of information of
different types are stored on the Internet. Usually, the information on the Internet is
free of cost and is available 24 hours a day. In addition, the Facebook provides its
users with the latest news of the world and most of the newspapers are available on
the Internet, which are periodically or immediately updated with the latest news
(Rice, 2006). Thus, Facebook users can almost instantaneously learn about news

events, read news articles or opinions about world events, and share this
information and their own thoughts with others like themselves.

2.11.1.2. Communication and entertainment

People around the world can now quickly communicate with each other through the
Facebook using a range of applications: chatting, Wall post, and helps to download
some books. The Facebook also provides different types of entertainment. For
instance, users can play games with other people in any part of the world, watch
movies and listen to music. Above all it helps users to form new relationships on this
site (Ellison, Steinfield, & Lampe, 2007; Whitty& McLaughlin, 2007).

2.11.2. Negative impacts

2.11.2.1. Academic performance problems

Beside the benefits of Facebook use, negative impacts of its use have also been
identified, including: impaired academic performance, health problems, personal
relationship problems and social dysfunction. For example, a number of studies
have reported the ways in which Facebook usage impairs students lives. Scherer
(1997) found that 13% of his respondents reported difficulties in their academic
work and professional performance due to their Facebook use. Nalwa and Anand
(2003) found that Facebook addictive users used for long sessions, resulting in
personal behavioural problems and neglect of important work responsibilities. Chou
and Hsiao (2000) explored Facebook Addiction among college that result in more
negative consequences in their studies than non-addicts. This conclusion parallels a
study by Young (1996), who found that Internet addicts experienced personal,
family, occupational problems, and academic difficulties, causing poor grades and
eventually expulsion from universities.

2.12. Students behavior

Many years ago emails, instant messaging and blogging all these are the
communication applications of internet are rapidly increased in the youths life and

this made the internet a significant social context for development of youth
especially students. However there are some behaviors that can take place due to
frequent use of social networking sites especially students who are using frequently
using social networking sites, results in reduction of time for other activities that are
related academic, physical and social hobbies that requires face to face meeting
(McKenna and Bargh, 2000). Planned behavior theory provided the foundation for
the behavioral factor of frequently engaging in social networking sites. It is stated
that probability of involving in the behavior for using social networking sites
increases when individual has strong intention of acting upon certain behaviors.
Group norms and self-esteem are two main factors of planned behavior theory in
the context of engaging in social networking sites. Group norms for the colleagues
and friends significantly enhanced the likelihood of intentions of students of
universities to involve in the specific work activity and those students who identify
the use of social networking sites as normative among friends have the strong
intention of using social networking sites frequently.

There is another significant factor that is the behavioral consequence related to

communication technology based behavior and this is self-esteem. Young
individuals having lower self-esteem have the high level of usage of instant
messaging than those who have high level of self-esteem (Nalwa and Anand, 2003).
Positive feedback improves the self-esteem and negative feedback leads to lower
the level of self-esteem and that is reason that being socialized young people uses
internets communication applications because it provides more positive interaction
with others (DeBell and Chapman, 2006). Ogedebe et al. (2012) conducted a
research on usage of Facebook and its effect on academic performance of students.

2.13 Empirical Review

A relatively small study of Facebook usage and GPA among 219 students at a large
public Midwestern university found the average self-reported GPA of Facebook users
to be significantly lower than that of non-Facebook users (Kirschner & Karpinksi,
2010). On the other hand, some studies have found social media use to have no
impact on academic performance in college. Two studies found no relationship
between self-reported use of Facebook or other social networking sites and selfreported GPA in a sample of students from a public Northeast research university
(Kuh, 2003) and in a study utilizing three data sets: a sample of over 1000
University of Illinois at Chicago first-year undergraduates, a nationally
representative cross sectional sample 14 to 22 yearolds, and a longitudinal panel
of 14 to 23 year old American youth.

Furthermore, additional studies on Facebook impact on both engagement and

academic performance show positive effects. A 14 week experimental study of 125
university students found increased grades and increased levels of traditional
measures of engagement among students who used the medium compared to their
counterparts who did not (Junco et al., 2010). This study showed how Facebook can
be leveraged to support students academic engagement, psychosocial
development, and Flowtown (2010) seven principles for good practice in
undergraduate education, including enhanced faculty-student contact, cooperative
and active learning, prompt feedback, maximal time on task, the communication of
high expectations, and respect for diversity. The deliberate use of Facebook led to a
culture of engagement that deepened interpersonal connections between students
as well. Similarly, these findings are consistent with the teaching tips provided by
Dunlap & Lowenthal (2009) who used Facebook as an additional social tool to
supplement instruction and found that it can encourage free-flowing just-in-time
interactions and enhance social presence when utilized in online courses.

Other studies of social media use have focused strictly on its impact on dynamics
that have been shown in prior scholarship to indirectly affect grades college
student engagement and involvement. These studies stop short of assessing the
direct effect of social media use on grades, but prior research on traditional forms of
academic engagement and involvement has emphasized the role of these dynamics
in influencing GPA and other academic outcomes. For example, Heiberger and
Harper (2008) produced findings that suggest that students who utilized social
networking sites such as Facebook were more engaged in offline activities (i.e.,
studying, face-to-face interaction, work), and they also reported greater life
satisfaction and stronger connection to their institutions. In another example, a
2007 study of first-year students and social networking sites conducted by the
Higher Education Research Institute (HERI) at the University of California Los
Angeles revealed no relationship between time spent on social media and the
amount of time spent on academic endeavors, particularly when they compared
students who reported spending less than one hour on social networking sites daily
and those who report spending more than six hours. However, the study did find a
positive relationship between more social media use and higher levels of campus
social involvement. Students who were spending more time using social media
reported a stronger connection to their institution, felt better about their social life,
and were also spending more time on real-life social activities such as interacting
with friends and participating in student clubs or groups.

2.14. Conceptual Framework

On the basis of the preceding theoretical background, the proposed model posits
that addiction to Facebook and time spent on it had a crucial impact on academic
performance of students.

Independent Variable Dependent Variable Extraneous Variables

Abbildung in dieser Leseprobe nicht enthalten

Figure 1.Conceptual Framework of the study

Source: The researcher.

CHAPTER THREE

RESEARCH METHODOLOGY

Thus, this chapter provides a fully detailed account of the research methodology,
the reasons that the various research strategies were selected and the rationale for
the sample selection process. It also deals with the issues of why the particular
survey instrument was selected as being appropriate for the current study. To start
with, the study site were introduced, followed by a presentation of research design,
the sample selection, and data collection process, the data collection tool and
further more a description of how the data will be analyzed.

3.1. Description of the Study Area

Wollega University (WU) is one of the public higher educational institutions

established at Nekemte in 2007. It is located 331km West of Addis Ababa at the
outskirt of Nekemte town on the 150 hectares of land surrounded by evergreen
forest and natural scenery of landscape, and spectacular view of mount Komto. At

present, the University runs 60 undergraduate and 17 graduate programs in three

different campuses at Nekemte, Gimbi and Shambu towns. WU is an innovative
institution and a pioneer University to introduce continuous assessment, student
centered & active learning in the teaching-learning arena to revolutionarize the
traditional methods of teaching by promoting the communicative teaching approach
and fully implementing the continues assessment technique. Today, WU is a
comprehensive University engaged in the provision of all rounded education,
research and community service. Consequently, it is selected as a site of the current
study that providing education for large number of students and no study has been
conducted on the impact of Facebook usage on students academic Performance in
the college under the study.

3.2. Research Design

As it has been indicated earlier, the main purpose of this research is to assess the
impact of Facebook usage on students academic performance. So, to attain the
intended objectives, mixed approach were chosen as the research questions contain
both qualitative and quantitative natures. On top of this, it is believed that mixed
methods provide better information to understand a particular phenomenon under
investigation than a single method, as the failure of one method could be
compensated by the other (Ary et al., 2010).

Since the present study is intended to respond to research questions of quantitative

and qualitative natures, data collection and analysis techniques from both
methodologies were implemented. Hence, descriptive research design is chosen as
it enables the researcher to describe the current situation of the study area.

3.3. Population and Sampling

3.3.1 Target Population

The target population for this study were students enrolled at Wollega University in
main campus who specifically fulfil the following inclusion criteria: A day time
(regular) undergraduate students and have Facebook accounts. These criteria were
used to differentiate a day time (regular) undergraduate students from other
students attending their education in the extension, summer and graduate program

and other students in the university who do not have Facebook account. Hence,
students attending their education in the non-regular program and graduate
program were not included in the study for the following major reasons: The first
one is to make the study more specific and manageable (from the perspectives of
tight budget and time). The second reason is that students attending their
education in the non-regular program were not included in the study because they
are different from most regular students as they have frequent contact with the
outside community, are usually old, relatively stable in life and are often employed.

3.3.2 Sample Size and Sampling Technique

3.3.2.1 Sample Size

As stated above the target population for this study were regular students enrolled
in undergraduate program at Wollega University in main campus. Accordingly, the
regular students of this campus are about 10,255 (Wollega University Registrar
office, 2014).

From the total population of 10,255 regular program students, sample of 384
students were included in the investigation by using Yamane (1967) formula to
calculate sample size:

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Title:Impact of Facebook Usage on Students Academic PerformanceAuthor:Fromsa
Bedassa
Year:2014Pages:63Archive No.:V277559ISBN (eBook):9783656704966ISBN
(Book):9783656709824File size:934 KBLanguage:EnglishTags:impact facebook
usage students academic performance
Quote paper:Fromsa Bedassa
, 2014, Impact of Facebook Usage on Students Academic Performance, Munich,
GRIN Verlag, http://www.grin.com/en/e-book/277559/impact-of-facebook-usage-onstudents-academic-performance

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