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ABSTRACT
Social networks are becoming an integral part of people’s lives. Students are spending much time on social
media and are considered the largest category that uses such application. This study tries to explore the influ-
ence of social media use, and especially Facebook, on high school students’ performance. The study used the
GPA of students in four courses and their responses regarding the use of social media. Statistical analysis
is used to infer this relationship and its implications. Results indicated a support of this study aim and the
relationship between the different dimensions of Facebook influence on students with respect to the time spent
on the Internet and Facebook specifically. Conclusions and future work are stated at the end.
Keywords: Advantages and Disadvantages of Social Networks, Facebook, High School, Jordan,
Performance, Social Networks, Students
DOI: 10.4018/IJWLTT.2015040104
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50 International Journal of Web-Based Learning and Teaching Technologies, 10(2), 49-59, April-June 2015
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International Journal of Web-Based Learning and Teaching Technologies, 10(2), 49-59, April-June 2015 51
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52 International Journal of Web-Based Learning and Teaching Technologies, 10(2), 49-59, April-June 2015
of the positive side we see in SNs. A study that Social network use is related to personality
utilized students in a US university concluded of students, where some students are influenced
to a negative relationship between time spent more than others depending on their personal-
by students on online social networks and their ity. A study of Swedish university students
academic performance (Paul et al., 2012). The utilized 239 undergraduate students filling a
authors pointed to the importance of attention survey related to their Facebook use (Rouis et
span devoted to multiple sources of attractions. al., 2011). Results indicated that the extensive
Such result indicates the importance of using use of Facebook by students with extraverted
Facebook and other social media tools wisely personalities will lead to poor academic per-
and towards a productive time in class rooms formance. The authors concluded also that
and back home. self-regulation and goal orientation (related to
The same study motioned in the previous performance) characterized the students who
section, regarding the improvement of social are more in control of this social activity, and
absorption and academic achievement (Gafni this better academic performance.
& Deri, 2012), concluded that using Facebook The time spent on using Facebook was
by students consumes times and thus nega- significantly associated with negative perfor-
tively influencing academic performance. Using mance of students in a study that used 3866
mobile phones for texting and social network US students. The other indicator that showed
access also was explored to see if it is related significant association with performance is time
to the engagement level in classrooms, where spent preparing material for classes, where stu-
research indicated that engagement is closely dents devoted some time for sharing resources
related to teacher’s style and control. Also, the and material using Facebook or other social
use of social networks and mobile texting was media website (Junco, 2012b). Appendix B
not related to lower performance results (Paul summarizes the literature related to the negative
& Gelish, 2011). Such issue emphasizes the influence of Facebook on performance.
distraction that social media cause, but not to
the extent of risking academic performance.
3. DATA ANALYSES
Some universities embedded the use
AND DISCUSSION
of computers, tablets and other technology
channels in their educational setup. A study This study utilized a survey that consisted of
that focused on the issue of multitasking in 18 items measuring students’ attitudes and use
classrooms concluded to the fact that students behavior of Facebook. The sample consisted of
who use ICT and involve in multitasking (ex- all students of the eleventh grade in a public
amples like: text messaging, Facebook, internet school in the northern part of Jordan. Students
searching, emailing, and instant messaging) are enrolled in an IT stream of study in the
would have lower GPA, which means lower Jordanian high school system. Students filled
academic performance based on their behavior the survey without recognizing the grades
(Burak, 2012). The study also related risk tak- collected for five courses. The responses were
ing behavior to such use of ICT, and concluded collected and keyed into SPSS and analyzed
that multitasking would result in a higher risk for the purpose of this research. The five
taking behavior. courses of interest were: mathematics, Arabic
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International Journal of Web-Based Learning and Teaching Technologies, 10(2), 49-59, April-June 2015 53
Language, English language, accounting and This study utilized all students enrolled
religious studies. in the eleventh grade in a public school in the
northern part of Jordan. The study distributed
3.1. The Instrument and Sample the instrument on students where they reported
their answers on the items and the n umber of
The instrument used utilized a previously set
Internet/Facebook use. The total number of
of items related to SN use and adopted from
students enrolled in the four classes totaled 122
previous research (Al-Tarawneh, 2014). The
students. The total number of usable collected
study proposed a set of items and a model but
surveys was 113 surveys.
not tested. This study extended the study and
The first step is to estimate the reliability
used their proposed instrument to empirically
of instrument using an estimate for internal
test our proposed research question. The authors
consistency. The value of Cronbach’s Alpha
of this study pilot tested the instrument on 10
for the 18 items was 0.888 (N=96). Such value
master students, where they tried to see if content
is very much accepted in social sciences. The
analysis and survey dimensions are validated.
instrument included in this study contained the
The survey items then were mixed to try to make
name of student and a question related to the
students come closer to being more accurate as
number of hours spent on Facebook. A short
they reported their names on surveys.
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54 International Journal of Web-Based Learning and Teaching Technologies, 10(2), 49-59, April-June 2015
description of each item used is described in highest items that were disputed are Q12 (de-
Table 1 below. When using a Likert scale of 4 pression and nervousness influence) and Q18
points, all means ranging from 1-2 are consid- (making friends on Facebook). Such result is
ered low, 2-3 are considered medium, and 3-4 based on the standard deviation value which
are considered high. means higher dispute in relation to such issues.
Also, the dimensions of the survey were
3.2. Students Perceptions estimated using the means of specific items
regarding Facebook Influence and as shown in Table 2. The time spent on
Facebook and the Internet was converted from
The second step was to explore the means and
a continuous scale (open question time) to a
standard deviations of the sample responses
categorical scale with seven levels (1-7) to avoid
regarding the perceptional items. Table 1 de-
the extreme values. Nearly each 2 hours were
picts the data and the item description. Results
allocated 1 degree except all responses higher
indicated that 2 items were highly perceived by
than 11, were allocated 7. Results indicated
students (Q3 & Q9), 9 items were moderately
that 3 dimensions were perceived moderately
evaluated, and 7 items were perceived lower
(entertainment, health influence and SN con-
(shown in Table 1). Also, it is obvious that the
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International Journal of Web-Based Learning and Teaching Technologies, 10(2), 49-59, April-June 2015 55
nections), and three were perceived low (per- time spent on Facebook the higher the levels of
formance, perceived time spent in Facebook, students neglecting their duties and admitting
and isolation). The average time spent on the the lower academic performance (PI), also the
web was 2.13, which reflects a low time level. same with respect to entertainment, bad health
Finally, this study correlated the five dimen- influence, isolation perception and Facebook
sions with GPA and the time spent on Facebook. connection.
GPA is the average grade of student in the five The GPA significantly correlated with the
courses, where such value was added by re- time spent on Facebook, similarly with the re-
searchers based on student name. Grades were ported time by students as an hourly measure.
reported by teachers of each course. Results Such result indicated that the more time is spent
were surprising as all five dimensions (PI, EI, on Facebook, the lower GPA would be. Regard-
HI, II & SNCs) were significantly correlated less of the reported benefits of Facebook in the
with the time spent on Facebook. Such result literature this study concluded that Facebook
confirms our premise in this study, where the negatively influenced students’ performance
time spent on Facebook is associated with all and their social activities in the real world for
dimensions of our focus in this study. Second, the aim of living an active life on cyberspace.
the GPA is not related with any dimension This study is one of the first to connect
except the one related to consuming time. This perceptional reported estimates (measured
means that students reporting that Facebook through a survey) with a real objective GPA
consumed their time or spent more time on measure (students’ grades). Also, it comes in
Facebook had lower GPA (negative correla- an important era, where research is in conflict
tions). It is sometimes worth mentioning that regarding the advantages and disadvantages of
the some of the dimensions were close to be Facebook. On the other hand, this study suf-
significant when correlated to GPA, but not at fered from a limitation of depending on a self
the 0.05 level (alpha value were slightly higher reported measure of Facebook use. It is difficult
than 0.05). Such result indicated that students to measure student time on Facebook without
with lower GPA also reported higher SN con- invading their privacy.
nections and higher negligence of performance Future research is encouraged to improve
levels (negative correlations). the instrument used and to reshape the dimen-
sions that constitute the influence of Facebook
on students’ performance. A more compre-
4. CONCLUSION AND
hensive model might serve the purpose of
FUTURE WORK
research and conceptualize the issue related to
This study aimed at measuring the influence of performance. Also, a larger sample might serve
Facebook use on secondary school students. The better the large item size. Finally, this study is
study used a survey and the GPA of students confined to the sample used; a different sample
in five courses of study. Also, the time spent (males, other school levels, university students,
on Facebook or the Internet was reported by or other demographic factors) might improve
students. Results indicated a full support of the our understanding of this area.
premise of the paper, as the higher the reported
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56 International Journal of Web-Based Learning and Teaching Technologies, 10(2), 49-59, April-June 2015
Copyright © 2015, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.
International Journal of Web-Based Learning and Teaching Technologies, 10(2), 49-59, April-June 2015 57
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58 International Journal of Web-Based Learning and Teaching Technologies, 10(2), 49-59, April-June 2015
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International Journal of Web-Based Learning and Teaching Technologies, 10(2), 49-59, April-June 2015 59
Emad A. Abu-Shanab earned his PhD in business administration, in the MIS area from Southern Illinois
University – Carbondale, USA, his MBA from Wilfrid Laurier University in Canada, and his Bachelor in
civil engineering from Yarmouk University (YU) in Jordan. He is an associate professor in MIS. His research
interest in areas like E-government, technology acceptance, E-marketing, E-CRM, Digital divide, and E-
learning. Published many articles in journals and conferences, and authored three books in e-government.
Dr. Abu-Shanab worked as an assistant dean for students’ affairs, quality assurance officer in Oman, and
the director of Faculty Development Center at YU.
Heyam Al-Tarawneh is a counselor in the Ministry of Education in Jordan. Earned her bachelor in educa-
tion psychology from the University of Jordan in 1987, and a diploma in special education from the same
university in 1994. She earned her master in education psychology from Yarmouk University in 2010. Her
research interest is in social performance and the behavioral influences of technology.
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