How does students' general academic achievement moderate the implications of social networking on specific levels of learning performance?

Wakefield, J; Frawley, JK

How does students' general academic achievement moderate the implications of social networking on specific levels of learning performance?

Wakefield, J

Frawley, JK

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Publisher:: PERGAMON-ELSEVIER SCIENCE LTD
Publication Type:: Journal Article
Citation:: Computers and Education, 2020, 144
Issue Date:: 2020-01-01

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Field	Value	Language
dc.contributor.author	Wakefield, J https://orcid.org/0000-0001-7269-0141
dc.contributor.author	Frawley, JK
dc.date.accessioned	2020-10-03T00:52:55Z
dc.date.available	2020-10-03T00:52:55Z
dc.date.issued	2020-01-01
dc.identifier.citation	Computers and Education, 2020, 144
dc.identifier.issn	0360-1315
dc.identifier.issn	1873-782X
dc.identifier.uri	http://hdl.handle.net/10453/143045
dc.description.abstract	© 2019 This study examines to what extent the use of social networking sites impacts different levels of learning. In particular, we examine how post-secondary students' general academic achievement, reflected by grade point average scores, moderate these impacts. The impacts of social networking noted in the literature vary considerably, with positive and negative implications on student learning noted. Examining the moderating effects of students' general academic achievement may address the reasons for such inconsistency in impacts observed. To better understand the implications of social networking on student learning, we examine the implications of student time spent in total on Facebook and on different reasons for using Facebook through a series of ordinary least squares (OLS) regressions. The data on students' social networking use is collected via a survey and data retrieved from institution records on student performance. The context of this study is a first year equation and problem solving centric subject, consistent with the subject matter emphasised in business and STEM disciplines. The findings indicate social networking use puts students at risk who are generally lower academic achievers; in particular their performance is lower across the least difficult levels of learning performance with greater Facebook use. In contrast the performance of higher academic achievers is not significantly impacted. The findings highlight the importance of considering students' general academic achievement as a moderator of the relationship between social networking use and learning performance, and also the importance of considering the impact on specific levels of learning.
dc.language	English
dc.publisher	PERGAMON-ELSEVIER SCIENCE LTD
dc.relation.ispartof	Computers and Education
dc.relation.isbasedon	10.1016/j.compedu.2019.103694
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.subject	1301 Education Systems, 1303 Specialist Studies in Education, 1302 Curriculum and Pedagogy
dc.subject.classification	Education
dc.title	How does students' general academic achievement moderate the implications of social networking on specific levels of learning performance?
dc.type	Journal Article
utslib.citation.volume	144
utslib.for	1301 Education Systems
utslib.for	1303 Specialist Studies in Education
utslib.for	1302 Curriculum and Pedagogy
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
pubs.organisational-group	/University of Technology Sydney/Faculty of Business/Accounting Discipline
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	open_access	*
utslib.copyright.embargo	2023-01-01T00:00:00+1000Z
dc.date.updated	2020-10-03T00:52:26Z
pubs.publication-status	Published
pubs.volume	144

Abstract:

© 2019 This study examines to what extent the use of social networking sites impacts different levels of learning. In particular, we examine how post-secondary students' general academic achievement, reflected by grade point average scores, moderate these impacts. The impacts of social networking noted in the literature vary considerably, with positive and negative implications on student learning noted. Examining the moderating effects of students' general academic achievement may address the reasons for such inconsistency in impacts observed. To better understand the implications of social networking on student learning, we examine the implications of student time spent in total on Facebook and on different reasons for using Facebook through a series of ordinary least squares (OLS) regressions. The data on students' social networking use is collected via a survey and data retrieved from institution records on student performance. The context of this study is a first year equation and problem solving centric subject, consistent with the subject matter emphasised in business and STEM disciplines. The findings indicate social networking use puts students at risk who are generally lower academic achievers; in particular their performance is lower across the least difficult levels of learning performance with greater Facebook use. In contrast the performance of higher academic achievers is not significantly impacted. The findings highlight the importance of considering students' general academic achievement as a moderator of the relationship between social networking use and learning performance, and also the importance of considering the impact on specific levels of learning.

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http://hdl.handle.net/10453/143045