CHAPTER 2

I. Related Literature

II. Paul Kirschner and Aryn

Karpinski define Facebook and
other social network sites as an
online directory that allows
III. people to find their friends,
family and colleagues through
looking them up on social
network sites (Kirschner and
IV. Karpinsk, 2010). Curtis states
that teens all over the world are
starting to lose interest in the use
of Facebook and are
V. using Snapchat, Twitter and
Instagram (Curtis, 2013).
VI. Victoria Rideout states that,
among the younger generation,
 the time they spend on social
media, what she calls
VII.‘entertainment media’ is “more
than twice the average amount of
time spent in school each year.”
(Rideout, 2012, p.
VIII. 5) She also adds that an
American child spends on
average seven and a half hours a
day just for having fun on the
IX. media, not only that, but they
multi-task, between all the
different media they use. For
example, they can be listening
X. to music, sending a tweet and also
posting on Facebook. Rideout
says, that since social media is
seven days a week,
XI. unlike school or having a full-
time job, over the years the
amount of time one could spend
over the internet “has
XII.exploded” (Rideout, 2012, p. 5).
XIII. Abelardo Pardo believes that
technology offers a platform for
innovation, and allows its users to
express their
XIV. opinions about how they feel
towards the information being
published. He adds that, social
media is also a platform
XV. that allows students to interact
with one another, with their
teachers and communities that
share their same education.
XVI. Pardo also states that these
types of interaction are “an
essential part of how humans
learn.” (Pardo, 2013, p. 45)
XVII. Kirschner and Karpinski,
discuss Wim Veen’s new term,
“Homo Zappiens”, which refers
to the learners of the new
XVIII. generation, and the new way
they use to learn. This new way is
known as “meta-cognitive skills,”
meaning they
XIX. learn on their own without
the need for instructions, it is also
called “discover-based learning.”
They also add that,
XX. the younger generation shares an
unclear bond with technology
 since their birth, leading them to
multi-task. They
XXI. note that 46% of the younger
generation who access the internet
use it to help them with their
school assignments
XXII. (Kirschner and Karpinski,
2010).
The advanced and improved usage of social media platforms such as Facebook
has become a worldwide phenomenon for quite some time. Though it all started has
been a hobby for several computer literates individual has changed to become a
social norm and existence-style for students around the world (Nicole, 2007).

According to Nicole, (2007), students and teenagers have especially recognized

these social media platforms to be able to contact their peers, share information,
reinvent their personas and showcase their social live. Facebook users often
experience poor academic performance. Also Karpinski (2009) stated that social
media has a negative association with students’ academic performance which
is much greater than the advantages derived through the use of social media
platforms. People around the globe have been addicted to the internet which has
given rise to more students using social media more often than before. Nalwa &
Anand (2003) advised and recommended that those who are addicted users
love to use the internet to set back their personal and professional
responsibilities in which the final outcome is poor academic performance.

It was highlighted in the finding of Karpinski (2009) that social media platforms
(Facebook, watzapp etc) users usually devote lesser time to their studies has to
compared to nonusers did and subsequently has lower GPAs. It was also
mentioned by Karpinski, & Duberstein (2009), that among the major distraction
of current generation that social media platform (such Facebook, Watzapp etc.)
remains a major distractions. According to Kubey, Lavin, and Barrows (2001), there
is a correlation between academic performance and the dependency on social
media platforms. Researchers have conducted different studies to find out the
influence of social platforms users, for instance a study on ‘’impact of Facebook on
undergraduates academic performance’’, stated that social platforms have negative
impact on students.

According to the outcome, students’ academic performance is affected the

more they use Facebook. Social platforms are mainly used by students for
socializing activities rather than academic purpose (Oye, 2012). In addition (Oye,
2012) said that majority of students feel that social platforms have positive impact on
academic growth. In a different research conducted by Shana (2012) it was
ascertain that students use platforms mainly for chatting and making friends.
‘’The consequences of internet and social platforms on students’ academic
growth’’ a study than by Young (2006) it was seen that internet has spread its wings
to reach teenager’s school life. It was also observed by Young that students are
more dependent on internet to access info that pertain their academic life as
well as entertainment. Additionally, Young said that internet, though take a lot of
time, and have less impact on studies. It was observed by Wang (2011) that
impact of social platforms rest on the degree of usage. Jeong (2005) observed that
internet addiction is significantly and negatively related to students’ academic
growth, as well as emotional attributes. Seo (2004) confirms Jeong statement
when he opined that the negative influence of internet is only on excessive users
and not on all users. Rather (2013, p. 69) avers that: the social platforms
which are being used today with great desire and enthusiasm have altered the
way of using internets in this modern age by defining online tools and utilities which
allow users for communication, participation and collaboration of information
online. Today’s young generation, especially teens and youth are using technology
through innovative ways due to which they are referred to as millennial and have
changed the way they think, work and communicate even though they are in
formative years of their life. Today’s youth because of social platforms have
become technology addicts and are quite withdrawn.

According to Douglas Thomas and John Seely Browns (2011) description of a

technology enhanced new culture of Learning that says, learning is based around
principles of collective exploration, play and innovation rather than individualized
instruction, it could be argued that social media supports the aspect of knowledge
consumption and construction that are very different to the epistemological principle
of formal education and individual instruction as well as sounding with currently
fashionable constructivist and socio cultural learning theories. These ideas are
reflected most explicitly in the notion of connectivism the idea that learning in a social
media age now rests upon the ability to access and use distributed information on a
“just in time basis”. Simply put, learning can be seen as an individual ability to
connect to specialized information nodes and sources as and when required. Thus
knowledge ability would demand nurturing and maintenance of these connections.
(Chati et al., 2010). As George Siemens (2004)puts it, learning can therefore be
 conceived in terms of the ‘capacity to know more’ via social media rather than a
reliance on the individual accumulation of prior knowledge in terms of what is
currently known.

II. Related Studies

Owusu-Acheaw, & Larson (2015) did a study to assess students’ use of social media
and its effect on academic performance of tertiary institutions students in Ghana with a focus on
Koforidua Polytechnic students. Questionnaire was used for collecting data. The study revealed
that majority of the respondents had mobile phones which also had Internet facility on them and
had knowledge of the existence of many media sites. The study further confirmed that most of
the respondents visit their social media sites using their phones and spend between thirty
minutes to three hours per day. In addition the study revealed that the use of social media sites
had affected academic performance of the respondents negatively and that there was direct
relationship between the use of social media sites and academic performance.

Hasnain, et al (2015) carried out a research to study the relationship between the use of social
media and students’ academic performance in Pakistan. The results suggest, social media has
an inverse relationship with academic performance. Social media platform used in a positive
manner it can help students and youth in gaining knowledge that can be used to enhance their
academic performance.

Emeka & Nyeche (2016) also did a study on the Impact of Internet Usage on Academic
performance of undergraduate students using University of Abuja, Nigeria as a case study.
Survey method using questionnaires as the instrument for data collection was adopted. The
result revealed that the use of Internet is a beneficial tools to students and enhances their skills
and capability which will assist them in studies and professional life.

Mensah & Nizam (2016) carried out a study to examine the impact of use of social media on
students’ academic performance in Malaysian Tertiary Institution. In other to measure social
media platforms a questionnaires were developed based on past literatures. The variables
considered were time appropriateness, time duration, Nature of Usage, Health Addiction,
Friend-People connection, security/privacy problems and student academic performance. This
research adopted descriptive research design. Data was collected with questionnaires. The
sample of 102 students from Erican College was selected using convenient sampling method.
The data collected was analyzed using description means and regression via SPSS 21. The
Pearson’s correlation coefficients of four independent are correlated with student’s academic
performance while two are not. However, using the regression analysis four variables is
significant which include: Time appropriateness, people-friend connection, nature of Usage and
health addiction while Time duration and security/privacy problems are not significant.

Khan (2012) explore the impact of social networking websites on students. A research
questionnaire was designed to determine the factors of social networking websites that have
impact on students. Variables identified are age, gender, education, social influence and
academic performance. The result of the study shows that Respondents whose Age ranges
between 15 to 25 mostly use social networking website, an individual whose age is between15
to 25 generally uses social networking websites for entertainment while Gender analysis shows
that male mostly uses social networking websites.

III. Synthesis of the State of the Art

Since the beginning of social media, humans have questioned what kind of real it will
play in our everyday life. It was hard to predict the extent to which social networking sites would
control our lives. Social media has brought about advances in research in how humans connect
and communicate and can tell us so much more about how we as a whole function.

Since 1988 new ways have been popping up to communicate with others via
technology, and since 1988, people have been researching the effect of the internet on social
relationships (1988, Kraut et al). We have always been a species that craves connection and
attention and social media made this need easily fulfilled. Facebook has completely
revolutionized the way we listen, see, and talk with others. Twitter has allowed us to share a
thought in under 140 characters and Instagram has allowed us to depict our lives artistically.
Every person on this earth is either an active user on a social networking site or has heard of a
social networking site. Humans find these means to interact so appealingly. Paul Zak, a neuro-
economist, studied the chemicals in our brain when using social media and found that oxytocin
levels in the brain can rise to as much as 13%, the same amount people feel on their wedding
day. It’s clear, social media makes us feel happy, connected, interacted, excited, adventurous,
all while never leaving the bed.

Since social media is so appealing, it has taken mold to every aspect of our lives,
especially relationships with other humans, both romantic and platonic. The mystery of dating is
completely taken away. You can discover someone’s music taste, the places they’ve visited,
and their zodiac sign all in one website or app. You can fall in love with the curated image of
someone’s Facebook page. Social networking has allowed us to build up the image of ourselves
we want the world to see, whether accurate or not. In this day, a relationship without the use of
social networking is impossible to avoid and its effects are sometimes hard to see. More and
more young teens in relationships are saying that social media has impacted their relationship
and that the use of texting has been a key factor in that relationship2. Facebook has made the
relationship an object of spectacle and publicity. Everyone can see every detail of your
relationship through pictures, likes, and posts. However, studies have found that couples who
are more active on Facebook in displaying their relationship have a higher level of commitment
and longer relationship than those who do not3. Facebook is making the individual more
committed and loyal due to the public nature of the relationship.

Every day more people accept and admit that social media is a true drug. We’re
addicted, we can’t get enough of the double taps and favorites. We would rather take photos of
a slice of cake rather than dig in right away. We would rather spend time scrolling through our
Instagram feed than enjoy genuine human conversation. Yes, social networking connects us to
people instantly. Yes, social networking helps us communicate and understand each other
better. But, we cannot seem a way to separate our screens and our eyes. When enjoying real
human interaction, like lunch with a friend, we would rather be texting another far away. We
have lost touch in what really connects all of us together amidst the divides. We have lost touch
with what social media is really for.

IV. Theoretical Framework

According to the literature review sections, the research is anchored on two theories:

The Uses and Gratification theory and the Connectivism theory. As was previously mentioned,
social media offers today’s youth a portal for entertainment and communication and it is
becoming one of the main platforms for accessing information and news. This study aims to
explore the undergraduate students’ 26 perception of using social media on their academic
performance and relate it to their actual academic performance, the results will reveal whether
they have control over their social media consumption or not. Uses and gratification approach
identifies the needs and motives behind online media usage. According to Olise & Makka,
(2013) the theory was developed by Elihu Katz in the early 1970’s Uses and gratification theory
suggests that social media users have power over their media consumption and assume an
active role in interpreting and integrating media into their own lives and that they are responsible
for choosing media to meet their desires and needs to achieve gratification (Olise & Makka,
2013). Uses and gratification of the social media approach focuses on why and how people use
social media to satisfy their needs (Larose, Mastro, & Eastin, 2001). This study aims to explore
to what extent do undergraduate students using social media in academic related purposes and
whether it affects them positively or negatively. Connectivism learning approach emphasizes the
role of social media context in how learning occurs and explains how Internet technologies have
created new opportunities for people to learn and share information across the World Wide Web
and among

themselves (Siemens, 2005). The theory was developed by Stephen Downes and George

Siemens (Transue, 2013). Connectivism theory suggests that students are encouraged to

seek out information on their own online and express what they find and that learning

may reside in non-human appliances. Connectivism suggests that the use of technology to

help individuals to be connected with knowledge and information ought to improve the

learning process not vice versa (Evans, 2014)

V. Conceptual Framework
 Social Media

-Facebook
-Tiktok
-Instagram

Nature Usage Health Addiction Time Duration

People Connection

VI. References

Arquero, J. L., & Esteban, R., (2013). Using social network sites in Higher education: an
experience in business studies. Journal of innovations in education and teaching

international.DOI:10.1080/14703297.2012.760772.

Asur, S. & Huberman, B.A. (2010). Predicting the Future with social media. WI-IAT’10

Proceedings of the 2010 IEEE/WIC/ACM International Conference on Web Intelligence

and Intelligent Agent Technology, 1. DOI:10.1109/WI-IAT.2010.63. Retrieved from

http://www.researchgate.net/publication/45909086.

Boyd, D. M & Ellison, N. B. (2007). Social network sites: definition, history and scholarships.

Journal of computer-mediated communication, 13(1) (2007) pp.210-230.

DOI:10.1111/j.1083- 6101.2007.00393.x.

Brown, S. (2010). From VLEs to Learning webs: the implication of Web 2.0 for learning and

teaching. Interactive Learning Environments, 18(1) pp. 1-10. Retrieved from

http://dx.doi.org/10.1080/10494820802102158983.

Calvete, E., Orue, I., Estevez, A., Villardon, L., & Padilla, P. (2010). Cyberbullying in

adolescents: Modalities and aggressors profile. Computers in Human Behavior, 26.

DOI: 10.1016/j.chb.2010.03.017.

Davies, T., & Cranston, P. (2008). Youth work and social Networking. Final research report.

How youth can work best to support young people to navigate the risks and make the

most of the opportunities of online social networking? National youth agency and

research. Retrieved from http://www.nya.org.uk/resource/youth-work-social-networking.

20

Dearborn, E., (2014). My official definition of social media. Retrieved from

https://www.linkedin.com/pulse/20140929215745-47165795.

Englander, F. Terregrossa, R. A. & Wang, Z. (2010). Educational Review. Journal of education

62(1), 85-96. Retrieved from http://books.google.com.gh/books?id7MpDOE.

Heyam, A. A., (2014). The influence of social networks on students’ academic performance.

Journal of Emerging Trends in Computing and information Sciences, 5. ISSN 2079-

8407 Retrieved from http://www.cisjournal.org.

Humphreys, L., (2007). Mobile Social Networks and Social Practices. A case study of

Dodgeball. Journal of computer and mediated communication, 13. DOI:

10.1111/J.1083-6101.2007.00399.x.

Jacka, M., & Scott, P.R., (2011). Auditing social media: A governance and risk guide. ISSN:

978-1-118-06175-6. Retrieved from

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Jain, N., Verma, A., Verma, R., & Tiwari, P. (2012). Going Social: The Impact of Social

Networking in Promoting Education. International Journal of Computer Science

(IJCSI), 9(1), pp.483-485. ISSN: 1694-0814. Retrieved from

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Jha, V. & Bhardwaj, R. (2012). The new marketing renaissance: Paradigm shift in social

networks. International Journal of Engineering and management Sciences, 3(3) pp 384-

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Kaplan, A.M. & Haenlein, M. (2010). Users of the world, unite: The challenges and
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10.1016/j.bushor.2009.09.003.

Paul Kirschner and Aryn Karpinski

define Facebook and other social
network sites as an online directory
that allows
people to find their friends, family and
colleagues through looking them up on
social network sites (Kirschner and
Karpinsk, 2010). Curtis states that
teens all over the world are starting to
lose interest in the use of Facebook
and are
using Snapchat, Twitter and Instagram
(Curtis, 2013).
Victoria Rideout states that, among
the younger generation, the time they
spend on social media, what she calls
‘entertainment media’ is “more than
twice the average amount of time
spent in school each year.” (Rideout,
2012, p.
5) She also adds that an American
child spends on average seven and a
half hours a day just for having fun on
the
media, not only that, but they multi-
task, between all the different media
they use. For example, they can be
listening
to music, sending a tweet and also
posting on Facebook. Rideout says,
that since social media is seven days a
week,
unlike school or having a full-time
job, over the years the amount of time
one could spend over the internet “has
exploded” (Rideout, 2012, p. 5).
Abelardo Pardo believes that
technology offers a platform for
innovation, and allows its users to
express their
opinions about how they feel towards
the information being published. He
adds that, social media is also a
platform
that allows students to interact with
one another, with their teachers and
communities that share their same
education.
Pardo also states that these types of
interaction are “an essential part of
how humans learn.” (Pardo, 2013, p.
45)
Kirschner and Karpinski, discuss Wim
Veen’s new term, “Homo Zappiens”,
which refers to the learners of the new
generation, and the new way they use
to learn. This new way is known as
“meta-cognitive skills,” meaning they
learn on their own without the need for
instructions, it is also called “discover-
based learning.” They also add that,
the younger generation shares an
unclear bond with technology since
their birth, leading them to multi-task.
They
note that 46% of the younger
generation who access the internet use
it to help them with their school
assignments
(Kirschner and Karpinski, 2010).