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ACKNOWLEDGEMENTS

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

LIST OF APPENDICES
ACCRONYMS

CHAPTER ONE
INTRODUCTION AND RESEARCH BACKGROUND
1.0 INTRODUCTION
1.2 PROBLEM STATEMENT
1.3 THE STUDIES PURPOSE
1.4 THE MAIN OBJECTIVES OF THE STUDY
1.4.1 SPECIFIC OBJECTIVES OF THE STUDY
1.4.2 SPECIFIC RESEARCH QUESTIONS
1.4.3 HYPOTHESIS OF THE STUDY
1.5 SIGNIFICANCY OF THE STUDY
1.6 RESEARCH ASSUMPTIONS
1.7 SCOPE OF THE STUDY
1.7.1 Study Delimitation
1.7.2 Study Limitations
1.8 CHAPTER SUMMARY
1.9 ORGANISATION OF THE REST OF THE STUDY

CHAPTER TWO
LITERATURE REVIEW
2.0 INTRODUCTION
GLOBAL
POSITIVE EFFECT OF FACEBOOK ON ACADEMIC PERFORMANCE
NEGATIVE EFFECT OF FACEBOOK ON ACADEMIC PERFORMANCE
POSITIVE OR NEGATIVE EFFECT ON ACADEMIC PERFORMANCE
STUDIES IN AFRICA
POSITIVE EFFECT OF FACEBOOK ON ACADEMIC PERFORMANCE
NEGATIVE EFFECT OF FACEBOOK ON ACADEMIC PERFORMANCE
STUDIES IN ZAMBIA
POSITIVE EFFECT OF FACEBOOK ON ACADEMIC PERFORMANCE
NEGATIVE EFFECT OF FACEBOOK ON ACADEMIC PERFORMANCE
POSITIVE OR NEGATIVE EFFECT ON ACADEMIC PERFORMANCE
SUMMARY OF STUDIES
2.1 CRITIQUE OF THE LITERATURE
2.2 RESEARCH GAP
2.3 THEORETICAL AND CONCEPTUAL FRAMEWORK
2.3.1 Theoretical framework
2.3.1.1 Flow Theory (FT)
2.3.1.2 Distraction Effect
2.3.1.3 Summary of Theories
2.3.1.4 Relevancy of the selected Theories
2.3.2 Conceptual framework
2.3.3 Operationalization of the Concepts
2.3.3.1 Students’ Academic performance
2.3.3.2 Facebook usage
2.3.3.3 Academic Improvements through FB usage
2.3.3.4 Reasons for using FB
2.4 CHAPTER SUMMARY

CHAPTER THREE
STUDY METHODOLOGY
3.0 INTRODUCTION
3.1 RESEARCH APPROACH
3.2 RESEARCH STRATEGY
3.3 RESEARCH DESIGN
3.5 THE STUDY POPULATION AND SAMPLE
3.5.1 The Target Population for the Study
3.5.1.1 Sample Size for the Study
3.5.1.2 Sampling Technique
3.5.1.2 Data Collection Tools used in this Study
3.5.1.3 Data Analysis
3.5.1.3 Research Ethics
3.6 CHAPTER SUMMARY

CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.0 INTRODUCTION
4.1 RESPONSE RATE
4.2. SAMPLE PROFILE
4.3 PRELIMINARY STATISTICAL ANALYSIS
4.3.1. Descriptive Statistics
4.3.2. Principal Component Analysis
4.3.3. Evaluation of assumptions
4.3.4. Sampling Adequacy
4.3.5. Bartlett’s Test of Sphericity
4.3.5.1. The Results of the Principal Component Analysis
4.4. RELIABILITY ANALYSIS
4.5. COMPONENT-BASED SCORES
4.6. HIERARCHICAL MULTIPLE REGRESSION ANALYSIS
4.6.1. Evaluation of assumptions
4.7. INTERPRETATION OF THE FINDINGS
4.8. HYPOTHESIS TESTING
4.9. QUALITATIVE ANALYSIS
4.9.1. Reasons for students using Facebook
4.9.2. Risks for students using Facebook
4.9.3. Credibility of information from Facebook
4.10. LECTURERS INTERVIEW QUESTIONS ANALYSIS
4.10.1. Academic performance for students that use FB
4.10.2. Students' Grades improvement
4.10.3. Late Submissions of schoolwork
4.10.4. Overall quality of the submitted Assignments
4.10.5. Facebook usage having a positive or negative impact on assignments quality
4.10.6. Facebook usage positively or negatively affect the student's performance
4.10.6. Students use Facebook for Social, Academics or both
4.10.6. Recommend or not Students to have a Facebook group for the class discussion
4.11 DISSUSION OF THE FINDINGS
4.11.1 Discussion of the Results
4.11.2 Research Question One
4.11.2.1 Students Facebook Usage
4.11.3 Research Question Two
4.11.3.1 Academic improvements through FB usage
4.11.4 Research Question Three
4.11.4.1 Reasons students use FB
4.12 CHAPTER SUMMARY

CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.0 INTRODUCTION
5.1 RESEARCH RESULTS SUMMARY
5.2 CONCLUSION OF THE STUDY
5.3 RECOMMENDATIONS OF THE STUDY
5.4 RECOMMENDATIONS FOR FURTHER RESEARCH
5.5 CHAPTER SUMMARY

REFERENCES

APPENDICES

ABSTRACT
We live in a digital era; thus, we have seen an increased use and download of social
media platforms such as Facebook among students causing increasing concern about
their academic performance. The study's primary goal aimed to ascertain how Facebook
usage affects students' academic performance at UNZA postgraduate Campus, —using a
descriptive mixed method, this study analyzed a sample of five fifty-three (533) students
survey responses collected using Microsoft teams and lecturers’ interviews on the effect
of Facebook use among students academic performance and measured these resulted
against similar studies. Reasons for Facebook usage were found to play the most
positive significant role in students' academic performance, while Facebook usage and
improved academic performance through Facebook use showed a negative correlation
on students' academic performance. The study answers the correlation between why
students use Facebook and their academic performance. Further studies are needed to
establish how Facebook usage can be incorporated for educational use and social and
educational purposes.

Keywords:
Effect, social media, Facebook, student’s Academic performance, Zambia

DEDICATION
This research is dedicated to my late Father, Tunnel Mpundu, my son Mwelwa, my
mother, Esther Mpundu, and my sisters, brothers, nephews, and nieces, who have
brought so much joy into my life, pushing me to work harder.

ACKNOWLEDGEMENTS
Without the following, this study could not have been finished with the commendable
help rendered by various people during the research, whose names I cannot enumerate.
Nevertheless, their contribution is sincerely appreciated and gratefully acknowledged.

To my "A" team, Anne Masanta, Bianca Chiseya Mwanza, Calyn Musonda, and Daniel
Kafulo, for the continued support; you are the best. I also Thank Marron Chita Chipulu
and Milly Mildred Mwachande for always cheering and encouraging me not to give up.
Thank you so much to my employer CRS and my supervisors Matilda Nkashi and John
Richard Munthali for their support and understanding.

The most profound appreciation and indebtedness; mainly go to Dr. Collins Otieno
Odoyo, my supervisor and mentor, for making me benefit from his wisdom, inspiration,
and professional research experiences. Through numerous revisions in all chapters, he
provided invaluable guidance towards finalizing this project. Thank you to all relatives,
friends, and others who somehow shared their support, either morally, financially, or
physically.

LIST OF TABLES
Table 4.1: Sample Profile 50

Table 4.2: Descriptive Statistics

Table 4.3: KMO and Bartlett's Test

Table 4.4: KMO Measures for Individual Variables

Table 4.5: The Rotated Component Matrix with Varimax Rotation

Table 4.6: The Cronbach alphas of the variable constructs

Table 4.7: Cronbach’s Alpha Classifications

Table 4.8: Correlation Matrix and Descriptive Statistics of Study Variables

Table 4.9: Hierarchical Multiple Regression with Student Academic Performance as a

dependable variable

Table 5.10: Hypothesis Testing Results

Table 4.11: Cross tabulation of students Reasons for using Facebook

Table 4.12: The risks of student motives to use Facebook

Table 4.13: Credibility of information from Facebook

Table 4.14: Late submission of schoolwork due to FB use by Students

Table 4.15: Students Grades improvement due to FB use

Table 4.16: Late Submissions of schoolwork

Table 4.17: Overall quality of the submitted Assignments

Table 4.18: Positive or negative impact on assignments quality

Table 4.19: Overall quality of the submitted Assignments

Table 4.20: Students use Facebook for Social, Academics or both

Table 4.21: Recommend Students to have a Facebook group for the class discussion

LIST OF FIGURES
Figure 1.1: Social media statistics In Zambia – March 2022

Figure 1.2 Facebook Users in Zambia March 2022

Figure 2.1: The Flow Theory (FT)

Figure 2.3: Conceptual Framework

LIST OF APPENDICES
APPENDICES

APPENDIX I: STUDENT’S QUESTIONNAIRE SURVEY

Appendix 2: Data Set Tables

2A – Model Summary

2B – ANOVA

2C – Coefficient

2D – Residual Statistics

2E – Histogram of variables

2F – Normal P-P Plot of regression Standardized Residual

2G – Scatterplot Student Performance

2H – Partial Regression Plots

2I – Multiple response for the Reasons for Using Facebook

2J– Gender of Professors interviews respondents

APPENDIX 3: PROFESSORS AND LECTURERS QUALITATIVE INTERVIEW QUESTIONS

ACCRONYMS
UNZA University of Zambia

SMP Social Media Platforms

FT Flow Theory

OLS Ordinary Least Squares

FB Facebook

GPA Grade point average

CHAPTER ONE
INTRODUCTION AND RESEARCH BACKGROUND
1.0 INTRODUCTION
According to Ceka and Murati (2016), parents support their children's education to
formulate their personalities and prepare them for an independent life in the future.
Bernard and Dzandza (2018) outline that since 1990 when the internet was introduced, it
has seen the creation of so many social media platforms (SMP), Facebook (FB) inclusive,
which has transformed the way people and students in school communicate and learn.
FB is one of the successful SMP launched in February 2004, with more than 500 million
more active users and 400 sign-ups every minute. The users of Facebook spend over
700 billion minutes using the platform. Even though the initial target group was students
from Harvard University, the platform has been extended to professionals and
businesses (Shepherd, 2022). van den Eijnden et al., (2008) expressed concern about the
student's excessive use of FB; they further outlined that the excessive use of the
internet posed a risk of addiction and depression to users. The chapter will outline the
background, problem statement, and research objectives of the research. This section
will also summarize the study's scope, assumptions, and limitations.

1.1 B ACKGROUND TO THE STUDY

Students attend school to obtain knowledge and skills, but various circumstances
influence their academic achievement. For example, the authors Hwang and Kim (2022)
found that stress, anxiety, and depression—affected their performance due to academic
burnout, based on clinical practice experience. As a result, they developed and
implemented intervention programs for schools to prevent academic burnout among
nursing students. In addition, breaks on social media sites like FB are included in these
programs.

Gender, family monthly income, study hour, stimulant use, English proficiency, and a
variety of other factors all affect students’ academic achievement, according to Getahun
(2022). Furthermore, academic achievement was inversely associated with age and the
use of stimulants such as FB and other SMP. Alenezi (2022) also highlighted the impact of
the identified social elements on student satisfaction with online learning. Students'
pleasure with online learning is greatly influenced by the hypothesized aspects of social
presence, social engagement, social space, social identity, social influence, and social
support. The COVID 19 pandemic, for example, has reduced face-to-face interaction,
lowering the social element. However, this social aspect has been relocated to social
media sites (FB inclusive).

The improvements that came with the internet and SMP include entertainment and
easy access to education materials by students in college. Boyd and Ellison (2007)
concluded that two-thirds (2/3) of people (students inclusive) use FB and other SMP as a
model for communication, and SMP like Facebook serve as communication tools among
students and others.

The steady stream of retweets, likes, and shares from social media sites like Facebook
has elicited the same chemical reaction in the brain's reward region as drugs like
Cocaine. Furthermore, neuroscientists have compared social media activity to injecting a
syringe of dopamine directly into the system. As a result, since Cocaine is thought to
impair one's reasoning and output in whatever they do, and it has been compared to
continued use of FB and other SMP, it is worth investigating how its use, both in
moderation and excessively, may affect a student's academic performance. Other
academics advocate for social media usage to help students unwind after a long day of
schoolwork. Therefore, it is highly that students will use SMP, especially since 2004,
when the FB was introduced, it has become popular.

Using academic excellence, students and other people can interact well with other
peers, members of the family, and other platforms like college unions groups. Therefore,
parents stress the importance of academic excellence, as it is critical to a student's
worldwide success (Kyoshaba, 2009). In his study, Azizi et al., (2019) contend that
students poorly perform because they communicate using short- handwriting as they
use FB and other similar platforms. This has become a norm such that even in the exam
room, they make errors by using short- handwriting; thus, they attributed FB use to poor
grades students currently experience.

The authors Jha and Bhardwaj (2012); Junco et al., (2013), and Skiera et al., (2015), in their
study on SMP, concluded that the use of such platforms like FB continues to grow daily
among all age groups. These mediums provide a platform where people can interact and
communicate instantly and feel it is an excellent means of communication. For this
reason, students have also increased their FB usage and other SMPs like Twitter,
ticktock, and WhatsApp. Zambia Like every country has also seen the increased use of
these social media sites as shown in figure 1.1 below. Facebook tops usage at 81.18%,
followed by printest 7.56%, thirdly twitter at 4.42%, forth YouTube at 4.09%, then
Instagram at 1.79% and lastly Reddit at 0.47%.

Figure 1.1: Social media statistics In Zambia – March 2022

Abbildung in dieser Leseprobe nicht enthalten

Note: Source Stat Counter (2022) https://gs.statcounter.com/social-media-

stats/all/zambia
Before introducing the internet and social media, communication among people was
more face-to-face interaction, letter writing, writing schoolwork in books, and landline
telephones. However, in this era, SMPs like FB have replaced the way of communication
from what it used to be. In their study, Asur and Huberman (2010) outlined that FB usage
keeps increasing because it is a faster means of communication that allows people to
discuss all topics, including education, entertainment, politics, and many others. This has
made FB popular among all age groups, especially students. Ndaku (2016) also, outline
that FB is one of the most popular social media sites, and thus, its usage among students
has reached its peak affecting their studies, time management in school, grammar, and
spelling. FB has contributed to students spending more time that could otherwise be
spent studying on socializing on FB, affecting their overall grades.

Napoleoncat.com. (n.d.) reports of March 2022, indicates that Zambia has 3,094,000
Facebook users, representing 15.5% of the entire population. The most significant users
were between eighteen (18) to thirty-four (34); this age group is where most Zambian
students fall, indicating the highest number of users of FB. The Figure 1.2 below indicates
the FB usage status in Zambia as of March 2022.

Figure 1.2 Facebook Users in Zambia March 2022

Abbildung in dieser Leseprobe nicht enthalten

Note: Source NapoleonCat.com (2022)

https://napoleoncat.com/stats/facebook-users-in-zambia/2022/03/

FB usage continues to grow significantly among students, and Rfeqallah et al., (2022) and
other scholars have found a positive correlation, while Feng et al., (2019) found a negative
outcome to its use depending on the motive for use. Some students who use it for
educational purposes manage to get higher grades in school, while those who use it for
social purposes only perform poorly. However, other scholars like Morallo (2014) indicate
that despite the motive for using FB, the student's performance is not affected by their
usage of Facebook. Under the postgraduate school, the University of Zambia (UNZA) has
introduced an eLearning online program; however, what is unknown is how these
students' performance is affected by their FB usage.

The study aims to ascertain if the student's grades at UNZA eLearning online are
affected by their FB usage. The study will help students learn how to manage their free
time between schoolwork and FB use; it will also help parents monitor how their
children use FB and help schools learn to use FB for educational purposes. The
investigation will add to the body of knowledge in tertiary education. Thus, this study is
significant to the nation as it will help the Zambian education system find how they can
incorporate FB in education curriculum to build student development standards in
Zambia.

1.2 PROBLEM STATEMENT

Today's university students are known as the "net generation." That is, Youngsters who
have grown up with an early understanding of the potential of various online
technologies and SMPs (Kirschner & Karpinski, 2010). FB is one SMP that students widely
use; other than educational material, FB is home to other materials such as music,
movies, propaganda news, and other news. According to Hossain (2022), using FB is
addictive. Online students' lessons and assignments are accessed and submitted online
using the internet, making it easier for students to access FB while studying. In addition,
the researcher would therefore like to investigate the effects that consistent access to
FB has on the academic performance of UNZA online students

1.3 THE STUDIES PURPOSE

The purpose of this study is to ascertain the effect of FB usage on students' academic
performance, especially those at UNZA, under the post graduate online program that
uses FB for communication, and the consequences of the motive to use it. It is envisaged
that the research findings will be helpful to students, lecturers, and policymakers in
education as they will learn practical FB usage that will help enhance excellent
performance among students.

1.4 THE MAIN OBJECTIVES OF THE STUDY

This study's primary goal is to ascertain the Effect of FB usage on student’s academic
performance in Lusaka at UNZA postgraduate school.

1.4.1 SPECIFIC OBJECTIVES OF THE STUDY

1. To determine the effects of FB usage on students' academic performance.
2. To determine the effect of academic improvements resulting from FB usage on
students' academic performance.
3. To determine the reasons students, choose to use FB and how they affect their
academic performance.

1.4.2 SPECIFIC RESEARCH QUESTIONS

1. What are the effects of FB usage on students' academic performance?
2. What is the effect of academic improvements resulting from FB usage on students'
academic performance?
3. What are the effects of the reasons students use FB on their academic performance?

1.4.3 HYPOTHESIS OF THE STUDY

The hypothesis below will be used to test the research findings after evaluating the
dependent and independent variables in the conceptual framework.

H1: There is a significant positive relationship between Facebook usage and students'
academic performance at UNZA online postgraduate school.
H2: There is a significant positive relationship between Students' academic
improvements through Facebook usage and students' academic performance at UNZA
online postgraduate school.
H3: There is a significant positive relationship between reasons why students use
Facebook and students' academic performance at UNZA online postgraduate school.

1.5 SIGNIFICANCY OF THE STUDY

According to the ZICTA (2018) report, 12,017,034 people have mobile phones giving them
access to FB, and as of June 2016, about 1,400,000 subscribed to FB in Zambia, Cheung,
and Lee (2010) outline that many users are university students, and the percentage used
is high, justifying the study.

Since 1990, when the internet was introduced, they have been the birth of many SMP.
One of the platforms, FB, was introduced in 2004. The increased use of FB has extended
to students, among other users. Students' usage of the internet and SMP like Facebook
has increased. The covid 19 pandemic has also contributed to students moving their
face-to-face learning to social media platforms. Therefore, it is very easy for students to
easily drift their attention to FB in the middle of a lesson. Researchers, parents, students,
and lecturers have not paid attention to FB 's effect on students' academic performance.

The results from the study will add to the board of knowledge on FB usage and
academic performance among students and its impact. The results will further help-
policy makers on technology use among students, service providers, current FB users
among students, and potential future users. Thus, the study envisage to contribute to
the awareness of how FB affects students' performance in school. In addition, FB and
other SMPs are viewed as distractions to students leading to failure in assigning enough
time to educational use. It will also help students learn to manage their time on FB usage
for positive education.

1.6 RESEARCH ASSUMPTIONS

The research is based on the following hypothesis:

1. There will be a quantitative and qualitative relationship between the dependent and
independent variables.
2. The data and findings utilized in this study are free of manipulation and bias and were
gathered from reliable sources.
3. All the assumptions of Ordinary Least Squares (OLS) linear regression analysis are used
in this study.
4. The researcher also assumes that the government has the authority to develop
regulations and policies that promote effective use of FB and other SMP among
students and universities, resulting in examining the effect of FB usage on the academic
performance of UNZA post graduate online students.
1.7 SCOPE OF THE STUDY
1.7.1 STUDY DELIMITATION
The research is only focused on UNZA postgraduate eLearning online students. The
observations for this study will be limited to assessing the following variables student's
academic performance (dependent variable), are FB usage, Academic improvements
through FB usage, and reasons for FB usage (the dependent variables). The study will
consider only the students who will respond to the survey on how they view FB usage
regarding their academic performance at school. In addition, eLearning online students
have been considered in this study as they make a better population knowing that they
need to learn online; therefore, how they strike a balance between school and socializing
using Facebook is of significant interest.

1.7.2 STUDY LIMITATIONS

The limitation includes the student's unavailability and unwillingness to give honest
feedback. The study employs a mixed-method; thus, interviews were necessary;
however physical interviews were not possible due to the COVID 19 pandemic. Another
limitation is that since the study was self-sponsored, the researcher had financial
constraints; time allocation for work, school, and family life was another challenge.
Furthermore, the research topic had limited resources on similar subjects within the
literature relevant to this study. The study only considered students FB usage from one
school and how it affects their academic achievement; thus, the finding will not be more
comprehensive as other social media platforms like Instagram, ticktock, and WhatsApp
were not considered.

1.8 CHAPTER SUMMARY

Chapter one provided a background overview for this study by addressing the effect FB
usage among students has on their overall academic performance as outlined by other
scholars. The problem statement highlighted the gap that needs to be addressed. In this
internet era, with so many social media sites to easily distract students, how best they
can use Facebook for school and social life without affecting their school performance.
The problem statement emphasized the importance of the gap to be addressed as
students were viewed as future leaders of the nation. This chapter outlines the study
objectives, questions, hypothesis, and scope, which is limited to students in Lusaka at
UNZA postgraduate online program.

1.9 ORGANISATION OF THE REST OF THE STUDY

The study is in five chapters; chapter one brings out the background of the study based
on previous studies done on similar work and a problem statement; it further highlights
the study's objectives and limitations.

Chapter two; brings out the literature review, conceptual framework, theoretical
framework, empirical framework, criticism of the available literature, research gap
analysis, and chapter summary.

Chapter three includes the research methodology highlighting the research approach,
design, population and sample, data collection and analysis, model specifications,
reliability and validity of the study, ethical and legal considerations, and chapter
summary.

The investigation findings are discussed in Chapter 4 under data presentation and
analysis.

The fifth chapter summarizes the research and explores recommendations based on the
findings.

CHAPTER TWO
LITERATURE REVIEW
2.0 INTRODUCTION
Education molds students into responsible individuals and serves as a steppingstone
toward their long-term objectives. As a result, student education assists in teaching
social responsibility as a basic value, guaranteeing that students learn. Furthermore,
Students attend school to acquire skills and knowledge through direct instruction,
experience, and study. The COVID 19 pandemic, for example, has influenced education,
forcing schools to close and find new ways to educate students. As a result of the COVID
19 outbreak, e-learning, web learning, and online learning have emerged to allow
students to maintain their learning continuity. However, we may assert that education
has entered the digital era. As a result, establishing a balance on FB between educational
and personal socialization has grown more critical (Radha, Mahalakshmi &
Saravanakumar, 2020).

A study conducted by Jackson et al., (2022, p. 7) aimed to identify factors that influence
biology students on stress management in online classes and concluded that by coming
up with strategies for time management, motivation, and self-efficacy, students
navigate online learning. They further encouraged lecturers to take advantage of things
that encourage students to benefit from online learning, such as improved time
flexibility, resources, and peer learning opportunities in online contexts to improve
student experiences and academic performance. Students cannot manage to do
academic work all day; therefore, they spend some time doing their things; FB usage is
among the things students engage in during their free time. For an online student, time
management is key between educational and non-education activities, and that is why
Rotar (2022) encourages schools to give online students constant support to get to know
how they are coping.

Since the year 2020, FB has had more than 2.8 billion active users every month
(“Facebook Reports First Quarter 2021 Results”, 2021). Sensor Tower report (2021)
outlined that among the most downloaded app globally, FB is the second most, while
according to Chapple (2021), FB is the sixth most downloaded application on the Google
play store. The FB phenomenon has impacted Zambia just like many other countries.
ZICTA's (2018) report showed that about 1,400,000 subscribed to FB in Zambia.
According to Raza et al., (2020), FB usage among students keeps growing daily,
evidenced by the time spent using the site. This usage of FB is a popular platform for
both males and females (Johnson, 2017).

The study aims to determine how FB usage affects academic attainment among Lusaka
students at UNZA post graduate online school. In the literature section of this chapter,
findings from similar investigations undertaken by different authors will be highlighted
from the global, African, and Zambian perspective. Afterward, a summary and critique of
the literature review will be done. Additionally, using previous studies from the literature
suitable theoretical framework will be adapted and used in this study. Finally, a
Conceptual framework will be outlined that will be formulated, underpinning a literature
review on some theoretical frameworks.

GLOBAL
POSITIVE EFFECT OF FACEBOOK ON ACADEMIC PERFORMANCE
Even though several studies have been conducted concerning the effect FB and other
SMPs have on the students' academic performance, they have been conflicting results;
below are some scholars that found a positive relationship between the two variables.

Deng and Tavares (2013, p. 174) attributed FB 's success to the enthusiasm generated by
the group's ownership rather than the enthusiasm generated by other educational sites
like Moodle. The students used the FB group for casual chatting, schoolwork discussions,
and instructional difficulties. As a result, students were more likely to utilize FB than
Moodle, a software created primarily for educational purposes. Students claimed that
both students and instructors used the Facebook groups they created as information
sources. The students felt a feeling of community from their FB conversations, which
they regarded as spontaneous and instantaneous, unlike Moodle, which limited them to
solely educational discussion. Even though Kuwaiti students believed that using FB as a
school platform for social and academic purposes gave them a sense of community, So
and Brush (2008) believed that students needed to find an optimal level of social media
presence that resulted in collaborative, positive learning outcomes. This was because it
was feared that if students were not monitored or used FB excessively, it would impact
their academic time and performance at university.

Lambić (2016, p. 318) investigated the link between using Facebook for educational
purposes and a student's academic achievement, using a sample of one hundred thirty-
Nine (139) students from the University of Novi Sad in Serbia. He concluded that they
were a positive correlation between the students' use of FB as an educational aid to
their academic performance. The findings were consistent with other scholars who
conducted similar studies on FB usage positively affecting students' school performance
(Wang et al., 2011; Shih, 2011; Irwin et al., 2012; Manca & Ranieri, 2013; Ainin et al., 2015). In
this study, they specifically considered FB use for educational purposes and not any
other use, and thus, there is a chance that the positive result could have been because
the usage was solely educational for the sample used. Students could easily
communicate with their friends regarding academic matters because of the Facebook
comment’s function, which helped them establish a stronger feeling of community
(Barczyk & Duncan, 2013). Additionally, Rambe (2012) stated that About 15 percent of the
students’ said statuses were the most beneficial. Statuses enabled students to grasp
their inadequacies of the subject matter more through discussions with peers. Students
were able to speak more easily with their peers who had a better comprehension of
specific aspects of the subject matter at the time, which had a good impact on their
knowledge. Compared to students who did not take advantage of the ease given using
FB in school, they performed better academically.

From their study in Quetta City for undergraduate students, Murad et al., (2019, p. 77)
regarding the Effects FB users have on their performance. Their study found a positive
correlation between FB usage and academic performance; further, the study outlined a
difference between students who use FB for educational purposes and those who use it
for general purposes. However, students still performed very well academically for both
motives as FB provided them with a learning aid for obtaining information about their
studies. It was concluded that Students who are aware of FB as a learning tool gain
greater knowledge and information about their studies.

Gorhe (2019) investigated the positive and negative effects of FB and other social media
platforms on students' academic achievement in San Francisco. According to him, FB is
where students can discuss their innovative school ideas, and lecturers can easily share
study materials. Educational content is available on platforms such as YouTube and FB for
students. Deng and Tavares (2013) backed up their findings, whereas Ainin et al., (2015)
suggest that if students have an easy way to communicate with professors, they are
more likely to utilize FB effectively and perform better and that students choose to use
FB mostly for socializing and miss academic deadlines, affecting their Grade point
average (GPA).

According to Jose, Tomy, and Chesneau, (2021) Facebook use has superseded face-to-
face interaction in the lives of younger generations. As a result, the researchers wanted
to see how social media users' academic performance and family ties were affected.
According to the study, students performed better when social media was utilized
intelligently and responsibly, whereas reckless use resulted in low performance. As a
result, the researchers recommended that students use social media in moderation to
avoid wasting time that could be spent on more critical tasks. Finally, the scholar
recommended moderation in Facebook for social purposes and use it more for securing
data and educational chats. Therefore, the scholars concluded that proper use of social
media could improve academic performance. Similarly, Shah et al., (2012) who
researched on Facebook usage and the impact it had on academic performance in the
US; also concluded that students' rich use of Facebook enhanced their academic
performance, indicating a positive effect.

According to Mahajan and Namrata Mahender (2021, p. 10), in their study on Facebook
usage's impact on students' academics, their study found that 81 percent of the
students managed to improve their communication skills through Facebook use. Further,
98.3 percent of the students spent two (2) hours on Facebook, indicating a moderate use
of Facebook. According to the findings, there is a link between excessive Facebook use
and student academic performance. Therefore, the study concluded that, Students who
use Facebook in moderation can benefit their academic performance.

According to Rfeqallah et al., (2022, p. 49) In their survey of three hundred fifty-Seven
(357) undergraduate students from Taiz University found that one of the most widely
used social networking platforms is Facebook. Students' academic and social
interactions have changed because of Facebook. Students spent more time on
Facebook for various reasons; some simply chat while others discuss homework. As a
result, the students' motivations were found to influence how they use Facebook. The
hypothesis on their study of social media platforms (Facebook) and their effect on
students' academic performance was evaluated using descriptive statistics, regression
models, T-tests, and analysis of variance. Finally, they concluded a positive relationship
between students' use of Facebook and overall academic achievement.

NEGATIVE EFFECT OF FACEBOOK ON ACADEMIC PERFORMANCE

Since 2004 when Facebook was introduced, many scholars have conducted many
studies regarding the relationship between Facebook usage and students' academic
performance, the following has found a negative relationship indicating that Facebook
usage causes Students to perform poorly academically.

Muir-Herzig (2004) revealed that students in the United States were being deprived of
complex thinking due to a lack of appropriate technology use in his study on the effects
of computer technology in the classroom. Overall, the findings show that teachers and
students' usage of computer technology had no positive impact on student attendance
or grades. On the other hand, schools must embrace technology in today's society and
offer a helpful platform for students and instructors to connect. This is supported by
what Glass et al., (2013, p. 125) in their study in the United States on the influence
personality had on students' Facebook usage on academic performance. It was found
that students' academic performance suffered negatively due to their Facebook usage.

Kirschner and Karpinski (2010, p. 26) conducted a descriptive and exploratory qualitative
survey regarding students' Facebook usage in the study on Facebook and academic
performance. The results outlined that most Facebook users indicated no effect for as
long as Facebook was not used frequently. Other students indicate that they prioritized
schoolwork as students, and thus, Facebook did not affect their grades in school. At the
same time, most students indicated a negative impact as they explained that most
times, they would procrastinate doing schoolwork while spending almost the whole day
on Facebook. This resulted in poor time management and putting off studying resulting
in a negative academic performance. Students continue placing the locus of control of
their Facebook use and its consequences outside of Facebook in their personalities. Even
though a negative result resulted in poor performance, the results also revealed that the
reason for using Facebook contributed to either a positive or negative result.

Rouis, Limayem, and Salehi-Sangari (2011, p. 985-886) conducted a descriptive study at

Luleå University using the two theories, flow theory, and Distraction Effect assess
Facebook's impact on students' school achievements. The study asserts that extensive
use of Facebook would negatively affect students' grades. They used a split attention
impact to assess that student with two tasks will try to complete them simultaneously.
In addition, extraverted and open students appear to be more concerned about such
repercussions. For example, self-regulatory students have more control over their usage
time of Facebook, limiting the overall detrimental impact. Students' active presence on
Facebook was also characterized by a need for engagement and socialization that they
do not receive in their daily lives. Polychronicity considerably moderates this reliance, so
multitasking-skilled students did not perceive the influence of protracted Facebook
presence on their cognitive absorption. However, while happiness with life enhances
one's presence and attraction to social networking sites, it does not seem to make a big
difference enhancer of students' academic achievement—though it boosts students'
performance-goal orientation.

A descriptive study was done using a survey on the social network site use among the
Malaysian university students by Hamat, Embi, and Hassan (2012, p. 60). The conclusion
drawn from the research is similar to that of Selwyn (2007), indicating that social media
use (Facebook inclusive) is centered on noneducational aspects and contributes to poor
academic performance. However, learning institutions were advised to avoid being too
strict and embrace the non-informal aspects of learning like Facebook use. Thus, they
urged the school to encourage students to enhance their education using Facebook and
other social media sites.

Haq and Chand (2012, p. 26) conducted a study in Pakistan on Patterns of Facebook use
and its impact on university students' academic performance; A gender-based
comparison. Data from a sample of 384 students was collected using a self-administered
questionnaire. According to the survey, 87.5 percent of students have a Facebook
account, and there are no gender differences. However, it was concluded that the use of
Facebook among students adversely affected their overall academic performance.
Additionally, the study recommends further status to be conducted as they found that
males use most of their free time playing and watching games like soccer and the time
spent on Facebook, impacting more on their academic performance.

Altaany and Jassim (2013, p. 257) conducted another case study on the Impact Facebook
usage has on undergraduate students' performance at Irbid national university. The
survey conducted on four hundred-Eighty (480) undergraduate students revealed that
77 percent of the students had active Facebook accounts. Additionally, they found a
relationship between gender and the students' Facebook usage. The study concluded
that the more time students spent on Facebook, the less time was spent on educational
programs, thus, affecting performance and average grade points. Finally, the study
showed a negative correlation between Facebook use among undergraduate students
and their performance.

Hager (2015), in his study on college students and the effect Facebook usage, has on
them, though his study was not looking at its effect on their academic performance. The
effects outlined in this study concerning Facebook usage negatively impacted physical
health by increasing the risk of Upper Respiratory Infection (URI) and online addiction,
feelings of isolation, narcissism, stress, and body dissatisfaction are all detrimental to
both physical and mental health. Furthermore, Facebook has the potential to affect
people's egos and lead to a false sense of self-concept. Several research investigated the
link between social media use and Narcissism. Derks and Bakker (2013) claim that
"Narcissism is a personality feature characterized by a grandiose and inflated sense self-
concept. The narcissist sees himself as intellectual, strong, physically handsome, one-of-
a-kind, and entitled." Most significantly, Facebook is robbing students of their time.
Panek (2014) explained that even though college students struggle with time
management, they still find ways to waste time on Facebook. Further, he outlined those
users with inadequate self-control presented with leisure options will likely avoid tasks
that provide delayed gratification in favor of instant gratification and feel guilty for doing
so. These were found to impact the student's mental health and thus negatively affect
their overall academic performance.

Al-Menayes, (2015), in his study, aimed to investigate the effect of Facebook usage and
engagement on academic performance. The findings indicated that the time students
allocated using Facebook and other social media sites affected their performance
negatively. In addition, students' excessive usage of Facebook_ showed an effect on
academic performance, but the operationalization and definition of social media
addiction were still in their infancy. Thus, it was difficult to determine if students were
simply dependent on the Facebook platform and not addicted.

Using a sample size of one thousand six hundred forty-nine (1649) students, Junco (2015,
p. 27) studied Facebook use and academic performance. The results show that Facebook
is one tool that first-year students feel helps them socially bond, even though it
negatively affects academic performance. It was found that the social bond Facebook
created for these students helped them connect with peers with whom they could
easily relate and do schoolwork, resulting in good academic performance. The
complicated interplay between academic and social demands of the first year of college
is reflected in other consequences of other uses of Facebook (Tinto, 1993; Upcraft et al.,
2005). Higher education experts are aware of this and can better organize educational
interventions to help students understand the need for Facebook usage regulation. They
can accomplish this without adopting an abstinence-only mindset, which would alienate
students and prevent them from taking advantage of Facebook's crucial social
affordances supporting the first-year transition process.

M-Saleh, Abdul, and Ameen (2016) conducted a study at Charmo University to

determine the effect Facebook as a social media platform has on undergraduate
academic performance. It was found that many students were addicted, and that
addiction affected them physically and mentally, causing headaches and eye problems
that later translated into poor performance.

Khan and Ahmed (2018) conducted a study in Pakistan from Balochistan University on the
impact of addiction on Facebook usage on Student's Academic Performance. This study
concluded that though Facebook is an interactive medium for students to share their
lives with their friends and peers, excessive use has negative consequences for students'
academics and personal lives.

Even though the UKEssays (2018) study focused on secondary school students, it was
discovered that Facebook usage impacted students' academic achievement and
proficiency. This was ascribed to the fact that when students use Facebook, they get
sidetracked by conversing, looking at other people's posts, checking other people's
statuses, and playing games. This conduct consumes most students' time that could
otherwise be employed for academic purposes, negatively impacting their total grades.

Azizi et al., (2019, p. 1-3), in their study among Iranian students' perceptions of the
connection between social media use and academic performance, outlined that though
some education social media platforms like Edmodo are explicitly built for the student to
interact with teachers and themselves. Other students widely used social networks like
Instagram, Telegram, Facebook, Twitter, Skype, and WhatsApp still pose a challenge to
students as they poorly manage their time on these platforms. The constant use of these
social networks brings about addictions in many learners. Although dependence was
more among male students than females, its effect on those who were addicted was
poor academic grades.

Kelzang and Lhendup (2021, p. 35) contend in their research to find out if there is a Link
Between Facebook use and Academic Achievement using a sample size of three
hundred sixty-Five (365) students at the Royal University of Bhutan. Of the population of
three hundred sixty-Five (365) students, only three hundred forty -Four (344) actively
used Facebook using a Semi-structured questions survey- in their descriptive study. The
study's outcomes also demonstrated a negative, moderately significant link between
students' Facebook usage and academic achievement. The university restricted
Facebook use and access within the campus to curb the effect as they wanted students
to devote their time to schoolwork. However, the scholars advised schools in this study
that blocking students' access is not a solution as they can still access Facebook using
their mobile phones. They, however, encourage universities to find other better ways to
compel college students to utilize Facebook for educational objectives by providing
training arrangements appropriate for the students.

De Silva et al., (2022) took a sample of forty five (45) Sri Lankan University students who
researched how Facebook usage affects students' academic achievement. They
concluded that it has both a good and negative effect because the students' motive for
using Facebook affected their performance. However, it was discovered that those who
spent more time on Facebook for educational purposes performed better, whereas
those who only used it for socializing failed to divide their time well, resulting in poor
performance.

POSITIVE OR NEGATIVE EFFECT ON ACADEMIC PERFORMANCE

O'Brien (2011, p. 98) conducted a Doctoral dissertation at Temple University on Facebook
and other Internet users and the college students' academic performance. A sample size
of One Hundred sixty (160) students was used and using a survey, and it was concluded
that online behaviors that involve internet use, like Facebook, impact the majority of
students learning as they distract them from using valuable time on academics. Though
some students reported that they could control the time spent on internet programs,
most indicated that they did not know when to stop. From the study, Facebook and
internet use among students was integrated into their daily routine such that even in a
middle of a lecture, students would visit their Facebook page. However, even though
the study showed a significant time was spent on Facebook and the internet, they were
no relations between academic performance and Facebook use. The study, therefore,
challenged previous scholars who claimed that Facebook usage among students had a
negative impact on their Grades (Boogart, 2006; Karpinski & Duberstein, 2009). This was
because conclusions in this study showed no effect on the student's cumulative GPA
resulting from Facebook and other Internet users.

The book by Kirkpatrick (2011) regarding FB usage indicated that it is popular among
students and extensively used even by non-students, and the study reveals that
students spend at least 30-35 minutes on FB each day. They only visit FB for three to four
minutes each time they want to be updated, but they do so numerous times a day,
while others spend an hour and a half on the website. Although students believe FB is
distracting and time-consuming, they say they cannot stop visiting FB because they
enjoy it and use it to communicate with family and friends, whether or not they see
them every day. Thus, the study found that students' moderate use of the site did not
affect their performance in school, while excessive use negatively affected the student's
overall grades. Therefore, they recommended that students use FB with caution as their
reason to use it, and the time spent using it determines if the effect would be negative
or positive.

According to Junco (2012, p. 170), study on the relationship between FB use frequency
outlined that time spent on FB can positively or negatively affect the student's
performance depending on the time spent and the motive for using FB. He concluded
that time spent on FB is positively related to time spent on extracurricular activities;
however, time spent on FB is negatively related. Other scholars also arrived at the same
conclusion as Junco (Cotten, 2008; Gordon et al., 2007; Morgan & Cotten, 2003). Ellison
et al., (2011) assert that FB, in specific ways, leads to better psychosocial outcomes and
that using in specific ways leads to better academic outcomes. As a result, he concluded
that FB use is not inherently harmful to academic performance, and it can be used in
ways that benefit students.
According to Thuseethan and Kuhanesan (2015, p. 9), who used two hundred Eighty-
seven (287) students in a survey to find out the influence, FB has on the academic
performance of the Sri Lankan university students. The study concluded that they were a
correlation between students' social media (Facebook) usage and academic
performance. It was found that frequent users received low grades compared to those
who used FB moderately. In contrast, those that spent less time on FB performed better.
As students spend more time on FB, there is a significant drop in their grades. The
findings show that the length of time spent on FB and its regularity are both predictors
of academic success. FB usage was also seen to forecast a student's life quality. This
study, therefore, showed that FB usage has both negative and positive impacts on
academic performance; the reason and time the students used it dictated the outcome.
Finally, they made recommendations to explore the positives that can be employed
through FB usage among students.

A qualitative descriptive study conducted by Rameez (2015) on the impact of FB usage

among the young generation undergraduates from the southeastern university of Sri
Lanka revealed that FB usage has a positive or negative effect on performance based on
what it is used for. Surprisingly, the study concluded that closed FB relationships
become distant, whereas distant FB relationships develop closer. Additionally, the study
reveals that it has a significant impact on the socialization and privacy of the younger
generation. However, it was noted from the study that FB has beneficial effects such as
the establishment of social networks and relationships and sharing and caring for others'
information. Finally, it should be highlighted that the younger generation's use of FB is
dependent on how they utilize it, whether favorably or adversely.

According to Michikyan, Subrahmanyam, and Dennis (2015, p. 272), a mixed method was
employed using a sample of two hundred sixty-one (261) students (195 female, 66 male)
to explore academic performance on FB use. It was found that students, especially first
years, used FB for academic and adjustment purposes and advised that universities can
use FB and other online sites popular among students for support services and ease their
transition and academic concerns. According to research, mentors, family members,
friends, and classmates all have a vital influence on academic performance (Syed et al.,
2011). Families, friends, educators, and mentors may use social media to support
academic performance because students' online social networks include people from
their offline lives (family members) (Subrahmanyam et al., 2008). One idea is to use social
media sites like FB to create and strengthen learner identities (Lawson, 2014). They
recommended that educators consider using social media to encourage students to
engage in more academic activities and identify with their peers. Thus, the study
concluded that the reason a student chooses to use FB would impact the academic
performance; if it is for educational use, it will be positive, and if it is only social, then it
can lead to a negative impact on the grades.

The consequences of using FB on academic achievement were investigated by the

researchers Moghavvemi et al., (2017). Six Hundred sixty-seven (667) university
undergraduate and postgraduate students from Malaya were used in this investigation.
The goal of this study was to figure out why students choose to use FB in the first place.
Most students said they used FB for nothing more than enjoyment, leisure, socializing,
and passing the time. In conclusion, the study found that FB usage had a beneficial
impact on students' performance; consequently, FB had no impact on students'
education.

Ali (2020) studied the FB usage and academic performance of One hundred fifty (150)
students from several universities in Bangladesh. He explained that FB is the most
popular social networking site among students and that it has a 9.8 Percent impact on
student's academic achievement, implying that there are many other aspects to
consider besides FB usage.

STUDIES IN AFRICA
In Africa, similar studies have been conducted to assess the effect social media has on
students' academic performance as outlined by the scholars below from 2014 to 2022.

POSITIVE EFFECT OF FACEBOOK ON ACADEMIC PERFORMANCE

In the 2012/2013 academic year, Appeanti and Danso (2014) used a random sample of
three hundred eleven (311) students in Ghana to investigate the impact of social media on
university students. Students considered FB and other social media platforms to be a
convenient way to contact professors, and they were more likely to use Facebook
successfully and perform better as a result. They claim that students prefer to use FB for
socializing rather than academics, causing them to miss deadlines and lower their
grades. In conclusion, the study discovered a positive correlation between FB usage and
student academic performance, prompting them to advise higher education institutions
and policymakers to find innovative ways to deliver education lectures using FB and
other social media platforms to improve student performance.

According to Bamigboye and Olusesan (2017), technology has changed many parts of life
involving the use of information; social media has created platforms where students and
others may speak and share content at an incredible rate, like FB. The study aimed to see
how SMP like FB affected learning at the Eastern Cape Province University in South
Africa. The investigation utilized a survey and a descriptive study at two randomly
selected universities. Even though there was no significant difference in female and male
students' acceptance of FB, the researchers urged schools to use social learning
strategies to improve student learning.

According to Kadri (2022), FB can create social intelligence among students if used
effectively. This study was conducted in Algeria among ninety-two (92) students, and it
was outlined that students would develop more skills through FB and other social media
platforms. Teachers can also form educational groups for education and social purposes,
and these platforms can be used for schoolwork discussions. Thus, students can use
them to post questions and answers, allowing them to discuss and benefit academically.
Although it was concluded that FB usage has positive aspects on students' performance,
they also cautioned students to use FB wisely.

NEGATIVE EFFECT OF FACEBOOK ON ACADEMIC PERFORMANCE

Bedassa (2014) investigated the impact of FB usage on students' academic performance
at Wollega University in Ethiopia. The study used a sample size of three hundred eighty-
four (384) students, and the Pearson product-moment correlation coefficient was used
to establish the relationship between academic performance and FB usage. According
to the author, excessive use of FB led to students' addiction to the social media platform
and poor academic performance.

The Relationship between FB Practice and Academic Performance of University

Students, a study done by Negussien and Ketema (2014), revealed that colleges are
concerned about students' use of FB and other SMP. They claim that heavy use may
harm their performance and have resorted to restricting FB access. In a cross-sectional
study, four hundred ninety-nine (499) postgraduate students used a pre-tested
structured self-administered questionnaire to collect data. The descriptive and
inferential statistics revealed no significant relationship between FB usage time and
frequency and student GPA. Universities were also urged to successfully use FB and
other social media sites in their curriculum to promote positive use and develop well.

According to Celestine and Nonyelum (2018, p. 1457), parents and guardians of students
were concerned because of their extensive usage of FB. This study showed that FB and
other social media users have a negative effect on students' academic performance,
using a group of hundred sixty- six (166) randomly selected students from Samuel
Adegboyega University in Edo. As a result, students should spend as little time on social
media sites as FB.

STUDIES IN ZAMBIA
POSITIVE EFFECT OF FACEBOOK ON ACADEMIC PERFORMANCE
According to Shibela's (2018, p. 8) research on how social media affects students'
academic performance, social media sites such as FB captivate many students' interests,
positively affecting their grades. She noted that, while FB and other social media
platforms began as pleasant social platforms, they are now showing signs of long-term
unforeseen social impact in the future. Moreover, even though this study included FB,
WhatsApp, Twitter, and Skype, The findings revealed that 46.6% of the sample utilized
FB the most, making it the most popular site. The research also looked into why students
utilized FB and how it affected their grades. A questionnaire was utilized to obtain data
from thirty (30) students; descriptive statistics research with normality tests was
performed to analyze the benefits received from the average time spent on FB. Finally,
the study found a positive link between student FB usage and their grades.

[...]

Excerpt out of 126 pages

Details

Title The Effects of Facebook Usage on Students' Academic

Performance in Lusaka

College University of Zambia

Course Master in Managenent strategy

Grade 4 (A)

Author Norah Mpundu (Author)

Year 2022

Pages 126

Catalog Number V1278144

ISBN (Book) 9783346729361

Language English

Notes Good work

Keywords effects, facebook, usage, students, academic, performance, lusaka

Quote paper
Norah Mpundu (Author), 2022, The Effects of Facebook Usage on Students' Academic
Performance in Lusaka, Munich, GRIN Verlag, https://www.grin.com/document/1278144

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