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Social Media's Influence on Student Motivation and Learning

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‎*REVIEW RELATED STUDY
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‎FOREIGN
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‎The utilization of social media in education has become increasingly prevalent, offering both
opportunities and challenges in the learning process. While social media platforms enhance
communication, collaboration, and access to diverse learning resources, they also present
distractions, privacy concerns, and disparities in access. This comprehensive research
investigates the role of social media in education, particularly its impact on student motivation
and learning outcomes. Through a literature review and empirical data collection, the study
evaluates the relationship between social media use and student engagement, highlighting
factors influencing this dynamic. The findings underscore the importance of judiciously
integrating social media into educational practices, ensuring its benefits are maximized while
mitigating potential drawbacks. Addressing challenges such as distraction, privacy, and the
digital divide requires clear policies, student training, and community collaboration. By adopting
a holistic approach, educational institutions can create a conducive learning environment where
social media serves as a valuable tool for enhancing student learning experiences and
outcomes. (International Journal Multidisciplinary: Economics, Management, Law and
Education, 2024)
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‎In study conducted by Sharon et al. (2013) The role of formal learning in imparting academic
knowledge is only about 19% until the end of high school. A review of the research literature
indicates an association between the contribution of social networks to social-academic
interaction and the impact of both on learning motivation and academic achievements. Using
the review, we constructed a model containing several dimensions, in order to produce a proper
structuring of the elements involved in using interactions on social networks as an academic
and pedagogical tool for improving motivation to learn and academic achievements. Our model
may serve as a tool for decision makers and for future studies in the area of social networks in
educational systems. The model can support for enhancing social and academic interactions,
for improving student achievements and for creating a technology-supporting class climate. The
review and the model have considerable significance in light of the growing entrance of
technology to all areas of our life and particularly education and teaching, as well as to
understand how social networks contribute to classroom climate, while charting the necessary
social and emotional needs and how to increase the efficacy of this social technology in order to
meet these needs.
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‎Demeke et al. (2024) findings highlighted the complex interplay between social media and
academic outcomes. While excessive social media engagement could negatively impact
academic performance, social media could also be harnessed for collaboration, knowledge
sharing, and peer-to-peer learning. Students’ preferences for specific social media platforms
were influenced by the purpose of use and the desire to maintain a sense of autonomy. The
study concluded that educators should adopt strategies to help students manage their social
media usage effectively, maximizing its potential benefits while minimizing distractions and
negative impacts on academic performance.
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‎Hosen et al. (2021) Social media has become a useful tool for learning and teaching due to its
functions for knowledge sharing, such as documents exchange, virtual communication, and
knowledge formation. Higher education institutions (HEIs) that recognise the value of social
media and the importance of individual motivation have sought to encourage its use to bolster
learning performance. Using social cognitive theory and connectivism theory, we developed a
model that theorises the influence of social media and individual motivation (reputation and
altruism) on knowledge sharing and learning performance among students in higher education.
To test the model, we employed covariance-based structural equation modelling (CB SEM) on
survey data that was collected using questionnaires from 407 students enrolled in the top 10
private universities in West Malaysia. Congruently, we established the utility of the
Heterotrait-Monotrait (HTMT) ratio (which was traditionally confined to variance-based or partial
least squares SEM) as a discriminant validity measure for CB SEM. As a result, our study
empirically evidences that social media functions (documents exchange, virtual communication,
and knowledge formation) and individual motivation (reputation) are core factors that HEIs can
leverage to encourage knowledge sharing and improve learning performance among tertiary
students. The paper concludes with a discussion of its implications, limitations, and future
research directions.
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‎According to Vikram et al. (2021) The impact of social networking sites on learners' intrinsic
motivation and consequently their academic achievement in the ICT era cannot be overstated.
The social media services present seemingly unlimited content sharing and communication
opportunities as also they are perilous for students. Effects of usage patterns of social media on
the learning motivation in the subject of computer education/ICT of Bachelor of Education
students of Haryana state in India have been reported in this communication. 400 [Link].
students registered with three state universities in different parts of Haryana have partaken in
this study. The primary data were collected online through Google Form based questionnaires
served through a random sampling technique. Differences in the impact based on social media
access, place of social media access, and device of social media access have been studied.
Primary data were collected using a standardised learning motivation scale. The findings and
recommendations emanating from this study are meaningful for all the stakeholders in
teaching-learning process, namely, educational administrators, instructors, students and
scholars.
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‎LOCAL
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‎Gumaising and Castro (2023) ThroughoutThroughout the COVID-19 pandemic, students face
intolerable mental and physical discomfort when taking online classes, directly impacting their
learning motivation and academic performance. Related studies indicated that students had
negative sentiments regarding online learning. This may be an alarming notion for students,
particularly regarding their learning ability and participation in school. To overcome this
nuisance, the primary objective of this study was to examine the factors affecting students’
learning motivation and academic performance during online learning using a novel framework
of ergonomic appraisal. A total of 316 respondents answered the online questionnaire using a
purposive sampling approach through social media platforms. Ergonomic-based indicators for
physical, cognitive, and macro-ergonomics were analyzed simultaneously using partial least
square structural equation modeling (PLS-SEM). The results showed that the design of the
workstation, the use of LMS, access to technology, teaching delivery, temperature level, and
visual learning style were found to significantly influence students’ learning motivation, which
then impacts the student’s academic performance. Thus, it is essential for those who are
facilitating distance learning to keep in mind the factors that could motivate the student. As a
result, this paper becomes an avenue to help appropriately plan the course program to ensure
its viability and productively engage the students since online learning is becoming increasingly
necessary. Further, this article also provides recommendations and implications on assisting
schools, educators, and students in aiding a student’s learning motivation and academic
performance.
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‎The study of zakana et al. (2019) The use of Social Networking Sites (SNS) in the classroom is
not a new phenomenon in educational research. Several researchers have investigated the use
of SNS and its effect on students. This study investigated the use of Edmodo and Facebook as
SNS for engaging senior secondary Computer Science students in Bayelsa State, Nigeria. The
study adopted quasi experimental design. Eighty (80) SS II Computer Science students were
purposively sampled and used for the study. Two research questions were answered, and two
hypotheses tested at 0.05 level of significance. The Instruments used for data collection were
titled “Computer Science Achievement Test”(CSAT) and “Students’ Engagement and Motivation
toward Facebook and Edmodo Questionnaire”(SEMFEQ). CSAT pre-test and post-test was
made up of 40 multiple choice questions while SEMFEQ was made up of two parts (A and B)
and part B was made up of two sections (A and B of 25 items each). Data collected were
analyzed using mean and standard deviation to answer research questions and independent
t-test was used for the hypotheses. Cronbach Alpha was used to compute the internal
consistency of SEMFEQ and a reliability coefficient of 0.88 was obtained. The findings revealed
of the two dependent variables in this study; engagement and motivation that the first
independent variable, Facebook had a higher significant effect on senior secondary Computer
Science students than Edmodo, the second independent variable. Recommendations made
based on the findings amongst others include incorporating these platforms to support
classroom instruction.
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‎Pohan et al. (2016) This study was aimed to obtain innovative teaching material based on
multimedia to learning the pH solution which can improve learning outcomes and student
motivation. The population of this research was all of the even semester students of the State
University of Medan (UNIMED). The research sample was taken by using the purposive random
samplingwith±76 students as the samples who were studying General Chemistry II course at the
UNIMED consisting of two classes, the experimental class and the control class. The
experiment class used innovative teaching materials that have been developed while the control
class used the chemistry student handbook. Five lecturers from the UNIMED and the North
Sumatera Islamic University (UISU) were appointed as the validators of the developed
innovative teaching materials. The results showed that:(1) the chemistry books that were
analyzed gave an average 49, 67% which is considered adequate and do not need any revision.
However, there are some shortcomings in each book that needs to be developed,(2) the
components which are integrated into the developed innovative teaching materials were the
integration of the learning model and methods, laboratory activities, campus outside activities,
the video and animation multimedia learning materials created using the flip book maker
software,(3) the assessment results from the expert validator toward the developed innovative
teaching materials is 4, 35 which is considered valid and do not need any revision, while the
assessment result from the multimedia lecturers 4, 4 which is considered valid and do not need
any revision,(4) the student learning outcomes that used the innovative teaching materials
based on multimedia in learning pH solution is higher than the outcomes of the students who
used the student handbook with tcount> ttable (4, 70> 1, 99),(5) the effectiveness of applying
the innovative teaching materials based on multimedia in learning the pH solution showed the
student learning outcomes improved to 78%, and (6) the students gave positive feedback and
response to the innovative teaching materials based on multimedia in learning pH solution with
the average acquisition value 4, 05 which means that it is proper to use.
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‎The study conducted by Rhodes et al. (2024) T Psychology of Physical Activity and Sedentary
Behavior focuses on the psychological effects of physical activity. The text explores all areas of
exercise psychology, including personal motivation, the benefits of exercise, and the theories,
pioneers, and ongoing research. The book is intended to help prepare the exercise science
professional for future career opportunities in the public and private sector. Written for the
upper-level undergraduate and graduate-level courses in exercise psychology and behavioral
physical activity, Psychology of Physical Activity and Sedentary Behavior, Second Edition
focuses on the psychological effects of physical activity in a diverse array of populations. It
emphasizes how physical activity needs to be paired with a reduction in sedentary behavior in
order to achieve overall health. With a focus on both the psychology of exercise and sedentary
behavior, this first-of-its kind text provides readers with the latest research in both areas,
including coverage of sleep, pain, and delayed gratification. This text also applies a critical lens
to foundational theories and incorporates applications and interventions throughout"
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‎In Belmonte study et al. (2024) In recent years, the role of social media has shifted from simple
socialization to collaborative engagement, a transformation underscored by the global impact of
the COVID-19 pandemic on education. This study delves into the factors influencing Filipino
students' behavioral intention to use social media and its implications for academic performance
across Secondary to tertiary levels. Employing a conceptual model rooted in the Unified Theory
of Acceptance and Use of Technology (UTAUT), enriched with intrinsic value, the research
adopts a purposive sampling method, involving a total of 388 students from secondary and
tertiary levels. Utilizing Structural Equation Modeling (SEM) in IBM SPSS AMOS version 26, the
study assesses and validates the hypothesized model. Results found that social influence
emerges as the most significant factor in behavioral intention, followed by intrinsic value,
facilitating conditions, and performance expectancy, while effort expectancy lacks significance.
These findings deepen our understanding of social media's educational role and its impact on
the learning outcomes of Filipino students. These findings deepen understanding of social
media's educational role and its implications for the learning outcomes of students.
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‎The study conducted by Dimacangun et al. (2023) Social media has become integral to people's
lives; revolutionizing communication and providing
‎opportunities to learn about societal trends and issues. This study aimed to examine the
influence of social media on the academic performance of junior high school students in Marawi
City, Lanao Del Sur, Philippines during the 2022-2023 academic year. It employe
adescriptive-correlational
‎esearch research approach to explore the impact of social media usage on academic
socialization,
‎entertainment, and informative aspects and its association with academic performance. The
study
‎used simple random sampling to select junior high school students from the target school. The
‎findings indicated that students utilized social media for various purposes, including conducting
‎research, problem-solving, peer interaction, curriculum understanding, and collaborative
learning.
‎Participants agreed that social media positively influenced their academic, socialization,
‎entertainment, and informative experiences. However, no significant correlation was found
between
‎social media usage and academic performance. As a result, educators encourage the
responsible use
‎of social media in students' learning processes. At the same time, school administrators should
‎support teachers in integrating social media into their instructional approaches and classroom
‎activities.
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