Social networking has become a very popular way of communication in today’s society. Social networking is the practice of expanding the number of one’s business and/or social contacts by making connections through individuals (Rouse 2006). There are many social networking websites such as: Facebook, Twitter, Messenger, MySpace, et cetera. They are accessible to everyone with the right technology. These sites allows people to communicate with one another, however they are also known to distract people in various ways, for example in school.
We focused our study on whether or not the usage of social networking would have a major influence on students’ academic performance. The purpose of this study was to discover if in fact students were performing poorly in school due to the amount of hours put in to social networking. Also, by conducting this research, students were able to obtain perceptions on the use of social networking websites and how they influence their own academic performance. Today’s generation of teens are portrayed as always being on their cell phones and spending countless hours on social networking websites.
Social networking is the process by which communication through various method such as texting, tweeting, face booking and similar media outlets are used. Over the years social networking has become a popular practice that comes with many benefits as well as consequences. Research to date explores the consequences as well as benefits that are associated with social networking and school as well as the overriding consequences that commonly come hand in hand.
This literary review will examine four recent articles on the topic of social networking and its effect on academic performance. The first article which will be reviewed is entitled “Effects of social networking on student Academic performance”. This article was quantitative analysis of the negative effects of online social networking among college students. This article aimed to explore how distracting and detrimental inappropriate use of cellphones, laptop and other electronic devices could be when used in the classroom.
The researchers hypothesized that there would be a negative correlation between grades and time spent using electronic devices for social networking purposes. The researchers also suggested that the decline in time spent working on school work outside of school could be due to the fact that student have fewer hours outside of their busy everyday schedule to dedicate to academic related work. Another alternative explain was that students do have this time however they are spending it on social media sites.
The study design aimed at: finding out whether or not the amount of time spent on social networking sites had a negative impact on academic performance, discovering which variables effected how much time a student spent social networking; as well as explaining the relationship between social networking and academic performance. To answer these question researchers conducted an anonymous online survey among students enrolled in business class in a local college. There appeared to be an equal number of students recruited from each level of the program. A problem found in this study was the representativeness.
The fact that they recruited only students enrolled in the business classes left out the population of students enrolled in arts or science classes. This unrepresentativeness could result in a cofounding variable being present that could have been eliminated with a more inclusive sample (Baker, 2012) This next study entitled “The Relationship between frequency of Facebook use, participation in Facebook activities and student engagement” explored the relationship between how much activity a student engaged in on Facebook and whether it had a relationship with engagement in school.
The study hypothesized that high amount of Facebook activity usage outside of class would have a positive effect on engagement at school because engagement in social networking could be transferred to real world situations. The sample used for this study consisted of 5415 students in an educational institution who were contacted by email and provided with a link to a survey to access their level of activity on Facebook and their time spent preparing and engaging in extra-curricular activities at school.
The study found a negative predictor between engage in-class activities and high Facebook activity, however there was an individual positive prediction between playing games on Facebook and school engagement. Hence engagement on Facebook was not predictive of engagement in the real world. One evident problem in this study was their inability to control for students taking the survey once which is crucial in online survey methods; it was not mentioned in the study whether they kept track of I.
P address or made an active attempt to avoid multiple surveys from one student. This experiment is relevant to our topic because it presents evidence that social networking sites such as Facebook in particular do not provide any major benefits when it comes to academic performance, Hence it is very likely that increased time spent online social networking will not have a positive effect on students, especially if their engagement is un-academic related (Reynol, 2011).