6
Online Journal of Multidisciplinary Research (OJMR)
September 2016, 2(3), 6-24
REVIEW ARTICLE
OPEN ACCESS
A Review on the Effect of Social Networking
Sites on Academic Performance
Purva G. Sharma1* and Santosh Kumar Vishvakarma2
1
PhD Research Scholar, Dev Sanskriti Vishwavidyalaya, Haridwar, India
Associate Professor, Dev Sanskriti Vishwavidyalaya, Haridwar, India
---------------------------------------------------------------------------------------------------------------------------2
Article History:
--------------------------Received: 26-07-2016
Accepted: 29-08-2016
Published: 01-09-2016
Keywords:
--------------------------Academic engagement, Cyberspace,
Collaborative learning, e-learning
Article code: OJMR232
Access online at: www.ojmr.in
Source of support: Nil
Conflict of interest: None declared
Indexed in: Open J-Gate, Indian Science,
Google Scholar, Scientific Indexing
Services
*Corresponding Author:
Purva G. Sharma
PhD Research Scholar,
Dev Sanskriti Vishwavidyalaya,
Haridwar, India
Email: [email protected]
Summary:
Social media has unwrap numerous scope in the field of learning
and knowledge processes. These days students are mostly
indulged in using some or the other social networking sites. But it
totally depends on the user that for what motive they are using
social networks and spending a large amount of time in
cyberspace. The purpose of this study is to re-examine the effect of
social networking sites on academic performance. This study will
provide some of the glimpses on the positive as well as on the
negative aspects of social media on students' educational
achievement. On one side students are using it for completing
their assignments, to facilitate the information, to exchange
knowledge on various platforms like Face book, Twitter, YouTube,
Blogs, Research Gate, to download some materials that will help
them in their coursework, to join learning communities, to follow
each others' research, to form forums where teachers can provide
various materials to students to clear their doubts on particular
topics, to share academic resources. But on the other side this
study has exposed some of the adverse consequences on students'
educational performance like long hours of using social media
results in the fall of students' grade point average. The reason can
be multi-tasking while studying like instant messaging, chatting,
watching inappropriate actions, going away off-track which can be
disturbing and time consuming. Hence on the whole it can be said
that 21st century is the era of technology and it totally depends on
an individual that to what extent and for what intention they are
utilizing it.
OJMR 2016 | July - September 2016 | Volume 2 | Issue 3 | Pages 6-24
Published online by Association for Indian Psychology, Rishikesh, India
ISSN (Online): 2395-4892
Quarterly, Peer-reviewed, Int. Journal
7
Sharma & Vishvakarma / Effect of Social Networking Sites on Academic Performance
Background
The evolution of internet has changed the
information world in terms of speed, storage,
sharing and retrieval of information in
whatever form regardless of persons'
locations. The internet has made numerous
revolution through which various emerging
technologies are in front of us. And this web
technologies has given a platform to share
their views, feelings and emotions on online
environment named as social media networks.
Due to the ascend of web technology now-adays people are building contacts from other
in cyberspace to information sharing and
communication. Social media has transformed
and impacted on communication, learning,
research and education in general.
Davis et al (2012), refer to social media
technology (SMT) as “web-based and mobile
applications that allow individuals and
organizations to create, engage, and share
new user generated or existing content, in
digital environments through multi-way
communication”. Through this platform,
individuals and organizations create profiles,
share and exchange information on various
activities and interests. An interesting aspect
of social media is that, it is not limited to
desktop or laptop computers but could be
accessed through mobile applications and
smart phones making it very accessible and
easy to use. Examples of these social media
platforms both on the web and mobile
application include Facebook, Twitter,
YouTube, Whatsapp, Instagram, blogs etc.
According to Boyd & Ellison (2007), “Social
networking sites are web-based services that
allow individuals to construct a public or
semi-public profile within a bounded system,
articulate a list of other users with whom they
share a connection, and view and traverse
their list of connections and those made by
others within the system”. These sites are
used to interact with friends, peers and others
that are found in groups on these sites. The
sharing of information ranges from news,
debates, gossips, feelings or statement of
mind, opinions, research etc. Social
networking sites (SNSs) are online
communities of internet users who want to
communicate with other users about areas of
mutual
interest
whether
personal,
professional,
business
or
academic
perspective (William, Boyd, Densten, Chin,
Diamond and Morgenthaler, 2009).
Academic performance which is measured by
the results, is one of the goal of the school. It
plays a very important role in persons' life
because to an extent the result of school and
colleges depends on the job to get. Students
are involved in the social networking at
cyberspace because many of their problems
related to studies have been solved by social
media technology. Efforts related to
homework,
making
power
point
presentations,
completing
assignments,
collaborative studies, solving problems
through student-faculty interaction on online
forums are all possible in online environment.
But due to excessive use of internet students
are caught up in some inappropriate actions
OJMR 2016 | July - September 2016 | Volume 2 | Issue 3 | Pages 6-24
Published online by Association for Indian Psychology, Rishikesh, India
ISSN (Online): 2395-4892
Quarterly, Peer-reviewed, Int. Journal
8
which are deteriorating and declining the real
values of students' life. This research paper
establishes a purpose to study the effect of
social networking sites on academic
performance of the students. And further the
literature review has provided both positive
and negative aspect of using social media
networking technology in scholar's life.
Review
Positive effect of social networking site on the
academic performance of the students:
Tuckman (1975) defined performance as the
apparent demonstration of understanding,
concepts, skills, ideas and knowledge of a
person and proposed that grades clearly
depict the performance of a student. Shah ,et
al (2001) implies that it totally depends on the
type of usage by the users through which their
academic performance is affected either
positively or negatively. Oskouei (2010) noted
that internet is useful to both students as well
as teachers if it is used as a tool of knowledge
creation and dissemination. Many studies
have been conducted on social networking
and grades. Martin (2009) surveyed on 1000
students of Whittemore School of Business
and Economics in which questions were asked
to students regarding which social network
sites were used, how much time they spend
online, what their Grade Point Average were
and for what they were going to school. This
study estimated that there is no correlation
between how much time is spent on a social
networking site and grades.
Pasek et al. (2009) analyses on larger sample
of undergraduates, a nationally representative
of 14-22 years old and utilize more control
variables including race, socio-economic
status and previous academic achievement
variables and found that there is no significant
relationship between face book and Grade
Point Average in any of their datasets. The
University of New Hampshire recommended
that along with entertainment and social
connections, majority of students are using
social networking sites for educational as well
as for professional purposes. They estimated
that near about 63% of heavy users received
high grades than 65% of light users
(University of New Hampshire, 2009) which
reflected that in the current technology era,
social networking is a part of their daily
routine.
The research on social networking site offers
an additional link to student learning through
mechanism of academic engagement. The
concept of engagement can be defined in
behavioural, emotional and cognitive terms
(Fredericks, Blumenfeld and Paris, 2004);
Behavioural
engagement
refers
to
participation in extracurricular activities,
social and academics. Emotional engagement
describes the positive and negative feelings
students may have towards teachers, peers
and the broader school community. Cognitive
engagement depicts the idea that student is
willing to expend the energy to comprehend
difficult concepts and learn new skills.
Education researchers who examine the social
context of learning in areas such as after the
school
time,
classroom
environment,
extracurricular activity also find a link
between high-quality relationships, student's
academic engagement and achievement
(Eccles & Templetion, 2002; Feldman &
Matjasko, 2005; Martin & Downson, 2009).
Education researchers investigated that youth
participation in extracurricular and social
activities increases their social connectedness
OJMR 2016 | July - September 2016 | Volume 2 | Issue 3 | Pages 6-24
Published online by Association for Indian Psychology, Rishikesh, India
ISSN (Online): 2395-4892
Quarterly, Peer-reviewed, Int. Journal
9
towards
teachers
and
peers.
This
connectedness is related to increased
engagement with school and academics
(Eccles & Templetion, 2002; Feldman &
Matjasko, 2005; Martin & Downson, 2009).
Social media open up multiple options to add
a new dimension to learning and knowledge
processes. Student Population is more likely
to use Social networking site for educational
purposes (Sin SC, Kim KS, 2013). Wodzicki, et
al (2012) found that one-fifth participants use
social media to exchange study related
knowledge through study. Social networking
use also differs from culture to culture. A
comparative study done by Jackson & Wang
(2013) of the use of social networking site in
collectivistic culture (eg. China) and an
individualistic culture (eg. United States) and
results suggested that US participants spend
more time and had more friends online than
Chinese participants. As the collectivistic
culture gives more importance to family,
friends and one's groups. Although most of
Indian families are collectivistic in nature but
due to urbanization people are more inclined
towards individualistic societies.
The rampant use of social networking sites
has alerted not only parents and teachers but
also attracted the focus of academicians and
researchers. Cornell University has taken
initiative in disclosing information i.e.
'Thoughts of Facebook' which creates
awareness in students about the responsible
use of social media sites which presents an
evidence for higher education institutions to
adopt this approach (Mitrano, 2006). A study
conducted by Mehmood and Taswir (2013) on
the effect of social networking on academic
performance of college students in Nizwa,
Oman and found that out of 100 students, all
of them use one or the other social
networking sites, for academic purpose
mostly the sites used were Google Plus, face
book and YouTube. 44% students had more
online friends. They have at least 30-70 online
friends on an average. 80% students reported
that they access internet through mobiles.
This increased the approachability and
flexibility of being in touch. Further in the
same study social networking sites were used
mostly for chatting i.e. 40% and only 6% were
used for uploading videos, 8% for creating
quizzes/polls,8% for blogging, 14% for
submitting
articles
and
14%
for
communication with teachers. This reflected
that social media was mostly used for
recreational and for entertainment and was
less use for educational purposes. While on
the other side 72% students agreed that they
use social networking sites for completing
classroom assignments which means social
network helps them in getting guidance and
information related to their subject. This
study further adds that communities joined by
respondents were educational, entertainment,
informational or any other. The result shows
that 48% students were interested in
informational communities while 22% use
social networking sites for educational
purposes 59% students agreed that they
notice change in their study habits and in
studying patterns i.e. their study habits had a
component of online and offline reading. 64%
respondents denied that it has affected their
study timings while 36% felt that it has
distracted them and had affected their study
timings. 72% students felt that social
networking site was effective in e-learning
tool which helps them in understanding the
assignments, to exchange information and
experience it with teachers, also download in
supporting information with images which
OJMR 2016 | July - September 2016 | Volume 2 | Issue 3 | Pages 6-24
Published online by Association for Indian Psychology, Rishikesh, India
ISSN (Online): 2395-4892
Quarterly, Peer-reviewed, Int. Journal
10
helps in their assignments, forums were made
where students can clear their doubts and
also helps in making special web pages where
teachers can upload materials on specific
topics that students can read while using
social networking sites. Further expanding its
bound 28% students were agreed that social
networks were more effective than class room
teaching while 72% students disagreed and
felt that classroom teaching should not be
replaced by social networks.
Social media sites as a reliable alternative to
face to face education, learners have turned to
online distance learning and knowledge
sharing (Brady, Holocomb and Smith, 2010).
The benefits of participatory technologies in
formal learning contexts in K-12 has been
supported
by
numerous
educational
technology researchers (Barbour and Plough,
2009; Greenhow et al, 2009) while the use of
online social networks in higher education
settings has also considered in educational
endeavours (Deschryver et al, 2009;
Veletsianos, 2011). The literature suggests
that using online social networks as
educational platforms may support learners in
forming social connections with others while
they collaborate to share ideas, create
products, construct identities and receive
timely feedback (Dron and Anderson,2009;
Greenhow, 2011).
Now-a-days e-learning has become an
important tool for learners. Earlier social
networking was a way to connect to peer
groups and for business person for some
computer literate people but in the fast pace
of life social networking has fully and deeply
involved in the life of people through which
teenagers
and
young
adults
share
information, exchange their knowledge,
reinvent their personalities and showcase
their social lives (Boyd, 2007) in all over the
world. Day by day with the popularity of
internet the use of technology for
communication
is
increasing.
Social
networking has become so much popular that
for teenagers and youngsters it is an activity
which is done primarily on internet with sites
like Myspace, Facebook, Bebo, Friendster,
Xanga (Coyle,et.al,2008). Many people are
keen on posting their demographic
characteristics i.e. their entire identity,
sharing pictures and videos, religious
affiliation, marital status, political orientation,
etc and take active participation in content
generation and value creation (Young et al,
2009; Vasalou et al.,2010). These type of users
must be interested in discussing the new
topics, exchanging the information about their
interest and follow it on social networking
sites. Many researchers and academicians
found a positive association between social
media sites and academic performance. Linda,
et al., (2006) analysed that students using
internet frequently scored higher on reading
and had higher grades too.
The educational performance of the students
can be influenced positively or adversely by
the use of technology such as internet which is
one of the most important factors in 21st
century (Mahamat, rahim and Oye, 2012). Elearning is an important tool for learners. The
9.7% growth rate in the number of college and
university students enrolled in at least one
online class reported significantly exceeded
the 1.5% growth rate in the overall higher
education student population during the same
period (Brady., et al, 2010). More and more
scholars are joining online communities with
the increasing popularity of social web as well
as the development of ever more powerful
OJMR 2016 | July - September 2016 | Volume 2 | Issue 3 | Pages 6-24
Published online by Association for Indian Psychology, Rishikesh, India
ISSN (Online): 2395-4892
Quarterly, Peer-reviewed, Int. Journal
11
network technology. The users often share
academic resources, exchange opinions,
follow each others' research, keep up with
current research trends and most importantly
build up their professional networks, which in
all taking the advantage of the provided
services (Mahamat., et al, 2012). Social
networking sites created specifically for an
educational audience provide a unique
opportunity for educator "to facilitate a strong
sense of community among students" and
encourage "personal interactions that can lead
to the creation of new knowledge and
collective intelligence" in order to evaluate the
largely unexplored educational benefits of
social networking sites (Brady., et al, 2010).
Learning communities provide a healthy
interaction and cooperation among university
students which provides a positive impact on
students'
learning.
Rutherfold
(2010)
examined that there is a positive relationship
between academic uses of technology and the
occurrences of active and collaborative
learning and the frequency of student-faculty
interactions.
Collaborative learning is very effective as
students and educators can work together to
co-create understanding of particular topic. As
a result, students and educators share an
equal knowledge in social network platform
(Steven, 2009). A study done by Rahmi and
Othman (2013) uncovers the potentials of
social media in the academic setting by
collaborative learning which improve the
students' academic performance and results
revealed that collaborative learning has
positive and significant effect on interactive
with peers, interactive with teachers and
engagement which impact the students'
academic performance. There is general
usability of social media among students in
higher level of academia (Kennedy et al,
2009). At higher level many difficult tasks are
handled and the upcoming generations
perceives social media and social technologies
as an influential way to learning (Hemmi et al,
2009). Some previous literature reorganized
challenges that are related to the use of social
media in higher education.
Jones, et.al (2010) carried out an empirical
study of social networking usability among
university students in United Kingdom in 76
participants filled questionnaire and 14
participants granted interview was taken.
Major challenges that the study has
discovered were studying originality and
copyright issues feeling of information
constraint, teachers are sometimes not aware
of social software that how to use it into their
classes which reflected that they are not upto-date and are unable to take advantage of it.
Some social media sites like Wikipedia and to
some
extent
Blogs
encourages
for
collaborative learning among students in
higher education. Linked with this principle of
collaborative learning, social media provides
platform to both students and teachers to
share and publish information as a result of
learning activity (eg. course materials such as
course syllabus, course notes, assignments,
test cases, etc) and can invite the feedbacks
from the peers (Dale and Pymm, 2009).
Golder, Wilkinson and Huberman (2007)
studied the use of facebook by the college
students of United States. This study
investigated
that
the
students
had
incorporated the use of facebook into their
study routines, exchanging messages with
friends, predominantly from the same college.
Haneefa and Sumitha (2011) carried out an
empirical study in which structured
OJMR 2016 | July - September 2016 | Volume 2 | Issue 3 | Pages 6-24
Published online by Association for Indian Psychology, Rishikesh, India
ISSN (Online): 2395-4892
Quarterly, Peer-reviewed, Int. Journal
12
questionnaires were applied on 150 students
with the purpose to investigate the perception
and use of social networking sites by the
students of Calicut University, Kerala, India.
The analysis showed that majority of students
used social networking sites for friendly
communication i.e. 75.4%, a good number of
students used these sites for academic
communication i.e. 36.6%, for discussing new
ideas and social issues i.e. 29.1% and few
students i.e. 11.2% used social networking
sites to promote their work and to publish
their writings i.e. 8.9%.
Manjunathan (2013) aimed at presenting
usage pattern of social networking sites by the
Indian college students in which a survey has
been conducted among 500 students in
various colleges and universities throughout
India. The findings of the study acknowledge
the rampant usage of social networking site
among young college students which reflected
that 42% trust on their personal likeness as a
reason to make friends, 26% are based on
education and business stream and 22% of
responses are to maintain existing contacts
among family and friends, people wellacquainted in real life.
A cross sectional study was designed by Rana
and Singh (2014) to highlight the potentials of
social media in the academic setting and
provide the benefit of the students' academic
performance and career making through
professional courses, in which 120 youth were
selected from the urban areas of Lucknow
district of Uttar Pradesh, India. The study
defined that social networking plays a positive
role in youth academic life and social websites
used in terms of understanding lecture
assignment work and project work were
mostly used by male during college hour and
female used it for understanding lecture;
frequently both used for assignment work and
occasionally done project work. In all social
networking gives benefits in academic
performance and opportunities in career
making must be managed efficiently.
Singh and Gill (2011) in their study
determined the use and effectiveness of such
applications and research by research
scholars. The findings of the study revealed
that all the respondents were found to be
aware of and making use of such applications
in their academic affairs. Around 65.4% of the
respondents accepted that social networking
sites are proven to be an effective tools for
communication with others, followed by
assisting in studies and learning which
represents the academic proficiency of social
networking sites. The another related study
done by Bicen and Cavus (2010) evaluated the
internet usage of students in the Department
of Computer Educational and Instructional
Technology and discovered that social
networking sites like Live Spaces and
Facebook are mostly and commonly used by
students for sharing of knowledge on internet
which is an integral part of our lives.
Chakraborty (2012) attempted to study the
activities and reasons for using social
networking sites by the research scholars in
North Eastern Hill University with special
reference to Facebook and Research Gate and
the study analysed that most of the
researchers from social science background
used social networking sites for education and
research point of view and the scholars from
pure science think that social networking sites
have no role in research and education.
OJMR 2016 | July - September 2016 | Volume 2 | Issue 3 | Pages 6-24
Published online by Association for Indian Psychology, Rishikesh, India
ISSN (Online): 2395-4892
Quarterly, Peer-reviewed, Int. Journal
13
Prasad and Prasad (2013) surveyed on the
impact of use of social networking tools in
higher education in India (Vignana Bharti
Institute of Technology Hyderabad, Andhra
Pradesh, India). Tools like Google docs, Skype,
Social
Networks
and
Wikis
were
implemented. They prepared a blog in which
blog lecture notes, assignment, exam schedule
with the help of Google docs and html codes
were posted and monitored students'
responses in class. Through Youtube,
corresponding lectures videos were played
and downloaded. Then the marks of the
students without integration of online
networking tools were compared with the
marks after integration of online networking
tools. Results found significant improvement
which reflected that the use of social
networking tools in higher education in India
has played positive role in meeting students'
need and expectations. Another study support
this view done by Karimi and Khodabandelou
(2013) on the Iranian undergraduate
university students about the academic use of
social networking sites reveals that students'
used facebook for academic purpose. This
study also agreed that facebook should be
integrated in higher education process in
future as well as it has positive impact on
higher education and there is no significant
difference between male and female samples
in the academic use of face book.
Gupta, Singh and Marwaha (2013) evaluated
the purpose of usage of social media tools,
specifically facebook, blogs, google groups,
skydrive and twitter by the students in
distance education in Gaziabad (India) for
academic purposes. The survey shows that a
majority of respondents i.e. 73.87% claimed
to be using social media tools and facebook
scored 3.93 (scale of 5) in terms of usage and
preference. It can be inferred that the use of
facebook for academic purposes does not play
any significant role in academic performance.
Jonjua (2013) discussed that social media
should be involved for the educational
purposes and there is a need to change the
traditional Indian educational methodology.
People now-a days is primarily using it for
completing
assignments,
making
presentations,
in-depth
research
and
connectivity and also for updating. The use of
social media for making presentations was
found in priority. The most popular method
among students these days is the newly
developed M/S Educomp which is like home
schooling. Another study that fully supported
the above study evaluated by Kalia (2013) on
100 students from Chitkara University,
Chandigarh (India) in the age group of 18-25
years to understand their perception of using
social media as an educational tool. The result
assessed that 60% students used social media
for making presentations, 30% students used
it for preparing assignments while 10% used
it for research purposes.
The study done by Singh and Kumar (2013)
on the use of social networking sites by the
research scholars of Punjab University,
Chandigarh (India). A study explored to study
the activities and purposes for using social
networking sites by the scholars of Punjab
University also supported the prior study
results and reported that the majority of
respondents were aware and making use of
such applications in their research work. This
study also depicted that facebook is the most
popular social networking sites by all
categories of researchers.
OJMR 2016 | July - September 2016 | Volume 2 | Issue 3 | Pages 6-24
Published online by Association for Indian Psychology, Rishikesh, India
ISSN (Online): 2395-4892
Quarterly, Peer-reviewed, Int. Journal
14
Baliya, Kumar, Lata (2014) carried out an
empirical study on the students from
universities and colleges of Jammu district
(India) with an aim to find out the effect of use
of social networking sites on the academic
achievement of post graduates. The study
recommended that no significant relationship
was found between scores of attitude towards
social networking site usage and scores of
academic achievement of low, middle and
high achiever post graduates students.
Hamat, Embi and Hassan (2012) investigated
on a nationwide survey on the tertiary level
students in Malaysia. The results estimated
that social networking sites penetration is not
at full 100% as initially assumed which
indicated that the respondents were using
social networking sites for the purpose of
informal learning activities and only 50.3%
used it to get in touch with their lectures in
informal learning contexts. The respondents
were spreading more time in socializing
rather than learning and they also did not
believe that the use of social networking sites
was affecting their academic performance.
A research study was conducted by Qureshi,
Razal and Whitty (2014) to analyse the
students' responses towards the use of
facebook for educational purposes based on a
use case of educational institutions in
Pakistan. The results demonstrated the
willingness of students to use facebook and
social media for educational purposes
alongside with their use for social purposes.
An increasing number of social scientists are
developing interest in studying social
networking sites because of its impact on
society. One of an exploratory study posited
by Lakshmanamoorthy and Marichamy
(2015) on the usage pattern of social
networking sites among the college students
of Madhurai district, Tamil Naidu (India), in
which the study showed that research
scholars keep themselves updated by surfing
profile of each other, posting messages, videos
and photos, share professional and personal
information at international online platform.
Social networks provide opportunities for the
academicians because they are flexible and
user friendly, it is used more easily than the
other educational management systems.
Based on the results of the study done by
Tiryakioglu and Erzurum (2011) on the use of
social networks as an educational tool. The
study implies that the instructors in the
faculty of communication sciences are
intensively using facebook for educational
purposes. Hence the utilization of facebook to
support learning also becomes widespread
and meaningful as it is used as a medium to
make contact with students and for sharing
information.
According to the findings of Jones and Shao
(2011) students prefer the moderated use of
Information
and
Communication
Technologies (ICT) in their courses, viewing
the use of course management systems, ebooks and online libraries positively. along
with the use of new technologies such as
blogs, wikis and 3D virtual worlds, the
students
positively
respond
to
the
incorporation of new technologies into the
teaching and learning process provided that
the technology usage is well-conceived,
purposeful and properly integrated into the
learning process.
Selwyn (2008) conducted a survey on 1222
students and reported that students from
medicine, social sciences, law and business
OJMR 2016 | July - September 2016 | Volume 2 | Issue 3 | Pages 6-24
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ISSN (Online): 2395-4892
Quarterly, Peer-reviewed, Int. Journal
15
reported higher levels of educational web use
than the students in creative arts,
architecture/planning and the humanities.
The study also revealed that the female
students were found to be significantly more
likely to seek academic information online
than their male counterparts.
media as part of the teaching and student
learning process both in and outside of the
classroom resulted in an overall increase in
student engagement.
A study evaluated by Salaway and Cruso
(2011) reported in 2010 Edu Cause Centre for
Applied Research (ECAR) found that use of
social networking sites have increased
significantly to 95% for 18-19 years old in
2010 with 30% reporting they were using
social network websites in their courses, near
about half of those students were using them
to collaborate with other students in a course
about course-related topics and only 8% said
they use them to communicate with
instructors about course-related topics.
Krischnera uncovers that student who multitask between social networking sites and
assignments are likely to have 20% lower
grades as compared to the students who does
not have social networking in their visual
range. Even running social networking sites
on the background while performing the task
can or doing homework could lower a
student's grade. He posits, "The problem is
most people have face book or the other social
networking sites, their emails and maybe
instant messaging constantly running in the
background while they are carrying out their
tasks" (Enriquez, 2010).
A study investigated by Pearson learning
solutions (Moran, Seaman and Tinti-Kane,
2011) pointed that 80% of college faculty are
more likely to use some form of social media
in their teaching. They also added that 46% of
educators use social videos and podcasts in
course assignments with 20% requiring
students to post to social networking sites.
Several studies have been done in which the
researchers have posited on the impact of
social networking on student engagement in
the learning process. One of the study done by
Shih (2011) which examined the use of social
networking services in a hybrid learning
environment. The findings discovered that
integrating facebook and peer assessment can
increase student interest and engagement,
foster collaborative learning and enhance
knowledge construction. Additionally, Webb
(2009) uncovers that using a variety of social
Negative effect of social networking site on the
academic performance of the students:
For gathering information, the older
generation people used resources like
television, newspaper but with the
advancement of technology in 21st century
teenagers use internet for majority of their
activities and to gain knowledge (Lewis,
2008). A survey done by Kist (2008) found
that 90% of teens in the United States have
internet access and about 75% of these teens
uses internet frequently and more than once
in a day spending their time on social
networking in making friends and chatting
with them. American Education research
Association conducted a research in San Diego,
California (2009) which was declared in its
annual conference that social networking sites
users are so engrossed that they study less
and also scores lower grades eventually.
Banquil et al (2009), reported that social
OJMR 2016 | July - September 2016 | Volume 2 | Issue 3 | Pages 6-24
Published online by Association for Indian Psychology, Rishikesh, India
ISSN (Online): 2395-4892
Quarterly, Peer-reviewed, Int. Journal
16
networking sites users have continuing drop
of grades.
Other exploratory studies done by Canales et
al., 2009; Karpinski and Duberstein, 2009 also
analysed that an extended presence on
facebook can be harmful for productivity and
task performance. An individual spending
long hours on facebook will affect students'
academic performance and eventually their
grades too. The average time that students
spend on facebook daily is 30-35 minutes
(Schulten, 2009), they actually visits several
times in a day and spend 3-4 minutes on each
visit to check updates. Some students consider
that the website is distracting and time
consuming but they cannot quit visiting it
because they like it and use it to chat and meet
with their friends and family members
(Facebook,2011; Adan,2011). One of the
recent study also questions the assumed
negative effects of facebook on students'
academic achievement and suggest that this
interdependency is moderated significantly by
students' interest in the university and
multitasking capabilities (Rouis, 2012). In
many other studies, it has also believed that
Problematic internet use has interfere with
normal daily functioning. Scherer (1997)
analysed that 13% of participants admitted
that internet use disturbs them in their
academic work, distracts them from
performance or social lives and 25 of
respondents viewed the internet as having an
overall negative effect on their daily lives.
These days students are incorporated social
media in their academics. For students it is
one of the important platform to share their
knowledge virtually and for learning too. But
there are some challenges which hinders their
academic performances. The assumptions that
students are familiar with and agreeable to
using certain types of social media can cause
educators to inadvertently fail to provide the
resources or encouragement necessary to
support student usage and learning
(Cole,2009; Valjataga and Fiedler,2009).
Arnold and Paulus (2010) revealed that even
though many platforms are there in social
networking sites for students' academia but
students incorporate technology in their lives
that usually differ from their course material.
They are generally found going off track like
off-topic or non-academic discussions occur
on social media (Lin, et al,2013). As the
students' age increases, the intensity of
unrelated discussions also increases. This
shows that while social media encourages for
discussions in course content but the older
students spend more time in off-topic
discussions than younger students. Social
media stimulates the students and due to
stimulation they distract and are unable to
complete their coursework (Hurt et al, 2012;
Patera et al, 2008). This can be because they
are unable to balance online activities and
their academic preparation. Social media can
also negatively affect students' Grade Point
average as well as their time spend online
preparing for class (Annetta et al, 2009;
Junco,2012b).
According to Kuppuswamy and Narayan
(2010) social media sites grab attention of
students and diverts it towards noneducational and inappropriate actions
including useless chatting. Based on the
mentioned fact it is cleared that social
network sites not only affect the learning
experiences but also the academic life.
Undoubtedly internet has made revolution in
the evolution of technology but it is
specifically unsafe for teenagers (Trusov,
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ISSN (Online): 2395-4892
Quarterly, Peer-reviewed, Int. Journal
17
Bucklin and Pauwels, 2009). Teenager and
adults mostly use social networking sites for
the sake of enjoyment and they kill their time
but it is also analysed that if it is used for
online lectures, online tutorials and
downloading educational material then its
utilization is properly done otherwise only
use of social networking sites is perhaps
unless and sometimes dangerous too.
Charlene Li et al (2007) estimated that nearly
47% of teenagers (12-17 years old) and 69%
of young adults (18-21 years) and 20% of
adults (18+) use social networking sites and
only 20% use them to contact people.
Rithika and Salvaraj (2013) surveyed on 100
samples and found that 69% of students'
studies are affected by social media usage, the
time spend on social networking site have
significant impact on the late submission of
assignments. They also added that students
viewing social networking sites on cell phone
influence their lifestyle pattern due to the
frequent visit of these sites which have a
negative impact on students. Further the
study revealed that there is no significant
impact on students' learning from social
networking sites related to their studies and
their
academic
performance.
Social
networking sites might be more useful for
informal rather than formal learning as 91%
of the undergraduates in their study never
used such tools to communicate with
university staff and 43% believed that social
networking sites have no potential for
academic work as suggested by Madge, Meek,
Wellens and Hooley (2009).
There are two social media sites that are used
majorly by the people, they Facebook and
Twitter. Khan (2009) eluded that facebook
users
often
times
experience
poor
performance academically. From last couple
of decades internet addiction is rising due to
the excess usage of internet. Nalwa and Anand
(2003) posit that addicted people give much
preference to the unwanted use of internet
and setting back their personal and
professional responsibilities which eventually
leads to poor academic performance.
Karpinski And Duberstein (2009) mentioned
that among many distractions of every single
generation, facebook is one of the main
distraction of the current year. In the other
study of Karpinski (2009) facebook users
gives less time to study than non-users which
affects their grade point average.
Social media is one of the best form of
entertainment, great for meeting people of
their interest, can be an effective for writers,
authors, musicians, entrepreneurs, etc. Aforo
(2014) sought to find the influence of social
media on academic reading of students in
tertiary institutions in which designed
questionnaire were administered randomly to
1000 college students of Kumasi, Ghana. The
conclusion drawn from his study reflects that
social media is great importance to academic
reading, because of various facilities available
to students but its use among some students
in tertiary institutions in Ghana however does
not augur well for their academic
performance. This is so because of the
preferred entertainment options of social
media used by these students.
Elhuda and Dimetry (2014) analysed on a
descriptive,
analytical
cross-sectional
institutional-based study in which 27 item
self-administered
questionnaires
were
distributed to 275 students which aims to
study the impact of facebook and other social
networks usage on academic performance and
OJMR 2016 | July - September 2016 | Volume 2 | Issue 3 | Pages 6-24
Published online by Association for Indian Psychology, Rishikesh, India
ISSN (Online): 2395-4892
Quarterly, Peer-reviewed, Int. Journal
18
social life among medical students at Khartom
University. The study concluded that the
prevalence of negative effect of using the
social networking sites on academic
performance is very high especially among
females. 68% of users have benefit from using
social networking sites for connecting with
others. 23.4% of users lower their social
activities in real life because of using social
networking sites.
Conclusion
On the basis of above studies it can be
concluded that with the proper use of social
network sites students are benefited like
sharing
class
materials
on
online
communities, can watch lectures on YouTube
which helps in visualizing the matter more
appropriately and minutely and thus helps in
better understanding of the subject matter.
And social media can also be prove as a better
arena for those students who hesitate asking
questions in face-to-face communication. In
reverse of this, some of the studies have
reflected the darker side of using social media
which has adversely affected the students real
values, ideals, morals and ethics and also
harmed the results in lowering down their
academic grades by spending a large amount
of time in social media. Along with this the
above studies have come up with the
conclusion that their daily chores and routine
life is also being affected due to the excessive
involvement in some or the other social
networking
sites
and
unnecessarily
consuming their time in cyberspace.
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How to cite this article:
Sharma, P.G., & Vishvakarma, S.K. (2016). A Review on the Effect of Social
Networking Sites on Academic Performance. Online Journal of Multidisciplinary
Research, 2(3): 6-24.
OJMR 2016 | July - September 2016 | Volume 2 | Issue 3 | Pages 6-24
Published online by Association for Indian Psychology, Rishikesh, India
ISSN (Online): 2395-4892
Quarterly, Peer-reviewed, Int. Journal