EVALUATE THE TECHNOLOGY

ACCEPTANCE MODEL (TAM) OF USING

SOCIAL MEDIA AS A LEARNING TOOL
AMONG THE HIGHER INSTITUTION
STUDENTS.

HARUNA ABDULMALIK YUSUF

MASTER IN INFORMATION TECHNOLOGY

CITY UNIVERSITY
MALAYSIA
2021
 EVALUATE THE TECHNOLOGY ACCEPTANCE MODEL (TAM) OF USING
SOCIAL MEDIA AS A LEARNING TOOL AMONG THE HIGHER INSTITUTION
STUDENTS.

By

HARUNA ABDULMALIK YUSUF

Thesis Submitted in Partial Fulfillment of the Requirement for the Master in Information
Technology in the Faculty of Information Technology

City University

2021
 DECLARATION

I declare that the thesis is my original work except for quotations and citations which
have been duly acknowledged. In addition, I declare that it has not been previously, and
it is not concurrently, submitted for any other degree at City University or any other
institution.

Signature:
Name: HARUNA ABDULMALIK YUSUF
Date:

ii
 APPROVAL
This Project paper was submitted to my supervisor and has been accepted as partial
fulfillment of the requirement for the Master’s in Information Technology (MIT). The
member of the project paper Examination Committee was as follows:

Dr. Nor Afirdaus binti Zainal Abidin

Faculty of Information and Technology
City University Malaysia
Signature: ………………………….

iii
 ACKNOWLEDGEMENT
First and foremost, I would like to express my deepest thankfulness to Almighty Allah
(S.W.T) for all the things throughout my journey of knowledge exploration to complete this
research.

Secondly, I would like to express my deepest appreciation to my family especially my

father Prof. Yusuf Haruna for their greatest support, daily prayers, and encouragement.
Without them all these would not be possible.

Finally, I would like to express my sincere gratitude to my supervisor, Dr Nor Afirdaus

Binti Zainal Abidin, for her guidance and advice throughout this project to make it
successful.

iv
 ABSTRACT
EVALUATE THE TECHNOLOGY ACCEPTANCE MODEL (TAM) OF USING
SOCIAL MEDIA AS A LEARNING TOOL AMONG THE HIGHER
INSTITUTION STUDENTS.

By:

HARUNA ABDULMALIK YUSUF

Chair: Dr. Nor Afirdaus binti Zainal Abidin

Faculty of Information Technology

Social media has been always described as the channel through which knowledge is
transmitted between lecturers and students. One of the reasons social media is being
utilized by colleges is to encourage collaborative learning and social interaction. Hence,
this study explores the most used social media that students used to send and receive
notifications, files, and documents from their lecturers or colleagues, based on the
analysis of the results presented that 48% of the students used Facebook as a learning
tool because it helps them to send and receive notifications, documents, and files from
their lecturers. This research also investigates the most used social media site that
students used to create groups for assignments or classes., Tthe resultresults shows that s
were found that 50% of the students used WhatsApp to create groups for assignments,
classes, and other school activities. Likewise, this research determines the relationship
between dependent and independent variables, based on the analysis of the results shows
that there is a significant relationship between the variables. Moreover, 360 respondents
participated in this study. The Statistical Package for the Social Sciences (SPSS) was
used to analyse the data obtained. ThereforeIn conclusion, , the research found that
there is a significant impact between dependent and independent variables on
v
collaborative learning using social media which might lead to better students’ academic
learning performance.
.

TABLE OF CONTENTS Page

DECLARATION ii
APPROVAL iii
DECLARATION iv
ACKNOWLEDGMENT Vi
ABSTRACT V
TABLE OF CONTENTS Vi
LIST OF TABLES X
LIST OF FIGURES Xi

CHAPTER
1 INTRODUCTION 1
1.1 Introduction 1
1.2 Problem Statement 2
1.3 Research Objectives 4
1.4 Research Questions 4
1.5 Research Hypothesis 5
1.6 Research Scope 5
1.7 Significance of Study 5
1.8 Research Methodology 6
1.9 Gantt Chart 6
1.10 Conclusion 7

2 LITERATURE REVIEW 8
2.1 Introduction 8
2.2 Related Studies on Social Network Platforms 8
2.2.1 Summary of The Related Studies 12
2.3 TAM of Using social media in Higher Institutions 13
2.4 Social Media Site 14
2.5 Types of Social Media Sites 15
2.6 Social Media Sites in Educational Environments 16
2.7 Pros of Using Social Media Use as an Educational Tool 16
vi
 2.8 Cons of Using Social Media Use as an Educational Tool 17
2.9 Challenges That Face the Use of Social Media in Education 19
2.9.1 Privacy 19
2.9.2 Taking Up Time 19
2.9.3 Miscommunication 20
2.10 Opportunities to Use of Social Media in Education 20
2.10.1 Flexibility 20
2.10.2 Repeatable 21
2.10.3 Convenience and Accessibility 21
2.11 Conclusion 23
3 RESEARCH METHODOLOGY 24
3.1 Introduction 24
3.2 Research Methodology Framework 24
3.3 Study Method 25
3.3.1 Quantitative Research 25
3.4 Research Design 25
3.5 Research Instrument 26
3.6 Research Population 26
3.7 Research Sample 26
3.8 Data Collection 27
3.9 Data Analysis 28
3.10 Research Model 28
3.10.1 Perceived Usefulness 29
3.10.2 Perceived Ease of Use 29
3.10.3 Social Media Use 30
3.10.4 Students Satisfaction 30
3.10.5 Learning Performance 31
3.11 Conclusion 32
4 DATA ANALYSIS AND FINDINGS 33
4.1 Introduction 33
4.2 Demographic Information 33
4.2.1 Gender 34
4.2.2 Age Respondent’s 35
4.2.3 Faculties 36
4.2.4 Level of Study 37
4.2.5 Sharing Files 38
4.2.6 Creating Groups 39
4.2.7 Time Spend 40
4.3 Reliability Analysis 41
4.3.1 Reliability Analysis Matrix 42
4.4 Hypothesis Testing Results 43
4.4.1 Relationship Between Perceived Usefulness and 44
Social Media Use
vii
 4.4.2 Relationship Between Perceived Ease of Use and 44
Social Media Use
4.4.3 Relationship Between Social Media Use and 45
Students Satisfaction
4.4.4 Relationship Between Students Satisfaction and 45
Learning Performance
4.4.5 Correlation Matrix 46
4.4.6 Summary of Hypotheses 49
4.4.7 Technology Acceptance Model (TAM) 50
Summary
4.5 Findings 51
5 CONCLUSION AND RECOMMENDATIONS 52
5.1 Introduction 53
5.2 Summary of the Findings 53
5.3 Conclusion 54
5.4 Recommendations 56
5.5 Future Studies 57

REFERENCES 58
APPENDIX 68

viii
ix
 LIST OF TABLES

Page

Table 1.1: Gantt Chart 6

Table 4.1: Reliability Analysis 41

Table 4.2: Reliability Analysis Matrix 42

Table 4.3: Correlation Matrix 48

Table 4.4: Summary Table of Hypotheses 49

x
 LIST OF FIGURES

Page

Figure 2.1: Type of Social Media Sites 15

Figure 3.1: Research Methodology Framework 24

Figure 3.2: Research Model 28

Figure 4.1: Gender Respondent 34

Figure 4.2: Respondents Age 35

Figure 4.3: Faculties Respondents 36

Figure 4.4: Level of Study 37

Figure 4.5: Sharing Files 38

Figure 4.6: Creating Groups 39

Figure 4.7: Time Spent 40

Figure 4.8: Technology Acceptance Model (TAM) Summary 50

xi
 CHAPTER 1

INTRODUCTION

1.1 Introduction
Social mMedia is a popular platform nowadays, that plays important role in our daily
activities. There are many varieties of social media sites such as WhatsApp, Facebook,
Twitter, Pinterest, Viber, Telegram, and Skype, etc. Although, it helpsThey have helped
us in various fields of life such as educational field, business field, and political field.
This research will analyze the technology acceptance model of using social media as a
learning tool among the students of higher institutions.

Social media is one of the most common communication tools among our generation.
However, social media exist on Internet platforms where billions of people share data or
interests in certain disciplines that make it available for the users of these platforms to
share various files such as, videos, photos, send messages, create blogs, and conduct
real-time conversations (Carton 2009).

In addition, social media can be defined as an online service, platform, or area where
social communication and relations can be established, and alsoand individuals share
files, documents, and information. Social media offer the user the ability to share their
views, feelings, activities, events, and fields of interest online. Therefore, this research
will investigate the factors that influence the use of social media sites as a learning tool
among students of higher institutions. Moreover, the research will carry out using the
quantitative method (Questionnaire). The results of data collection will be analyzed
using an appropriate analytic tool, Statistical Package for the Social Sciences (SPSS).

1
1.2 Problem Statement

1.2.1 The use of social media in the classroom.

The age group that uses social media the most nowadays is the youth. Most of those
youth consist of students in colleges or universities, who use most of their time with
smartphones in which they have access to social media. With the expansion in the use of
social media, every aspect of our daily life activities has evolved tremendously such as
education and economics. Furthermore, the highest number of social media users are
university or college students. The misuse of social media in universities/colleges has
led to a massive drawback on the student's performances both academically and morally,
which has a major role in tarnishing school images. In addition, the use of social media
has not been explored among higher institution students for positive usages like the
interaction between lecturers and class members, sharing documents (assignment, group
works), scheduling activities, and more. As defined by Bryer and Zavatarro (2013),
many researchers have revealed that 40% of students use their social media during
lectures instead of concentrating on the lectures, which in turn reduces the students’
academic performances.

1.2.2 Technical understanding of how to use and maintain social media effectively.
Social media has been misused by users over time, and it requires a good level of
technical understanding to use and maintain social media effectively.
As the use of technology and social media has become more relevant over the years,
educators wanted to keep it out of the classroom for fear that it would be too distracting
for the students. This led several institutions to add no cell phone allowed in class policy
in their rule and regulations. This has shown to be ineffective in most cases, as students
continue to bring their cell phones to lectures, despite the policy, and many even find
ways to access social media sites regardless of precautions taken by school
administrators.

2
Therefore, this research will investigate the factors that influence the use of social media
as a learning tool among students in higher institutions. Moreover, this research will
explore the possible impact of social media use as a learning tool among higher
institution students.

1.3 Research Objectives

1. To determine how frequently higher institution students use social media for
academic’s purposes.
2. To analyze the possible impact of the use of social mediaedia use as a learning
tool among higher institution students.
3. To identify the aspects that influence the use of social media as a learning tool
among institution students.

1.4 Research Questions

1. How frequently do higher institution students use social media for academic ’s
purposes?
2. What is are the possible impacts of the use of social media asuse as a learning
tool among higher institution students?
3. What are the factors that influence the use of social media as a learning tool
among higher institution students?

1.5 Research Hypothesis

H1: There is a significant relationship between perceived usefulness and social media
use. H2: There is a significant relationship between perceived ease of use and social
media use.
3
H3: There is a significant relationship between social media use and student’s
satisfaction.
H4: There is a significant relationship between student satisfaction and learning
performance.

1.6 Research Scope

This research will be limited to students in higher institutions only. Students will be
identified at random and questionnaires will be administered to them. Care will be taken
to ensure that students are pooled from various institutions to ensure data quality and
integrity. Hence the scope of the Ssocial media sites that will be used in this research
are;are Facebook, Twitter, and WhatsApp. Therefore, this research will evaluate the
following factors: iIdentified, usefulness, perceived eEase of use, sSocial mMedia use,
sStudent satisfaction, and lLearning performance.

1.7 Significance of Study

The expected outcome of this research will benefit students and the administrations of
the institutions, as this will demonstrate the level extent of the students’ use of social
media platforms. This will help them understand how to maintain the student’s attention
of using social media platforms. Therefore, the findings could be used by academic
advisers and counselors who offer professional advice to the institution's management on
how to regulate social media usage among the students.

1.8 Research Methodology

4
The data for this research will be collected using a quantitative method (Questionnaire).
After the data collection, the results of data collection will be analyzed using an
appropriate analytic tool, Statistical Package for the Social Sciences (SPSS).

1.9 Gantt Chart

The purpose of the Gantt chart in this research is to show the workflow of the research
and the duration of each stage that takes for the entire project. The first research
workflow is an introduction that consists of the problem statement and the research
objectives. The review of the related studies follows are data collection, data analysis,
and conclusion of the research as shown in table 1.1.

9/6/2021 9/26/2021 10/16/2021 11/5/2021 11/25/2021 12/15/2021

Research Proposal Topic
Discussion Topic and Research Proposal
Lectures and Discussion
CHAPTER 1 – INTRODUCTION
Lectures and Discussion
CHAPTER 2 – LITERATURE REVIEW
Lectures and Discussion
CHAPTER 3 - METHODOLOGY 4 - ANALYSIS
Lectures and Discussion
CHAPTER 4 - ANALYSIS
Lectures and Discussion
CHAPTER 5 - CONCLUSION
STUDY/REVISION WEEK
Submit Final Thesis and Research Paper

Table 1.1: Gantt Chart

1.10 Conclusion

As highlighted in the discussion above, the problem statements have been defined and
these create the objectives on how to overcome the problems. The scope is well
5
explained and presented. The research will be of significant value to both the students
and the body of researchers in the use of social networks in higher institutions, all care
will be taken to ensure data integrity to avoid fake results.
.

6
CHAPTER 2

7
 LITERATURE REVIEW

2.1 Introduction

Social media sites offer several options such as the ability to interact and communicate
with individuals and communities worldwide, ability to join a group which cannot be
possible in real life due to geographical and physical constraints. More importantly,, it
also allows you to share and receive information. However It, is possiblepossible to
benefit from social networks through positive uses. Various studies have been done to
determine the rate of users on social networks in educational institutions and the
efficiency such tools confer to the educational process.

2.2 Related Studies on Social Network Platforms

According to researchers, social networks improve communication skills, enhance

encourage participation and social commitment, reinforcestrengthen peer support,
andsupport and ensure the realizationawareness of education based on collaboration.
Moreover, social networking sites can be easily and inexpensively used without
substantial support from universities so that they can be integrated into the educational
process of students. ThusHence, following graduation from the university, students after
graduating, students will be able have possibilities to re-access the learning process over
the Web and continue his/her studies (Gulbahar, Kalelioglu, & Madran, 2010).

HenceS, social media which is, derived from the social software movement, are a
collection of Internet websites, services, and practices that support collaboration,
community building, participation, and sharing (Junco, Heibergert, & Loken, 2010).
Bryer and Zavatarro (2001) defined , “sSocial media are as technologies that facilitate
social interaction, make possible collaboration, and enable deliberation across
8
stakeholders”. These The widely used technologies now include blogs, wikis, media
(audio, photo, video, text) sharing tools, networking platforms (including Facebook),
and virtual worlds (Bryer & Zavatarro, 2001).
The use of social media has surged become popular globally in recent years. As of July
2013, Facebook passed 850 million users, LinkedIn had over 100 million members,
Twitter had over 187 million tweets per day, and YouTube reached three billion views
per day (Chen & Bryer, 2012). Despite the popularity of social media for personal use,
however, a low percentage of students and faculty use them for academic practiceonly a
low fraction of students uses it for academic practice (Lenhart, Tiryakioglu & Erzurum,
2010).

As educators look for ways to engage and motivate students, social media technologies
are becoming the aalternative viable supplement to the traditional learning environment
(Ebner, Lienhardt, Rohs, & Meyer, 2010). Also, educators are examining the
combination of distance education delivery with instructional social media, thus,
providing new approaches to teaching and learning that blend technology (Brady,
Holcomb, & McLoughlin, 2010). The purpose of this literature review is to examine
research the use of social media in higher education students. Specifically, Tthis article
specifically reports on several topics such as: (a) the the general use of social media by
students and faculty,; (b) the use of social media for academic practice in both traditional
and distance learning formats, ; and (c) the pros and cons of using social media for
academic practice. Previous reviews of the literature have suggested that access to
technology is inequitable and that students of color are less likely to use technology, and
therefore, have fewer opportunities to use social media tools than students who are white
their white peers (Volman & van Eck, 2009). As such, this article reviews explained
recent research on the use of technology and social media by students of color, and
potential inequitiesdiscriminations in the use of social media for academic practice.
Today’s college higher institution students (which may consist of Baby Boomers,
Generation Xers, and Millennials) are exposed to all types of technologies in many
aspects of their daily lives (Browning, Gerlich, & Westermann, 2011). Daily, they use
9
desktop computers, laptops, e-readers, content sharing, online learning, and much more
as platforms to access social media.

As documented in recent research, students and faculty are using these emerging
technologies and platforms in all sides of their daily lives, specifically social media
(Browning, Chen & Bryer, 2012) yet,yet a low percentage of users are engaging in such
for academic practice (Chen & Bryer, Tiryakioglu & Erzurum, 2010). Tablets, and cell
phones are commonly used to actively engage in social networking, text messaging,
blogging, content sharing, online learning, and much more (Cassidy, Griffin,
Manolovitz, Shen, & Turney, 2011). As documented in recent research, students and
faculty are using these emerging technologiesgadgets to access social media which
affect and platforms in all facets aspects of their daily lives, specifically social media
(Browning, et al. 2011, Chen & Bryer, 2012) yetalthough, a low percentage of users are
engaging in such for academic practice. (Tiryakioglu & Erzurum, 2010).

A recent report from the Pew Research Center’s Internet and American Life Project
(Lenhart, Purcell, Smith, & Zickuhr, 2010) highlights focused on the use of social media
in the United States in which . aA cohort of 2,253 adults (18 and older) was surveyed in
September 2009. The findings indicate shows that 72% of survey respondents has
increased profiles to maintain on multiple social networking sites use social networking
sites with an increase in the number of profiles maintained on multiple sites compared to
the prior year. Among profile the respondentsowners, Facebook is currently the most
popular social network of choicewith 73% of users, (73%), whereas onlywhile 48% and
14% respondents maintain profiles on MySpace and LinkedIn , respectively.
AdditionallyMeanwhile, 19% of the survey respondents use Twitter while least used
social media platform is virtual users with only 4% using itse virtual worlds such as
Second Life. It is also reported that 30%Several survey respondents respondents
reported participatingjoined in content creation activities by with 30% “sharing ” self-
created content such as photos, videos, and artwork, ; 15% were involved in “remixing”
materials such as songs or images to showcase their artistic abilities while ; and 11%
10
“blogged ing” to inform, update, or notify readers about specific topics and/or events.
The study results also revealed that the top four reasons why students use social media
tools. . As reported, 85% % of the students involved use thesuch tools for social
engagement while, 56% use them to communicate directly with other users.for direct
communications Furthermore,, 48% use them for speed of feedback/results, and finally,
47% use them to build relationshipfor relationship building.; Hhowever, those students
are not interested in using social media tools for academic practice as fewer less than
10% of the students reported using the tools for that purpose mentioned using social
media tools for academic practice. In a similar study, Browning, Gerlich, and
Westermann (2011) surveyed 141 undergraduate students regarding their perceptions
and beliefs about social media. A paper-and-pencil survey revealed strong favorable
perceptions of social media in general and a high degree of readiness to embrace social
media portals as a way toto deliver course content. Poellhuber and Anderson (2011)
worked together to conduct a study aimed at describing the use of and interest in social
media. A 90-item online questionnaire was completed by 3,462 students between July
2009 and February 2010. The demographic characteristics constitute a large percentage
of females (75.3%) and students of varying ages categorized by five 8-year spans:
Generation Z, 16-24 (37.2%); Generation Y, 25-32 (27.2%); Generation X2, 33-40
(16.1%); Generation X1, 41-48 (10.5%); and Baby Boomers, 49 and over (5.3%). In
terms of user proficiency, the results revealed that a significant percentage of
study69.5% respondents reported being either advanced or expert users of of social
networking tools. Meanwhile, 52.9% and 33.7% respondents are either advanced or
expert of using video sharing and photo sharing tools respectively. On the other hand,
(69.5%), video sharing (52.9%), photo sharing (33.7%), and blogging (25.4%
respondent showed mediocre skills at using blogging tools) tools. Quite the reverse was.
As reported for social bookmarking, virtual worlds, electronic portfolios, tweeting,
wWeb conferencing, podcasting, and wikis most , as respondents acknowledgedself-
professed lower levels of proficiency with such tools.

11
In terms of interest in using social media for academic practice, the study respondents
demonstratedproven to show more interest in using social media in which they are most
familiar witha higher interest in using those social media tools for which they were most
familiar. Video sharing revealed to be the most interesting social media while social
networking is the second, followed by web conferencing. Next, 40.2% respondents find
Ranked by the percentage of interested respondents, the list includes the following:
video sharing (58.2%), social networking (52.8%), Web conferencing (42.6%),
bblogging interesting while (40.2%), photo sharing (36.4%), podcasting (33.7%), wikis
(31.3%), electronic portfolios (28.5%), virtual worlds (19.4%), tweeting (18.5%), and
social bookmarking (18.1%). Early studies were conducted to determine if digital
divides of access and use exist. In an their ethnographic research on social networking
sites, Boyd & Ellison (2007) found that students of color were just as likely to join
sitesusing the same sites as wWhite students from with wealthiercomfortable
backgrounds. Hargittai (2007) also examined a sample of college students and
foundproved that race did not have a significant relationship as to whether students used
social networking sites.

Guy (2011) focused researched on the use of social media by students of color at several
historically Black black colleges (HBCs), a population that isan underrepresented
population in the literature. The first study queriedsampled 261 undergraduate students
regarding their personalindividual use of social networking sites. Eighty-seven percent
87% of the study participants surveyed reported having subscribed to either Facebook or
MySpace while only 13% said they participate on Web sites as bloggers. Students were
also asked to report their frequencyregularity of usage with specific online activities
relating to social networking. The results revealed that 53% of the students reported
using Facebook and/or MySpace daily. Blogging was the activity students reported
performing the least at 5% daily. A second, separate but related, study surveyed 155
students at a single HBC to determine the likelihood of students going online to actively
engage in the use of social networking. The results revealed that 5.5% were not at all
likely, 7.1% were not very likely, 11.6% were somewhat likely, 23.2% likely, and 42.6%
12
were almost certain of going online to use social networking sites. The same study
reported that the majority of students (68%) subscribe to either Facebook and/or
MySpace, 53% access these sites daily, and 18% reported frequent usage.

2.2.1 Summary of The Related Studies

Specific indicators have emerged concerning student use of social media technologies.
In summary, this review has discovered the following are typically below:
1. The use of social media by students for academic practice is surpassed by its use
for social engagement, direct communications, and relationship building
(Lenhart, Purcell, Smith, & Zickuhr, 2010).
2. A larger percentage of female students use social media technologies (Poellhuber
& Anderson, 2001) despite past studies that have reported that male students
generally demonstrate more competence and a constructive favorable
attitudebehavior toward the use of technology (Jackson, Ervin, Gardner, &
Schmitt, 2001; Miller, Schweingruber, & Brandenburg, 2000).
3. A large percentage of social media use and expertise lies with college students
between the ages of 18-24, also known as Generation Z (Poellhuber & Anderson,
2011).
4. Facebook and YouTube are the two most commonly usedmost used social media
technologies
5. among higher institution all students (Guy, 2011; Poellhuber & Anderson,
2011).

2.3 Technology Acceptance Model (TAM) of Using social media in Higher

Institutions

13
Higher education institutions are using social networking platforms to engage with an
audience well versed in new media channels. Social media is seen as a viablepractical
tool for university communicators management to connect with students due to its low
cost, immediacy, and use by a large number ofmany students (Kelleher & Sweetser,
2012).

One of the main major ways that colleges and universitiehigher academic institutionss
are utilizing social media is for recruitment. Many of the potential students to these
institutions are already avid users of the technology, forcing which encourage
admissions offices to meet their audience online. Ninety-five percent of95% college
admissions offices use at least one social media platform form of social media (Barnes
& Lescault 2011). In a 2012 study of social media adoption by university
communicators, Kelleher and Sweetser (2012) noted that admissions and recruiting
departments rely greatly upon social media due based on their job to communicate with
younger audiences. Although previously social media differs greatly from previousis not
a traditional marketing tools used by higher education institutions, it shows has been
provengreat potential to be one of the most effective tools to engage students, increases
enrollment and retention, and establish a foundation for strong alumni relations (Wandel
, (2008).

2.4 Social Media Site

Generally, social media In general, the social network can be defined as an online
service , platform, or area where social communication and relations can be
establishedcreated and maintained, and alsoand where individuals are able to share give
and receive information. Social networks offer the user the ability to share their views,
feelings, activities, events, and fields of interest online. Today, many social network
sites emerged, which reshaped communication, interaction, collaboration, and efforts of
people. The degree of participation in social networks also constantly increases.
Individuals may define themselves over the Internet in social life and they become a
14
member of social networks to reach and communicate with friends of similar cultural
level, the field of interest, common background, and mutual friends. Thus, a group of
friends can be enlarged and information exchange is enabled (Jordan, 2012). People log
in to social networks for different purposes. This condition leads to the fact that private
lives are known by and shared with hundreds or even thousands of people who do not
know each other. Social network sites have become an extremely important tool for
sharing communication, obtaining new information, and making new friendships.
MoreoverIn addition, social network environments offer possibilities the abilities to
create for personal statements, creating finding interest groups, ensuring cooperation,
and sharing and giving information. Using several mouse clicks, people may send each
other videos, images, or any other content (Morgan, J. & VanLengen, C. 2005).

According to Perlman and Miller (2012), social sharing networks, which make people
share all details of their lives with the whole world, remove the sense of shame.
However, it is also at the heart of many scientific claims ranging from health problems,
loss of future job opportunities to the conversion of users into “monsters” due to the
deepening of jealousy and narcissism. After all, social sharing networks became an
inevitable part of human life. According to researchers, social networks improve
communication skills, enhance participation and social commitment, reinforce peer
support, and ensure the realization of education based on collaboration. Moreover, social
networking sites can be easily and inexpensively used without substantial support from
universities so that they can be integrated into the educational process of students. Thus,
following after graduatingon from the university, students will have possibilitiesbe able
to re-access the learning process resources over the wWeb and continue theirhis/her
studies (Gulbahar, Kalelioglu, & Madran, 2013).

2.5 Types of Social Media Sites

15
Although SMS are pervasive, they are also constantly changing, and for that reason, we
frame our discussion here around a few general types of social networks: tools that offer
learners opportunities to engage in written discourse (such as Facebook, LinkedIn, or
Twitter); those that focus primarily on oral discourse (e.g.e.g., Voice Thread or video
messaging Pinterest, or Snapchat).

Figure 2.1: Type of Social Media Sites

2.6 Social Media Sites in Educational Environments

Social mMedia sites offer several possibilities such as socialization of individuals,

ability to communicate with people living worldwide, ability to be a member of a group
which cannot be possible in real life due to geographical and physical constraints, self-
expression, and ability to receive information and share it. Problems about
confidentiality, misuse of information, and social network dependence are also
undeniable facts. However, it is possible to benefit from make social networks media
16
sites advantageous through positive uses. It Social networks can also be
successfullyeffectively used in the academicsfield of education. Seguin (2013)
recommends educators that may gain benefits such as program exchanges, job
announcements, creating relief funds or searching for such funds, arranging concurrent
or no concurrent conferences and publishing studies conducted by themselves or their
students. Moreover, studies programs such as course plans, activities, etc. can be more
efficiently accessed used by a larger number of educators over a database.
Therefore, the advantages deriveding from the use of social networks as an educational
tool, interactivity, and participation provided by such environments should be also
mentioned. Advantages possibly deriving from the use of social networks as an
educational tool can be listed as follows (Morgan, J. & VanLengen, C. 2005).

2.7 Pros of Using Social Media Use as an Educational Tool

The debate regarding integration of social media in education There is an still ongoing
debate regarding the integration of social media in education. SAdvocates of social
media advocates point has highlightedto the benefits of using social media for academic
practices while critics are calling for regulationsencouraging rules and regulations and/or
the removal of such online technologies in the classroom. Finding middle ground has
become a challenge.

Proponents Advocates argue that contemporary college students have become

habituatedfamiliarized to a world where social media is the norm; therebyhence, as an
educational tool, social media enriches the learning experience by allowing students and
instructors to exchange ideas, foster create collaboration and discussion, anddiscussion
engage and interact using such emerging popular social platforms. (Guy, R. 2011).
outlines several benefits positive outcomes to using social media in educationacademics.
First, she argues highlighted that social media is an effective way to increase student
engagement and build communication skills by allowing studentsmaking students to feel
17
more comfortable expressing themselves in a less intimidating environment they are
familiar with. Secondly, Lederer believes that social media can improve communication
become more effectively between students and instructors. For example,, while the
latterinstructors can answer students’ questions, post homework assignments and lesson
plans, send messages and updates, schedule or announce upcoming events, and share
learning resourcesWeb sites and multimedia content. Finally, Lederer points to students’
use of social networking sites to find find future employment by establishing a
professional onlineWeb presence, posting a resume, and researching potential
employers.

2.8 Cons of Using Social Media Use as an Educational Tool

Despite the aforementionedsaid benefits, critics argue that there are serious risks
disadvantages ofto using social media in the classroom. FurthermoreMoreover,
educators believe trust that social media technologies are not always appropriate nor
successful vehicles platform for teaching and learning activitieseducation purposes
(Waycott, Bennett, Kennedy, Dalgarno, & Gray, 2010). Based on Lederer (2012) cites
the following as reasons to ensure the integration of social media for academic practice.
First, she suggests states that social media can be a distraction. A common complaint
among instructors is that tools such as Facebook and Twitter divert students’ attention
from participating in the classroom participation and ultimately eventually are become
disruptive to of the learning process. SecondlyNext, while social networking sites
provide ways for students and instructors to connectconnect students to their ,instructors,
Lederer argues that cyberbullying can be used as a weapon platform for malicious
behavior. FinallyLastly, Lederer arguesclaims that social media discourages affects
students’ communication skills. He also maintained that face-to-face communication,
that is, “while real-time digital stream may create a safe harbor space for students who
are uncomfortable expressing themselves, students they are missing valuable lessons in
real-life social skills (Lederer, 2012).
18
Additional Other challenges that may ariseresult from when using social media in
education include workload concerns for instructorsfaculty and students, lack of trust in
peers feedback, ownership issues regarding public and collaborative spaces, and
difficultystruggle in adaptingadjusting to publicly available tools (Schroeder, et al.,
2010). Another challengechallenge of using social media in education concerns include
the suitability and appropriate the integration of social media technologies into the
curriculum. For successfuleffective integration, social media technologies should
become a seamless part of the curriculum and not just just an additionalsimply another
way means of communication (Lester & Perini, 2010). Technology infrastructure also
poses challenges for using social media to engage students. Third-party wWeb-based
innovations are a major concern for most colleges and universitieshigher education
institutes because the information is stored outside secure campus servers, yet, an
alternative arrangement such as the development of a social networking site may be too
costly expensive for most institutions of higher learningthose institutions (Lester &
Perini, 2010).

While the debate As the discussion continues regarding the pros benefits (socialization,
engagement of studentsstudent attentiveness to their education, development of a
communitycommunity development, collaborative and reflective learning, peer-to-peer
support and feedback, employment resource of employment, and information
management) and cons disadvantages (cyberbullying, ownershipproprietorship issues,
workload issues, lack of student engagement, lack of trust between peersin peer
feedback, and technology infrastructure issues) of using social media for academic
practice, no one can argue the influence that social networking has on today's students
(Lederer, 2012).

19
2.9 Challenges That Face the Use of Social Media in Education

2.9.1 Privacy

Nowadays, social media sites such as Facebook and Twitter are open for anyone who
wants to participateto joinbe a part of. However, researchers have studied studies have
made to measure the relationship between privacy concerns and online behavior. The
sStudies have shown that users will express very powerfuldeep concerns about
theregarding the privacy of their personal information, butinformation yet they are be
less than vigilantcautious about safeguarding protecting it. Although a lot of the
information individuals supply on social-networking sitessocial media is elective, users
are progressivelygradually getting more comfortable with excessively displaying
exposing their own a great deal of personal information online. ThereforeHence, privacy
become one of the main concerns upon signing up on those social networking sitesone
of the main concerns for users who register on these sites is privacy. How private safe is
the information that users place displayed on social networking? Wh and whoo has
access to the that information and what is it used for? Whose role is it- parent, student,
educator, and website developer to ensure an individuals understands his their right to
privacy and exercises it accordingly? Everyone asks questions himself themselves these
questions. SoTherefore, privacy is one of the obstaclesrisk that has faced exists in the
use of social networking in education.

2.9.2 Taking Up Time

The study which was conducted by Ashraf Jalal Yousef Zaidieh, (2012) showed the
amount ofhow much time was spent by individuals with each other online. Thian s
affects the health of individuals because spending a lot of time browsing these social
networks can affect the way the genes operate within the human body and weakens the
immune and hormone levels, and the function of arteries. In addition, it also is also
20
having an impact on mental health. MoreoverPlus, the use of social networking in
education can cause contribute to a lack of motivation towards learning and as it can be
boringdull to be sitting in front of a computer for a long time.

2.9.3 Miscommunication

E-lLearning does not give provide the students the same opportunities benefits for
explanation and clarification that occur in face-to-face interaction. While students need
to acquire writing skills to express their ideas and opinions freely, Learnthey areers
facinge some difficultiesy through to do such things through social networking in
expressing their views and ideas in writing, as many learners of them prefer to express
voice their ideas orallyverbally which is the traditional approach that they they have
used for many years through their studyare familiar with. , while education users need to
acquire writing skills to express their ideas and opinions freely. Face to face interactions
allows individuals students to perceiveobserve physical cluesexpressions such as
voicelike tone, inflection, body language, in which are absent in an online
environments., these are lacking.

2.10 Opportunities to Use of Social Media in Education

In the field of educationacademic field, social-networking sites offer a student the

opportunityhas made it possible for students to connect with other students, educators,
administrators, alumni, both within and outside his their current institution. Scholars
have approvedpraise social-networking tools for their capability abilities to attract,
motivate and engage students in meaningful positive communicatcommunicationive
practice, content exchange, and collaboration.

21
2.10.1 Flexibility

Flexible learning expands to the choice on what, when, where, and how people learn. It
supports providesoffers different styles of learning, including e-learning. Flexibility
means anticipating, and responding to, the ever-changing needs and expectations of
vVocational eEducation and tTraining clients - enterprises learners and communities.
Flexibility It is one of the most attractive elements factor of online learning in social
networking. Blended Mixed approachhes that of combininge face-to-face session and
online learning are preferable to just an online pedagogy approach alone. Face-to-face
classes are more likely to enable provide high levels of emotional understanding, while
the convenience and flexibility of online components can motivate encourage students to
complete educational their tasks. It contributes to exposing students to the different
perspectives of the students. , Online fforums such as chat rooms that exist in social
networking provide opportunities ies to exchange views on topics which increases the
opportunities to take advantage of views and proposals and their integration with the
views of the studentlead to broadening their perspective, and helps in the formation of a
solid foundation for students in their knowledge purpose. The education theories
confirm that human interaction is a crucial vital elementfactor in the learning process. It
should be noted that Ssocial networking provides participation through such virtual
classrooms, chat rooms, and meetings by videoonline meetings should be noted.

2.10.2 Repeatable

Remember information depends on all ofall our sensory, while the response depends on
the features of the individual and the motivation to learn. So, it must be therefore
provided a way that has offered a learner the possibility of repetition, which is rarely
offered by traditional educational methods the social networking has offered this way
through their sites and allows learners to retrieve the information immediately.

22
2.10.3 Convenience and Accessibility

Social networking is easy and quick in termsto use as it provides easy of accessing
accessibility. Moreover,, reviewing, updating, and editing learning material needs can be
done anytime and anywhere. In addition, it allows for the option to select learning
materials from a large number ofmany courses offered online which the learner needs,
and it also makes the easier distribution of courses material. Social networking helps to
reduce relieve stress and increase satisfaction among students. It allows each student
(slow or quick students) to study at their own pace and speed. speed (self-pacing).
Furthermore, it is easy to join bulletin board discussions anytime or visit classmates and
instructors remotely in the chat room. It can provide a stronger understanding and
increase retention on the subject, due to using many elements which exist under e-
learning, e.g.e.g., multimedia, quizzes, interaction, etc., and the ability to retry training
and over to understand. Social networking allows access to courses available on their
sites.

2.11 Conclusion

The reviewed literature suggests that social media holds promise for academiathe
academic field. As reported throughout the current review, students have diversevaried
beliefsopinions, perceptions, and experiences about social media technologies. Many of
the studies reported a willingness among students wanting to comply to incorporate
social media into their learning experiences process (Lenhart, Liu, Poellhuber &
Anderson, Westermann, 2011). LikewiseSimilarly, the majority ofmost faculty members
were supportive of utilizing social media not only to enhance student engagement but
alsoand to provide course contentteach in a more active and participatory role (Chen &
Bryer, Tiryakioglu & Erzurum, 2012).

23
The current review continues the tradition of digital divide scholarship by discussing
equality issues of equality and the opportunitiesy for of using social media technologies.
Several studies presented report a non-significantminiscule difference when comparing
the accessibility to the social mediaaccess and its use of social media tools between
students of color and wWhite students. ; Hhowever, as new media emerge, questions the
issue of who is accessing and using such technologies will remain paramount if we are
to be successful in utilizing social media for academic practice. Concerning the
traditional classroom environment, faculty and instructional designers have successfully
utilized social media technologies for various types of academic activities that include
collaborative learning, inquiry-based learning, and reflective learning. Based on
students’ responses, it is evidentapparent that using social media in distance learning
environments has allowed for increasedmore collaboration, communication, and
interaction through blogging, document sharing, networking, tweeting, and social
bookmarking (Brady, McCarthy, Veletsianos & Navarrete, 2013).

24
 CHAPTER 3

RESEARCH METHODOLOGY

3.1 Introduction

This chapter will explain and discuss the research framework, study method, research
design, instrument, population, sample, research model, data collection, and data
analysis. The data of this research will be collected using the quantitative method
(Questionnaire). Therefore, after the collection of data, the results will be analyzed with
the use of the Statistical Package for Social Science (SPSS).

25
3.2 Research Methodology Framework

Figure 3.1: Research Methodology Framework

3.3 Study Method

An appropriate study method is essential. Usually, therey are three (3) study methods
used to compete successfully and achieve the objectives of the study. Therefore, each
study method has its characteristics, the study method will conduct on quantitative
research methods are Quantitative Research.

3.3.1 Quantitative Research

Quantitative rResearch is used to quantify the problem by way of generatingproducing

numerical data or data that can be transformed into usable statistics. It is used to quantify
attitudes, opinions, behaviors, and other defined variables and generalize results from a

26
larger sample population. Quantitative rResearch uses measurablequantifiable data to
formulate facts and uncoverreveal patterns in research. Quantitative data collection
methods are much more structuredcontrolled than qQualitative data collection methods.
Quantitative data collection methods include variousnumerous forms of questionnaires.

3.4 Research Design

A research design focuses on the end-product and the all the steps involved in the
process to achieve produce that outcome. In this sensecircumstancecontext, a research
design is viewed as the functional plan in during which certain research methods and
procedures are linked together to acquire a reliable and valid body of data for
empirically grounded analysesevaluations, conclusions, and theory formulation. The
Thus, research design thus provides the researcher with a well-defined clear research
framework; it guides the methods, decisions and sets the basis for interpretation.
Therefore, the quantitative research method is adopted in this study.

3.5 Research Instrument

For the students, the research will be quantitatively driven by the use ofusing
questionnaires. A carefully designed questionnaire that will ask all relevant questions
and opinions from students will be used. The questionnaire will be printed out and
shared with a proportional number of students across several institutions. The response
from the students will be fully analyzed and used to arrive at conclusions of the use of
social media on the students’ side. The questionnaire will be designed using Microsoft
word and sent to selected students.

3.6 Research Population

27
According to (Lester, J. & Perini, M. 2010). definesdescribes population as “the total
numbersum of units from which data can be collectedd”, such as individuals, artifacts,
events, or organizations. Liu (2010) describes the population as all the elements that
meet the criteria for inclusion in a study. The population of this study is defined based
on higher institution students in Malaysia which is about seven thousand one hundred
(7100). A chosen research population was the active students of Malaysian higher
institutions.

3.7 Research Sample

The sample size is the number of completed responses the survey receives. It’s called a
sample because it only represents part of the group of people (or population), to
represent the particular populationpopulation. Gall, Neuman, (2011). The sample size of
this research is about three hundred and sixty (360) active students of higher institutions
in Malaysia. Randomly questionnaire will be distributed to students to collect the data,
where respondents are chosen entirely by chance from the population at large. This
study will be limited to the students of some Malaysian higher institutions such as Ccity
Uuniversitiyes, Llimkokwing Uuniversityties, Iinfrastructure Uuniversityies and , etc.

The formula for calculate sample size

(Equation 3.1)

Where n = the number of respondents, N = the population size (7100) and e = margin of
error (95%).

Sample size = 360 respondents.

28
3.8 Data Collection

A survey study involves data collection techniques such as personal face to face,
interviews, telephone surveys, mail questionnaires, and so on. Information is collected
from a group of individuals to describe the sociological aspect of group behaviors. These
include the abilities, attitudes, opinions, beliefs, and knowledge of a particular
population. The main method of data collection is through asking questions. The
respondents are required to answer the question provided. Meanwhile, the researcher
should always remind the respondents about the confidentiality of the information given
while responding to the items in the questionnaire. Therefore, it is to make sure that the
private and sensitive issues of responding are highly secure.

3.9 Data Analysis

The results of this study will be carried out by using an appropriate analytic tool,
Statistical Package for the Social Sciences (SPSS). Data analysis involves data entry of
responses, data screening, and selection of the appropriate data analysis strategy (Lester,
J. & Perini, M. 2010). Data analysis aims to achieve three objectives: obtaining an
overview of the sample data and its attributes, testing the goodness of data, and
validating the proposed hypotheses. Before data analysis can begin, the data gathered is
transformed into a suitable form for analysis.

3.10 Research Model

29
Technology Acceptance Model (TAM): The model that is going to be used as a
proposed model in this research, the purpose of this research is to evaluate the
acceptance of using social media platforms as a learning tool among the students in
higher institutions. Technology adoption is strongly influenced by perceived usefulness,
perceived ease of use, social media, student satisfaction, and learning performance. Most
of the research in this field uses TAM, which was developed by Liu, Y. (2010), as a
theoretical model. Therefore, the research model is typically below:

Figure 3.2: Research Model

3.10.1 Perceived Usefulness

As proposed by the TAM model, the use of IT tools among users heavily greatly
depends on their perceived usefulness (Davis, 1989; Venkatesh and Davis, 2000;
Venkatesh et al., 2003). In one of the studies done in this area,. (Jackson et al., (1997)
reportedstated that there is no relationship between perceived usefulness and attitude and
social media. Moreover, usefulness was found to have a negative relation with the use of
information systems (IS) (Venkatesh and Davis, 2000). Other researchers also reported
that there is no indication that of the perceived usefulness indicates the -actual use
relationship (Szajna, 1996; Lucas and Spitler, 1999; Bajaj and Nidumolu, 1998). An
example for that would be that as mentioned by Lucas and Spitler (1999) that the

30
problem was with the researchers’ variables which that were not significant while
studying the model (Venkatesh and Davis, 2000).
H1: There is a significant relationship between perceived usefulness and social media
use.

3.10.2 Perceived Ease of Use

It is suggested by the TAM that certain components like perceived usefulness, intention,
and actual use are highly influenced by perceived ease of use (Davis, Mathieson, Moore,
and Benbasat, 1991). Looking at the relationship between perceived ease of use and
perceived usefulness, Davis (1989) has reported that the former might mediate the latter
and this view is the oppositecontradictory to the view by Venkatesh and Davis (2000)
who argue that the former is a parallel and direct determinantfactor of use. While talking
of UTAUT, effort expectancy is used to portray capture the concepts of perceived use
(TAM/TAM2), complexity, and ease of use. It refers to the level of ease related to
system use (Venkatesh and Davis, 2000). This relationship between perceived ease of
user-perceived usefulness was rejected as reported in some studies by Chau and Hu
(2002).
H2: There is a significant relationship between perceived ease of use and social media
use.
3.10.3 Social Media Use

One of the main forces influencing the development of technology utilization models is
the sSocial media use for active perceived usefulness and perceived ease of use
(Venkatesh et al., 2003; Davis, 1989). MoreoverFurthermore, both terms of perceived
ease of use and perceived usefulness are known as the most crucialcritical post-adoption
perceptions. These perceptions have ana remarkable exceptional role in increasing the
level of satisfaction and use of future social media in the future use (Venkatesh and
Pelling, 2009). In support of this, Moon and Kim (2001) observed reported that those
31
who positively interact with the web system and possess higher good behavior to use it
are the individuals who feel comfortable with ease while using this system. Social media
is seen as a channel medium for transmittingconveying information and knowledge
between communities and learners. In the study by Brady et al. (2010), it was reported
that the use of social media among students has increased between the years 2007–2010.
H3: There is a significant relationship between social media use and students’
satisfaction.

3.10.4 Students Satisfaction

One of the main forces influencing the development of technology utilization models is
Socialsocial media use for active student satisfaction (Venkatesh, 2003). Moreover, both
terms of perceived ease of use and perceived usefulness are known as the most crucial
post-adoption perceptions. These perceptions have an exceptional role in increasing the
level of satisfaction and future social media use (Venkatesh and Bala, 2008; Pelling and
White, 2009). In support of this, Moon and Kim (2001) observed reported that those
who positively interact with the web system and possess higher better behavior to use it
are the individuals who feel comfortable with and at ease while using this system. An
For example, of that is the Facebook application that can be used in several ways for
effective communication during interaction among students Mack and Head, (2007).
H4: There is a significant relationship between student’s satisfaction and learners’
performance
3.10.5 Learning Performance

There is a needIt is essential to researchinvestigate the area of interaction students

among interactionstudents online and highlight the existence of factor if there are
cultural differences and their influence through online engagement between learners
from different cultures Kim, (2011). This is true because learners students from certain
cultures might have a different understanding perspective of the educational
interventions in the context of another culture. Several researchers like Santhanam et al.
32
(2008), and Brush (2008), and Wu et al. (2010) focused on the adoption and satisfaction
levels of IS systems in the context of technology use Kim et al. (2009). Therefore, it is
recommended by Chang and Wang (2008) that online courses should be equipped with
all sorts of interaction to reach better learning and fulfill the students’ satisfaction.

3.11 Conclusion

This chapter described the research methodology and alsoand explain the research
design has been well explained. The purpose of a research design is to maximize get the
most valid answers to a research question. This will be achieved by using a quantitative
approach that is appropriate. Therefore, using a descriptive method to analyze it and also
ensured that the data was trustworthy. Observing the principles of beneficence, human
dignity, as well as justice, ensuring that the participants were morally and ethically
protected. Findings will be discussedconferred in the next chapter.

33
 CHAPTER 4

DATA ANALYSIS AND FINDINGS

4.1 Introduction

This chapter will explain the analysis and discussions of the results of the collected
results using a questionnaire, charts will be included for a better understanding of the
analysis. Although, the finding of the questionnaire will be discusseddiscussed, and
commentary is given in each of the questions. Moreover, this research will test the
reliability analysis of the total number of items of the questionnaire. Reliability analysis
was used to measure the internal consistency of the total number of items of the
questionnaire.

Therefore, this research will test the correlation coefficients between dependent and
independent variables, correlation coefficients were used to determine the relationship
34
between dependent and independent variables, this research will test the relationship
between perceived usefulness and social media use, the relationship between perceived
ease of use and social media use, the relationship between social media use and the
student’s satisfaction, and the relationship between students satisfaction and learning
performance.

4.2 Demographic Information

The purpose of demographic information in this study is to determine and analyze the
information about the respondents. Therefore, the demographic information that has
been evaluated in this research are;are gender, age, faculties, level of study, sharing files,
creating groups, and time spent on using social media sites regarding academic
activities.
4.2.1 Gender

The gender was evaluated to determine and analyze the most used technologies and
social media sites among between the male and female students. between Male and
Female Tthe two categories that have contributed to this research are mMale and
fFemale students., Bbased on the response from the respondents, (36%) respondents
whereas female, while (64%) respondents are male. Therefore, there are more male
participants are more than female participants in this research which means indicates
that mMale participatesants are more in use the technology and social media sites among
students. This isn't deliberate but due to the distribution of the questionnaire. Figure 4.1
shows the analysis of the results of respondents’ gender.

35
 Gender

Female
36%

Male
64%

Male Female

Figure 4.1: Gender Respondent.

4.2.2 Age Respondent’s

The age respondent was evaluated to determine and analyze the most used technology
and social media sites among the students., Bbased on the response from the respondents
(5.0%) percent are in the age range of 18-25 years old, (28%) percent are in the age
range of 30-35 years old. However, (67%) are in the age range of 25-30 years, which
means that the youth generation is the most used the technology and social media sites
such as Facebook, Twitter, and WhatsApp among the students in higher institutions.
Figure 4.2 shows the Age respondents that have contributed to this research.

36
 Age
18-25

30-35

25-30

18-25 25-30 30-35

Figure 4.2: Age Respondents.

4.2.3 Faculties

The faculties students were evaluated to analyze the faculty student whothe most used
technology and social media sites the mostamong the students. , Bbased on the response
from the responders’, (37%) percent they of them are from Faculty of Information and
Technology (FCMIT), whereas (18%) percent of them they are from Faculty of
Architecture and Built Environment (FABE). NextHence, (17%) percent they are from
Faculty of Arts, Communication and Education (FACE). Moreover, (9% of) percent
them are from the Faculty of Engineering and Technology Infrastructure (FETI)
Likewise, (11% of) percent are from the Faculty of Business and Accounting (FBA).
Consequently, (8%) percent are from the Faculty of Applied Science and Foundation
Studies (FASF). Therefore, based on the analysis of the results it proved that the
37
students from (FCMIT) with the percentage of (37%) are more useful the technology
and social media site as shown in figure 4.3.

Faculty

8%
11%
36%
9%

17%
18%

FCMIT FABE FACE FETI FBA FASF

Figure 4.3: Faculties Respondents.

4.2.4 Level of Study

The level of study in this research was evaluated to determine the most used
technologies and the social media sites among the students in higher institutions.
However, based on the response from the respondents (34%) percent they of them are
undergraduate studentsstudents, and they highly contribute more to this research, which
shows that undergraduate students used technology and social media sites regarding
school activities such as communicating with the lecturers about the class activities.
Likewise, (25%) percent are postgraduate students, while (31%) percent are foundation
students, then (10%) percent are diploma students. Therefore, based on the response
from the respondent’s undergraduate students are the most used the technology and
social media sites such as Facebook, Twitter, and WhatsApp compared to others which
38
means that undergraduate students use and benefit the technology and social media sites
by sending and receiving the file, documents and notification from their lecturers and
colleagues as shown in figure 4.4.

Level of Study
Figure 4.4:
Level of
Study.
10%
25%
4.2.5
31% Sharing
Files
34%

Sharing
files were
evaluated to

Postgraduate Undergraduate Foundation Diploma

determine
and analyze
the most
used social media sites that students use to share and receive files, notifications, and
documents from their colleagues or lecturers, based on the response from the
responders’ (48%) percent send and received file via Facebook. Moreover, (41%)
percent send and receive files via WhatsApp. Hence, based on the responders’ only
(11%) percent send and receive files through Twitter. In addition, the most used social
media sites that students use to send and receive files or documents from their
colleagues or lecturers are Facebook followed by WhatsApp. Consequently, there are
several social media that students sent and received files or documents from their
lecturers and colleagues such as email and google drive, this research examines only
three (3) social media sites such as Facebook, WhatsApp, and Twitter. Therefore, based
on the response from respondents the students frequently sent and received files from
their lecturers or colleagues through Facebook (48%) which means that students used

39
Facebook as an educational tool because they can send and receive files, documents, and
notifications from their lecturers or colleagues as shown in Figure 4.5.

Sharing Files

41%
48%

11%

Facebook Twitter WhatsApp

Figure 4.5: Sharing Files.

4.2.6 Creating Groups

Creating groups were evaluated between the students to determine and analyze that the
most used social media sites that students use to create groups for assignments or
classes, based on the response from the responders’ (50%) percent use to create a group
for assignments or classes using WhatsApp. Moreover, (30%) percent use to create
groups for classes or assignments through Facebook. Although, (20%) percent use to
create groups for assignments and other school activities via Twitter. Consequently, they
are several social media sites that students use to create a group for assignment or
classes such as Viber and Messenger, this research, examine only three (3) social media
sites like Facebook, Twitter, and WhatsApp. Therefore, based on the response from the
students the most used social site media that students use to create ga groups for
assignments or classes are (WhatsApp) with high percentages of (50%) which means

40
that higher institution students use WhatsApp for creating a group for assignments,
classes, and other school activities as shown in Figure 4.6

Creating Groups

30%

50%

20%

Facebook Twitter WhatsApp

Figure 4.6: Creating Groups.

4.2.7 Time Spent

The time spent on social media sites was evaluated between the students to determine
and analyze on average, how much time that students use to spend days on social media
sites regarding academic activities, based on the response from the respondents (60%)
percent spend 1-5 hours daily on a social media regarding academic activities. However,
(25%) percent spend less than 1 hour on social media. Hence, (15%) percent spend 6-7
hours daily on social media. Thus, the majority ofmost higher institutions students spend
1-5 hours daily on social media regarding academic activities which means that the
technology and social media sites such as Facebook, Twitter, and WhatsApp are very
useful for them because the student received information from their lecturers such as
Lectures notes, textbook, journal, and some others material. Likewise, the students
spend more time on social media sites because the students send and received files,
41
 notifications, documents, and other resources from their colleagues to improve their
academic learning performance as shown in figure 4.7

Time Spend

15%
25%

60%

Less than 1 hour 1-5 hours 6-7 hours

Figure 4.7: Time Spent.

4.3 Reliability Analysis

Reliability analysis refers to the extent to which a scale produces consistent results. The
analysis on reliability is called reliability analysis. Reliability analysis is determined by
obtaining the proportion of systematic variation in a scale, which can be done by
determining the association between the scores obtained from different administrations
of the scale.  Therefore, if the association in reliability analysis is high up to the
acceptance level the results are reliable.

Cronbach's alpha is the most common measure of internal consistency ("reliability"). It

is most commonly usedmost used when there are multiple Likert questions in a
survey/questionnaire that form a scale and wish to determine if the scale is reliable.
Moreover, Cronbach’s alpha is a measure of internal consistency, that is, how closely
related a set of items are as a group. Cronbach alpha was used to calculate and make
42
sure stability coefficient alpha from the total amount of the questionnaires was
established. Therefore, the Cronbach's alpha based on standardized items in this research
is (.784) this point proved that the items have relatively high internal consistency as
shown in table 4.1.

According to the guideline proposed by Nunnally (1978), an acceptable reliability scale

should be 0.7 and above. Therefore, any items that have total correlation values less than
0.5 should be eliminated to improve the reliability and it is unacceptable.

Table 4.1: Reliability Analysis

Cronbach's Alpha Cronbach's Alpha Based on N of Items

Standardized Items

.784 .784 25

4.3.1 Reliability Analysis Matrix

The reliability analysis was measured to test the internal consistency of the items,
Cronbach alpha was used to calculate and make sure stability coefficient alpha from the
total amount of the questionnaires was established. Therefore, the following table
presented the table matrix based on each item of the variables.

4.2: Reliability Analysis Matrix

No: Items Cronbach's
Alpha
1. I believe that using social media is a useful learning tool. .783
2. I feel that using social media will help me to learn more about my .784
class.
3. Social media Sites help me keep in touch with classmates or .782
colleagues.
4. I believe that using social media enhances my effectiveness. .784
43
5. I believe that using social media will improve students' satisfaction .783
with collaborative learning.
6. I feel that using social media will be easy .784
7. Interacting with social media sites is clear and understandable. .782
8. I feel that using social media will be easy to incorporate into my .784
classroom
9. I feel that using social media makes it easy to reach peers. .783
10. I feel that using social media makes it easy to reach teachers. .784
11. Social media sites allow users to create a profile and then view, visit, .783
and share experiences
12. Social media Sites help me keep in touch with classmates or .784
colleagues.
13. Social media sites are very useful to me academically. .783
14. Social media Sites do not distract me from my educational work. .782
15. Social media Sites help to develop my social skills. .784

44
 16. The satisfaction that working together can help me gain a deeper .784
understanding of my study

17. I feel satisfaction with peers and teachers’ interaction within the group. .783
18. Interacting with the other members can increase my motivation to .782
learn.
19. I have benefited from interacting with my teammates. .784
20. I enjoy the experience of collaborative learning with my teammates .783
21. Using social media sites has improved my ability to communicate with .784
others.
22. Using social media sites and has improved my learning skills .783
performance.
23. Using social media enhances learning based on discussion and .784
knowledge sharing.
24. Using social media allows me to share videos/images/sources related to .782
learning/courses with coursemates.
25. Using social media allows me to discuss unclear subjects/topics with .784
coursemates or lectures.

4.4 Hypothesis Testing Results

The purpose of this research was to test the factors that influence the use of social media
as a learning tool among students in higher institutions. Therefore, to test the hypotheses
developed for this study, the correlation coefficients were used to test the relationship
between dependent and independent variables. Furthermore, the level of significance (α-
level) was chosen to be (2-tailed) and the probability value (p-value) obtained from the
statistical hypotheses test is considered to be the decision rule for accepting or rejecting
the hypotheses. If the p-value is less than α-level (0.05) or equal to (0.01) the hypothesis
will be accepted or supported. However, if the p-value is greater than the α-level, the
hypothesis will be rejected (Chen, B., Bryer, T., 2012).

4.4.1 Relationship Between Perceived Usefulness and Social Media Use

45
The result of Pearson correlation for the first hypotheses demonstrated that there is a
positive significant relationship between perceived usefulness and social media use the
results typically are (r= -.155, p< .003). In addition, the results determine that the
relationship between these two variables is significant, which means that students
believe that using social media is a useful learning tool and also, the students agree and
believe that using social media will improve students' satisfaction with collaborative
learning. Thus, based on the analysis of the results presented that there is a positive
relationship between these two variables independent variable and dependent variable
which are perceived usefulness and social media use. Likewise, the hypotheses for this
research are accepted or supported because there is a significant relationship between
perceived usefulness and social media use, we can conclude the acceptability of the
hypothesis in this research.

4.4.2 Relationship Between Perceived Ease of Use and Social Media Use

The result of Pearson correlation for the second hypothesis shows that there is a positive
significant relationship between perceived ease of use and social media use the results
usually are (r= .215, p< .000). Moreover, the results proved that the relationship
between these two variables which are perceived ease of use and social media use is
statistically significant, which means that students feel that using social media will be
easy and alsoand, the students feel that using social media makes it easy to reach their
teachers regarding academic activities to improve their learning performance. Although,
based on the analysis of the results confirm that there is a positive significant
relationship between these two variables independent variable and dependent variable.
Although, the hypotheses for this research are accepted or supported because there is a
statistically significant relationship between perceived ease of use and social media use.
Therefore, we can conclude the acceptability of the hypothesis in this research.
4.4.3 Relationship Between Social Media Use and Students Satisfaction

46
The result of Pearson correlation for the third hypothesis presented that there is a
positive significant relationship between social media use and student’s satisfaction, the
results typically are (r= .496, p< .000). Thus, the results determine that the relationship
between these two variables dependent and independent variable is significant, which
means students agree and believed that using social media sites allow users to create a
profile and then view, visit, and share experiences with their colleagues and also, the
students feel satisfaction with peers and teacher’s interaction within the group towards
students learning performance. Hence, based on the results analysis proved that there is a
positive significant relationship between variables. Also, the hypotheses for this research
are accepted or supported because the relationship between the variables is significant,
Therefore, we can conclude the acceptability of the hypothesis in this research.

4.4.4 Relationship Between Students Satisfaction and Learning Performance

The result of Pearson correlation for the fourth hypothesis demonstrates that there is a
positive relationship between student’s satisfaction and learning performance the results
normally are (r= .154, p< .003). Thus, the results proved that the relationship between
these two variables student’s satisfaction and learning performance was found to be
significant and positive, which means that students agree and believed that using social
media enhance their learning performance based on the discussion and knowledge
sharing and also, the students believed that using social media allow them to discuss
unclear subjects/topics with course mates or lectures which might improve their
academic learning performance. Hence, based on the analysis of the results confirm that
there is a positive significant relationship between these two variables dependent
variable and the independent variable is student’s satisfaction and learning performance.
Hence, Therefore, based on the analysis of the results confirm that the hypotheses for
this research are accepted or supported.
4.4.5 Correlation Matrix

47
The results of this research support the framework as well as the hypotheses proposed in
terms of the directional linkage between the framework variables. The four (4)
hypotheses proposed in the current study were accepted and verified.

Although this section will discuss and summarize the four (4) hypotheses that have been
tested using correlation coefficient were used to test the relationship between dependent
and independent variables, the results for the first hypothesis illustrated that there is a
significant relationship between perceived usefulness and social media use, the results
typically are (r= -.155, p< .003). Hence, based on the analysis of the results shows that
the relationship between these two variables was found to be significant and positive.

Additionally, the results for the second hypothesis indicate that there is a positive
significant relationship between perceived ease of use and social media use the results
typically are (r= .215, p< .000). Based on the analysis of the results illustrated that the
relationship between these two variables dependent and the independent variable was
found to be a significant and positive relationship between the variables, which are
perceived ease of use and social media use. Moreover, the first and second hypotheses
for this research are accepted or supported, because there is a significant and positive
relationship between the perceived usefulness and social media use, and there is a
significant and positive relationship between perceived ease of use and social media use.
Moreover, the relationship between the dependent and independent variables was found
to be significant and positive. Therefore, the first and second hypotheses are accepted or
supported.

Thus, the results for the third hypothesis presented that there is a significant relationship
between social media use and student’s satisfaction the results are (r= .496, p< .000).
Hence, based on the analysis of the results illustrate that the relationship between
dependent and independent variables was found to be significant. In addition, the third
hypothesis in this research is accepted or supported because there is a significant and
positive relationship between social media use and student’s satisfaction, Therefore, we
48
can conclude the acceptability for this hypothesis, since the relationship between
dependent and independent variables was found to be a significant and positive
relationship between social media use and student’s satisfaction.

The results of the fourth hypothesis confirmed that there is a significant relationship
between the following dependent and independent variables are student’s satisfaction
and learning performance the results are (r= .154, p< .003). Based on the results analysis
demonstrate that the relationship between student satisfaction and learning performance
was found to be a significant and positive relationship between the variables. Therefore,
the fourth hypothesis in this research is accepted or supported because there is a
significant relationship between student satisfaction and learning performance, which
means that the students agree and believed that using social media sites has improved
their learning performance. Therefore, by testing the factors that influence the use of
social media as a learning tool in higher institutions of the predictor included in the
model (i.e.i.e., using the value of p and α significance level) on the dependent variable
and independent variable, we can conclude the acceptability of the third and fourth
hypothesis in this research.

Therefore, based on the analysis of the results after testing the four (4) hypotheses in this
research, the result for each of the hypotheses demonstrated that there is a significant
and positive relationship between the following variables are;are [perceived usefulness
and social media use], [perceived ease of use and social media use], [social media use
and student’s satisfaction], [student’s satisfaction and learning performance]. The
following table below presented the results for the hypotheses that have been tested
between dependent and independent variables in this research. Therefore, the following
table 4.3 below demonstrated the correlation matrix.

49
 Table 4.3: Correlation Matrix.

Perceived Perceived Social Students Learning

Usefulness Ease of Use Media Satisfaction Performance
Use

Perceived Pearson
1 -.106* -.155** -.142** -.027
Usefulness Correlation
Sig. (2-tailed) .044 .003 .007 .616
N 360 360 360 360 360
Perceived Pearson
-.106* 1 .215** .116* -.175**
Ease of Use Correlation
Sig. (2-tailed) .044 .000 .027 .001
N
360 360 360 360 360
Social Pearson
-.155** .215** 1 .496** .150**
Media Use Correlation
Sig. (2-tailed) .003 .000 .000 .004
N 360 360 360 360 360
Students Pearson
-.142 .116 .496** 1 .154
Satisfaction Correlation
Sig. (2-tailed) .007 .027 .000 .003
N
360 360 360 360 360
Learning Pearson
-.027 -.175** .150** .154 1
Performanc Correlation
e Sig. (2-tailed) .616 .001 .004 .003
N
360 360 360 360 360

*. Correlation is significant at the 0.05 level (2-tailed).

**. Correlation is significant at the 0.01 level (2-tailed)

4.4.6 Summary of Hypotheses

50
The summary of the four (4) hypotheses that have been tested in this research. Based on
the analysis of the results shows that there is a significant relationship between the
hypotheses for this research, Hence, the first hypothesis proved that the relationship
between perceived usefulness and social media use was found to be significant, for the
second hypothesis is presented that the relationship between perceived ease of use and
social media use was found to be significant, and for the third hypothesis confirm that
the relationship between social media use and student’s satisfaction is significant,
Therefore, the fourth hypothesis is presented that the relationship between student’s
satisfaction and learning performance was found to be significant. Therefore, the
following table 4.4 shows the summary of the hypotheses.

Table 4.4: Summary Table of Hypotheses

S/N Pearson Sig.

Hypotheses Correlation (2- tailed) Number of Decision
(R-Values) (P -Values) respondents

1. There is a significant
relationship between (r= -.155) (p< .003) N=360 Accepted
perceived usefulness
and social media use.
2 There is a significant
relationship between (r= .215) (p< .000) N=360 Accepted
perceived ease of use
and social media use.
3 There is a significant
relationship between (r= .496) (p< .000) N=360 Accepted
social media use and
student satisfaction.
4 There is a significant
relationship between
student satisfaction (r= .154) (p< .003) N=360 Accepted
and learning
performance.
4.4.7 Technology Acceptance Model (TAM) Summary

51
Figure 4.8 below presented that the summary of the proposed model “Technology
Acceptance Model”. However, based on the analysis of the results shows that there is a
significant relationship between the variables, Moreover, the following results are, the
relationship between perceived usefulness and social media use was found to be
significant and positive, and therefore it was accepted with (p< .003). Thus, the between
relationship perceived ease of use and social media use was found be to have a
significant relationship between the variables the results are (p< .000). Although, the
relationship between social media use and student satisfaction was found to be a
significant and positive relationship between the variables the results are (p< .000).
Therefore, the relationship between student satisfaction and learning performance was
found to be a significant and positive relationship between dependent and independent
variables the results are (p< .003). Hence, after testing the four (4) hypotheses in this
research, the results confirm that the hypotheses are accepted or supported because the
relationship between the variables was found to be significant and positive. The
following figure 4.8 presented the proposed Model summary.

*. Correlation is significant at the 0.05 level (2-tailed).

**. Correlation is significant at the 0.01 level (2-tailed)

Figure 4.8: Technology Acceptance Model (TAM) Summary.

4.5 Findings

52
From the findings, in this research reliability analysis was used to test the reliability of
the total number of items, Cronbach's alpha was used to measure internal consistency
“reliability”. It is most commonly usedmost used when there are multiple Likert
questions in a questionnaire that form a scale and wish to determine if the scale is
reliable. Moreover, Cronbach alpha was used to calculate and make sure stability
coefficient alpha from the total amount of the questionnaires was established. Therefore,
the Cronbach's alpha based on standardized items in this research is (.784) this point
proved that the items have relatively high internal consistencyconsistency, and it is
acceptable.

According to Gulbahar, Kalelioglu, & Madran, (2010) the acceptable value of alpha in
reliability analysis is 0.8 in the case of intelligence tests, and the acceptable value of
alpha in reliability analysis is 0.7 in the case of ability tests, Therefore, any items that
have total correlation values less than 0.5 should be eliminated to improve the reliability
and it is unacceptable.

Although, in this research correlation coefficients, were used to determine the

relationship between dependent and independent variables. Moreover, in this research
was found that the relationship between perceived usefulness and social media use was
found to be a significant and positive relationship, the relationship between perceived
ease of use and social media use was found that to be a significant and positive
relationship between the dependent and independent variable, the relationship between
social media use and the student’s satisfaction was found to be a significant and positive
relationship between the variables, and also the relationship between student’s
satisfaction and learning performance was found to be a significant and positive
relationship between dependent and independent variables. Hence, based on the analysis
of the results in this study, the results found that it is a significant and positive
relationship between the above variables. Therefore, we can conclude the acceptability
of the hypotheses since they were found to be significant between dependent and
independent variables.
53
According to Chen, B. & Bryer, T. (2012), concluded that Seven factors were
investigated in the study for their influence on student’s learners’ performance. The
study took place in Malaysia and targeted higher education. The ten hypotheses of the
study were accepted or supported and that might contradict with other studies like (Lee,
M. & McLoughlin, C. 2010). Reporting a positive impact of social media on students’
performance. The results for the study found that the relationship between perceived
usefulness and social media use was found to be a significant and positive relationship
between the variables. Moreover, there is a significant relationship between perceived
ease use and social media use, the relationship between social media use and student’s
satisfaction was found to be a significant and positive relationship between the variables.
Therefore, the results found that there is a significant relationship between students’
satisfaction and learning performance.

According to Al-Rahmi & Yusuf, L. (2015), the research indicates that the positive
effects of social media on learning. Findings show that 53.7% of the respondents obtain
announcements on important changes related to their course through social media. In
addition, social media serve as a space for students to discuss vague subjects and share
sources and media, such as documents, videos, and images, to obtain additional
knowledge and information regarding their studies. Social media provide a platform for
students to connect to experts and sources who are related to their studies. Furthermore,
students are motivated toward learning when they view the learning-related updates of
67 of their friends through social media. The results show that 65.1% of the respondents
believed that social media sites can be an effective tool for learning.

CHAPTER 5

54
 CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

The main objectives of this research were to determine the relationship between the
following variable are, the relationship between perceived usefulness and social media
use, the relationship between perceived ease of use and social media use, the relationship
between social media use and student’s satisfaction, and the last one is the relationship
between student’s satisfaction and learning performance. Moreover, based on the
analysis of the results confirm that there is a significant relationship between the
variables. Thus, the survey research was adopted using the questionnaire for data
gathering. Therefore, this chapter will discuss the following are the summary of
findings, conclusion, and recommendations of the research.

5.2 Summary of the Findings

The summary of the findings showed that: There is a positive significant relationship
between the variables are, perceived usefulness and social media use, perceived ease of
use and social media use, social media use and student’s satisfaction, and then student’s
satisfaction and learning performance. the most popular social network site among
students that use to create groups for assignments and other school activities is
WhatsApp (50%). Students might take the advantage of social media to support their
learning and academic achievement because it allows them to share information,
discussion and motivate students which has positive influences on learning performance.
5.3 Conclusion

It is bright that social media is heavily used by students to improve their learning
performance. These platforms allow students to exchange and share information with
55
their peers (Al-Rahmi & Yusuf, L. 2015). The major aim of this study was to explore the
impact of several factors on using social media and students’ satisfaction which leads to
better learning performance. The technology acceptance model (TAM) was the ground
of the proposed model used in the current study and that involved five variables were
used which are perceived usefulness, perceived ease of use, social media use, students’
satisfaction, and learning performance, to test the relationship between the variables.
The results demonstrated that there is a significant and positive relationship between the
variable.

Consequently, this research was carried out using a quantitative method (questionnaire)
was used to measure the variables and were analyzed using Statistical Package for the
Social Sciences (SPSS). The results highlighted that there is a significant relationship
between perceived usefulness and social media use, there is a significant relationship
between perceived ease of use and social media use, there is a significant relationship
between social media use and students’ satisfaction, the results also found that there is a
significant relationship between student’s satisfaction and learning performance.
Notably, the construct of students’ satisfaction and learning performance has the greatest
influence. It also revealed the high satisfaction by students using social media enhances
collaborative learning which leads to better performance. The current study recommends
that future studies include other and extra elements to assess the influence of different
factors on learners’ performance through collaborative learning. Therefore, the four
hypotheses in this study were analyzed using SPSS based on correlation coefficient and
the results found that all the hypotheses are accepted or supported because the
relationships between the variables were found to be a positive relationship between
dependent and independent variables.
Moreover, social media sites develop communication skills, extend participation and
social commitment, strengthen peer support, and enable the realization of cooperation-
based learning. In addition, social network sites can be used easily and conveniently,
they can be integrated into educational practices successfully and such utilizations are
becoming widespread rapidly. Social networks, represented as Facebook, Twitter, and
56
WhatsApp in this study, provide a communication environment that is not limited to
space or time as it is an online tool that generates interaction by allowing new
opportunities to have more information, interest, and data. Therefore, a large proportion
of the students can use social media sites anytime and anywhere via mobile Internet.
Hence, the utilization of Facebook to support learning also becomes meaningful and
widespread. The instructors have displayed an indecisive approach for the use of
Facebook merely for educational purposes; they mostly use it as a medium to make
contact withcontact students and for sharing information.

According to Al-Rahmi, W., and Othman, M. (2013) social networks also provide
opportunities for academicians because they are flexible and user friendly, they are used
more easily than the other educational management systems. Facebook is used in the
delivery of information, reference books, group assignments, and course sessions.
Instructors and students can send materials, addresses of websites, and videos regarding
courses on Facebook and presentations, assignments, and other products of the students
that can be shared by forming links to Google documents. Facebook can be used to share
materials (video files, audio files, pictures, spreadsheet, presentation, database, websites,
etc.) effectively, follow up current events, news, people or groups, and get involved in
discussion environments to support the skills of learning for cooperation, research,
discussion, critical thinking, problem-solving and so on.

57
5.4 Recommendations

The following recommendations are provided based on the findings and conclusions of
this research. The present study proposed the following frameworks to adjust the use of
social media use among the students in higher institutions.

A total of (80%) of the respondents use three or more social media sites such as
Facebook, Twitter, and WhatsApp. The current study recommends that universities
should establish an official social networking site. Furthermore, the IT departments of
universities should establish social media groups in other social networking sites, such
as Facebook and WhatsApp, the institutions should have owned social media platforms.
Most universities worldwide have social media pages and groups to attract students
toward learning performance. According to Ebner M., Lienhardt, C., Rohs, M. & Meyer,
I. (2010) the school established social networking sites and official pages and groups in
many social networking sites, they encouraged students to join their official social
networking site, as well as their official pages and groups, to improvedimprove their
students learning performance by post or sharing related files or documents.

According to Lester, J. & Perini, M. (2010). 94.3% of students own a Facebook account.
The current study recommends students use academic and learning social media and join
academic groups on social networking sites. Most universities around the world have
social media pages and groups to attract students toward learning. The guidelines for
using social media in Nottingham University urge students to use their official social
media page.

The present study shows (48%) of the respondents use social media to share files and
sources related to learning using Facebook. The present study recommends that students
should verify the facts they gather before posting them on social media. They should
verify information with a source instead of posting a correction or retraction afterward.

58
The current study recommends that inappropriate content and comments should be
removed. Students use social media to discuss and share images and videos; thus, an IT
administrator should monitor the contents. Nottingham University reserves the right to
monitor social media content and remove any inappropriate content, as shown in the
social media policy for students at Nottingham University. Therefore, the present study
recommends that social media policy should be reviewed and monitored regularly by
trends and university policies.

5.5 Future Studies

In the future research should investigate the impact of social networks on the student
learning experience based on a survey involving students and lecturers. The main goal is
to explore student learning experiences when they are part of a social network. From the
field questionnaires filled out by students and lecturers, the aims are to understand the
perception of social networks as well as analyze their role and utility in learning.
Moreover, further research should measure social media as a predictor for learning at the
university level. One could duplicate this research and simply analyze both the course
grade as well as the student’s GPA to see the impact that social networking media has on
specific disciplines that include technology degrees (information systems and
technology management), as well as disciplines within a business college.

59
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APPENDIX

Dear Respondent

I am Haruna Abdulmalik Yusuf (2020090501299), a Postgraduate student from the

faculty of Information and Technology at City University Malaysia.

I am doing a project entitled “evaluate the technology acceptance model (TAM) of using
social media as a learning tool among higher institution students “This questionnaire
was designed to elicit information on the usage of social media on learning. I am humbly
requesting your cooperation to contribute to this study by answering the questionnaire
based on experience with social media. This questionnaire may take 5-10 minutes.

This questionnaire has two (2) sections. The first section will be about demographic
information and the second section will be about the factors that influence the use of
social media as a learning tool among higher institution students. All data included in
this questionnaire will be used only for academic research and your response will be
kept highly confidential.

Thank you for your kind cooperation

Sincerely,
Haruna Abdulmalik Yusuf
Master of Information Technology
City University Malaysia

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 SECTION A: Demographic Information

1. Gender
Male
Female
2. Age Respondents
18 – 25
25 – 30
30 - 35
35 – 45
Other: Specify _______________
3. Faculty

FCMIT
FABE
FACE
FETI
FBA
FASF

4. Level of Studies

Postgraduate
Undergraduate
Foundation
Diploma

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5. Which of the following social media sites do you use to share files with your
colleagues and lecturers?
Facebook

Twitter

WhatsApp

Other: Specify ________________

6. Which of the following social media sites do you use the most to create groups for
classes and assignments?
Facebook

Twitter

WhatsApp

Other: Specify ________________

7. On average, how much time do you spend daily on social media sites regarding
academic purposes?

Less than 1 hour

1 – 5 hours

6 - 10

Other: Specify ________________

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 SECTION B:
1. Perceived Usefulness

No: Statement Strongly Agree Neutral Disagree Strongly

Agree Disagree

1 I believe that using social media

is a useful learning tool.

2 I feel that using social media

will help me to learn more about
my class.
3 Social media Sites help me keep
in touch with classmates or
colleagues.
4 I believe that using social media
enhances my effectiveness.

5 I believe that using social media

will improve students'
satisfaction with collaborative
learning.

2. Perceived Ease of use

No: Statement Strongly Agree Neutral Disagree Strongly

Agree Disagree

1 I feel that using social media

will be easy
2 Interacting with social media
sites is clear and understandable.

3 I feel that using social media

will be easy to incorporate into
my classroom
4 I feel that using social media
makes it easy to reach peers.

5 I feel that using social media

makes it easy to reach teachers.

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3. Social media use

No: Statement Strongly Agree Neutral Disagree Strongly

Agree Disagree

1 Social media sites allow users

to create a profile and then
view, visit, and share
experiences
2 Social media Sites help me
keep in touch with classmates
or colleagues.
3 Social media sites are very
useful to me academically.
4 Social media Sites do not
distract me from my
educational work.
5 Social media Sites help to
develop my social skills.

4. Students Satisfaction
No: Statement Strongly Agree Neutral Disagree Strongly
Agree Disagree

1 The satisfaction that working

together can help me gain a
deeper understanding of my
study
2 I feel satisfaction with peers and
teachers’ interaction within the
group.
3 Interacting with the other
members can increase my
motivation to learn.
4 I have benefited from
interacting with my teammates.
5 I enjoy the experience of
collaborative learning with my
teammates
5. Learning Performance
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No: Statement Strongly Agree Neutral Disagree Strongly
Agree Disagree

1 Using social media sites has

improved my ability to
communicate with others.
2 Using social media sites and has
improved my learning skills
performance.
3 Using social media enhances
learning based on discussion and
knowledge sharing.
4 Using social media allows me to
share videos/images/sources
related to learning/courses with
coursemates.
5 Using social media allows me to
discuss unclear subjects/topics
with coursemates or lectures.

Thank you for your kind cooperation…

75