The Influential Factors Of Social Media Use In The Higher Education Assignment Sample

1.0 Introduction Of An Examination Of The Influential Factors Of Social Media Use That Affects The Academic Performance Of Students In Higher Education

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The Most commonly used process of communication is through the social media. Social media networking is for the generation of knowledge. There are features of great value in the context of acquiring higher education. Social media plays a crucial role for the access of information. There are teachers and students that are professionally teaching and learning for acquiring education. Through the implication of the advance, communication technology sharing of knowledge and creating of student groups could be critical for the development of the students. There are collective procedures of academic adaptations have been observed in the teaching and learning process. There are highly accessible blog posts and professional help is available in the social media community that are integrating the online classroom in social media. There are various learning platforms like Google plus, Facebook, Twitter that would be crucial for communication. There are different platforms like Instagram, Pinterest who are promoting the art criteria of learning, that have been enhancing the creativity. There also information exchange forums for teachers and students who are creating oppoututies of learning and sharing ideas and knowledge.

2.0 Background

Through a detail analysis of the social networking sites, the investigation is on the purpose of social media interactions and learning aspect. The analysis have been done among 189 students between the age group of 18-21. As a result it is seen that , there are 97 percent of students have been applying the social media platforms for the performance enhancement in acquiring higher academic knowledge. There are 1 % who are not using this social media platforms for academic purposes. There are 57% of them are addicted to the social media. 66 % of the students are have been drawn to the academic activities. Most of the time spend on social media platforms like Instagram(22%) Whatsapp(7%) Twitter(18%) etc. As the prolonged spending of times have been reported in the social media interactions. As it is affecting the behaviour of the children, which is creating a distance from their non Academic works. Through this instigation the vulnerability and mental health issues is being observed

2.1 Analysis of academic performance and behavioural intentions of Digitization

In this situation of higher use of social media, with the potential negative impact on the education system of the United Kingdom. The impact of the educational interactions between the students have crucially dependent on the adaptation of social media. The experiences and feedback of the students are related to their academic performance and satisfaction with the construction of contexts (Irfan, 2019).

Figure.1: Technology Acceptance Model

Along with the TAM model, the usage of the unified theory of acceptance and technology usage (UTAUT) could be proposed for constructive learning with the implication of the technological advancement. Through this constructive technological advancement and models, the prediction of the learning satisfaction of students could be designed for the evaluation of the behavioural aspects of students (Keles, 2020). Nowadays, there are also better scopes of learning and gaining knowledge that could be intended according to the student’s capability.

Through this analysis, the three primary key insights could be influenced on the students with the help of social media usage,

2.2 Problems and Challenges of the Implication of social media usage

In the use of digital communication and information technologies, the usage of social media can be a key factor for transforming educational platforms and learning in higher education (Marbun, 2020). The Grade point average could be evaluated through the usage of social media learning. As it is the achievement of the students, that is characterized by the educational institutions. There are testing models and technological acceptance for the collectiveness of the success of the students. There is evidence that is proposing the emerging platforms of social media. There are pieces of evidence that have been developing from the perspective of Eastern nations, that could be evaluated through extensive research to understand the perspective of the technological inclusions.

3.0 Aim and Objectives

The aim of the study is to thoroughly analyse the impact of social media use on educational performance and behavioural changes in students of higher education in the United Kingdom

The objectives of the study are given below.

1. To create a educational environement for all
2. To Increase the academic performance
3. To prevent a student from getting addicted to the negative aspects The hypothesis I have developed by the researchers is given below.

H0: Students who use social media mainly for learning purposes, use it on average for 1-5 hours per day.

H1: Students who use social media mainly for learning purposes, do not use it on average for 1-5 hours per day.

H0: Students who are using social media plaforms for education purposes are using this platform for more than 4 years and always logged on in this sites.

H2: Students who are not using social media platforms for educational purposes that much are using the platforms for less than 4 years and logged in several times a day.

I am not sure what you mean by this second hypothesis. This hypothesis is not making much sense.

Second HYPOTHSIS is missing the scientific writing – see above.

5.0 Pre-Data Processing

The researchers had selected different criteria for the selection of data for their study. They divided the number of students according to their age, their gender. In relation to their educational background, the data sources include the level of their study in the higher education system of the United Kingdom, They had also segregated data according to the name of the social media platforms, the per-day use timing and the purpose of use

6.0 Methodology

The method the researchers had used during the conduction of their paper is a quantitative analysis method. The use of collected data after the survey among students suggests, the paper is a primary analysis The study was a behavioural study which wants to detect the relationship of behavioural changes among students in relation to the use of social media platforms and the impact on their educational performances in the United Kingdom.

7.0 Data collection

For the successful completion of the survey, and to find an effective conclusion about the survey, the researchers had collected data by categorising different criteria according to the timing of use, the genders of the students etc Also, the segregation criteria include the age of the students, the level of their studies, the specialization of their subjects, the period of their use of social media platforms (in years), the number of times a student used the platforms per day, number of friends of the students on these social media platforms, and the purpose of their use.

8.0 Data Analysis

After the collection of all the data regarding their study, I had conducted different statistical tests. They had conducted these tests using the IBM SPSS software facility, as well as using MS Excel. Three different test of t-test, Chi-square test and ANOVA test were carried out. Chi-square test had been used for the comparison of confirmed results with observed results.

8.1 MS Excel for the first hypothesis

8.1.1 T-Test

The T-test is on the Age and time spent varinaces

The result of t-tst between the variables of Age and gender shows the following result. The mean value was found to be 1.636. The value of variance was found to be 0.23.

Figure.3: Result of the T-test in MS Excel

8.2 SPSS for the first hypothesis

Write out the hypotheses do not refer to as first hypothesis

8.2.1 T-Test

After the analysis of those same variables of age and gender, in the SPSS, the t-value was found to be 47.718.The value is way above 0.05 (Alghizzawi,2019). Thus, from the result of the SPSS analysis, it can be concluded that, the hypothesis is rejected.

The crosstab section of the analysis shows that, the number of samples taken who are male, and between 18 to 21 years of age are found to be 66 The numbers in the other age group are zero. In case of females, the in the age group of 18 to 21 was 8, in the age group 22 to 25 was 74, in the age group 26 to 29 was 22, and in the 30 to 33 age group was 7. SHOW EVIDENCE, SCREENSHOTS.

The result of the Chi-square test shows that, between the variables of gender and hours of time spent in the social media by the students, the pearson Chi-square value was 90.286. For a hypothesis to be correct, and statistically proven, the Chi-square value should be below 0.05(Anwas,2020). Thus, the hypothesis of students who use social media mainly for learning purposes, use it on average for 1-5 hours per day is proven to be wrong. The result is shown in the table below.

The crosstab section of the analysis shows that, the number of samples taken who are male, and spend less than 1 hour on social media was found to be 34 The numbers in the hours between 1 to 5 hours was found to be 32, other sections with designated hours of time are zero. In case of females, in the time less than 1 hour the number was zero, in the group of time of 6 to 10 hours was 9, in the group of hours between 1 to 5 was 77, and in the group of more than 10 hours, it was 12.

The hypothesis which was stated for this scenario is rejected according to the visualisation of the data(Paul, 2019). The percentage of females and males who are gaining advantage from the use of social media and also by learning offline are represented in the form of a table. The effective distinction between the sections of the students to evaluate the effect of social media on the learning of the students. and to justify the cancellation of the hypothesis.

8.3 MS Excel for second hypothesis

Write the hypothesis out please

8.3.1 T-test

The variables that are selected for the analysis by comparing the mean values are the gender of the students, along with their “specialisation” in the study subjects. After a successful t-test in the MS Excel, it was found that the mean value of the variables were 1.656 and 3.476. The value of pearson correlation coefficient was found to be 0.79. The value is above the threshold value of 0.05. Thus, the second hypothesis is also rejected. The data in those two variables were not accurate, as it was collected in a hurried manner, and the data related to name of the specialisation of subjects was not complete

8.4 SPSS for second hypothesis -

8.4.1 T-test

The t-test was performed in the SPSS as well using two different selected variables, related to the hypothesis. The total number of samples which were analysed were found to be 190. The value of t was found after the test in SPSS was 47.718. The values are way above 0.05. Thus, from the result of the SPSS analysis, it can be concluded that, the hypothesis is rejected.

The data upon which the analysis was conducted was not very good quality. As a result the data is not accurate and results shows complete rejection of both the hypotheses.

One-Sample Statistics
N	Mean	Std. Deviation	Std. Error Mean
Male, Female	190	1.65	.477	035

Figure 8: Result of the T-test in SPSS

One-Sample Test
Test Value = 0
t	df	Sig. (2-tailed)	Mean Difference	95% Confidence Interval of the Difference
Lower	Upper
Male, Female	47.718	189	.000	1.653	1.58	1.72

Six dimensions of a dataset--

The quality of the data meets the six dimensions which are accuracy, completeness, consistency, timeliness, validity and uniqueness. The data of the result is found to be accurate and results shows complete rejection of both the hypotheses. The collected set of data was not accurate, as it was collected in a hurried manner, and the data related to name of the social media was not complete.

8.5 Result of frequencies for the first hypothesis

The number of male students data taken for analysis was 66, and the number of female’s data taken for analysis was 124The representation of the data is being represented above in the form of a pie chart where the sections are clearly visible for transparency of the data.

The above table shows that, the segregation of data taken in terms of age groups for the statistical analysis of t-test and chi-square test. The frequency of the age group 18 to 21 was 74, of the age group 22 to 25 was 74, of the age group 26 to 29 was 22 and 30 to 33 was 7. The above data is described in the pie chart below.

8.6 Analysis of data

There are two hypotheses of this research paper. The statistical tests that were conducted are T-test, and Chi-square test. T-test is used to collect a mean value of the numerical data among the different variables. If the value of t-test is found to be greater than 0.05 the hypothesis is rejected. The results of the test for both the hypotheses shows the final value of the t-test is greater than 0.05, and both the positive hypothesis got rejected. The Chi Square test is performed on the collected variables, which were analysed by the test to confirm or reject any hypothesis. The test was performed for both the hypotheses.

9.0 Conclusion

In conclusion, it is clear that the implementation of this survey is crucial for the assessment of the impact of social media usage on the educational requirement of students of higher education in the United Kingdom. The proposed hypothesis by the researchers about students who use social media mainly for learning purposes, use it on average for 1-5 hours per day had been rejected

References

Book

• Cosentino (2020) Social Media and the Post-Truth World Order available at link.springer.com/book/10.1007/978-3-030-43005-4 [Accessed on: 4.4.2023]

Journals

• Abbas, J., Aman, J., Nurunnabi, M. and Bano, S., 2019. The impact of social media on learning behavior for sustainable education: Evidence of students from selected universities in Pakistan.Sustainability,11(6), p.1683.
• Ahmed, E.R., Rahim, N.F.A., Alabdullah, T.T.Y. and Thottoli, M.M., 2019. An examination of social media role in entrepreneurial intention among accounting students: a SEM study.Journal of Modern Accounting and Auditing,15(12), pp.577-589.
• Alam, M.S. and Aktar, H., 2021. The effect of social media on student academic performance: A case study at the Islamic University of Bangladesh.International Journal on Transformations of Media, Journalism & Mass Communication,6(1), pp.26-44.