INTRODUCTION
Background of the study
The rise of information technology and the digital age has significantly transformed social interactions, with social media becoming an integral part of daily life With platforms like Facebook, Twitter, LinkedIn, YouTube, TikTok, WhatsApp, and Reddit, over 4.48 billion users in 2021 have embraced these tools for communication and information sharing Particularly for teenagers, social media offers vast opportunities to connect, access diverse information, and engage in entertainment and learning However, excessive or inappropriate use can lead to negative consequences, such as distractions, sleep disruption, and academic decline Therefore, it is essential to explore how to leverage social platforms positively, especially for students.
A 2022 study by the McKinsey Health Institute revealed that 35% of Gen Z individuals (born between 1995 and 2015) spend over two hours daily on social media, compared to only 14% of Baby Boomers, with just 2% of Gen Z and 10% of Baby Boomers abstaining from social networks (Coe et al., 2023) Facebook leads the social media landscape with 2.9 billion monthly active users, alongside its Meta-owned platforms, WhatsApp, Facebook Messenger, and Instagram (Dixon, 2023) Additionally, a 2023 study identified that the top ten uses of social media, including connecting with friends, shopping, and receiving news updates, accounted for 22.2% to 48.2% of user engagement (Oberlo).
Rationale
This study aims to educate NEU students on the effects of Facebook on their academic performance, highlighting both its potential benefits and drawbacks Additionally, the article offers strategies to maximize Facebook's advantages while minimizing its negative impacts.
This study aims to achieve three key objectives: first, to inform students about the positive and negative impacts of using Facebook; second, to analyze the purposes and habits of Advanced Finance 64 students based on survey data, ultimately assessing their effective use of the platform; and third, to enhance students' awareness of their spending and savings from the previous month Furthermore, the study will provide actionable advice to help students leverage Facebook's benefits while minimizing its drawbacks, enabling them to use the platform effectively for improved academic outcomes.
Research questions
To easily dive into mining, we rely on the following key questions
1 What are the purposes of NEU students when using Facebook ?
2 What is the relationship between Facebook usage and NEU students' academic performance ?
3 How can NEU students use Facebook more effectively in their learning ?
Scope of the study
The high number of social network users, particularly among young people, indicates a diverse engagement across various platforms, with Facebook fulfilling many of those needs This research paper focuses on Facebook due to its versatile features, exploring its primary role in learning despite its prominent offerings in dating, shopping, and entertainment.
A study indicates that students generally hold a positive view of using Facebook as a learning tool, with nearly 50% of participants utilizing the platform to enhance their research quality (Dheleal & Tasir, 2017) They appreciate how Facebook facilitates communication with lecturers and promotes discussions in groups without requiring personal connections, alleviating privacy concerns Focusing on NEU students provides a clear perspective and access to a large population for interviews and documentation purposes.
Organization of the research
Our research will be implemented in turn as follows:
Introduction: including the background of study, rationale, scope of the study, research question and the organization of the research
Literature review : overview of Facebook, including its purpose, impact (both positively and negatively)
This study employed a comprehensive methodology involving participant selection, research instruments, and data analysis to explore key findings The results and discussion section highlighted demographic data, the purposes of Facebook interactions, their impacts, and effective strategies for academic engagement based on survey responses In conclusion, the major findings were summarized, limitations of the study were acknowledged, and suggestions for further research were provided to enhance understanding of the topic.
LITERATURE REVIEW
Purpose of using Facebook
During the Covid-19 pandemic, Facebook users shifted their leisure activities significantly, with younger users primarily sharing entertaining videos and photos, while users aged 24 and older focused on buying and selling entertainment online between June 2019 and June 2021 (Mulvihill, 2019).
By 2021, Facebook Messenger had amassed over 68 million users, with Vietnam emerging as a key market for online shopping and customer engagement (Mulvihill, 2019) The popularity of online shopping and customer service in Vietnam surpasses that of other regional countries In the past, Facebook's appeal lay in simple interactions like posting on walls and tagging photos, which transformed casual internet users into dedicated Facebook users In contrast, today's Facebook offers a rich array of features, including video sharing, gaming, location check-ins, and virtual purchases, making its original entertainment offerings seem minimal by comparison (Rekha, 2022).
Facebook statistics reveal that users install 20 million apps daily, highlighting the rise of gaming and video streaming as popular social activities As app support and content sharing grow, Facebook and other social media platforms are increasingly transforming into multimedia entertainment hubs, which seems to be the ultimate goal for many of these sites.
Facebook serves as a valuable learning tool, particularly for students, as highlighted by the Pew Research Center, which found that 71% of its users have a high school education or less, and 75% have attended some college (Mae, 2021) With the rise of technology and social media, leveraging platforms like Facebook for educational purposes has become essential, especially during the pandemic, which has significantly disrupted traditional education (Lama, 2022) The COVID-19 crisis has limited face-to-face interactions between students and teachers, making Facebook a crucial resource for maintaining communication and facilitating learning in this new normal.
2.2.1 Messenger features used in education activities
In the new normal, Facebook Messenger has become essential for education, enabling instructors to effectively communicate and engage with students, provide vital resources, and connect learners to online networks (Giri & Rana, 2022).
Facebook plays a crucial role in supporting the Department of Education (DepEd) by facilitating blended and distance learning methods These methods include the use of printed and interactive modules, online learning tools, and radio and TV-based guides, all aimed at minimizing face-to-face interactions (Anthony, 2021).
In addition to using Google and Wikipedia for information, Facebook serves as a valuable tool for gathering insights By creating a group page with your classmates, you can collaboratively brainstorm and discuss your topic This platform also simplifies the process of sharing details about upcoming events or conferences, ensuring everyone stays informed.
During the epidemic, Facebook for educational reasons has grown omnipresent.
Schools should leverage Facebook for educational purposes, as it is a more efficient alternative to distributing flyers The platform allows school administrations to quickly communicate important updates, such as class cancellations or suspensions Additionally, teachers utilize Facebook to share valuable information and insights through Facebook Live Webinars and other applications They also conduct flag ceremonies, counseling sessions, seminars, and various other services In today's digital age, Facebook serves as a vital tool for enhancing education for both students and teachers, beyond just entertainment.
Group Chats on Facebook Messenger have gained popularity for facilitating communication among users, allowing for easy interaction and collaboration (Irina, 2019) These chats are particularly advantageous for children, as they enable effortless sharing with peers Compared to traditional text messaging methods, Group Chats offer a more efficient way to connect Additionally, teachers utilize these platforms to share assignment visuals and important announcements with their students, enhancing the learning experience.
2.2.3 Facebook pages and group page
Facebook offers Pages and Group functionalities that enable users to upload and download various file types, including soft copies, PDFs, advanced lecture materials, and forms for completion, addressing a range of user needs (Sinjali and Laksamba, 2020).
Facebook can be a valuable platform for improving language skills, collaborating in groups, and enhancing reading abilities Don't overlook its potential, as it can significantly aid in educational pursuits.
Literature on the impact of Facebook on undergraduate students
2.3.1 Negative effects of Facebook on academic performance
Social media platforms like Facebook have undeniably influenced various aspects of society, particularly education, becoming essential in the learning environment While Facebook facilitates online communication through messages and images, its impact on students is mixed, with some research failing to establish a clear link between Facebook usage and academic success Critics argue that Facebook can detract from academic focus, leading to negative psychological effects and poor performance (O'Reilly, 2018), prompting calls for restrictions on its use in schools Conversely, some educators assert that Facebook positively contributes to academic performance by fostering a sense of belonging, providing additional resources beyond traditional teaching, and enhancing student-friendly educational interactions.
Online communities have fostered networking among students, providing practical and straightforward ways to engage with classmates Even during inactive periods, members can pose questions and receive responses, facilitating discussions that help them arrive at the best academic solutions Furthermore, these platforms enhance language acquisition, as learners improve their fluency by writing comments and participating in step-by-step discussions on specific topics (Ping and Maniam, 2015) Thus, Facebook plays a significant role in facilitating knowledge exchange among students Additionally, both public and private libraries enable users to share information about reading materials, benefiting others and reducing the need for physical library visits, ultimately leading to improved academic outcomes.
2.3.2 Positive effects of Facebook on academic performance
Social networking sites and eLearning have proven effective in addressing education-related challenges, especially during emergencies like the COVID-19 pandemic (Cavus et al., 2021) Research highlights the numerous advantages of e-Learning, particularly its accessibility and usability across diverse scientific disciplines (Mukhtar et al., 2020) The pandemic created an opportunity for ongoing development through e-learning, allowing educational institutions that embraced innovative teaching methods and communication channels to gain a competitive advantage (Sá & Serpa, 2020).
Facebook, a distinctive social networking platform, aids in fostering relationships between academic staff and students online (Peruta & Shields, 2017; Liu,
& Hung, 2020) With a wide range of courseware possibilities, it facilitates contributing photographs and videos, which facilitates communication within such a group.
Facebook enhances students' academic performance by allowing them to learn from diverse sources beyond their professors This social platform enables students to connect with experts across various fields, facilitating access to specialized assistance from scientists and professionals As a result, students can choose specific groups, activities, or individuals to follow for daily updates, fostering a more enriched learning experience.
In 2017, it became clear that students are encouraged to connect with experts who can aid their academic growth, as these mentors provide essential support and motivation Educational institutions are advised to facilitate this interaction rather than restrict access to platforms like Facebook By teaching students how to utilize Facebook responsibly, they can effectively conduct research on various subjects, benefiting from the wealth of information shared by knowledgeable users on the platform.
METHODOLOGY
Participants
The study involves undergraduate students at the National Economic University (NEU), who were between 18 and 25 years of age The study was conducted on May 28th, 2023.
The study involved 88 undergraduate students from the National Economics University, comprising 55 males and 33 females Participants included 64 first-year, 12 second-year, 8 third-year, 2 fourth-year, and 2 fifth-year students A majority of the participants (81) utilized Facebook and voluntarily completed questionnaires assessing their daily Facebook usage and its effects on their academic performance, contributing valuable data for the research.
Research instruments
The study was conducted in two phases, beginning with a review of existing research on the reasons students use Facebook and its effects—both positive and negative—on academic performance This informed the development of a questionnaire in Phase 2, which was distributed online via Google Forms to gather data from NEU students The survey comprised four sections: the first collected demographic information, the second explored students' purposes and patterns of Facebook usage, the third assessed the relationship between Facebook use and previous semester GPA using a five-point Likert scale, and the final section sought strategies for better time management on Facebook, including an open-ended question for additional student suggestions.
Data analysis
The "form responses management function" in Google Forms efficiently compiles all collected responses, presenting quantitative results in statistical tables within Word This feature provides a comprehensive summary of responses, offering a broad overview of answers to each question, while the spreadsheet responses deliver a detailed analysis of the gathered data.
The analysis of open-ended question #14 focused on students' perspectives regarding their personal strategies for effectively utilizing Facebook for academic purposes In Chapter 4, key themes were identified and illustrated, while Chapter 5 provided a review of relevant literature on the subject The research findings will offer valuable recommendations for NEU and Vietnamese students on how to leverage Facebook productively in their academic pursuits.
RESULTS AND DISCUSSIONS
Demographic Data
Table 4.1: The Demographic Data of the Study
The table displays demographic information from the study, highlighting key variables like gender, year of study, and Facebook usage status, along with the frequency and percentage distributions for each category.
The study comprised 88 respondents, with 55 males representing two-thirds of the participants Most of the respondents are first-year students, totaling 64 individuals, which is over half of the sample Second-year students account for 13.6%, while third-year students make up 9.1%, and fourth-year and fifth-year students represent the smallest percentages In terms of Facebook usage, a significant majority, 81 participants or 92.0%, reported using the platform, while only 7 participants (8.0%) indicated they do not use Facebook.
In summary, the study reveals key demographic characteristics of the participants, highlighting that most respondents are male and primarily first-year students Additionally, a notable majority reported using Facebook, providing valuable insights into the sample's composition and helping to contextualize the study's findings.
Purposes for using Facebook
This section analyzes Facebook usage among NEU college students, focusing on daily time spent, devices used, and access locations Findings reveal that 46.9% of students use Facebook for 1-2 hours daily, while 21% spend 2-3 hours, and 18.5% exceed 3 hours Only 13.6% of students reported using Facebook for less than an hour These statistics indicate that Facebook plays a significant role in the daily lives of many NEU college students.
According to recent statistics, 96.3% of NEU college students access Facebook primarily through their cell phones or mobile devices, highlighting the convenience and popularity of mobile access Additionally, 42% of students reported using laptop computers to connect to the platform, while fewer students utilized tablets or iPads (17.3%) and desktop computers (18.5%) These findings indicate a clear preference among NEU college students for using laptops and mobile devices to access Facebook.
A recent study reveals that NEU college students predominantly access Facebook from home (92.6%), underscoring its role as a platform for leisure and personal interaction Additionally, 55.6% of students reported using Facebook while at school, highlighting its integration into both academic and social environments Public spaces such as cafes and parks are also popular, with 49.4% of students accessing the platform there In contrast, fewer students use Facebook at work (28.4%) or during commutes (19.8%) These findings indicate that Facebook is deeply embedded in the daily lives of NEU college students across various settings.
In conclusion, the analysis of Facebook usage among NEU college students reveals significant patterns in their engagement preferences The findings indicate that many students dedicate considerable time to Facebook daily, with home and school being the primary locations for their activity Additionally, mobile phones and laptops are identified as the main devices used for accessing the platform.
Table 4.3 presents a comprehensive analysis of Facebook usage among NEU college students, highlighting the frequency of usage across various categories such as Academic, Entertainment, Communication, Business, Update News, and Others The study involved 81 participants, and the following discussion explores the detailed findings within each category, offering valuable insights into their social media behaviors.
A study on Facebook usage among NEU college students revealed varied patterns for academic purposes Out of the surveyed students, 10 reported regular use, while 25 indicated frequent usage Additionally, 11 students used Facebook occasionally for academic tasks, compared to 34 who did so infrequently Notably, only one student claimed to have never utilized Facebook for school-related activities These findings suggest that, despite differing individual usage habits, a significant number of students depend on Facebook for their academic needs.
Facebook serves as a major source of entertainment for NEU college students, with 37 students reporting regular use and 32 indicating frequent engagement Only one student claimed to use Facebook infrequently, while 10 reported occasional use for fun Notably, one student stated they never use Facebook for leisure These insights highlight Facebook's substantial influence on the entertainment preferences of NEU college students.
Facebook serves as a vital communication tool for NEU college students, with 41 students using it regularly and 28 using it frequently Additionally, 12 students reported occasional use, while none indicated that they rarely or never use the platform for communication These results highlight Facebook's popularity as a social networking and information-sharing resource among NEU students.
NEU college students rely heavily on Facebook for news updates, with 30 students indicating they check the platform regularly While three students use it rarely and 18 occasionally, none reported never using Facebook for news This highlights Facebook's significant role as a news source for NEU students.
The analysis of Facebook usage among NEU college students reveals diverse trends and preferences in communication, entertainment, business activities, and news consumption, highlighting the platform's role as a multifaceted space for informal interactions.
Table 4.4: Facebook’s user engagement in various activities
This section presents the findings from an analysis of NEU college students' Facebook activities, focusing on the frequency of various engagements such as posting, sharing, commenting, gaming, video watching, and dating interactions Table 4.2.3 displays the distribution of these activities, categorized from "Usually" to "Never," based on responses from 81 participants By analyzing these patterns, we seek to uncover the preferences and behaviors of NEU college students in their use of Facebook as a social networking platform.
A study on NEU college students revealed notable differences in Facebook post creation habits, with only a minority engaging in frequent or regular posting The majority reported irregular or occasional participation, while a small fraction indicated they had entirely ceased posting on the platform.
NEU college students exhibit a tendency to share posts on Facebook, with a significant portion engaging in this activity regularly, while others participate infrequently Despite some students reporting minimal involvement, only a small minority completely refrain from sharing posts.
NEU college students actively engage in discussions by commenting on others' posts, with many indicating they participate regularly or frequently While a considerable portion admits to commenting occasionally or infrequently, a smaller group reported not commenting at all.
Among NEU college students, the frequency of playing games on Facebook varied significantly; while some engaged in this activity regularly, most reported playing rarely or not at all Notably, a considerable number of students indicated that they do not participate in Facebook games.
The Impacts of Facebook Usage on NEU Students’ Academic Performance
Figure 4.1: GPA Last Semester of NEU Students
The GPA distribution among NEU students last semester reveals a strong academic performance, with 34.57% of students earning a GPA between 2.50 and 3.19, and 35.80% achieving a GPA between 3.20 and 3.59 Notably, 23.46% of students attained a GPA above 3.59, emphasizing the prevalence of excellent academic results Overall, the data indicates that NEU students demonstrated a positive academic status, with the majority performing well in their final semester.
4.3.2 Evaluation of the impact of Facebook usage on academic performance
Figure 4.2: Evaluation of the impact of Facebook usage on academic performance
(1) Very Negative, (2) Negative, (3) Not at all, (4) Positive, and (5) Very Positive
The assessment of NEU students' Facebook usage reveals that a significant majority, 61.73% (50 students), perceive no effect on their academic performance, indicating a belief that Facebook does not substantially influence their educational outcomes However, a notable minority expresses concern about its impact, with 6.17% (five students) rating the influence as very unfavorable and 4.94% (four students) considering it negative, suggesting that these students feel Facebook adversely affects their academic achievement.
A total of 22.22% of students rated the impact of Facebook usage on their academic performance as positive, while 4.94% rated it as very positive, indicating that some students believe Facebook can positively influence their studies.
The findings reveal that NEU students hold varied views on how Facebook usage affects their academic performance A significant number believe there is no effect, while a notable minority perceives a negative influence, and a smaller yet substantial group recognizes a positive impact on their studies.
4.3.3 Specific academic activities on Facebook
Table 4.5: The Frequency Level of Engagement in Specific Activities on Facebook
The table illustrates the percentage distribution of various academic engagement activities among 81 students It reveals that participation levels differ significantly across categories, with the highest frequency observed in joining academic groups and seeking assistance from peers or educators In contrast, collaboration on projects or assignments ranks as the least common activity among students.
A significant number of surveyed students prefer joining academic groups or communities, with about 43.21% frequently participating and 35% usually involved Notably, a mere 1.23% of students reported never engaging in these academic activities.
Engaging in online discussions related to coursework is a notable academic activity, with less than half of students indicating they sometimes participate Notably, 29.63% of students reported frequent involvement, while only 4.94% usually and 2.47% rarely take part in these discussions.
Seeking assistance from peers or educators is a significant academic practice, with nearly 50% of students (49.38%) frequently seeking help Additionally, 25.93% of students usually ask for clarification, while only 3.70% report rarely seeking assistance.
Among surveyed students, sharing educational resources is a prevalent activity, with 41.98% occasionally sharing materials and 22.22% doing so regularly In contrast, 22.22% of respondents reported rarely sharing content, while only 4.94% indicated they never engage in this practice.
Collaboration among classmates on projects and assignments is infrequently practiced, with only 14.81% of students reporting frequent engagement In contrast, 44.44% of students indicate that they often collaborate with peers A minimal percentage, 2.47%, reported rarely or never participating in collaborative efforts.
In summary, the data reveals differing engagement levels in academic activities among surveyed students, with a strong tendency towards joining academic groups and seeking assistance from peers or educators However, collaboration on projects or assignments remains less common These insights underscore the need to foster collaborative learning environments and promote active participation across diverse academic activities.
4.3.4 Positive impacts of Facebook usage
Table 4.6: Evaluation of Positive Impacts of Facebook Usage on Academic
(1) Strongly Disagree, (2) Disagree, (3) Undecided, (4) Agree, and (5) Strongly
Table 4.6 reveals that NEU students rated the positive impacts of Facebook on their academic performance with an overall average consent rating of 3.61, with all individual impacts scoring above 3.40 This indicates that nearly all respondents acknowledged these beneficial effects The four identified positive impacts were ranked from 1 to 4, with agreement scores ranging from 3.47 to 3.88.
The statement with the highest average approval rating among respondents was, "Facebook makes it simple for me to interact with classmates and teachers," scoring 3.88 points This indicates that most students recognize the value of using Facebook to enhance their academic performance In today's educational landscape, especially at the university level, effective communication with teachers and peers is essential for collaborative learning Consequently, NEU students have found Facebook to be a beneficial tool for facilitating their interactions and studying efforts.
The findings indicate that Facebook significantly enhances students' ability to stay informed about course announcements and updates, with an average approval rating of 3.60 Additionally, the platform provides valuable opportunities for engagement in academic communities and organizations, reflected in a rating of 3.49 This highlights Facebook's effectiveness as a tool for accessing essential academic information and fostering participation in educational groups.
NEU students acknowledged that Facebook serves as a valuable platform for accessing diverse educational resources, reflected in their average approval rating of 3.47, which was the lowest among all ratings This indicates that Facebook can effectively be utilized to find and engage with relevant educational content.
Strategies for Effective Academic Facebook Usage
Figure 4.3: Strategies for Effective Academic Facebook Usage
The figure highlights different strategies utilized by students to improve their academic performance through Facebook usage, detailing the number of respondents and their preferred strategies Notably, over half of the strategies involve direct actions related to the Facebook app, such as setting time limits and turning off notifications, while the remaining strategies focus on indirect impacts of the app.
Setting a time limit for Facebook usage is a strategy employed by one-third of participants, with half of the students optimizing their study time this way Additionally, 45.7% of respondents, or 37 students, turn off notifications during study sessions to minimize distractions Furthermore, 40.7% of students, totaling 33 respondents, work on self-discipline to resist distractions while using Facebook for academic purposes A significant 25.9% of students, or 21 individuals, recognize the need for a productive study environment and implement this strategy Lastly, 17.3% of participants, consisting of 14 students, utilize website blockers to restrict access to non-academic content.
CONCLUSION
Summary of major findings
This study explores the impact of Facebook usage on the academic performance of NEU students, analyzing their motivations for using the platform It investigates the correlation between Facebook engagement and overall academic success, while also identifying effective strategies for academic use Data was collected and analyzed from a diverse sample of students to provide comprehensive insights.
This study enhances the understanding of the link between academic performance and Facebook usage among NEU students, revealing that most participants engage with the platform regularly The research indicates that while students use Facebook for various purposes, it positively impacts their academic performance by facilitating improved communication with peers and teachers, providing easier access to course-related information, fostering greater involvement in academic communities, and enhancing the availability of educational resources.
This research significantly enhances the understanding of the relationship between Facebook usage and academic performance among NEU students Our findings reveal that the majority of participants regularly engage with Facebook, which positively impacts their academic experience by fostering better interaction with peers and instructors, improving access to course-related information, and facilitating participation in academic communities Additionally, the study highlights effective time management strategies that students use to balance their Facebook activity with academic responsibilities, such as setting time limits, disabling notifications, and creating a focused study environment These insights offer valuable guidance for both educators and students to optimize Facebook for academic success.
Spell out contribution
This research highlights the significant relationship between Facebook usage and academic performance among NEU students, revealing that most participants engage regularly with the platform The study identifies several positive impacts of Facebook on academics, such as improved interaction with peers and instructors, better access to course information, increased participation in academic communities, and enhanced access to educational resources Additionally, it explores effective time management strategies that students use to balance Facebook with their academic responsibilities, including setting time limits, disabling notifications, and creating dedicated study environments These findings offer valuable insights for both educators and students on how to optimize Facebook for academic success.
Limitations
This study provides valuable insights but has notable limitations, including its focus on a single institution, NEU, which may affect the generalizability of the findings The reliance on self-reported data introduces potential recall and response biases, and the cross-sectional design limits the ability to establish causal relationships between Facebook usage and academic performance These factors should be taken into account when interpreting the results.
Suggestions for further research
Future research should focus on longitudinal studies to assess the long-term effects of Facebook usage on academic performance, as well as the influence of specific features like groups and pages Additionally, examining educators' perspectives and their strategies for integrating Facebook into classroom activities could enhance our understanding of its impact on education.
This study enhances the understanding of Facebook's impact on academic performance among NEU students, revealing its positive effects and offering insights into effective time management strategies By exploring Facebook's role in education, both educators and students can leverage the platform to improve learning outcomes Nonetheless, acknowledging the study's limitations is essential, and further research is necessary to fully grasp this intricate relationship.
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1 What is your gender? Ο Male Ο Female
2 What is your current year of study at NEU? Ο First year Ο Second year Ο Third year Ο Fourth year Ο Fifth year or above
3 Do you use Facebook? Ο Yes Ο No
4 On average, how much time do you spend on Facebook per day? Ο < 1 hour Ο 1 – 2 hours Ο > 2 – 3 hours Ο > 3 hours
5 Which devices do you mainly use to access Facebook? (Select all that apply) ¨ Desktop Computer ¨ Laptop Computer ¨ Mobile phone or smartphone ¨ Tablet or iPad
6 Where do you primarily use Facebook? (Select all that apply) ¨ Home ¨ University ¨ Workplace ¨ Public places (e.g., cafes, parks) ¨ Commuting (e.g., bus, train)
7 How often do you use Facebook for these purposes?
8 How often do you use these interactions on Facebook?
Usually Often Sometimes Rarely Never
9 What was your GPA last semester? Ο < 2.50 Ο 2.50 – 3.19 Ο 3.20 – 3.59 Ο > 3.59
10.On a scale of 1 to 5, how do you think the impact of your Facebook usage on your academic performance?
11.How often do you engage in these specific academic activities on Facebook?
Usually Often Sometimes Rarely Never
Joining academic groups or communities
Participating in online discussions related to coursework
Seeking help or clarification from peers or educators
Sharing educational content or resources
Collaboratin g with classmates on projects or assignments
12.Facebook help me access to a wide range of educational resources and materials.
13.Facebook makes it simple for me to interact with my classmates and teachers.
14.On Facebook, I have more opportunities to participate in academic communities or organizations.
15.I can better keep up with course announcements and updates by using Facebook.
16.Facebook reduces my focus and attention span
17.Using Facebook wastes time in my learning.
18.Using Facebook too much can make me feel tired and cause sleep disturbances.
19.I may exposure to irrelevant or misleading information on Facebook.
20.I can addicted to or depend on Facebook too much.