Social Media Use and Its Impact on Student Learning at Shinas College of Technology, Oman

Integrated Intelligent Research (IIR) International Journal of Business Intelligents
Volume: 06 Issue: 01 June 2017 Page No.23-26
ISSN: 2278-2400
23
Social Media Use and Its Impact on Student Learning
at Shinas College of Technology, Oman
Joefrelin Ines1
, Anthony Madlambayan2
1
Business Studies Department, Shinas College of Technology, Sultanate of Oman
2
IT Department, Shinas College of Technology, Sultanate of Oman
Email: joefrelin@gmail.com, Anthony.Madlambayan@shct.edu.om
Abstract - The study was focused on students’ level of usage
in various social media that are in line and relevant to their
learning at Shinas College of Technology. The results
highlighted how social media affect the learning process
through the promotion, collaboration and information sharing
from among the respondents, as well as the students’
perception how they are used in academic settings to promote
student engagement and facilitate better student learning. The
study discussed the connections between student engagement
and student learning. It showed the positive effects on student’s
learning which can drive the students to study more. The
results will help educators in framing and designing their
teaching methodologies using social media to achieve a higher
level of learning.
Keywords: Social media, peer interaction, collaboration,
knowledge creation, learning
I. INTRODUCTION
Throughout the world, the use of social media is prevalent in
any aspect of life-business, education, personal-social life, and
to the society. Social networking sites promote sharing of
information and facilitates collaboration (Tarantino, K. et.al,
2014). The Social media platforms had changed the
communications landscape over the years. Social media tools
have significantly affected learning and the method of teaching
(Aditi, 2010). In today’s higher education settings, instructors,
students, and others collaborate on the tasks of knowledge
building. Kabilan, Ahmad, & Abidin (2010) noted that social
media promote student engagement, ultimately, improve
student learning. The participation of student which involved
time and effort spent on collaborative and educational
activities, is related to the improved student performance
(Richardson, 2010). In the learning institution, technology
creates the opportunity of blending the social media in the
educational process through its integration in the various
pedagogical framework and approaches.
Based on the study of Brown (2010) he indicated that social
media has been used as an educational tool that leads to
increased student engagement. This only shows that student
engagement through social media, increased student learning
and provided an idea for educators to integrate social media in
the teaching- learning process. In a study conducted by
Mehdinezhad (2011), he supported that student participation
and engagement, creates an opportunity of collaboration or
sharing with current and potential students and users. The
impact of social media on academic performance and
utilization as a pedagogical tool to improve academic
performance of students. On the other hand, according to
Fageeh (2011), he stated that technology does not improve
student academic achievement per se. He remarked that
technology can alter the motivation and attitude from among
students that will facilitate academic performance.The
participation in social media creates a conducive learning
environment for students by providing opportunities for
discussions and interactions with their peers (Jackson, 2011).
As a result, social media supports collaborative learning, which
in turn helps to strengthen the creative learning process
(Kaplan, A.M., 2010).
Purpose and Significance of the Study : This study was
conducted to determine the usage of social media among the
students and its effect on learning as perceived by the students
of the Shinas College of Technology.
II. OBJECTIVES
This study would like to address the following specific
objectives:
 Determine the students’ usage of social media through the
availability and ownership of compatible handheld devices
and internet accessibility.
 Determine the students’ level of adaptability or
convenience in using social media applications.
 Determine the reasons for usage of social media among
students based on peer interaction, collaboration and
creation of knowledge.
III. METHODOLOGY
The researcher used descriptive research in undertaking this
study. Both primary and secondary data are used, particularly
survey questionnaire and other published and unpublished
studies related to this topic. The survey questionnaires have
been randomly distributed to 251 students of the three (3)
academic departments of Shinas College of Technology. Data
were analyzed with the aid of SPSS (Statistical Package for
Social Sciences) particularly using measures of central
tendencies and measure of dispersion and been presented in
tabular form.
Analysis
Based on the result of the survey, the characteristics of the
respondent’s survey are summarized accordingly to have a
clear picture on whether students are ready to adapt the new
supplemental approach with the primary purpose of
determining its impact in increasing knowledge creation
through increased interactions and collaboration.
Respondents Characteristics
The total number of respondents is 255 wherein 150 of them
are males and 105 are females and out of the total number of

ISSN: 2278-2400
24
respondents, 98.43% or 251 respondents owned a gadget or
electronic equipment that is compatible with accessing
different social media applications. However, 23 respondents
responded that even though, they do have gadgets or electronic
equipment capable of accessing social media and do have the
capability to connect to the internet, 23 or 9.01% of the
students does not have an internet connection. Thus, in the
analysis, only those who have the capability to access and use
social media are included in the analysis with a total of 232
respondents.
Prevalence of Usage
Q5: Frequent Checking of Social Media
Account
Freque
ncy
Perc
ent
Valid
Percent
Cumul
ative
Percen
t
Va
lid
1 D 6 2.5 2.5 2.5
2 A 35 15.1 15.1 17.7
3 SA 191 82.3 82.3 100.0
Total 232 100.
0
100.0
The survey reveals that, 191 of the students or 82.32% strongly
agrees that they are frequently checking their social media
account which can be an opportunity to maximize its usage by
extending its use for academic purposes which could also
deviate student’s attention from the personal to the academic
usage of social media.
Peer Interactions
Q6: Social media as a preferred mode of
communication
Freque
ncy
Perc
ent
Valid
Percent
Cumulati
ve
Percent
V
ali
d
1 D 6 2.6 2.6 2.6
2 A 15 6.4 6.4 9.0
3 SA 211 91.0 91.0 100.0
Total 232 100.
0
100.0
Results suggest that 97.41% of the respondents or equivalent to
226 students preferred social media as a mode of
communication in discussing academic related issues.
Q7: Express ideas using social media
Freque
ncy
Perce
nt
Valid
Percent
Cumulati
ve
Percent
Val
id
2
A
30 12.9 12.9 12.9
3
SA
202 87.1 87.1 100.0
Tot
al
232 100.0 100.0
The respondents showed that through social media they can
easily express or share their ideas as shown in the table above.
There were 202 out of 232 respondents or 87.1 % responded
strongly agree. Respondents’ combined answers for agree and
strongly agree totaled 100%. There were 217 out of 232 or
93% of the respondents (combined Agree and Strongly Agree)
who stated that they easily understand the ideas and opinions
that are being posted in social media sites as shown in the table
belowIn this section, student responses were analyzed to find
out if social media will be able to propel the students to work
together to achieve learning.
Q 8: Understanding ideas and opinions using
social media
Freque
ncy
Perce
nt
Valid
Percent
Cumulati
ve
Percent
Va
lid
1
D
15 6.5 6.5 6.5
2
A
134 57.7 57.7 64.2
3
SA
83 35.8 35.8 100.0
To
tal
232 100.0 100.0
Collaboration
Q 9: Preferred method of working with co-
students & mentors
Frequ
ency
Perce
nt
Valid
Percent
Cumulati
ve
Percent
Va
lid
1 3 1.3 1.3 1.3
2 126 54.3 54.3 55.6
3 103 44.4 44.4 100.0
To
tal
232 100.0 100.0
Q10: Most accessible way of sharing ideas
Freque
ncy
Perce
nt
Valid
Percent
Cumulati
ve
Percent
Va
lid
1 13 5.6 5.6 5.6
2 133 57.3 57.3 62.9
3 86 37.1 37.1 100.0
To
tal
232 100.0 100.0
Q11: Social media is usually a source of new
ideas
Frequ
ency
Perc
ent
Valid
Percent
Cumulat
ive
Percent
Vali
d
1 10 4.3 4.3 4.3
2 84 36.2 36.2 40.5
3 137 59.1 59.1 100.0
Total 232 100.
0

ISSN: 2278-2400
25
It shows that combined Strongly Agree and Agree responses
were equivalent to 98.7% or 229 students, though the majority
of the students or 4.3% agrees that social media is their
preferred method of communication with co-students and
mentors. In terms of the most accessible way of sharing ideas,
a combined Strongly Agree and Agree responses totaled 87.4%
and most importantly 95.3% of the combined Strongly Agee
and Agree responses believed that social media is usually a
source of new ideas which is one of the contributory factors in
knowledge creation and learning.
Knowledge Creation
Knowledge creation amplifies the knowledge learned through
supplemental learning either from continuous search for logical
reasons and applications which could be in the form of sharing
of experiences and ideas from any form of media, particularly
social media where it is one of the most accessible way to the
students. About 87.5% of the students or equivalent to 203
students, answered combined Strongly Agree and Agree, in
gaining new insights through social media with an emphasis on
the Strongly Agree with 54.3% or 126 students. Also, 97% of
the respondents answered Agree and Strongly Agree that the
knowledge learned from the traditional classroom settings is
enhanced through social media. Moreover, the immediate
impact of social media to students is in the form of undertaking
projects and assignments and 94% of the respondents agree
and strongly agree that social media helps in undertaking
projects and assignments.
Q12: Gaining new insights through social media
Freque
ncy
Perce
nt
Valid
Percent
Cumulati
ve
Percent
Val
id
1 29 12.5 12.5 12.5
2 77 33.2 33.2 45.7
3 126 54.3 54.3 100.0
Tot
al
232 100.0 100.0
Q 13:Social media enhance knowledge gained
from classroom
Freque
ncy
Perce
nt
Valid
Percent
Cumulati
ve
Percent
Val
id
1 7 3.0 3.0 3.0
2 137 59.1 59.1 62.1
3 88 37.9 37.9 100.0
Tot
al
232 100.0 100.0
Q14: Social media helps undertake school
projects
Freque
ncy
Perce
nt
Valid
Percent
Cumulati
ve
Percent
Val
id
1 14 6.0 6.0 6.0
2 131 56.5 56.5 61.5
3 87 37.5 37.5 100.0
Tot
al
232 100.0 100.0
Overall Summary
Q
5
Q
6
Q
7
Q
8
Q
9
Q
1
0
Q
1
1
Q
1
2
Q
1
3
Q
1
4
Valid 23
2
23
2
2
3
2
2
3
2
2
3
2
2
3
2
2
3
2
2
3
2
2
3
2
2
3
2
Missi
ng
0 0 0 0 0 0 1 0 0 0
Mean 2.
73
2.
89
2
.
8
7
2
.
3
0
2
.
4
2
2
.
0
5
2
.
5
5
2
.
4
1
2
.
3
4
2
.
3
2
Std.
Deviatio
n
.5
01
.3
81
.
3
4
1
.
5
8
0
.
5
2
6
.
6
2
9
.
5
8
6
.
7
0
9
.
5
4
5
.
5
8
6
The results show an average mean of 2.48, considered to be
Strongly Agree which suggests that social media will benefit
the students. The calculated average mean (sum of the mean
for questions 6, 7, and 8 divided by 3) is equivalent to 2.68 or
Strongly Agree that social media increases peer interaction. It
also confirms that social media fits with the students’
preference which increases collaboration among students with
a calculated average mean of 2.34 (sum of the mean for
questions 9, 10, and 11 divided by 3). The students perceived
that social media contributes to the increase in knowledge
creation with an average mean of 2.36 or equivalent to Agree
(sum of the mean for questions 12, 13, and 14 divided by 3).
The highest standard deviation.709 was on question 12, i.e.
gaining new insights through social media, which shows that
the respondents were more dispersed compared to other
variables raised during the survey.
IV. FINDINGS
Based on the results, all questions intended to capture the
respondents’ characteristics and perception of the respondents
yielded positive results from the Peer Interactions which
develop constant communication between students. The
majority of the respondents also agreed that social media
propels the student’s involvement in working with each other
through collaboration which increases student’s interest,
performance in class and student satisfaction. Lastly, the
results suggest that social media contributes to knowledge
creation by gaining new insights, enhances knowledge and
helps the students in undertaking their projects and
assignments, thereby maximizing students’ learning beyond
understanding the theoretical aspects to a more participative
and productive learning experience.
V. CONCLUSION
VI.
Based on the response of the respondents, this study concludes
the implementation of social media as a supplemental medium
of instruction. It projects a positive outlook and impact on peer
interaction, collaboration and knowledge creation.
Recommendation :This study is conducted to capture how the
students will perceive the use of social media in the academia.

ISSN: 2278-2400
26
Due to higher possibility of changing their perceptions, the
authors recommend further study on the subject.
References
[1] Aditi Grover and David W. Steward (2010). Defining
Interactive Social Media in an Educational Context,
Cutting-Edge Social Media Approaches to Business
Education, Information Age Publishing.
[2] Andreas M. Kaplan and Michael Haenlein (2010). “Users
of the World Unite! The Challenges and Opportunities of
Social Media,” Business Horizons, Vol. 53, No. 1, pp. 59-
68
[3] Brown, S. (2010). From VLEs to learning webs: the
implications of Web 2.0 for learning and teaching.
Interactive Learning Environments,1-10.
[4] Fageeh, A. I. (2011), EFL students’ readiness for e-
learning factors inﬂuencing e-learners’ acceptance of the
Blackboard in a Saudi University, Jaltcall Journal 7(1), 19-
42, http://journal.jaltcall.org/articles/71_Fageeh.pdf.
Retrieved on February 27, 2017
[5] Jackson, C. (2011). Your students love social media ... and
so can you. Teaching Tolerance, 39, 38-41. Retrieved
from http://www.tolerance.org/magazine/number-39-
spring-2011/your-students-love-social-media-and-so-can-
you, Retrieved on February 20, 2017
[6] Liu, C. & Chen, G. D. (2011). Collaborative storytelling
experiences in social media: Influence of peer-assistance
mechanisms. Computers & Education, 57, 1544-1556.
[7] Mehdinezhad, V. (2011). First year students' engagement
at the university. International Online Journal of
Educational Sciences, 3(1)
[8] Richardson, Will (2010). Blogs, Wikis, Podcasts, and
Other Powerful Tools for the Classroom, Corwin, a Sage
Company.
[9] Tarantino, K, et. Al. (n.d.), Effects of Student Engagement
with Social Media on Student Learning,
http://studentaffairs.com/ejournal/ Summer_2013.
Retrieved: February 22, 2017

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