The Effects of Facebook Usage on Students' Academic Performance in Lusaka

Table of Contents

1. Introduction and research background

1.0 Introduction

1.2 Problem statement

1.3 The studies purpose

1.4 The main objectives of the study

1.4.1 Specific objectives of the study

1.4.2 Specific research questions

1.4.3 Hypothesis of the study

1.5 Significancy of the study

1.6 Research assumptions

1.7 Scope of the study

1.7.1 Study delimitation

1.7.2 Study limitations

1.8 Chapter summary

1.9 Organisation of the rest of the study

2. Literature Review

2.0 Introduction

Global

Positive effect of Facebook on academic performance

Negative effect of Facebook on academic performance

Positive or negative effect on academic performance

Studies in Africa

Positive effect of Facebook on academic performance

Negative effect of Facebook on academic performance

Studies in Zambia

Positive effect of Facebook on academic performance

Negative effect of Facebook on academic performance

Positive or negative effect on academic performance

Summary of studies

2.1 Critique of the literature

2.2 Research gap

2.3 Theoretical and conceptual framework

2.3.1 Theoretical framework

2.3.1.1 Flow Theory (FT)

2.3.1.2 Distraction Effect

2.3.1.3 Summary of theories

2.3.1.4 Relevancy of the selected theories

2.3.2 Conceptual framework

2.3.3 Operationalization of the concepts

2.3.3.1 Students’ academic performance

2.3.3.2 Facebook usage

2.3.3.3 Academic improvements through FB usage

2.3.3.4 Reasons for using FB

2.4 Chapter summary

3. Study Methodology

3.0 Introduction

3.1 Research approach

3.2 Research strategy

3.3 Research design

3.5 The study population and sample

3.5.1 The target population for the study

3.5.1.1 Sample size for the study

3.5.1.2 Sampling technique

3.5.1.2 Data collection tools used in this study

3.5.1.3 Data analysis

3.5.1.3 Research ethics

3.6 Chapter summary

4. Data Presentation and Analysis

4.0 Introduction

4.1 Response rate

4.2 Sample profile

4.3 Preliminary statistical analysis

4.3.1 Descriptive Statistics

4.3.2 Principal Component Analysis

4.3.3 Evaluation of assumptions

4.3.4 Sampling Adequacy

4.3.5 Bartlett’s Test of Sphericity

4.3.5.1 The Results of the Principal Component Analysis

4.4 Reliability Analysis

4.5 Component-based scores

4.6 Hierarchical multiple regression analysis

4.6.1 Evaluation of assumptions

4.7 Interpretation of the findings

4.8 Hypothesis testing

4.9 Qualitative analysis

4.9.1 Reasons for students using Facebook

4.9.2 Risks for students using Facebook

4.9.3 Credibility of information from Facebook

4.10 Lecturers interview questions analysis

4.10.1 Academic performance for students that use FB

4.10.2 Students' Grades improvement

4.10.3 Late Submissions of schoolwork

4.10.4 Overall quality of the submitted Assignments

4.10.5 Facebook usage having a positive or negative impact on assignments quality

4.10.6 Facebook usage positively or negatively affect the student's performance

4.10.6 Students use Facebook for Social, Academics or both

4.10.6 Recommend or not Students to have a Facebook group for the class discussion

4.11 Dissusion of the findings

4.11.1 Discussion of the Results

4.11.2 Research Question One

4.11.2.1 Students Facebook Usage

4.11.3 Research Question Two

4.11.3.1 Academic improvements through FB usage

4.11.4 Research Question Three

4.11.4.1 Reasons students use FB

4.12 Chapter summary

5. Summary, Conclusion and Recommendations

5.0 Introduction

5.1 Research Results Summary

5.2 Conclusion of the study

5.3 Recommendations of the study

5.4 Recommendations for further research

5.5 Chapter summary

Research Objectives and Themes

The primary aim of this dissertation is to investigate the influence of Facebook usage patterns on the academic performance of postgraduate online students at the University of Zambia (UNZA). The research explores whether social media engagement serves as an educational asset or an academic distraction, specifically focusing on the correlation between motive-driven usage and grade achievement.

• The impact of Facebook usage frequency on student academic results.
• The role of academic improvements through social media in shaping student grades.
• The influence of specific motives (social vs. academic) for using Facebook on performance.
• The divergence between student perception and lecturer assessment of social media's role in education.

Excerpt from the Book

Summary of Chapters

Chapter 1: Provides the introduction, problem statement, and foundational research objectives regarding the impact of Facebook on UNZA postgraduate students.

Chapter 2: Reviews existing global and African literature regarding the positive and negative correlations between social media usage and academic performance, including theoretical frameworks like Flow Theory.

Chapter 3: Details the research methodology, adopting a mixed-methods approach with quantitative surveys and qualitative interviews to ensure data validity.

Chapter 4: Presents the primary data, including statistical analysis such as regression models and the results of lecturer interviews, demonstrating the correlation between usage motives and grades.

Chapter 5: Summarizes the study's conclusions, revealing that usage motives significantly impact academic performance, and provides recommendations for integrating social media into the online curriculum.

Keywords

Effect, social media, Facebook, student’s Academic performance, Zambia, academic achievement, online learning, student engagement, digital era, academic burnout, survey analysis, postgraduate students, motive-driven usage, academic distractions.

Frequently Asked Questions

What is the core focus of this research?

The dissertation focuses on determining the impact of Facebook usage on the academic performance of postgraduate online students at the University of Zambia (UNZA).

What are the primary themes addressed?

Key themes include the relationship between social media time-allocation and academic success, the distinction between social and academic motives for Facebook use, and the potential for digital media as an educational tool.

What is the primary research question?

The main question is how Facebook usage affects student academic achievement and whether specific motives for using the platform correlate with improved or declined grades.

Which methodology was utilized in this study?

The study employs a descriptive mixed-method approach, combining statistical analyses from student questionnaires (survey of 533 respondents) with qualitative interviews conducted with lecturers.

What does the main body cover?

The main body examines existing literature, theoretical frameworks such as Flow Theory, presents quantitative data through regression and correlation results, and evaluates lecturer feedback on student assignments.

Which keywords define this work?

Essential keywords include Facebook, academic performance, social media usage, UNZA, online learners, and educational distraction.

How does this study contribute to the current knowledge base?

It fills a specific gap in the Zambian academic context by analyzing the unique behaviors of 100% online post-graduate students in an era marked by the shift towards virtual learning due to the COVID-19 pandemic.

What are the implications for educators?

The study suggests that while Facebook acts as a distraction, educators should focus on better managing student motives rather than total platform abstinence, suggesting potential for formal academic integration.