Effect of online social networking sites on student engagement and achievement

SNSs and Student Engagement and Achievement

Online Social Networking Sites and Student Achievement

Elizabeth Power

In partial fulfillment of the requirements for Education 6590

For the degree of Master of Education

Faculty of Education

Memorial University of Newfoundland

St. John’s, Newfoundland and Labrador

July 22, 2012

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Abstract

This paper reviews the available literature on the relationship and impact
online social networking sites have on student engagement and achievement.
Online social networking sites are plentiful, varied and easily accessible to
students and teachers alike. The potential for using these SNSs to further the
goal of education is immense, and teachers are making the foray into the world
of online social networking for educational purposes. However, educators
cannot presuppose that because SNSs are a timely technology, they will
necessarily engage students and improve student achievement. In fact, the
research is inconclusive. This paper will review literature which has reported
finding positive impacts of SNSs on student engagement and achievement, and
other literature which finds a negative correlation, or at best, no conclusive
proof that there is any kind of a link between the two. Aspects of online social
networking such as engagement, collaboration, creativity, distraction, grade
point average and academic achievement are considered in the literature.
Results of this review will indicate that, while there are many instances of
research reporting positive and negative results, there is no conclusive evidence
either for or against the impact of SNSs on engagement and achievement.
Generally, participation in online SNSs has a positive connection to student
engagement, but a negative connection to student achievement. The review
concludes with suggestions and implications for further research.

Key words: social networking sites, student achievement, student
engagement

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Contents
Contents................................................................................................................................................ 3

Introduction.......................................................................................................................................... 5

Research Question and Rationale ..................................................................................................... 5

Background....................................................................................................................................... 7

Definitions....................................................................................................................................... 10

Positive impact of SNSs on student engagement and achievement ................................................ 11

It is important to understand the connection between student achievement and student

engagement. Much of the research indicates that student academic achievement may be increased by

enhancing student engagement, and accordingly, student engagement has been identified as a

significant predictor of academic performance (Zhao & Kuh, 2004, p 1332; Wise, Skues, &Williams,

2011). The connection between academic engagement and academic performance is supported by

Junco, Heiberger and Loken (2011), when they report that they know that academic and co-curricular

engagement are powerful forces in student psychosocial development and in academic success. ...11

Negative impact of SNSs on student engagement and achievement .......................................... 15

While teachers may be looking towards social networking sites for inspiration, a look at the

research suggests the connection between SNSs and student engagement and achievement is not

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always a positive one. Several studies have found a negative relationship between student use of

SNSs and engagement and achievement............................................................................................... 15

Neutral research on the impact of SNSs on student engagement and achievement ......................18

Summary......................................................................................................................................... 19

Discussion and Implications for further research............................................................................ 21

References.......................................................................................................................................... 26

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Introduction

Research Question and Rationale

Facebook, MySpace, LinkedIn, Friendster, Cloudworks, Twitter, and Ning are but a few

examples of the relatively new phenomenon of online social networking. People of all ages are

flocking to the Internet and are signing up for social networking sites by the millions. Facebook,

for example, boasted 901 million monthly active users and more than 125 billion friend

connections at the end of March (Key Facts, 2012). This popularity of online social networking

sites (SNSs) is constantly growing. Educators are set to take advantage of the multiple

collaboration tools and discussion opportunities provided by social networking sites for

secondary and higher education (Hoffman, 2009; Mason & Rennie, 2008, as cited in Forkosh-

Baruch, & Hershkovitz, 2012). Despite the fact that there is limited guidance on how educators

can integrate social networking sites into subjects which have been traditionally delivered face-

to-face (Andrews & Drennan, 2009), teachers are on the lookout for information on the potential

benefits or harmful effects using SNSs as a new and innovative way to try to engage students and

improve student achievement. This effort is supported by Munoz and Towner (2009) when they

suggest that

“the benefits of Facebook’s networking and social communication
capabilities can benefit both the instructor and the student by tapping into
a greater number of learning styles, providing an alternative to the
traditional lecture format, creating an online classroom community, and
increasing teacher-student and student-student interaction.” (p. 9).

Accordingly, if teachers are indeed encouraged to bring social networking into the

classrooms, then the research question that begs to be asked, and which will be discussed in this

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paper, is “Does online social networking have an impact on student engagement and

achievement?”

For the purposes of this paper, online social networking sites will be defined as web-

based services that permit individuals to create a public or semi public profile, display a list of

other users with whom they share a connection, and view and navigate through their list of

connections and those made by others within the system, (Boyd & Ellison, 2008, p. 211). Social

networking could, in general terms, be seen as a way of describing the modelling of everyday

practices of social interaction, including those that take place within family structures, between

friends, and in neighbourhoods and communities (Merchant, 2012). With online social

networking sites, these practices of social interaction are taken to the technological level which

allows for social interactions within families, between friends, in neighbourhoods and

communities, and now, even the world, through the development of online communities. Most

social networking sites incorporate a range of communication tools such as mobile connectivity,

blogs, and photo/video sharing; with many platforms cross-posting to each other if the user so

desires. For example, a student or teacher could post a comment on Twitter and it would appear

in their blog or on a private or educational SNS such as Ning, Elgg, or Facebook. Presently,

many students are using this cross-connectivity of SNSs for non-academic (or purely social)

purposes (Ahmed & Qazi, 2011a).

Merchant (2012) has suggested that there are three possible approaches to the use of

social networking sites in educational settings: learning about SNSs (including understanding

and identifying the knowledge, skills, dispositions and learning involved); learning from SNSs

(to understand and appreciate the kinds of learning a social networking site can support); and

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learning with SNSs (making use of the student’s existing SNSs to support and extend

curriculum-based work); suggesting that these three areas describe how students and teachers

currently use SNSs, and that they are relevant to teachers trying to incorporate SN work into

their classroom (p. 16). As further support for teachers contemplating using SNS in the

classroom, it has been proposed that social networking-type interactions such as quality

relationships, connectedness, modelling positive behaviours and sharing information have been

observed taking place through social networking sites (Martin & Dowson, 2009).

Considering the amount of research which surrounds the use of SNSs in the education

system, it is imperative to determine whether or not social networking sites have any impact on

student engagement and achievement. This paper will review the available literature on the

subject and represent it as positive, negative, or neutral results of various studies.

Background
Even though online social networking sites are a relatively new phenomenon, popularity

is growing rapidly among college-aged youth, with 95% of 18 and 19 year olds using Facebook

(Smith & Caruso, 2010). The emerging literature suggests that SNSs are becoming ubiquitous

components of youth and young adult life, and the nature of SNSs was reported by Hargittai

(2008), who found few demographic differences between users and nonusers of social

networking sites in a sample of college students. In a study set out to determine the most

effective way for faculty to use social networking sites for educational purposes, Nemetz, Aiken,

Cooney, and Pascal (2010) stated conclusively that students use social networking sites

frequently and extensively. Facebook was initially designed by Mark Zuckerberg, Dustin

Moskovitz and Chris Hughes in 2004 as a means by which fellow Harvard students could

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communicate, share study-related information and socialize with peers at the University level

(Calvi, Cassella, & Nuijten, 2010; Ellison, Steinfield, & Lampe, 2007). The popularity of

Facebook and other social networking sites is growing to include applications in formal

educational settings, such as learning management systems and augmentation of content, and in

informal educational settings, such as relationship management systems, in sharing,

communication, information discovery, and creative forms of behavior (Forkosh-Baruch, &

Hershkovitz, 2012; McLoughlin & Lee, 2008).

Despite these statements by Forkosh-Baruch and Hershkovitz, this growth in popularity

of social networking sites appears to be underdeveloped in the field of education, with only about

30% of college respondents reporting using SNSs in their courses, despite the fact that about half

of these same students use SNSs to collaborate with classmates about course-related topics

(Smith & Caruso, 2010). The education system has an opportunity to reach the students in a

mode of communication they enjoy and use, but educators are not doing so; a fact reiterated by

Akyildiz and Argan (2010) when they concluded that students rarely used Facebook for

educational purposes. In a similar manner, Nemetz et al. (2010) found that students view SNSs

differently when considering its use for social purposes, as opposed to considering SNSs for

educational purposes.

Even so, the research contains many instances of the educational potential of social

networking sites. For example, instructors, learners, system designers and decision makers

(Forkosh-Baruch & Hershkovitz, 2012) as well as students by their own initiative (Selwyn,

2009), are coming to use social networking sites for educationally related activities, including

significant and new innovations in areas of interactive and collaborative learning (Schroeder,

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Minocha, & Schneider, 2010). These new social networking practices are being used in areas

such as “knowledge sharing, development of ideas, and creative production while allowing for

personal sense making and reflection” (McLoughlin & Lee, 2008, p. 12).

Much of the research suggests that students, faculty, and administrations need to explore

the use of online social networking sites in education. In fact, the National School Board

Association (United States) recognizes the potential value of using SNSs in the classroom,

recommending that school board members find ways to harness the educational value of social

networking, chat rooms and collaborative online journals (Gewertz, 2007). In a study of the use

of alternative social networking sites in education, Brady et al. (2010) put forward that, to date,

the higher educational community has been noticeably slow in adopting social networking

technologies into the curriculum. Ajjan and Hartshorne (2008), support the call for students,

faculty, and administrations to explore the use of SNSs in education in their research into faculty

decisions to adopt Web 2.0 technologies in their classrooms. The authors suggest that social

networking sites could be used to establish a series of academic connections, or to foster

collaboration and cooperation in the higher education classroom. There are some instances

where this potential for the use of social media has been recognized. Griffith and Liyange

(2008) suggest that the positive aspect of SNSs and their use is starting to be seen, as students are

using SNSs in their academic studies for group and team-based work. Social networking sites

are also seen to be in use in various academic activities, including communicating with faculty

and lecturers, and discussing academic issues with classmates (Helou & Ab. Rahim, 2000).

While it is apparent that the educational potential of SNSs exists, this potential is not

always exploited, and opinions vary as to whether or not it should be exploited. These

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challenges relating to the potential value of social networking sites as an educational tool are

summed up by Hoffman (2009) in a presentation to the Technology Colleges and Community

when she states “Social networking is a tool, with both its advantages and problems for usage in

teaching and learning” (p. 98). This sentiment is echoed by Hamid, Waycott, Kurnia, and Chang

(2010) who studied the use of online social networking for higher education and conclude that,

despite the potential benefits they have identified, harnessing social technologies offers both

opportunities and challenges. This paper explores many of these opportunities and challenges.

Despite being a timely question, research on social networking sites and student

engagement and achievement is limited when compared to studies of SNSs relating to other

issues such as student privacy, safety, social capital, and psychological well-being (Ahn, 2011).

What then, does the research say about online social networking sites impacting student

engagement and achievement?

Definitions

While analyzing the research available it was noted that studies generally

focused on students at the University level, with the occasional study focusing on the

secondary school student. As a result, this paper focuses mainly on this level of higher

education. In the context of this review, social networking sites (SNSs) refers to general

social networking sites such as Facebook or MySpace which students are free to join

and which enable “friending” other students, placing of photos and information,

allowing continuous status updates, the potential for collaboration and chatting, and

encourage the joining of “groups” reflecting personal interest. In this paper, the

definition for student achievement is derived from the Report of the Student
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Achievement Task Force based in British Columbia, which states that “Student

achievement is an improvement in learning that develops both the individual and the

individual’s ability to contribute to society” (Brownlie & Renihan, 2003, p. 9),

combined with the suggestion put forth by Ahmed and Qazi (2011b) that the use of

technology such as the Internet (and by extension, social networking sites) is one of the

most important factors that can influence educational performance of students positively

or adversely. Likewise, for the purposes of this paper student engagement is defined as

the time and effort students invest in educational activities (Kuh, 2009). Since one of

the primary goals of the education system is to enhance student engagement and

advance student achievement, it seems logical to analyze what the research has to say

about the impact of social networking sites on the engagement and achievement of

students. Whether defined as student achievement, or student engagement leading to

student achievement, this paper will examine the research relating to the impact social

networking sites has on both.

Review of related research and literature

Positive impact of SNSs on student engagement and achievement

It is important to understand the connection between student achievement and student

engagement. Much of the research indicates that student academic achievement may be

increased by enhancing student engagement, and accordingly, student engagement has been

identified as a significant predictor of academic performance (Zhao & Kuh, 2004, p 1332; Wise,

Skues, &Williams, 2011). The connection between academic engagement and academic

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performance is supported by Junco, Heiberger and Loken (2011), when they report that they

know that academic and co-curricular engagement are powerful forces in student psychosocial

development and in academic success.

Brady, Holcomb and Smith (2010), in a study of the educational benefits of the social

networking site Ning state that, since social networking sites are centered on the individual,

rather than on the class, they have the potential to increase student engagement. These same

authors also noted that the majority of participants in their study highlighted the educational

advantages of SNSs and the instructors observed positive effects of using Ning on student

engagement (2010). These types of interactions begin to identify how relationship development

in a social networking setting may contribute to increased engagement and learning.

Facebook and Twitter, two very popular social networking sites are often mentioned in

relation to student engagement. In a study examining the relationships among frequency of

Facebook use and participation and student engagement, Junco (2011), a prolific researcher on

modern technology and its effects on education, suggests that using Facebook in certain ways is

positively predictive of student engagement (p. 169). Wise et al. (2011) promote the

information-sharing social network ‘Twitter’ as having positive potential for improving

academic engagement. Support for the connection between student engagement and student

achievement, in relation to the effects of social networking is provided by Hoffman (2009) when

she states that among the positive attributes of social networking are impacts on affective aspects

of the learning environment, as well as impacts on motivation and student engagement.

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As was previously mentioned, teachers are looking to the Internet to find new and

innovative ways to engage and teach students.Improving student achievement is foremost on

their minds. Many authors report positive impacts on student achievement as a result of

participation in social networking sites.

After conducting a study of the influence of social networking sites on students’

academic performance in Malaysia, Helou and Ab.Rahim (2011) found that the majority of the

respondents agreed that social networking sites have a positive impact on their academic

performance; despite the fact that they also reported that they mainly engaged in social

networking sites for social reasons rather than academic reasons. The Brady et al. (2010) study

of the educationally-based social networking site Ning also provided evidence of a positive

impact on student achievement, noting that the majority of students reported positive e-learning

benefits in their courses including increased collaboration and exchange of information

compared to face-to-face courses. It is important to note that in both the Brady et al. (2010) and

Helou and Ab Rahim (2011) studies students were self-reporting their impressions on the impact

of their use of social networking sites.

In a study designed to investigate the effect of social networking site (Facebook,

YouTube and Twitter) engagement on cognitive and social skills, Alloway and Alloway (2012)

suggested that some activities predicted higher scores in verbal and visual-spatial working

memory performance. Results such as these would suggest a possible connection between this

SNS engagement and improvement of student achievement. In fact, Alloway and Alloway state

in their discussion that, given the importance of working memory in education, further research

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should investigate this possible connection. Similarly, Yu, Tian, Vogel and Kwok (2010)

determined that online social networking can improve students’ psychological well-being and

skill development; desired learning outcomes.

While social networking sites are not often used in classrooms yet the potential for the

educational impact of social networking sites on academic achievement is recognized and well

reported. Beach and Doerr-Stevens (2011) confirm the possibility that social networking sites

can have a positive impact on student achievement, noting that the collaborative nature of social

networking sites could have a positive effect on the development of civic engagement in

students. Furthermore, in another study supporting the positive impact of social networking

sites, Forkosh-Baruch and Hershkovitz, (2012) concluded that Twitter could actually increase

student engagement and improve grades in educationally relevant ways and so was a useful tool

in education. In the conclusion of their study on the usefulness of the educationally-focused

social networking site called Ning, Brady et al. (2010) reported that, for a majority of students,

social networking sites provide significant e-learning benefits in their courses. Mahadi and

Ubaidullah (2010) indicate that social networking sites can enhance language, particularly

second language, learning since the social interaction, authenticity, feedback, and learner

autonomy found in a SNS are also the key characteristics of successful language learning, and

that teachers should consider SNSs as an engaging option. As the research suggests, student

engagement and achievement can be impacted positively by student use of social networking

sites, and, whether through self-reporting or independent research, a correlation between

improvements in student engagement and achievement has been identified.

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Negative impact of SNSs on student engagement and achievement

While teachers may be looking towards social networking sites for inspiration, a look at

the research suggests the connection between SNSs and student engagement and achievement is

not always a positive one. Several studies have found a negative relationship between student use

of SNSs and engagement and achievement.

Even before the development of social networking sites such as Facebook and MySpace,

research was reporting that Internet use in general could cause some students academic

difficulties (Kubey, Lavin & Barrows, 2001). In a much reported explorative study to determine

whether differences existed in the academic performance of college students who were Facebook

users, and those who were not Facebook users; considering Facebook as an activity that students

carry out while studying - in other words, multitasking; Kirschner and Karpinski (2010) reported

significant findings. The authors found a negative correlation between Facebook and student

achievement, relaying that Facebook users reported having a lower mean grade point average

(GPA). They also reported spending fewer hours per week studying, and engaged in

procrastinating behaviour. This study apparently reflects the fears educators have about the

dangers of social networking sites, and how they will be only a detriment to student engagement

and achievement. In a similar but larger-sampled linear regression analysis of the relationship

among frequency of Facebook use; participation in Facebook activities; time spent preparing for

class; and actual, as opposed to self-reported, overall GPA; Junco (2012), suggests several

negative predictors of overall GPA, including chatting, checking, and posting status updates on

Facebook. The author places further emphasis on this negative correlation in his discussion

when he states “Specifically, large increases in time spent on Facebook relate to lower overall

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GPAs” (p. 194). Junco (2012) continues to relate how this increased time on Facebook would

certainly detract from time spent focusing on academic work, and would negatively impact

academic success. Flad (2010) agrees, reporting that SNS use can have a negative impact on

study habits and homework completion, with students in their study admitting to having spent

time on SNSs rather than studying, and that time spent on a SNS has prevented them from

completing homework.

Similar findings were reported by Paul, Baker and Cochran (2012) in a very recent study

of the relationship between time spent on online social networking sites and academic

performance, stating that time spent on SNSs is shown to negatively impact academic

performance. In a second revealing finding coming from their study, Paul et al. (2012) also

reported that as the level of attention deficit increased, the amount of time spent on social

networking sites increased, “implying that increased levels of attention deficit have a negative,

although indirect [through increased time on SNSs] impact on academic performance” (p. 7). As

a result of these findings, Paul et al. (2012) even go so far as to suggest that students should be

made aware of the potential detrimental effect SNSs can have on their academic achievement.

Adding to the research maintaining a negative correlation between SNSs and academic

achievement is a study comparing the use of Facebook as a medium for social interaction or

informal learning. Madge, Meek, Wellens, and Hooley (2009) came to the conclusion that time

spent on Facebook for social purposes was sometimes to the detriment of time available for

academic study. Any time spent away from time allotted to academic study could be viewed as a

negative influence. Jacobsen and Forste (2011) concur in a study of the academic and social

outcomes of electronic media use among university students. In this study students indicated

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that electronic media (which the authors describe as including Facebook and instant messaging)

is negatively associated with grades, and that since students report using this electronic media in

class or while doing homework, the distractions would be detrimental to student performance. In

fact, after controlling for offline time use, Jacobsen and Forste conclude “there is a significant

negative association between social networking site exposure and academic performance” (p.

278). Similarly, in a fittingly titled paper “No A 4 U ...,” which examines the perceived

academic effects of instant messaging, Junco and Cotton (2012), reported that students in their

sample seemed to be aware that divided attention, or multitasking, is detrimental to their

academic achievement. Yet students reported continuing with these same activities.

In a recent study to explore the relationship between SNSs and educational performance

of students, Ahmed, Amir, Qazi and Jabeen (2011) sampled 1000 students from various

universities in Pakistan, comparing aspects of SNS usage in areas such as student gender,

specialty area of study, age, study habits, leisure activities, time and purpose on the internet, time

spent on SNSs, and most importantly for this paper – the effect of using social networking sites

on their studying habits, and the differences of academic performance of students. The authors

found study habits were significantly affected by time spent using social networking sites

concluding that Internet and SNS usage “significantly [negatively] affect the studying habits of

the students and eventually their academic performance” (p. 156). This is supported by Oye,

Helou, and Ab.Rahim (2012) whose participants related that spending more time on SNSs

resulted in them getting lower grades, and some perceived the distractions of SNSs ranging from

“mere distraction” to “obsession” (p. 27). Even the research study which generally reported a

positive relationship between the social networking site Ning and education, found that some

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students did identify time and accessibility as major limitations to using Ning to help them to

succeed academically, and 54% also expressed a preference for face-to-face communications

over Ning (Brady et al., 2010), suggesting a preference away from academic use of social

networking sites. Although concluding with positive remarks about Twitter, Wise et al. (2011)

argue that Facebook, a medium for social interaction, has only a limited role, if any, to play in

promoting student engagement from an academic or institutional perspective.

Despite the intentions of many researchers to find a conclusive impact of use of social

networking sites on engagement and achievement, many reported no such findings, concluding

only that there was no real connection to be found.

Neutral research on the impact of SNSs on student engagement and achievement

While many researchers weigh in on the positive or negative side of the impact of social

networking sites on student engagement and achievement, other literature is reported as being

neutral. This is supported in research focusing on social networking and gender when the author

states “The relationship between students who are actively involved in social networking and

their academic performance is inconclusive” (Flad, 2010, p. 38). Ahmed and Qazi (2011b) also

reported results from their study which explored the relationship between SNS usage and

educational performance of the student user, finding that internet or SNS usage was not

significant enough to affect the academic performance of students adversely.

In a presentation to Technology, Colleges and Community (TCC) which focused on

evaluating social networking tools for distance learning, Hoffman (2009) stated that there was

insufficient evidence to suggest that Ning directly impacted individual student achievement, even
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though students commented that they felt social networking did have a positive impact on

student engagement and satisfaction. As well, no association was found between grade point

averages of student Facebook users and nonusers in a study which examined a random sample of

Facebook profiles at a Northeast University in the USA, (Kolek & Saunders, 2008). A

connection between use of social networking sites and improvements in self-esteem and

development of the whole person, which can ultimately lead to performance proficiency and

future success was noted by Yu et al. (2010), but despite this positive outlook, they caution the

“coin has two sides” (p. 1501) and the negative side of SNS usage, such as distraction, must also

be considered and reviewed.

In the reporting of their findings, many of the researchers who reported neutral results

often suggested developing similar studies, but with more scrutinizing criteria, to determine if

there is in fact a definitive impact of social networking sites on student engagement and/or

achievement.

Summary of Findings

Summary

This review reflected upon the research question “Does online social networking have an

impact on student engagement and achievement?” As a technology online social networking is

relatively new, being developed as recently as 2004 (Ellison et al., 2007). It has quickly grown

in popularity with students (Hargittai, 2008; Key Facts, 2012; Smith & Caruso, 2010), and

educators are poised to take advantage of any teaching and learning opportunities offered by the

use of online social networking (Brady et al., 2010; Gewertz, 2007; Nemetz et al. 2010).
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Throughout this review the research studies have focused on older secondary-aged

students as well as University students, and the term online social networking sites referred to

Facebook-style sites. Student achievement basically referred to an improvement in learning that

develops the individual and his or her ability to contribute to society (Brownlie & Renihan,

2003), and the close association between student engagement (the time and effort students invest

in educational activities) (Kuh, 2009) and student achievement is clearly defined and supported.

The research findings were organized into three main categories: findings indicating a

positive impact of SNSs on student engagement and achievement; findings indicating a negative

impact; or findings indicating neutral results.

Research studies indicating a positive impact of social networking sites on student

engagement and achievement suggested that SNSs had the potential to increase student

engagement (Brady et al., 2010; Junco, 2011; Wise et al., 2011), and this increase in student

engagement could lead to improved student achievement (Brady et al., 2010; Helou &

Ab.Rahim, 2011; Hoffman, 2009), cognitive skills (Alloway & Alloway, 2012) and skill

development (Yu et al., 2010). The potential for positive educational impact was recognized and

reported in the curriculum areas of civic engagement (Beach & Doerr-Stevens, 2011), and

language learning (Mahadi and Ubaidullah, 2010). As well the potential for positive impacts

from using the SNS programs Twitter (Forkosh-Baruch, 2012) and Ning (Brady et al., 2010)

were reported.

Review of the research indicated there were also negative impacts of online SNSs on

student engagement and achievement. Suggestions that grade point average could be negatively

20


affected by time on the SNS Facebook were reported (Junco, 2012; Kirschner and Karpinski,

2010). Academic performance in general was found to be negatively affected by time on social

networking sites (Jacobsen & Forste, 2011; Junco & Cotton, 2012; Paul et al., 2012). Research

also related SNSs as a distraction; taking students away from their academic studies which could

eventually lead to academic difficulties (Flad, 2010; Junco, 2012; Junco & Cotton, 2012; Madge

et al., 2009; Paul et al., 2012), and negatively affecting study habits (Ahmed et al., 201; Oye.

Helou, & AbRahim, 2012). As well, time and accessibility (Brady et al., 2010) and the limited

role the popular SNS Facebook has in promoting student engagement (Wise et al., 2011) were

identified as potential barriers to student engagement and achievement.

Some researchers also reported neutral or inconsistent findings in their studies. Reporting

that SNS usage was not significant enough to affect academic performance adversely (Ahmed &

Qazi, 2011b); that there was insufficient evidence to suggest that the SNS Ning impacted student

achievement (Hoffman, 2009); or that there was no connection between GPA of users and non-

users of Facebook (Kolek & Saunders, 2008); researchers made no conclusions on either the

positive or negative side of the question. Cautions about the negative side of SNS usage was

included with a positive report that SNS could lead to improvements in self-esteem leading to

future success (Yu et al., 2010). Flad (2010) stated that there was no conclusive connection

between SNSs and academic achievement, suggesting that reported negative influences due to

SNS use were not substantial enough to definitively conclude negative correlations.

Discussion and Implications for further research

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Student engagement and achievement through online social networking sites has been the

focus of this review. It has been shown that student achievement is directly correlated with and

impacted by student engagement (Brady et al., 2010; Junco et al., 2011). Further to this,

participation on online SNSs was associated with increasing student engagement (Hoffman,

2009; Junco, 2011; Martin & Dowson, 2009; Wise et al., 2011). However, while it has been

reported that SNSs can improve engagement and thereby student achievement, there was more

conclusive evidence relating to improved engagement, and less evidence of actual increases in

student achievement.

Conclusions drawn from the body of research analyzed lean towards indicating a negative

or neutral correlation between online social networking sites and their impact on student

achievement. While SNSs certainly engage students, this engagement does not necessarily lead

to student achievement. Essentially, it was reported that the Internet itself may cause students to

experience academic difficulties (Kubey et al., 2001), and social networking sites specifically

were said to be negatively correlated with GPA (Kirschner & Karpinski, 2010) and were

negatively associated with grades (Jacobsen & Forste, 2011). However, the studies which

reported a negative impact made the association between the distractions caused by SNSs and the

time taken away from academic studies (Ahmed et al., 2011; Jacobsen & Forste, 2011; Junko &

Cotten, 2012; Madge et al., 2009). The detrimental effect of time on academic studies indicates

that students are using social networking for social reasons rather than educational reasons.

Despite the reported potential of online social networking sites in education, opening/viewing of

sites will often lead to distractive behavior, updating status, chatting, checking photos, etc.

(Junco, 2012) rather than attending to the preferred academic behavior.

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As previously noted, however, there were some encouraging correlations reported. In

general, students themselves reported SNSs having a positive impact on their academic

performance (Brady et al., 2010; Helou & Ab.Rahim, 2011). The potential for social networking

sites having a positive impact is evident in the literature, with the collaborative (Beach & Doerr-

Stevens, 2011; Hoffman, 2009) and networking potential of SNS tools such a Twitter (Baruch &

Hershkovitz, 2012). The potential for the very popular social networking sites bodes well for

teachers interested in exploiting this technology for educational gain in the classroom,

particularly in the areas such as networked blogs, communication with faculty, and academic

discussions (Oye, Helou, & AbRahim, 2012).

While it was possible to find research that definitively supported positive or negative

correlations on the impact of SNSs on student achievement, the direct contribution of

participation in online social networking sites to student achievement remains to be proven

(Hoffman, 2009). Since reports also point to results in which there was no direct impact on or

correlation between SNSs on student achievement, either as indicated by students themselves

(Ahmed & Qazi, 2011b) or through objective research (Hoffman, 2009; Kolek & Saunders,

2008), it is clear that more research in this area is warranted. Further research should include

both objective and subjective academic impairment outcomes (Ahmed & Qazi, 2011b) in order

to gain a more clear-cut understanding of the academic impacts of online social networks. It is

important to note that in many studies, academic assessment is addressed by way of self-

reporting by students and faculty. While this data gives an overview of impressions by the

subjects, a more valid result may be obtained by looking at quantitative data such as changes in

grade point average. This implication for future research is echoed by Greenhow and Robelia

23


(2009) when they state in their conclusion “Future research needs to look more closely at student

practices in online environments, and we must go beyond grades and GPA to include different

forms of assessment” (p. 1155). Suggestions were also made for further investigation into the

types of online social networking sites that will enhance learning, as well as matching these sites

to the appropriate types of courses and applications (Paul et al., 2012). It is also interesting to

note that many of the studies reporting on the impact of SNSs on students chose Facebook as the

SNS on which to conduct their research, evidence of the extreme popularity of this site. It may

do well for researchers to focus on some of the other popular sites such as MySpace or Twitter,

or more educationally orientated sites such as Elgg or Ning.

Despite inconclusive or neutral attempts to determine the impact of social networking

sites on student performance, there is a general agreement that there are a myriad of educational

benefits to be derived from SNSs. Researchers indicate that SNSs provide a viable alternative

for educators, that training and support should be provided (Brady et al.2010), and that the

advantages of SNSs should be monitored and encouraged by students, teachers, and parents

alike, to enhance the educational performance of students (Ahmed et al., 2011).

Although Hoffman’s (2009) study was based on distance learning and SNSs, the

importance of research on the general educational impact social networking sites have on student

engagement and achievement in general can be applied to her statement “when technology

supports an affirmative, constructivist learning environment and contributes to successful

pedagogical strategies without distracting from essential objectives for development of

knowledge and skills, the result of formative evaluation of social networking potentials for

distance learning is positive” (p. 98). Social networking sites have been shown to have the

24


potential to improve knowledge and skills, and it is up to educators and curriculum developers to

ensure it supports an affirmative, constructivist learning environment.

It is clear that online social networking sites are here to stay and students are and will

continue to spend time on them. With knowledge that there may be negative associations

between SNSs, but that researchers are excited about the potential of SNSs, educators developing

curriculum connections with social networking sites should be able to observe positive impacts

of social networking sites on student engagement and achievement.

In conclusion, researchers provided evidence that student use of online social networking

sites has both positive and negative features. The research findings that social networks such as

Facebook provide a distraction that takes time away from academic pursuits is no surprise to this

writer (as a student and a parent), but the positive reports of enhanced engagement through the

use of SNSs is something that educators will have to explore. In this age of 24/7 online

connectivity, any aspect of technology which engages students should be fully explored for

possible inclusion in the curriculum, and potential increases in student achievement.

25


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