The relationship between Facebook™ activity and academic performance among African American students
Eric V. Brubaker, Liberty University, United States
Liberty University . Awarded
This non-experimental, regression study examined the relationship between Facebook™ activity and academic performance for an African American sample population. The study was conducted at a large, four-year, private university in the Mid-Atlantic. All undergraduate, African American students enrolled in the College of General Studies, School of Health Sciences, and School of Education comprised the sample population. Volunteer participants completed a Facebook™ Activity Survey, which is an instrument used to collect semester grade point averages (GPAs), time-use of Facebook™, multitasking information, type of Facebook™ activities, and demographic information. The results of the survey were analyzed using hierarchical multiple regression statistics. The analysis showed the strength of the relationship between the predictor variables (average daily minutes of using Facebook™, demographic data, academic data, daily minutes of multitasking, and types of Facebook™ activities used while multitasking) and the criterion variable (semester GPA). The results of the study suggested that Facebook™ activities did not have a statistically significant contribution on the participants' semester GPAs.
Keywords: social media, GPA, multitasking, cognitive load theory, Facebook™.
Brubaker, E.V. The relationship between Facebook™ activity and academic performance among African American students. Ph.D. thesis, Liberty University. Retrieved March 25, 2019 from https://www.learntechlib.org/p/121300/.
Citation reproduced with permission of ProQuest LLC.
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