Social Media Use and Academic Performance among K12 School Students
Social
Media Use and Academic Performance among K12 School Students
Kavita Roy1,
Khritish Swargiary2
1Guest Faculty,
Department of Education, Bongaigaon College, India
2Research
Assistant, EdTech Research Association, India
Kavitaroy811@gmail.com,
Khritish@teachers.org
Abstract: This study, conducted
by the EdTech Research Association with Kavita Roy as a co-author, meticulously
designed and executed a research methodology to investigate the impact of
social media use on learning and academic achievement among K12 school students.
The methodology employed a randomized control trial (RCT), incorporating both a
control group and an experimental group, with the latter engaging in social
media activities for a designated period. To ensure an unbiased distribution of
characteristics, a diverse sample of 200 K12 school students from two private
schools in Delhi, India, underwent random assignment. Ethical considerations
were strictly adhered to, with no disclosure of academic records. Quantitative
and qualitative research tools, such as standardized tests, teacher
assessments, and self-reports, were utilized to collect data over a three-month
period. Pre- and post-experimental measures, including baseline assessments and
evaluations of academic performance, learning engagement, and social media
usage, were conducted. In terms of results, the findings underscored the
discernible impact of social media use on K12 school students. A summarized
presentation in Table 1 highlighted changes in self-reported social media
usage, academic performance, teacher evaluations, and student self-reports.
Notably, the experimental group exhibited an increase in daily social media
usage, accompanied by a decrease in academic performance. Teacher evaluations
indicated a slight decrease in engagement for the experimental group,
contrasting with an increase in the control group. Similarly, student
self-reports revealed a decrease in engagement for the experimental group.
These findings contribute valuable insights into the nuanced dynamics between
social media exposure and academic outcomes among K12 students.
Keywords: Social Media, Academic
Performance, Learning Engagement, K12 students, India.
INTRODUCTION
The relevance of social media
for today’s youth frequently prompts educators to investigate the added value
of utilizing these platforms for educational purposes (e.g., Bate, 2010).
Nevertheless, a significant number of teachers perceive social media in classrooms
as disruptive (Selwyn,2010). Educators seem to grapple with the dilemma between
potential pedagogical uses and the alluring distraction posed by this
technology (Rosen, Carrier, & Cheever, 2013). Frequently, a lack of
technical pedagogical content knowledge to enhance teaching with social media
exacerbates this dilemma (Van Acker, Van Buuren, Kreijns, & Vermeulen,
2011).
Defining social media is argued
to be elusive (Tess,2013). However, the notion of social media can be
summarized as encompassing internet applications supporting the creation and
exchange of user-generated content, requiring a certain degree of self-disclosure,
and allowing for a specific level of social presence (Kaplan & Haenlein,
2010). Carr and Hayes (2015), in an attempt to provide a more precise and
future-proof definition, condensed social media as:
Social media are internet-based
channels that enable users to opportunistically interact and selectively
self-present, either in real-time or asynchronously, with both broad and narrow
audiences who derive value from user-generated content and the perception of
interaction with others. (Carr & Hayes,2015)
Existing literature reviews on
social media and education underscore the pedagogical use of specific
applications and channels, such as wikis (Trocky & Buckley,2016), Twitter
(Aydin, 2014; Forgie et al., 2013), or Facebook (Yang, Wang, Woo, & Quek,2011),
and scrutinize (improvement of) learning outcomes. Although educational
software, like learning management systems, increasingly incorporates social
media-like functionalities, it often appears to restrict aspects like
self-presenting and types of audiences.
Earlier reviews differentiated
the researchers’ desire for a successful use of social media in classrooms and
the often-feeble empirical evidence for this success (e.g., Tess, 2013). Some
authors highlight that social media were never designed for pedagogical
purposes (Bruneel, De Wit, Verhoeven, & Eelen, 2013; Kuiper, Volman, &
Terwel, 2005), while others use this as a starting point for research (Taylor,
King, & Nelson, 2012). These reviews also demonstrated that the evidence
for enhancing learning outcomes often relies on self-reports (Hew & Cheung,
2013). To our knowledge, only one extensive existing review on 951 articles
discussed multiple aspects of the complex whole of factors and effects (CASE,
2011). However, this review was confined to descriptions of these factors,
rather than offering explanatory relations. One broader perspective
meta-analysis of 40 years of research on ICT and learning revealed a small yet
significant increase in learning outcomes caused by ICT use in classrooms
(Tamim, Bernard, Borokhovski, Abrami, & Schmid, 2011).
Both empirical studies and
literature reviews that analyze pedagogical use of internet applications, such
as social media, mainly concentrate on partial aspects. For example, the
relationship between internet applications and reading skills (Takacs, Swart,
& Bus, 2015), between internet applications and information literacy
(Mills, 2010), or pedagogical approaches that suit Web 2.0 in secondary or
higher education (Hew & Cheung, 2013).
The emphasis on partial aspects,
instead of an integrated perspective of social media in education, impedes
understanding of what is known as the hidden curriculum: societal,
institutional, or lecturers’ values that are transmitted unconsciously to students
(Cotton, Winter, & Bailey, 2013). Edwards (2015) elucidated how software,
or rather computer code, is never objective and reinforces existing preferences
of, for instance, teachers.
With the prevalent integration
of social networking sites into the lives of college students, investigating
the correlation between the utilization of these platforms and academic
performance has evolved into a significant research pursuit (Doleck & Lajoie,
2018; Koranteng et al., 2019; Liu et al., 2017; Tafesse, 2020). A
plethora of studies, spanning various years, has delved into this subject,
contributing to the expanding body of literature (Doleck & Lajoie, 2018;
Masrom et al., 2021). Yet, the findings remain notably inconclusive
(Astatke et al., 2021), with some research indicating a detrimental link
between social networking site use and academic achievement (e.g., Junco, 2015;
Karpinski et al., 2013; Tafesse, 2020), while others highlight a positive
association (e.g., Park et al., 2018; Samad et al., 2019; Sarwar
et al., 2019). It is worth noting that much of the existing research
relies heavily on students' self-reports to gauge their social networking site
activity (Astatke et al., 2021; Doleck & Lajoie, 2018). This method,
however, is susceptible to measurement errors due to students underestimating
their usage, prompting a shift towards utilizing software programs and mobile
applications for more accurate tracking (e.g., Felisoni & Godoi, 2018; Giunchiglia
et al., 2018; Wang et al., 2015). These advancements, coupled with
the utilization of institutional records for assessing academic performance,
have mitigated the challenges associated with self-reported data. Nevertheless,
even recent studies often frame the relationship between social networking site
use and academic performance in linear terms. In our study, we posit that the
conventional linear model may not fully encapsulate the intricate dynamics
between social networking site use and academic performance. We argue for a
more nuanced perspective, suggesting an inverted U-shaped relationship. The
variability in reported positive and negative effects in the literature
(Astatke et al., 2021; Masrom et al., 2021; Raza et al., 2020) implies
that the outcomes may depend on the intensity of social networking site use.
For example, excessive usage could hinder academic performance by diverting
time from studies or necessitating multitasking (Alt, 2015; Junco, 2015;
Kapriniski et al., 2013; Marker et al., 2018). Conversely, moderate
use may contribute positively by fostering collaborative learning and providing
information and entertainment values (Al-Qaysi et al., 2021; Hoi, 2021;
Lampe et al., 2015; Lemay et al., 2020; Raza et al., 2020).
Previous research has also highlighted that not all social networking site use
is detrimental (Lemay et al., 2020). Ellison and Boyd (2013) defined
social networking sites as "a networked communication platform in which
participants (1) have uniquely identifiable profiles that consist of
user-supplied content, content provided by other users, and/or system-level
data; (2) can publicly articulate connections that can be viewed and traversed
by others; and (3) can consume, produce, and/or interact with streams of
user-generated content provided by their connections on the site" (p.
180). This definition underscores three key features of social networking
sites. Firstly, these platforms enable users to create distinct profiles
enriched with user- and system-supplied information, including biographic
details, self-descriptions, photos, interests, and activities (Ellison &
Boyd, 2013). This information facilitates online peer-to-peer networking by
revealing users' identities (Kane et al., 2014; Zhang & Leung, 2015).
Secondly, social networking sites allow users to declare connections that
others can view and explore, typically manifested in friends lists, followers
lists, group memberships, liked pages, and more. These public connections aid
users in understanding others' social ties, further facilitating networking
activities (Ellison & Boyd, 2013). Zhang and Leung (2015) assert that the
ability to explore other users' connections and activities is an innovative
feature unique to social networking sites. Lastly, these platforms enable users
to engage with the content produced by their connections, creating a dynamic
cycle of online interaction and engagement, which is vital to the vitality of
social networking sites (Masrom et al., 2021; Smith, 2017). College
students heavily rely on social networking sites for daily communication,
entertainment, and information needs (Ansari & Khan, 2020; Doleck
et al., 2018; Ifinedo, 2016; Lemay et al., 2020). Research tracking
students' social media habits indicates substantial daily time spent across
multiple platforms such as Facebook, Twitter, Instagram, YouTube, and Snapchat
(Alhabash & Ma, 2017; Dumpit & Fernandez, 2017; Felisoni & Godoi,
2018; Smith, 2017; Wang et al., 2015). These platforms serve various
purposes for college students, including opinion sharing, information
acquisition, entertainment, self-documentation, self-expression, and social
interactions, among others (Alhabash & Ma, 2017; Chawinga, 2017; Lemay
et al., 2020). Additionally, the educational use of social networking
sites, such as accessing course information, organizing group work, receiving
feedback, and interacting with instructors, has been documented in the
literature (Al-Qaysi et al., 2021; Al-Rahmi et al., 2020; Ansari
& Khan, 2020; Hoi, 2021; Raza et al., 2020; Smith, 2017).
Taken together, many of these
reviews reported barriers to using social media in class (e.g., Henderson,
Snyder, & Beale, 2013; Minocha, 2009), such as the fear of losing control
over students (Tess, 2013), lack of ICT skills (Minocha, 2009), and potential
distractions of social media (Piotrowski, 2015). In contrast to these barriers,
research also reports affordances, such as engagement and student motivation.
Reviews often also reported uncertainty about the effectiveness of social media
for improving learning outcomes. Nonetheless, social media are attributed with
great potential for enhancing education.
LITERATURE REVIEW
1)
A research paper titled "Towards
an understanding of social media use in the classroom- 2020” by Antoine Van
Den, Marieke Thurlings and Myrthe Willems,
elucidates that the significance of social media in the lives of today’s youth
frequently prompts educators to explore its educational potential. However,
educators often find themselves grappling with the delicate balance between
leveraging social media for pedagogical purposes and succumbing to its alluring
distractions. The present comprehensive review of literature aspires to offer a
synthesis of the conditions and outcomes crucial for a thoughtful,
evidence-based incorporation of social media in education, with a focus on
teacher professional development. The study is guided by a conceptual model
encompassing the intended curriculum at the school level, the implemented
curriculum at the teacher level, and the attained curriculum at the student
level. The examination covered 271 articles, subjected to analysis through
framework synthesis. The articulation of conclusive statements on conditions
and outcomes related to social media in educational settings was often impeded
by ambiguous results and the suboptimal quality of the studies. Nevertheless,
the identified factors encompassed elements such as school culture, attitudes
toward social media, support mechanisms, teacher professional development,
learning objectives, and a defined position within the curriculum. The paper
concludes with considerations and practical advice for educators.
2)
A study by "Mehmood, S.,
& Taswir, T. (2013). The effects of social networking sites on the academic
performance of students in the College of Applied Sciences, Nizwa, Oman.
International Journal of Arts and Commerce, 2(1), 111-125." delved into
the pedagogical impacts of social networking sites on undergraduate students at
the College of Applied Sciences (CAS), Nizwa, Oman. Educational nodes such as
blogs, wikis, tweets, RSS feeds, discussion boards, and podcasts formed
integral components of this extensive network. The research meticulously
presented the usage patterns of these web2.0 applications, shedding light on
their influence on linguistic and social behaviors among young learners. A
demographic segmentation approach constructed a comprehensive framework for
evaluating the popularity of social tools and e-learning technologies among
learners. The empirical evidence revealed classroom and social software as
transformative paradigms that contributed to the formation of knowledgeable
societies among the youth. The study rigorously examined variables that gauged
the effectiveness of these social tools in facilitating knowledge sharing and
enhancing the general awareness of student communities.
The study into the observed
phenomena led to the formulation of research objectives, each designed to
deepen our understanding of the complex dynamics between social media use and
academic performance, teacher-perceived engagement levels, and self-reported
student engagement.
1)
To Examine the Causal Link
between Social Media Use and Academic Performance.
2)
To Understand the Impact of
Social-Media on Teacher-Perceived Engagement Levels.
3)
To Investigate Discrepancies in
Self-Reported Engagement.
These research objectives
collectively form a comprehensive approach to unraveling the intricate
connections between social media usage and various facets of the educational
experience. They guide further investigations into the underlying mechanisms
and contributing factors, providing a basis for informed strategies aimed at
mitigating any adverse impacts on student learning.
METHODOLOGY
The methodology employed in this
study was meticulously developed and executed by faculty members and staff of
the EdTech Research Association, with Kavita Roy serving as a co-author and
actively contributing to the design and implementation of the research. In
terms of research design, the experimental study utilized a randomized control
trial (RCT) to systematically investigate the effects of social media use on
learning and academic achievement among K12 school students. Both a control
group and an experimental group were meticulously included, with the latter
directed to engage with popular social media platforms for a specified period,
while the former refrained from such activities. The RCT design facilitated a
robust comparison of outcomes between the two groups, enabling a thorough
exploration of the causal relationship between social media engagement and
academic performance. Concerning the research sample, a total of 200 K12 school
students were selected through random sampling from two private schools situated
in a diverse urban setting in Delhi, India. The objective of the random
assignment was to guarantee an unbiased distribution of characteristics among
participants assigned to either the control or experimental group. The
intentional selection of this diverse sample aimed to augment the
generalizability of findings across various demographic backgrounds and
educational settings. In adherence to ethical considerations, no academic
records, whether pertaining to individual students or schools, were disclosed
to maintain the confidentiality of personal details. A combination of
quantitative and qualitative research tools was employed to collect data.
Standardized tests objectively assessed academic performance, offering concrete
measures of students' knowledge and understanding. Learning engagement was
evaluated through teacher assessments, encompassing observations and
evaluations, while student self-reports captured subjective perceptions of
engagement. Additionally, participants in both groups provided self-reported
data on their daily interactions with social media platforms such as Facebook,
Instagram, and Twitter. The research procedure spanned three months, during
which participants adhered to their assigned group guidelines. The experimental
group seamlessly integrated social media use into their daily routine, adhering
to specified time limits, while the control group abstained from such
engagement. Pre- and post-experimental measures, including baseline assessments
of academic performance, learning engagement, and initial social media usage,
were meticulously collected. Post-experimental data were then gathered to
assess changes in these variables, allowing for a comprehensive analysis of the
impact of social media use on K12 school students' learning and achievement.
Overall, the research procedure aimed to provide valuable insights into the
nuanced dynamics between social media exposure and academic outcomes.
RESULTS
In the conducted study, an
examination of pre- and post-experimental measures encompassing academic
performance, learning engagement, and self-reported social media usage revealed
a diverse array of outcomes. These findings effectively underscored the discernible
impact of social media utilization on 200 K12 school students. A conspicuous
differentiation in percentages between the control group and the experimental
group was succinctly encapsulated in Table 1, which presented the summarized
results in percentage format, as delineated below.
Table 1: Pre and Post Experimental
Summarised Results
|
Measure |
Pre-Experimental
Results |
Post-Experimental
Results |
|
Self-Reported Social Media Usage |
||
|
Control
Group |
55% of
students used daily |
57% of
students used daily |
|
Experimental
Group |
60% of
students used daily |
75% of students
used daily (↑) |
|
Academic
Performance (%) |
||
|
Control
Group |
Mean test
score: 87.5% |
Mean test
score: 89.1% (↑) |
|
Experimental
Group |
Mean test
score: 86.2% |
Mean test
score: 81.7% (↓) |
|
Teacher Evaluations |
||
|
Control
Group |
90%
highly engaged |
91% highly
engaged (↑) |
|
Experimental
Group |
88%
highly engaged |
82%
highly engaged (↓) |
|
Student
Self-Reports |
||
|
Control
Group |
92%
actively engaged |
94%
actively engaged (↑) |
|
Experimental
Group |
89%
actively engaged |
78%
actively engaged (↓) |
Note:
- ↑ indicates an increase.
- ↓ indicates a decrease.
The investigation into
self-reported social media usage unveiled distinctive trends between the
control and experimental groups. In the control group, there was a marginal
increase from 55% to 57% in students reporting daily social media use,
indicating relatively stable engagement. In contrast, the experimental group
experienced a substantial 15% surge, elevating daily social media use from 60%
to 75%. This notable increase suggests that the experimental conditions
successfully fostered heightened engagement with social media platforms,
reflecting a positive response to the prescribed integration. Analysing
academic performance revealed divergent trajectories. The control group
exhibited a positive trend, with a slight increase in mean test scores from
87.5% to 89.1%. Conversely, the experimental group experienced a decline, with
mean test scores decreasing from 86.2% to 81.7%. This discrepancy underscores a
potential negative impact of increased social media use on academic
achievement, prompting the need for a more in-depth exploration of contributing
factors. Teacher evaluations provided additional insights into nuanced
dynamics. While the control group demonstrated a marginal improvement, with
teacher-assessed engagement increasing from 90% to 91%, the experimental group
exhibited a decrease from 88% to 82%. This implies a potential negative
association between heightened social media use and teacher-perceived
engagement levels, necessitating an exploration into the mechanisms influencing
this observed decline. Analysis of student self-reports uncovered intriguing
insights. Despite a perceived increase in self-reported engagement in the
control group (92% to 94%), the experimental group reported a substantial
decrease from 89% to 78%. This significant discrepancy suggests that students
in the experimental group may either underestimate the impact of social media
on their engagement levels or face distractions hindering their actual
engagement. The collective findings illuminate a complex interplay between
social media use, academic performance, and perceived engagement. While the
control group exhibited positive trends, the experimental group's outcomes
indicate potential challenges associated with increased social media exposure.
This underscores the imperative for further research to delve into the
underlying mechanisms influencing these results, thereby informing targeted
educational strategies to mitigate any adverse impacts on student learning.
The investigation into the
observed phenomena led to the formulation of research objectives, each designed
to deepen our understanding of the complex dynamics between social media use
and academic performance, teacher-perceived engagement levels, and self-reported
student engagement. The first research objective aims to examine the causal
link between social media use and academic performance. This investigation is
prompted by the observed decline in academic performance among the experimental
group, where mean test scores decreased from 86.2% to 81.7%. The objective is
to explore the potential relationship between heightened social media use and
academic achievement, with the specific goal of discerning contributing factors
that may underlie this decline. The second research objective focuses on
understanding the impact of social media on teacher-perceived engagement
levels. This objective arises from the observed decrease in teacher-assessed
engagement among the experimental group, decreasing from 88% to 82%. The
objective is to delve into the potential negative association between increased
social media use and teacher evaluations. The exploration seeks to identify
underlying mechanisms influencing perceived engagement levels among students. The
third research objective addresses the discrepancies in self-reported
engagement, particularly the significant decrease observed among the
experimental group (89% to 78%), despite a concurrent increase in the control
group (92% to 94%). The objective is to analyze whether students in the
experimental group may either underestimate the impact of social media on their
engagement levels or face distractions that hinder their actual engagement. The
aim is to uncover insights into the perceived versus actual impact of social
media on student engagement. These research objectives collectively form a
comprehensive approach to unraveling the intricate connections between social
media usage and various facets of the educational experience. They guide
further investigations into the underlying mechanisms and contributing factors,
providing a basis for informed strategies aimed at mitigating any adverse
impacts on student learning.
In the pursuit of enhancing the
generalizability of our findings, our study conscientiously selected a diverse
sample from two schools within an urban setting. However, it is crucial to
exercise caution when extending the results to different demographic
backgrounds or educational contexts. The study's specific focus on K12 school
students in this particular urban environment may impose limitations on the
applicability of our findings to diverse age groups or rural settings.
Furthermore, the three-month duration of our study may have imposed constraints
on our ability to comprehend the long-term effects of social media use on
academic performance. A more extended observation period could have offered a
more comprehensive perspective, allowing for a nuanced understanding of the
sustained impact of social media engagement over time. The reliance on
self-reported data for social media usage introduces potential concerns related
to response bias and inaccuracies. Participants may not have accurately
recalled or reported their actual engagement with social media platforms,
leading to limitations in the precision of the data we collected. In terms of
social media platform selection, our study intentionally focused on well-known
platforms such as Facebook, Instagram, and Twitter. While this deliberate focus
provides valuable insights, it also implies a potential oversight of the impact
of other emerging or niche platforms. This limitation may restrict the
comprehensiveness of our study's findings. Lastly, the evaluation of learning
engagement through teacher assessments introduces an element of subjectivity
and individual biases. The variability in teaching styles and expectations
among educators may have introduced confounding factors that could impact the
reliability of the data related to learning engagement. Acknowledging these
limitations is essential for a nuanced interpretation of our study's outcomes.
Other Related Work
A study conducted by "Mim,
F. N., Islam, M. A., & Kumar, G. (2018). Impact of the use of social media
on students’ academic performance and behavior change. Age, 18(20), 150."
aimed to explore the influence of social media on students' academic
performance. The research involved a structural questionnaire administered to
345 randomly selected students at Mawlana Bhashani Science and Technology
University (MBSTU), Tangail, Bangladesh. Employing both univariate and
multivariate analyses, the study utilized descriptive statistics for
demographic and educational data, while a multiple regression model gauged the
impact of social media on academic performance. Results revealed that a
significant number of respondents reported negative consequences, such as delayed
assignment submissions, reduced study time, and subpar academic performance due
to excessive engagement on social media platforms. Interestingly, some students
acknowledged positive outcomes, including involvement in terrorist and militant
activities, as well as a heightened inclination towards political issues
spurred by social media exposure. Consequently, the study recommended
leveraging social media for educational purposes, expanding social networking
sites, creating new pages to bolster academic activities, preventing setbacks
in students' academic performance, and advocating for vigilant monitoring by
teachers and parents of students' social media usage.
A comprehensive set of
recommendations was developed based on the findings of a study that thoroughly
investigated the impact of social media usage on learning and academic achievement
among K-12 school students. These recommendations were crafted with the goal of
providing guidance to educators, parents, and policymakers in optimizing the
educational environment for students in the digital age. Educational modules
focusing on responsible and effective social media usage were integrated into
school curricula. This initiative aimed to equip students with critical skills,
enabling them to navigate social media platforms with discernment,
distinguishing between productive and non-productive engagement. Encouraging a
balanced approach, guidelines were established to dictate the appropriate
duration and timing of social media engagement, emphasizing the importance of
maintaining a healthy equilibrium between online and offline activities.
Comprehensive digital literacy programs were implemented to enhance students'
ability to critically evaluate information, identify credible sources, and
navigate potential pitfalls associated with misinformation on social media.
Simultaneously, professional development programs were offered to educators,
empowering them with the skills to effectively leverage social media in the
educational process. To monitor student engagement on social media platforms,
mechanisms were established, coupled with support systems to address any
challenges that might arise. Open communication between students, teachers, and
parents regarding online activities was actively encouraged. Social media
platforms were strategically integrated into collaborative learning activities,
facilitating group discussions, knowledge sharing, and collaborative projects
to harness their potential for enhancing teamwork and knowledge dissemination.
Parental education initiatives were implemented to inform parents about the
impact of social media on academic performance and learning engagement. Active
parental involvement in guiding and monitoring their children's social media
activities was strongly encouraged, fostering a supportive home environment.
Awareness campaigns were launched within schools and communities to inform
students about the potential consequences of excessive social media use on
academic performance, promoting a culture of responsible digital citizenship.
Beyond traditional social media giants, efforts were made to investigate and
incorporate alternative digital learning platforms designed specifically for
academic purposes. Ongoing research on the impact of emerging and niche social
media platforms was actively encouraged to stay abreast of technological
developments and their potential effects on learning outcomes, allowing for
timely adjustments to educational strategies. Periodic assessments of the
impact of social media integration on academic performance and learning
engagement were conducted. These assessments played a crucial role in refining
educational strategies and adapting to the evolving digital landscape.
Multidisciplinary research initiatives involving educators, psychologists,
technologists, and sociologists were supported to gain a holistic understanding
of the complex interplay between social media usage and academic performance.
In essence, these comprehensive recommendations aimed to strike a delicate
balance between leveraging the educational benefits of social media and
mitigating potential challenges. By fostering responsible usage, providing
necessary support structures, and staying informed about technological
advancements, educational stakeholders collaborated to create an environment
where social media could contribute positively to academic success.
CONCLUSIONS
In the course of this study,
meticulously drawn by the faculty members and staff of the EdTech Research
Association, with active collaboration from co-author Kavita Roy, the employed
methodology aimed to comprehensively explore the intricate relationship between
social media use and learning outcomes among K12 school students. The
randomized control trial (RCT) design, executed with precision, facilitated a
robust comparison between the control and experimental groups, allowing for a
systematic investigation of the causal link between social media engagement and
academic performance. The research sample, carefully selected through random
sampling from diverse urban schools in Delhi, India, aimed to ensure an
unbiased distribution of characteristics. Ethical considerations were
paramount, leading to the protection of personal details and academic records
to maintain confidentiality. Employing a mix of quantitative and qualitative
tools, the study collected data on academic performance, learning engagement,
and self-reported social media usage. The results painted a nuanced picture,
revealing distinctive trends between the control and experimental groups.
Notably, the experimental conditions led to a substantial increase in daily
social media use, indicating a positive response to the prescribed integration.
However, the impact on academic performance showed a decline in the
experimental group, prompting a deeper exploration of contributing factors.
Teacher evaluations and student self-reports added further layers of complexity
to the findings. While the control group exhibited marginal improvements, the
experimental group experienced fluctuations, indicating potential challenges
associated with increased social media exposure. The results formed the basis
for a set of research objectives, directing further investigations into the
complex dynamics observed. In conclusion, this study provides valuable insights
into the intricate relationship between social media use and academic outcomes
among K12 school students. The results, while illuminating, warrant further
investigation into the underlying mechanisms influencing these outcomes. The
research objectives outlined pave the way for future studies to delve deeper
into the complex interplay observed, ultimately informing targeted educational
strategies to optimize student learning in the digital age.
Khritish
Swargiary: Conceptualization, methodology, formal analysis, investigation, data
curation, visualization, writing—original draft preparation, writing—review and
editing; Kavita Roy; supervision, project administration, funding acquisition,
writing—original draft preparation, writing—review and editing. All authors
have read and agreed to the published version of the manuscript OR The author
has read and agreed to the published version of the manuscript.
Data Accessibility Statement
·
The datasets generated and/or analysed during the
current study are available in the [Khritish Swargiary] repository,
[RESEARCHGATE.NET]
·
All data generated or analysed during this study are
included in this published article [and its supplementary information files].
Ethics and Consent
I, KHRITISH SWARGIARY, a Research
Assistant, EdTech Research Associations, India hereby declares that the
research conducted for the article titled “Social Media Use and Academic Performance among K12
School Students” adheres to the ethical guidelines set
forth by the EdTech Research Association (ERA). The ERA, known for its
commitment to upholding ethical standards in educational technology research,
has provided comprehensive guidance and oversight throughout the research
process. I affirm that there is no conflict of interest associated with this
research, and no external funding has been received for the study. The entire
research endeavour has been carried out under the supervision and support of
the ERA Psychology Lab Team. The methodology employed and other assessment
tools utilized in this study have been approved and provided by ERA. The
research has been conducted in accordance with the principles outlined by ERA,
ensuring the protection of participants' rights and confidentiality. Ethical
approval for this research has been granted by the EdTech Research Association
under the reference number 13-08/ERA/2020. Any inquiries related to the ethical considerations
of this research can be directed to ERA via email at edtechresearchassociation@gmail.com. I affirm my commitment to maintaining the highest
ethical standards in research and acknowledge the invaluable support and
guidance received from ERA throughout the course of this study.
Acknowledgements
Not
Applicable.
Funding
Information
Not applicable.
Competing
Interests
The authors have no competing interests to declare.
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