IMPACT OF FACEBOOK USAGE ON STUDENTS’

INVOLVEMENT IN STUDIES
Dr. Garima Mathur
Asst. Professor, Prestige Institute of Management, Gwalior, MP, India
garima.mathur@prestigegwl.org

Dr. Navita Nathani

Asst. Professor, Prestige Institute of Management, Gwalior, MP, India
drnavita@prestigegwl.org

Ashwani Sharma & Divya Modi & Garima Arora

Student, Prestige Institute of Management, Gwalior, MP, India. Email:
sharmaashwani234@gmail.com
divyapari07@gmail.com
garimaarora534@gmail.com

ABSTRACT
The research mainly focuses to examine the impact of Facebook usage on student involvement in
studies. It focuses that how usage of Facebook gives the effect on student involvement in studies
and lowers down their academics which ultimate lead to the destruction of their career. The
determination of the paper was based on single fold that is: To find out the impact of Facebook
usage on student involvement in the studies. The research is based on a sample of 200 students
from different colleges in Gwalior or nearby places. Findings indicated that the data is reliable
in nature with different values as reported by Cronbach’s Alpha test. The results show that the
students use Facebook for various factors like entertainment, relaxing, passing time but not for
knowledge enhancement. Due to their time spent on Facebook, it has got a negative impact on
the student academics and this affect their career. The results provide clear insights that over
usage of Facebook will ultimately affect student involvement in academics. The results will also
be helpful for parents, Educationists and student themselves to take appropriate measures to
control the excessive usage of Facebook and further using Facebook as a learning tool.

Keywords: Facebook, Social networking site Addiction, Students involvement in academics

INTRODUCTION
In the present scenario social networking sites are communally used the big amount of people for
communication among them youngster and student are most prominent Facebook user (Experian,
2011; Lenhart, Purcell, Smith, & Zickuhr, 2010). According to (Smith, 2013) student also use
Facebook during study or class they also distract by using Facebook because they couldn’t focus
on the study. Some of research say that Facebook usage impact the academic performance of the
students.

Social networking is a tool which is broadly used by the people they use social networking site
for communication (Aghazamani, 2010). At the present world young people are mostly using
social networking site for example Facebook, LinkedIn, Instagram, Google Plus etc. but
Facebook is commonly used by the youngster and students (Experian, 2011; Lenhart, Purcell,
Smith, & Zickuhr, 2010). According to Smith (2013) “Facebook has over 1.15 billion active
users and 699 million members log in daily with 8.3 hours average time spent per day.”

Many research have been conducted by the many author to identify the reasons the about the
Facebook usage (Hargittai, 2007; Sheldon, 2008; Stern & Taylor, 2007) while many research
was also focused on other social networking issues such as online disclosure (Kolek & Saunders,
2008; Peluchette & Karl, 2008) online and offline communication (Ellison, Steinfield & Lampe,
2007)

The impact of Facebook usage can’t be overemphasized. Students do not attend important study
related activities, classes and Facebook effect their involvement in studies and achievement
(Jones, 2007). Karipinski and Duberstein (2009) said that if student spend much time on
Facebook if effect their task performance. When students use Facebook for long hour then its
decrease their study time (O’Brien, 2011, Karpinski & Duberstein, 2009). Another possible
effects of Facebook are: “clamor for addiction (Debatin, Lovejoy, Horn, & Hughes, 2009) and
inculcating a culture of procrastination among the learners thus affecting study time (O’Brien,
2011) and hence academic performance.” Many research also have shown that student cannot
leave Facebook because it is the easy way to connect to friends, family members, and peers
(Facebook, 2010).
LITERATURE REVIEW
Ravizza, Hambrick & Fenn (2014) concluded that student use Facebook during study which
adversely affect the student’s academic performance they also found that non-Facebook users
spend more time in the study then Facebook users (Alloway, Horton & Dawason, 2013). Exam
scores directly connected with internet usage in the class (Ravizza, 2014).

Kirschner & Karpinski (2013) examined that Facebook usage impact the academic performance.
According to Junco (2012) “frequently checking updates on Facebook is negatively associated
with their engagement in educationally relevant activities.” Alloway (2013) established that non-
Facebook user take higher marks than Facebook users. Students’ academic achievements
impacted by the Facebook usage (Rouis, 2012).

Rouis, Limayem & Esmail (2011) studied that there is 15% impact of Facebook usage,
satisfaction with life and performance goal orientations on educational attainment.

Gonzalez (2011) said that Facebook is 2nd most used website on the internet and 606 million
people use Facebook. Ryan & Xenos (2011) concluded that there is no positive relationship
between Facebook addiction and academic achievement. Kirschner and Karpinski (2010) said
that there is not any positive relationship between Facebook usage and academic performance. A
number of students accept that they use Facebook at least once in a day (Boogart, 2006, Canales,
2009 & Junco, 2012).

Facebook can negative impact on the student’s task performance (Canales, 2009, Karpinski &
Duberstein, 2009). Long time Facebook usage is declining student’s academic performance.
Students use Facebook for 30 to 35 minutes in a day (Schulten, 2009).

Student’s giving the attention to Facebook usage delay their study and its impact their Academic
Performance (Rouietal, 2011). Boogart (2006) examined negative affiliation between Facebook
usage and academic involvement. “The higher the Facebook usage intensity, the lower the
students’ academic performance. Steinfield (2008) constructed the result that “the higher the
Facebook usage, the batter the academic performance”. According to Kolek & Saunders (2008)
there is not any relationship between Facebook usage and Academic Performance of students of
American university.
According the Jones (2007), if student use Facebook in class or between the lecture and
discussion its affect their grades. Karpinski and Duberstein (2009) studies demonstrated that
“long hours spent on Facebook seem to decrease students’ study time”.

Bedassa (2014) conducted a study and findings of study shows that time spent on Facebook and
addiction have harmfully and significantly impact the academic performance of the students.
Moghavvemi & Sulaiman, Aziz & Wai (2017) constructed that if students spend time on
Facebook its positive impact on academic performance, which indicated that Facebook did not
affect education.

Shah, Subramanian, Rouis & Limayem (2012) study results showed that Facebook usage
increase the academic performance and extensive presence. Facebook also develops the student’s
social capital in terms of number and quality of connections, relationship and interactions.

Ozer, Atik, Şad, & Kiş (2015) studied in Turkey by using the 1840 faculty of Inonu University.
The result of the study indicated that female undergraduate’s students highly engage with study
then male undergraduate’s students. The result also indicate that students’ trust in professors is a
factor which effect the student engagement in studies.

Singh, Malik & Singh (2016) conducted a study to identify the factors which influence the
student academic performance in this research study data was collected through management
students. The findings indicated that learning facilities, communication skills and proper
guidance from parents significantly and positively impact the academic performance of students.

Hossain (2016) studied in Comilla University by using responses of 190 students for detecting
the advantages, disadvantages and effects of social networking site in students’ daily life. The
study confirmed that female students have less attraction in Facebook than male students. The
study found that most of student use social networking site for getting information and remaining
attached with their friends.

Pornsakulvanich (2018) established that high self-monitors are addition addict to Facebook than
low self-monitors. The study also said that students use Facebook because his friends use
Facebook. Capua (2012) found in his study that mostly Facebook user use Facebook for keeping
connected with other people not for knowing others profile. The study also said that Facebook
user influenced towards Facebook because of peers and experience.
We found that there is no significant association in academic performance among facebook users
with different frequency. Here is no significant association for ownership of GPRS phone and
use of Facebook. Essays (2013) found in his study that “there is no significant association in
academic performance among Facebook users with different frequency.” The study also suggest
that “there is no significant association for ownership of GPRS phone and use of Facebook.”

OBJECTIVE OF THE STUDY

 To find out the impact of Facebook usage on student involvement in the studies.

RESEARCH METHODOLOGY

In this study we have focused on the usage of Facebook and its impact on students’ involvement
in studies. It is an empirical study conducted on under graduate and post graduate students form
the different institute, to analyze the use of Facebook and its impact on students’ involvement in
studies.
I. Data Collection
Data is collected using a questionnaire that is completed by under graduate and post graduate
students from the institute. The data is collected with the help of standardized questionnaires
Kashif M. (2013) for the variables. For obtaining data for impact of Facebook usage on
students’ involvement in studies. A total sample size of 200 respondents is taken for the study on
the basis of non-probability sampling technique.

II. Data Analysis Techniques

 Cronbach’s Alpha
This was run to investigate the internal reliability of the instrument. The value of
Cronbach’s Alpha was 0.7 which is above the standard value suggested by Nunnally
(1978) of 0.70. It means that our instrument is reliable and we can apply different
statistical tests and interpret the results with confidence.
 Regression analysis
A statistical tool for approving the associations amongst variables. Moreover , regression
analysis helps one understand how the specific value of the dependent variables when
any one of the independent variables is varied, while the other independent variables re
 constant – that is, the average value of the dependent variable when the independent
variables are fixed. Linear regression is used as the tool for analysis.

RESULTS
Reliability Analysis
Reliability of all the two variable Facebook usage and student involvement in studies was
computed using PASW 18 software. Cronbach's alpha reliability coefficient was computed to
calculate reliability of all items in the questionnaire. Reliability measures are given below in
the tables

Reliability Statistics

Cronbach's
Alpha Based on
Cronbach's Standardized
Alpha Items N of Items

.831 .831 14

In the given table questionnaire of Facebook Usage have 14 items and Cronbach’s Alpha
Standardized value is .831 which is above form .7. It is showing that all the items of the
questionnaire are reliable.

Reliability Statistics

Cronbach's
Alpha Based on
Cronbach's Standardized
Alpha Items N of Items

.735 .736 6

In the given table questionnaire of Student Involvement in Studies have 6 items and Cronbach’s
Alpha Standardized value is .736 which is above form .7. It is showing that all the items of the
questionnaire are reliable.
Regression Analysis
The regression was calculated by taking the total of Facebook Usage of students and their
Involvement in Studies. In this analysis Facebook Usage is independent variable and Student
Involvement in Studies is dependent variable. Therefore regression is calculated taking
dependent and independent variable.

H0= There is no significant impact of Facebook Usage on Student Involvement in Studies.

Model Summaryb

Adjusted R Square Std. Error of the

Model R R Square
Estimate

1 .157a .025 .020 4.86302

a. Predictors: (Constant), FacebookUsage
b. Dependent Variable: StudentInvolvement

In the above table the value of R square was found to be .025, indicating that Facebook Usage as
independent variable explained 2.5% variance on Student Involvement in Studies as dependent
variable.

ANOVAb
Model Sum of Squares df Mean Square F Sig.
1 Regression 139.224 1 139.224 5.887 .016a
Residual 5510.197 233 23.649
Total 5649.421 234
a. Predictors: (Constant), FacebookUsage
b. Dependent Variable: StudentInvolvement

The goodness fit for the model was tested using ANOVA Table and the F value was found to
be 5.887 which was significant at 0.016 level of significance, indicating that the model has a
good fit.

Coefficientsa
Model Unstandardized Standardized
Coefficients Coefficients t Sig.
 B Std. Error Beta
1 (Constant) 17.500 1.206 14.508 .000
FacebookUsage .072 .030 .157 2.426 .016
a. Dependent Variable: StudentInvolvement

𝑌 = 𝑎 + 𝑏𝑋
𝑌 = 15.277
𝑋 = 𝐹𝑎𝑐𝑒𝑏𝑜𝑜𝑘 𝑈𝑠𝑎𝑔𝑒 (𝐼𝑛𝑑𝑒𝑝𝑒𝑛𝑑𝑒𝑛𝑡 𝑉𝑎𝑟𝑖𝑎𝑏𝑙𝑒)
𝑌 = 𝑆𝑡𝑢𝑑𝑒𝑛𝑡 𝐼𝑛𝑣𝑜𝑙𝑣𝑒𝑚𝑒𝑛𝑡 𝑖𝑛 𝑆𝑡𝑢𝑑𝑖𝑒𝑠 (𝐷𝑒𝑝𝑒𝑛𝑑𝑒𝑛𝑡 𝑉𝑎𝑟𝑖𝑎𝑏𝑙𝑒)

The result of coefficient table indicated the contribution of independent variable on dependent
variable through the beta value which is .157 t-value was found to be 2.426 which was found to
be significant at .016 level of significance. Hence, the hypothesis stating that there is no
significant impact of Facebook Usage on Student Involvement in Studies is rejected.

CONCLUSION
In this research project “Impact of Facebook Usage on students’ involvement in studies”.
Facebook is very popular social networking site which is used mostly by the student of every age
and gender and different degree program. Students’ involvement in studies is affected by the
social networking sites (Facebook). We start the research on the impact of Facebook usage on
students’ involvement in studies. We take responses from students of different degree and
program. In this research project we find that there is Facebook usage 2.5% impact on students’
involvement in studies. Therefore, H0 is rejected and result it there is no significant impact of
Facebook usage on students’ involvement in studies.

DISCUSSION
Our study suggested that if student use Facebook then its impact their involvement in studies. Its
means that there is significant impact of Facebook usage on students’ involvement in studies. In
the study Facebook impact the 2.5% on students’ involvement in studies. It is a surprising result
because was assuming that Facebook more influence the student involvement in studies. Student
use Facebook during the class and spend time on Facebook then study (Ravizza, Hambrick &
Fenn, 2014; Alloway, Horton & Dawason, 2013).
In present time we also find that students spend more time on InstaGram and Whatsapp then
Facebook. There are many of social networking site which is arising and student are more
interested in these sites then Facebook because these sites have more features then Facebook. We
also find that all the schools and colleges students have their Facebook account and many of
students do not use Facebook every day. We found that Facebook connect students to their
friends because many of students do not use other social networking sites but all the student use
Facebook.

REFERENCE
1. Aghazamani, A. (2010). How do university students spend their time on Facebook? An
exploratory study. Journal of American science, 6(12), 730-735.
2. Alloway, B. J. (2013). Sources of heavy metals and metalloids in soils. In Heavy metals
in soils (pp. 11-50). Springer, Dordrecht.
3. Alloway, T. P., Horton, J., Alloway, R. G., & Dawson, C. (2013). Social networking
sites and cognitive abilities: Do they make you smarter?. Computers & Education, 63,
10-16.
4. Bedassa, F. (2014). Impact of Facebook Usage on Students Academic Performance.
5. Boogart, V., & Robert, M. (2006). Uncovering the social impacts of Facebook on a
college campus (Doctoral dissertation, Kansas State University).
6. Capua, I. D. (2012). A literature review of research on Facebook use. The Open
Communication Journal, 6(1).
7. Debatin, B., Lovejoy, J. P., Horn, A. K., & Hughes, B. N. (2009). Facebook and online
privacy: Attitudes, behaviors, and unintended consequences. Journal of computer-
mediated communication, 15(1), 83-108.
8. Decarie, C. (2010). Facebook: Challenges and opportunities for business communication
students. Business Communication Quarterly, 73(4), 449-452.
9. Ellison, N. B., Steinfield, C., & Lampe, C. (2007). The benefits of Facebook “friends:”
Social capital and college students’ use of online social network sites. Journal of
Computer‐Mediated Communication, 12(4), 1143-1168.
10. Essays, UK. (November 2013). Impact Of Facebook On Students Academic
Performance Commerce Essay. Retrieved from
 https://www.ukessays.com/essays/commerce/impact-of-facebook-on-students-academic-
performance-commerce-essay.php?vref=1
11. Hargittai, E. (2007). Whose space? Differences among users and non-users of social
network sites. Journal of computer-mediated communication, 13(1), 276-297.
12. Hossain, B. (2016). Social Networking Experiences on Facebook: A Study on the
Students’ of Comilla University. International Journal of Social Sciences, 5(3and4),
155-165.
13. Junco, R. (2012). The relationship between frequency of Facebook use, participation in
Facebook activities, and student engagement. Computers & Education, 58(1), 162-171.
14. Karpinski, A. C., & Duberstein, A. (2009, April). A description of Facebook use and
academic performance among undergraduate and graduate students. In Annual Meeting
of the American Educational Research Association, San Diego, CA (pp. 5-10).
15. Karpinski, A. C., Kirschner, P. A., Ozer, I., Mellott, J. A., & Ochwo, P. (2013). An
exploration of social networking site use, multitasking, and academic performance
among United States and European university students. Computers in Human Behavior,
29(3), 1182-1192.
16. Kirschner, P. A., & Karpinski, A. C. (2010). Facebook® and academic performance.
Computers in human behavior, 26(6), 1237-1245.
17. Kolek, E. A., & Saunders, D. (2008). Online disclosure: An empirical examination of
undergraduate Facebook profiles. NASPA journal, 45(1), 1-25.
18. Konrath, S. H., O'Brien, E. H., & Hsing, C. (2011). Changes in dispositional empathy in
American college students over time: A meta-analysis. Personality and Social
Psychology Review, 15(2), 180-198.
19. Lampe, C. A., Ellison, N., & Steinfield, C. (2007, April). A familiar face (book): profile
elements as signals in an online social network. In Proceedings of the SIGCHI
conference on Human factors in computing systems (pp. 435-444). ACM.
20. Lenhart, A., Purcell, K., Smith, A., & Zickuhr, K. (2010). Social Media & Mobile
Internet Use among Teens and Young Adults. Millennials. Pew internet & American life
project.
21. Moghavvemi, S., Sulaiman, A., Aziz, A. A., & Wai, P. S. (2017, July). The impact of
Facebook usage on academic performance. In Research and Innovation in Information
Systems (ICRIIS), 2017 International Conference on (pp. 1-5). IEEE.
22. Özer, N., Atik, S., Şad, S. N., & Kiş, A. (2015). Relationship between student
engagement and trust in professors: a study on Turkish college students.
23. Peluchette, J., & Karl, K. (2008). Social networking profiles: An examination of student
attitudes regarding use and appropriateness of content. CyberPsychology & Behavior,
11(1), 95-97.
24. Pornsakulvanich, V. (2018). Excessive use of Facebook: The influence of self-
monitoring and Facebook usage on social support. Kasetsart Journal of Social Sciences,
39(1), 116-121.
25. Ravizza, S. M., Hambrick, D. Z., & Fenn, K. M. (2014). Non-academic internet use in
the classroom is negatively related to classroom learning regardless of intellectual
ability. Computers & Education, 78, 109-114.
26. Rouis, S. (2012). Impact of cognitive absorption on Facebook on students' achievement.
Cyberpsychology, Behavior, and Social Networking, 15(6), 296-303.
27. Rouis, S., Limayem, M., & Salehi-Sangari, E. (2011). Impact of Facebook Usage on
Students´ Academic Achievement: Role of self-regulation and trust.
28. Ryan, T., & Xenos, S. (2011). Who uses Facebook? An investigation into the
relationship between the Big Five, shyness, narcissism, loneliness, and Facebook usage.
Computers in human behavior, 27(5), 1658-1664.
29. Shah, V., Subramanian, S., Rouis, S., & Limayem, M. (2012). A Study on the Impact of
Facebook Usage on Student’s Social Capital and Academic Performance.
30. Sheldon, P. (2008). The relationship between unwillingness-to-communicate and
students’ Facebook use. Journal of Media Psychology, 20(2), 67-75.
31. Singh, S. P., Malik, S., & Singh, P. Research Paper Factors Affecting Academic
Performance of Students.
32. Smith, L. T. (2013). Decolonizing methodologies: Research and indigenous peoples.
Zed Books Ltd..
33. Sousa, P., Gabriel, R., Tadao, G., Carvalho, R., Sousa, P. M., & Sampaio, A. (2011,
September). Enterprise Transformation: The serasa experian case. In Working
 Conference on Practice-Driven Research on Enterprise Transformation (pp. 134-145).
Springer, Berlin, Heidelberg.
34. Steinfield, C., Ellison, N. B., & Lampe, C. (2008). Social capital, self-esteem, and use of
online social network sites: A longitudinal analysis. Journal of Applied Developmental
Psychology, 29(6), 434-445.
35. Stern, L. A., & Taylor, K. (2007). Social networking on Facebook. Journal of the
Communication, Speech & Theatre Association of North Dakota, 20(2007), 9-20.