Social Networking
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
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
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
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
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