Chapter II

Review of Related Literature

The realm of social media is rising rapidly as technology advances. Hence, researchers
begun to investigate the various aspects of social media especially Facebook and it’s effects to
students academic performance in their school. Many studies have been conducted around the
world to investigate how these sites may influence issues of identity, privacy, youth culture,
education and interpersonal relationship. Consequently, an attempt has been made in this chapter
to review literature and articles related to the theme of the research. It is apparent that there exist
a relation between Facebook and their effects on students academic performance.

Facebook being a social networking site, it provides an online platform on which students
can create profiles, promote and share information and contents, and have interactions with
contacts both known and unknown (Kirkpatrick, 2010). Facebook have expanded recently, which
have led to its use by people of all generations extensively. Several types of research examine
the attraction of this online platform, its persuasive character, and the reasons that attract people
of all kinds and different ages to it. Other studies show that Facebook’s extended presence can
have effects that are harmful to academic performance. If students spend most of their time on
Facebook, their academic performance and thus their grades will suffer (Kirkpatrick, 2010). A
day, students should spend at least 30–35 minutes surfing Facebook. They actually surf for only
three to four minutes on each visit to be updated, but they visit Facebook several times a day.
Others spend eight hours on the website. Although students consider Facebook distracting and
consuming a lot of time, they note that they can’t stop visiting the website because they prefer it
and use it to contact family members and friends, whether or not they encounter them each day.
Tess (2013) argues that there are a variety of correlations that exist in the literature. Other
studies, though, find a significant negative correlation between a student’s performance and use
of Facebook, while others find no correlations or weak correlations. Only a few studies come up
with positive correlations, though not with high-level significance. Interestingly, the negative
correlations between Facebook usage and poor academic performance have been associated with
personality traits or other behavioral or psychological aspects rather than solely with the use of
these platforms.
Effects of Facebook frequency of use on student’s academic performance

According to Newman (2013), they get distracted from their studies, and a load on their
working memory makes it hard for them to have a focus and make effective preparations for
their homework. This will lead to poor results and a decrease in achievements. Some studies
show the attitudes and interests of students toward the internet and their activities vary with their
sex, personality, traits, and age. Cultural backgrounds and characteristic differences give the
suggestion that there is a need to address the effects of students using Facebook in various
settings, which prompts queries about the impact of Facebook on students with distinguished
characteristics and in distinguished cultural contexts, which is not predictable. Research
Newman (2013) indicates that the study on whether Facebook is used by students affects their
academic results, hence doing a theoretical background review and evaluating the research
model that was proposed before they represented the method adopted to examine it.

According to Ellison (2017), further investigation into the issue may uncover more
variables like focus and intervention that may be strongly related to academic performance. The
negative correlation between Facebook usage and academic outcomes may be justified by some
negative impacts related to certain ways students use this social medium. He observes that some
specific uses of this social media relate to improved academic performance, while others
contribute to lower academic results. According to Chand (2012), he conducted an investigation
on the popularity of a famous social media network (Facebook) among university students, with
a special concern for the gender-based comparison and the effect of the selected social medium
on their academic performance. The researcher analyzed the patterns as well as the frequency of
using Facebook among college students, with a major focus on gender differences and student
opinion regarding the impacts that this medium has on academic performance.

A. Local Literature

According to Rejie D. Astodello (December 11, 2016) Tabuk City, Kalinga People all
over the world have been enjoying the benefits of using technology nowadays. In the past,
communicating and free sharing of thought between people are restricted by long distance, race,
and even religion. But now these barriers can no longer stop the flow of information and
knowledge because now the new world of social networking allows free sharing of thoughts
through online social networking sites such as Facebook, Instagram, Twitter, and etc.
B. Foreign literature

Positive effect of Facebook on academic performance

Even though several studies have been conducted concerning the effect FB and other SMPs
have on the students’ academic performance, they have yielded conflicting results; below are
some scholars that found a positive relationship between the two variables.

Deng and Tavares (2013, p. 174) attributed Facebook’s success to the enthusiasm generated
by the group’s ownership rather than the enthusiasm generated by other educational sites like
Moodle. The students used the Facebook group for casual chatting, schoolwork discussions, and
instructional difficulties. As a result, students were more likely to utilize Facebook than Moodle,
a software created primarily for educational purposes. Students claimed that both students and
instructors used the Facebook groups they created as information sources. The students felt a
sense of community from their Facebook conversations, which they regarded as spontaneous and
instantaneous, unlike Moodle, which limited them to solely educational discussion. Even though
Kuwaiti students believed that using Facebook as a school platform for social and academic
purposes gave them a sense of community, So and Brush (2008) believed that students needed to
find an optimal level of social media presence that resulted in collaborative, positive learning
outcomes. This was because it was feared that if students were not monitored or used Facebook
excessively, it would impact their academic time and performance at university.

According to Mahajan and Namrata Mahender (2021, p. 10), in their study on Facebook
usage’s impact on students’ academics, they found that 81 percent of the students managed to
improve their communication skills through Facebook use. Further, 98.3 percent of the students
spent two (2) hours on Facebook, indicating a moderate use of Facebook. According to the
findings, there is a link between excessive Facebook use and student academic performance.
Therefore, the study concluded that students who use Facebook in moderation can benefit their
academic performance.

Negative effects of Facebook on academic performance

Since 2004 when Facebook was introduced, many scholars have conducted many studies
regarding the relationship between Facebook usage and students’ academic performance. The
following studies have found a negative relationship, indicating that Facebook usage causes
students to perform poorly academically.

Kirschner and Karpinski (2010, p. 26) conducted a descriptive and exploratory qualitative
survey regarding students’ Facebook usage in the study on Facebook and academic performance.
The results outlined that most Facebook users indicated no effect as long as Facebook was not
used frequently. Other students indicate that they prioritized schoolwork as students, and thus,
Facebook did not affect their grades in school. At the same time, most students indicated a
negative impact as they explained that most times, they would procrastinate doing schoolwork
while spending almost the whole day on Facebook. This resulted in poor time management and
putting off studying, resulting in a negative academic performance. Students continue to place
the focus of control of their Facebook use and its consequences outside of Facebook, in their
personalities. Even though a negative result resulted in poor performance, the results also
revealed that the reason for using Facebook contributed to either a positive or negative result.

Al-Menayes’ (2015) study aimed to investigate the effect of Facebook usage and
engagement on academic performance. The findings indicated that the time students allocated to
using Facebook and other social media sites negatively affected their performance. In addition,
students’ excessive usage of Facebook showed an effect on academic performance, but the
operationalization and definition of social media addiction were still in their infancy. Thus, it
was difficult to determine if students were simply dependent on the Facebook platform and not
addicted.

Citation: Mpundu, Norah, and Norah Mpundu (Author). “GRIN – the Effects of Facebook
Usage on Students’ Academic Performance in Lusaka.” The Effects of Facebook Usage on
Students’ Academic Performance in Lusaka – GRIN, 12 Apr. 2022,
www.grin.com/document/1278144.

Citation: Dela Cruz, MJ-Arnado. “RRL Effects of Facebook on Students Behavior and
Performance | PDF | Facebook Social Networking Service.Scribd,16Aug.2017,
www.scribd.com/document/356432092/RRL-Effects-of-facebook-on-students-behavior-and-
performance.