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CHAPTER 1

INTRODUCTION

1.0 Introduction

In the 21st century, education technologies such as multimedia technology have been used

rapidly, corresponding with the globalization era. Most countries use technologies in all

contexts either in working environment or academic sector. People who are in these fields

need to apply technologies effectively in order to be successful in this challenging world.

In this era, modern technology has become the most important tool for academicians as

well as people in the business world in order to be successful in their field. People

involve in education use multimedia technology whereas people in working context

depend largely on the Internet. In the short time that the modern technology has been in

existence, a lot of revolutions can be seen in the way people communicate and behave.

The vast spread of information and communication technologies around the globe has

been a prime indicator of modern technology benefits to business as well as education.

Technology has a great impact on the education system. Education today is exposed to

the competitive environment with the adaptation of the current technology era of high

speed Internet connection and instant updating. Before this, we only have traditional face-

to-face learning environment between students and teachers. Nowadays, learning with the

aid of Internet has become an inclination in educational system.

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Blended learning or known as the hybrid learning is the combination of traditional face-

to-face learning and online learning has become a supporting component for learning and

teaching styles in our educational system. Through blended learning, teaching and

learning activities become more efficient, effective and intense due to the flexibility of

the learning materials. Blended learning has become a rapidly growing trend in tertiary

education since it synchronize with the Internet based applications which are accessible

via computers, laptops as well as smart phones, allowing almost everybody especially

teenagers and young adults are used to it (Alebaikan, 2012; Garrison & Kanuka, 2004).

Today, Web 2.0 has become the most common tool in blended learning. Web 2.0 is the

improvement from the static web page or also known as Web 1.0. Web 2.0 is more

vibrant and user-generated content where the users are able to create and edit the

information. Hence, through this stage of Internet development, social networking sites

such as Facebook, Twitter, My Space, You Tube, Blogs, Podcasting, Friendster, Yahoo

Messengers and Skype grow at a fast pace. Globally, millions of people and

organizations stay connect and communicate between each other through Web 2.0 tools

as these social networking sites promise quick information sharing and are easy to access,

anywhere and anytime (Jacobs, 2013; Bosch, 2009; Garcia et al, 2013)

In light of this, this research will magnify several aspects that would contribute to a better

understanding on firstly, what are the students‘ views of using social networking as one

of their educational tools; secondly, on the consequences of using social networking in

education and lastly in which way social networking might help in improving students‘

academic learning.

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Consequently, it is very crucial to know although social networking sites have facilitated

collaboration in communication and information sharing, does it proffers positive

corollary in academic learning. Moreover, it is essential to ask how do students perceive

the use of social networking in academic learning. Are they consciously utilizing it for

reasons that benefit them in their tertiary education? Regardless of whether it is a

conscious effort or not, how do the students respond to the effects of social networking in

education and how that might help in their academic achievement.

1.1 Background of the Study

This paper focuses on the technologies used in academic context and specially focuses on

Web 2.0 tools which are social networking services. Social networking has emerged and

become popular with the inception of Web 2.0 technology. These social networking sites

provide the users with a favourable platform for them to express themselves and develop

their social relationships. According to Wasko & Faraj (2005), social networking

technologies provide people with unlimited access to a diversified set of information

from various platforms of resources. Researchers found that social networking has

become a trend among adolescents and university students were found to occupy a large

proportion of social networking sites users (Subrahmanyam, Reich, Waechter &

Espinoza, 2008; Madge, Meek, Wellens & Hooley, 2009). Hwang et al (2004) observe

that since the learning environment of the university itself is a social communication

medium between academic contexts, therefore, social networking has become as a

learning practice platform for university students. From a research done in University of

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Northern Taiwan by Wang & Wu (2008), the results showed that undergraduate students

with certain self- regulation capacity have interaction with their peers as well improved

their academic performance in a web-based learning. Thus, students begin to better

articulate their role and engage in peer-supported communities on aspects of academic

life and can develop commitment to their university (Selwyn, 2009). Thus, this paper

tends to provide an overview on either social networking sites can help UiTM‘s

undergraduate learners to improve their academic learning and the effects of social

networking services on their academic learning process.

1.2 Statement of the Problem

Information technology has become a part of everyday life for many people, including a

vast percentage of which is contributed by university students. A larger part of this

everyday usage is directed towards social networking websites such as Facebook and

Twitter. There are various studies investigate on the impacts of social networking

services towards students‘ academic learning. However, these studies came with different

results on the effects of social networking towards students‘ learning process.

According to a study by Ellison, Steinfield & Lampe (2007), they argued that the usage

of social networking services especially Facebook might provide greater benefits for

users especially the ones with low self-esteem and low life satisfaction. They also added

that the employment of Facebook is concurrent to measures of psychological wellbeing

(Ellison et al, 2007). Moreover, in the study by Kosik (2007) discovered that in academic

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learning, students used social networking services especially Facebook, as a

communication medium with their classmates to obtain information about assignments as

well as providing more instant responses. Students from University of North Carolina

preferred to conduct their academic discussions via Facebook compared to the standard

course management system (Stutzman, 2008). Another study at the University of

Pennsylvania by Barnes, Marateo & Ferris (2007) found that in order to foster critical

thinking, having students investigate the connections among their peers and teach the

concepts of social networking, a professor uses Facebook as an education tool in teaching

the students.

On the other hand, in the study by Bugeja (2006), the author has disputed the used of

Facebook that can benefits and harms the users. The author also claimed that, ―it can be

both a tool and a distraction in the classroom, and that the solution is not to block content,

but to foster in students the ability to discern when and where technology may be

appropriate or inappropriate‖, (Bugeja, 2006). Despite all advantages of social

networking in educational context, there are also apparent disadvantages of those

services. According to some educators, nature of social networking services in education

comes at the expenses of distracting students from focusing on their studies since they

spend unproductive time logged in to the social networking services and youth view

technology primarily as their entertainment plus does not promote critical thinking

(Bosch, 2009; Bugeja, 2006).

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Since there are various results on the role of social networking in improving students‘

academic learning, thus another study should be carried out in order to determine the

exact impacts of social networking towards students‘ learning styles and their academic

learning process.

1.3 Research Objectives

The research objectives of this study are as follows:

1.3.1 To gauge UiTM‘s undergraduates‘ perception whether social networking helps in

improving their academic learning.

1.3.2 To investigate the effects of using social networking towards UiTM‘s

undergraduates in their academic learning.

1.3.3 To illustrate how social networking helps UiTM‘s undergraduates to improve in

their academic learning.

1.4 Research Questions

The research questions of this study are as follows:

1.4.1 What are UiTM‘s undergraduates‘ perceptions towards social networking in

improving their academic learning?

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1.4.2 What are the effects of using social networking towards UiTM‘s undergraduates‘

academic learning?

1.4.3 How can social networking help to improve UiTM‘s undergraduates‘ academic

learning?

1.5 Operational Definitions

The definitions used in this study are as follows:

1.5.1 Social networking

The term social networking is invented by J. A. Barnes in 1954. Social

networking is defined as ―web-based services that allow individuals to (1)

construct a public or semi-public profile within a bounded system, (2) articulate a

list of other users with whom they share a connection, and (3) view and traverse

their list of connections and those made by others within the system. The nature

and nomenclature of these connections may vary from site to site‖ (Boyd &

Ellison, 2007). According to Investopedia (2013), social networking is a social

media programs based on Internet to make connections with family, associates,

colleagues, customers and clients. Social networking services included Facebook,

LinkedIn, Classmates.com and Yelp can be used for both socializing and

developing business since it can connect people, group people by interests,

hometowns, employers, schools along with other commonalities and facilitate the

acquisition of new contacts (Investopedia, 2013). Furthermore, social networking

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is defined as ―network of social interactions and personal relationships or a

dedicated website or other application which enables users to communicate with

each other by posting information, comments, messages, images, etc.‖ (Oxford

Advanced Learner‘s Dictionary, 2005). For the purpose of this study, social

networking refers to online web-based services use as a tool to improve students‘

academic learning.

1.5.2 Improve

According to Oxford Advanced Learner‘s Dictionary (2005), improve is defined

as to make somebody or something better than before. While, according to the

online Merriam-Webster Dictionary (2013), improve is to make better and

enhance in value or quality. In addition, improve also is defined as to bring into a

more desirable or excellent condition (Dictionary.com, 2013). Branching from

these definitions, for the purpose of this research, improve refers to the students‘

improvement and development in their academic learning process with the aid of

social networking. Improve in these terms would include the students‘

development in learning process such as save time and money, gain useful

information and stay up-to-date with news that related to academic.

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1.5.3 Undergraduate

Undergraduate is described as a college or university student who has not yet

earned a first degree (Oxford Advanced Learner‘s Dictionary, 2005; Merriam-

Webster Dictionary, 2013). It concurs with definition by University of Canterbury

(2013) and Cambridge Dictionaries Online (2013) which defined the term social

networking as a college or university students who pursuing for their first degree,

diploma or certificate. According Education USA (2013), undergraduate degrees

is defined as ―A program leading to an associate (2-year) or a bachelor‘s (4-year)

degree; generally following high/secondary school‖ while graduate degrees is

described as ―A program leading to a master‘s degree or doctoral degree;

advanced study generally following a bachelor‘s degree‖. Moreover,

undergraduates are the students who have graduated from high school and

currently pursue their study and have not graduated yet in university or college

(Vocabulary.com, 2013). For the purpose of this study, undergraduate refers to

UiTM‘s and INTEC‘s (International Education College) students from various

programmes who are pursuing their tertiary education (either certificate, diploma

or degree).

1.5.4 Academic Learning

Roberts (1969) have given definition to academic learning in his article entitled

Measurement of academic learning. He stated that academic learning is

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developed skills by students that will facilitate them to convey what has been

learned to real life situations. Roberts (1969) also added that, ―Regardless of

whether the skills are mathematical in nature, social graces, drafting, or English,

the goal remains the same. That is, a student who is unable to perform a given

skill at an acceptable level of competency, should be instructed in order to do so.‖

In addition, academic learning is also described as an onsite, online or at a distance

course or program with related evaluation processes and credits taken at any

acknowledged educational institutions (Web, 2013). For the purpose of this study,

academic learning refers to UiTM‘s and INTEC‘s undergraduate students‘ learning

process in the educational context.

1.6 Limitations

The first limitation is the respondents of this study. The respondents is only limited to

undergraduates students only. Males and females from other contexts such as working

environment may be affected differently when using social networking while working

since their context is differ from the students which is academic context. As an example,

people from the working context might find although with the aid of social networking,

their work performance still not improve compared with students in the academic context

who might improve their academic learning process with the aid of social networking in

their learning.

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The second limitation of this study is the sample size in the study is not a good sample

size. The sample size of this study is too small. The sample size is only limited to 100

respondents consists of student from Universiti Teknologi MARA, Shah Alam and

INTEC. The sample size is too small in order to make a general conclusion based on how

social networking might affect their academic learning as well as their academic

performance. The sample size must be big enough in order to make a general conclusion

based on how social networking helps to improve undergraduate students‘ academic

learning and the effects of social networking on their academic learning process.

The third limitation is the place that this study will be conducted. The researcher‘

samples were only made up of undergraduate students from Universiti Teknologi MARA

in Shah Alam campus and INTEC. Because of this study is only conducted for students

from Universiti Teknologi MARA, Shah Alam and INTEC, thus the sample cannot be the

representative of the rest of the population. Students in other universities such as

Universiti Sains Malaysia (USM), Universiti Malaya (UM), Universiti Putra Malaysia

(UPM) and many more, might show different results from Universiti Teknologi MARA

students. Furthermore, the study only focuses in Malaysian context only. Because of this

study is only conducted for undergraduate students in Malaysia, the result is not precise

enough to conclude how social networking can helps in improving their academic

learning and affects their academic learning process. Conclusion can only be made for

students in Malaysia context only. Students from other countries also must be included in

order to have solid conclusion regarding the role of social networking in improving

undergraduate students‘ academic learning. Therefore, the results can be used worldwide

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if there is any further or related study regarding how social networking can helps in

improving undergraduate students‘ academic learning and how it affects their academic

learning process.

Besides that, the distribution of the sample is also one of the problems. Since the

researcher uses non-random sampling which is the purposive sampling, the samples do

not have equal chances of being selected. For instance, the sample number for male

students might be rather low, compared to female students and vice versa. A larger

sample size of male respondents should be included, particularly when looking for

possible interactions between gender and their academic learning performance with the

aid of social networking services.

1.7 Significance of the Study

Firstly, the study on the role of social networking in improving undergraduate students‘

academic learning is to identify whether social networking services can helps in

improving undergraduate students‘ academic learning who are studying for their first

degree. The significance of the study is to determine either the use social networking

services in undergraduate students learning can help or not in improving the students‘

academic learning process. If the use of social networking in academic can helps in

improving undergraduate students‘ academic learning process is proven, thus students

can apply these social networking services during their learning and will benefit all of

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them. Thus, it is very crucial to identify whether social networking can helps in

improving students‘ academic learning process.

In addition, this study tends to determine how social networking services can help

undergraduate students‘ to improve their academic learning. The study will assist the

students to identify in what extend social networking can help them in improving their

academic learning either in learning process or in academic performance. For example,

with the aid of social networking services, the students manage to improve their

communication skill, help to understand the lessons better and the academic information

is easier to obtain since there are many resources and online discussion are available in

order to help students to have better understanding on certain topic. Therefore, it is

necessary for the students to know how social networking can help them in improving

their academic learning process.

Moreover, the study on the role of social networking in improving undergraduate

students‘ academic learning will help the students to know the exact effects of using

social networking towards their learning process. The study tends to investigate whether

the usage of social networking in academic can help students to gain better results in their

academic. For example, it is beneficial to the students to know whether the services of

social networking in learning can help them to improve in their academic learning

process by getting high scores in their examination. If the theory is proven, students have

new alternatives of learning smart since they can score high marks in their examination

with the aid of social networking instead of the traditional way of learning and getting

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average results. As a result, it is very important to identify the effects on students‘

learning process when they use social networking services in their academic learning.

Besides that, this study also may provide insight into the practice of social networking

that improving students‘ academic learning. If the use of social networking services in

educational field can helps in improving undergraduate students‘ academic learning

process is proven, therefore, this will raise awareness among the stakeholders such as

educators, faculties and university as well as parents on the benefits o f using social

networking services throughout students‘ learning process. Stakeholders might want to

have consideration in developing and implementing official sites of social networking in

academic learning. Thus, the students would have the opportunity to officially apply

these services in their academic learning and at the same time, it might enhance their

academic performance through the innovative learning process.

1.8 Structure of the Study

This study is organized into four chapters containing a review of relevant literature on the

topics covered in this study (Chapter 2), a detailed account of selected methodology for

the research (Chapter 3), the results in response to RQ1, RQ2 and RQ3 (Chapter 4) and

discussion as well as recommendations for future research on role of social networking in

academic learning (Chapter 5).

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CHAPTER 2

LITERATURE REVIEW

2.0 Introduction

This study will explore the role of social networking in improving UiTM‘s

undergraduates‘ academic learning. The main objective of this chapter is to analyze and

review past studies and obtain information on social networking services and the effects

of using social networking. This is followed by deeper discussion on learning theories

related to Web 2.0 technologies. The second part focused on various social networking

services and sites. The last two parts of this chapter illustrates the benefits and drawbacks

of social networking. Therefore, the chapter intends to examine the role of social

networking in improving undergraduate students‘ academic learning.

2.1 Learning Theories Related to Web 2.0 Technologies

Smith (1999) defined learning theory as a framework that facilitate and assist people in

determining how and why changes happen throughout the learning process. ―A review of

the literature shows that there are different orientations and approaches to explaining how

this process of learning takes place, for example, behaviorist, cognitivist, humanistic,

social/situational and the connectivist approaches to learning. Broadly speaking, in the

education literature, there is reference to four theories of learning namely Behaviorism,

Cognitivism, Constructivism and Connectivism‖ (Fehmida Hussain, 2012). The four

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learning theories are discussed in Table 2.1 based on the view of the learning process,

locus of learning and purpose of education. This table is adapted from Ashworth et al.,

(2004) and Siemens (2004) adding a column to relate with the connectivist approach in

Fehmida Hussain (2012).

Table 2.1: Summary of Learning Theories

Theories of Learning

Aspects

Behaviorist Cognitivist Constructivist Connectivist

Learning

theorists

Skinner, Pavlov Bruner, Kohler,

Piaget

Bandura,

Vgotsky

Siemens,

Downes

View of the

learning

process

Change in

behaviour

Internal mental

processes

Construction of

meaning from

experience

Connecting

specialized

information sets

Locus of

learning

Stimuli in

external

environment

Internal

cognitive

structuring

Internal

construction of

reality by

individual

Draw

information

outside of our

primary

knowledge

Purpose of

education

Produce

behavioural

change in

desired

direction

Develop

capacity and

skills to learn

better

Construct

knowledge

Ability to

synthesize and

recognize

connections

(Adapted from Ashworth et al., 2004; Seimens, 2004 by Fehmida Hussain, 2012)

As cited in Farkas (2012), the idea of social constructivism is developed by Lev

Vygotsky and he stated that aside from learning through experiences, individuals also

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construct knowledge collaboratively with others. According Vygotsky (1978), ―Learning

awakens a variety of internal developmental processes that are able to operate only when

the child is interacting with people in his environment and in cooperation with his peers.

Once these two processes are internalized, they become part of the child‘s independent

developmental achievement‖ in Farkas (2012).

Through the Web 2.0 technologies, students manage to have control towards their

learning. According to McLoughlin & Lee (2007), with the help of peers, instructors,

virtual community sources and technology, students manage to receive scaffolding and

when they work together to form a cooperative or group activity, learning will occur as a

socio-cultural system. Aside from allowing the users to interrelate with, Web 2.0

technologies also contribute to the body of universal knowledge wherever, whenever and

across an assortment of applications and devices in real time (Milazzo, 2013). She also

added that, ―Web 2.0, therefore, allow learners to not only access global data, but to

participate in creating information within a global community of learners. As learning

becomes more connected to student‘s lives and accommodates student‘s individual

learning styles, students become more engaged in and motivated by their learning‖

(Milazzo, 2013). As stated by Fehmida Hussain (2012), Web 2.0 tools may encompass of

reflections and conversation since these tools demand dynamic content and hence,

requiring collaboration and interaction. It concurs with Richardson (2009) who claimed

that a collaborative way of learning occurs when knowledge is socially assembled and the

communication is multi-directional.

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2.2 Social Networking Services and Sites

Social networking services are a fast-growing user-friendly platform in the Internet. A

social networking service or also known as SNS is an online service provided to public to

have social interaction between families or friends as well as meeting new friends all

around the globe. It works as medium of connection between people who share similar

backgrounds, interest or activities. As stated in Social Networking.com (2010), social

networks consists of millions of individuals who have similar interest and share or gather

information as well as experiences such as cooking, golfing, gardening or baking.

Whereas, social networking sites work like a portable community of the users who share

common interests in hobbies, religion, politics and alternative lifestyles (Social

Networking.com, 2010). Through these websites, there is no limit in socialization with

another millions of Internet user (Social Networking.com, 2010). Kemp (2013) has done

a recent survey in March 2013 on active social media users around Asia. According to

Figure 2.1, there were almost 874 million of active social networking users in Asia

nations which representing a growth of 18% compared to last survey in October 2012 that

indicating growth of more than 10 million new users of social media every month.

(Kemp, 2013).

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Figure 2.1: Active Social Network Users around Asia

This is a list of some major active social networking websites:

2.2.1 Facebook

According to Facebook.com (2013), their mission is to provide public with a

sharing platform and make the world more open and connected. Facebook

application promotes openness and transparency by giving individuals greater

power to share and connect, and certain principles guide Facebook in pursuing

these goals. There are 10 principles outlined in the Policy of Facebook;

a. Freedom to Share and Connect

People should have the freedom to share whatever information they want,

in any medium and any format, and have the right to connect online with

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anyone - any person, organization or service - as long as they both consent

to the connection.

b. Ownership and Control of Information

People should own their information. They should have the freedom to

share it with anyone they want and take it with them anywhere they want,

including removing it from the Facebook Service. People should have the

freedom to decide with whom they will share their information, and to set

privacy controls to protect those choices. Those controls, however, are not

capable of limiting how those who have received information may use it,

particularly outside the Facebook Service.

c. Free Flow of Information

People should have the freedom to access all of the information made

available to them by others. People should also have practical tools that

make it easy, quick, and efficient to share and access this information.

d. Fundamental Equality

Every Person - whether individual, advertiser, developer, organization, or

other entity - should have representation and access to distribution and

information within the Facebook Service, regardless of the Person‘s

primary activity. There should be a single set of principles, rights, and

responsibilities that should apply to all People using the Facebook Service.

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e. Social Value

People should have the freedom to build trust and reputation through their

identity and connections, and should not have their presence on the

Facebook Service removed for reasons other than those described in

Facebook‘s Statement of Rights and Responsibilities.

f. Open Platforms and Standards

People should have programmatic interfaces for sharing and accessing the

information available to them. The specifications for these interfaces

should be published and made available and accessible to everyone.

g. Fundamental Service

People should be able to use Facebook for free to establish a presence,

connect with others, and share information with them. Every Person

should be able to use the Facebook Service regardless of his or her level of

participation or contribution.

h. Common Welfare

The rights and responsibilities of Facebook and the People that use it

should be described in a Statement of Rights and Responsibilities, which

should not be inconsistent with these Principles.

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i. Transparent Process

Facebook should publicly make available information about its purpose,

plans, policies, and operations. Facebook should have a process of notice

and comment to provide transparency and encourage input on

amendments to these Principles or to the Rights and Responsibilities.

j. One World

The Facebook Service should transcend geographic and national

boundaries and be available to everyone in the world.

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Figure 2.2: Facebook Users in the World

According to Internet World Stats (2012), up to September 2012, the total

number of Facebook users around the globe is almost reaching one billion which

is estimated to be 937,407,180. Whereas, Statistic Brain (2013) has stated latest

total number of monthly active Facebook users around the world in 2013 with an

estimate number of 1,110,000,000. Based on Table 2.1 the results also

representing a growth of 26% of Facebook subscribers for one year which is from

2011 to 2012. The statistics of Facebook may be more thoroughly explained

through Table 2.1

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Table 2.2: Facebook Statistics

Facebook Statistics Data

Total number of monthly active Facebook users 1,110,000,000

Total number of mobile Facebook users 680,000,000

Increase in Facebook users from 2011 to 2012 26 %

Total number of minutes spent on Facebook each month 700 billion

Percent of all Facebook users who log on in any given day 50 %

Average time spent on Facebook per visit 20 minutes

Total number of Facebook pages 50,000,000

Facebook Demographics Data

Percent of 18-34 year olds who check Facebook when they wake up 48 %

Percent of 18-34 year olds who check Facebook before they get out of bed 28 %

Average number of friends per facebook user 130

Average number of pages, groups, and events a user is connected to 80

Average number of photos uploaded per day 250

Number of fake Facebook profiles 83,000,000

Global Facebook Reach Statistics Data

Number of languages available on the Facebook site 70

Percent of Facebook users who are outside the United States 75 %

Number of users who helped translate Facebook 300,000

Facebook Platform Statistics Data

Average number of aps installed on Facebook each day 20 million

Total number of apps and websites integrated with Facebook 7 million

Every 20 Minutes on Facebook Data

Links shared 1 million

Friends requested 2 million

Messages sent 3 million

Facebook Company Statistics Data

Total number of Facebook employees 4,619

Total 2012 Facebook revenue $5,090,000,000

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2.2.2 Twitter

Twitter is an online network that connects with people, expresses personality and

discovers what is happening. This service was launched in 2006 and millions of

people and organizations used Twitter to instantaneous information and sharing

(Zeevi, 2013). Smith (2012) defined Twitter as ―a platform wherein users share

their thoughts, news, information and jokes in 140 characters of text or less.

Twitter makes global communication cheap and measurable. Profiles are

(usually) public — anyone in the world can see what you write, unless you elect

to make your profile private. Users ‗follow‘ each other in order to keep tabs on

and converse with specific people‖. It concurs with Tweeter.com (2013) and

Zeevi (2013) which stated in Twitter, people write short messages often called

‗Tweets‘ of 140 characters or fewer that can contain information or photos,

videos, quotes, article links and more; and these updates will be posted to users‘

profile, sent to their followers, are searchable on Twitter search and can also

receive replies from their followers. The short format of the tweet allocates

informal collaboration and immediate information sharing that offers support

from rising email and instant messaging fatigue (Tweeternet.com, 2013). In

addition, the chirping sound made by birds has inspired the word Twitter and

therefore the bird symbol has been used as the Twitter logo (Zeevi, 2013). This

service has its own set of vocabulary or terminology. As stated by Smith (2012),

there are certain words and jargon native to Twitter and these terms as well as the

abbreviations are essential for understanding the network.

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a. Tweet – A standard message on Twitter containing 140 characters or less.

b. Retweet – A tweet that has been reshared to all of users‘ followers.

c. Hashtag – The # symbol is used to tag keywords or topics in a tweet to make it

easily identifiable for search purposes.

d. Mention – Tweets can include replies and mentions of other users by

preceding their usernames with the @ sign.

e. Handle – This designates your username and accompanying URL at

http://twitter.com/handle.

f. Feed – The stream of tweets on your Twitter homepage comprised of all the

accounts you follow.

g. Lists – Twitter provides a mechanism to list users you follow into groups or

curated lists showing tweets of all the users in the list.

h. Direct Message – Also called a DM, this represents Twitter‘s direct messaging

system for private communication amongst users.

(Smith, 2012)

Based on a recent research in 2013, the total number of active registered Twitter

users is approximately 554,750,000 with an average numbers of 58 million

tweets per day (Statistic Brain, 2013). The statistics of Twitter may be more

thoroughly explained through Table 2.2.

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Table 2.3: Twitter Statistics

Twitter Company Statistics Data

Total number of active registered Twitter users 554,750,000

Number of new Twitter users signing up everyday 135,000

Number of unique Twitter site visitors every month 190 million

Average number of tweets per day 58 million

Number of Twitter search engine queries every day 2.1 billion

Percent of Twitter users who use their phone to tweet 43 %

Percent of tweets that come from third party applicants 60%

Number of people that are employed by Twitter 2,500

Number of active Twitter users every month 115 million

Percent of Twitters who don‘t tweet but watch other people tweet 40%

Number of days it takes for 1 billion tweets 5 days

Number of tweets that happen every second 9,100

2.2.3 Skype

Skype is a free internet calls and online cheap calls to phones and mobiles.

According to Skype.com (2013) and Gaskin (2005), Skype is a low-cost video-

calling service that offers free calls between its subscribers and their contacts.

Besides video-calls, this service also facilitates interesting features like file

transfers, texting, voicemail, call forwarding, contact list, integration with

MySpace, business control panel, sketch pad, desktop sharing, video chat, public

chats as well as video conferencing for desktop computers, notebook, tablet

computers and other mobile devices, including mobile phones (Skype.com, 2013;

Unuth, 2013). As stated by Unuth (2013), ―People use Skype mainly for the high

28

quality of voice it offers and especially because it offers free PC to PC service.

People around the world use Skype for several things: for long-distance meetings

with family, friends and loved ones; for remote activity monitoring; for business

calls; for long-distance conferences and for cheap calls during travel‖.

According to a survey done by Statistic Brain (2013), as of January 2012, the

total number of Skype users is 31 million and they spent an average time of 27

minutes per Skype conversation. The statistics of Skype are clearly explained

through Table 2.3.

Table 2.4: Skype Statistics

Skype Statistics Data

Total number of Skype users as of Jan. 2012 31 million

Average time spent on a Skype conversation 27 minutes

Number of time that active Skype users spend on Skype per month 100 minutes

Total percentage of small businesses that use Skype as primary

communication service 35%

Number Skype enabled television sets 50 million

Number of iphone Skype downloads in 2010 7 million

Number of people who have ever used Skype 560 million

Total percentage of Skype calls that are video to video 40%

Average spent yearly by a paying Skype user $96

Skype revenue in 2010 $406.2 million

Number of monthly log-ins to Skype 124 million

Number of monthly paying Skype users 8.1 million

Amount of money spent by Microsoft to acquire Skype $8.5 billion

29

2.2.4 MySpace

Before MySpace has grown into a site where users can create profiles, including

photographs, blogs, music or movies preferences, this site is originally founded

as a venue for aspiring musicians and bands to share their music and concert

dates (Howard, 2006; BusinessDictionary.com). Howard (2006) also added that

among the features that are provided in this site include chat rooms, forums,

classified ads, newsgroups and a venue for sharing videos and music.

As stated in BusinessDictionary.com (2013), ―The site has grown tremendously

since its inception in 2003 and has even launched the careers of some music

artists and actors‖. While in 2005, News Corporations, a company by Rupert

Murdoch has purchased this site for $580 million dollars and it was operated

under FoxInteractive Media (Layton & Brothers, 2013; BusinessDictionary.com

2013 & Howard, 2006). As of February 2006, there were 54 million people who

have profiles on MySpace and every day, there were 180,000 more people

registered to use the site (Layton & Brothers, 2013).

2.2.5 Friendster

In 2002, Friendster was launched as a social networking platform by an American

computer programmer and businessman, Jonathan Abrams, in order to connect

users with each other in sharing videos, photos, messages and comments with

each other via their profiles (Mohammed Anzil, 2012 & Lerner, 2013). Friendster

is different from Facebook, Twitter and MySpace as this service is just a one-

30

communication which connects the social lives of people who already know each

other such as family, friends, colleagues and new friends over the Internet and it

concurs with an article by Lerner (2013). According to Mohammed Anzil (2012)

and Lerner (2004), at the time, Friendster was one of the networks to gain one

million members, nevertheless, in 2004 Friendster‘s popularity declined rapidly in

United States and began to lose members at a rapid speed after the invasion of

more application-rich competitors started popping up such as Facebook and

MySpace where the users had a wider range of options. However, since the site

has relaunched as a social gaming platform in 2011, Friendster has achieved a 115

million registered users (Mohammed Anzil, 2012).

According Roeder (2013), Friendster has offered several features:

a. Photos – Numerous of photos can be added to Friendster profile. In Friendster

blog, owns photo albums also can be created.

b. Blog – There are different layouts and design styles that can be used for

Friendster blog.

c. Design – Music, videos and graphics can be uploaded to Friendster profile with

CSS. Friendster does offer skins to help users get started designing

their profile.

d. Groups and Forums – Groups and forums will help the users to make more

friends who share same interests.

31

2.2.6 WeChat

WeChat, also known as Weixin in Chinese, is a mobile text and voice message

application was first released in January 2011 by Tencent in China (Wikipedia,

2013). According to Cyveillance (2013), the term ‗Xin‘ in Weixin can indicate

letter, message or to have trust in. Following is a flow of WeChat users:

Table 2.5: WeChat Statistics

Year Number of Users

May, 2011 4 – 5 million

December, 2011 50 million

March, 2012 100 million

September, 2012 200 million

January, 2013 300 million

Source: Wikipedia, 2013

Google Play (2013) described WeChat application as a moveable communication

medium as it offered free texting, voice messages and video calls and since the

application is fast, reliable, private and always on, 300 million people love to use

it. Some of the description of WeChat, ―Talk faster on the go with voice

messages; crystal clear voice and video calls, instant messaging with group chats

and animated smileys; chat with friends or with people nearby; sending photos

and videos has never been simpler; real walkie talkie mode with up to 40 friends;

32

always on, no logouts, never miss a message; get message alerts instantly with

push notifications; share, like, and comment on photos with your friends; import

contacts and add friends instantly; available on Android and all other

smartphones, all for free and WeChat works over users phone‘s existing data plan

or any WiFi connection‖ (Google Play, 2013).

2.2.7 WhatsApp

According to WhatsApp.COM (2013), ―WhatsApp Messenger is a cross-platform

mobile messaging app which allows you to exchange messages without having to

pay for SMS. WhatsApp Messenger is available for iPhone, BlackBerry, Android,

Windows Phone and Nokia and yes, those phones can all message each other!

Because WhatsApp Messenger uses the same internet data plan that you use for

email and web browsing, there is no cost to message and stay in touch with your

friends. In addition to basic messaging, WhatsApp users can create groups, send

each other unlimited images, video and audio media messages‖.

As of April 2013, WhatsApp has 200 million of active users, 250 million active

users as of June 2013 while as of August 2013, WhatsApp has reached 300

million active users while WhatsApp‘s users in United States spent 675 million on

this service (Kril, 2013). In addition, Kril (2013) also mentioned that there were

11 billion sent messages per day and 20 billion messages received by users per

day in month of August, 2013. The number of messages sent and received per day

is clearly explained through Figure 2.3.

33

Figure 2.3: Active Users of WhatsApp

2.2.8 LINE

In just approximately 19 months after it originally launched, LINE, which is a

messaging application made by South Korea‘s Naver Corporations that took off in

Japan has crossed 100 million users globally (Cutler, 2013). As stated in Google

Play (2013), in 52 countries including Japan, Thailand, Taiwan, Spain, China,

Indonesia, Singapore, Hong Kong, Malaysia, India, Switzerland, Saud i Arabia,

Mexico, Russia, Macau and United Arab Emirates. LINE has been ranked as the

number one most downloaded application. Some features of LINE application

are:

34

a. Multiplatform

b. Optional address book syncing

c. Real-time confirmation when messages are sent and delivered

d. Share photos, videos, music and more with people

e. Send current or any specific location

f. Send emoji, stickers and emoticons to friends

g. Create and join groups where you can chat and share media

h. Bulletin boards (up to 100 people at once) for groups

i. Add friends through the use of QR code

j. Add friends by shaking their phones simultaneously

k. Direct Pop-out message box for easier reading and replying

l. New Timeline and Home page features on iOS and Android

m. Additional access via multiple personal computers (Windows or Mac OS)

n. Personalized Themes

o. Web Based App (discontinued on December 2012)

Source: Wikipedia, 2013

2.2.9 Yahoo Messenger

According to Dannenfeldt (2013), in 1999, Yahoo Messenger has been launched

and it has more than an estimated 94 million users plus this service is one of the

Web‘s most popular instant messaging services although Yahoo Incorporation

was not the first Internet service provider to offer free instant messaging. ―With

its 22 million users Yahoo Messenger is an advertisement-supported IM service.

35

Users are required to have a Yahoo ID, which also enables you to use other

Yahoo services. Features of Yahoo Messenger include PC-to-Phone calling, PC-

to-PC calling, plug- ins, voicemail, file sharing, webcams, and chat rooms, client

customization, and avatars. It recently incorporated Yahoo Mail into its IM

service. The current version is 9.0 and supports interoperability with Windows

Live Messenger‖ (Webopedia, 2013).

2.3 Benefits of Social Networking

2.3.1 Students

Although some educators believe that social networking may divert students‘

attention from their learning, past studies found that social networking can assist

the students through their learning process. The use of social networking in

education has showed many positive impacts towards students‘ academic

learning. According to HuffPost Education (2013), there was a study on student

use of social media conducted by the University of Minnesota and the results

showed that students could benefits from social networking when they are already

engaged to it and incorporated it into their curriculum. An article by Kessler

(2010) also has provided a factual example on how the use social networking in

classroom influencing education in a positive way. Elizabeth Delmatoff, a seventh

grade teacher, has started a pilot social media program in her Portland, Oregon

classroom for a year and she found that 20% of students school-wide were

completing extra assignments for no credit, grades had gone up more than 50%

36

and unceasing absenteeism was reduced by more than a third and this is the first

time in history that the school met its satisfactory yearly improvement goal for

absenteeism. Moreover, Kessler (2010) also found that students who were asked

to complete their assignments and collaborate in their class discussions by using

Twitter had increased their engagement over a semester more than twice as much

as a control group when she analyzed how students performed by using Twitter to

do their assignments.

Furthermore, a study by the researchers at University of Minnesota (2008) found

that, ―students using social networking sites are actually practicing the kinds of

21st-century skills we want them to develop to be successful today. Students are

developing a positive attitude towards using technology systems, editing and

customizing content, and thinking about online design and layout. They‘re also

sharing creative original work like poetry and film, and practicing safe and

responsible use of information and technology. The Web sites offer tremendous

educational potential‖. Tian et al (2011) from the University of Science &

Technology of China and the City University of Hong Kong found that social

networking sites were used by the students for both social and educational

purposes plus these sites may improve their learning outcomes and even help to

students to become academically and socially integrated. It concurs with

DeAndrea et al (2012) who have done a research on Facebook, and the result has

shown that by using the particular site, students may obtain social benefits. Aside

from the social benefits, social networking sites also is used as educational and

37

instructional materials or as a learning platform (Roblyer et al, 2010; Bosch,

2009; Ellison et al, 2007; Pempek et al, 2009). It corresponds with a study by

Karlin (2007) who found that more than 50% talks about specific school work and

nearly 60% of students discuss education-related topics online such as college

planning or learning outside of school. On the learning side, the students said that

social networking connected them with faculty, shared knowledge and

commentary and collaborated with other through discussions, course scheduling,

project management, and educational applications in organizing their learning

activities while on their socialization side, social networking sites enabled them to

build and establish virtual relationships, helped them maintain friendships and

enhanced their relationships (Tian et al, 2011).

2.3.2 Educators

Social networking sites also offer positive implications for educators who can

grab this opportunity and give support to the latest ways of students‘ learning

through websites. Connolly (2011) stated that educators can use practical and

rational case studies to help students identify how social networking may enhance

students‘ learning. While, according to University of Minnesota (2008), educators

can help to foster and extend students‘ learning when they identify what skills

students are learning and what experiences they are being exposed to through

social networking websites. ―As educators, we always want to know where our

students are coming from and what they‘re interested in so we can build on that in

38

our teaching and by actually aware of the academic and professional networking

opportunities that the websites provide plus make this opportunity more known to

students, this would be one way that educators can work with students and their

experiences on social networking sites.‖ University of Minnesota (2008).

Furthermore, educators can help make the institutions even more relevant,

connected and meaningful to students by understanding how they may be

positively using these networking technologies in their daily lives and where the

as-yet-unrecognized educational opportunities are (HuffPost Education, 2013). It

concurs with Connolly (2011) who claimed that it is very crucial for educators to

foster students‘ learning on how to use social media in a helpful way, learn how to

think consciously about their use and consider the sorts of outcomes for which

using social media are proper. In addition, teachers are able to enhance students‘

engagement in their education, increase technological proficiency, contribute to a

greater sense of collaboration in the classrooms and build better communication

skills through utilizing teaching techniques that incorporate social media

(HuffPost Education, 2013).

2.3.3 Education System

Besides that, based on an article by HuffPost Education (2013), Karen Cator who

is from United States Department of Education said that social networking

showed a potential in improving the American education system, ―Think about

not only incorporating technology into your lessons, but creating more and more

39

compelling assignments so that 21st century skills, the kinds of things students

will have to develop in terms of critical thinking, problem solving, collaboration,

global participation – that these are incorporated into assignments. The best

spaces will incorporate social media and interacting with others‖.

2.4 Drawbacks of Social Networking

2.4.1 Students

However, against of all these positive effects of using online social networking,

Connolly (2011), a researcher from Wisconsin Center for Educational Research

(WCER), stated that, ―students who use social networking tools might pay

significant hidden cognitive costs. Facebook, Google, and other web services

simultaneously seize and fragment our attention. They can subvert higher-order

reasoning processes, including the kind of focus, concentration, and persistence

necessary for critical thinking and intellectual development‖. Furthermore, he also

added that students will face weaker critical thinking skills, less tenacity and less

patience when some researchers have correlated heavy Internet use with greater

impulsivity (Connolly, 2011). According to Connolly (2011), ―The need to

rapidly shift from object to object online can weaken students‘ ability to control

their attention. Prolonged Internet use exposes students to interactive, repetitive,

and addictive stimuli that produce permanent changes in brain structure and

function. The more one uses the Internet and social media, the better the brain can

40

skim and scan. But research suggests that these gains degrade the capacity for

concentration, reasoning, and reflection, in fact the very sort of critical thinking

and evidence-based reasoning needed to honestly appraise the full costs of using

social media‖.

2.4.2 Increase Cybercrimes

Another disadvantage of using social networking is it helps in increasing numbers

of cyber criminals. Impact Lab (2010) has quoted a report by Daily Mail which

stated that a numerous cases of murder, rape, paedophilia, bullying, assault and

burglary are crimes which associated with social networking sites, has increased

by as much as 7000% and it was stated that paedophiles are using social

networking sites because that is where they can lure the victim willingly. In

addition, Steenhusyen (2008) has quoted from Janis Wolak of the Crimes against

Children Research Center at the University of New Hampshire who stated that,

―majority of cases involve young teenagers, mostly 13-, 14-, 15-year-old girls

who are targeted by adults on Internet who are straightforward about being

interested in sex‖. This concurs with, ―Ashleigh Hall, a 17 year old girl, accepted

friend request from a 33 year old man on Facebook. She had no idea that actually

he was a convicted rapist who created a fake profile as a teenager. And finally,

Ashleigh was murdered by that person‖ (Impact Lab, 2010). On cyberspace, there

is no way to verify the actual identity of the criminals and they take the advantage

of this (Das & Sahoo, 2011).

41

2.4.3 Privacy

Aside from educational context, social networking also affects people‘s private

and public life. According to Donde et al (2012), there are several contrasts of

social networking sites such as (i) it is very difficult to find the real identity of a

person since many people create fake profiles so as to cheat unsuspecting users,

(ii) it leads to online harassment and nuisance since the social networking sites are

very poorly regulated and (iii) The personal information of users can be misused

by the frauds to commit online crimes such as their e-mail address, name,

location, and age. Aside from that, Das & Sahoo (2011) have reported that,

according to an online security consultant, Ron Bowles, he has scan 500 million

Facebook profiles by using a specific program for users‘ information of those

were not hidden by privacy settings and finally a collection of user IDs, names,

URLs and all other data and he concluded that people may face such kind of data

theft risk through their social networking sites.

A research by Gross and Acquisti after analyzing 4000 Facebook profiles of

Carnegie Mellon University students, found threats emerging from personal

information posted in social networking site. Only 1.2 percent of users changed

their default privacy preferences. Hence fully identifiable information like (first

name, last name, personal image, hometown, date of birth, ZIP code) easily

available to anybody registered at Facebook. This information can be used to

estimate a person‟s social security number and finding sensitive medical

42

information (Gross, & Acquisti, 2005). Using the information available on

Facebook profile one can easily determine likely physical location of a person.

Social networking sites are becoming a threat to the privacy of an individual.

2.4.4 Health

According to Das & Sahoo (2011), a researcher from Royal Society of Medicine,

Aric Sgman, social networking sites have leaded to make people become more

isolated thus the lack of face-to-face communication could influence mental

performance and transform the way genes work, upset immune responses,

hormonal levels and function of arteries. Due to these changes, it will boost the

risk of health problems like cancer, strokes, heart disease and dementia (BBC

News, 2009). In addition, a study by Sigman (2009) has revealed that with the

increase in use of electronic media, face-to-face social interaction has sharply

fallen since 1987 and he stated that, ―It has reported the first evidence that social

isolation is linked to alterations in human gene transcription. DNA analysis

showed 209 genes were differentially expressed for people with high levels of

social isolation‖.

2.4.5 Organizations

It become compulsory to browse own profile several times in a day for checking

friends‘ updates, changing status, and commenting on others photos and videos

and people spent hours chatting with their friends on social networking sites and

at the end of the day, it diverts employees‘ attention from the office work (Das &

43

Sahoo, 2011). Based on a research with 237 corporate employees by Gaudin

(2009), the results showed that 77% of the employees use Facebook during work

and there were 1.5% drop in employee productivity for those companies allowing

full access to Facebook. This was further affirmed by (BBC News, 2007) that

stated, in a survey of 3500 companies in United Kingdom, the results showed that

233 million hours are wasted since the employees spent their time on social

networking sites. Moreover, ―Portsmouth City Council blocked access to

Facebook after it found its 4,500 staff logged on for 270,000 times a month, and

they collectively waste 572 hours (71 working days) in just one month‖ (Kisiel,

2009).

2.5 Conceptual Framework

This conceptual framework is adapted from a book entitled Blended learning in higher

education: Framework, principles, and guidelines by Garrison and Vaughan (2008). The

conceptual framework for this study is shown in Figure 2.4 and it illustrates how the

variables used in this study which is educational technology are related with learning

process. According to Miles & Huberman (1994 in Jabareen, 2009), a conceptual

framework ―lays out key factors, constructs or variables, and presume relationships

among them‖.

44

Figure 2.4: Conceptual Framework

In this study, students‘ perceptions towards social networking, effects of social

networking towards academic learning and how social networking would affect students‘

academic learning process will be investigated in depth. These three variab les will

perceive the literal role of social networking in improving UiTM‘s undergraduate

students‘ academic learning. As shown in Figure 2.4, the use of social networking in

academic will influence students‘ academic learning process as well as their learning

environment. These factors will affect the students either in positive or negative way.

Thus, this study intends to see the role of social networking towards students‘ academic

use

influences influences

affects

45

learning process. In this study, the use of social networking in academic field is believed

to give impact on students learning process. The integration of the Web 2.0 tools in

students‘ academic learning will determine either these services can be implemented in

educational context or not.

46

CHAPTER 3

RESEARCH METHODOLOGY

3.0 Introduction

This chapter will discuss the following; Research Design, Population and Sample,

Instrumentation, Pilot Study, Data Collection, and Data Analysis Plan.

3.1 Research Design

This is a quantitative approach. This study employed a survey research. The design was

meant to gauge UiTM‘s undergraduates‘ perception whether social networking helps in

improving their academic learning, to investigate the effects of using social networking

towards UiTM‘s undergraduates in their academic learning and to illustrate how social

networking helps UiTM‘s undergraduates to improve in their academic learning. Students

from Universiti Teknologi MARA, Shah Alam and INTEC have been chosen as the

samples for this study and a set of questionnaires was used as the instrument in the

research to gather the data needed. As cited in Bird (2009), ―the questionnaire is a well

established tool within social science research for acquiring information on participants

social characteristics, present and past behaviour, standards of behaviour or attitudes and

their reasons for acting with the respect to the topic under investigation‖ (Bulmer, 2004).

47

3.2 Population and Sample

The population for this study will be all undergraduate students in local university in

Selangor. According to Neuman (2003), subject selection is defined as the criteria and

standards used for the determination of the appropriateness of the inclusion of subjects in

research protocol. This study used non-probability sampling procedures to choose

respondents. Non-probability sampling is not a random selection method (Castillo, 2009).

Instead, non-probability sampling is a process where the samples involved do not have

equal chances of being selected. Moreover, according to Castillo (2009), in non-

probability sample process, the samples are selected based on the purposive own decision

of the researcher or the accessibility of the respondents itself. The method used was

purposive sampling. Purposive sampling is to target a particular group of people;

whereby for this research is undergraduate learners who the respondents are students

from Universiti Teknologi MARA in Shah Alam and INTEC. This sampling technique is

chosen as the objective of this study is to investigate on the undergraduate students‘

perception towards social networking in their academic learning. All of the respondents

consist of students from various faculties since they were randomly selected. The sample

sizes for this study are 100 respondents.

48

3.3 Instrumentation

The instrument used for data collection in this research study is questionnaire. The

questionnaire is adapted from Social Networking Questionnaire by SurveyGizmo (Vanek

& McDaniel, 2006). Some of the items in the questionnaire are designed by the

researcher in order to analyze the role of social networking in improving UiTM‘s

undergraduates‘ academic learning. For the purpose of this study, the questionnaire

included both close-ended as well as open-ended questions that would serve to bring

quantitative and qualitative data respectively. The open-ended questions are referred as

structured interview as the researcher has limited time to conduct actual interview with

all the respondents. As for the close-ended questions, Likert Scale was used, which was

the five- item scale from strongly disagree to strongly agree.

The questionnaires were distributed to each of the respondents to assist in answering the

research questions of this study. The total number of questions in this questionnaire was

42 items that have been divided into five sections which were A, B, C, D and E. The

questions were divided into different section in order to improve the face design of the

questionnaire, avoid it from appearing intimidate and disorganize, as well as to segregate

clearly the objectives under different sections to ease the data analysis process. The

descriptions of each section are as follows:

49

Table 3.1: Descriptions of the Questionnaire

SECTIONS

DESCRIPTIONS

NUMBER

OF

ITEMS

Section A:

Demographic

Information

This section carries the general questions on

demographic data of the respondents such as gender

and age. Moreover, there are also additional

questions on respondents‘ education background

such as level of education and programme.

4 items:

Question

1 – 4

Section B:

Social Networking

Background

This section consists of several questions that are

related to the frequency and connections that the

respondents have in their social networking sites.

These questions would help to identify whether or

not a student is an active social networking user.

5 items:

Question

5 - 9

Section C:

Perception towards

Social Networking

This section sought to answer the first research

question regarding the respondents‘ perception

whether or not social networking helps in improving

their academic learning. This section, along with

section D and E comprised of a 5 point likert scale

measuring to what extend do the respondents agree

or disagree of the given statements. Item 20 is an

open-ended question.

11 items:

Question

10 - 20

50

SECTIONS

DESCRIPTIONS

NUMBER

OF

ITEMS

Section D:

Social Networking

Effects

Constructed to answer the second research question,

this section focused on the effects of using social

networking in academic learning. By identifying the

effects that social networking brought towards

respondents‘ academic learning would highlight

whether social networking give either positive or

negative impacts towards students‘ academic

learning. Item 31 is an open-ended question.

11 items:

Question

21 - 31

Section E:

Social Networking

Improve Academic

Learning

While Section C and D focused on perceptions and

effects of social networking, this final section

emphasized on how social networking helps in

improving students‘ academic learning. By

illustrating how social networking managed to helps

students in their academic learning would draw

attention to the definite and precise ways of how

social networking might improve students‘ academic

learning. There is also an open-ended question in

this last section.

11 items:

Question

32 - 42

These elements were chose in order to get the result and make conclusion on either social

networking helps in improving undergraduates‘ academic learning and the effects of

using social networking on their academic performance. The data for the 100 respondents

were collected within Shah Alam district.

51

3.4 Data Collection

The respondents of this questionnaire are students from Universiti Teknologi MARA,

Shah Alam and INTEC. Before the respondents answer the questionnaire, there will be a

short briefing and explanation on the procedure. The briefing is about the explanation on

the research objective and what actually the questionnaire is, took about five minutes.

The questionnaire is distributed on weekdays during office hours, class sessions or lunch

break. The time needed to complete all the questions is around eight to ten minutes. The

survey process was monitored by the researcher herself. This was to ensure that the data

given by the respondents are valid and any inquiries or problems faced by the

respondents during the survey could be attended. The questionnaire is collected after the

respondents completed answering the questionnaire.

The data collection was as follows:

Design of Questionnaire:

The questionnaire has five sections which are Section A:

Demographic Information, Section B: Social Networking Background,

Section C: Perceptions towards Social Networking, Section D: Social

Networking Effects and Section E: Social Networking Improve

Academic Learning.

52

Sample Selection:

The respondents of this questionnaire are 100 students from Universiti

Teknologi MARA, Shah Alam and INTEC.

Questionnaire Distribution:

The questionnaire is distributed on weekdays during office hours, class sessions

or lunch break.

Time Taken:

The time needed to complete the all questions is around eight to ten minutes.

Survey Process:

The survey process was monitored by the researcher herself. This was to ensure

that the data given by the respondents are valid and any inquiries or problems

faced by the respondents during the survey could be attended.

53

Questionnaire Collection:

The questionnaire is collected after the respondent completed answering the

questionnaire.

Figure 3.1: Summary of the Data Collection Procedures

3.5 Data Analysis

All the data obtained from the questionnaire were collected and analysed to provide

answers to the three research questions for the study. In order to analyse and interpret the

data, the Statistical Package for Social Science (SPSS) version 17.0 software was used.

According to Information Technology Services (2012), SPSS is an analysis invention for

data management. Moreover, SPSS software also is mostly compatible for a survey

research (Information Technology Services, 2012). In this system software, the data was

keyed- in and descriptive statistics is used in order to analyze and interpret data and

information gathered.

54

Table 3.2: Summary of Data Analysis

Research Objectives Section Analysis

i) To gauge UiTM‘s undergraduates‘

perception whether social

networking helps in improving their

academic learning.

C

(Question 10-19)

Data were analyzed to the

frequency, mean and

standard of each item.

C

(Question 20)

This open-ended question

was analysed and

categorized under 3

different groups:

a. Yes

b. Unsure

c. No

Data was analysed to find

the frequency and

percentage of the

responses.

ii) To investigate the effects of using

social networking towards UiTM‘s

undergraduates in their academic

learning.

D

(Question 21-30)

Data were analyzed to the

frequency, mean and

standard of each item.

55

Research Objectives Section Analysis

ii) To investigate the effects of using

social networking towards UiTM‘s

undergraduates in their academic

learning.

D

(Question 31)

This open-ended question

was analysed and

categorized under 3

different groups:

a. Yes

b. Unsure

c. No

Data was analysed to find

the frequency and

percentage of the

responses.

iii) To illustrate how social networking

helps UiTM‘s undergraduates to

improve in their academic learning.

E

(Question 32-41)

Data were analyzed to the

frequency, mean and

standard of each item.

E

(Question 42)

This open-ended question

was analysed and

categorized under 3

different groups:

a. Yes

b. Unsure

c. No

Data was analysed to find

the frequency and

percentage of the

responses.

Thus, by using SPSS version 17.0 software, a descriptive statistics about all items were

analysed.

56

The quantitative data from Section A, B, C, D and E of the questionnaire were analysed

and presented in the form of charts and tables. As for the open-ended questions, the

researcher will read the respondents‘ answers, then analysed and categorized them into

three different groups which are Yes, No and Unsure. After the researcher has determined

the data whether they were positively or negatively inclined, then only the data were

keyed- in and analyzed. Simple chart representations for these open-ended questions were

also constructed for ease of reference.