The Impact of Social Media on Academic Performance: A Malaysian Perspective
The COVID-19 pandemic dramatically accelerated the adoption of technology in education, forcing institutions and educators to adapt to online learning environments. Among the various technological tools employed, social media emerged as a prominent platform for facilitating student engagement and collaboration. This study investigates the impact of social media on academic performance among Malaysian university students, exploring the interplay between two influential theoretical frameworks: the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT).
Existing research predominantly focuses on Western contexts, leaving a gap in understanding social media’s influence on academic performance in other regions. This study addresses this gap by examining the synergistic relationship between TAM and UTAUT in predicting students’ intentions to use and actual use of social media for educational purposes, subsequently impacting their academic performance. The theoretical model posits that performance expectancy, effort expectancy, facilitating conditions, perceived usefulness, perceived ease of use, and perceived enjoyment influence students’ behavioral intention and actual use of social media.
To test these hypotheses, an online survey was conducted among Malaysian university students (N=312). The survey measured students’ perceptions and behaviors related to social media usage for learning. The data were analyzed using structural equation modeling (SEM) to assess the hypothesized relationships.
The findings revealed that performance expectancy, effort expectancy, and facilitating conditions, all components of UTAUT, significantly predicted students’ behavioral intention to use social media and their actual usage. Similarly, perceived usefulness and perceived ease of use, key constructs of TAM, also had a positive impact on behavioral intention and actual social media use. However, perceived enjoyment, while influencing actual social media use, did not significantly predict behavioral intention. This suggests that while students may find social media enjoyable, this enjoyment alone does not necessarily translate into an intention to use it for academic purposes.
The combined TAM and UTAUT model demonstrates that when students perceive social media as useful, easy to use, and supportive of their learning, they are more likely to use it and intend to use it for academic activities. This usage, in turn, positively impacts their academic performance. These findings highlight the importance of providing students with access to social media platforms and integrating them effectively into educational practices.
The study’s results offer valuable insights for higher education institutions seeking to leverage social media for enhanced student learning. They underscore the need to create a supportive environment that fosters positive perceptions of social media’s usefulness and ease of use. This can be achieved by providing training and resources on effective social media utilization for academic purposes and showcasing successful examples of its application in learning. Institutions should also ensure that students have access to necessary technological infrastructure and support to facilitate seamless social media integration into their learning experience.
This study also acknowledges certain limitations, such as the exclusion of factors like collaborative learning, student engagement, and perceptions of social media safety. Further research is needed to explore these variables and their influence on social media adoption in higher education. Additionally, examining the specific types of social media platforms used and their differential impact on academic performance could provide a more nuanced understanding of social media’s role in education.
In conclusion, this study provides compelling evidence for the positive impact of social media on academic performance among Malaysian university students. By integrating TAM and UTAUT, the research offers a comprehensive understanding of the factors driving social media adoption and usage for educational purposes. These findings have significant implications for higher education institutions seeking to enhance student learning and bridge the digital divide in a post-pandemic world. The findings support the integration of social media platforms into learning and teaching activities, ensuring students are aware of the potential benefits and drawbacks and providing strategies to mitigate any associated risks. Further research is recommended to explore additional factors contributing to the adoption and use of social media by students in higher education, including collaborative learning, experience, engagement, and student perceptions of social media.
