Perceived Effects of Social Networking on Learning Behaviour among Regular Undergraduate University Students in Mombasa County - Kenya
This study aimed at finding out the perceived effect of social network browsing on learning behaviour of University students in Mombasa County of Kenya. A cross sectional survey research design was employed in this study. Colleges in Mombasa County were stratified into private and public university colleges. Two colleges from each stratum were selected by convenience sampling and a sample size of 367 students selected. Students from each class in the nominal roll of the colleges were selected proportionately by systematic sampling to participate in the study. Both quantitative and qualitative data were collected by use of questionnaires, interviews and documentary search sheets. Thirteen variables on communication, collaboration and exchange of resource materials were used as variables depicting learning behaviour adopted during social network browsing. Social network browsing as an independent variable was measured by Facebook intensity scale. Self efficacy scale for self regulated learning was used to predict possibilities of learners engaging in learning activities while browsing Facebook. Descriptive data analysis was presented by use of frequencies and percentages while inferential analysis was done using Analysis of Variance (ANOVA), Correlation Analysis and Logistic Regression. Open-response items and interview responses were analysed using a Qualitative Data Analysis technique. Data analysis indicated that over 83% of the university students in Mombasa County actively use Facebook. This was attributed to cheapness, accessibility and ease of use of Facebook especially on mobile phones. Correlation analysis results showed that there is a relationship between time taken during Facebook browsing and number of Facebook friends. Similarly there was a strong relationship between use of Facebook for learning purposes and academic grade achieved. Logistic regression results established that Facebook browsing measured using Facebook intensity score affects positively the use of Facebook for learning. It also showed that self efficacy for self regulated learning score affect learning behaviour positively with a factor of 0.507. Therefore self efficacy for self regulated learning score could be used to predict whether a student would use Facebook for learning purposes or not although gender and age of the students does not. However social network browsing and engaging with academic activities at the same time was found to be detrimental educationally. These results have some implication for university students, university teaching staff, administrators and government policy makers. Students need to be aware too much Facebook use for non academic activities like socializing, pass time, entertainment leads to waste of time and Facebook addiction. However Facebook use for academic activities has educational benefits.