Impact of lecturer's personal and impersonal facebook account access on students' perceived lecturers self-disclosure, students' emotional engagement, student-lecturer communication satisfaction, and academic performance
Facebook served as an excellent platform for students and lecturers to connect, with the rise of its use by academicians, given its positive features. Studies indicated the benefit of using Facebook in education. One significant issue regarding Facebook use in education is the role of lecturer...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
2020
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/98731/1/FBMK%202020%2060%20UPMIR.pdf http://psasir.upm.edu.my/id/eprint/98731/ |
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| Institution: | Universiti Putra Malaysia |
| Language: | English |
| Summary: | Facebook served as an excellent platform for students and lecturers to connect, with
the rise of its use by academicians, given its positive features. Studies indicated the
benefit of using Facebook in education. One significant issue regarding Facebook use
in education is the role of lecturers’ self-disclosure in student learning. This self-disclosure can either be in the personal or impersonal mode of the lecturers’ Facebook
account. While substantial studies examined how lecturers utilised Facebook in
education, the impact of lecturer’s personal and impersonal Facebook account access
on Students’ Perceived Intensity of Lecturers’ Self-Disclosure (SPILSD), Students’
Emotional Engagement (SEE), Student-lecturer Communication Satisfaction (SCS)
and Students’ Academic Performances (SAP) were yet to be explored. Therefore, this
study examined the level of SPILSD, SEE, SCS, and SAP factors on the personal and
impersonal lecturers’ Facebook account. The study defined the pre-test and post-test
difference before testing the hypotheses difference relating to these factors.
This study used a Quasi-experimental research design, with a total of 120 students
participated in the study. Participants were assigned into two groups with one group
(60 students) connected to their lecturers’ personal Facebook account access. The
other group (60 students) were connected to their lecturers’ impersonal Facebook
account access. Participants filled out a self-administered questionnaire on week one
(pre-test) and week fourteen (post-test) of the semester. The questionnaire contained
questions on the SPILSD, SEE, SAP and SCS in terms of feedback and everyday
conversation. This method was essential to acquire new knowledge on the Facebook
platform and useful to establish an Emotion Response Theory (ERT). The results revealed that the level of SPILSD was more significant in the lecturers’
personal Facebook account compared to the impersonal account. Group analysis for
the lecturers’ personal Facebook account showed a substantial difference in the level
of SPILSD, SEE, SCS, and SAP. However, the lecturers’ impersonal Facebook
account showed positive changes only in SPILSD, SEE, and SCS but not in SAP.
Group analysis revealed that there is no impact on SPILSD, SEE, and SAP between
lecturers’ personal and impersonal Facebook account, while positive changes were
only found in SCS.
This study contributed to the growing body of knowledge on Facebook utilisation in
education by clarifying the association of lecturers’ personal and impersonal Facebook
account with SPILSD, SAP, SCS, and SEE. |
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