The Impact of Facebook Usage on Academic

Performance
Dr. Sedigheh Moghavvemi Dr. Azmin Azliza Aziz
Senior Lecturer, Department of Operation and Senior Lecturer, Department of Operation and
Management Information System Management Information System
Faculty of Business and Accountancy Faculty of Business and Accountancy
University of Malaya, Kuala Lumpur, Malaysia. University of Malaya, Kuala Lumpur, Malaysia.
sedigheh@um.edu.my Dr. Phoong Seuk Wai
Professor Ainin Sulaiman Senior Lecturer, Department of Operation and
Professor, Department of Operation and Management Management Information System
Information System Faculty of Business and Accountancy
Faculty of Business and Accountancy University of Malaya, Kuala Lumpur, Malaysia.
University of Malaya, Kuala Lumpur, Malaysia.

AbstractThis research intends to examine how spending other researches highlighted the problems faced by
time on Facebook affect students academic performance. It university and college students from the use of SNS, to
explores behavioural factors affecting students utilising the detrimental of social adjustment and academic
Facebook. Questionnaires were personally distributed to performances. For example, several researchers
667 undergraduate and postgraduate students from the
University of Malaya to determine their intentions for using
believe that students academic performance have
Facebook, which will allow us to discern the symptoms deteriorated tremendously due to the recurring usage of
related to excessive Facebook usage by students. The AMOS Facebook while studying [9]. Research shows that
software was used to hypothesise the relationship between excessive texting, especially on social network sites, is
the variables. The results show that students use Facebook associated with unhealthy behaviours among the
for entertainment, relaxing/escaping, and passing time, but younger generation, encompassing higher levels of
not for socialising and social information. Spending time on stress, poor academics, poor sleep patterns, and
Facebook has a positive effect on their academic parental permissiveness [10].
performance, which indicated that the time spent on
Facebook did not affect their education. It is anticipated
that the findings from this study would provide clear insights
There is not many research on the influence of these
on how the behavioural factors of a student affect their factors towards using Facebook and its impact on
academic performance. This research would help students academic performance among students in
educationists, parents, and the students themselves Malaysia. Incidentally, Malaysia is among the top five
development appropriate measures to control and curb countries in terms of the number of Facebook accounts
excessive usage of Facebook or using Facebook as a created [7]. Most university students have Facebook
learning tool. accounts, and they spend a lot of hours on it updating
Keywords Facebook, Academic Performance, Learning their status and communicating with friends. There is
tool, Social media, Pass time, Entertainment. two research questions that needs to be answered in this
work: what is the purpose of using Facebook among
I. INTRODUCTION Malaysian students? And what is the effect of using
Facebook upon the students academic performance?
The advent of Social Networking Sites (SNS) such as
The main aim of this study is to identify the main
Facebook, MySpace, and Twitter attracted millions of
reason of using Facebook and its effect on students
users across the globe. SNS are fast becoming integral
academic performance.
to the daily lives of its users [1]. Nielsen [2] pointed out
that Facebook is the most popular and heavily-used
social network site among students, which consist of a
large and diverse group, representing all demographic
groups. Previous researches investigate the motives of
using Facebook, which include loneliness [3], pass
time [4], socialization [5], information seeking [5],
personality [6], entertainment [4]) and relax/escape [4].
Other researches study the impact of using Facebook
on academic performance [3] [7], social life [8], social
adjustment [3] and academic motivation [3]. However,
 and spending time on it is to stay in touch with old
II. RESEARCH FRAMEWORK AND HYPOTHESIS friends and maintain or reinforce relationship with
DEVELOPMENT colleagues [19, 20], hence strengthening their
Social networking sites are used by individuals for respective social networks [21]. Furthermore, SNS
various purposes, such as communication, work related could serve as an effective platform to solicit
activities, and socialization. According to Perse & universities alumni in order to maintain strong ties
Ferguson [11], the three main reasons people use SNS with the entirety of their large respective alumni
are for learning, entertainment, and passing time. The populations [22]. As such, these sites provide a low-
following section will discuss these factors vis--vis cost and supplemental means of communication for
the usage of Facebook. universities to assist alumni in maintaining a strong
network connection [22].
A. Pass time
Most people use SNS as a means of diversion or H4: There is a positive relationship between
passing time [12]. Sheldon [13] pointed out that college socialization and using Facebook
students who are anxious and fear face-to-face (FTF)
communication used Facebook to pass time and as an E. Social Information
outlet for their loneliness. Since many students tend to Ellison et al. [23] reported that engaging in social
spend their free time surfing SNS, they are able to information-seeking behaviours on Facebook, such as
express themselves, experience greater integration with wanting to learn more about people with whom the user
their peers, find new friends, and maintain a continuous are connected to offline, is closely related to increased
exchange of knowledge and information with their social capital. Facebook is a valuable tool that collects
online friends [14]. information from several different Facebook users
H1: There is a positive relationship between passing [24]. Online social networks (OSNs), such as
time and using Facebook Facebook, provides opportunities for its users to obtain
detailed information about their contacts, including
B. Relax/Escape
personal background, interests, music tastes, and
On the whole, people who use SNS such as Facebook whereabouts [20]. It is also plausible that Facebook
tend to share thoughts and photos with friends and provides a strong platform to expand knowledge, for
family [15]. Keeping in touch with high school friends example, through reading friends shared posts about a
and colleagues allow people to unwind and relax with news feature or local event [25]
others within the network [15]. For students,
interacting through Facebook for relaxing or escaping H5: There is a positive relationship between seeking
from study routine could elevate levels of satisfaction social information and using Facebook
with family and friends, resulting in a pleasant life and
enhancing academic accomplishment [14].
F. Habitual Use
H2: There is a positive relationship between Previous studies showed that there are two main types
relax/escape and using Facebook of use for SNS, which are habitual use and compulsive
C. Entertainment use. According to LaRose [26], a habit crops up when
Literature shows that most people use Facebook for an individual engages in a particular behaviour without
entertainment and recreation [16]. Nyland et al. [17] conscious knowledge, awareness, or intention [27].
pointed out that most users accessed Facebook for Habitual behaviour is closely related to routine
recreational and entertainment purposes. However, this activities, which is associated with long-term
justification has been found to negatively affect social involvement with a behaviour [28]. However,
capital. There are also many users who use it to share repetitive behaviours are manifestations of a mental
fun and enjoyable activities with others [16]. Indeed, construct of habit rather than its defining quality, even
people are likely to upload materials that are related to though both are highly correlated [28]. Facebook
entertainment in Facebook [18]. Intensity (FBI) in SNS can be affiliated with habits via
overlaps in their operational definitions [19].
H3: There is a positive relationship between H6: There is a negative relationship between Facebook
entertainment and using Facebook usage and academic performance(s).
D. Socialization G. Academic Performance
Facebook is an effective socialization tool. Many users Previous research revealed that most students use
reported that their main reasons of joining Facebook Facebook while studying, which could negatively
affect their academic performance due to the of the respondents were PhD students. The majority of
distraction afforded by Facebook [29]. It has been students (21.4%) allegedly logged onto Facebook once
observed that Facebook users reported spending less or never, while 75.3% of students had 1 or no postings
time studying compared to non-Facebook users [25]. on Facebook. Moreover, there were 27.4% of students
Higher rates of Internet usage during classroom periods who spent ~11 - 30 minutes per day on Facebook, while
are associated with lower exam scores [30]. Kirschner ~20.5% of students utilized Facebook for less than 10
and Karpinski [31] suggested that there is a significant minutes per day.
negative relationship between the use of Facebook and B. Reliability
academic performance. A study on university students The Cronbachs alpha values show the level of internal
found that frequently checking updates on Facebook is consistency (Cronbach alpha). In this study, Facebook
negatively associated with their engagement in Use (.849), Passing Time (.831), Relax/ Escape (.842),
educationally relevant activities [32]. Based on college Entertainment (.873), Social Information (.760), and
students response to a survey, it was discovered that Socialization (.783) reported excellent values for
non-Facebook users had higher Grade Point Averages reliability.
(GPAs) compared to Facebook users [25]. The research C. Measurement model
model of this study is shown in Figure 1. Measurements validation and model testing were
conducted using structural equation modelling (SEM)
and a covariance-based analysis (AMOS). According
to the path estimates, standardized residuals, and
modification indices, some of the items were deleted
from the model CFA to improve its fit indices. The
final fit for the model in the calibration sample was
acceptable, with Chi-square = 2362.63, GFI=0.880,
AGFI=0.860, CFI=0.908, RMSEA=0.04, and
CMIN/DF=2.004. The measurement model was used
to test the construct validity and reliability through
Figure 1: Research Model CFA. The results of the measurement model indicate
that the standardised regression weights for all the
III. METHOD items exceeded 0.70. The convergent validity and
A. Sample and procedures discriminant validity of the scales were assessed. The
former was tested and evaluated based on composite
Data was collected using a questionnaire that was
reliability (CR) and the Average Variance Extracted
completed by undergraduate and postgraduate students
(AVE). The results of composite reliability (CR) of all
from the University of Malaya. From 1000 distributed
the constructs were ~0.70 and above (ranging from
questionnaires, 667 questionnaires were collected and
0.69 to 0.88) (see Table 1), while the output of the
660 questionnaires were usable for further analysis.
Average Variance Extracted (AVE) exceeded 0.5
The measurement for passing time, relax/escape, and
(ranging from 0.7 - 0.8) (See Table 1). Additionally,
entertainment was adopted from Kaye [4], while the
the estimated parameters were all statistically
measurement for socialization, social information, use
significant between both the latent and measured
and academic performance was adopted from Park et
variables, thus indicating that the convergent validity
al. [5], Ferguson and Perse [11], and Wohn and LaRose
has invariably been met.
[33]. The constructs in this study were measured using
the 7-point Likert scale, with anchors ranging from 1=
strongly disagree to 7 = strongly agree, to evaluate the TABLE 1- COMPOSITE RELIABILITY (CR), AVERAGE VARIANCE
determinants, usage of Facebook, and its EXTRACTED (AVE), CORRELATION

corresponding effect on academic performance.

Constructs CR AVE Square root of
AVE
IV. RESULTS Academic .828 0.87 0.932
performance
A. Respondents profile Use .871 0.83 0.911
There were 32.7% and 67.3% male and female Pass time .832 0.83 0.911
Relax/Escape .736 0.88 0.938
respondents, respectively. The majority of the
Entertainment .774 0.79 0.888
respondents were between 20 - 25 years old (49.4%), Social Information .784 0.80 0.891
and most were Chinese (41.4%) and Malays (33.9%). Socializing .805 0.80 0.891
58.7% respondents were undergraduates, 36.8% who D. Structural Model
were pursuing their Masters program, and only 4.6%
 Once an acceptable measurement model is available, Facebook effect students academic performance, but
the structural model was assessed. The results of the the effect is positive, which is consistent with Sulaiman
structural model showed that the model achieved a et al. [7], but contradicts Karpinski [31], who argued
good level of fit, 2 = 3145.83, 2 / df =2.403, GFI that Facebook usage has a negative relationship with
=.838, AGFI= .822, TLI = .852, CFI =.859, RMSEA = the Grade Point Averages (GPAs) of its users. This
0.046. As shown in Table 2, the results revealed that indicated that many other factors can determine the
the paths from passing time to use ( = 0.229, p < academic performance, and using Facebook may not be
0.008) are positive and significant, supporting H1. the factor that negatively affect the students academic
Other factors such as Relax/Escape = 0.159, p < performance. Moreover, the results of this study
0.046), and entertainment ( = 0.444, p < 0.000), are highlighted that socializing is not the main reason of
also positive and significant, therefore, H2 and H3 is using Facebook, as pointed out previously, and many
supported. The relationship between the use of students use Facebook for entertainment, passing time,
Facebook and academic performance is positive and and relaxing, while they may not communicate with
significant ( = 0.232, p < 0.022), while socializing ( others via Facebook. Furthermore, seeking social
= -0.076, p < 0.672) and social information ( = 0.048, information is not the purpose of using Facebook,
p < 0.782) are not determinants of using Facebook. instead, students use other channels to obtain
information. This can be due to the credibility of the
TABLE 2- HYPOTHESIS TESTING ON BEHAVIOUR INTENTION AND
USE BEHAVIOUR
information shared in Facebook, and the level of trust
that can be explored in future researches.

Hypothesis S.E. C.R. P A. MANAGERIAL IMPLICATION

Pass time Use Facebook 0.229 0.036 2.648 0.008**
The conceptual model was developed to predict the
Relax/Escape Use Facebook 0.159 0.023 1.991 0.046*
behavioural pattern of students towards the use of
Entertainment Use Facebook 0.444 0.036 3.600 0.000** Facebook. As a matter of fact, excellent academic
Socializing Use Facebook -0.076 0.047 -0.423 0.672
Social information Use 0.048 0.064 0.276 0.782
performance is an important factor because students
Facebook represents the future workforce in a country. In order
Use Academic performance 0.232 0.228 2.288 0.022
to ensure excellent academic performance, the level of
academic motivation needs to be increased. Indeed,
they would be able to scrutinize the effects of
V. DISCUSSION AND CONCLUSION
Facebook on academic performance, and would have
The findings of this study show that passing time, the opportunity to manage and optimistically curb
relax/escape, and entertainment are the main reasons of negative effects.
using Facebook among Malaysian students. This is
University and college managers could make use of the
consistent with Perse & Ferguson [11], Ul Haq &
results of this study to monitor the usage of Facebook
Chand [15], and Waters & Ackerman [16], all of whom
among students, as the results revealed that using
argued that students use Facebook for entertainment,
Facebook does not negatively affect students
passing time, and relaxing. Surprisingly, socialization
academic performance. This paves the way for using
and social information are not the determinants of
Facebook as a communication and teaching tools.
using Facebook amongst Malaysian students. This
differs from previous research, which considers ACKNOWLEDGEMENTS
socialization as the main reason of using Facebook. As The University of Malaya Equitable Society Research
the effect of socialization on the usage is negative, this Cluster provided financial support for research
suggest that students may be more active in other assistance and project team meetings under Project
channels instead of Facebook. Social information is not RP021-14SBS.
a significant factor to use Facebook amongst students,
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