Student Engagement from Supplemental Facebook Group Usage at a Post-Secondary Institution
Abstract
This was a quantitative investigation and analysis of instructor and student
perceptions pertaining to the supplemental use of Facebook Groups at a post-secondary
level institution. Nineteen instructors and thirty-two students at a Midwest Technical
College voluntarily participated in a survey that gathered basic demographic data, and
gauged participants' perceptions of the benefits and concerns associated with
participation in supplemental Facebook Groups using a five-point Likert scale. The
institution is typical of a non-residence/technical college, where many students’ time on
campus is limited to mainly course attendance due to students’ demanding external
commitments. Eighteen hypotheses compared the differences in perceived benefits
between those who agreed to supplemental Facebook Group use for coursework, and
those who did not. The investigator found significant differences between students in
five areas: feelings of connectedness, perception of an overall benefit of Facebook
usage, perception of an overall sense of well-being, concerns over Facebook affiliations,
correlation between gender and a students Facebook use for coursework.
Significant differences between instructors’ perceptions existed in two areas:
perception of their students’ overall sense of well-being with Facebook usage, and
perceptions of an overall benefit with Facebook group usage by their students.
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