Facebook use shows little effect on performance at more difficult learning levels (application, analysis, evaluation)¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Facebook time is not significantly related to performance on the activity based costing and earnings management examination sections, which assess more difficult learning levels. → James Wakefield & Jessica K. Frawley 2020

Evidence¶

James Wakefield & Jessica K. Frawley 2020¶

James Wakefield & Jessica K. Frawley. (2020). How does students’ general academic achievement moderate the implications of social networking on specific levels of learning performance? Computers & Education. https://www.sciencedirect.com/science/article/pii/S0360131519302477?via%3Dihub

q2 · i? · associational · r2

Full-sample and sub-sample OLS regressions on five final examination sections. For the activity based costing and earnings management sections, Facebook time coefficients were not significant (e.g. "–0.040" and "0.027" in the full sample).

"Facebook use appears to have little effect on performance concerning more difficult levels of learning, relating to application, analysing and evaluation (activity based costing and earnings management examination sections in this study)."

Discussion¶

Related Claims¶

• Greater Facebook use is associated with significantly lower performance on the least difficult levels of learning (understanding and application) in introductory accounting — related
• Lower academic achievers (low WAM) drive the negative Facebook effect, with significant negative coefficients on the least difficult exam sections — related
• Negative Facebook effects on lower achievers hold for both university-study and non-study uses across the least difficult learning levels — related
• Time spent on LinkedIn, Snapchat and Twitter has virtually no significant impact on student performance at any learning level