Greater Facebook use is associated with significantly lower performance on the least difficult levels of learning (understanding and application) in introductory accounting¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Total time on Facebook is related to significantly lower performance in the least difficult levels of learning (understanding and application) in the full sample. → 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
Cross-sectional survey of 505 undergraduate introductory accounting students linked to institutional final examination records, analysed with OLS regressions. The full-sample results show "total time on Facebook is related to significantly lower performance in the least difficult levels of learning" (understanding and application).
"These full sample results generally indicate total time on Facebook is related to significantly lower performance in the least difficult levels of learning ( understanding and application)."
Discussion¶
Related Claims¶
- Facebook use shows little effect on performance at more difficult learning levels (application, analysis, evaluation) — related
- Negative Facebook effects on lower achievers hold for both university-study and non-study uses across the least difficult learning levels — a broader claim this one bears on
- Lower academic achievers (low WAM) drive the negative Facebook effect, with significant negative coefficients on the least difficult exam sections — a narrower finding that bears on this claim
- Facebook-use effects on general academic achievement (WAM) are insignificant, indicating findings are unique to the introductory accounting context — related
- Time spent on LinkedIn, Snapchat and Twitter has virtually no significant impact on student performance at any learning level
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