Facebook-use effects on general academic achievement (WAM) are insignificant, indicating findings are unique to the introductory accounting context¶
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
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In sensitivity testing using WAM as the dependent variable, the implications of Facebook time and Facebook uses on WAM are insignificant in all cases. → 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
Sensitivity testing re-ran the regression model with WAM as the dependent variable and final examination grade as a control, splitting the sample at the median accounting grade. The article reports the Facebook effects on WAM were "insignificant in all cases".
"The regression results indicate the implications of student time spent on Facebook and associated Facebook uses on WAM is insignificant in all cases. This sensitivity testing indicates our findings are unique to the introductory accounting context"
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 — related
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