Lower academic achievers (low WAM) drive the negative Facebook effect, with significant negative coefficients on the least difficult exam sections¶

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? In the low WAM sub-sample, Facebook time coefficients are negative and significant for decision making (–0.164), cost volume profit (–0.183) and financial accounting (–0.145) sections. → 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

Sub-sample OLS regressions splitting 505 respondents at the median WAM (low WAM n = 247). Low-WAM Facebook time coefficients were significant: "–0.164" (decision making), "–0.183" (cost volume profit), "–0.145**" (financial accounting).

"Of particular concern is students who are generally lower academic achievers, our low WAM sub-sample, drive this result, indicating these students are the ones who are specifically negatively impacted by the disruptive nature of Facebook"

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 — possibly the same claim (merge candidate)
• Greater Facebook use is associated with significantly lower performance on the least difficult levels of learning (understanding and application) in introductory accounting — a broader claim this one bears on
• 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 — related