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ANOVA for Mean Difference in Usage of Social Media with Respect to Academic Rank
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The purpose of this paper is to investigate the current use of social media and its benefits in teaching and learning as well as the perception of barriers by Sudanese university faculty members. The study surveyed a sample of 65 faculty members (educators and non-educators) through the use of a questionnaire. The results indicated that educators,...
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Social media plays a fundamental role worldwide in changing the way of communication is carried out. Using social media in schools has its pros and cons. This paper aims to explore the perspectives of teachers in Abu Dhabi schools regarding the use of social media for instructional purposes in the classroom. The study investigated recent experience...
Citations
... Bwalya (2014) examined virtual library services in Zambia and identified poor internet connections and low bandwidth as major constraints. Furthermore, Abdelraheem and Ahmed (2015) highlighted infrastructural limitations, including slow internet connections and the absence of smartphones, as significant inhibitors to the use of social media in Sudanese universities. Lack of training, long hours spent teaching, insufficient rewards for faculty members, and insufficient technical support all contributed to these difficulties. ...
This research investigated the nexus between social media usage and service provision by library personnel within Ibrahim Badamasi Babangida University, Lapai, Niger State, Nigeria. The study's structure is based on four distinct objectives, each of which has related research questions. Employing a survey design, the research focuses on a target group comprising 60 library staff members, encompassing librarians and other library personnel affiliated with IBB University, Lapai. Given the limited population size, a complete enumeration approach is employed for data collection, utilising self-structured questionnaires. Data analysis entails the application of statistical techniques, including frequency counts, percentages, mean scores, and standard deviation. The findings of the study reveal that the primary library services offered encompass library education, reference services, and library orientation. Moreover, the study highlights that library personnel predominantly utilise WhatsApp and Facebook as their preferred platforms for service delivery. The research recommends the inclusion of alternative power sources, such as generators, inverters, and solar panels, to enhance the reliability of energy supply in the university library under examination. Additionally, it advocates for the adoption of various social media platforms, including blogs, YouTube, Myspace, RSS, Skype, and Flickr, to augment the efficiency of library service delivery. Furthermore, the study underscores the necessity for increased funding from governmental and institutional sources to bolster the facilities and resources essential for optimal service delivery. The outcomes of this research hold substantial implications for university policymakers, library administrators, librarians, and library personnel, aiming to enhance library service provision not only at IBB University, Lapai, but also across institutions throughout Nigeria.
... As a result, only with a smart phone accessing the internet, leaners can practice language skills very conveniently. Abdelraheem and Ahmed (2015) clarified that Mobile Assisted Language Learning is a language learning strategy that uses mobile phone applications such as Facebook, Instagram, YouTube and other social media that supports language learners to learn their target language. By interacting frequently on those mobile applications, language learners can improve their language skills in a less-stressful way. ...
Utilizing mobile phone apps to enhance students’ English-speaking skills is not novel to teachers. Hallo is an app on which users make random audio calls with several callers from different countries in the world. Based on one feature of Hallo that for every 10-minute conversation with any speaker counts towards their consecutive use of the application over ten weeks. The case study was carried out to investigate the effectiveness of practicing English speaking on Hallo as daily at-home exercises. Ten English major sophomores at Hong Duc University were chosen to participate in the study lasting ten weeks. These students were required to make daily conversations about assigned topics on Hallo and then video-record them to send to the teacher for regular checking. The comparisons of pre-test and post-test results, interviews and classroom observations indicate that students made significant progress in English speaking skills and could communicate with others more fluently. The study suggests that the teacher should give detailed guidelines to help low-level students maximize the benefits of this app in mastering English speaking.
... Teachers must adapt their instructional materials to this new era in which digital technology pervades every part of life. According to Abdelraheem and Ahmed (2015) and Sutrisna et al. (2018), Mobile Assisted Language Learning (MALL) is a language learning method that uses mobile phone applications such as Facebook, Instagram, YouTube, and other social media to assist language learners in learning their target language. The MALL is one of the methods for assisting with vocabulary learning. ...
English vocabulary is crucial. However, students struggled with vocabulary. This study examined how the British Council for Teens website affected Senior High School tenth-graders’ English vocabulary. This website taught English vocabulary using topic-related graphics and audio. This pre-experimental investigation used a one-group pre- and post-test. The researcher used purposive sampling to choose the SMAN-1 Palangka Raya X-6 class. Data was collected via a short answer test. Pre- and post-tests were provided. The researcher circulated a questionnaire to assess the British Council for Teens website’s impact on vocabulary learning. The Paired Sample T-Test in SPSS version 25 was used to examine the data at 5% (0.05). T-test analysis accepted Ha and rejected Ho. Hence, British Council for Teens improved SMAN-1 Palangka Raya tenth graders’ English vocabulary. The British Council for Teens website’s favorable questionnaire result supported that. Consequently, this website was effective on expanding students’ English vocabulary.
... Concerning language learning, mobile learning has further developed into the term Mobile Assisted Language Learning (MALL). Abdelraheem & Ahmed (2015) stated that the use of Mobile Assisted Language Learning has an advantage in language learning. Krivoruchko et al. (2015) stated that the implementation of MALL facilitates students learning their target language anywhere and anytime. ...
The emergence of internet connections and digital mobile apps has caused a massive integration of Mobile-Assisted Language Learning (MALL) in English language teaching. Learners are fond to use MALL to practice their English proficiency inside and outside the classroom. Moreover, with the assistance of MALL features, learners can enhance their English competence as well as their learning autonomy. In this study, we intend to investigate perceptions of EFL students toward the use of MALL in English learning to promote their learning autonomy. Situated in a private university in Cirebon, this study voluntarily recruited four EFL students who have fulfilled a set of criteria to be involved in interview sessions and self-reflection. They are English students who have positive perceptions on technology acceptance and learning autonomy based on the data of a preliminary study. The findings show that participants perceived the ease of use and the usefulness of MALL applications in English learning. Besides, this study also reveals that participants agreed that MALL can support their learning autonomy outside the classroom. Some implications of the study are discussed further in this paper.
... Additionally, Abdelraheem and Ahmed (2015) state that Mobile Assisted Language Learning is a language learning strategy that uses mobile phone applications such as Facebook, Instagram, YouTube and other social media that supports language learners to learn their target language. Additionally, Seo (2016) states that WhatsApp can be used in language learning because this application enables teacher and students to communicate outside of classroom. ...
This study was an attempt to investigate whether using Instagram had any significant effects on Iranian intermediate autonomous/dependent EFL learners’ pictorial metaphors or not. In doing so, Oxford Placement Test was administered among100 EFL learners studying at Rooyesh language institute in Kelishad, Isfahan, Iran; and based on the results, 80 EFL learners were selected. Then, the autonomy test was conducted to divide them into autonomous and dependent groups. In the next step, they were divided into two equal experimental and control groups (N=40) that each group was subdivided to an autonomous and a dependent group (i.e., 20 autonomous and 20 dependent participants in each CG and EG). Their age ranged between 14 and 18 years old. Gender of participants was not considered as a variable in the study. Next, a metaphorical expression pretest was administered to all groups of the study and then the experimental group was given the metaphorical expressions via Instagram application, whereas the control group only followed conventional treatment. At the end, the posttest of L2 metaphorical expression was administered to both groups of the study and finally the data were analyzed. Analyzing the data through the one-way repeated measures ANOVA and ANCOVA revealed that utilizing Instagram application had a positively significant effect on autonomous/dependent Iranian intermediate EFL learners’ pictorial metaphors learning. Furthermore, both autonomous and dependent students had a positive attitude toward using Instagram Application.
... Teachers use various tools of social media and agree to the barriers and benefits of it and it has no negative effects on the social status of members of various faculties who exercise social media while teaching (Abdelraheem et al., 2015). Moran et al.(2011) reveal that 'two-third of faculty members use social media during classes. ...
The study directs to analyze the perception of teachers towards the adaption of social media as a new technology for the enhancement of teaching performance. The collected data contains a sample of n=130 faculty members of two public universities of Sindh province of Pakistan. Technology Acceptance Model (TAM) has been used in the framework of the study. The data were analyzed by the Smart Partial Least Square (PLS) software version 3. The aggregate response from the teacher's rate is 94.7% for the current study. More than an average social networking source, Whatsapp mostly used 58.46% by the teachers of public universities. The teachers of public universities use 92.31% of Facebook and 67.69% of Whatsapp less than four hours per day. Acceptable scores of Cronbach’s Alpha through reliability values appear greater than 0.70 up to 0.987. Moreover, both AVE and CV are indicating acceptable scores. A value of SRMR below 0.08 is a depiction of good fit. The study confirmed all the established hypotheses indicating the factors including Perceived Usefulness and the Perceived Ease of Use and towards teachers’ performance and satisfaction are significantly affected by the use of social media. Therefore, the study finds a stronger association of social media use to Perceived ease of usefulness. It is also observed that the Perceived Usefulness and Perceived Ease of Use appear crucial factors to make a significant prediction about teachers’ performance after using social media in Pakistan.
... Fazey and Johnston had asserted that video can be utilized in a diversity of instructional settings. It combines visual and audio stimuli which can come handy to those who are not yet proficient in reading and writing and it also gives context for learning skills (as cited in Abdelraheem & Ahmed, 2015). In addition, Hébert & Peretz , and Schlaug et al. stressed out that the utilization of videos engage both hemispheres of the brain in which the dialogue is processed on the left and the visual images are processed on the right (as cited in Berk, 2009). ...
The aim of the study is to find out whether multimodal instruction is an effective strategy to develop the students' retention skills on the important concepts of Science. The multimodal instructional materials used in the study were slide presentations, videos, and interactive games. The respondents of this study were the 113 Grade 7 students of Pinalubngan National High School, Pinalubngan, Tayasan, Negros Oriental. This study made use of descriptive and experimental methods with a validated instrument. The study revealed the following findings: (1) the pretest results of the three groups did not meet the expectation of having developed the required knowledge and skills to aid understanding of the science concepts taught; (2) the post test results of the same groups revealed that there was an increase of students' performance; (3) a significant difference occurred between the pretest and post test results of the students , however a big difference of the ratings can be observed on the groups using slide presentation and the other group using videos. The data revealed that presentations and videos are more effective compared to the interactive games specified in this study.
... Census sampling technique was opted 10 . A structured pre tested validated questionnaire consisting of 52 close ended questions was used 11 . After the formal permission, this questionnaire was briefed, modified and edited according to the local context. ...
... There seems to be a gradual increase in the use of smart phones by the medical faculty due to various facilities like; availability of internet, multiple applications, portability and ease to use it. Lots of teachers are using smart phone as an educational tool through the social media practice and collaborative learning 11 . In this study, the use of social media for teaching by majority of medical faculty was in the range of agree and strongly agree and its major uses were to attract the students' attention, present lesson material, enhance procedural understanding by searching the updated knowledge and motivating learners for the use of technology in instructional process. ...
... In this study, the use of social media for teaching by majority of medical faculty was in the range of agree and strongly agree and its major uses were to attract the students' attention, present lesson material, enhance procedural understanding by searching the updated knowledge and motivating learners for the use of technology in instructional process. Another study concluded that more than 90% of the faculty members have been using social media for teaching whereas a study done at a university of Sudan resulted in lower level of the social media use in education by faculty which was related to lack of digital infrastructures at Sudanese universities [4][5][6][7][8][9][10][11]. Another study concluded that the use of social media tools is relatively more in the members of faculty having required skills and convinced for the ben-efits of technology 12 . ...
Objective: To study the perspective of faculty members about the use of social media in medical education. Material and Methods: Across sectional descriptive study was conducted among the faculty of three medical colleges from Sialkot. After ethical approval and informed consent, a structured, pretested questionnaire was used for data collection. Data was entered in IBM SPSS version 23 and analyzed by the use of statistical tools. Results: Out of the total of 123 participants of this study, 65 (52.8%) were males and 58 (47.2%) were females. Mean age of the males was 41.43±10.91years and females were of 32.84±7.83years.Faculty members' use of Social Media in teaching was more in private colleges than public college (P-value 0.018). Benefits score was higher in private institution (p-value 0.300). Barriers score was higher in public institutions but difference was not statistically significant (p-value 0.638).Use of social media score was higher in females but the difference was not statistically significant (p-value 0.965). Conclusion: Majority of the medical faculty in private sector use social media for education whereas the public-sector faculty is also engaged in the process of education through social media tools.
... rted that low bandwidth prevented the use of social media such as Skype due to poor bandwidth in many universities.Bwalya (2014) examined the virtual library services in two university libraries in Zambia. Findings from the libraries revealed that major constraints to virtual library service delivery were poor Internet connection and low bandwidth.Abdelraheem and Ahmed (2015) study submitted that among the fifteen barriers listed, poor infrastructural facilities such as the slow speed of Internet connection and non-availability of smart phones in the Sudanese university were major inhibitors to use of social media. ...
The incorporation of social media into service delivery by librarians is essential to render tandem library services to the users in the universities. Literature has established the awareness and perception of emerging technology for personal use while there is a paucity of literature on the use of social media for library service delivery. Therefore, this study was designed to investigate the use of social media for service delivery by librarians in Southern Nigeria universities. Survey research design was adopted for the study. The population of the study comprised the librarians in the university in Southern Nigeria. Total enumeration technique was adopted for the study. Data collected were analysed using descriptive statistics. Findings revealed that librarians used very few social media platforms for delivering library services. Low bandwidth, culminated in slow internet connection was the main challenge to the application of social media. The study recommends an increase in the use of social media platforms and the provision of robust bandwidth to enhance internet connectivity.
... RELATED RESEARCH Extensive body of literature focused on various aspects of social media usage. Despite the diverse literature on the utilization of social media focusing on student perspectives, relatively limited studies have been located which primarily concentrated on how faculty perceive, adopt and utilize social media [2], [9], [12]- [24]. This paper intends to focus on faculty viewpoint rather than students" views in order to fill this important gap in the literature. ...
... The demographic items regarding age, gender, teaching experience and purpose of using social media, usage trends of faculty members and concerns related items and barriers were revised from Pearson social media survey [9]. The benefits dimension (items 1-10) and some items regarding concerns dimension (11)(12)(13)(14)(15)(16)(17)(18) Likert type items were adapted from [26]. The last section is divided into three dimensions as; benefits of using social media (BNF, 10 items), concerns (CRN, 13 items) and barriers (BRR, 9 items). ...
... In contrast, [38] indicated an opposing result in a qualitative study conducted with 10 university advisers with ages ranging from 25 to 74, no eloquent relation detected between age and social media usage where older academic advisers appreciate the positive impact of social media usage in higher education environments as same degree as their younger counterparts. Authors in [12] noted non-significant effect of age on social media usage in teaching among 65 faculty members with faculty agreeing almost same to the benefits and barriers of social media use. ...
This paper addresses faculty members' (academic staff) viewpoints on benefits, barriers and concerns of utilizing social media and also investigates differences with respect to their social media experience in teaching, age and the purpose of using social media. The data was collected through an adopted questionnaire from 324 faculty members of two public and two private universities in north part of Cyprus and was analyzed through descriptive statistics, independent samples t-test and one-way ANOVA. Results revealed that, although faculty members appreciate benefits of using social media, they do have concerns and they are aware of barriers almost as to same degree as benefits of using social media. Those who are familiar and have used social media before think more about concerns than those who haven't used it. Elder faculty members possess less concern about using social media than their younger and middle age colleagues. Furthermore, the purpose (personal, educational, professional) of using social media has no effect on faculty members' viewpoints on benefits, concerns and barriers of using social media. Abundant literature on social media usage from students' perspective and relatively limited studies examining teachers/instructors point of views on social media use particularly for developing countries constitute the primary motivation behind the emergence of such research. Faculty members should be endorsed to adopt social media for instructional and professional purpose and misconceptions about using social media and barriers should be eliminated to enhance conscious utilization of social media for teaching.
