Abstract

With the advancement of the Internet and telecommunication technologies,

social media has become an integral part of our day to day lives. It facilitates
the interaction among people by sharing information regardless of the
location and time barriers. The use of social media has gradually changed
and impacted on every aspect of the society, specially the higher education
context. Students in higher educational institutes are using social media for
academic as well as non-academic purposes. Thus, understanding the impact
of social media on students’ academic performance has become inevitable.
Even though social media in higher education has been researched by many,
the impact of social media on students’ academic performance has not been
addressed sufficiently, particularly in the Sri Lankan context. Review of
literature revealed that there is a lack of comprehensive models and
frameworks to summarize the impact of social media on students’ academic
performance. Hence, the objective of this study was to examine the impact
of social media on students’ academic performance in higher education.
Based on a thorough review of literature, the current study formulated a
comprehensive multi-dimensional model integrating Technology Acceptance
Model (TAM), Theory of Planned Behavior (TPB) and IS success model. The
model developed will be tested for its statistical validity using data collected
from the higher education context.

Keywords: Higher Education; Student Learning; TAM; TPB; IS Success Model.

1. Introduction

The enormous use of social media sites has become a global phenomenon
over the past years [1]. It facilitates communication among people, share
information, send messages, create blogs and conduct real time
conversations [2]. The term social media was defined as electronically
mediated technologies to facilitate sharing and creation of information, ideas
and interests [3]. According to [4] social media is the platform that uses two-
way communication to facilitate interaction between people who have online
accounts. Due to the speed, reach and ease of use, social media is changing
the public discourse in the society and making new trends [5]. It has variety
of applications and tools including social networks, blogs, online videos and
other online and electronic tools [6]. The growing attention on social media
can be seen in different disciplines such as economics, marketing, health,
education and various other industries [7]. Social media has not only
changed the communication among people but has also changed the way
students learn [8]. According to [9] a considerable number of social media
users consists of youth who engaged in higher education. On the other hand,
the higher education institutes use social media to connect with students
and alumni and to deliver instructional content [3]. The incorporation of
social media within the educational context is easy because most of the
students tend to create accounts on many social media sites such as
Facebook, Twitter, Instagram, YouTube, Google [10].Collaborative learning,
information distribution and communication among peers were the common
benefits of using social media in higher education [10,11,12]. Further, social
media facilitates investigationbased and collaborative learning among
students in higher education and it makes them active learners [10] .
However, some other studies found an adverse effect of social media on
academic performance [1,13]. Many students are unfocused on their lessons
and highly distracted because of using social media during lectures [2]. A
significant negative relationship between social media usage and academic
performance has been found in some studies [1,13]. According to [8]
undergraduates had negative experiences such as lack of time to study, late
assignment submissions, poor spelling and grammar due to the heavy use of
social media. Further, [4] emphasized that there is no any relationship
between social media use and academic performance. Although, a
considerable number of studies have been conducted to explore the impact
of social media on the higher education context, the findings were
inconclusive. Thus, further research is important in this context to identify
the effect of social media use on students’ academic performance [14,15].
Although there were few studies in relation to social media, much attention
had not been given to study the impact of social media on students’
academic performance, specifically in the Sri Lankan higher education
context. The purpose of this study was therefore, to develop an integrated
multi-dimensional model to provide a more comprehensive view of the
impact of social media usage on students’ academic performance. The rest
of the paper is organized as follows: The review of literature is presented in
section two. Section three presents the conceptual model developed based
on the literature followed by formulation of hypotheses in section 4.
Methodology used in the current study is presented in section five. Finally,
section six provides the conclusion of the study.
 2. Literature Review

Due to the invention of social media, the online world has changed
drastically. Billions of people exchange their opinions, personal information,
pictures and videos in an amazing rate [1]. It has transformed and impacted
on communication as well as health, marketing, education, economics and
several other industries [7]. Social media is a platform that allows individuals
the opportunity to interact with each other by using an online account to
share their ideas with other social media users [4]. It comprises of electronic
tools such as blogs, collaborative projects, social networking sites, virtual
social worlds, virtual games, virtual second world and content communities
[5]. Examples include Facebook, Twitter, Myspace [6], YouTube [7] and [17]
and [12] identified Wikipedia also as a social media. In this study, social
media refers to the applications, services and systems that allow users to
create, remix, and share content [2]. Most of the social media users were in
the 15-25 age range representing the youth generation [18]. Further,
majority of social media users are college students or undergraduates [3].
Hence, a number of researchers have examined the impact of social media
within the educational context [10,19,20,21] found four major advantages of
using social media; improve motivation for learning, enhance relationships,
personalized course materials and enhanced collaborative learning. With the
popularity of social media, universities use them as a marketing tool and as a
tool to communicate with students as well as with the alumni [2]. Prior
studies have found positive effects [2,3,22] as well as negative effects [1,8]
of social media on students’ academic performance. Further, use of social
media increases collaborative information sharing without considering time
and geographical barriers and it is helpful for the educational purposes [7].
College students can have opportunities to enhance creative work, get the
support from peers and alumni and have mutual contacts with school by
associating with social media [7]. Social media also helps students to
become active learners [9,10] highlighted that social media enhanced
academic performance through collaborative learning along with the
interactivity with teachers, peers and engagement. [23] revealed that by
creating and sharing information via social media people can learn from
other’s multiple intelligences, which means they can analyze the way others
think and can understand course materials correctly. [24] identified YouTube
as an effective media for the students in a learning process if the videos are
relevant to their courses. Using social media for nonacademic purposes and
multitasking in social media have negatively affected on academic
performance [20]. To examine multitasking performance, [25] used cognitive
load theory that explains the role of working memory in educational aspects.
Despite the advantages of social media, its misuse leads to negative impact
on learning such as less study time, late submissions and spelling and
grammar mistakes [8]. Reference [8] adopted Social Learning Theory [8] and
Use and Gratification theory [26] to cover two separate aspects; academic
performance and competition. According to [27] Social Learning Theory,
individuals, peers and situations, possibly affect individuals’ learning
outcomes. Furthermore, higher usage of social media leads to lower
performance of tasks as well as increase techno stress and lower happiness
[9]. Although students gain many advantages by using social media such as
information sharing, discussions with others and building relationships, its
usage may lead to addictions to some extent resulting reduced concentration
that would seriously affect the academic lives [28]. By considering these
aspects [28] has identified social media as a “useful servant but a dangerous
master “which can be further described as a “two-edged sword”. Reference
[3] argued that there should be a balance between social media usage for
academic and non-academic purposes. Further, they stressed that
restrictions on social media is not desirable in this globalized era.
Nevertheless, students should be encouraged to use social media more and
more for academic purposes [3,8]. Review of literature highlighted that prior
studies have used Technology Acceptance Model (TAM) [29], Theory of
Reasoned Action (TRA) [30], Theory of Planned Behaviour (TPB) [31], and the
Unified Theory of Acceptance and Use of Technology and Technology
Acceptance (UTAUT) [32] model to predict the acceptance and adoption of
information technology, and they are commonly applied in social media
research as well [7,33,34]. Amongst them TAM and TPB were commonly used
in predicting IT acceptance and adoption [33,34,35,36]. Much research on
social media usage in higher education has emphasized on TAM and TPB as
prominent models in explaining user behaviour. However, to understand
better the role played by social media in higher education, apart from the
usage, how social media impact students’ academic performance is also
equally important. Thus, literature lacks models providing an integrated view
of the impact of social media on students’ intention to use social media in
their learning and its impact on their academic performance. TAM [29] and
TPB [31] are models used to explain and predict beliefs and behaviour of
individuals. TAM predicts that Perceived Usefulness (PU) and Perceived Ease
of Use (PEOU) determine attitude towards using and intention to use a
specific technology while TPB states that attitude toward behaviour,
subjective norm and perceived behavioural control (PBC) shape an
individual’s behavioural intentions and behaviour. Besides, [37] proposed the
IS Success model and updated it to predict the net benefits in the updated
version. IS Success Model provides the theoretical foundation to predict the
systems success through the outcomes (net benefits) determined by the
intention to use/use of a system and the user satisfaction [38]. Hence, the
current study hypothesized a comprehensive model synthesizing the
concepts of TAM, TPB and IS Success Model in a complementary manner to
predict students’ academic performance (outcome) based on user beliefs
and user behaviour.

3. The Research Model

The comprehensive review of literature revealed the importance of

identifying the impact of social media on students’ intention to use social
media in their learning as well as identifying the effect of social media on
their academic performance. Although the TAM and TPB alone properly
reflect the behavioural intention to use, there were no prior research to
demonstrate the impact of students’ beliefs on his/her intention to use social
media in their learning and how it affects their academic performance.
Therefore, this study attempts to synthesize the important aspects from TAM,
TPB and IS success model to predict students’ intention to use social media
and its impact on their academic performance. The conceptual model is
given in Figure 1, reflecting the relationships among all theoretical constructs
used in the model. PU and PEOU were taken from TAM to reflect students’
perception about system features. Attitude, subjective norm and PBC were
taken from TPB to reflect the effect of individuals control beliefs and
normative beliefs on their behavior. Intention to use, user satisfaction and
academic performance (net benefit) were three success dimensions from the
IS success model to reflect how control beliefs and normative beliefs impact
user satisfaction and intention to use and which in turn affects the
individuals’ perception of the impact of social media on their academic
performance. Academic performance is referred to as “The apparent
demonstration of understanding, concepts, skills, ideas and knowledge of a
person and proposed that grades clearly depict the performance of a
student” [39].
 4. Hypotheses of the study

4.1 Perceived usefulness

PU refers to “The degree to which individuals believe that their performance

will enhance by using the technology” [29]. Reference [34] have identified
PU as a key motivator of consumers’ intention and attitudes towards using
blog services. According to [33] there is a significant positive relationship
between PU and attitude towards using instant messaging. [40] in their study
on use of social media in higher educational institutes emphasized that PU
influence attitudes and which in turn leads to behavioural intention to use
social media. Further, [7] have adopted TAM in their study and found a
positive relationship between PU and attitude to use social media. Based on
the above justification following hypothesis was formulated:

H1: Perceived usefulness has a positive effect on attitude towards

using social media in student learning.

4.2 Perceived ease of use

PEOU refers to “The degree to which an individual feel that using a particular
technology will be free of effort” [28]. PEOU has a positive effect on
behavioural intension to use systems as well as with PU. The less effort in
using a system leads for better performance [32]. In the social media
context, PEOU can be described as the degree to which a student believes
that social media (ELS) will be easy to use and free of effort to use.
Reference [41] emphasized that PEOU positively affects attitude towards
using e-Learning systems. Further, [42] identified PEOU as the main
determinant of PU and has a direct and indirect effect on behavioural
intention to use in mobile banking. Hence, the following hypotheses were
formulated:

H2: Perceived ease of use has a positive effect on attitude towards

using social media in student learning.

H3: Perceived ease of use has a positive effect on perceived

usefulness of social media in student learning
 4.3 Attitude

In both TAM and TPB, attitude is the antecedent of behavioural intention to

use [29,31]. It can be defined as “An individual’s positive or negative
feelings about performing the target behaviour” [31]. Reference [38] found
that attitude has a positive effect on intention to purchase products online.
According to [43] there is a significant positive effect of attitude on intention
to use e-Learning systems. Further, [44] Identified a positive relationship
between students’ attitude and behavioural intention to use banking
systems. Reference [45] emphasized that attitude towards e-learning
positively impact on students’ intention to use e-learning. Moreover, [46]
revealed that consumers’ attitudes positively affect their intentions when
they are purchasing organic foods in the market. Further, [47] found a
positive relationship between attitude towards the usage of learning
management systems (LMS) and the behavioural intention to use LMS
among academics. Another study has found that attitude positively
influences on the intention to use bike-sharing systems in the todays sharing
economy [48]. Based on the above discussion the following hypothesis was
formulated:

H4: Attitude has a positive effect on intention to use social media in

student learning.

4.4 Subjective norm

Subjective norm refers to “The degree to which a person perceives that

others believe he/she should use the technology” [49]. In TRA model [30],
social influence was tested on behavioural intension. They said that a person
thinks that he should/should not perform a behavior according to a social
referent. These referents may be parents, teachers, friends, classmates, etc.
[49]. For example, if a teacher believes his/her students should use e-
learning systems, students may strongly motivate to comply with the
expectations of the teacher, and they tend to use it more and more [41].
Hence. Based on the above justification, following hypotheses were
formulated:

H5: Subjective Norm has a positive effect on intention to use social media in
student learning.
H6: Subjective Norm has a positive effect on student satisfaction of social
media use in their learning.

4.5 Perceived behavioural control

Behavioural control refers to “People’s perception of ease or di culty in

performing the behavior of interest” which simply means the degree to which
an individual believes that there is a control factor which supports or hinders
the performance of his/ her behavior [31]. According to TPB [31] PBC effects
on intention which ultimately determine the behavior. Reference [50]
emphasized that PBC directly influence on intention to use web 2.0. Further,
[51] found a significant effect of PBC on user satisfaction. In this study PBC
referred to as, students’ belief that using social media is under their control.
According to the above justification, following hypotheses were formulated:

H7: Perceived behavioural control has a positive effect on intention

to use social media in student learning.

H8: Perceived behavioural control has a positive effect on student

satisfaction of social media in their learning.

4.5 Intention to use

Intention is defined as “Individual’s intention to perform or not to perform a

behavior” [30]. According to both TAM and TPB intention to use systems
leads to perform a behaviour or the actual use. Some studies justified the
relationship between intention to use social media and the actual usage
[4,52]. Further, intention to use systems predict the net benefits of using
information systems as mentioned in the IS Success Model [37]. In this study
intention refers to students’ intention to use social media in their learning.
Based on the above justification, the following hypothesis was formulated:

H9: Intention to use social media has a positive effect on students’

academic performance.
4.7 Student satisfaction

User satisfaction is a key indicator of deciding the continued use [53,54].

User satisfaction is defined as “whether the user feels the system is useful
and plans to be a repeat visitor” [55]. Reference [56] also indicated that
there is a positive relationship between user satisfaction and system use.
Satisfaction is a predecessor of net benefits of a behaviour as mentioned in
IS Success Model [37]. Further, [17] revealed a positive relationship between
satisfaction and learner performance in social media. Hence, the following
hypothesis was formulated:

H10: Student Satisfaction has a positive effect on students’

academic performance.

5. Methodology

In this quantitative study, questionnaire survey method will be used to

collect data from a sample of undergraduate students of a leading university
in Sri Lanka. The questionnaire was developed based on the items already
validated in prior research, with a seven-point Likert scale with 0 as “Strongly
Disagree” and 7 as “Strongly Agree”. Convenience sampling method will be
used in selecting the sample for the data collection. Online survey method
will be used to administer the questionnaire. The collected data will be
analyzed by using statistical software. In the data analysis SPSS 23 will be
used for data screening and for descriptive data analysis and structural
equation modeling (SmartPLS 3.0) will be used for model testing and
hypotheses testing.

6. Limitations

Although this study would provide meaningful findings, it does have few
limitations as well. First, the sample used in this study was from a single
university with a comparatively a smaller sample size. Second, the sampling
method (convenience sampling) may cause bias in the study, although the
students were from various disciplines. Third, in the current study, constructs
from three models were integrated to predict the impact of social media on
students’ academic performance. However, to generalize this model, further
studies are needed to examine its appropriateness. Further, the study was
limited to perceptions of university students. In future, research should be
carried out considering all possible stakeholder groups to provide a holistic
view.

7. Conclusion

The objective of this study is to identify the impact of social media on

students’ academic performance. Social media is becoming the most
imperative tool for the communication among students specially in higher
educational institutes. Students are using social media for academic as well
as non-academic purposes. Hence, it is critical to recognize the impact of
social media on students’ academic performance as identified by several
researchers [2,5]. This study was devoted to identifying the impact by
integrating TAM [29], TPB [31] and IS Success Theory [37]. It will provide a
comprehensive view and a better understanding of the impact of social
media on students’ academic performance. Since, social media is widely
used by students, the findings of this study would be very useful to the
lecturers/content designers and developers in higher education institutions in
incorporating social media effectively and efficiently in their courses. The
suggested conceptual model will be statistically tested in the future. The
findings of this study would help narrow the knowledge gap to a some extent
in this context.

8. Recommendations

In order to overcome the limitations of the present study, future research is

recommended to cover a more comprehensive student sample from different
higher education contexts to cover a large proportion of the population. It
should take a random sample across colleges, universities and other higher
educational institutes. Moreover, future studies could include additional
constructs that would be meaningful to identify the impact of social media in
students’ academic performance in the higher education context. Further,
the proposed model can be examined in different contexts as social media is
commonly used by students in higher education as well as employees in
business organizations in this millennial era.

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