Impact of lecturer's personal and impersonal facebook account access on students' perceived lecturers self-disclosure, students' emotional engagement, student-lecturer communication satisfaction, and academic performance
Facebook served as an excellent platform for students and lecturers to connect, with the rise of its use by academicians, given its positive features. Studies indicated the benefit of using Facebook in education. One significant issue regarding Facebook use in education is the role of lecturer...
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my-upm-ir.987312022-09-28T08:18:26Z Impact of lecturer's personal and impersonal facebook account access on students' perceived lecturers self-disclosure, students' emotional engagement, student-lecturer communication satisfaction, and academic performance 2020-07 K.R Pillai, Padma Priya Facebook served as an excellent platform for students and lecturers to connect, with the rise of its use by academicians, given its positive features. Studies indicated the benefit of using Facebook in education. One significant issue regarding Facebook use in education is the role of lecturers’ self-disclosure in student learning. This self-disclosure can either be in the personal or impersonal mode of the lecturers’ Facebook account. While substantial studies examined how lecturers utilised Facebook in education, the impact of lecturer’s personal and impersonal Facebook account access on Students’ Perceived Intensity of Lecturers’ Self-Disclosure (SPILSD), Students’ Emotional Engagement (SEE), Student-lecturer Communication Satisfaction (SCS) and Students’ Academic Performances (SAP) were yet to be explored. Therefore, this study examined the level of SPILSD, SEE, SCS, and SAP factors on the personal and impersonal lecturers’ Facebook account. The study defined the pre-test and post-test difference before testing the hypotheses difference relating to these factors. This study used a Quasi-experimental research design, with a total of 120 students participated in the study. Participants were assigned into two groups with one group (60 students) connected to their lecturers’ personal Facebook account access. The other group (60 students) were connected to their lecturers’ impersonal Facebook account access. Participants filled out a self-administered questionnaire on week one (pre-test) and week fourteen (post-test) of the semester. The questionnaire contained questions on the SPILSD, SEE, SAP and SCS in terms of feedback and everyday conversation. This method was essential to acquire new knowledge on the Facebook platform and useful to establish an Emotion Response Theory (ERT). The results revealed that the level of SPILSD was more significant in the lecturers’ personal Facebook account compared to the impersonal account. Group analysis for the lecturers’ personal Facebook account showed a substantial difference in the level of SPILSD, SEE, SCS, and SAP. However, the lecturers’ impersonal Facebook account showed positive changes only in SPILSD, SEE, and SCS but not in SAP. Group analysis revealed that there is no impact on SPILSD, SEE, and SAP between lecturers’ personal and impersonal Facebook account, while positive changes were only found in SCS. This study contributed to the growing body of knowledge on Facebook utilisation in education by clarifying the association of lecturers’ personal and impersonal Facebook account with SPILSD, SAP, SCS, and SEE. Teacher-student relationships Mass media in education Academic achievement 2020-07 Thesis http://psasir.upm.edu.my/id/eprint/98731/ http://psasir.upm.edu.my/id/eprint/98731/1/FBMK%202020%2060%20UPMIR.pdf text en public doctoral Universiti Putra Malaysia Teacher-student relationships Mass media in education Academic achievement Bolong, Jusang |
| institution |
Universiti Putra Malaysia |
| collection |
PSAS Institutional Repository |
| language |
English |
| advisor |
Bolong, Jusang |
| topic |
Teacher-student relationships Mass media in education Academic achievement |
| spellingShingle |
Teacher-student relationships Mass media in education Academic achievement K.R Pillai, Padma Priya Impact of lecturer's personal and impersonal facebook account access on students' perceived lecturers self-disclosure, students' emotional engagement, student-lecturer communication satisfaction, and academic performance |
| description |
Facebook served as an excellent platform for students and lecturers to connect, with
the rise of its use by academicians, given its positive features. Studies indicated the
benefit of using Facebook in education. One significant issue regarding Facebook use
in education is the role of lecturers’ self-disclosure in student learning. This self-disclosure can either be in the personal or impersonal mode of the lecturers’ Facebook
account. While substantial studies examined how lecturers utilised Facebook in
education, the impact of lecturer’s personal and impersonal Facebook account access
on Students’ Perceived Intensity of Lecturers’ Self-Disclosure (SPILSD), Students’
Emotional Engagement (SEE), Student-lecturer Communication Satisfaction (SCS)
and Students’ Academic Performances (SAP) were yet to be explored. Therefore, this
study examined the level of SPILSD, SEE, SCS, and SAP factors on the personal and
impersonal lecturers’ Facebook account. The study defined the pre-test and post-test
difference before testing the hypotheses difference relating to these factors.
This study used a Quasi-experimental research design, with a total of 120 students
participated in the study. Participants were assigned into two groups with one group
(60 students) connected to their lecturers’ personal Facebook account access. The
other group (60 students) were connected to their lecturers’ impersonal Facebook
account access. Participants filled out a self-administered questionnaire on week one
(pre-test) and week fourteen (post-test) of the semester. The questionnaire contained
questions on the SPILSD, SEE, SAP and SCS in terms of feedback and everyday
conversation. This method was essential to acquire new knowledge on the Facebook
platform and useful to establish an Emotion Response Theory (ERT). The results revealed that the level of SPILSD was more significant in the lecturers’
personal Facebook account compared to the impersonal account. Group analysis for
the lecturers’ personal Facebook account showed a substantial difference in the level
of SPILSD, SEE, SCS, and SAP. However, the lecturers’ impersonal Facebook
account showed positive changes only in SPILSD, SEE, and SCS but not in SAP.
Group analysis revealed that there is no impact on SPILSD, SEE, and SAP between
lecturers’ personal and impersonal Facebook account, while positive changes were
only found in SCS.
This study contributed to the growing body of knowledge on Facebook utilisation in
education by clarifying the association of lecturers’ personal and impersonal Facebook
account with SPILSD, SAP, SCS, and SEE. |
| format |
Thesis |
| qualification_level |
Doctorate |
| author |
K.R Pillai, Padma Priya |
| author_facet |
K.R Pillai, Padma Priya |
| author_sort |
K.R Pillai, Padma Priya |
| title |
Impact of lecturer's personal and impersonal facebook account access on students' perceived lecturers self-disclosure, students' emotional engagement, student-lecturer communication satisfaction, and academic performance |
| title_short |
Impact of lecturer's personal and impersonal facebook account access on students' perceived lecturers self-disclosure, students' emotional engagement, student-lecturer communication satisfaction, and academic performance |
| title_full |
Impact of lecturer's personal and impersonal facebook account access on students' perceived lecturers self-disclosure, students' emotional engagement, student-lecturer communication satisfaction, and academic performance |
| title_fullStr |
Impact of lecturer's personal and impersonal facebook account access on students' perceived lecturers self-disclosure, students' emotional engagement, student-lecturer communication satisfaction, and academic performance |
| title_full_unstemmed |
Impact of lecturer's personal and impersonal facebook account access on students' perceived lecturers self-disclosure, students' emotional engagement, student-lecturer communication satisfaction, and academic performance |
| title_sort |
impact of lecturer's personal and impersonal facebook account access on students' perceived lecturers self-disclosure, students' emotional engagement, student-lecturer communication satisfaction, and academic performance |
| granting_institution |
Universiti Putra Malaysia |
| publishDate |
2020 |
| url |
http://psasir.upm.edu.my/id/eprint/98731/1/FBMK%202020%2060%20UPMIR.pdf |
| _version_ |
1747813886734630912 |