Effects of Laptop Computer and Social Media Use on University Student Achievement in Emerging Economy
DOI:
https://doi.org/10.61506/01.00520Keywords:
Human-computer interaction, Social media, Academic achievement, Emerging economyAbstract
During the last one decade, computer technology has diffused very rapidly in the emerging economies. Similarly, social media use is widely used across the globe including developing and developed countries. The present research article investigates to what extent the laptop computer and social media use has impacted student achievement in universities. The study has estimated the impacts on the bases of gender, degree, rural-urban students and residential status as well. The study is based on the cross-sectional data collected from one of the largest universities of Pakistan, being the emerging economy. Based on the estimates of logit model, we found that a 1% increase in using laptop computers for academic research and assignments causes a 0.36% increased probability of spending 5+ academic work hours whereas playing computer games and using social media are associated with a declining probability of 5+ academic work hours by 0.05% and 0.03% respectively. Probability of getting high CGPA increases by 0.09% for an increase in using laptop computer for academic tasks. Playing computer games and using social media were found declining probability of getting high CGPA score.
References
Abdulahi, A., Jalil, B, Samadi, B., & Gharleghi,B. (2014). A study on the negative effects of social networking sites such as Facebook among Asia Pacific University Scholars in Malaysia. International Journal of Business and Social Science, 5, 133-145.
Akim, M. (2020). Analyzing the Role of Information and Communication Technology in Economic Development Among OIC Nations. Journal of Policy Options, 3(3), 106-113.
Audi, M., Ali, A., & Roussel, Y. (2021). The Advancement in Information and Communication Technologies (ICT) and Economic Development: A Panel Analysis (No. 105523). University Library of Munich, Germany.
Barak, M., Lipson, A. & Lerman, S. (2006). Wireless laptops as means for promoting active learning in large lecture halls. Journal of Research, Technology and Education, 38, 245-263. DOI: https://doi.org/10.1080/15391523.2006.10782459
Bianchi, N., Lu, Y., & Song, H. (2022). The effect of computer-assisted learning on students’ long-term development. Journal of Development Economics, 158, 102919. DOI: https://doi.org/10.1016/j.jdeveco.2022.102919
Bronfenbrenner. U. & Morris, P. A. (1998). Theoretical models of human development, vol. 1. In R. Lerner (Ed.), Handbook of child psychology (5th edition) (pp. 993-1028). New York, NY: John Wiley.
Brown, D.G. & Petitto, K.R. (2003). The status of ubiquitous computing. Education Review, 38, 25–33. DOI: https://doi.org/10.1080/10632910309600053
Caudill, J. (2007). The growth of m-learning and the growth of mobile computing: Parallel developments. International Review of Research and Open Distance Learning, 8, 1-13. DOI: https://doi.org/10.19173/irrodl.v8i2.348
Cheng, K.H. & Tsai, C.C. (2011). An investigation of Taiwan University students’ perceptions of online help seeking, and their web-based learning self-efficacy. Internet and Higher Education, 14, 150-157. DOI: https://doi.org/10.1016/j.iheduc.2011.04.002
Cheng, K.H., Liang, J.C., & Tsai, C.C. (2013). University students’ online academic help seeking: The role of self-regulation and information commitments. Internet and Higher Education, 16, 70-77. DOI: https://doi.org/10.1016/j.iheduc.2012.02.002
Demb, A., Erickson, D. & Wilding, S.H. (2004). The laptop alternative: Student reactions and strategic implications. Computer Education, 43, 383-401. DOI: https://doi.org/10.1016/j.compedu.2003.08.008
Deng, L, & Tavares, N. (2013). From Moodle to Facebook: Exploring students' motivation and experiences in online communities. Computers and Education, 68, 167-176. DOI: https://doi.org/10.1016/j.compedu.2013.04.028
Dumais, S.A. (2008). Cohort and gender differences in extracurricular participation: The relationship between activities, math achievement, and college expectations. Sociological Spectrum, 29(1), 72-100. DOI: https://doi.org/10.1080/02732170802480543
Dunleavy, M. &Heinecke, W.F. (2008). The impact of 1:1 laptop use on middle school math and science standardized test scores. Computer in the Schools, 24, 7-22. DOI: https://doi.org/10.1300/J025v24n03_02
Fairlie, R. W., & Kalil, A. (2017). The effects of computers on children’s social development and school participation: Evidence from a randomized control experiment. Economics of Education Review, 57, 10–19 DOI: https://doi.org/10.1016/j.econedurev.2017.01.001
Fernández-Gutiérrez, M., Gimenez, G., & Calero, J. (2020). Is the use of ICT in education leading to higher student outcomes? Analysis from the Spanish autonomous communities. Computers & Education, 157, 103969 DOI: https://doi.org/10.1016/j.compedu.2020.103969
Fried, C.B. (2008). In-class laptop use and its effects on student learning. Computer Education, 50, 906-914. DOI: https://doi.org/10.1016/j.compedu.2006.09.006
Guo, Y. (2015). A survey of the use of homework-aid software among middle school students. Master Dissertation. Liaoning Normal University.
Hancox, R.J., Milne, B.J., & Poulton, R. (2005). Association of television viewing during childhood with poor educational achievement. Archives of Pediatric and Adolescent Medicine, 159, 614-618. DOI: https://doi.org/10.1001/archpedi.159.7.614
House, J.D. (2010). Effects of computer activities and instructional strategies on science achievement of students in the United States and Japan: Results from the TIMSS 2003 assessment. International Journal of Instructional Media, 37(1), 103-115.
Huffman, A.H., Whetten, J. & Huffman, W.H. (2013). Using technology in higher education: The influence of gender roles on technology self-efficacy. Computers in Human Behavior, 29, 1779-1786. DOI: https://doi.org/10.1016/j.chb.2013.02.012
Hunley, S.A., Evans, J.H., Delgado-Hachey, M., Krise, J., Rich, T., & Schnell, C. (2005). Adolescent computer uses and academic achievement. Adolescence, 40(158), 307.
Jackson, L., von Eye, A., Biocca, F., Barbatsis,G., Zhao,Y.,& Fitzgerald, H. (2006). Does home internet use influence the academic performance of low-income children? Developmental Psychology, 42(3), 429–435. DOI: https://doi.org/10.1037/0012-1649.42.3.429
Khan, J. A., & Ali, R. (2018). Challenging Misconceptions: Media Portrayal of Islam and Its Impact on Public Perception. Journal of Policy Options, 1(1), 20-27.
Lenhart, A. (2015). Teen, social media and technology overview 2015.Washington, DC: Pew Research Center.
Li. (2015). Reflection on the influences of smart schoolwork software to teaching in elementary schools. Primary and Middle School Educational Technology, 12, 64-66.
Liu, J., Peng, P., Zhao, B., & Luo, L. (2022). Socioeconomic status and academic achievement in primary and secondary education: A meta-analytic review. Educational Psychology Review, 34, 2867–2896 DOI: https://doi.org/10.1007/s10648-022-09689-y
Nawaz, R., Bakhsh, K., Ullah, S., Rehman, S., Azeem, M. and Hayat, A. (2021). Drivers of ict adoption in small and very small businesses in technologically least developed district of Southern Punjab. International Transaction Journal of Engineering, Management, & Applied Sciences & Technologies, 12(1), 12A1K.
Papanastasiou, E., Zemblyas, M., & Vrasidas, C. (2003). Can computer use hurt science achievement? Journal of Science Education and Technology, 12(3), 325–332. DOI: https://doi.org/10.1023/A:1025093225753
Penuel, W.R. (2006). Implementation and effects of one-to-one computing initiatives: a research synthesis. Journal of Research, Technology and Education, 38, 329-348. DOI: https://doi.org/10.1080/15391523.2006.10782463
Pindyck, S.R. & Rubinfeld, L.D. (2008). Econometric Models and Economic Forecasts, 4th Edition. New York; McGraw-Hill.
Rideout, V.J., Foehr, U.G., & Roberts, D.F. (2010). Generation M2 media in the lives of 8-to 18-year-olds. Menlo Park, CA: Henry J. Kaiser Family Foundation.
Saijo, E. (2022). Understanding the Role of Social Capital in Promoting Knowledge-Based Growth in Europe. Journal of Policy Options, 5(4), 1-7.
Shachar, M. (2002). Differences between traditional and distance learning outcomes: a meta-analytic approach. Unpublished PhD Thesis, Touro University, CA, USA. DOI: https://doi.org/10.19173/irrodl.v4i2.153
Sharif, I., & Sargent, J.D. (2010). Association between television, movie, and video game exposure and school performance. Pediatrics, 118(4), e1061-e1070. DOI: https://doi.org/10.1542/peds.2005-2854
Sharon, L. & Kay, R. (2010). Assessing laptop use in higher education classrooms: The laptop effectiveness scale (LES). Australian Journal of Education and Technology, 26, 151-163. DOI: https://doi.org/10.14742/ajet.1087
Shen, C.X. (2018). Does School-related Internet Information Seeking Improve Academic Self-Efficacy? The moderating role of Internet information seeking styles. Computers in Human Behavior, doi: 10.1016/j.chb.2018.04.035 DOI: https://doi.org/10.1016/j.chb.2018.04.035
Sim, K.N. & Butson, R. (2013). Do undergraduates use their personal computers to support learning? Procedia-Social and Behavioral Sciences, 103, 330 – 339. DOI: https://doi.org/10.1016/j.sbspro.2013.10.341
Stephens, B. (2005). Laptops in psychology: conducting flexible in-class research and writing laboratories. New Direction in Technology Learning, 20, 15-26. DOI: https://doi.org/10.1002/tl.182
Strasburger, V.C., Jordan, A.B., & Donnerstein, E. (2010). Health effects of media on children and adolescents. Pediatrics, 125(4), 756-767. DOI: https://doi.org/10.1542/peds.2009-2563
Subrahmanyam, K., Greenfield, P., Kraut, R., & Gross, E. (2001). The impact of computer use on children's and adolescents' development. Journal of Applied Developmental Psychology, 22(1), 7-30. DOI: https://doi.org/10.1016/S0193-3973(00)00063-0
Sun, M., & Wernar, A. (2021). Internationalization Strategies of Media Small and Medium-Sized Enterprises. Journal of Policy Options, 4(3), 1-10.
Tang, S. & Patrick, M.E. (2018). Technology and interactive social media use among 8th and 10th graders in the U.S. and associations with homework and school grades. Computers in Human Behavior, DOI: https://doi.org/10.1016/j.chb.2018.04.025
Veselkova, M. (2024). The effect of computer availability on student achievement in Slovakia: evidence from TIMSS and PIRLS. Eruoperan Eduation, 56, 15-178 DOI: https://doi.org/10.1080/10564934.2024.2394401
Wiecha, J. L., Sobol, A. M., Peterson, K. E., & Gortmaker, S. L. (2001). Household television access: Associations with screen time, reading, and homework among youth. Ambulatory Pediatrics, 1(5), 244-251. DOI: https://doi.org/10.1367/1539-4409(2001)001<0244:HTAAWS>2.0.CO;2
Wong, C.K. (2001). Attitudes and achievement: comparing computer based and traditional homework assignments in mathematics. Journal of Research on Computing in Education, 33(5), 159–176.
Young, J.R. (2006). The fight for classroom attention: professor vs. laptop. Chronology of Higher Education, 52, 27-29.
Zhou, G. G., Brouwer, W. W., Nocente, N., & Martin, B. (2005). Enhancing conceptual learning through computer-based applets: the effectiveness and implications. Journal of Interactive Learning Research, 16(1), 31–49.