Stop Texting While Learning: A Meta-Analysis of Social Networks Use and Academic Performances
Teachers and university lecturers face an unsolved problem, which is students’ multitasking behaviors during class time, such as texting or playing a game. It is important to examine the most powerful predictor that can result in students’ educational performances. Meta-analysis was used to analyze the research articles, which were published with the keywords, multitasking, class performance, and texting. We selected 14 research articles published during 2008-2013 from online databases, and four articles met the predetermined inclusion criteria. Effect size of each pair of variables was used as the dependent variable. The findings revealed that the students’ expectancy and value on SNSs usages is the best significant predictor of their educational performances, followed by their motivation and ability in using SNSs, prior educational performances, usage behaviors of SNSs in class, and their personal characteristics, respectively. Future study should conduct a longitudinal design to better understand the effect of multitasking in the classroom.
Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1339852Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF
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