Facebook is one of the most famous social networking websites which has become a part of the daily routine for most college students. This has led to a question amongst researchers whether students’ use of this networking site influences their academic outcomes. This literature review will examine and synthesize the published current research concerning the impact of Facebook on college students’ academic performance. Even though most studies are inconclusive in determining the relationship between Facebook and academic performance, all researchers contribute to understanding the way that Facebook might affect students’ academic achievement. While some studies speculate that Facebook does not impact academic outcomes, most studies show that there is a significant relationship between Facebook usage and college students’ academic performance, which is indicated by GPAs and students’ engagements.
Minor Research about Facebook’s Impacts on Academic Performance
Few researches found that there is no relationship between Facebook and college students’ academic performance. For instance, Sana Rouis examines that Facebook has no significant effect on students’ achievement (296). In her research, she surveyed a large group of 203 undergraduate students and employed two different types of data analysis (298). Focusing on the same type of participants, Syarif Husin Lubis et al. also found that there is no difference between Facebook users and non users in terms of their academic performance (590). Although Lubis et al. surveyed a smaller number of participants, their research is more thorough than Rouis’ because it employs more control variables (591). Furthermore, unlike Rouis, Lubis et al. are more detailed in their research by examining and comparing the result of the study based on race and gender (591). Also, Lubis et al. and Rouis differ in determining the focus of the study. While Lubis et al. focus mostly on college students’ GPA, Rouis places more concern on cognitive absorption and its correlation to students’ satisfaction with family. Despite these differences in methodology, Rouis and Lubis et al. agree that college students’ academic performance and Facebook usage are not associated with each other (296; 590). Moreover, they agree that Facebook does not distract college students’ concentration from studying, thus, having no impact on their academic performance (Lubis et al. 593; Rouis 301).
Despite their findings, the studies done by Lubis et al. and Rouis are subject to limitations. Both studies draw their samples from the same university in a specific field, thus making their samples less representative (Lubis et al. 590; Rouis 301). Also, in order to measure Facebook usage, both studies employ a self-reporting method that is substantially inaccurate and lacks necessary information (Lubis et al. 591; Rouis 298). Furthermore, there are some inconsistencies in the conclusions of both studies. For instance, while Rouis strongly agrees...