Factors Influencing the Academic Use of Social Networking Sites among Students in University of Kotli, AJK, Pakistan

Abstract

The purpose of this study is to explore the determinants that predict the academic use of SNSs among University of Kotli, AJK students. It analyzes important predictors and intends to suggest how SNSs can facilitate better learning and enhance the results of our educational efforts. In particular, it investigates how PU and PEOU influence students’ behavioral intentions to use and actual usage of SNSs for academic purposes. With reference to the TAM3, seventeen hypotheses were proposed.
A self-administered questionnaire was distributed to 367 students selected by random method. All items were scaled using 5-point Likert scale. Visits to classrooms and libraries were used to augment survey completion. A pilot was performed to check reliability and validity prior to full-scale data collection. Scales were developed and items analyzed using SPSS version 22, while testing of the hypotheses was done by structural equation modeling as well as confirmatory factor analysis through AMOS version 24.
Fifteen of the seventeen hypotheses were confirmed. PU-related factors (i.e., subjective norm, image, job relevance, output quality and result demonstrability) were also statistically significant. Both PU and PEOU affected BI to use SNSs for academic purpose which in turn impacted actual usage, with the support of TAM3. Two hypotheses were not supported, including the impacts of computer anxiety and direct effect between objective usability and PEOU. While PEOU is still a crucial factor, several external motives may affect students’ intentions and their academic use of SNSs.
This study provides empirical evidence on the predictors of academic SNS use in university students of AJK. The results offer a basis for the formulation of institutional strategies and programs to improve learning through digital media in Pakistan.  The study has several limitations. It was, in the first place, a single area study and therefore not generalizable while further studies at other universities should be conducted within the country. Second, differences across disciplinary use of SNS were not explored; such comparison by academic major might provide a more nuanced picture. Lastly, we did not consider the effects of cultural values and personal level factors on SNS adoption and future research may pay attention to these dimensions.