The Relationship between Learner Attitude towards the Use of Facebook Social Networking Platform and Academic Achievement in Computer Programming in Public Secondary Schools, Nairobi County, Kenya

Peter Kyalo; Japeth Origa

doi:10.53103/cjess.v4i1.208

Authors

Peter Kyalo University of Nairobi, Kenya https://orcid.org/0000-0001-7413-9038
Japeth Origa University of Nairobi, Kenya

DOI:

https://doi.org/10.53103/cjess.v4i1.208

Keywords:

Facebook Social Networking Platform, Learner Academic Achievement, Learner Attitude, Computer Programming, Computer Studies

Abstract

There is an intense infiltration of social networking platforms (SNPs) in the education sector. However, there are inadequate empirical studies to inform integration of these platforms in teaching and learning. The purpose of this study was to establish the relationship between the learner attitude towards the use of Facebook Social Networking Platform (FSNP) and academic achievement in computer programming. The study targeted form three students taking Computer Studies. Quantitative data was obtained using pre-test and post-tests scores. Likert scale pre-attitude and post-attitude questionnaires were used to obtain qualitative data. Purposive sampling was used to obtain 250 students from 3 boys’ and 3 girls’ public secondary schools offering Computer Studies. Descriptive statistics computed included frequencies and means. Inferential statistics included t tests and Pearson’s Correlation Coefficient (r). Findings revealed a positive relationship between learner attitude towards the use of FSNP as a learning resource and learner academic achievement as demonstrated by t statistic [t (4) = 9.992, p = .000] for pretest and [t (4) = 93.958, p = .000] for the post-test mean scores. The correlation coefficients, r = 0.555 and r = 0.958 for the pre-attitude/pre-test and post-attitude/post-test implied a positive change in correlation between academic achievement and the learner attitude towards using FSNP as a learning resource. The study concluded that there is a positive relationship between learner attitude towards the use of FSNP and learner academic achievement. The study recommends that schools and should embrace the use of FSNP in teaching and learning.

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