International Review of Research in Open and Distributed L
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*** Supported
H9 CL AP .272 .034 8.032 *** Supported H10 EN RS .287 .034 8.369 *** Supported H11 EN AP .194 .035 5.519 *** Supported H12 RS AP .367 .036 10.323 *** Supported C.R.: Critical Ratio or t-value The table above (Table 5) and the figure below (Figure 2) indicate that intention to use social media positively and significantly related with collaborative learning (β = 0.403, p < 0.001). Thus, hypothesis H5 that proposed a significant relationship between intention to use social media and The Role of Social Media for Collaborative Learning to Improve Academic Performance of Students and Researchers Al-Rahmi, Othman, and Yusuf This work is licensed under a Creative Commons Attribution 4.0 International License. 193 collaborative learning is supported indicating the impact of social media on the engagement between research group members and the supervisor. The findings in Table 5 also shows that satisfaction of students and researchers positively and significantly related with their academic performance (β = 0.367, p < 0.001). Hence, hypothesis H12 that proposed a significant relationship between satisfaction of students and researchers and their academic performance is supported. This indicates that discussions with group member or supervisors through social media’s collaborative learning improve the academic performance of students and researchers. The findings in Table 5 also confirmed that collaborative learning positively and significantly related with students and researchers’ engagement (β = 0.330, p < 0.001) indicating that hypothesis H7 that proposed a significant relationship between collaborative learning and engagement to improve academic performance of students and researchers when using social media is supported. Next, hypothesis eight was also supported in its proposition that collaborative learning positively and significantly related with satisfaction of students and researchers (β = 0.315, p < 0.001). This shows that exchange of information with group members increases the knowledge sharing capabilities and facilitates discussion among research group members and peers. The findings also showed that engagement positively and significantly related with satisfaction of students and researchers (β = 0.287, p < 0.001). Hence, hypothesis H10 was supported as it proposed a significant relationship between engagement and satisfaction of students and researchers. This reveals the students and researchers’ satisfaction when engaging with their group members and supervisors or lecturers. .35 GM .56 SU .31 IU CL EN RS AP .15 .14 .25 e1 1 .18 e2 1 .19 e3 1 .18 e4 1 .19 .17 .31 .17 .19 .38 .21 .27 .29 .24 .14 .40 .33 Figure 2. Results of the proposed framework |