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.
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supervisor (SU), intention to use social media (IU), collaborative learning (CL), engagement (EN),
researchers’ satisfaction (RS) and performance of the researchers (AP).
Table 6
Descriptive statistics and correlation matrix
GM
SU
IU
CL
EN
RS
AP
GM
1
SU
.633
**
1
IU
.636
**
.551
**
1
CL
.625
**
.650
**
.715
**
1
EN
.728
**
.685
**
.698
**
.806
**
1
RS
.625
**
.575
**
.794
**
.751
**
.731
**
1
AP
.664
**
.665
**
.756
**
.794
**
.751
**
.806
**
1
**. Correlation is significant at the 0.01 level (2-tailed).
The results of Pearson correlation shows that the dependent variable (performance of the
researchers) positively and significantly correlated with researchers’ satisfaction (r= 0.806, P<
0.01), and academic performance of students and researchers positively and significantly
correlated with collaborative learning (r= 0.794, P < 0.01). Positive and significant correlations
were also found between performance of the researchers and intention to use social media (r=
0.756, P<0.01), academic performance of students and researchers, and engagement (r= 0.751,
P< 0.01), academic performance of students and researchers, and interactivity with supervisors
(r= 0.665, P< 0.01) and finally, academic performance of students and researchers and
interactivity with research group members (r= 0.664, P< 0.01) and finally, academic performance
of students and researchers with itself has correlation.
These results indicated that interactivity with research
group members, their interactivity with
their supervisors, intention to use social media and their satisfaction affect academic performance