(Tiểu luận) the influence of the social media application on university students results in ho chi minh city

TON DUC THANG UNIVERSITY
FACULTY OF BUSINESS ADMINISTRATION
INTERNATIONAL BUSINESS
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REPORT
BUSINESS RESEARCH METHODS
THE INFLUENCE OF THE SOCIAL MEDIA
APPLICATION ON UNIVERSITY STUDENTS RESULTS
IN HO CHI MINH CITY

Lecturer: Tran Thi Van Trang
Group: Infinity IQ – Shift: 4 (Monday) and 2 (Wednesday)

Ho Chi Minh City, 30 May 2021

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LIST OF GROUP MEMBERS
Full name
1

Le Lien Long

Student
ID
719D0081

2

Huynh Muoi Luy

719D0082

3

Duty

Evaluation

Signature

Chapter 1
(1.2 – 1.2.2 – 2.2)
Chapter 2
(2.1.1 – 2.1.2 )
Chapter 3
(3.7)
Chapter 4
(4.2.1)
Chapter 5
(5.2)

100%

Signed

Chapter 1
(1.6 – 1.7)
Chapter 2
(2.1.1 – 2.1.2 )
Chapter 3
(3.3)
Chapter 4
(4.4)
Chapter 5
(5.2)
Design questionaire, design
research model
Conclusion

100%

Signed

Chapter 1
(1.3 – 1.5)
Chapter 2
(2.1.1 – 2.1.2 – 2.3)
Chapter 3
(3.1 – 3.5)
Chapter 4
(4.3.1,4.5)
Chapter 5

(5.2,5.3)

100%

Signed

Nguyen Thi Hong Ngoc 719D0105
(leader)

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Synthesis report
4

Truong Minh Thi

719D0173

Chapter 1
(1.4)
Chapter 3
(3.4)
Chapter 4
(4.2.2)
Chapter 5

(5.2)
Design questionaire

100%

Signed

5

Tran Le Thinh
(subleader)

719D0263

Chapter 1
(1.1 – 1.2.2)
Chapter 2
(2.1.1 – 2.1.2 – 2.2)
Chapter 3
(3.2)
Chapter 4
(4.3.2)
Chapter 5
(5.1,5.2)
Synthesis report

100%

Signed

6

Hinh Van Ty

719D0221

Chapter 1
(1.2 – 1.2.2)
Chapter 2
(2.1.1 – 2.1.2 – 2.2 )
Chapter 3
(3.1 – 3.6)
Chapter 4
(4.1)
Chapter 5
(5.2)

100%

Signed

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COMMENTS FROM LECTURER
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ACKNOWLEDGEMENT
First of all, our team would like to give their sincere thankfulness and deep
gratitude to Ms. Tran Thi Van Trang. Ms. Trang was the one who gave us endless
support and conscientious guidance during the course of our research and finished
our survey on the subject: university students results in Ho Chi Minh City=. Base on precious expertise and
research experience, she was a passionate help and provided specific guidance on
the direction of development, the direction of the study of the subject, while also
providing guidance on the appropriate approach, presentation of content, to go in
and analysis of the research laid out. That is the reason why we can get our survey
as well as the research in the best possible way. Secondly, our team would like to
thank the Department of Business administration at Ton Duc Thang University for
allowing us a chance and good condition to explore and study the subject.
Nevertheless, because of limited time conditions, along with the fact that
lack of practical experience, he was inevitably flawed, eager to receive comments

from teachers and friends. Thank you so much.

Research Team

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ABSTRACT
The main goal of this is to identify the factors that influence learning outcomes from
social networking applications, to examine how it has affected student learning outcomes
as well as other stakeholders. Then, we will give some methods to research, analyze
specific results and finally send suggestions and recommendations to schools, businesses,
...
Key words: social media applications (SMU); students’ academic performance;
sustainability for education; structural equation modelling (SEM); TAM

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TABLE OF CONTENTS
CHAPTER 1: INTRODUCTION ........................................................................................ 1
1.1 Background ................................................................................................................ 1

1.2 Problem statement ...................................................................................................... 5
1.3 Object and scope of the study .................................................................................... 6
1.3.1 Research object ................................................................................................... 6
1.3.2 Scope of the study ............................................................................................... 6
1.4 Objectives of the study .............................................................................................. 6
1.5 Research questions ..................................................................................................... 6
1.6 Significant of research ............................................................................................... 7
1.7 Structure of the research paper .................................................................................. 7
CHAPTER 2: LITERATURE REVIEW ............................................................................. 8
2.1 Concepts and theories ................................................................................................ 8
2.1.1 INP and INL ...................................................................................................... 8
2.1.2 ACL ................................................................................................................... 8
2.1.3 PEOU and PU ................................................................................................... 8
2.1.4 EN ..................................................................................................................... 9
2.1.5 SMU .................................................................................................................. 9
2.1.6 SS ...................................................................................................................... 9
2.1.7 SAP ................................................................................................................... 9
2.2 Previous studies ......................................................................................................... 9
2.2.1 Key paper: The research by Mahdi M. Alamri, Mohammed Amin Almaiah,
and Waleed Mugahed Al-Rahmi 3 (2020) ................................................................... 9
2.2.2 Support paper: The research conducted by Nasser Alalwan, Waleed Mugahed
Al-Rahmi, Osama Alfarraj, Ahmed Alzahrani, Noraffandy Yahaya, and Ali
Mugahed Al-Rahmi (2019) ........................................................................................ 11
2.2.3 Support paper: The research articles performed by Jaffar Aman, Mohammad
Nurunnabi, and Shaher Bano (2019) .......................................................................... 12
2.3 Research Model and Hypothesis.............................................................................. 13
2.3.1 Research Model ................................................................................................ 13
2.3.2 Hypothesis ....................................................................................................... 14
2.3.2.1 Factors effect on Engagement (EN): Interactivity with Peers (INP) and
Interactivity with Lecturers (INL) .............................................................................. 14

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2.3.2.2A factor effect on Engagement (EN): Active Collaborative Learning (ACL) 15
2.3.2.3 The relationship between Perceived ease of use (PEOU) and Perceived
usefulness (PU) as well as the effect of each factor on Engagement (EN) and Social
media application use (SMU)..................................................................................... 15
2.3.2.4 Students' Engagement (EN) is a factor effect on Social media application
use (SMU), Student’s Satisfaction (SS) and Student’s Academic Performance (SAP)
16
2.3.2.5 A factor effect on Student’s Satisfaction (SS) and Student’s Academic
Performance (SAP): Social media application use (SMU) ........................................ 17
2.3.2.6 The relationship between Student’s Satisfaction (SS) and Student’s
Academic Performance (SAP) ................................................................................... 17
CHAPTER 3: RESEARCH METHODOLOGY ............................................................... 18
3.1

Research design .................................................................................................. 18

3.2

Pilot test .............................................................................................................. 18

3.3

Questionaires design ........................................................................................... 18

3.4

Measurement scales ............................................................................................ 19

3.5

Sample ................................................................................................................ 24

3.6

Collection method ............................................................................................... 25

3.7

Data analysis ....................................................................................................... 25

CHAPTER 4: DATA ANALYSIS .................................................................................... 28
4.1 Descriptive statistics ................................................................................................ 28
4.2 Scale measurement/model ....................................................................................... 30
4.2.1 Reliability testing .............................................................................................. 30
4.2.1.1 Indicator Reliability ....................................................................................... 30
4.2.1.2 Internal Consistency Reliability ..................................................................... 33
4.2.2 Assessing the accuracy of the model ................................................................ 33
4.2.2.1 Convergent validity ........................................................................................ 33
4.2.2.2.Discriminant validity ...................................................................................... 34
4.3 Structural models ..................................................................................................... 35
4.3.1 The overall coefficient defines R Square .......................................................... 35
4.3.2 Path coefficient .................................................................................................. 36

4.4 Variance analysis of an One Way-ANOVA factor ................................................. 41

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4.4.1 Method variance analysis of an One Way-ANOVA factor .................................. 41
4.4.1.1 Examining variances between value groups .................................................. 41
4.4.1.2 Test the average difference ............................................................................ 41
4.4.2 ANOVA test ...................................................................................................... 42
4.4.2.1 Independent Sample T-test for Gender .......................................................... 42
4.4.2.2 Independent Sample T-test for Status ............................................................ 42
4.4.2.3 ANOVA test for Age ..................................................................................... 43
4.4.2.4 ANOVA test for Degree................................................................................. 44
4.4.2.5 Independent Sample T-test for Job ................................................................ 45
4.4.2.6 ANOVA test for Income ................................................................................ 46
4.4.2.7 ANOVA test for SMU ................................................................................... 47
4.5 Results of verifying research hypotheses................................................................. 48
CHAPTER 5: CONCLUSION, AND RECOMMENDATIONS/ LIMITATIONS .......... 51
5.1 Research summary ................................................................................................... 51
5.2 Recommendations .................................................................................................... 52
5.2.1 ACL -> SAP ...................................................................................................... 53
5.2.2 INL -> SAP ....................................................................................................... 54
5.2.3 INP -> SAP ....................................................................................................... 55
5.2.4 PEOU -> SAP ................................................................................................... 56
5.2.5 PU → SAP ........................................................................................................ 57
5.3 Limitations and directions for future research ......................................................... 58

CONCLUSION ................................................................................................................. 59
APPENDIX ....................................................................................................................... 60
REFERENCES .................................................................................................................. 61

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LIST OF ABBREVIATIONS AND ACRONYMS
SPSS

Statistical Product and Services Solutions

ANOVA

Analysis of Variance

VIF

Variance Inflation Factor

H

Hypothesis

TAM

Technology Acceptance Model

SEM

Structural Equation Modeling

TRA

Theory of Reasoned Action
Abbreviations of variables

INP

Interactivity with Peers

INL

Interactivity with Lecturers

ACL

Active Collaborative Learning

PEOU

Perceived Ease of Use

PU

Perceived Usefulness

EN

Engagement

SMU

Social Media Applications Use

SMAs

Social Media Applications

SS

Student’s Satisfaction

SAP

Student’s Academic Performance

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LIST OF FIGURES
Figure 1. The World's most-used social platforms in 2021 by Authors Synthesized.

(Source: Datareportal.com) ................................................................................................. 1
Figure 2. Time per day spent using the internet in the world in 2020 by Authors
Synthesized (Source: Datareportal.com) ............................................................................. 2
Figure 3. Social media in Vietnam in 2021 by Authors Synthesized.
(Source: Datareportal.com) ................................................................................................. 3
Figure 4. Social media behaviors in Vietnam in 2021 by Authors Synthesized.
(Source: Datareportal.com) ................................................................................................. 3
Figure 5. Most-used social media platforms in Vietnam in 2021 by Authors Synthesized
(Source: Datareportal.com) ................................................................................................. 4
Figure 6. Research model of the relationship between social media application and
student’ academic performance (2020) by Authors Synthesized ...................................... 10
Figure 7. The research model illustrates the factors Affecting Students' Academic
Performance in Higher Education by Authors Synthesized .............................................. 11
Figure 8. Research model about the relationship between positive media factors (PMF),
negative media factors (NMF), and Students(2019) by Authors Synthesized .................. 13
Figure 9 Research Model by Authors Synthesized ........................................................... 14
Figure 10 Model analysis Results ...................................................................................... 50

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LIST OF TABLE
Table 3.1 Measurement scales ........................................................................................... 19
Table 3.2 Criteria for measuring SEM in Smart PLS ........................................................ 26
Table 3.3 Indicators of Cronbach's Alpha in Smart PLS .................................................. 26

Table 4.1 Demographic characteristics based on 310 samples. ........................................ 29
Table 4.2 Conformity results of factors ............................................................................. 31
Table 4.3 Conformity results of factors ............................................................................. 32
Table 4.4 Discriminant value of factors according to Fornell & Larcker ......................... 34
Table 4.5 Coefficient value R Square and R Square Adjusted ......................................... 35
Table 4.6 Numerical values of T-statistics, P-values and F square ................................... 37
Table 4.7 T Statistics values, path coefficients, and standard deviation of variables ...... 40
Table 4.8 Result of T-test for Gender ................................................................................ 42
Table 4.9 Result of ANOVA for Gender ........................................................................... 42
Table 4.10 Result of T-test for Status ................................................................................ 42
Table 4.11 Result of ANOVA for Status ........................................................................... 43
Table 4.12 Result of T-test for Status ................................................................................ 43
Table 4.13 Result of ANOVA test for Age ....................................................................... 44
Table 4.14 Result of T-test for Degree .............................................................................. 44
Table 4.15 Result of ANOVA test for Degree .................................................................. 45
Table 4.16 Result of T-test for Job .................................................................................... 45
Table 4.17 Result of ANOVA test for Job ........................................................................ 46
Table 4.18 Result of T-test for Income ............................................................................. 46
Table 4.19 Result of ANOVA for Income ........................................................................ 47
Table 4.20 Result of T-test for SMU ................................................................................. 47
Table 4.21 Result of ANOVA for SMU ............................................................................ 48
Table 4.22 Results of verifying research hypotheses ........................................................ 49

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CHAPTER 1: INTRODUCTION
1.1 Background
Nowadays, our world is continually changing. Every passing day we can hear and
know new things in the world through the Internet and social media applications. People
often said that "The Internet is always followed by social networks", this is a true
judgment because if you compare the early days of social networking on the Internet with
the present, it has changed very much. Specifically, in the past, people could only send
emails or search for information, today we can do everything through social networks
such as entertainment, connecting with people around the world, and even use it as a tool
for learning and research.
From a macro perspective, according to statistics from Simon Kemp's
countries up to April 2021. Based on this report, we can see that Facebook is the most
used platform with 2.97 billion users and the lowest is a social network called Quora with
300 million users. A follow-up data in figure 2 shows the average daily human time spent
on social media around the world as of January 2020, according to this report, it
estimated that we humans spend time on social network time for 7 hours per day (account
for about a quarter of the total 24 hours per day).

Figure 1. The World's most-used social platforms in 2021 by Authors Synthesized.
(Source: Datareportal.com)

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Figure 2. Time per day spent using the internet in the world in 2020 by Authors
Synthesized (Source: Datareportal.com)
Based on other statistical data from DataReportal by Simon Kemp, but from a
micro perspective, specifically the current situation of using social networks in Vietnam,
the data are recorded as follows, see figure 3. In our country with nearly 100 million
people, 72 million people have used social networks through a variety of devices and use
purposes are extremely diverse from entertainment, for study, and in work. Based on
these statistics in 2021, Simon Kemp and his associates have shown that on average,
Vietnamese spend more than two hours per day on social media, not only that, each
person still uses social media every day using a lot of different platforms and currently,
there are nearly 10 platforms per user. However, unlike the majority of users worldwide,
Vietnamese people use Youtube the most and the least is Snapchat. See figures 3, 4, and
5.

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Figure 3. Social media in Vietnam in 2021 by Authors Synthesized.
(Source: Datareportal.com)

Figure 4. Social media behaviors in Vietnam in 2021 by Authors Synthesized.
(Source: Datareportal.com)
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Figure 5. Most-used social media platforms in Vietnam in 2021 by Authors Synthesized
(Source: Datareportal.com)
There are have many benefits such as flexible features, ease to use, and businesses
constantly developing new versions of these social media platforms which cause all
activities in our lives to be affected. Typical evidence of the importance of using social
media in learning is that student’s study outcomes during the COVID-19 pandemic have
been significantly affected. Not only Vietnam but most schools in the world have to
transform from teaching and learning immediately to online learning. This pandemic has
been and will continue to disrupt progress towards sustainable growth in the education
sector without the support of social media tools for distance learning. According to the
latest statistics from the UNESCO Institute of Statistics (UIS), as of April 18, 2020, more
than 1.57 billion students in 191 countries and territories were affected by Covid-19,
accounting for over 91% of the total number of students. Hence, besides the popular
social networking platforms, then the specific social media platforms for learning such as
Google Meet, Zoom, E-Learning, Linkedin, Youtube,... in the past time have not stopped
and increased the number of users significantly.
By corporating social media applications into learning, it will assist us access
knowledge quickly, connect with other learners and even lecturers around the world, then
will improve academic performance regardless of interruptions caused by COVID-19 or
not. Because the application of social media to learning has such a huge role in our life,
our research team decided to choose the topic application on university students results in Ho Chi Minh City= for the research. When

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choosing this topic, our group had the desire to clarify the factors affecting student
learning results through the application of social media to the learning process. This is a
topic that has been researched in other countries, but at present in Vietnam, there is little
research on this topic. In addition, research on this topic will help everyone also measure
sustainability in higher education, inspect student satisfaction when using social media,
and provide advice to help students in Vietnam study more efficiently.
1.2 Problem statement
As mentioned in the introduction, our team believes that issues are still of great
concern in the world, but we brought back to our country to learn and research, likely that
problem will be solved. Assuming that these are things of great value or contributing to
the development of our country, this is a completely worthwhile thing for us to spend
time and effort on researching. In this research paper, we discuss the issue of using social
networks, the objects that use the most are young people, and using social media in
learning the most interested audience is none other than students.
It can be said that social media is also a place to learn if we permit them to do that.
Today, there are many articles about talented young people who take the initiative in their
learning by self-study online. In the adolescent ages, people can completely spend a lot of
time learning through social media platforms while the time in classes is not long enough
to exchange more knowledge with teachers and peers. Similar to other problems in
learning, without the support and connection to social media applications, our learning
process certainly will be obstacles. For example, when we have a problem that is difficult

to solve, instead of using one of the social media platforms to request questions directly
to teachers, friends or find instructional methods by ourselves, we wait until the next
class session, so it will take a lot of your time and until the problem is resolved it is
probably almost near the end of the semester. This is the reason why today's social media
affect students' learning and learning outcomes. Nevertheless, in addition to the benefits
of social media in learning, it also has potential harms like students looking for other
people's work and copying them into their own, from there, our intelligence, our creation
is not guaranteed and the students who do it will accidentally lose their creativity as well
as become dishonest. Besides, a range of other problems students use social media in
learning is that they often compare themselves to others leading to psychological illness,
and the rest is caught up in the attraction. Social media applications can lead to either a
distraction in school or a drop in productivity of learning. All these problems have
happened in the world, but because there are many cultural differences, there still exists a
lot of debates in the community, that is the reason why we choose this topic to research.
In our country, the subjects are young people currently studying at universities in Ho Chi
Minh City, specifically those who fall in the age group of 18 and above and they can be
students, Masters or PhDs are intended to be research subjects because they are the ones
who know exactly which elements of the social media applications have impacted on
their learning process and outcomes. In general, in the current context, Vietnam is a
country that tends to approach scientific and technical advances and especially
technology very quickly, therefore social networking applications will definitely have a
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huge effect on the learning process and results of students, and the issues related to it
really deserve attention and research.
1.3 Object and scope of the study
1.3.1 Research object
Research subjects are factors of the application of social networks that have
influenced the learning outcomes of undergraduate and postgraduate students at
universities in Ho Chi Minh City, Vietnam.
Respondents are university and postgraduate students who have been applying
social media applications to their own learning.
1.3.2 Scope of the study
In terms of space: all surveys were collected from individuals currently living,
studying, and working at universities in Ho Chi Minh City, Vietnam.
In terms of time: the time for data collection was prepared and implemented
within 02 months from April 2021 to May 2021.
1.4 Objectives of the study
Theoretically, this research is intended to check the factors of social media
applications (SMU) used for active collaboration learning (ACL) and engagement of
students (EN) how did affect the learning process and outcomes of students at
universities in Ho Chi Minh City, Vietnam. After the above factors are checked and
analyzed, it will be the base for us to measure the sustainability of education as well as
the satisfaction of students when using social networks in learning. On the practical side,
this research would like to further suggest that in addition to checking how the theoretical
relativity of how social applications influence student's academic performance, through
this research paper, students can also discover more specific social media platforms for
learning as well as recommend learning methods connected to social media applications.
This research is made with the aim of solving learning problems on social networking
applications, this is surely the topic that will get a lot of care from students.
1.5 Research questions
In order to achieve the above research objectives and orientation for the research,
our group has identified these question to solve the following problems:

▪

▪
▪

How factors Interactivity with Peers (INP), Interactivity with Lecturers (INL),
Active Collaborative Learning (ACL), Perceived Ease of Use (PEOU), and
Perceived Usefulness (PU) were affected when students use social media
applications for their studies to lead to their academic outcomes?
Has the application of social media to learning influenced positively or negatively
on student learning outcomes?
What solutions and suggestions will help students learn with social media
effectively and achieve high outcomes?
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1.6 Significant of research
Our team is believed that this research really has value if the questions in the
research are clarified. When our research was successful, the first thing we did was we
made a tremendous contribution to the basis of the theory of tectonic theory, which
proves that the research model from our previous papers is both rational and as well as
highly efficient when we do it in our country. Secondly, the research will help us to
distinguish specific factors that have an impact on students' academic performance as
they use social media applications in their study and whether the impact is beneficial.

Finally, based on the student outcomes after this research, schools, and businesses that
develop social media applications will be able to see it as a foundation for improving,
developing other social media platforms, or updating superior versions containing for
helping students to learn better as well as to find methods to improve their learning
outcomes.
1.7 Structure of the research paper
The research topic of the group is divided into 5 main chapters, specifically as follows:
▪

Chapter 1: Introduction

This chapter introduces an overview of the research topic.
▪

Chapter 2: Literature review

This chapter examines previous scientific papers related to research topics as well as
giving a theoretical framework of this research.
▪

Chapter 3: Research methodology

This chapter clearly analyzes the methods used in the research.
▪

Chapter 4: Data analysis and result

This chapter summarizes the conclusion outcomes after researching and discussing the
results of data analysis.
▪

Chapter 5: Conclusion and recommendation

This chapter includes a summary of the research topic, making recommendations for the
research subjects as well as other stakeholders.

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CHAPTER 2: LITERATURE REVIEW
2.1

Concepts and theories

Our team has researched and selected from previous studies to be able to find out
which research models are suitable for survey subjects in Vietnam. Below is the group's
research model picture. This study considers INP, INL, ACL, PEOU, and PU as
independent variables, EN and SMU as the intermediate, and dependent variables are SS
and SAP. In addition, it was also developed into a total of 14 hypotheses, to learn more
about this model, we had to study each variable definition as well as find a meaningful
mutual relationship among them.
2.1.1 INP and INL
Guiding the book Didactic Strategies and Technologies for Education published in
2012, author Alice Christudason defined "Interactivity with Peers" [1] as a form of

collaborative learning among students to enhance the value of Interacting as well as
providing a variety of favorable learning outcomes. By interacting with peers, students
can learn a lot by explaining their ideas to others or listening to others. contribute from
friends and then build up knowledge that they themselves still lack.
In 2006, the authors’ group including Krause, Bochner, and Duchesne defined
"Interactivity with Lecturers" [2] as positive interactions that express acceptance,
affection, intimacy, understanding, trust, respect, care, and cooperation between teachers
and students in the classroom. This relationship is based on a lot of efforts from both
sides and teachers play an essential and proactive role in communicating with students to
help them understand the lecture content.
2.1.2 ACL
Active collaborative learning is defined by Marjan Laal and Mozhgan Laal
(written in Procedia - Social and Behavioral Sciences, Volume 31, 2012) [3] as an
educational method that uses groups of two or more students by Face-to-face, with
computers, ... to enhance learning while working together. Students will discuss, solve
problems and complete a task in classrooms and when active collaborative learning is
practiced effectively, it turns the classroom into a positive learning environment.
2.1.3 PEOU and PU
Fred D. Davis defined these two concepts in his book MIS Quarterly published in
1989 [4], he argues that Perceived Ease Of Use (PEOU) is the degree to which one
believes that using a particular system will be effortless and effortless, while perceived
usefulness (PU) is the level of the degree to which a person believes using a particular
system will improve their productivity and performance.
In this study, we also mention The Technology Acceptance Model - TAM, which
is the research model developed by Davis based on the theory of reasoned action - TRA.
In the TAM model, there are two main factors: perceived usefulness and perceived ease
of use, through this research model we can see the acceptability of a system and it will
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make people have the attitude as well as the intention to use technology, In this situation
is the application of social networks to the learning of college students. However,
perceptions may vary depending on age and gender because each person is different.
2.1.4 EN
As defined by Michael Stephens in 2020 [5], Engagement is described as the time,
effort, or degree of emotional engagement as well as the motivation for students to
collaborate in the learning process and early learning and invest in their academic
assignments. This participation refers to the level of attention, curiosity, interest,
optimism, teaching, and passion when a student is studying or teaching in a university
setting, from which participation leads to progress in their learning process.
2.1.5 SMU
According to the group of authors including Joe Phua, Seunga Venus Jin, and
Jihoon (Jay) Kim defined in 2017 [6], Social media application is a useful tool to improve
citizens' social capital. Through facilitating the sharing of ideas, thoughts, and
information, social media platforms will help us strengthen existing relationships or
connect and keep in touch with people in life.
2.1.6 SS
The phrase "Student Satisfaction" was defined in 2001 [ 7] by Elliott, K. & Healy
M. as a short-term attitude, which is the result of after students evaluating the educational
experience that they get. Not only that, it has been described as the degree to which
students expect to teach, teacher, or in this research situation is the satisfaction of
effectively applying social media to learning. It is also seen as a positive precursor of
student loyalty and a result of the educational system assessment (Zeithaml, 1988) [8].
2.1.7 SAP

According to Erina L. MacGeorge and seven other authors (in 2008) [9], Student’s
Academic Performance can be defined as the result of education when anyone reaches
their educational ambitions after training and ongoing efforts. In this paper, the student's
academic performance also helps universities achieve the educational goal of gaining
knowledge and developing skills for students and as a basis for assessing the
sustainability of education.
2.2 Previous studies
2.2.1 Key paper: The research by Mahdi M. Alamri, Mohammed Amin Almaiah,
and Waleed Mugahed Al-Rahmi 3 (2020)
The research about Performance: A Model Developed for Sustainability in Higher Education= by Alamri and
his co-worker, 2020. The purpose of this study was to fill a gap in the literature by
investigating how SMU factors used for active collaborative learning and engagement
affect students' academic performance in evaluating education sustainability and their
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satisfaction with its use. The constructivism theory and TAM were used as the
investigation model in this study, and a quantitative method was used and evaluated
based on surveys of 192 King Faisal Undergraduates The feedback were organized into
nine factors and analyzed using structural equation modeling to describe students'
academic performance through evaluating education sustainability, as well as their
satisfaction. The findings were analyzed using structural equation modeling, which
revealed that all hypotheses were accepted and positively linked to Sustainability for

academic achievement, confirming the positive relationship between the use of SMU and
the remaining variables considered in our model interactivity with peers, Interactivity
with lecturers, Active Collaborative, Engagement, perceived ease of use, perceived
usefulness, SMU, student satisfaction, and academic performance of students. The field
of this research is from the Computer Science Department, Community College, Faculty
of Social Sciences and Humanities, Faculty of Technology Management and Business.

Figure 6. Research model of the relationship between social media application and
student’ academic performance (2020) by Authors Synthesized
The study results were analyzed using structural equation modeling, and it was
discovered that all the hypotheses were backed and significantly associated with
educational sustainability. verifying meaningful relation between SMU and the remaining
variables in our model interactivity with peers, interactivity with lecturers, Active
collaborative, Engagement, perceived ease of use, perceived usefulness, SMU, student
satisfaction, and students' academic performance.
However, despite its contribution to the research area, the research's limitations
should then be recognized. One of them will be the sample, which is limited to

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undergraduates at a specific higher level of education and from a specific Saudi Arabian
university, the results may differ in other contexts, within each country.
2.2.2 Support paper: The research conducted by Nasser Alalwan, Waleed Mugahed

Al-Rahmi, Osama Alfarraj, Ahmed Alzahrani, Noraffandy Yahaya, and Ali
Mugahed Al-Rahmi (2019)
Nasser Alalwan and partners research on the topic Develop a Model of Factors Affecting Students’ Academic Performance in Higher
Education=, 2019. In particular, it can be said that the article helps to reduce the material
differences in the use of social media for collaboration and communication and its effect
on student learning outcomes. A questionnaire survey of constructivist theory, technology
adoption model, and communication theory was used as the primary method of data
collection. Collaborative learning as well as online communication through the media
enhances students' learning activities and allows them to share their knowledge through
the media. We encourage young people, students to actively use media in their studies, to
use media for educational purposes. They made this research on the Computer Science
Department, Community College, Faculty of Social Sciences and Humanities, Faculty of
Technology Management and Business.

Figure 7. The research model illustrates the factors Affecting Students' Academic
Performance in Higher Education by Authors Synthesized
The results of the study show that perceived interest as well as the perceived
usefulness of using the media, thereby increasing students' behavioral intentions in using
the media. The use of media in learning and information exchange. The use of TAM with
constructivist theory and communication theory in testing students' behavioral intentions
in using media for collaborative learning and online communication.
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There is one problem of this research is Student perceptions or observations may
different from the instructor's perceptions or from what students do, and moreover, it
does not consider differences between different fields of study. Future works are
suggested to repeat the study in other provinces rather than in Malaysia, having dissimilar
environments and considering these further limitations.
2.2.3 Support paper: The research articles performed by Jaffar Aman, Mohammad
Nurunnabi, and Shaher Bano (2019)
This research paper examines the problem Learning Behavior for Sustainable Education: Evidence of Students from Selected
Universities in Pakistan= by Jaffar Abbas and his Co-research,2019. In this research, he
mentioned that nowadays, social media is taking an important part in the learning
performance of university students to achieve better education. Social media’s effect on
education is becoming necessary and motivates elementals. The world has become an
international village and the use of new technology has made the world smaller through
social media. So, the purpose he made this research the first research about this problem
is one of the few focused investigations about exploring the relationship between the
positive and negative side of social media and the performance of university students
toward better education. Though, the goal of this research is to consider the constructive
and adverse factors that affect student’s minds and how those elements helped the student
to share positive and negative aspects with other people. More and more people realized
that social media websites and their applications brought huge benefits and risks to
university students and their affection for student’s psychological adjustment or learning
performance is not clear. This research adopted the cluster sampling method and
responder from five chosen regions. Researchers gave 1013 tables of questions among
the targeted sample of university students with an age from 16 to 35 years, and they have
collected 831 full/valid answers. This research applied the social satisfaction theory to
examine student’s performance in using social media. This research has specific
determination 18 the constructive and adverse facts from these previous data. The results
are showing that social media usage in Pakistan harms student’s performance compared

to positive aspects. The results may not be generalized to the entire student community
because it was answered by chosen responders. This research presents a relationship
between unscientific features and the creativity of social media and shows the new roads
to study in the future by more understanding about social media usage based on webs. He
made this research from social media, learning attitude, sustainable education, social
networking in Pakistan.

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Figure 8. Research model about the relationship between positive media factors (PMF),
negative media factors (NMF), and Students(2019) by Authors Synthesized
The result of this study showed that approximately 65% of the technology experts
play an important role in the study process of university students in Pakistan, while the
rest support using social media for study but they believe students do not do well in the
learning process by using social media. But this result still gives a clear signal about how
important social media affects the study performance of universities in Pakistan.
However, there is a limitation which is the research scope of only a few selected
universities in Pakistan.
2.3 Research Model and Hypothesis
2.3.1 Research Model
After a process of research, discussion, and careful consideration, our group has
decided to choose this research model. The first reason is that compared to the support
paper, the research model of the key paper is more detailed. The second reason is that

because this research model is developed and researched later, it also includes most of the
analytical factors from the research papers in previous years. The final reason leading to
the decision to choose this model is because the content in the previous research articles
was quite less information, namely the first support paper focused on only three theories
to develop the model of factors affecting students' academic performance in higher
education while the content in the next support paper only gives positive/negative effects
from social media applications to student learning behavior. Therefore, the selected
research model generally meets the research needs, desires, and purposes of our group
and we would like to build the research based on this model.

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