The associations between social-media use and academic performance among undergraduate students in biology (Record no. 86308)
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| 000 -LEADER | |
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| fixed length control field | nab a22 7a 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 180517b xxu||||| |||| 00| 0 eng d |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 507 / Ley |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Leyrer-Jackson, Jonna M. |
| 245 ## - TITLE STATEMENT | |
| Title | The associations between social-media use and academic performance among undergraduate students in biology |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | p. 221 - 230 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Recent studies have been conducted in regards to the use of social- media by students and how it can impact his/her academic performance. However, much of this research has been focused on how to use social-media websites in the classroom to facilitate student learning. Therefore, we aimed to address how the use of social-media can be either beneficial or detrimental to undergraduate students, with respect to their academic performance. We distributed a survey to 234 participants, all attending the same four-year university. Throughout the survey, the students self-reported their grade point average (GPA), study habits, and social-media use. We established that female students use social-media websites more often than their male peers, and using a Pearson’s correlation, we found that GPA negatively correlated with the number of social-media websites to which students subscribe (p < 0.05). Furthermore, we found that using more social-media websites correlated positively with the amount of time students spend using social-media platforms on a daily basis. Although previous studies indicate that social-media websites should be incorporated into the classroom, our results suggest that this addition may have negative effects on the study habits and academic performance of undergraduate students, particularly those within the field of biological sciences. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Social media |
| Topical term or geographic name as entry element | Grade point average |
| Topical term or geographic name as entry element | Biology education |
| Topical term or geographic name as entry element | Undergraduate biology |
| Topical term or geographic name as entry element | Academic performance |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Wilson, Ashley K. |
| 773 0# - HOST ITEM ENTRY | |
| Host Biblionumber | 80467 |
| Place, publisher, and date of publication | Institute Of Biology |
| Other item identifier | S39 |
| Title | Journal of Biological Education, 52(2), June 2018 |
| International Standard Serial Number | 0021-9266 |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://www.tandfonline.com/doi/full/10.1080/00219266.2017.1307246 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | |
| Item type | Journal Article |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection code | Permanent location | Current location | Date acquired | Full call number | Barcode | Date last seen | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Article | HBCSE | HBCSE | 2018-05-17 | 507 / Ley | ar3539 | 2018-05-17 | Journal Article |