000			nab a22 7a 4500
999			_c86308 _d86308
008			180517b xxu||||| |||| 00| 0 eng d
082			_a507 / Ley
100			_aLeyrer-Jackson, Jonna M.
245			_aThe associations between social-media use and academic performance among undergraduate students in biology
300			_ap. 221 - 230
520			_aRecent 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			_aSocial media
650			_aGrade point average
650			_aBiology education
650			_aUndergraduate biology
650			_aAcademic performance
700			_aWilson, Ashley K.
773	0		_080467 _dInstitute Of Biology _oS39 _tJournal of Biological Education, 52(2), June 2018 _x0021-9266
856			_uhttps://www.tandfonline.com/doi/full/10.1080/00219266.2017.1307246
942			_2ddc _cAR