Exploring Facebook Engagement Among Postgraduate Diploma in Teaching (PGDT) Students at Jimma University: A Phenomenological Inquiry

Abstract

This study sought to deeply explore the Facebook usage patterns and experiences of Postgraduate Diploma in Teaching (PGDT) students within the context of Jimma University. Employing a methodological approach that combined in-depth interviews and reflective essay reports, the research adopted a hermeneutic phenomenological design to uncover the nuanced layers of participants' lived experiences with the platform. The findings illuminated that participants, on average, devoted approximately two hours per day and fourteen hours per week to engaging with Facebook, primarily for purposes of socialization and entertainment. However, alongside its recreational allure, Facebook also surfaced a spectrum of negative emotions and concerns, notably stemming from the prevalence of hate speech within the platform's discourse. Furthermore, the study revealed a notable gap in participants' utilization of Facebook for academic learning, indicating a need for enhanced knowledge and skills in leveraging the platform for educational purposes. This insight underscores a critical area for improvement within the educational landscape. In light of these findings, the study advocates for proactive measures to address the identified challenges, emphasizing the importance of fostering a more balanced and constructive engagement with Facebook among PGDT students. Additionally, the research highlights avenues for future exploration, signaling the need for continued inquiry into the evolving dynamics of social media usage within educational contexts.