Knowledge, Perception, Utilisation and Attitude Towards Social Media-Based Learning as Predictors of Students’ Academic Achievement in Geography

Abstract

This study examined the predictive power of knowledge, perception, utilisation, and attitude toward social media-based learning on students’ academic achievement in geography. Adopting a correlational research type and population proportion to size sampling technique, 975 respondents were selected from thirty-nine schools. Assessment of Social Media Knowledge (KR20 = 0.73), Geography Achievement Test (KR20 = 0.82), Social Media Perception (α =0.86), Perceived Social Media Utilisation (α = 0.72), and Social Media Attitude Scales (α = 0.83) were used to collect and analysed by descriptive statistics and multiple regression. Fifty percent (50%) of the respondents use social media-based learning for academic purposes. Positive linear relationship exists between the predictor variables and the criterion variable. The four predictors accounted for 9.9% of the student’s achievement in Geography. Knowledge of social media β = .266; t (617) = 6.936) was most influential, followed by attitude (β = .157; t (617) = 3.031) in predicting students’ achievement in Geography, while perception and utilisation were not statistically significant at 0.05 significant level. Conclusively, students are encouraged to use social media for academic purposes in order to excel in geography and, perhaps, in other subjects.