TCC 2012 Alana Nakahara
Forgetful Students Use Facebook
Alana Anuhea Nakahara
University of Hawaii, Manoa
2500 Campus Road
Honolulu, HI USA 96822
United States
alanan@hawaii.edu
Abstract: Students always seem to “forget” about the one assignment they
have for study hall- grade checks. Since this is a non-graded class, there is
no real penalty besides detention. To encourage and remind students
about their grade checks, I have used various methods from email to
rewards, but all seem to have the same result of forgotten grade checks.
The purpose of this action research project is to examine Facebook's
impact on student’s perceived attitudes and frequency of turning in grade
checks in a sophomore study hall class at a private high school on Oahu,
Hawai'i. Students were asked to complete a short survey about their
Facebook usage and normal day-to-day activities. Next, students were
asked to join a closed Facebook group where I posted grade check
reminders, positive reinforcement, and study tips. Lastly, I posted
interview questions to the group wall for students to answer. Some
students were also interviewed about their participation during class.
Overall, there were mixed results in grade check submission by the
students but an increase in communication. The group page turned into an
efficient communication tool for the students and, especially, the study
hall supervisor.
Introduction
Study hall is a mandatory class for students who are on academic probation (AP) or
students who are referred to attend by a parent or counselor. Students who attend study
hall do not receive grades or credit. AP is determined by grades at the end of every
quarter. To qualify they must have an F, two or more D’s, or have a GPA of below a 2.0.
Although there are no actual assignments there are three grade checks done throughout an
eight week period by the study hall advisor to see the progress or lack there of, of each
student. These grade checks are then given to the student to take home to their parent or
guardian for a signature and brought back to the study hall advisor and then given to the
vice principal. The problem is without the consequence of a grade it is hard to force
students to turn grade checks in on time or merely turn them in at all.
This is my second year as a study hall supervisor. Previously, I have used email, daily
announcements, reminder notes, and even rewards for students to turn in grade checks,
which all yielded minimal results. Throughout my duration as a study hall supervisor I
noticed how often and eager students were to use Facebook. According to a September
1
TCC 2012 Alana Nakahara
2009 survey by the Pew Internet and American Life Project, 73% of teens spend their
time online using social networking sites like Facebook. Therefore this particular study
was designed to examine Facebook’s impact on student communication, their perceived
attitudes and grade check submission.
Literature Review
Students currently make use of computer mediated communication (CMS) applications,
such as email, instant messaging and social network sites in order to satisfy social and
academic needs (Vrocharidou & Efthymiou, 2012). In particular, social networking sites
(SNSs) like Facebook have become “prominent genres of social software” that now have
hundreds of millions of users with majority of them being students (Selwyn, 2009). So
much in fact that, “Facebook constitutes an integral part of daily communication
practices for many students” (Vrocharidou & Efthymiou, 2012). According to Mazman &
Usluel, using SNS in an educational context can be considered a potentially powerful
idea simply because students spend a lot of time on these online activities (2010).
Although the potential is there it is sometimes difficult to convince teachers to use
technology as a mechanism for learning (O'Hanlon, 2007). Instructors are more likely to
agree that Facebook is not for educational purposes which causes them to be less open to
the idea of using Facebook instructionally (Roblyer, McDaniel, Webb, Herman, & Witty,
2010). Another reason educators may be wary of using social networking for educational
purpose is the lack of research (Vrocharidou & Efthymiou, 2012). The research that has
been done on the educational use of Facebook concludes that students use it more
informally for social and organizational reasons and not for educational purposes
(Selwyn, 2009). According to O’Hanlon a way to overcome this obstacle of teachers and
instructors not being open to using social networking for educational purposes, is to show
them how to use it (2007). This project aims to be an example.
Surveys and interviews were the most common methods to collect data when looking at
computer-mediated communication and social networking in education. Mazman &
Usluel used a survey as their main instrument to gain data (2010). Students were
interviewed face to face for West, Lewis, & Currie’s study to in order to find out their
understandings of private and public spheres within social networking (2009). Looking at
Facebook specifically, Selwyn observed student wall postings and peer interaction
(2009).
This action research is not using Facebook to increase participation and collaboration in
class but merely as a computer-mediated communication tool to aid students to remember
to follow through on submission of grade checks. This study will combine the potentially
powerful idea of using social networking in an educational setting and also serve as an
example for other educators.
Research Questions
2
TCC 2012 Alana Nakahara
“Online accounts allows [students] to be “always on” and always connected. This
expectation will only get more acute because there is no way they will desire being less
plugged in or less open” (Richardson, 2006). Since students are evolving, looking at
social networking in education is necessary. Therefore, using Facebook as a means of
computer-mediated communication, this action research looks at the “potential
disconnect between tools preferred by students and those used by teachers” (Herman,
McDaniel, Roblyer, & Witty, 2010). To investigate the current assumptions of educators
and students surrounding Facebook, I will be answering this general question: If I use a
“closed” Facebook group to communicate with students about grade checks, then what
impact will it have on student’s submission of grade checks? With these issues in mind,
this paper will go on to examine Facebook’s impact on student’s perceived attitudes,
communication and frequency of grade check turn in with the aid of the following
research questions:





When implemented, will students use the closed Facebook group for grade
check reminders?
When implemented, will I see a change in grade check submission?
What are student’s perceived attitudes towards Facebook in general?
What are student’s perceived attitudes towards Facebook for educational
purposes?
What are student’s perceived attitudes towards a closed Facebook group page
regarding grade checks?
Project Description
Researcher Information and School Environment
The sole researcher of this action research study is one of four study hall supervisors at a
large private high school in Hawaii. Two supervisors are assigned to upper campus with
grades 11 and 12 and the other two are assigned to lower campus with grades 9 and 10.
All study hall supervisors follow the same grade check guidelines and schedule. About
one fourth of the students are from the outer islands and living in the dorms. The campus
is very large and is set on a hill. Buses are often used to transport students to and from
classes.
Project Participants
This action research study included 26 high school sophomores, ages 15 and 16, that are
assigned to study hall during the 3rd quarter of the 2011-2012 school year. All students
have their own laptops and have equal access to Internet at school. Students were also
required to turn in a signed consent form from their parents allowing them to participate
in the study.
Technology Skills and Materials
All students at this large private high school are a part of a one-to-one laptop program.
Each student is given a Mac book to use for the entire school year equipped with a range
of computer programs, including Safari and Firefox. They also have a mandatory
keyboarding class. In this class students also learn basic computer skills and proper
3
TCC 2012 Alana Nakahara
online behavior. In addition the entire campus is outfitted with wireless Internet so the
student has the ability to connect wherever they may be.
Facebook Closed Group Procedure
At the beginning of the quarter, I explained my project and asked who was interested in
participating. Students who were interested were given assent and consent forms to
complete. When the forms were turned in, they were given a short survey to complete.
There are three grade checks every quarter, roughly occurring every two weeks. The first
grade check that went out followed the normal procedures with class announcements and
written reminders on the class white board. Before the last two grade checks were sent
out, students were asked to join a closed Facebook group. As the administrator of the
group, I could allow or deny entry to the group making sure study hall students and some
faculty and staff access.
The next two grade checks that were sent out had the Facebook group implemented as
well as class announcements. When starting a group you do not have access to member’s
profiles but do have the ability to post updates on the group wall, which will then pop up
on their notifications. Being part of a closed group does not mean you have to be
“friends.” I posted reminders when grade checks were given to teachers, when they were
due for teachers, when students need to pick them up and when they were due to be
returned. In between, grade check reminders, I posted study tips, friendly reminders, and
positive reinforcement.
Research Methods
Grade checks
Grade checks are used to check on the student’s progress during the quarter. They are
also used for athletic clearance. There were three sent out during the research period.
Using the school’s learning management system, grade checks are sent to teachers. They
are then given a few days to fill them out. Lastly they are printed by the study hall
supervisor and handed out to students.
Survey
A survey was developed and given to students prior to the implementation of the
Facebook closed group. The survey asked: Do you have a Facebook account? On
average: How many hours a day do you use Facebook? On average: How many hours a
day do you do homework? On average: How many hours a day do you participate in
extra-curricular activities? On average: How many hours a day do you sleep? What time
of day do you spend the most time on Facebook? What do you use Facebook for the
most? Have you ever been in a class that uses Facebook? The survey was done with
paper and pencil. The answers were examined for similar patterns and anomalies. The
questions also helped with choosing times to post to the group wall.
Observations and Data Collection
4
TCC 2012 Alana Nakahara
I made observations throughout the implementation of the project. Starting from when
students were taking the survey and finished when the last grade check for the quarter
was turned in. These observations are mainly handwritten field notes and some voice
memos. Also after all the information was collected from the survey, Facebook group
wall, and interviews, I created an annotated timeline to summarize and analyze the data.
Wall postings
Wall postings are what group members post to the Facebook group wall for all the other
group members to see. The wall postings turned out to be great-unintended feedback for
me to examine.
Interviews
Interviews were given during class time and I wrote down responses. Some interview
questions were also posted to the group’s Facebook wall for voluntary responses.
Students were encouraged to answer honestly. These are the questions asked: Did you see
any of the group postings as reminders in your news feed? Where they helpful? If not
what is helpful to you? What did you like about the Facebook group/reminders? Do you
think other teachers should use Facebook for their classes? Do you think Facebook
should strictly be a social thing for friends only? What would you do if you didn’t have
facebook or there was no such thing as Facebook?
Results
The implementation of a closed Facebook group started in January at the beginning of the
third quarter for the 2011-2012 school year. Students were told what the purpose of the
project was and participation was voluntary. The students that joined were mainly excited
to use and talk about Facebook since it is normally banned during study hall. Throughout
the process these questions were answered:
When implemented will students use the closed Facebook group for grade check
reminders?
The closed Facebook group was started on January 30, 2012 and ended on March 9,
2012. As soon as students were accepted, they started posting to the wall. One student
wrote, “I am so privileged to be apart of this private group. aP BOyZ fah LyPhe.” There
were a few “likes” and a couple of comments. Throughout the implementation period
there were a total of 72 wall postings. Half of the wall postings were grade check
reminders, positive reinforcement, and study tips. The other half of the postings were
students asking permission to go to study help with their teachers. There is no way to
indicate if students read the grade check reminders, but the wall postings are evidence
that students were actively participating in the closed Facebook group.
When implemented will I see a change in grade check submission?
The first grade check was due on January 24, 2012 and 17 out of 26 were submitted. The
second grade check had 22 out of 26 submitted and was due on February 15, 2012. The
last grade check was due on March 9, 2012 and had the lowest submission rate–15 out of
26. Comparing the first grade check to the last two, there was an increase for the second
5
TCC 2012 Alana Nakahara
one and a decrease for the last one. The results are not definitive but I think there is one
major factor that attributed to the decrease in the last grade check- timing. The last grade
check was sent out at the end of the quarter. Students in study hall spend the last week of
the quarter scrambling to make up tests, finish projects, get study help, and catch up on
old work all in hopes of bring up their grades. Therefore, getting their grade check signed
and returned on time was not one of their priorities. Also, many of them do not come to
study hall but opt to go to their teachers for help instead, so some students may have
turned in their grade checks if they came to study hall.
What are student’s perceived attitudes towards Facebook in general?
There were 26 complete surveys and 100% of the students surveyed had a Facebook
account. On average, students spend 3-5 hours a day using Facebook but only spend 1-2
hours a day doing homework. They also spend the same amount of time on homework as
they do doing extra-curricular activities. 42% of students on average get 6-8 hours of
sleep. The vast majority of students spend the most time on Facebook at night. All
students utilized Facebook to keep in touch with friends. The next top reasons were to
share pictures and find out gossip. In this same question, there was an “other” category
where many students added they used Facebook for playing games. Since some students
are away from home, one of the students wrote “talk to mom.”
Students were also asked what would they do if there was no such thing as Facebook.
Most of the immediate responses were “I would die,” “its vital to my life,” or “go back to
MySpace.” A lot of students, especially the students from the outer islands use it to keep
in touch with friends and family. A couple of students admitted that they would probably
have better grades if Facebook didn’t exist.
What are student’s perceived attitudes towards Facebook for educational purposes?
Looking at the survey results of why students use Facebook, a few students stated they
use it to ask about homework. Although students may use Facebook a lot, only 35% of
them have actually used it for a class. Table 1 gives a break down on student’s opinions
about using Facebook for other classes. The results are mixed, some students would
rather use Facebook than Blackboard or email. Other students think it should be a social
thing to get away from teachers.
The interview questions brought up other interesting views about utilizing Facebook for
classes and students’ interactions with teachers on Facebook. Although many agree that it
would be beneficial to have some boundaries, myself and other teachers would agree
being friends with a student on Facebook is discretionary. However, students agree being
friends with teachers on Facebook, “weird’s me out” and “is unnecessary.”
What are student’s perceived attitudes towards a closed Facebook group page regarding
grade checks?
Student’s overall attitude towards the closed Facebook page was mixed. Some found the
group page to be very convenient. One student stated, “It was helpful because when
anything was going on in class and I needed to be notified I would receive a notification
from it and because I check my Facebook a lot I would get answers that I needed
6
TCC 2012 Alana Nakahara
quicker.” Another student also found it useful “cause it sends it to my phone. Beep beep.”
Conversely a student stated “it could be distracting if I was in class, its tempting to look.”
Another opposing comment was “if I was getting fb notifications for hw, its distracting. I
use fb as way to relax and get away from school.”
Overall the students thought the closed Facebook group page was useful since they did
not have to be friends with the teacher or other members. They also see the potential in
using Facebook for other classes by allowing them to know what is going on and the
ability to communicate with their teacher more.
Unexpected Findings
Although the overall the implementation of the closed Facebook group was well received
by the students I did not realize how positively I would be impacted. The group page and
reminders were to benefit the students but turned into another channel of communication
for me. As an educator working with students I am always looking for a way to connect
with students and to impact them in a positive way. This Facebook group has shown me
that this is a tool definitely preferred by students and they are willing to use it in an
educational setting. Because its preferred tool, students willing to go beyond what is
expected of them. Student’s themselves decided to use the wall as a way of letting me
know where they would be. Figure 1 is a great example of a student letting me know
where he would be during study hall. Since our campus is so large, students found it more
convenient to let me know via the Facebook group than to come to class across campus.
It was also convenient for me for attendance and accountability purposes.
Discussion
The impact of the implementation of a closed Facebook group can be viewed as
successful when looking at the overall outcomes. Students were active participants and
the study opened up a new way to communicate. In spite of this, the grade check
submission data can be considered inconclusive because of the mixed results and limited
amount of testing. The slight success can be attributed to the initial novelty of something
new and the decrease to outside factors. It is not definitive if the actual group page had an
impact on grade check frequency.
Focusing on the use Facebook in the study, the ease of implementation for students is
evidence that the students are very comfortable in using it. There was no learning curve
for students, therefore there was no instructional time wasted. In fact students taught me
shortcuts and how to use a polling feature within Facebook. According to my survey data,
100% of students use Facebook as a way to keep in touch with friends. Perhaps students
can use Facebook as a way to keep in touch with classes.
“Facebook is worth considering as a communal space, albeit one that requires discretion”
(Schwartz, 2010). This is true, it is a shared space that is useful but needs some
boundaries. Closed Facebook groups allow communication within a group of people
without having to be “friends” allowing all parties involved the ability to keep their
personal pages private. I would highly recommend other educators to implement a closed
7
TCC 2012 Alana Nakahara
Facebook group for your classes or clubs especially if you use Facebook already. It is a
convenient way to communicate and students were very receptive to using it
Although, for this study there are few things I would do differently. First, I would
implement the project for a longer period of time to see if the submission rate stays more
consistent. I would also try to gain a larger population of students with a more diverse
academic background. Next, in order to make sure students read the reminder postings I
would add- “please ‘like’ or ‘comment,’ on the post so I know that you saw it.” It would
give me another way to collect data.
The implications for further research would be to include what other types of
communication do students prefer or use most often. Specifically, looking at other
computer-mediated communication tools, such as instant messaging and group text
messaging from the web. Since the grade check submission frequency was mixed, I think
it would be important to investigate further on how to keep the frequency of grade check
submission high. I would also look at what communication tool students prefer to usewhether it is a laptop or mobile phone. I could do this by implement a closed Facebook
group for one grade check and use group text messaging from the web for another grade
check during the same quarter.
Conclusion
This study shows that students are willing to participate and use a closed Facebook group
although it may have not had a great impact on their frequency of grade check
submission. However, this action research has shed light on the possibility of using
Facebook for school-related communication purposes in a high school setting. By
creating an online dialogue and forum for these 21st century learners, I found that it
opened a channel of communication - a direct line to the students and myself - that
students were apt to use. Schwartz could have not summed it up any better, “I now see
Facebook as a part of the larger commons in which we stay connected…keep my
metaphorical office door open. And increase the potential for real time, face-to-face
conversations that are rich with connection, depth, risk-taking and growth.” Utilizing a
closed Facebook group not only turned forgetful students into somewhat remembering
students, but the closed Facebook group also turned a study hall supervisor into a more
attentive communicator.
8
TCC 2012 Alana Nakahara
Table 1. Do you think other teachers should use Facebook for their classes?
Yes
Yes! Better than edmodo and blackboard
No
Nooooooo then they would know we are on
it during class
No because then I’ll never want to go on
facebook cause my teachers are on there.
Yes because they could post about
homework or other necessities needed for
the following class, instead of us checking
blackboard because nobody ever does.
Teachers should use facebook to make sure
that their students are aware of what
assignment is due, or just to ask their
teacher for help.
I don’t think teachers should use facebook.
It’s going to defeat the purpose of facebook
being a social thing to get away from
teachers. That’s what edmodo is for.
Yes because you can just walk past
classrooms half of them on facebook. If
teachers use it gives them a reason to use it
in class.
If its for school, you should start a website
for that.
They can because we spend so much time
on it, so we’ll know whats for homework
and actually do it. We wont have a reason
not to do it.
No, not for posting assignments cause like
we can’t always get on facebook.
Yeah. We don’t check your email.
NO.
Figure 1. Example of a student posting.
9
TCC 2012 Alana Nakahara
References
Lewis, C., & Fabos, B. (2005). Instant messaging, literacies, and social identities.
Reading Research Quarterly, 40(4), 470-501.
Mazman, S., & Usluel, Y. (2010). Modeling educational usage of facebook. Computers
& Education, 55(2), 444-453.
O'Hanlon, C. (2007). If you can't beat 'em, join 'em. T.H.E. Journal, 34(8), 39-40,.
Richardson, W. (2006). Blogs, wikis, podcasts: and other powerful web tools for
classrooms.. Thousand Oaks, Calif.: Corwin Press.
Roblyer, M. D., McDaniel, M., Webb, M., Herman, J., & Witty, J. (2010). Findings on
facebook in higher education: a comparison of college faculty and student uses
and perceptions of social networking sites. Internet And Higher Education, 13(3),
134-140.
Selwyn, N. (2009). Faceworking: exploring students’ education-related use of
‘Facebook’. Learning, Media and Technology, 34, (2), 157-174.
Schwartz, H. L. (2010). Facebook: The new classroom commons?. Education Digest:
Essential Readings Condensed For Quick Review, 75(5), 39-42.
The Pew Research Center's Internet & American Life Project (2011, May). Trend data for
teens. Retrieved from http://pewinternet.org/Trend-Data-for-Teens/OnlineActivites-Total.aspx
Vrocharidou, A., & Efthymiou, I. (2012). Computer mediated communication for social
and academic purposes: profiles of use and university students' gratifications.
Computers & Education, 58(1), 609-616.
West, A., Lewis, J., & Currie, P. (2009). Students' Facebook "Friends": Public and
Private Spheres. Journal Of Youth Studies, 12(6), 615-627.
10