The Mediating effect of Collaborative
learning in Student’s Academic Performance
and the role of social media in private
Universities of Malaysia
Name: Mahazabeen Haque Shoilee
ID: BGA 160005
Introduction
 The social media defines a group of internet-based applications that build on the
ideological and technological basis of web.
 It helps people to minimize distances and makes easier for them to share information,
files, pictures and videos.
 The questions are about the social media and its influence on academic performance
and how it can be used effectively to improve student academic performance.
Research Problems
 (Choney, S; 2010) &MehMood, S;& Taswir, t;
2013), (Kist, W; 2008), (Jacobsen & Forste, R;
2011), said that the use of social media is
one of the key factors that can affect
student's educational performance in a
positive or negative way.
Research Scope
 There are many parents and guardians who
thought that students spend too much time
on Facebook and other social media sites
and do not have enough time to learn.
 Although parents are anxious about the
regular use of social media, many students
continue to take advantage of the site every
day.
 The scope of the study will concentrate
on the academic performance among
the students in a private university of
Kuala Lumpur, Federal Territory of Kuala
Lumpur Malaysia.
Research Question
Research Objectives
 Does the use of social media sites have
any impact on student’s academic
performance?
 To examine the impact of social media
on academic performance among the
students.
 How the social media impact to
student’s
academic
performance
through collaborative learning?
 To ascertain the impact of social media
through collaborative learning to
student’s academic performance.
Literature Review
Independent Variables
 Interaction with Peers
Interaction with teachers
 (Frazier & Eighmy 2012; Hatch, 2012;
Rocconi, 2011; Kuh, Cruce, Shoup,
Kinzie, & Gonyea, 2008; Zhao & Kuh,
2004) suggests that planned and
purposeful opportunities for peer
engagement of college students
impacts their learning throughout their
college experience.
 To achieve success in education
interaction with teachers is necessary
because it produces better and more
effective learning and may also be an
essential way (Bannan,B; 2002 & Siau et
al., 2006; Chou, C; 2003 & Siau et al.,
2006).
 (Fewkes & McCabe, M; 2012 & Junco
et al, R; 2012 & Top,E; 2012) said that
social media promote cooperation and
contribution to the relationship that can
arise among students, also provides
direct opportunities for curricular
distribution.
 Some teachers or supervisors have
found a number of methods to
integrate social media into their
lectures and curricula, while others do
not want to use it (Fewkes & McCabe,
2012).
Cont…
Engagement
 Engagement is a social media context,
which result in a learning environment
characterized by greater collaboration
and communication brought about by
peer
discussion
and
interaction
(Heafner & Friedman, 2008; Jackson,
2011; Liu et al., 2011).
 (Astin; 2010) said engagement was
defined as the amount of physical and
mental energy a student spends on the
academic experience. This theory of
student engagement comes from the
strength of a training practice that is
proportional to anyone who talks to
improve student engagement.
Mediating Variable
Collaborative Learning
 Collaborative learning is the interactions and
connections between the students with the
curricula. It emphasis on interaction among
participants in education.
 (Shoshani, Y and Barun, H; 2007) said that
social media supports collaborative learning
to
make
a
resource
full
learning.
Collaborative learning consists of the
interactions and connections between the
students with the curricula.
 Collaborative learning is "an approach to
decision-making that encourages systems
thinking,
joint
learning,
open
communications,
transparency,
accountability, alternative dispute resolution,
and appropriate change (Daniels & Walker,
G; 1996).
Cont…
Dependent Variable
 Students’ Academic Performance
 Social media can be used by academics in different ways, as social networking sites
were proposed as a means of communicating with students (Mack, D; 2007).
 According to (Madge et al, C; 2009), social media improves educational access and
interaction and informs the learning gap informally between students and instructors.
Conceptual Framework
Theoretical Framework
 Self-regulation Theory
 Achievement Goal Theory
Hypothesis
 H1: There is a significant relationship between Interactive with peers and Collaborative
learning by using social media.
 H2: There is a significant relationship between Interactive with teachers and
Collaborative learning by using social media.
 H3: There is a significant relationship between Engagement and Collaborative learning
by using social media.
 H4: There is a significant relationship between Collaborative learning and students’
academic performance by using social media.
 H5: There is a significant relationship between Interactive with peers and students’
academic performance.
 H6: There is a significant relationship between Interactive with teachers and students’
academic performance.
 H7: There is a significant relationship between Engagement and students’ academic
performance.
RESEARCH METHODOLOGY
 Research Design
 Population / Sample
 Quantitative research proposal is being
adopted for this research.
 The targeted population on this survey
will be the student’s one of the private
University of Malaysia Kuala Lumpur.
 The quantitative methodology will used
to evaluate the correlation between
the independent variable (interaction),
mediating variable (collaborative
learning) and dependent variable
(academic achievement of students).
 Sample Size
 With the 5% margin of the error and 95%
confidence level, the sample size is
calculated from the table 294.
 Data Collection
 Sampling Technique
 The primary data comes from the
questionnaires.
 Non-probability sampling technique will
be use.
 The secondary data is derived,
concluded and summarized from
previously published studies and articles
related to the social media and
academic
achievements
of
the
students.
Cont…
 Measurement Scale
 Nominal and ordinal scales will be used for measurement scale.
 Instrument Design
This research questionnaire consists of 4 sections
 Part A: Demographic information
 Part B: Independent Variables
 Part C: Mediating Variables
 Part D: Dependent Variable
 Data Analysis
 This study will use the Partial Least Squares (PLS) analysis technique (Smart PLS 3.0
software) to analyze and test the research model.
Profile of Respondent

Total respondent number was 300. The majority of age group was 23-27, 43.0%.

Bachelor’s degree students response more, and it was 60.3%.

Male respondents were 52.0%.

And, local students was 61.3%.
Convergent Validity
Construct Validity
 Construct validity shows that whether
the results that are achieved from the
usage of the measures in the
questionnaire fit the theories an the
model and research design.
 According to Hair et al. (2010) values
greater than 0.5 are considered as
significance.
 Convergent validity shows that whether
constructs and measures that must be
related and correlated, are in fact
related and correlated or not.
 According to Hair et al. (2010) values
greater than 0.7 are considered as
significance.
Reliability Analysis
 AVE values should > 0.5 & CR values
should greater than > 0.7.
 To
confirm
composite
reliability,
loadings, cross loadings, AVE values
must be checked to remove items
below than 0.5.
Hypothesis
H1
H2
H3
H4
H5
H6
H7
Results of Path coefficients and hypothesis testing
Relationship
Standard Beta
Standard Error
interactivity with peers ->
0.151
0.067
collaborative learning
interactivity with teachers ->
0.184
0.067
collaborative learning
engagement -> collaborative
0.556
0.067
learning
collaborative learning -> academic
0.524
0.054
performance
interactivity with peers -> academic
-0.016
0.062
performance
interactivity with teachers ->
0.115
0.063
academic performance
engagement -> academic
0.278
0.077
performance
T-value
Decision
supported
2.289
supported
2.744
supported
3.635
supported
9.658
0.263
1.872
Not supported
Not supported
8.247
R square
R Square
R Square Adjusted
0.701
0.697
0.669
0.666
student’s academic performance
collaborative learning
supported
Findings
Limitations
 The findings reveal that there is a
positive
significant
and
strong
relationship between the use of social
media and academic performance.
 Sample size was 300, which is not
sufficient.
 Respondents reported that spending
fewer hours a week can learn more on
average, compared to non-users.
 The focus of this study is one of the
privates University of Malaysia, therefore
it cannot be generalized.
 Lastly, this study is a cross-sectional
study and data was collected at one
point of time