A Meta-Analysis of Facebook-Assisted Learning Outcomes and Their Gender Differences

Social media applications such as Facebook have received wide attention in their use in education. However, it is still hard to arrive at a conclusion regarding whether a Facebook-assisted approach is effective in education and whether there are any significant gender differences in the learning out...

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Bibliographic Details
Published in:International journal of mobile and blended learning 2021-10, Vol.13 (4), p.1-20
Main Authors: Yu, Liheng, Yu, Zhonggen
Format: Article
Language:English
Subjects:
Analysis
Blended learning
Collaborative learning
Communication
Computer Assisted Instruction
Cooperative Learning
Digital media
Distance learning
Education
Educational aspects
Educational objectives
Effect Size
Gender aspects
Gender Differences
Instructional Effectiveness
Learner Engagement
Learning
Learning activities
Learning Motivation
Meta Analysis
Motivation
Outcomes of Education
Psychological Needs
School environment
Social Media
Social networks
Sociology
Students
Teachers
Teaching
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Summary:Social media applications such as Facebook have received wide attention in their use in education. However, it is still hard to arrive at a conclusion regarding whether a Facebook-assisted approach is effective in education and whether there are any significant gender differences in the learning outcomes. Based on rigid inclusion criteria, this study included 21 peer-reviewed high-quality journal articles. Through a meta-analysis using Reviewer Manager 5.3, the authors concluded that a Facebook-assisted approach could obtain significantly higher learning outcomes than the non-Facebook-assisted one with a medium effect size (d = 0.42) and that females could achieve significantly better learning outcomes than males with a very small effect size (d = -0.21) in the Facebook-assisted education. Future research could examine the effect of educational use of other social media applications, as well as in sociological, psychological, or educational dimensions.
ISSN:1941-8647
1941-8655
DOI:10.4018/IJMBL.2021100104