Bài nghiên cứu này tập trung vào việc đo lường tác động của việc sử dụng mạng xã hội đến
kết quả học tập của sinh viên Khoa Kinh tế, Trường Đại học Đồng Tháp. Phương pháp chọn mẫu
được sử dụng trong nghiên cứu là chọn mẫu ngẫu nhiên phân tầng theo tiêu chí của đối tượng.
Với phương pháp chọn mẫu như vậy, chúng tôi đã khảo sát trực tiếp 178 sinh viên Khoa Kinh tế từ
năm thứ hai đến năm thứ tư, ở cả ba chuyên ngành: Tài chính ngân hàng, Kế toán, Quản trị kinh
doanh. Sau đó, chúng tôi sử dụng các phương pháp thống kê mô tả, đo lường và phân tích bằng
EFA, kết hợp phân tích hồi quy nhằm xác định các yếu tố ảnh hưởng. Kết quả nghiên cứu cho thấy
có 4 nhóm yếu tố tác động tích cực đến kết quả học tập của sinh viên Khoa Kinh tế, Trường Đại
học Đồng Tháp gồm Thông tin, Giải trí, Xu hướng và Công cụ học tập.
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Chia sẻ: Thục Anh | Ngày: 13/05/2022 | Lượt xem: 571 | Lượt tải: 0
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are positively
correlated with learning outcomes of the student.
The VIF (Variance Inflation Factor) magnification
coefficients of the independent variables are
all less than 3, so there is no multicollinearity
phenomenon. The linear regression equation is
shown as follows:
KQHT = -0.614+ 0.538CCHT + 0.248TTi
+ 0.178GTi + 0.154ThT
All four factors have a positive correlation
with student learning outcomes: Information
(TTi), Entertainment (GTi), Trendy (ThT),
and Tools for learning (CCHT). The analysis
also shows that the Information and Tools
for learning factor of students of Department
of Economics, Dong Thap University have a
close relationship with the learning outcomes
compared to other factors.
According to the regression results, when
other factors remain unchanged, then:
When the information search factor (TTi)
increases by 1 point, the average Learning Results
(KQHT) will increase by 0.248 points. TTi shows
that the use of social networks to find learning
information and materials has excellent support
for students’ learning. This is also consistent
with the fact because, with today's technology
era, we can find almost everything online, and
exchanging with each other is also easier. This
result coincides with the study of Ku et al. (2013);
Nguyen Lan Nguyen (2020); Le Thi Thanh Ha
et al. (2017) on the positive impact of finding
information from social networks on the learning
outcomes of students. However, the impact of
information search factors on learning results in
this study has a lower impact level (coefficient
is 0.248) compared to the research results of Le
Thi Thanh Ha et al. (2017) with 0.376.
When the factors of Learning tools (CCHT)
increases by 1 point, the average Learning Results
will increase by 0.538 points. CCHT shows that
thanks to social networks, the exchange of
lessons between students with students between
students with lecturers has very good results.
The exchange can take place anytime, anywhere
if they are unified and their usage devices are
connected to the Internet, thus saving time, and
making full use of time during the day for study.
This research result differs from the study of Le
Thi Thanh Ha et al. (2017) that the Learning Tool
47
Tạp chí Khoa học Đại học Đồng Tháp, Tập 10, Số 4, 2021, 38-49
factor does not affect the learning outcomes of
students at the Food industry University in Ho
Chi Minh City. We can understand this because
the characteristics of using social networks
of students at the two schools are not similar.
Students of the Department of Economics, Dong
Thap University use social networks as a tool for
regular learning more often.
When the entertainment factor (GTi)
increases by 1 point, the average Learning Results
will increase by 0.178 points. GTi shows that in
addition to the main responsibility of the student
is learning, students need to be entertained to
relieve stress in the study as well as in life. Only
when they feel comfortable, their learning will
also achieve higher results, and recreational
activities will also create more relationships and
practice skills for students. This result coincides
with the study of Le Thi Thanh Ha et al. (2017).
However, the regression coefficient on the impact
of entertainment on learning outcomes in this
study is more obvious (0.178) than in the study
of Le Thi Thanh Ha et al. (2017) of 0.076.
When the trend factor (ThT) increases by 1
point, the average Learning Results will increase
by 0.154 points. ThT shows that using social
networks is a trend of students, it has an impact
on the crowd effect. When many students use
social networks for personal gain, other students
also can join. This result coincides with the study
of Le Thi Thanh Ha et al. (2017) on the positive
impact of trend factors on learning performance.
However, the regression coefficient on the
influence of trendiness on learning outcomes in
this study is more obvious (0.154) than in the
study of Le Thi Thanh Ha et al. (2017) of 0.041.
We can see that , depending on the
characteristics of students using social networks
in each discipline and each educational institution,
the influence of factors on student learning
outcomes will also vary. When comparing the
analytical results with the research results of
author Le Thi Thanh Ha et al. (2017), there is a
heterogeneity of the effect levels. While search
engine factors have the most impact on the
learning outcomes of students at the University
of Food Industry in Ho Chi Minh City, the
factors of learning tools have the most impact
on the learning results of students of Economics
Department, Dong Thap University. This is an
expected result because this research goal aims to
use social networks as a learning tool for students
to improve learning outcomes. Research is also
a premise to help educational institutions step
by step come up with solutions to improve the
learning outcomes of students of the Economics
Department, Dong Thap University.
5. Conclusions
This paper has measured the impact of using
social networks on students' learning outcomes
of the Department of Economics, Dong Thap
University. We used the methods of descriptive
statistics, measuring and analyzing by EFA,
combined regression analysis to determine the
influencing factors of using social networks on
student learning outcomes of Department of
Economics, Dong Thap University.
By combining the results from the research
and surveying the actual teaching and learning
environment at the Department of Economics,
Dong Thap University, we have found and
analyzed the factors that influence students'
learning outcomes, namely Information (TTi),
Entertainment (GTi), Trendy (THT), and Tools
for learning (CCHT) factors.
This research has an urgent significance,
helping students to recognize the influence of
the social network on their learning process,
helping students to use social networks more
effectively to improve their learning outcomes.
The research results are also the basis that
supports the University and the Department to
have reasonable plans to support students in
learning.
Acknowledgement: This research is
supported by science and technology project,
Dong Thap University. Code: SPD2020.01.25.
48
Chuyên san Khoa học Xã hội và Nhân văn
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