This paper also discusses a few research questions that they
want to solve. Question one. What effect does encouraging the use of Twitter
for educationally relevant purposes have on student engagement? What effect
does encouraging the use of Twitter for educationally relevant purposes have on
student engagement? To examine the effect of Twitter on student engagement, we
used a mixed effects ANOVA model, with sections nested within treatment groups.
The dependent variable was the difference score between the post-test
administration of the engagement instrument and the pre-test administration.
Question two. What effect does encouraging the use of Twitter for educationally
relevant purposes have on grades?
And there are several results that they have comed up with,
the analyses of difference scores show that there was a greater increase in
engagement scores for the experimental group than the control group. From this
they had concluded that using Twitter in educationally relevant ways had a
positive effect on student engagement as measured by their instrument. Because
they conducted analyses on difference scores, they took into account
pre-existing differences in engagement level.
Their analyses show that encouraging the use of Twitter for
educationally relevant purposes has a positive effect on grades. They also
found out that no pre-existing differences between the groups on high school
GPA, indicating that the groups were equivalent in terms of academic ability. This
study provides the first piece of controlled experimental evidence that using
Twitter in educationally relevant ways can increase student engagement and
improve grades, and thus, that social media can be used as an educational tool
to help students reach desired college outcomes.
There are several limitations to this research.
The first and most important limitation is that the study was conducted on a
narrow sample of the overall student population at an institution that is not
necessarily representative (with respect to racial, ethnic, and income factors)
of all institutions in the United States, let alone internationally. Another
limitation is the engagement instrument. It is important to note that we
measured the construct of engagement through self-report and not actual student