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

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

*Zhonggen Yu (Beijing Language and Culture University, China) and Liheng Yu (Jiangsu Ocean University, China)
Copyright: © 2021 |Pages: 20
DOI: 10.4018/IJMBL.2021100104
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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.
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Theoretical Framework

We conducted the study under the theoretical framework of connected learning. A considerable amount of literature has been published on connected learning (e.g. (Esteban-Guitart, DiGiacomo, Penuel, & Ito, 2020; Vartiainen et al., 2019). In this study, the term “connected learning” that will be used refers to an activity, practice, or experience that bridges the gap between learner interests, motivation, achievements, and learning opportunities, which is supported by peer interactions (Esteban-Guitart, DiGiacomo, Penuel, & Ito, 2020). The connected learning could facilitate peer collaborative learning, improve learning interest, and promote learning effectiveness in either formal or extracurricular learning environments, enhancing students’ competitive ability in the global market (Brown, Czerniewicz, & Noakes, 2016).

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