Sosyal Medya Kullanımının Akademik Performans Üzerindeki Etkisi: Muhasebe Akademisyenleri Üzerine Bir Araştırma

Çalışmanın amacı, sosyal medya kullanımının dört farklı unsur (öğretim elemanları, öğrenciler, hem öğretim elemanları hem de öğrenciler ve işbirlikli öğrenme ile etkileşim) bakımından akademik performans üzerindeki etkisini araştırmaktır. Bu kapsamda, Türkiye’de devlet ve vakıf üniversitelerinde muhasebe derslerini yürüten akademisyenlere uygulanan anket aracılığı ile analiz verileri temin edilmiştir. Çalışma kapsamında, bir bağımlı değişken ile birden çok bağımsız değişken arasındaki ilişkiyi araştıran Çoklu Doğrusal Regresyon analizinden faydalanılmıştır. Elde edilen bulgulara göre öğretim elemanlarıyla etkileşim, hem öğretim elemanları hem de öğrenciler ile etkileşim ve işbirlikli öğrenme ile etkileşim açısından sosyal medya kullanımının akademik performans üzerinde istatistiksel açıdan pozitif yönlü etkiye sahip oldukları söylenebilir. Öte yandan öğrenciler ile etkileşim açısından sosyal medya kullanımının ise akademik performans üzerinde istatistiksel açıdan anlamlı bir etkisinin olmadığı görülmüştür. Bu kapsamda analiz sonuçlarına göre, sosyal medya kullanımının muhasebe akademisyenlerinin akademik performansı üzerinde istatistiksel açıdan anlamlı etkisinin olduğunu ifade etmek mümkündür.

Anahtar Kelimeler:

Akademik Performans, Muhasebe Akademisyenleri, Sosyal Medya.

The Effect of Social Media Use on Academic Performance: A Research on Accounting Academicians

The aim of the study is to investigate the effect of social media use on academic performance in terms of four different elements (interaction with academicians, students, both academicians and students, and within the scope of cooperative learning). In this context, analysis data were obtained through a questionnaire applied to academicians who teach accounting courses at state and foundation universities in Turkey. Within the scope of the study, Multiple Linear Regression analysis, which investigates the relationship between one dependent variable and more than one independent variable, was used. According to the findings, it has been determined that the use of social media has a statistically positive effect on academic performance in terms of interaction with academicians, interaction with both academicians and students, and interaction within the scope of cooperative learning. On the other hand, it was seen that the use of social media in terms of interaction with students did not have a statistically significant effect on academic performance. According to the analysis results determined in this context, it is possible to state that the use of social media has a statistically significant effect on the academic performance of accounting academicians.

Keywords:

Social Media, Academic Performance, Accounting Academicians.,

PDF

___

Akkay, B. ve Kanadlı, S. (2019). Öğretmenlerin bir eğitim aracı olarak sosyal medyayı kullanmalarına ilişkin görüşleri. Journal of Advanced Education Studies, 1(2), 115-127. Erişim adresi: https://dergipark.org.tr/tr/pub/ejaes/issue/50702/620027
Akram, W. ve Kumar, R. (2017). A study on positive and negative effects of social media on society. International Journal of Computer Sciences and Engineering, 5(10), 347 – 354. Erişim adresi: https://www.ijcseonline.org/pdf_paper_view.php?paper_id=1527&57-IJCSE-02480.pdf
Allison, P.D. (1999). Multiple regression: A primer. Pine Forge Press.
Al-Rahmi, W. M. ve Othman, M. S. (2013). Evaluating student’s satisfaction of using social media through collaborative learning in higher education. International Journal of Advances in Engineering & Technology, 6(4), 1541-1551.
Apuke, O. D. (2016). The influence of social media on academic performance of undergraduate students of Taraba State University, Jalingo, Nigeria. Research on Humanities and Social Science, 6(19), 63-72. Erişim adresi: https://core.ac.uk/download/pdf/234675412.pdf
Bai, Y., Mo, D., Zhang, L., Boswell, M. ve Rozelle, S. (2016). The impact of integrating act with teaching: Evidence from a randomised controlled trial in rural schools in China. Computers & Education, 96, 1–14.
Bal, E. ve Biçen, H. (2017). The purpose of students’ social media use and determining their perspectives on education. Procedia Comput. Sci., 120, 177–181.
Banar, K. ve Zeytinoğlu, E. (2014). Sosyal medyanın muhasebe bölümü öğrencilerinin akademik performansı üzerindeki etkisi ampirik bir çalışma. T.C. Anadolu Üniversitesi Yayınları.
Barnes, S. B. (2008). Understanding social media from the media ecological perspective. E. A. Konijn, S. Utz, M. Tanis, ve S. B. Barnes, Rutledge (Ed.) içinde, Mediated interpersonal communication, (s. 14-33), New York.
Black, G. (2002). A comparison of traditional, online and hybrid methods of course delivery. Journal of Business Administration Online, 1(1), 1–9.
Brown, S. (2010). From VLEs to learning webs: The implications of web 2.0 for learning and teaching. Interactive Learning Environments, 18(1), 1-10.
Castilla, E. J. (2005). Social networks and employee performance in a call center. American journal of Sociology, 110(5): 1243-1283.
Cathala, X., Ocho, O.N., Watts, P.N. ve Moorley, C. (2021). International student nurses' use of social media for learning: A cross sectional survey. Nurse Education Today, 107, 1-9.
Cross, R. ve Cummings, J. N. (2004). Tie and network correlates of ındividual performance in knowledge-ıntensive work. Academy of Management Journal, 47(6), 928-937.
Damota, M.D. (2019). The effect of social media on society. New Media and Mass Communication, 78, 7 – 11.
Darling-Aduana, J. ve Heinrich, C. J. (2018). The role of teacher capacity and ınstructional practice in the ıntegration of educational technology for emergent bilingual students. Computers & Education, 126, 417–432.
Digital 2021: Global Overview Report (2021). Erişim adresi:https://datareportal.com/reports/digital-2021-global-overview-report
Digital 2021: Turkey (2021). Erişim adresi: https://datareportal.com/reports/digital-2021-turkey?rq=Turkey
Ganiyu, M. ve Akinreti, Q. (2011). Secrets of online and multimedia journalism: A manual for online and multimedia journalism practice in Africa. Emgee Publishers.
Gujarati, D.N. (2003). Basic econometrics. McGraw Hill Book Co.
Gunter, G. A. (2001). Making a difference: Using emerging technologies and teaching strategies to restructure an undergraduate technology course for pre-service teachers. Educational Media International, 38(1), 13–20.
Hair Jr., J.F., Black, W.C., Babin, B.J. ve Anderson, R.E. (2010). Multivariate data analysis: A global perspective (7th Edition). Pearson Education.
Kaytan, M. (2021). Dijital iletişim teknolojileri ve akademisyenlerin çalışma yaşamı arasındaki ilişkinin değerlendirilmesi. Yayımlanmamış yüksek lisans tezi. Ankara Üniversitesi, Ankara, Türkiye.
Kolhar, M., Kazi, R. N. A. ve Alameen, A. (2021). Effect of social media use on learning, social ınteractions, and sleep duration among university students. Saudi Journal of Biological Sciences, 28(4), 2216-2222.
Kraatz, M. S. (1998). Learning by association? Interorganizational networks and adaptation to environmental change. Academy of Management Journal, 41, 621–643.
Küçüksille, E. (2016). Çoklu doğrusal regresyon modeli. Şeref Kalaycı (Ed.) içinde, SPSS uygulamalı çok değişkenli istatistik teknikleri, (s.259-269), Asil Yayıncılık.
Lui, R. W., Geng, S. ve Law, K. M. (2017). Project management SPOC with animation. 2017 IEEE 6th International Conference on Teaching Assessment, and Learning for Engineering (TALE), 29–34.
Mason, R., Gunst, R. ve Hess, J. (2003). Statistical design and analysis of experiments with applications to engineering and science. John Wiley & Sons.
McLuhan, M. (1962). Gutenberg galaxy: The making of typographic man. University of Toronto Press.
Patrick, H., Ryan, A. M. ve Kaplan, A. (2007). Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83–98. Podolny, J.M. ve Baron, J.N. (1997). Relationships and resources: Social networks and mobility in the workplace. American Sociological Review, 62, 673–693.
Pollara, P. ve Zhu, J. (2011). Social networking and education: Using facebook as an edusocial space. In Proceedings of Society for Information Technology & Teacher Education International Conference, 3330-3338.
Qi, C. (2019). Social media usage of students, role of tie strength, and perceived task performance. J. Educ. Comput. Res. 57(2), 385–416.
Rifkin, W., Longnecker, N., Leach, J., Davis, L. ve Ortia, L. (2009). Motivate students by having them publish in new media: An invitation to science lecturers to share and test. Motivating Science Undergraduates: Ideas and Interventions, 1-2 Ekim 2009, Sydney, 105-111.
Sanders, D. W. ve Morrisonshetlar, A. I. (2001). Student attitudes toward web-enhanced ınstruction in an ıntroductory biology course. Journal of Research on Computing in Education, 33(3), 251–262.
Sparrowe, R. T., Liden, R. C., Wayne, S. J. ve Kraimer, M. L. (2001). Social networks and the performance of ındividuals and groups. Academy of Management Journal, 44(2), 316-325.
Sungur, O. (2016). SPSS uygulamalı çok değişkenli istatistik teknikleri. Şeref Kalaycı (Ed.) içinde, Çoklu doğrusal regresyon modeli, (s.116-127), Asil Yayıncılık.
Tarı, R. (2015). Ekonometri. Umuttepe Yayınları.
Wentzel, K. R., Battle, A., Russell, S. L. ve Looney, L. B. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35(3), 193–202.
Wheeler, S., Yeomans, P. ve Wheeler, D. (2008). The good, the bad and the wiki: Evaluating student-generated content for collaborative learning. British Journal of Educational Technology, 39(6), 987–995.
Yildirim, Z. (2005). Hypermedia as a cognitive tool: Student teachers' experiences in learning by doing. Journal of Educational Technology & Society, 8(2), 107–117.