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Advances in Social Sciences Research Journal – Vol. 11, No. 9
Publication Date: September 25, 2024
DOI:10.14738/assrj.119.17621.
Parrott, A. S. & Okojie, F. A. (2024). Perceptions of the Impact of Social Media on College Student Engagement at Historically Black
Colleges and Universities. Advances in Social Sciences Research Journal, 11(9). 281-300.
Services for Science and Education – United Kingdom
Perceptions of the Impact of Social Media on College Student
Engagement at Historically Black Colleges and Universities
Acquanetta S. Parrott
Student Development and Success
Virginia Union University, Richmond, Virginia 23220
Felix A. Okojie
Executive Ph.D. Program in Urban Higher Education
Jackson State University, Jackson, MS 39217
ABSTRACT
This research study explored the impact of social media on college students’
engagement at Historically Black Colleges and Universities (HBCUs). The study used
a qualitative methodology to examine how social media influences students’ social
experiences, classroom engagement, and academic achievement. George Kuh's
Student Engagement Theory was used as the theoretical framework. Data from
interviews with 20 undergraduate students from two HBCUs in Mississippi revealed
that social media enhanced social connectivity and campus involvement. However,
social media had a dual impact on classroom engagement, promoting collaboration
while risking distraction. The findings identified nine themes from the perceived
impact of social media on college students' social experiences, classroom
engagement, and academic achievement at HBCUs in Mississippi. The study's
significance underscored the need for strategies to leverage the benefits of social
media while mitigating drawbacks and providing valuable insights for educators
and policymakers in higher education.
Keywords: social media, student engagement, HBCUs, classroom engagement, academic
achievement, social experiences.
INTRODUCTION
Social media has gradually emerged as a fundamental component in higher education circles.
The COVID-19 pandemic led to the increased utilization of social networking platforms among
learning institutions as they switched from conventional in-class lessons to virtual learning
environments to adhere to social distancing regulations imposed by the government to curb
the spread of the virus (Giancola et al., 2023; Katz & Nandi, 2021). In 2020, approximately three
billion people communicated through social media platforms (Iwamoto & Chun, 2020; Kemp,
2020). Many students used social media platforms like WhatsApp, Facebook, and Twitter
during the pandemic to communicate, share ideas, and collaborate (Gulzar et al., 2021; Malik et
al., 2020). Since 2020, more and more educators have transitioned from traditional in-person
teaching to utilizing social media for instructional purposes (Stoehr et al., 2021; Ndung'u et al.,
2023). Thus, social media platforms have increasingly become a vital teaching and learning tool,
especially in the post-COVID-19 era.
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 11, Issue 9, September-2024
Services for Science and Education – United Kingdom
Incorporating social media into class contexts has positive and negative implications (Alawan,
2022; Mahdiuon et al., 2019; Manu et Al., 2023). From a positive perspective, social media
interactivity features can promote student engagement with peers and lecturers, leading to
better learning outcomes (Alawan, 2022; Mahdiuon et al., 2019). Benefits notwithstanding,
Manu et al. (2023) found that social media can adversely affect social engagement by diverting
students' attention to classwork, altering sleep patterns, and exposing them to increasing
bullying. Due to the potential moderating influence of emerging dynamics in higher learning
environments, further research is needed to examine whether the use of social media in higher
education can promote or obstruct student engagement.
STUDY PURPOSE/RESEARCH QUESTION
This qualitative study sought to understand the perceived impact of social media on college
students’ engagement at Historically Black Colleges and Universities (HBCUs). The HBCUs may
better understand efficient student engagement practices using social media platforms that
may or may not impact student social experiences, level of classroom engagement, and
academic achievement. Therefore, the study, guided through the lens of George Kuh's Student
Engagement theoretical framework, focused on the perceived influences of social media on
college students' social experiences, classroom engagement, and academic achievement.
Specifically, it answered three research questions:
• RQ1 - How does social media impact college students’ social experiences at HBCUs?
• RQ2 - How does social media impact college students' level of classroom engagement at
HBCUs?
• RQ3 - How does social media impact college students’ academic achievement at HBCUs?
THEORETICAL FRAMEWORK / LITERATURE REVIEW
The theoretical framework for this study was based on George Kuhs's theory of student
engagement. Kuh (2009) defines student engagement as "the time and effort students devote
to activities empirically linked to desired outcomes of college and what institutions do to induce
students to participate in these activities." The framework emphasizes individual behaviors
and institutional practices that contribute to positive student outcomes, such as academic
achievement, personal development, and persistence. Kuh’s theory outlines two critical student
engagement dimensions: academic and social engagement. Academic engagement refers to
attending class, participating in discussions, completing assignments, and interacting with
faculty (Kuh, 2009). Social engagement includes joining student organizations, attending
campus events, and developing meaningful peer relationships. Kuh (2009) argues that high
academic and social engagement levels are critical for student success in college. However, the
study acknowledges that Kuh's framework was developed before the prominence of social
media. Therefore, some assumptions about how this theory may apply in the current digital
context had to be made. The significance of applying Kuh's theory in this study is that it provides
a well-established lens through which to examine the impact of social media on student
engagement at HBCUs, an area that has yet to be explored in the literature.
While several scholars have advanced multiple theories to understand critical issues
surrounding student engagement in higher education (Baytiyeh, 2021; Ginting, 2021), Kuh's
Student Engagement Theory provides a suitable lens for examining the relationship between
social media and student engagement at HBCUs. The theory is a well-known model for
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Parrott, A. S. & Okojie, F. A. (2024). Perceptions of the Impact of Social Media on College Student Engagement at Historically Black Colleges and
Universities. Advances in Social Sciences Research Journal, 11(9). 281-300.
URL: http://dx.doi.org/10.14738/assrj.119.17621
comprehending and evaluating student participation in higher education. In addition, Kuh's
Student Engagement Theory posits that the amount of time and energy students spend on
activities is directly related to education and development inside and outside the classroom
(Ginting, 2021). The theory maintains that the more engaged students are, the more likely they
are to succeed academically and personally. Kuh’s approach can provide insights into how
social media may affect student participation in HBCU settings. For example, social media
platforms may allow students to communicate with classmates, instructors, and staff and
participate in academic and social activities outside the classroom (Baytiyeh, 2021). This form
of participation may foster a feeling of belonging and community on campus, which has been
demonstrated to be essential in HBCU students’ retention and success. Overall, Kuh's Student
Engagement Theory provided a helpful framework for comprehending how social media may
influence student participation at historically black colleges and universities and how this
engagement may lead to academic and overall success.
Kuh argues that not all types of student interaction are equally helpful. Some kinds of
participation, such as excessive social media use, may harm academic and personal growth.
Spending excessive time playing games on social media or chatting with peers on non-academic
issues could imply valuable class time losses for students. Consequently, such students may
lose learning concentration, resulting in poor academic performance. Potential adverse
implications underline the need for an effective policy to manage social media use in higher
learning, which aligns with the Kuh hypothesis. For HBCUs, administrators and instructors
must design rules and procedures that motivate learners to partake in activities most inclined
to promote students' academic and personal goals (Pendakur et al., 2019). Thus, Kuh's Student
Engagement Theory provides a valuable framework for comprehending how social media may
influence student engagement at HBCUs and how participation may influence student academic
and personal success (Pendakur et al., 2019).
Kuh's theory emphasizes that engagement is fundamental to student learning and success in
higher education. Kuh (2009) states, "The time and energy students devote to educationally
purposeful activities is the best predictor of learning and personal development." The theory is
operationalized through the National Survey of Student Engagement (NSSE), which identified
critical engagement indicators, including academic challenge, learning with peers, experiences
with faculty, and campus environment. It postulated three basic characteristics of student
engagement components: behavioral, emotional, and cognitive engagement. Students’
participation in educational activities inside and outside the classroom is referred to as
behavioral engagement (Teng & Wang, 2021). Attending courses, participating in
extracurricular activities, and engaging in academic debates with students and instructors all
fall under this category. Behavioral engagement is vital for student academic performance
because it allows them to interact with the learning environment (Teng & Wang, 2021).
Consistent with this assumption, the Kuh Student Engagement Theory can provide valuable
insights into the steps or actions that HBCUs can implement to improve student behavioral
participation amid the proliferation of social media. Emotional commitment to educational
experience is called emotional engagement. This dimension includes feelings of drive,
contentment, and devotion to academic goals (Teng & Wang, 2021). Students must be
emotionally engaged to persevere in academic endeavors and overcome various obstacles.
Social media has the potential to influence student emotional commitment, especially in