From Scroll to Solve: Leveraging Social Media for Mathematics Education in the Digital Age

Stanley Appiah Essuman; Kwarteng Frimpong; Richard Donkor

doi:10.37284/eajes.8.2.3217

Stanley Appiah Essuman Regentropfen University College
Kwarteng Frimpong Colleton County Middle School
Richard Donkor Vance County High School

DOI: https://doi.org/10.37284/eajes.8.2.3217

Keywords: Social Media, Mathematics Education, Multimedia Learning, Cognitive Theory, Jun High School Students

Share Article:

Abstract

This study explored the role of social media in the teaching and learning of Mathematics among junior high school students and teachers in the Upper East Region of Ghana. Anchored in Mayer’s Cognitive Theory of Multimedia Learning, the study adopted a mixed-methods approach and the sequential explanatory design. The study made use of a structured questionnaire and interview guide to gather data from the 150 students and 10 teachers who were sampled using the stratified random sampling technique. Permission was sought before conducting the study, and all ethical issues in research were adhered to. Findings from this study revealed that social media platforms such as WhatsApp, YouTube, and Telegram are commonly used to share educational content, facilitate discussions, and enhance conceptual understanding in Mathematics. Most students reported improved motivation, better comprehension, and the ability to learn at their own pace through multimedia materials accessed on social media. Teachers highlighted that the convenience of sharing video tutorials and assignments through social platforms is a good motivator to use such platforms for tutorials. However, several challenges, such as high data costs, distractions, and limited access to devices, especially those in rural areas, were reported. The study concludes that when used effectively, social media can serve as a powerful supplementary tool in Mathematics education. It recommends that educators receive training on digital pedagogy and that policies be implemented to reduce technological barriers

Downloads

Download data is not yet available.

References

Alabdulkareem, S. A. (2015). Exploring the use and the impacts of social media on teaching and learning science in Saudi. Procedia - Social and Behavioral Sciences, 182, 213–224. https://doi.org/10.1016/j.sbspro.2015.04.758

Alexander, B., Becker, S. A., Cummins, M., & Giesinger, C. H. (2017). Digital literacy in higher education, Part II: An NMC Horizon project strategic brief (pp. 1-37). The New Media Consortium.

Al-Rahmi, W. M., & Zeki, A. M. (2017). A model of using social media for collaborative learning to enhance learners’ performance on learning. Education and Information Technologies, 22(1), 95–123. https://doi.org/10.1007/s10639-015-9392-5

Arhin, P., Aboagye, E., & Opoku, A. (2024). Social media integration and its effects on mathematics teaching and learning in Ghanaian senior high schools. Ghana Journal of Education and Technology, 12(1), 45–58.

Asterhan, C. S. C., & Rosenberg, H. (2015). The promise, reality and dilemmas of secondary school teacher-student interactions in Facebook: The teacher perspective. Computers & Education, 85, 134–148. https://doi.org/10.1016/j.compedu.2015.02.003

Barfi, K., Bervell, B. and Arkorful, V. (2021) ‘Integration of social media for smart pedagogy: initial perceptions of senior high school students in Ghana’, Education and Information Technologies, 26, pp. 1–22. Available at: https://doi.org/10.1007/s10639-020-10405-y.

Barhoumi, C. (2015). The effectiveness of WhatsApp mobile learning activities guided by activity theory on students' knowledge management. Contemporary Educational Technology, 6(3), 221–238.

Biton, Y., & Segal, R. (2021). The educational value of social media: Mathematics learning through YouTube and Facebook. International Journal of Educational Technology in Higher Education, 18(24), 1–18. https://doi.org/10.1186/s41239-021-00255-5

Boaler, J. (2016). Mathematical Mindsets: Unleashing Students' Potential through Creative Math, Inspiring Messages and Innovative Teaching. Jossey-Bass.

Boateng, R., & Amankwah, E. (2019). The impact of social media use on academic performance among senior high school students: The mediating role of study habits. Journal of Education and Practice, 10(12), 115–124.

Bouhnik, D., & Deshen, M. (2014). WhatsApp goes to school: Mobile instant messaging between teachers and students. Journal of Information Technology Education: Research, 13, 217–231.

Choi, H. J., & Johnson, S. D. (2007). The effect of context-based video instruction on learning and motivation in online courses. American Journal of Distance Education, 21(4), 215-227.

Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.

Fiorella, L., & Mayer, R. E. (2015). Learning as a generative activity: Eight learning strategies that promote understanding. Cambridge University Press.

Greenhow, C., & Lewin, C. (2016). Social media and education: Reconceptualizing the boundaries of formal and informal learning. Learning, Media and Technology, 41(1), 6–30. https://doi.org/10.1080/17439884.2015.1064954

Greenhow, C., & Lewin, C. (2016). Social media and education: Reconceptualizing the boundaries of formal and informal learning. Learning, Media and Technology, 41(1), 6–30.

Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educause Quarterly, 31(4), 51–55.

Hrastinski, S., & Aghaee, N. M. (2012). How are campus students using social media to support their studies? An exploratory interview study. Education and Information Technologies, 17(4), 451–464.

Junco, R. (2012). The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Computers & Education, 58(1), 162–171. https://doi.org/10.1016/j.compedu.2011.08.004

Kay, R. H., Leung, S., & Tang, H. (2018). Comparing two levels of scaffolding for preparing students to learn from worked examples. Journal of Educational Multimedia and Hypermedia, 27(2), 195–220.

Kimmons, R., Veletsianos, G., & Woodward, S. (2020). Institutional uses of Twitter in U.S. higher education. Innovative Higher Education, 45(1), 33–45.

Lepp, A., Barkley, J. E., & Karpinski, A. C. (2015). The relationship between cell phone use, academic performance, anxiety, and satisfaction with life in college students. Computers in Human Behavior, 31, 343–350.

Manca, S., & Ranieri, M. (2016). Facebook and the others. Potentials and obstacles of Social Media for teaching in higher education. Computers & Education, 95, 216–230. https://doi.org/10.1016/j.compedu.2016.01.012

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.

Mayer, R. E. (2014). The Cambridge handbook of multimedia learning (2nd ed.). Cambridge University Press.

Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52.

Nursyam, H., Rahmatillah, A., & Setyaningsih, E. (2024). Students’ perceptions of social media as a learning tool in mathematics: Opportunities and barriers. Journal of Educational Multimedia and Technology, 9(2), 77–89.

Ojo, A., & Bello, M. (2021). Social media as a tool for learning in developing countries: Challenges and prospects. African Journal of Education and Technology, 11(2), 45–57.

Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences, 106(37), 15583–15587.

Ramirez, G., & Zhang, Y. (2013). Social media in education: Effects on students’ anxiety and performance. International Journal of Research in Education and Science, 1(1), 27–35.

Sharqi, L., Hashim, K. and Ahmed, H. (2016) ‘Perceptions of social media as a learning tool: a comparison between arts and science students’, International Journal of Social Media and Interactive Learning Environments, 4, p. 92. Available at: https://doi.org/10.1504/IJSMILE.2016.075039.

Stanley, A. E. (2020). Evaluating reliability in educational instruments: A case study in Cronbach’s Alpha. West African Journal of Educational Research, 5(1), 99–110.

Tess, P. A. (2013). The role of social media in higher education classes (real and virtual)–A literature review. Computers in Human Behavior, 29(5), A60–A68. https://doi.org/10.1016/j.chb.2012.12.032

The Times. (2024, March 15). Teachers warn on TikTok’s role in learning: Creative but shallow? The Times Education Supplement. https://www.thetimes.co.uk/education

Trust, T. (2017). Teachers' use of Twitter: Exploring the implications of learning through online social networks. Journal of Research on Technology in Education, 46(4), 343–362.

UNESCO. (2020). Education in a Post-COVID World: Nine Ideas for Public Action. Paris: UNESCO.

UNESCO. (2020). Global Education Monitoring Report 2020: Inclusion and education – All means all. Paris: UNESCO.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Warschauer, M. (2004). Technology and Social Inclusion: Rethinking the Digital Divide. MIT Press.

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.