The purpose of this study was to investigate the students’ involvement of Facebook as course management system (CMS) in face-to-face course, students’ achievements, and their relationships. The research question guided the study was: “Is there a significant relationship between students’ achievement (course grade and CGPA) and course Facebook involvement (time spent, number/type/depth of the posts)?”

Some researchers believe that SNSs must be addressed and employed in education to see their impact on teaching and learning (Ellison, Steinfield & Lampe, 2007; Harris & Rea, 2009; Santos, Hammond, Durli, & Chou, 2009). However, after an extensive review of literature review, there are not enough empirical researches that have been found to identify what the effects of SNSs in education and the determinants of utilization of SNSs in teaching are. The results of this study might be helpful to evaluate and clarify the effects of SNSs in education and some factors of using SNSs which may have a connection with the achievement of students.

One important reason for this study is that currently the relationships between students’involvement ofSNS as CMS and achievement are not clear. Researchers have conducted numerous researches to state the factors influence on SNS use, how students use SNS and social uses of Facebook. The literature has focused on the usage differences in SNSs. In contrast, the involvement and usage in academic purposes and the correlation between students’ involvement of SNS as CMS and achievement in learning and teaching have not been studied. There is a need on possible academic uses of SNSs (Bosch, 2009). Furthermore, how the impact of students’ involvement of SNSs related to students’ achievement has not been studied before. In this study, the researcher aimed to examine the relationship among students’ involvement of course Facebook page, students’ motivation and students’ achievements.

Understanding the factors that contribute academic success is essential to design more effective learning environments. One of the important factors that determine the academic success of learner is the level of involvement in academic activities. According to Astin’s Theory (1999), student’s engaging in Facebook can be considered as a form of involvement. In this research, Facebook was used as a medium for achieving the goal of maximizing both interaction and communication of F2F courses and the amount of time and effort spend on Facebook for course related activities were described and measured as a component of Facebook utilization by considering the Astin’s notion of involvement. Astin’s Student Involvement Theory serves as the bridge in connecting SNSs involvement and learning in F2F courses.

This study is important to the field of instructional design because it explored how the utilization of SNS may be beneficial to increase students’ achievements in F2F courses. Moreover, instructional designers will see an example of how SNSs can be utilized in F2F courses. The results of this study are also crucial for both instructional designers and practitioners to make clear the expectations of students from a CMS.

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