The Effect of Social Networking Website Participation Attitude on Students’ Learning Effectiveness

• Main Authors: KUNG, CHIH-YUNG, 孔智勇
• Other Authors: CHEN, T.Y.
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/mbamv7

碩士 === 開南大學 === 商學院碩士在職專班 === 107 === There is a rapid growth of the number of Junior High students using social networking sites, and it has changed the nature of social relationships. Social networking sites allow people to create groups based on common interests. Social networking sites include blogs, groups, internet and real-time information, and strengthens the interaction between people. In the realm of virtual environment, we are sure that the perceived risks of using social networking sites will affect the attitude and satisfaction of using these sites. Past studies examine the attitude and satisfaction of using social networking sites without considering student learning effectiveness. These external factors are suitable for social networking site studies. Attitude plays a major role in social networking site use behavior because users are connected. Past studies also discover that usage of social networking sites have positive effect on attitude and learning effectiveness. Therefore, this study aims to explore the effect of student attitude while using social networking sites on their learning effectiveness. Using junior high students as samples, we received 89 valid questionnaires. Through empirical analysis from questionnaires used by Christy Cheung （2015）, this study reveals that: 1.Attitude of social networking site use and learning effectiveness all meet high reliability criteria. 2.There is a positive correlation between usage attitude and learning effectiveness. 3.Usage attitude has a significant effect on learning effectiveness, support H1 hypothesis. 4.Besides gender, other background parameters have no significant difference on attitude of using social networking sites. 5.Besides gender, other background parameters have no significant difference on learning effectiveness.