Technology acceptance model-based study of Facebook acceptance and student adjustment in online college education

Abstract

This correlational descriptive research aimed to investigate the predictors of Facebook’s effectiveness as a learning management tool in higher education. The study was conducted at the Josefina Herrera Cerilles State College, School of Criminal Justice Education, in Dumingag, Zamboanga del Sur, Philippines, between September 2022 and November 2022. A specifically developed questionnaire underwent rigorous testing for validity and reliability, with a Cronbach’s Alpha coefficient of 0.87, indicating high internal consistency. Convenience sampling was employed due to Covid-19 lockdown restrictions, and data were gathered using Google Forms through SMS, email, and Facebook Messenger invitations. A total of 333 respondents enrolled in criminal justice programs participated. Statistical analyses, including Spearman’s rho, frequency calculations, and means calculations, were used to explore the relationship between acceptance of Facebook and students’ challenges, academic adjustment, social adjustment, and emotional adjustment. The study emphasized Facebook’s role in online education, meeting student expectations. Despite virtual challenges like environment, access, and motivation, students adapted academically, socially, and emotionally. Higher Facebook acceptance correlated positively with these adjustments, demonstrating its significant influence on online learning. The platform’s acceptance correlates positively with various aspects of the online learning experience, underscoring its substantial influence. As educators navigate the digital landscape, leveraging Facebook for educational purposes can enhance engagement, interaction, and learning outcomes, making it a valuable tool in modern education. The platform also enriches the teaching and learning process by offering a dynamic and interactive environment for both educators and students.