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ERIC Number: EJ1081521
Record Type: Journal
Publication Date: 2015
Pages: 4
Abstractor: As Provided
ISSN: ISSN-2332-3205
The Effective of Using 5 Simple Steps (QSCCS) Learning Activities on Facebook to Promote Self-Learning in the 21st Century in Technology Printing and Advertising Course for Undergraduate Students in Education Technology and Communications
Sittiwong, Tipparat; Wongnam, Thanet
Universal Journal of Educational Research, v3 n11 p843-846 2015
The objectives of this study were to: 1) study the result of implementing QSCCS with Facebook; 2) study students' opinions concerning the implementation of QSCCS with Facebook. The samples were 38 Technology and Communications undergraduates who attended Printing and Advertising Technology course in academic year of 2013. The information was gathered by using the achievement test regarding implementing QSCCS with Facebook and a questionnaire regarding students' opinions concerning implementing Qsccs. Later on, the information was analyzed to find percentage, mean, standard deviation, independent t-test, and problems conclusions and suggestions. The result showed that: 1) students achieved higher score after implementing QSCCS. The significance was 0.05; 2) students' opinions concerning implementing QSCCS with Facebook were high (. = 3.69, = 0.47). Once considered in all aspects, the aspect that achieved the highest mean was the one that allowed students to study on their own (. = 3.92, = 0.75). Following by implementing Facebook with learning in order to allow students and teachers to be able to communicate in more various ways (. = 3.82, = 0.61), finally, there were three aspects that achieved the same mean, which were: students were involved more in learning activities (. = 3.76, = 0.71), students were able to study by themselves more (. = 3.76, = 0.71), and Facebook helped students to enjoy learning a lot more (. = 3.76, = 0.71).
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A