Available Online: 18 April 2023
Acosta, Juan Jobelle S.*
Northwestern University, Philippines (email@example.com)
Ganir, Florence D.
Northwestern University, Philippines
This study was conducted to determine the effects of Facebook Group as an alternative learning management system on the performance of students on mathematics. This study used a quasi-experimental pretest and posttest design. Selected two sections were chosen as the subjects of the study wherein experimental group was exposed to Facebook Group as their learning platform and the control group used digital self-learning modules. The study used Mathematics Performance Test (MPT) which consisted of 40 teacher- made parallel items for the pre-test and post-test and Technology Acceptance Questionnaire was utilized to determine the technology acceptance of Facebook Group. Appropriate statistical tools such as weighted mean, frequency, standard deviation, paired sample t-test were used to treat the data. Results of the study showed that after the exposure of the two groups in their respective treatments, it revealed that students from experimental group showed a significant improvement in their mathematics performance. While in the control group, no significant improvement was observed. Moreover, a significant difference was found out between the pretest and posttest scores of students in the experimental group, while there is no significant difference between the pretest and posttest scores of students in the control group. It was also revealed that Facebook group was perfectly acceptable as a learning management system for students. Hence, Facebook Group is an effective platform in improving the students’ performance and learning experiences towards mathematics.
Keywords: Facebook group, learning management system, technology acceptance model, mathematics performance, online learning
Cite this article:
Acosta, J. J. S., & Ganir, F. D. (2023). Facebook group as an alternative learning management system: Its effect on the mathematics performance of students. International Journal of Research Studies in Education, 12(3), 17-28. https://doi.org/10.5861/ijrse.2023.1002
* Corresponding Author