Effect of Integrating Social Network Sites in Flipped Classrooms on Students’ Academic Achievement

Abstract

This study examined the effects of integrating social network sites (SNSs) in flipped classrooms on students’ academic achievement. The objectives of the study were) To examine the relationship between the usage of social network sites (SNSs) in flipped classrooms and students’ academic performance) To determine the impact of the frequency of SNS usage on students’ academic achievement) To explore the relationship between students’ participation in flipped classroom activities and their academic performance. A quantitative correlational design was used with a sample of 340 secondary school students selected through stratified random sampling. Data were collected using a structured questionnaire measuring SNS usage, frequency, and flipped classroom participation, along with students’ academic performance records. Results revealed a significant positive relationship between SNS usage and academic performance (r = .547, p < .01), and frequent SNS engagement further enhanced academic outcomes. Active participation in flipped classroom activities significantly improved performance, while the combined effect of SNS usage and flipped classroom participation strongly predicted academic achievement (β = .34 for SNSs, β = .31 for flipped classroom, p < .01). Demographic variables, such as gender and academic stream, influenced academic performance, with females and science-stream students performing slightly better. The study concludes that integrating SNSs into flipped classrooms can enhance student engagement, collaboration, and learning outcomes, offering practical implications for educators and policymakers.