**11. Findings**

To test the hypothesis regarding a positive correlation between the level of achievement of Facebook group members and their satisfaction, a Pearson test was conducted. A strong positive correlation was found (*rp* = 0.863, *p* < .01), indicating that students who were more satisfied with the Facebook group also had higher achievements in the course and vice versa (**Tables 1** and **2**, **Figure 1**).

In conclusion, the present study examined the relationship between success and achievements of students at Ariel University, and their satisfaction with the contribution of a collaborative


educational Facebook group. This digital process can be said to have significantly contributed to the students' success and satisfaction, and the Facebook group can certainly serve as an additional tool to supplement traditional frontal instruction. Therefore, the research's recommendation is to integrate Facebook groups into academic courses to facilitate the transition of academic material beyond academic walls, expand study hours, strengthen the connection

Facebook Tools and Digital Learning Achievements http://dx.doi.org/10.5772/intechopen.77189 23

**Figure 1.** Pearson correlations between achievement and satisfaction among Facebook group members.

This chapter examined satisfaction among students taking part in a collaborative Facebook learning group and how collaborative Facebook groups influence students' achievements. The findings suggest that there is a strong correlation between these variables, which may help raise awareness of the potential of using the Facebook group platform for educational purposes.

The current study may help raise awareness of the potential use of Facebook groups for educational purposes. Using the Facebook groups for study purposes expands students' study hours beyond the hours of frontal study in the classroom, and takes the study material out

between students, and create a comfortable learning atmosphere.

**12. Conclusion**

**13. Research contributions**

**Table 1.** Socio-demographic variables.


**Table 2.** Descriptive statistical data of the research variables.

**Figure 1.** Pearson correlations between achievement and satisfaction among Facebook group members.

educational Facebook group. This digital process can be said to have significantly contributed to the students' success and satisfaction, and the Facebook group can certainly serve as an additional tool to supplement traditional frontal instruction. Therefore, the research's recommendation is to integrate Facebook groups into academic courses to facilitate the transition of academic material beyond academic walls, expand study hours, strengthen the connection between students, and create a comfortable learning atmosphere.

### **12. Conclusion**

**Variable N %** Sex Male 56 37.3

Based on the data transferred to the statistical analysis, descriptive statistics were presented. Various analyses were conducted on the variables: Facebook group use for learning purposes, level of achievements, and level of satisfaction. To rule out alternative explanations, gender differences, differences between academic years, and other differences were also examined.

To test the hypothesis regarding a positive correlation between the level of achievement of Facebook group members and their satisfaction, a Pearson test was conducted. A strong positive correlation was found (*rp* = 0.863, *p* < .01), indicating that students who were more satisfied with the Facebook group also had higher achievements in the course and vice versa

In conclusion, the present study examined the relationship between success and achievements of students at Ariel University, and their satisfaction with the contribution of a collaborative

Family status Single 92 61.7

Religion Secular 45 30.2

Year of studies A 35 23.3

**Variable N Range Average Standard deviation**

Age 150 18–35 24.44 2.78 Religiosity 150 1–4 2.72 0.933 Satisfaction 150 1–4 2.72 0.937

**Table 1.** Socio-demographic variables.

**Table 2.** Descriptive statistical data of the research variables.

**11. Findings**

(**Tables 1** and **2**, **Figure 1**).

22 Public Management and Administration

Female 94 62.7

Married 51 34.2 Divorcee 7 4.1

Traditional 19 12.8 Religious 85 57

B 31 20.7 C 50 33.3 D 17 11.3 Other 17 11.3

This chapter examined satisfaction among students taking part in a collaborative Facebook learning group and how collaborative Facebook groups influence students' achievements. The findings suggest that there is a strong correlation between these variables, which may help raise awareness of the potential of using the Facebook group platform for educational purposes.

#### **13. Research contributions**

The current study may help raise awareness of the potential use of Facebook groups for educational purposes. Using the Facebook groups for study purposes expands students' study hours beyond the hours of frontal study in the classroom, and takes the study material out of the university. Moreover, the use of collaborative Facebook groups may enhance students' achievements as a result of positive interactions among group members, including mutual assistance, sharing of educational materials, and other learning-related activities. To overcome the limitations of the study, additional studies should explore this issue with an equal number of men and women.

[3] Mishar-Tal H, Kurtz J, Pietersa A. Study group on Facebook—Can it be used as a substitute for a learning management system? In: Alkalai Y, Caspi A, Eden S, Geri N, Yair Y, Kalman Y, editors. Chais Conference on Learning Technologies Research 2012. Ra'anana:

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[4] Gehlen-Baum V, Weinberger A. Notebook or Facebook? How students actually use mobile devices in large lectures. In: Ravenscroft A, Lindstaedt S, Kloos CD, Hernández-Leo D, editors. 21st Century Learning for 21st Century Skills. Vol. 7563. Berlin Heidelberg:

[5] Kraushaar JM, Novak DC. Examining the effects of student multitasking with laptops

[6] Bosch TE. Using online social networking for teaching and learning: Facebook use at the University of Cape Town. Communication: South African Journal for Communication

[7] Cohen EL. Patterns of use of Facebook among youth and attachment to educational processes. In: Eshet-Alkalai Y, Caspi A, Eden S, Geri Y, Yair Y, Kalman Y, editors. The Chais Conference for Learning Technology Research 2012: The Person Who Studied in

[8] Division N. Why and How to Integrate Contemporary Technologies into Academic

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[15] Arieh P, Rimor R. A play in English hosted on Facebook: An examination of the achievements and attitudes of students regarding the study of a play in English in the Facebook environment. In: Eshet-Alkalai Y, Caspi A, Eden S, Geri N, Kalman Y, Yair Y, editors. The Chais Conference on Learning Technologies Research. The Person Who Studied in the

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The Facebook network has great potential that expands the hours of study beyond the frontal hours at the University, yet this advantage may be offset by the loss of a face-to-face learning experience. Does technology help the social aspects of frontal teaching? Is there any point in frontal teaching? Is this tool still relevant for our times? What is the image of the classroom or of the University today? Do lecturers make effective use of the digital platforms at their disposal? All these questions are necessary in order to identify the lecturers' role in the learning process and whether they will disappear in the future in which teaching becomes digital.

Confirming the research hypothesis, a positive correlation was found between Facebook users' level of achievement and their satisfaction. The findings of the study can be explained on the basis of Arieh and Rimor's [15] study, which reports students' positive attitudes and satisfaction with their learning experience on Facebook. Notably, participation in a Facebook group allows students to examine the material at home and bring additional knowledge beyond the hours of frontal study. Moreover, students can help each other clarify a subject or discover new knowledge, correct each other's errors, and offer comments. The contribution of the Facebook network should also be examined using additional means and variables that potentially affect its contribution to higher education.
