The Impact of Social Network on High School Students’ Physics Homework: An Experimental Study

Azadeh Bazooband, Sina Hossein Pour, Mohammad Mehdi Hossein Pour


Learning physics is often considered as a difficult task by teachers and students. Homework is introduced as a way to tackle this difficulty. But most of the students are not motivated enough to do their homework. Therefore, finding some motivational factors to encourage students in completing their homework seems necessary. Supervisions by skilled teachers and web-based homework were frequently cited as typical solutions to improve their motivational factors. Thus, this study focuses on investigating the benefits of using Facebook as a motivational web-based tool and as a bridge between the teachers and students to assist students in completing their homework. The present study was conducted in an Iranian high school with 39 students in Year 11. A ‘Pre-Experimental’ design was used to conduct the research. A Facebook page including five sets of physics homework, on the topic of capacitor, was developed and distributed among the participants. The level of students’ academic performances and their perception regarding the role of Facebook in supporting their physics homework was measured through different instruments. The obtained data was analysed by calculating the central tendency and conducting a t-test, using Microsoft Excel and SPSS software. The findings show that students have a positive tendency towards using Facebook to support their physics homework completion. Their level of academic performance was also enhanced significantly after using the so called Facebook page. The results of this project could be used to replace the traditional pen and paper homework system to motivate the students in physics homework completion and improve their physics learning.


Motivation, Facebook, Physics homework completion, Physics learning

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