1. technology and computing
2. internet technology
3. social network

BEING SOCIAL IN THE FIRST YEAR:
EXAMINING THE RELATIONSHIP BETWEEN FIRST YEAR STUDENTS’ USE OF
SOCIAL NETWORKING SITES AND SENSE OF COMMUNITY
A Thesis
Presented to the faculty of Graduate and Professional Studies in Education
California State University, Sacramento
Submitted in partial satisfaction of
the requirements for the degree of
MASTER OF ARTS
in
Education
(Higher Education Leadership)
by
Reuben L. Greenwald
SPRING
2015
© 2015
Reuben L. Greenwald
ALL RIGHTS RESERVED
ii
BEING SOCIAL IN THE FIRST YEAR:
EXAMINING THE RELATIONSHIP BETWEEN FIRST YEAR STUDENTS’ USE OF
SOCIAL NETWORKING SITES AND SENSE OF COMMUNITY
A Thesis
by
Reuben L. Greenwald
Approved by:
, Committee Chair
José L. Chávez, Ed.D.
, Second Reader
Davin E. Brown, Ed.D.
Date
iii
Student: Reuben L. Greenwald
I certify that this student has met the requirements for format contained in the University
format manual, and that this thesis is suitable for shelving in the Library and credit is to
be awarded for the thesis.
__________________________, Graduate Coordinator
Geni Cowan, Ph.D.
Graduate and Professional Studies in Education
iv
___________________
Date
Abstract
of
BEING SOCIAL IN THE FIRST YEAR:
EXAMINING THE RELATIONSHIP BETWEEN FIRST YEAR STUDENTS’ USE OF
SOCIAL NETWORKING SITES AND SENSE OF COMMUNITY
by
Reuben L. Greenwald
Brief Literature Review
Student involvement is the amount of physical energy that a student puts into a
given activity (Astin, 1999). Campus engagement assists students in making new
connections and contributes to their sense of community and institutional commitment
(Astin, 1993, 1999; Tinto, 1999, 2012). On large commuter campuses, students may
struggle with identifying opportunities for engagement as they often face external
demands in regards to work, family, and social obligations. Students use social
networking sites to connect online and build virtual communities where they can engage
with each other and the university on their own time (Junco, 2014). Because peer
relationship development is so crucial to a student’s sense of community, online social
networking sites offer a way to connect students virtually and enhance their sense of
belonging on campus.
v
Statement of Purpose
The purpose of this study was to determine how a first year student’s use of social
networking sites affected their feeling of social connectedness and engagement on
campus. By better understanding how these sites may contribute to feelings of social
connectedness on campus, institutions can look to find new and innovative ways to adopt
and utilize social networking sites to assist with student retention initiatives.
Methodology
The quantitative study took place at a large public institution located in Northern
California. The sample population was comprised of first year students enrolled in the
First Year Experience seminar program. A one-time paper survey included questions
focusing on a student’s frequency of internet usage, social networking site preferences
and motivations, and peer relationships and engagement on campus. The sample for this
study included 91 first year undergraduate students.
Conclusions and Recommendations
Findings from the study showed that participants primarily use Facebook and
Instagram for online social networking. Students prefer to track what their peers are up
to rather than post regular updates about themselves. They agree that these sites give
them the opportunity to stay connected with people who they are unable to see face-toface, especially their friends from high school. The study showed that participants felt
connected to their peers and a sense of community at the University. One
recommendation for future studies is to track students throughout their time at college to
vi
see if their online social networking site usage and relationships shift as they meet and
engage with more students on campus. Finally, campuses can look to utilize social
networking sites in new ways to promote engagement opportunities and build campus
community online.
, Committee Chair
José L. Chávez, Ed.D.
Date
vii
DEDICATION
This thesis is dedicated to all of my past and present students. You have taught
me so much about myself and remind me everyday why I love working in Higher
Education and Student Affairs. It is an honor to work with such a dynamic and creative
group of students who are committed to their own education, growth, development, and
engagement on campus.
viii
ACKNOWLEDGMENTS
This process has been a journey and it would not have been possible without the
support of my friends, family, colleagues, and cohort. I am so grateful for the people
who served as my support system for the past few years.
I would like to acknowledge my mother and father for being with me every step
of the way, reading over my drafts, and offering me guidance and encouragement when I
did not know if I was going to make it to the finish line.
Thanks to my amazing friends, new and old, who have stood by me through this
process and provided me with opportunities to have fun and take my mind off the
schoolwork.
Thank you to my professors Dr. José Chávez and Dr. Geni Cowan for their
guidance and knowledge throughout the program. I have valued the relationships that I
have built with both of you and the support that you have given me.
To my supervisor, friend, mentor, and second reader, Dr. Davin Brown. Thank
you for always being there and cheering me on. When I doubted the process or myself,
you encouraged me to keep moving forward and provided me with wisdom that helped
me grow in the field.
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TABLE OF CONTENTS
Page
Dedication ................................................................................................................. viii
Acknowledgments....................................................................................................... ix
List of Tables ............................................................................................................. xii
List of Figures ........................................................................................................... xiv
Chapter
1
INTRODUCTION ............................................................................................... 1
Background .......................................................................................................... 1
Statement of the Problem ..................................................................................... 2
Significance of Study ........................................................................................... 3
Definition of Terms.............................................................................................. 4
Limitations of the Study....................................................................................... 6
Organization of the Remainder of the Thesis ...................................................... 7
2
REVIEW OF RELATED LITERATURE ........................................................... 8
Introduction .......................................................................................................... 8
Theoretical Frameworks ...................................................................................... 8
The Student Experience ..................................................................................... 15
Social Networking Sites..................................................................................... 26
Rationale for Study ............................................................................................ 33
Summary ............................................................................................................ 33
x
3
METHODOLOGY ............................................................................................ 36
Introduction ........................................................................................................ 36
Setting of the Study............................................................................................ 36
Research Design................................................................................................. 37
Summary ............................................................................................................ 40
4
DATA ANALYSIS AND FINDINGS .............................................................. 41
Introduction ........................................................................................................ 41
Findings and Interpretation of the Data ............................................................. 41
Summary ............................................................................................................ 62
5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS .................... 65
Summary ............................................................................................................ 65
Conclusions ........................................................................................................ 67
Recommendations .............................................................................................. 70
Appendix A. Letter of Consent for Social Networking and First
Year Connectedness ............................................................................... 74
Appendix B. Survey Instrument ................................................................................. 75
References ................................................................................................................... 80
xi
LIST OF TABLES
Tables
Page
1.
Age Range............................................................................................................. 42
2.
Living Situation .................................................................................................... 43
3.
Average Weekday Internet Usage ........................................................................ 44
4.
Average Weekend Day Internet Usage ................................................................. 44
5.
Internet Usage Locations ...................................................................................... 46
6.
Frequency of Facebook Viewing .......................................................................... 47
7.
Frequency of Facebook Posting ............................................................................ 48
8.
Percentages of Facebook Connections Who Attend Green Tree
University.............................................................................................................. 49
9.
Frequency of Instagram Viewing.......................................................................... 50
10.
Frequency of Instagram Posting ........................................................................... 51
11.
Percentages of Instagram Connections Who Attend Green Tree
University.............................................................................................................. 52
12.
Frequency of Twitter Viewing .............................................................................. 53
13.
Frequency of Twitter Posting................................................................................ 54
14.
Percentages of Twitter Connections Who Attend Green Tree
University.............................................................................................................. 55
15.
Green Tree University Facebook Group Membership.......................................... 57
xii
16.
Green Tree University Facebook Group Creation ................................................ 57
17.
Parties or Events RSVP’d to in the Past Three Months on Facebook .................. 58
18.
Parties or Events Created in the Past Three Months on Facebook ....................... 58
19.
Motives for Using Social Networking Sites ......................................................... 60
20.
The Campus Experience ....................................................................................... 62
xiii
LIST OF FIGURES
Figures
Page
1.
Astin’s Input-Environment-Outcomes Model ...................................................... 13
2.
Tinto’s Longitudinal Model of Institutional Departure (1993)............................. 15
xiv
1
Chapter 1
INTRODUCTION
Background
The first year in a student’s collegiate career can be a difficult one as they look to
make the adjustment and transition from high school to their new institution. Research
has shown that when students do not have a successful transition in their first year they
are not likely to continue into their second year (Upcraft, Gardner, & Barefoot, 2005).
The development of a peer social network is crucial in a student’s adjustment to their
institution as it leads to a greater feeling of community on campus. As Hirsch (1980)
pointed out, “peer relations are critical for support, confirmation of one’s identity,
opportunities for socialization, and other dimensions of college adjustment” (as cited in
Paul & Brier, 2001, p. 77). When engaged in extra-curricular programs, students can
meet peers who share similar interests, ideals, and values. These engagement
opportunities are specifically beneficial to a student’s success as they provide the chance
to expand a student’s peer network while positively affecting their personal experiences,
self-development and characteristics (Astin, 1993).
Large commuter oriented campuses face additional challenges as first year
commuter students lack the time and resources to get involved and develop peer
relationships on campus. Tinto (1993) highlighted the difficult balance that a commuter
2
student faces while trying to focus on their studies, take care of external obligations, and
partake in extra-curricular collegiate activities.
Social networking sites are increasingly being used as alternative means of
communication (McEwan, 2011). Sites like Facebook, Twitter, and Instagram serve as
tools that connect students and assist them in their peer relationship maintenance without
the need for consistent in-person interactions. Using specific methods of communication
on social networking sites like posting on a friend’s wall, responding to comments, and
uploading photographs and videos, allow students to build virtual campus communities
online.
The purpose of this study was to determine how first year students were using
social networking sites and how those sites contributed to their feelings of social
connectedness on campus. The study looked at three of the most popular social
networking sites among college students today: Facebook; Twitter; and Instagram
(Kolowich, 2014), while attempting to figure out how students were engaging with their
peers on these sites and if the students who used them felt a stronger sense of community
on campus.
Statement of the Problem
Social networking site use continues to grow and become more prevalent among
students at colleges and universities. Administrative leaders in higher education
institutions remain focused on determining ways to increase first year student retention
3
and engagement. Commuter campuses (like the large public university in Northern
California that will be referred to as Green Tree University for the remainder of the
study) can benefit from understanding the relationship between a student’s use of social
networking sites and their feeling of social connectedness and engagement on campus, as
these are both positive predictors of student retention. This study addresses the following
questions:
1. How are first year students currently using social networking sites?
2. How do social networking sites contribute to feelings of social connectedness
and community on campus?
Significance of Study
According to the First College Year Experience Survey conducted by Green Tree
University’s Office of Institutional Research in the spring of 2013, student satisfaction
had dropped noticeably in the area of social life on campus (Green Tree University,
2013). Fewer than 60% of first year students rated their satisfaction with peer
interactions and their sense of community as satisfactory (Green Tree University, 2013).
In a National Survey of Student Engagement from 2008, Green Tree University’s senioryear students answered lower than the national average when asked: if the institution
provided them the support that they needed to thrive socially, if the institution
encouraged them to connect with students from different backgrounds, and if the
institution emphasized campus events and programs (Green Tree University, 2008).
4
Tinto (2012) found that students who attend urban commuter campuses, like Green Tree
University, often have a harder time getting involved and making social connections due
to the fact that they do not live on campus and have other responsibilities (taking care of
their family, housework, extra jobs to pay for school, and time spent commuting).
Because of this, they are less likely to get involved socially in the campus community and
may feel isolated at their institution. Social networking sites can provide opportunities
for students to build networks and make connections on their own time. Additionally,
students can develop virtual opportunities for campus engagement, which allow them to
feel more connected to the university. Institutions can benefit from incorporating online
social networking and capitalizing on its popularity in order to connect more students
with each other and the campus.
Definition of Terms
Commuter Student
For the purpose of this study, a commuter student is defined as a person who
attends an institution but does not live on campus and has to find a means of
transportation to get to and from their home to campus.
Freshman/First-Year Seminar
An introductory course geared toward helping students with their first year
academic and social development (Tinto, 1993).
5
Residence Halls
For the purpose of this study, residence halls are defined as on campus housing
which provide students the opportunity to connect and build community in a
structured environment. Resident Advisors are available to assist students in their
community development and campus engagement.
Retention
Whether or not a student persists at a particular university until graduation (Tinto,
1993).
Social Networking Sites (SNS)
Web-based platforms that allow users to create profiles and connect on these
platforms with peers viewing and posting images, thoughts, questions, and videos
(Boyd & Ellison, 2007). For the purpose of this study, the sites Facebook,
Twitter, and Instagram will be explored.
Facebook
An online social networking site that allows users to create profiles and
interact with their peers though content sharing, event creation,
commenting, event RSVPing, and image hosting (Junco, 2014).
Instagram
A mobile application where users take and edit images with their phones
and upload them for their followers/friends to see, review, and comment
on (Junco, 2014).
6
Twitter
An online social networking site that allows users to send and read 140character messages, referred to as “tweets” (Junco, 2014).
Student Engagement
Referring to the amount of time and energy that a student invests in their studies
and extra-curricular involvement opportunities outside of the university classroom
(Kuh, 2004).
Sense of Belonging
Referring to the sense of membership that a student feels based on their own
perception of their peer relationships and community involvement while at their
institution (Tinto, 2012).
Limitations of the Study
The researcher identified several limitations that affected the study. First, the
researcher was only able to get a limited number of first year students enrolled at Green
Tree University to take the survey because first year student email addresses were not
available to the researcher. Because of this, the researcher focused the method of data
collection on those students enrolled in the First Year Experience seminar classes at
Green Tree University. There were only a limited number of first year students enrolled
in these courses and the researcher was only able to gain access to five of the 11 courses.
For this reason, the data was limited and may have not reflected the experiences of the
7
general first year student body. It should be noted that there may have been a selection
bias since students self enroll in the First Year Experience seminar courses and could
have done so because they were disconnected and looking to build a social life at college
or because they are very social and looking for ways to increase their affiliation with the
campus and community. This might have affected the way that students answered the
questions and could have not represented the general first year student population. The
curriculum in the First Year Experience seminar courses highlight campus engagement
opportunities and community development. Therefore, the students who are enrolled in
these courses may already have a tendency to feel connected on campus and a part of a
larger community. The nature of these courses is one that gives students the opportunity
to meet peers and make connections that can enhance their collegiate experiences.
Organization of the Remainder of the Thesis
The study is organized into five different chapters. Chapter 2 contains a review of
both the literature and existing research conducted on the topic. The literature review
explores theoretical frameworks, the student experience and effects of peer relationships,
and ways that social networking sites contribute to a student’s sense of belonging and
community. Chapter 3 covers the research methodology and procedures for collecting
and analyzing the data. In Chapter 4, the data from the survey questionnaire is analyzed
along with a presentation of the findings and interpretations of those findings. Chapter 5
focuses on the overall thesis summary and provides conclusions and recommendations.
8
Chapter 2
REVIEW OF RELATED LITERATURE
Introduction
Student use of social networking sites will be explored with the intent of better
understanding how these sites contribute to a student’s sense of belonging and
community on campus. It is imperative to have a broad understanding of first year
student development, the unique challenges that are faced by students on a commuter
campus, how social networking sites can help enhance relationships, and relevant
theoretical frameworks that can help to guide the research. Alexander Astin and Vincent
Tinto’s theories help one to better understand the important role that engagement and
social connectedness play in a student’s decision to continue to pursue their degree and
remain at their institution. Social networking sites can serve as tools to connect and
foster student peer-to-peer relationships while helping students to remain connected to
the institution that they are attending.
Theoretical Frameworks
Three theoretical frameworks are important in understanding student
development, the importance of student engagement on campus, and the role that social
networking sites can play in assisting student’s in their development of a peer network
and sense of belonging on campus. The first is Astin’s 1984 theory of student
9
development, one of the influential works focusing on the importance of student
engagement in relation to student development and retention (Astin, 1999). The second
framework is Astin’s (1993) input-environment-outcomes model, which highlights the
changes that a student goes through during their time at college and the ways that peer-topeer relationships positively impact student growth and development. Last is Tinto’s
(1993) student departure theory. Considered one of the key works on student departure,
Tinto addresses the importance of student engagement and social interactions on a
student’s commitment to their institution. Each of these frameworks highlights the
importance of peer relations and helps show how social networking sites used as tools for
peer interactions can contribute to a student’s sense of belonging.
Astin’s Theory of Student Development
Engagement plays an important role in facilitating a student’s development at an
institution. Alexander Astin (1999) was one of the first theorists to write about the
significance of engagement and the relation it has on a student’s development. In order
for students to grow and mature while at college they need to be actively engaged in their
environment. Even though motivation is essential for one to get involved, the act of
engagement is most important. The amount of physical energy that a student puts into a
given activity and the amount of psychological energy that they put into their collegiate
experience is what really defines engagement (Foubert & Grainger, 2006). “It is not so
much what the individual thinks or feels, but what the individual does, how he or she
10
behaves, that defines and identifies involvement” (Astin, 1999, p. 519). Four other basic
postulates to Astin’s Theory are:
1.
Engagement occurs along a continuum and students are not always engaged in
everything at every time. Rather, one student may be more invested in a
specific program or object at one point than another is (Astin, 1999).
2.
There are both quantitative and qualitative components to engagement, where
the quantitative component is the amount of time that a student is invested in a
specific activity and the qualitative component is the way in which they are
invested and the amount of attention they give to that specific event (Evans,
Forney, Guido, Patton, & Renn, 2010).
3.
The amount of personal development that a student gets out of their activity is
directly related to the amount of time they put into that experience (Foubert &
Grainger, 2006). Simply put, the more time a student devotes to something
the more they will get out of it.
4.
The effectiveness of any educational practice is directly correlated to the
ability of that practice to increase student engagement (Astin, 1999).
Student engagement is not limited to only the classroom, rather a highly involved
student is one who devotes energy to studying but also spends time on campus,
participates in student organizations, and interacts frequently with faculty members and
the campus community (Habley, Bloom, & Robbins, 2012).
11
Even though Astin’s framework was developed before the creation of social
networking sites, his theories can easily be applied. Just as peer interactions often take
place in intercollegiate sports, fraternities or sororities, campus organizations or clubs,
honors programs, and student government, they also are very common on social
networking sites (McEwan, 2011). Students who are involved on campus and participate
in social groups whether online or in person are given more opportunities to interact,
while remaining connected to their institution. These involvement opportunities assist
students in their self-awareness, attitudes and beliefs (Astin, 1999). But most
importantly, when they are engaged with their peers students remain in college and are
less likely to drop out (Astin, 1999).
Astin’s Input-Environment-Outcomes Model
Students come to college with principles and values that shape their experiences.
They rely on the environment and structure of their campus to assist them in their
adjustment to college and integration into the campus life during the first year.
A student’s success ties directly back to the characteristics that they bring with
them to college. Student’s preconceived notions and ideas are influenced by their
upbringing and early life experiences while growing up. Astin identified 146 input
characteristics and variables that a student comes into college with which have the ability
to affect their experience (see Figure 1); including gender, age, ethnicity, religious
preferences, and reasons for attending college (Upcraft et al., 2005). These variables are
12
part of a student’s core identity coming into campus and shape how they interact and
form relationships.
While at college students encounter an environment that can challenge those preconceived notions, beliefs, and ideals. The environment is made up of characteristics that
effect and determine how a student fits into the institution. Institution size,
undergraduate enrollment, investment in student services, and diversity of the campus
can help make up this environment (Astin, 1993). These characteristics can be further
broken down into variables that have the ability to influence a student’s success while at
college including faculty, staff, and peer group, the curriculum, financial aid, major of
study, place of residence, and their campus involvement (Upcraft et al., 2005).
A student’s involvement and interaction with their environment will strongly
affect their personal experiences. These changes are classified as outcomes and can
include academic cognition and achievement, retention, and career development (Astin,
1993). By comparing the input (what a student comes to college with) and outcome (how
their characteristics change based on the interactions with their environment) and seeing
how peer-to-peer relationships positively assist students in their growth and development,
one can begin to see how utilizing online social networking sites as tools to enhance and
support relationship building can positively contribute to a student’s sense of community
and perception of their campus environment and institution.
13
Figure 1
Astin’s Input-Environment-Outcomes Model
Adapted from Astin (1993)
Tinto’s Student Departure Theory
Vincent Tinto’s Longitudinal Model of Institutional Departure highlights the
importance of interactive experiences on a student’s likelihood to persist at college.
Student engagement and social interactions play a key role in a student’s development
and positively effect their institutional commitment, while supporting continued
development of their personal goals and identity (Tinto, 1993).
Similarly to Astin’s I-E-O model, a student goes through a variety of stages (see
Figure 2) that take them from past associations to membership in new social communities
on their campus (where environmental experiences play a role in their adjustment). Peer
relationships matter and when a student fully integrates into the social life of the
university their informal and formal interactions end up having a large impact on their
experience and shape their decision to stay or leave (Tinto, 1993).
14
Interactive experiences which further one’s social and intellectual integration are
seen to enhance the likelihood that the individual will persist within the institution
until degree completion, because of the impact integrative experiences have upon
the continued reformulation of individual goals and commitments (Tinto, 1993, p.
116).
The character of these interactions is important and needs to be beneficial to both the
student and peer with whom they are interacting with, allowing for self-reflection and
growth.
There are often external factors that end up playing a role in a student’s ability to
continue their degree pursuits. Tinto addressed some root causes that can lead to a
student’s departure by recognizing the various commitments that a student has to balance
during the course of their collegiate experience. Family responsibilities and work
commitments strongly effect a student’s commitment to the institution as they often take
higher priority than class attendance (Hausmann, Schofield, & Woods, 2007). Tinto
pointed out the need for social integration where students can develop connections and
relationships that balance out their external obligations. Having a peer support system
positively influences their institutional commitment and can be beneficial for a student
who may be struggling to integrate their personal life with their academic one. Social
networking sites can assist in helping to keep students engaged and connected to each
other through an online support system that allows them time to communicate with their
friends while also being attentive to their other outside priorities.
15
Figure 2
Tinto’s Longitudinal Model of Institutional Departure
Source: Tinto (1993, p. 114)
The Student Experience
The environment that a student encounters at their institution not only defines
their experience but also determines if they remain engaged or decide to transfer or drop
out. The first year is crucial in a students’ development as they begin to establish their
own sense of identity and build new relationships with peers (Gerdes & Mallinckrodt,
1994; Pascarella & Terenzini, 2005). Garnering a sense of community on campus helps
students to make the adjustment and feel at home in their institution. Students have the
ability to connect with each other and develop new friendships through engagement in
informal extra curricular programs which assist in community building and a sense of
belonging on campus (Tinto, 1993). Commuter students face hurdles when looking to
16
become engaged as they often don’t have the extra time to partake in programs and
services being offered by the University outside of their normal class schedule. Social
networking sites can provide an opportunity for students to continue to feel engaged even
when they may not be on campus or able to take part in outside of the class activties.
Defining a Sense of Community
To understand how social networking sites can help students feel a greater sense
of community and more connected on campus it is important to identify what a sense of
community looks like. Gusfield (1975) identified two ways that the term community was
to be used. The first of those was in reference to a physical community defined by
geography and the territory that it was located in: a town, village, or neighborhood. The
second was in reference to the relational aspect of a community and the quality of
character involved in those relationships. While these two ideas are not mutually
exclusive, community tends to be developed around common interests; ideals and skills
more than just location (Gusfield, 1975). McMillian and Chavis (1986) built on this and
proposed four elements that make up a sense of community which go hand-in-hand with
what Astin and Tinto both discovered in regards to the role that social interactions play in
a student’s sense of belonging. Membership is where people invest a part of themself to
become a participant in the community and by doing this take away from their experience
the actual feeling of belonging and relatedness to others. Influence is the idea that one
has the ability to truly make a difference in a group, being able to make contributions that
matter and are valued by group members. Integration and fulfillment of needs speaks to
17
the idea that members must get something out of the group and have at least some of their
needs met through interactions with other group members. The last component, shared
emotional connection, is where being a member of the community allows one to create
meaningful shared experiences through events and interactions which they may have not
had before they became a member of the group. These experiences positively affect their
sense of community and lead to a greater feeling of social connectedness (McMillian &
Chavis, 1986).
First Year Student Experience
When first year students arrive at college, they leave behind their old social
circles and enter into a new environment filled with thousands of new and unknown
peers. First year students not only need to develop a new social network, but also have to
get used to what it is like being at a university where they are met with increased
academic expectations, more complex work, and large lecture style learning. Colleges
bring more rigorous social and intellectual demands then students are normally used to
and it can take time for students to adjust to what is expected of them (Kuh, 2004; Tinto,
1993). Administrators look to support the different needs of students as they adjust to
their new environment.
While at first a student may feel isolated after starting at their new institution, this
is normally only temporary as they slowly begin to establish new friendships and
relationships while beginning to feel at home in their institution. There are, however,
instances when students may have trouble making connections and end up secluding
18
themselves for a variety of reasons. Whether they are unable to find peers to connect
with or don’t have the time to engage with their peers, a lack of connection on campus
can lead students to want to withdraw from the institution (Tinto, 1993).
To assist in building peer relationships students are encouraged to get involved in
extra-curricular programming during their first year. Greater levels of student
involvement have a positive effect on a first year student’s development and adjustment
at college (Foubert & Grainger, 2006). Having a structured social group that a student is
able to participate in provides them with the opportunity to make connections and meet
new people in a safe and supportive environment.
Many campuses offer first year seminar courses specifically designed for their
individual institutions that work to bring together students in their freshman year.
Around 80% of four-year institutions offer these types of programs (Upcraft et al., 2005).
These seminars, sometimes referred to as transition assistance programs, are typically
geared toward helping students with their academic and social development and provide
students with a supportive environment that helps them better adjust to the institution
(Tinto, 1993). First year seminars often call upon both faculty and student affairs
professionals to work in tandem to design the program’s structure and curriculum as well
as teach the courses (Upcraft et al., 2005). Many times upperclassmen serve as peer
mentors, supporting and mentoring the first year students. Some of the components
which are often included in these seminars are: study skills, time management, alcohol
and drug awareness, mental health support, and engagement opportunities (Upcraft et al.,
19
2005). A structured first year program like this is beneficial to new students who report
that they gain knowledge and understanding that they would not have learned in their
traditional classes (Foote, 2010). Most importantly though, students in these courses are
surrounded by other first year peers which they can connect and build relationships with.
Once these courses end, however, they may not see these students again as they begin to
take classes within their specific majors. Because of this, students are turning to online
social networking sites to keep the relationships going outside of the classroom
(Heiberger & Harper, 2008).
Research has shown that students are already engaging with these sites before
they even come to campus. A study conducted by Alissa Totten at Florida Southern
College discovered that 98% of students identified that they used social networking sites
and two thirds of those noted that they used these sites to connect with campus before
they were even enrolled in their first year (Totten, 2014). Another study also found that
freshman had higher levels of Facebook usage than seniors while sophomores and juniors
scored in the middle (Gray, Vitak, Easton, & Ellison, 2013). Since students are already
connecting to the campus virtually before they arrive, it is beneficial to figure out ways to
continue this online engagement and connection once they begin their coursework
thereby allowing them to continue to development their community and enrich their peer
relationships.
20
Effects of Peer Relationships
Peer interactions are extremely important when it comes to a student’s
commitment and sense of belonging on campus. The more interactions that they have
with their peers, the more committed they are to their institution (Braxton, Hirschy, &
McClendon, 2004). Students who have strong peer relationships report a greater sense of
belonging and community on campus (Hausmann et al., 2007; Tinto, 2012). A 1976
study showed that many of the students who voluntarily withdrew from college were less
likely than those who persisted to point out important relationships and connections that
they had with their peers (Tinto, 1993). The feeling of isolation and detachment that a
student gets from not having a peer social life often leads to their decision to leave.
Astin (1993) stated that, “the student’s peer group is the single most potent source
of influence on growth and development during the undergraduate years” (Astin, 1993, p.
398). Peer interactions contribute positively to a student’s growth and development
while enhancing and expanding student’s viewpoints and intellectual growth.
Developing relationships with those who share similar interests and upbringings can
often feel very comfortable for students and can be important to their initial sense of
belonging and connection at the institution. It is, however often more beneficial for
students to develop relationships and find opportunities to interact with peers from
different racial, cultural, and socio-economic backgrounds, as these interactions provide
greater benefits and allow them to reflect on their own identity while learning more about
those with different experiences while growing up. Interactions with peers from diverse
21
backgrounds help students to gain a better understanding of their own self, values,
political ideology, and communication style in relation to those around them (Pascarella
& Terenzini, 2005). Peer relationships should provide mutual benefit and offer both
support and friendship. As those students who build reciprocal relationships are better
socially integrated into the institution and persist at a higher level (Junco, 2014).
Maintaining peer relationships throughout their tenure at an institution can be a
struggle. Online social networking sites allow students to sustain these relationships and
continue developing them when they may not see their peers everyday. It is common
thought that online social networking sites are used as a way for students to meet new
people and make friends. This, however, is not actually the case and when college
students interact with their peers on these sites they are mostly using them to strengthen
and maintain social ties and connections with those whom they met outside of social
networking rather than searching for new relationships (Heiberger & Harper, 2008;
Pempek, Yermolayeva, & Calvert, 2009; Subrahmanyam, Reich, Waechter, & Espinoza,
2008; Yang & Brown, 2012).
There are, though, a few instances where incoming students benefit from using
social networking sites to connect with like-minded peers before they set foot on the
campus (DeAndrea, Ellison, LaRose, Steinfield, & Fiore, 2012). These often take place
through Facebook groups set up by admissions offices to engage with the incoming
students. Students can ask questions and interact with their admissions counselors and
other new students before orientation begins. Students who are going to live within a
22
residence hall on campus will look to connect with their roommate(s) in advance with the
goal of learning more about them, figuring out what they need to bring to campus, and
sharing their common interests with each other (Wohn & LaRose, 2014).
Student Engagement on Campus
Engagement on campus takes many different forms and is often associated with
extra-curricular (outside of the class student activities), co-curricular (activities that
complement what is being learned in the classroom), and academic engagement (what is
being studied in the classroom) (Astin, 1999). Each of these forms of engagement lead to
frequent interaction with peers, staff and faculty while serving as key factors in a
student’s commitment to remain at their institution (Astin, 1993, 1999; Tinto, 1999,
2012).
Extra-curricular engagement (which often involves participation in clubs, student
leadership, campus activities, and recreational sports) is just as beneficial to a student’s
development as academic engagement (McEwan, 2011). Leadership positions like
student government and club officers, resident advisors, campus activities board
members, peer mentors, admissions ambassadors, and orientation leaders, help to boost a
student’s engagement on campus while connecting them more to the campus and the
institution’s core values. Students who are involved with these programs have the
opportunity to develop informal relationships with university staff, faculty, and
administrators. These professional staff members serve informally as mentors offering
23
support to students as they make their adjustment to college life, encounter challenging
academics, or struggle with feelings of isolation.
One of the greatest benefits of getting involved on campus is the peer network
that is developed. A student’s participation in formal extra curricular activities leads to
informal friendships, which continue outside of the specific activity and can last
throughout their collegiate career (Tinto, 1993). Even if they do not take on a formal
leadership role in an organization or program on campus, their attendance at campus
events and activities is beneficial since it enhances their personal growth and success
through peer interaction and self discovery (Braxton et al., 2013). It is important to
engage students early on and provide them chances to build a supportive network as they
navigate and find opportunities for involvement.
Braxton and Hirschy coined the term communal potential to describe how when
students believe that there are groups for them on campus that shares similar values,
beliefs, ideals and goals, they are more likely to become engaged on campus.
The more a student perceives the potential of community on campus, the greater
the student’s level of social integration. Put differently, the more a student
perceives that he or she is likely to find a compatible social community on
campus, the greater the student’s level of social integration. (Braxton et al., 2004,
p. 23)
When engagement opportunities are made readily available and students know
that a diverse range of opportunities exist for them, they are more likely to take advantage
24
of them. Through meaningful interactions with peers at these events and activities,
students participating feel valued and supported and look for future opportunities to
continue their engagement with these programs.
With the use of social networking sites, sharing engagement opportunities and
getting students involved on campus becomes easier. These sites give students the
opportunity to learn about campus events, programs, and services without needing to
search on the campus website. Clubs and organizations have Facebook pages and often
connect with their members online. Campus programming boards post their events and
allow students to virtually R.S.V.P. in order to see who is attending each program. Events
continue virtually after they are over on social networking sites as students interact by
posting photographs, commenting on each other’s social networking feeds, and connect
with peers whom they just met (Heiberger & Harper, 2008; Martínez Alemán &
Wartman, 2009).
Commuter Campus Challenges
Campuses that have large populations of students that live off campus are often
referred to as “commuter campuses” and the challenges that their students face are
unique. It can be very difficult for students on these campuses to engage with, and feel a
sense of community at, the institution. Stewart and Rue (as cited in Braxton et al., 2004)
developed categories for commuter students that include first-time freshman living at
home with their parents, students with families who attend college while working, and
unmarried students who work and attend college at the same time. These students lack
25
the easiness and proximity to campus and are not provided all the resources and support
that come with living in the residence halls on campus. Commuter students have many
other priorities in their lives that make it hard for them to engage beyond the classroom.
They spend little extra time on campus and often just attend classes and take care of
business related to their degree pursuit. Because of this, there is little time for them to get
involved socially (Braxton et al., 2013; Kuh, 2009; Tinto, 2012). Without a built-in
social network and meaningful interactions with other students commuters feel
disconnected and isolated, which can contribute to their need transfer or leave the
institution (Braxton et al., 2013; Nora & Crisp, 2005).
On large commuter campuses students get lost in the shuffle and have a hard time
finding social communities, as there aren’t as many well defined groups for them to
establish membership in. “The failure of social communities to form results from the
characteristics of the students who attend commuter institutions and from the confusing
nature of the campus environment” (Braxton et al., 2004, p. 46). It is important for these
students need to find opportunities to engage outside of the classroom both in order to
further tie them into the campus community and to provide them with easy and accessible
information about programs and events from their peers and advisors. Smaller groups
like clubs and organizations serve as a way to break the university down into miniature
communities where students have an easier time finding and interacting socially with
peers who share similar interests. When commuter students are able to find these
organizations and connect with them, they can find them to be very beneficial.
26
Promoting involvement opportunities proves to be a struggle though, as many commuter
students are simply unaware that different opportunities for campus engagement are
available for them. This is where social networking sites can come into play, to help get
the word out about events and connect with students who are not on campus enough to
learn about what is going on. Posting information about programs online and having
students share it with their peers on social networking sites can help to better advertise
the engagement opportunities. It is important to note that even if a commuter student is
aware of extra-curricular events and programs happening on campus, their external
commitments normally still prohibit them from being able to attend.
Tinto suggests that institutions of higher education look to implement simulated
on-campus communities and events by developing creative and innovative forms of
communication that allow the institution to identify better ways to reach out to students
beyond the campus structure (Tinto, 1993). Using programs like campus email
newsletters, social networking sites, or online interactive communities can assist in
engaging students who may not be spending a lot of time on campus, while supporting
them in their connection to the campus community.
Social Networking Sites
Social networking sites are web-based platforms, sometimes accessed through a
cellular device, that allow users to develop a public or private profile within a structured
system (Boyd & Ellison, 2007). After users create a profile, they are prompted to reach
27
out to connections that they already have and add those connections to their network.
They also have the ability to search for new connections as they build their online social
community. Many social networking sites utilize written text updates and videos as a
way for users to showcase themselves and highlight their individual personalities.
The first social networking site launched in 1997. Known as SixDegrees.com,
this platform allowed users to develop profiles and interact with friends. It was the first
website that gave users the opportunity to network with their social connections in an
online community (Boyd & Ellison, 2007). The key to social networking is having a
group of peers that one can connect with online. Because SixDegrees.com was launched
before many people were using the Internet to network with their peers, people did not
fully understand how it worked and users were not keen to adopt it, thus the site folded in
2000. Shortly after this, Friendster launched in 2002 and allowed users to connect with
friends and friends-of-friends. It was a way for users to connect with people who they
already had a distant connection with through their peer network. This became popular
as users saw the benefit of developing a larger social network on the internet. Other
companies began catching on to the popularity of these types of sites and looked to
develop alternatives. Myspace was one of the first sites that gave users the opportunity to
customize the look and feel of their personal profile pages and showcase their personality
by adding custom backgrounds, images, and music. While all of these previous social
networks were designed for general use, Facebook was launched in 2004 with the
intention of just being for college students (Boyd & Ellison, 2007). Users had to have an
28
.edu email address as the site expanded from just Harvard to other colleges and
universities. Due to the popularity of the site, by 2005 Facebook had opened up to high
school students, professionals, and eventually to anyone that wanted to join. Facebook is
still one of the most popular sites among college students along with Twitter and
Instagram (McDermott, 2014).
Facebook and Twitter both offer opportunities for users to connect with peers,
celebrities, and social groups. Users post updates for their followers, which can include
photographs, text, video, or links (Junco, 2014). These updates appear on a user’s news
feed and one can browse through their feed to see what their friends are up to.
Instagram is different in that it is used for sharing images between friends and
must be accessed through an application downloaded to a users mobile device. Users
have the ability to connect with their peers and edit, tag, and share photographs that they
have taken within the application. By tagging their photographs and adding captions to
them, users let their peers know what they are thinking and what is going on in their
lives. Followers have the ability to post comments and “like” the photographs that a user
posts.
Student Relationships on Social Networking Sites
Generation Z, born in the mid to late 1990s, multitask in ways that their
predecessors did not. They spend an average of 41% of their time outside of school on
computers or other mobile devices (Peterson, 2014). Where their predecessors turned to
TV, magazines, and newspapers to stay currant on what was happening, students these
29
days use the internet and social networking sites to gather all of their information (Park,
Kee, & Valenzuela, 2009). A Pew Research Center report found that 73% of American
teenagers with internet access use social networking websites and 45% of young adults
visit a social networking site at least once a day (McEwan, 2011; Milem & Berger, 1997).
The most popular of these social networking sites continue to be Facebook, Twitter, and
Instagram, where a study by Student Monitor (as cited in Kolowich, 2014), a marketresearch firm, found that 90% of students surveyed were currently using Facebook, 64%
were using Instagram, and 26% were using Twitter.
When students begin to develop their peer network at college they may not have
the opportunity to cultivate friendships every day or connect with their peers outside of
the classroom. Social networking sites give them the ability to develop their connections
without needing to be face-to-face with their peers. Through specific activities like
reading and responding to notes, posting on a friend’s wall, and tagging photographs,
students can use Facebook to keep up with friends who they may not see as often. When
college students communicate on social networking sites they express many of the same
thoughts that they would in offline face-to-face conversations, but in a way that is
adapted to the online environment (Ellison, Vitak, Gray, & Lampe, 2014). With a lack of
face-to-face social cues, friends who interact on these sites will often write short
messages that use images, icons, and acronyms to get their feelings and thoughts across
making conversing quicker and easier than they would be in person. This has become a
30
common language to those on social networking sites and serves as a unique way for
students to communicate and connect online.
Shared experiences and interactions are important and help students to feel truly
connected and supported by their social network. By posting on someone’s Facebook
wall, sending them a message, wishing them a happy birthday, or “liking” a post that they
wrote, students show each other that they are open to connecting with specific members
of their social network and are available for reciprocal interactions (Subrahmanyam et al.,
2008). The total number of friends that a student has on social networking sites is not as
important as the relationships that they develop with their individual connections (Junco,
Heiberger, & Loken, 2011). These networks cannot just be a place to post images and
personal stories, but need to foster shared engagement from all members of a person’s
social network in order to assist students in feeling a greater sense of belonging and
community. It was found that students who spend over an hour on social networks
socializing with friends are more satisfied in their campus relationships and better
socially adjusted (Yang & Brown, 2012). The more frequent the online interactions take
place, the lower levels of isolation and loneliness are felt by the student (Gray et al.,
2013).
Using Social Networking Sites To Promote Engagement
A large majority of students reported that they are using social networking sites to
access information about campus events, student activities, and clubs and organizations
(Dahlstrom & Bichsel, 2014). Because of the increased popularity of these sites, colleges
31
and universities are finding creative ways to interact with students in order to promote
engagement opportunities on campus. Where admissions and career services were
historically the main campus departments that used social media (to recruit students and
provide employment connections (Junco, 2014), Student Affairs practitioners are seeing
the benefit of adopting these sites to engage members of the campus community.
A study conducted by Junco (2012) found that time spent on Facebook was
positively associated to time spent in offline extra-curricular events and activities. Junco
pointed out that students who used social networking sites to find out about programs and
events on campus were retained at higher levels and participated in more face-to-face
activities (Heiberger & Harper, 2008; Junco, 2014). The specific activities that a student
participates in on social networking sites, like the frequency of time that they spend
viewing and commenting on photographs, creating and RSVPing to events, and posting
on a friend’s wall, are all positively predictive of engagement in co-curricular activities
(Junco & Cole-Avent, 2008).
Clubs and organizations often have pages and accounts on each of the social
media platforms that they use to connect with their members and engage new ones. As
an extension of these organizations, students have the opportunity to become members of
an online community with like-minded friends who share similar interests and views
(McEwan, 2011). These groups allow for dialogue and interaction between
organization’s members when they are not able to see each other face-to-face.
32
Social media is being used in more creative ways to get students to events and
provide them opportunities to interact at different events. Departments create contests
online that engage students by asking them to answer questions, take photographs, or
share information with their friends. These contests not only engage students but also
help to promote the department to other members of the student’s social community.
Social networking sites are used at campus events in order to enhance the student
experience. Students are encouraged to take photographs of what is going on, use
common hashtags (a word or phrase that is used to identify a specific topic) to talk about
the event, and check-in at the event on social media. These actions breath life into the
event even after it has ended (Ahlquist, 2013). By tagging friends in photographs taken
at the event, students continue to interact with their peers and further develop their offline
community online.
With students currently using these sites to connect with their peers on campus, it
is an easy way for University administrators to help their programs and services become
more accessible to the student body. Campuses have the ability to support and help
maintain the virtual sense of community that is built through social networking sites and
can assist in encouraging students to supplement their in person interactions with online
ones when they may not have the ability to see their peers on a regular basis.
33
Rationale for Study
First year students on commuter campuses, like Green Tree University, face
unique challenges as they look to build community with peers and integrate into the
social life of the campus. To assist them in their development of peer relationships
students are encouraged to get involved in extra-curricular engagement activities that take
place during their first year. A positive impact on personal development and an easier
adjustment to college is directly correlated with a student’s engagement on campus.
Commuter students who look to garner a sense of community often struggle with
navigating and identifying ways to become engaged in extra curricular programming on
campus. The challenge that is faced by students looking to get involved and build
community on campus can, however, be mitigated with the use of social networking sites
which offer students the opportunity to learn about campus events and interact with each
other in an online environment that mirrors what they would experience in person.
Further understanding of how students are currently using social networking sites, what
sites they are using, and the relationship that these specific sites have on engagement and
feeling of social connectedness can help administrators discover new ways to support
students and look to better retain them after their first year.
Summary
The review of literature and theories presented demonstrate the importance of
social connectedness and engagement on a student’s decision to retain at their institution.
34
Astin shaped how student affairs practitioners understand and define engagement as
being the amount of physical energy that a student puts into their college experience.
Along with Astin, Tinto recognized how engagement does not just take place at one time
or another but rather occurs along a continuum where students become engaged in
different aspects of campus at different times. Sometimes students are more engaged and
sometimes they are less engaged. Both theorists recognized that students bring with them
specific characteristics to college, and the environment that they are faced with in college
challenges those characteristics, assists them in critical thinking, and contributes to their
growth and development. Most importantly, both theorists agreed that positive peer
interactions were a large factor when it came to a student’s adjustment and integration
into campus life.
As first year students look to build relationships and get involved in campus life,
they have to simultaneously navigate challenging intellectual demands where they are
faced with higher academic expectations and complexity of work then they may be used
to. On large campuses with a heavy commuter student population, these challenges are
further impacted by the fact that many of the students do not have the time to get
involved in extra-curricular programming as they often have other priorities like work
and family. Without the time to get involved, they do not always have a chance to build
up their peer networks and feel fully integrated into the campus community. Because
peer relationship development is so crucial to a student’s sense of community, without
35
meaningful interactions and a social network these students feel isolated and look to
transfer or drop out of their current institutions.
Social networking sites are prevalent among college students and can be used to
support and enhance the interactions that students are having in face-to-face settings with
their peers. These sites have the ability to assist in the development and maintenance of
social communities where students can search online for events and activities, join online
social networking groups that represent campus clubs and organizations, and connect
with the peers whom they meet on campus. Through posting photographs, writing on
friend’s news feeds, and sharing messages and ideas, students have the opportunity to
develop a virtual community that supports their feelings of social connectedness on
campus.
36
Chapter 3
METHODOLOGY
Introduction
The purpose of this study was to better understand the ways that first year
students were using social networking sites and how these sites contributed to their
feelings of community and engagement on campus. The research methodology for this
study utilized a quantitative design with purposeful sampling to answer the following
research questions:
1. How are first year students currently using social networking sites?
2. How do social networking sites contribute to feelings of social connectedness
and community on campus?
Setting of the Study
This study was conducted at Green Tree University, a large urban public
institution located in Northern California. Founded in the mid 1900’s, Green Tree
University is accredited by the Western Association of Schools and Colleges (WASC)
(Green Tree University, 2014a). The University offers 58 undergraduate majors in seven
different colleges. In fall 2014 it was reported that the campus population was 29,349
students, with 91% of those being undergraduates (Green Tree University, 2014b). Fiftysix percent of the undergraduate students identified as women and 44% as men. In 2014,
37
3,694 first-time freshmen enrolled with 28% of those students living on campus and 72%
commuting to campus. Reflective of the general population at Sac State, the first-time
freshman identified as 57% female and 43% male. The campus plays an important role
in the greater community as it contributes more than $900 million yearly to the local
region.
Research Design
Population and Sample
The goal of the researcher’s quantitative study was to understand the relationship
between first year students’ use of social networking sites and sense of community on
campus. Because of this, the researcher focused the sample population on first year
students who were enrolled in the First Year Experience seminar program at Green Tree
University. This population was selected through purposeful sampling, an alternative to
random sampling where the researcher selects a sample based on a specific purpose and
includes those of interest to the study and excludes those who do not fit the purpose
(Cowan, 2007). All undergraduate first year students involved in the seminar classes were
given the opportunity to fill out the survey. At the time of data collection, there were a
total of 275 first year students participating in the First Year Experience seminar program
out of 3,694 first time freshman enrolled at Green Tree University. The researcher was
able to attend five First Year Experience seminar classes. Only those who chose to take
the survey were counted in the results. Participation was voluntary, and all subjects had
38
the opportunity to withdraw from it at any time. A total of 91 subjects ended up
participating in the study.
Design of the Study
To best understand how students use social networking sites and how the sites
contribute to their sense of community engagement on campus, the researcher used a
quantitative method for this study. A one-time survey (see Appendix A) was given to
students recruited through the First Year Experience seminar classes at Green Tree
University. The researcher did not offer any incentives to the students. Incomplete
submissions did not affect the research results and design. All the responses were
analyzed to see if themes emerged.
Data Collection Procedures
The study was pre-approved through the California State University, Sacramento
Institutional Review Board. A total of 11 First Year Experience seminar classes were
offered in the 2015 Spring Semester at Green Tree University. The researcher attended 5
of the 11 classes to discuss and administer the survey. A letter of consent was included
for all participants, which stated that the completion of the survey was optional and that a
student participant may stop at any time (see Appendix B). The letter also informed the
subjects what the data was gathered for and how to contact the researcher should they
have any questions about the study. Subjects had the option to sign and agree to
participate or decline. No personal identifying information was collected in an attempt to
keep the survey confidential.
39
Instrumentation
For this thesis, a paper survey was used to collect all data from the undergraduate
students enrolled in seminar classes as part of the First Year Experience program. Survey
questions were developed by the researcher and edited by the thesis chair from California
State University, Sacramento. The survey was tested on four volunteer students at Green
Tree University and adjustments were made based on feedback received by the
researcher.
Nineteen questions were developed which used a majority of Likert-type scaling.
The survey questions focused on five different areas. These included how often students
used the internet (1-3); which social networking sites they were using and how (4-6);
their connection to their peers, activities, events, and groups at Green Tree University (711); how they felt about their Green Tree University experience and campus engagement
(12-17); and some demographic information (18-19).
Data Analysis Procedures
The data were gathered over a two-week time period and analyzed using basic
descriptive statistics. Once the data were collected via paper surveys the researcher
entered it into Google Forms in order to better analyze, rationalize, and simplify the data.
The researcher looked at existing literature to draw connections with the results and
interpret the data.
40
Summary
The goal of this study was to provide a better understanding of how first year
students were using social networking sites and what relationship the sites had in regards
to their feelings of social connectedness and community on campus. Conducted at a
large urban California public university, the survey focused on 19 questions that looked
at student’s use of the Internet, motives and usage of social networking sites, and campus
experience. The study was conducted with 91 students who were enrolled in one of the
spring 2015 First Year Experience seminar courses at Green Tree University. The data
was collected on paper surveys over a two-week period, where the researcher attended
five classes to administer the study. The researcher took the data and entered into an
online format in order to draw correlations and connections with the results.
41
Chapter 4
DATA ANALYSIS AND FINDINGS
Introduction
The purpose of this study was to determine how first year students were using
social networking sites and what impacts, if any, these sites had on their feelings of social
connectedness and community on campus. The researcher developed a quantitative
survey that was presented to students enrolled in the spring 2015 First Year Experience
seminar program at Green Tree University. The survey instrument was designed to help
answer the main research questions through a Likert-type scaling method. Five first year
seminar classes were visited and all students in those courses were offered the
opportunity to participate in the study. Of those students, 91 completed the survey and
their answers were recorded. The following chapter reviews the data collected from the
respondents and discusses how the data contributes to the study.
Findings and Interpretation of Data
The survey instrument focused on five different areas: (a) participants age and
living situation; (b) internet usage trends; (c) preferred social networking sites and
motives for using them; (d) online engagement with peers, campus programs, and groups
at Green Tree University; and (e) overall feelings about their Green Tree University
experience.
42
Demographic Data
Because of the nature of the study, it was predetermined that all students who
participated in the survey were in their first year of college at Green Tree University. Out
of those students, 100% reported that they were traditional aged college students between
18 and 21 years of age. Table 1 highlights the age distribution of the participants.
Table 1
Age Range
Answer Choices
Response Percent
Response Count
18-21
100
91
22-30
0
0
30-49
0
0
50+
0
0
Green Tree University is known as a commuter campus and understanding where
students are living in their first year provides insight into how they may be engaging with
campus life outside of the classroom. In fall 2014, Green Tree University reported that
93.6% of their undergraduate student population were living off campus and identified as
“commuter students” (Green Tree University, 2014b). Sticking closely to the trend, the
majority of students who participated in this study reported that they lived off campus
(79.1%), with only 20.9% saying they lived in the on campus residence halls. Tinto’s
prior research (2012) highlighted how commuter students often do not have the time to
43
engage with extra curricular programs and events outside of their classes due to other
commitments. Understanding that many of the first year students who took the survey
identified as commuter students helps to contextualize their experiences, as the prior
research shows that these students tend to have less social connections on campus and
often struggle with feeling a part of the campus community (Tinto, 2012).
Table 2
Living Situation
Answer Choices
Response Percent
Response Count
On Campus
20.9
19
Off Campus
79.1
72
Student Internet Usage
In order to understand how students may be using social networking sites it was
important to gauge participants’ general Internet usage trends. Students were asked to
identify how often they used the Internet on an average weekday and average weekend
day (see Table 3 and 4). A majority (81.4%) of the students reported that they used the
Internet over three hours each weekday and over 80% used it more than three hours on
the weekends. The results were spread fairly evenly amongst the answer choices with
very few (1.1%) reporting that they used the Internet under an hour a day. While these
results do not determine what exactly students are doing on the Internet, participants are
definitely going online on a regular basis and consistently using the Internet.
44
Table 3
Average Weekday Internet Usage
Answer Choices
Response Percent
Under 1 hour
Response Count
1.1
1
1 hour - 3 hours
17.5
16
3 hour - 5 hours
27.5
25
5 hours - 7 hours
22.0
20
More than 7 hours
31.9
29
Table 4
Average Weekend Day Internet Usage
Answer Choices
Under 1 hour
Response Percent
Response Count
3.3
3
1 hour - 3 hours
16.5
15
3 hour - 5 hours
33.0
30
5 hours - 7 hours
26.4
24
More than 7 hours
20.9
19
A majority of participants selected home (92.3%), school (85.7%), and on-the-go
(84.6%) when asked to identify the different locations where they connect to the Internet.
These results are not surprising as most students carry smart phones with them, which
45
allow them to make calls and connect to the Internet while on the move. The data
showed that students were not connecting as much to the Internet from their place off
work (18.7%) or from a friend’s house (45.1%). The lower percentage of those who
reported connecting from work may reflect students who either do not have employment
or don’t have access to computers and Internet while at their job. Only three people
selected “other” as their choice. These findings support the idea that students are
utilizing the Internet on a regular basis and are often connecting through their phones
while they attend school, visit a friend’s house, or spend time at home. Connecting
virtually with peers who students may not see face-to-face on a daily basis is easier due to
the fact they have the ability to connect to the Internet from the palm of their hands.
46
Table 5
Internet Usage Locations
Answer Choices
Response Percent
Response Count
Home
92.3
84
School
85.7
78
Work
18.7
17
Friend’s house
45.1
41
On the go with a smart phone
84.6
77
3.3
3
Other
Social Networking Sites Usage
In looking to determine the relationship between a students’ use of social
networking sites and their sense of community on campus, the researcher developed
questions to gauge participant’s experiences with social networking sites Facebook,
Twitter, and Instagram.
As previous research suggested (Kolowich, 2014) Facebook was the most
prevalent social networking site used amongst the survey respondents (85.7%).
However, when asked how many times participants checked their Facebook account, the
results were spread fairly evenly (see Table 6) and there did not seems to be a specific
trend amongst the students. The highest percentage (19.8%) reported that they checked
their accounts two to four times per day, followed up by those who answered that they
checked the site over four times a day (18.7%). These findings suggest that first year
47
students are continuing to utilize Facebook as their preferred social networking site when
looking to connect with each other online.
Experience with Facebook.
Table 6
Frequency of Facebook Viewing
Answer Choices
Response Percent
Response Count
Never
18.7
17
Every few weeks
17.6
16
A few times each week
12.1
11
Once a day
13.2
12
2-4 times a day
19.8
18
4+ times a day
18.7
17
To understand how students engage with social networking sites, participants
were asked how often they posted on Facebook. The majority of the respondents
answered either that they never post (46.2%) or that they only post every few weeks
(37.4%). Only a few answered that they post over two times a day (5.4%) and 11%
answered that they post a few times each week. This data suggests that first year students
who are using Facebook are logging in to look at what their peers are posting and doing
but are not posting updates themselves on a regular basis.
48
Table 7
Frequency of Facebook Posting
Answer Choices
Response Percent
Response Count
Never
46.2
42
Every few weeks
37.4
34
A few times each week
11.0
10
Once a day
0.0
0
2-4 times a day
4.4
4
4+ times a day
1.0
1
Because social networking sites are made up of peer connections, it was important
to determine what percentage of participant’s connections were also students at Green
Tree University. Close to half (39.6%) of participants reported that less than 10% of their
Facebook friends were peers at Green Tree University. About one quarter (26.4%)
answered that they had between 10-40% of their University peers as Facebook friends.
These findings suggest that first year students may not be utilizing social networking sites
like Facebook to connect with peers from their institution. However, lower number of
college connections could also be related to fact that these students are only in their
second semester of their first year at college and may not have built up a large enough
social network with which to engage with on social networking sites. Without also
49
knowing how many total connections they have on Facebook, it is hard to determine how
many specific online peer connections they have from Green Tree University.
Table 8
Percentages of Facebook Connections Who Attend Green Tree University
Answer Choices
Response Percent
Response Count
N/A
23.1
21
Under 10%
39.6
36
10-25%
13.2
12
25-40%
13.2
12
40-55%
4.4
4
55-70%
2.2
2
70-85%
2.2
2
Over 85%
2.2
2
Experience with Instagram
The second most popular social networking site reported by students who
participated in the study was Instagram. More than half (84.6%) answered that they had
a profile on the photo-sharing site. When asked how many times they checked their
Instagram account, the most popular response was over four times each day (37.4%) (see
Table 9). This was followed up by 26.4% who reported that they checked the site
between two and four times each day. These finding suggest that students are actively
50
looking at Instagram to see what their peers are posting and continue to check the
application throughout the day for updates and new content.
Table 9
Frequency of Instagram Viewing
Answer Choices
Never
Response Percent
Response Count
15.4
14
Every few weeks
7.7
7
A few times each week
2.2
2
Once a day
11.0
10
2 - 4 times a day
26.4
24
4+ times a day
37.4
34
Similar to the Facebook responses, it seems that first year students aren’t
necessarily posting themselves as much as they are looking at what their peers are
positing on Instagram (see Table 10). When asked how often they posted images, 57.1%
of respondents answered that they posted every few weeks. Almost 20% (17.6%) post
several times a week and 20.9% reported that they never post on the site.
Also similar to the results regarding Facebook, a high amount of participants
(34.1%) answered that less than 10% of their Instagram connections attended Green Tree
University (see Table 11). Roughly one-sixth (15.4%) reported that they had between
10-25% of their University peers as connections and 11% reported between 40%-55%.
51
These findings suggest that students have more Green Tree University peers as
connections on Instagram than they do on Facebook. However, the percentages of
University peers are still fairly low which, again, may be because they have not yet had
the opportunity to connect with enough peers on campus to make a difference in their
larger online Instagram social network.
Table 10
Frequency of Instagram Posting
Answer Choices
Response Percent
Response Count
Never
20.9
19
Every few weeks
57.1
52
A few times each week
17.6
16
Once a day
1.1
1
2-4 times a day
2.2
2
4+ times a day
1.1
1
52
Table 11
Percentages of Instagram Connections Who Attend Green Tree University
Answer Choices
Response Percent
Response Count
N/A
23.1
21
Under 10%
34.1
31
10-25%
15.4
14
25-40%
7.7
7
40-55%
11.0
10
55-70%
4.4
4
70-85%
3.3
3
Over 85%
1.1
1
Experience with Twitter
Just above half of the survey participants reported that they had a Twitter account
(54.9%). This was the least used of the social networking platforms surveyed and
corresponds with what other researchers have found of college aged student’s social
networking platform preferences (Kolowich, 2014), with Facebook and Instagram being
more popular than Twitter. Over 50% of respondents reported that they never check
Twitter (53.8%), followed up by 27.5% who responded that they checked the site over
four times each day. There does not seem to be a lot of middle ground and either first
year students are not utilizing Twitter at all or are fairly active viewers of the site (see
53
Table 12). Only 2.2% reported that they checked the site every few weeks, 5.5% a few
times each week, 4.4% once a day, and 5.5% two to four times a day.
Table 12
Frequency of Twitter Viewing
Answer Choices
Never
Response Percent
Response Count
53.8
49
Every few weeks
2.2
2
A few times each week
5.5
5
Once a day
4.4
4
2-4 times a day
5.5
5
4+ times a day
27.5
25
While 27.5% of respondents reported that they were active in viewing the site,
most students reported that they never post to Twitter (59.3%). Those who did report that
they post on the social networking site stated that they post over two times a day (19.8%).
A smaller number of students selected that they post every few weeks (5.5%), a few
times a week (9.9%) or once a day (4.4%). These results indicate that there is not really a
middle ground and students are either actively engaged and posting on the platform or not
engaged with it at all. Once again, most first year students seem to be using these sites to
check up on what others are posting rather than actively posting themselves.
54
Table 13
Frequency of Twitter Posting
Answer Choices
Never
Response Percent
Response Count
59.3
54
Every few weeks
5.5
5
A few times each week
9.9
9
Once a day
4.4
4
2-4 times a day
11.0
10
4+ times a day
8.8
8
As with Facebook and Instagram, participants were asked what percentage of
their connections on Twitter attended Green Tree University (see Table 14). Over half
(53.8%) of the respondents answered not applicable. Of those who did report that they
had connections that attended the same university, those peers made up less than 10% of
their Twitter connections (26.4%). Only 18.7% reported over 10% of their connections
attended the same university. This result is very similar to the trend that was seen with
Facebook and Instagram where a majority of these student’s connections on social
networking sites do not come from their university. These findings either suggest that
students are not using social media very much to connect with peers on campus or that
their campus connections are a much smaller percentage of their larger online social
55
network, possibly due to the fact that they have grown up with social networking sites
and have been building up their networks since they were in elementary school.
Table 14
Percentages of Twitter Connections Who Attend Green Tree University
Answer Choices
Response Percent
Response Count
N/A
53.8
49
Under 10%
26.4
24
10-25%
7.7
7
25-40%
4.4
4
40-55%
6.6
6
55-70%
0.0
0
70-85%
1.1
1
Over 85%
0.0
0
Facebook Engagement
Since previous research identified that Facebook was the primary social
networking site used by college students (Kolowich, 2014) and prior studies indicated
that creating and RSVPing to events were all positively predictive of engagement in cocurricular activities (Junco & Cole-Avent, 2008), participants were asked if they used
Facebook to engage with student groups and events (see Tables 15-18). A majority of
participants reported that they were not a member of any campus Facebook groups
56
(54.9%). 34.1% were members in one or two groups and only 11% of respondents
reported that they were a member of over three University groups on Facebook. When
asked about their creation of groups on Facebook, 96.7% said that they have never
created a Facebook group to engage with students at the university.
When asked how many parties or events they RSVP’d to in the past three months
on Facebook a large majority (72.5%) selected that they haven’t RSVP’d to any. Of
those who RSVP’d, 14.3% reported that they RSVP’d to one to two events and 13.2%
reported that they RSVP’d to over three events. As a follow up, they were asked if they
created any events on Facebook within the past three months, with a large majority
responding that they haven’t (92.3%). Only 6.6% reported that they created over one
event in the past three months on Facebook. These findings suggest that first year
students are not utilizing Facebook to RSVP, create, and engage with events and campus
groups, but rather are mostly using these sites to see what their friends are doing. While
previous research by Heiberger and Harper (2008) indicated that there was a pattern
between the amount of time on social networks and the daily interaction with close
friends, their research also pointed out that students must take “steps to become involved
if this medium (Facebook) is to be proven useful in student retention” (Heiberger &
Harper, 2008, p. 25). Where Junco (2011) found that students who RSVP’d to events and
created them were more likely to be involved in campus activities, this study showed that
the events function of Facebook didn’t seem to have much of an effect on a student’s
57
involvement in campus life and first year students were no longer using this function of
Facebook.
Table 15
Green Tree University Facebook Group Membership
Answer Choices
Response Percent
Response Count
0
54.9
50
1-2
34.1
31
3-4
7.7
7
5-6
1.1
1
Over 6
2.2
2
Table 16
Green Tree University Facebook Group Creation
Answer Choices
0
Response Percent
Response Count
96.7
88
1-2
3.3
3
3-4
0.0
0
5-6
0.0
0
Over 6
0.0
0
58
Table 17
Parties or Events RSVP’d to in the Past Three Months on Facebook
Answer Choices
Response Percent
Response Count
0
72.5
66
1-2
14.3
13
3-4
6.6
6
5-6
3.3
3
Over 6
3.3
3
Table 18
Parties or Events Created in the Past Three Months on Facebook
Answer Choices
0
Response Percent
Response Count
92.3
84
1-2
2.2
2
3-4
3.3
3
5-6
0.0
0
Over 6
1.1
1
Motives for using Social Networking Sites
Prior studies have sought to understand the different motives for students using
social networking sites (Ellison, Steinfield, & Lampe, 2011; Subrahmanyam et al., 2008;
59
Yang & Brown, 2012). To date no studies have specifically looked at the motives of first
year students on commuter-oriented campuses and their reasons for utilizing social
networking sites. In this study, students responded to a variety of questions that helped
identify some of the larger motives for using social networking sites (see Table 19).
Asked if they used social networking sites to meet new people, most participants
responded that they were neutral (40.7%), disagreed (22%), or strongly disagreed (22%).
This finding supports previous literature which found that students were utilizing social
networking sites to maintain connections with those whom they met outside of social
networking, rather than looking to meet new people (Heiberger & Harper, 2008; Pempek
et al., 2009; Subrahmanyam et al., 2008; Yang & Brown, 2012). Most participants
agreed (46.2%) or strongly agreed (34.1%) that they utilized social networking sites to
stay connected with their friends from high school and maintain relationships that were
built before they arrived on campus.
60
Table 19
Motives for Using Social Networking Sites
Answer Choices
Percentages
Strongly
Disagree
Disagree
Neutral
Agree
Strongly
Agree
to meet new people
22
22
40.7
6.6
8.8
to stay connected to friends from high school
7.7
1.1
11
46.2
34.1
to keep track of what my friends are doing
3.3
3.3
37.4
35.2
20.9
to keep connected with people that I am unable
3.3
2.2
12.1
40.7
40.7
8.8
15.4
45.1
26.4
4.4
to see face-to-face
to find out what is happening on campus
When asked if they utilize social networking to keep track of what their friends
were doing, 56.1% of respondents agreed or strongly agreed with the statement and
37.4% responded that they were neutral. 81.4% of participants strongly agreed or agreed
when asked if they utilized social networking sites to connect to peers whom they were
unable to see face to face. These findings are important as they show that students are
actively utilizing social networking sites to keep track of what their friends are doing and
connect with their peers virtually when they are unable to see them on a regular basis.
In contrast to Dahlstrom and Bichsel’s research (2014) which found that students
used social networking sites to learn about campus events, student activities, and student
organizations, most of the students in this study reported that they were neutral when it
came to their use of social networking sites to learn about what was happening on
61
campus (45.1%). Almost one fourth of participants (24.2%) either strongly disagreed or
disagreed that they utilized social networking to learn about events and only 26.4% said
they agreed. These findings could suggest that students are no longer using social
networking to learn about what is happening on campus or may suggest that campus
programs are not posting consistent event and program information for students to gain
access to and engage with online.
The Campus Experience
The last section of the survey focused on student’s views of their campus
experience at Green Tree University. The questions were developed to see if a
correlation could be drawn between a student’s use of social networking sites and attitude
towards their campus experience. A large majority of students reported that they had
friends at the Green Tree University (95.6%) and felt a sense of community on campus
(78%). When asked if they were involved in any student organizations on campus,
however, only 24.2% said that they were. Whereas previous research has highlighted
how the act of becoming involved in campus organizations and clubs can support
student’s feelings of social connectedness (Tinto, 1993), participants in this study seemed
to feel socially connected without being engaged in on campus organizations. Just over
half of the participants noted that they participated in student activities on campus
(52.7%) while previous questions highlighted how they are not necessarily using social
networking sites to RSVP and learn about these campus events or programs. To gauge if
students were building community outside of the classroom, they were asked how often
62
they stayed on campus after their class was over. Just over half (54.9%) reported that
they do spend some time on campus after class is over.
Table 20
The Campus Experience
Answer Choices
Response Percent
Response Count
I have friends at Green Tree University
95.6
87
I have friends at Green Tree University
78.0
71
I am involved in a student organization
24.2
22
I participate in student activities on campus
52.7
48
I hang out on campus after class is over
54.9
50
Summary
In summary, most first year undergraduates who participated in the study agreed
that they use the Internet over an hour each day. These students often connect from their
smart phones while on the go, from home, and from school. Their preferred social
networking site is Facebook (85.7%) followed closely by Instagram (84.6%). Twitter
proved not to be as popular amongst first year students with only 54.9% of respondents
reported that they had a profile on the site.
While students stated that they were actively checking their social networking
sites, some even checking Instagram over four times a day (37.4%), many were not
posting to these sites on a regular basis. Students agreed that they primarily utilized these
63
sites to stay connected with friends, especially those from high school, who they were not
able to see face to face in order to keep track of what each of them was up to.
When it came to the overall makeup of their social network, participants reported
that their peers from Green Tree University made up less than 10% of their connections
on each of the different social networking sites surveyed. This finding could be a result
of the fact that they have been building up connections in their online social network
since they were in elementary school and thus their networks are already very large.
Students agreed that they are not using these sites to meet new people but rather to keep
connected to those who they have met in person.
In looking to determine how first year students were using social networking sites
to connect to each other and the University, questions were asked about their experiences
utilizing Facebook. A little over half of the students (54.95%) reported that they were not
members of any campus organization or university sponsored Facebook groups. Most
participants (96.7%) stated that have never created a Facebook group to engage with their
peers at Green Tree University. When asked if they utilized the event function on
Facebook, 72.5% reported that they have not RSVP’d to any events in the past three
months, while 92.3% said they have not created any Facebook events. Most students
responded as being neutral when asked if they utilize social networking to learn about
events and programs on campus (45.1%). Many students agreed that they have friends at
Green Tree University (95.6%) and feel a sense of community on campus (78%). Just
64
over half said that they participate in student activities (52.7%) and hang out on campus
after class is over (54.9%).
The researcher examined the data and reviewed all of the findings collected from
the 91 students enrolled in one of the spring 2015 First Year Experience seminar courses
at Green Tree University. Data was organized by themes in order to draw correlations
that could help answer the thesis questions.
65
Chapter 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary
The freshman year can be a critical time in a student’s life as they look to make a
successful transition to college. In addition to navigating their new campus, taking on
increased workloads, and balancing their personal and academic lives, first year students
look to form connections on campus and develop a peer network that assists them in
garnering a sense of community at their institution. Commuter students face increased
challenges, as they have to balance their academic life with their personal priorities that
can involve holding down a job and supporting a family. As they lack the proximity to
campus that residential students have, commuter students often do not have the time and
resources to become engaged on campus beyond their class sessions. The use of social
networking sites has been increasing among college students as they communicate with
peers and maintain their friendships virtually when they are not able to see each other
face-to-face. Past research has looked at how the specific social networking site
Facebook can be used to support student’s development of social capital and peer
relationships, academics, and extra-curricular engagement on campus (Gray et al., 2013;
Hansen, Childress, & Trujillo, 2010; Heiberger & Harper, 2008; Junco, 2012; McEwan,
2011; Park et al., 2009; Pempek et al., 2009; Steinfield, Ellison, & Lampe, 2008;
Subrahmanyam et al., 2008; Yang & Brown, 2012). No studies have focused primarily
66
on first year commuter students and their relationships with and usage of the social
networking sites Facebook, Twitter, and Instagram. The purpose of this quantitative
study was to examine the relationship between a student’s use of these social networking
sites and their sense of community on campus. The researcher used a paper survey to
answer the following research questions:
1. How are first year students currently using social networking sites?
2. How do social networking sites contribute to feelings of social connectedness
and community on campus?
The study was conducted at a four-year public university with 91 first year
students who were enrolled in one of the spring 2015 First Year Experience seminar
courses. The survey consisted of multiple-choice Likert-scale questions. Once collected,
the data was entered into a spreadsheet in order to better analyze and rationalize. The
findings of the study provided a better understanding of the different ways that first year
students use social networking sites and their feelings of social connectedness on campus.
Previous literature helped put the study into context and provide some
background on the subject matter. The review of literature looked at the student
experience as it pertained to first year students on a primarily commuter oriented campus.
The challenges that first year students face was explored along with the importance of
identifying opportunities for student engagement and relationship development, as
previous research has strongly suggested that students who have strong social ties on
campus feel a greater sense of belonging (Tinto, 2012). Commuter students face the
67
added difficulty of not having time to develop these peer relationships due to external
commitments that take priority. Past literature on social networking sites was reviewed
and showed how these sites could be used to simulate face-to-face communication along
with supporting the development and maintenance of campus social communities online
when students are not able to see each other on a regular basis.
Conclusions
A study involving 91 first year students enrolled in the First Year Experience
seminar program provided insight and aided in answering the research questions which
focused on how first year student’s use social networking sites and how these sites
contribute to their feelings of social connectedness and community on campus. While the
study findings did not show a clear correlation between a student’s peer connections on
social networking sites and their feelings of social connectedness on campus, conclusions
were able to be drawn based on the data collected.
First Year Students’ Use of Social Network Sites
It was apparent that students actively use social networking sites on a daily basis
to connect with their peers and ascertain what they are up to. The findings also suggest
that students strongly prefer to use Facebook and Instagram to connect with their peers
whom they do not see on a regular basis. These sites allow them the ability to continue to
develop and foster their friendships in an online environment.
68
Functions that were once popular on Facebook, such as creating and RSVPing for
events, no longer are the norm for first year students as the new generation are using
social networking sites in different ways than their predecessors did. Where older
research highlighted student’s use of the RSVP and events functions on Facebook (Junco
& Cole-Avent, 2008), most of the students who were surveyed for this study reported that
they no longer are using these functions. With a large majority of generation Z having
cell phones and 41% reporting that they spend time outside of class on them (Peterson,
2014), it is quite possible that students are texting each other to set up parties and events
rather than utilizing social networking sites for event management.
As prior research has discovered, students are generally not using social
networking sites to meet new people and built new friendships (Heiberger & Harper,
2008; Pempek et al., 2009; Subrahmanyam et al., 2008; Yang & Brown, 2012). Rather,
they are utilizing these sites to maintain relationships that were previously formed in
person. Through connecting online with friends from high school, first year students are
able to track and follow-up on peers who they are unable to see face-to-face. Students
are viewing more than they are posting and the act of viewing other’s profiles, posts, and
information supports their feelings of connection and social capital.
Relationship Between Social Network Sites and Feelings of Social Connectedness
Past research suggested that RSVPing to events on Facebook could be positively
predictive of engagement in co-curricular activities (Junco & Cole-Avent, 2008).
Although first year students are no longer using social networking sites to RSVP and
69
engage with campus organizations, the study findings showed that these students feel
connected to the campus, have developed friendships, and feel an overall sense of
community at Green Tree University. One possibility for this result is that the students
surveyed were all part of the First Year Experience program. Even though around half
reported that they were not involved in extra-curricular activities, they still felt connected
to campus and their peers. The First Year Experience program at Green Tree University
is taught by both faculty and student affairs professionals. These courses not only give
students the tools to learn how to access academic support resources but also provide
students with personal support and assistance in navigating co-curricular on campus
programs (Green Tree University, 2015). As the study was limited to those enrolled in
these courses, it may be that the First Year Experience seminar course contributes to the
students’ self-reported feeling of social connectedness.
Social networking sites provide students with easy tools to maintain friendships in
a fast moving world where they are holding technology in the palms of their hands.
Flipping through their Facebook and Instagram feeds on their smart phones gives them
the ability to connect and engage on the go, while continuing to build and foster their
sense of community. As technology continues to develop and new social networking
sites are introduced, one can expect that students will continue to connect with each other
in new and innovative virtual ways that their predecessors were not able to.
70
Recommendations
The data gathered from the research study suggests that first year students rely
heavily on the social networking site Facebook and utilize it primarily to find out what
others are up to rather than using it to share their own personal stories and updates. With
this knowledge, campus administrators can look to utilize these platforms in new and
inventive ways that support student engagement, campus connection, and campus pride.
With the knowledge that students are checking these sites regularly to find out what
others are up to, campus programs and departments can develop profiles on these sites for
students to follow and track.
Rather than having professional staff manage and maintain these sites, it is
suggested that campus departments look to employ student workers who already have a
sense of what is popular and engaging to their peers. As students use these sites to track
what others are up to, colleges and universities can develop programs that give students
the exposure to different involvement opportunities by handing off their official social
media accounts to a different involved student each week who brings a unique
perspective to what engagement looks like on campus. For example, a student who is
actively involved in student government can take over the official university Instagram
account for a week and post photos of what their life looks like as a leader in student
government; specifically showcasing duties, responsibilities, interactive activities, and
ways to get involved. First year students who follow these profiles would have the
unique chance to be exposed to many areas of campus life from a student perspective and
71
this would provide them opportunities to learn more and seek out opportunities for
engagement in programs that they had limited exposure to, didn’t know existed, or were
simply just unaware of how to join.
Inside of the classroom, professors can utilize social networking to supplement
what they are teaching. By developing a Facebook page or account on Twitter, posting
updates on assignments and discussion questions, professors give students the
opportunity to interact with each other on a platform that they are already using on a daily
basis. Utilizing social networking sites to connect and engage students in discussion
questions would allow students to post their responses and create a unique opportunity
for students to connect with peers and encourage the development of their relationships
outside of the classroom.
Past research, along with the data from this study, supports the idea that many
students in their first year are using social networking sites to connect with friends from
high school who they do not see on a regular basis. Students in this study reported that
most of their connections on social networking sites did not attend their university. It
would be beneficial for further research to follow first year students throughout their four
years to see if their connections on social networking sites shift as they continue to meet
students and develop social ties on campus. Administrators can look at different ways to
assist students in building connections earlier in order to accelerate this shift and allow
students the opportunity to develop online relationships during their first few months on
campus. Programs like orientation and welcome weeks can be used as avenues for
72
linking students up and providing them with chances to network and exchange
information.
Since this study only focused on students enrolled in the First Year Experience
seminar program, further research could also look to compare and contrast the
experiences of those enrolled in programs like this and their use of social networking
sites versus students who are not enrolled in these programs. Do those students who
don’t have the opportunity to take such a course still feel as connected to the campus
community and their peers during their first year and, is there a difference in the way that
they utilize social networking sites to connect? It is important to ensure that social
networking sites are being used to their full potential in order to effectively look at ways
to engage and connect students within their first year and throughout their collegiate
career.
73
APPENDICES
74
APPENDIX A
Letter of Consent for Social Networking and First Year Connectedness
You are invited to participate in a research study conducted by Reuben Greenwald, a
graduate student in Higher Education Leadership at California State University,
Sacramento. The purpose of this study is to see how social networking sites are being
used by first year students and if these sites help to build community and engagement on
campus.
You will be asked to complete a questionare that asks about your experiences with and
perceptions of Facebook, Twitter, and Instagram. You will be asked to provide some
demographic information. Your participation in this study will require 10 to 15 minutes
to complete.
There are no perceived risks involved with participanting in this study.
No personal identifying information will be collected for this study. Your responses will
be kept confidential to the degree permitted by the technology used. All reponses will be
kept in a locked cabinet inside of a locked office. They will all be destroyed at the end of
the study. Reponses will not be reported individually; instead, all response data will be
aggregated for analysis.
If you have any questions about the research at any time, you may contact Reuben
Greenwald at 510-290-8833, or [email protected].
Your participation is entirely voluntary and your decision whether or not to participate
will involve no penalty or loss of benefits to which you are otherwise entitled. If you
decide to participate, you are free to discontinue participation at any time without
consequences.
Your signature below indicates that you have read and understand the information
provided above, that you willingly agree to participate, that you may withdraw your
consent at any time and discontinue participation at any time without penalty or loss of
benefits to which you are otherwise entitled.
Do you agree to participate in this study?
Signature
Date
________________________
___________________________
75
APPENDIX B
Survey Instrument
1) On an average weekday (Monday- Friday), how much time per day do you use
the Internet?
q
q
q
q
q
Under 1 hour
1 hour – 3 hours
3 hour – 5 hours
5 hours – 7 hours
More than 7 hours
2) On an average weekend day (Saturday & Sunday), how much time per day do
you use the Internet?
q
q
q
q
q
Under 1 hour
1 hour – 3 hours
3 hour – 5 hours
5 hours – 7 hours
More than 7 hours
3) When you use the Internet, where do you connect from? (select all that apply)
q Home
q School
q Work
q Friend’s house
q On the go with a smart phone
q Other
4) Do you have a profile on the following sites? (select all that apply)
q Twitter
q Facebook
q Instagram
76
5) How many times do you check the following sites? (check boxes that apply)
Never Every A few
few
times
weeks each
week
Once
a day
2-4
times
a day
4+
times
a day
Facebook
Twitter
Instagram
6) How many times do you post on the following sites? (check boxes that apply)
Never Every A few
few
times
weeks each
week
Once
a day
2-4
times
a day
4+
times
a day
Facebook
Twitter
Instagram
7) Approximately what percentages of your connections on these sites attend Sac
State? (check boxes that apply)
N/A
Under
10%
10-25%
2540%
4055%
5570%
7085%
Over
85%
Facebook
Twitter
Instagram
8) Approximately how many Sac State “groups” are you a member of on Facebook?
q 0
q 1-2
q 3-4
q 5-6
q Over 6
77
9) Approximately how many Sac State “groups” have you created on Facebook?
q 0
q 1-2
q 3-4
q 5-6
q Over 6
10) Approximately how many parties or events have you RSVP’d to in the past 3
months on Facebook?
q 0
q 1-2
q 3-4
q 5-6
q Over 6
11) Approximately how many parties or events have you created in the past 3
months on Facebook?
q 0
q 1-2
q 3-4
q 5-6
q Over 6
78
12) Please indicate your response on the following scale (check boxes that apply):
Strongly Disagree Neutral Agree
Disagree
Strongly
Agree
I use social
networking
sites to meet
new people
I use social
networking
sites to stay
connected to
friends from
high school
I use social
networking
sites to keep
track of what
my friends
are doing
I use social
networking
sites to keep
connected
with people
that I am
unable to see
face-to-face
I use social
networking
sites to find
out what is
happening on
campus
13-17) Please circle the answer that best fits your experience:
I have friends at Sac State
Yes / No
I feel a sense of community at Sac State
Yes / No
I am involved in a student organization
Yes / No
I participate in student activities on campus Yes / No
I hang out on campus after class is over
Yes / No
79
18) Where do you live?
q On campus
q Off campus
19) How old are you?
q 18-21
q 22-30
q 30-49
q 50+
80
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