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Let’s Face It: Integrating Facebook in a Precalculus High School Course

Aimee Haygood*, Prince Bull**

*Graduate Student, North Carolina Central University

**Associate Professor, Educational Technology, North Carolina Central University

Periodicity:January - March'2012
DOI : https://doi.org/10.26634/jet.8.4.1645

Abstract

This study examines 59 students’ perceptions of using Facebook as an extension of the traditional classroom instruction, the value of Facebook as an educational tool, and the effects of blended learning in the class. A survey tool was used to assess students’ perceptions pre and post implementation of Facebook page after nine weeks of integration. Findings reveal a positive disposition in students’ perceptions of the educational value of Facebook, using Facebook to extend learning beyond the classroom, and blended learning with the greatest gain being students’ perceptions of the educational value of Facebook. Students felt that it was fun, engaging and motivation to use Facebook. The results also reveal a positive disposition in students’ perceptions of traditional classroom instruction. These finding suggest that even though students use Facebook as a social tool, most of these students (average age 16) prefer and place more value on traditional classroom instruction. Facebook by itself cannot be used to deliver instruction, however, when combined with traditional teaching or used as a supplement it was very effective in this study.

Keywords

Facebook, Learning technologies, Web 2.0, Technology and high school precalculus, mathematics and technology

How to Cite this Article?

Aimee Haygood and Prince Hycy Bull (2012). Let's Face It: Integrating Facebook In A Precalculus High School Course. i-manager’s Journal of Educational Technology, 8(4), 34-41. https://doi.org/10.26634/jet.8.4.1645

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