Reynol Junco (2012) persuades readers of the accuracy of his results and the importance of his findings in several ways. Junco investigates multiple predictors and outcome variables in this study, and uses several models to do so. The use of several separate models to answer the research questions necessitates careful interpretation of the results to ensure accuracy. Junco accomplishes this by providing a nuanced discussion of the results of his models. For example, Junco reaches different conclusions regarding the impact that time on Facebook has on the two outcome variables (college GPA and time spent preparing for class) stating that “….time spent on the academic task of studying does not seem to be influenced by time spent on Facebook even though time spent on Facebook is negatively related to GPA.” (Junco, 2012, pp. 196). Additionally, Junco collected data on the impact of a variety of activities conducted on Facebook (i.e. chatting, updating status…) on college GPA and time spent preparing for class. This allows Junco to provide a nuanced discussion of the ways different activities impact the outcome variables. Junco states that “…certain patterns of Facebook use are related to lower academic performance.” and goes on to conclude that “…time spent posting status updates predicts lower GPAs, while a higher proportion of time spent chatting on Facebook chat predicts less time spent studying. (Junco, 2012, pp. 196)
Junco (2012) also attempts to persuade the reader of the importance of his findings. Junco frames the study in a way that positions it to make a significant contribution, and in the discussion effectively relates the findings back to the framing. Junco builds the case that student engagement is an important construct which fosters student learning and that Facebook is something which college students a great deal of time and energy interacting with. He states that since “…students spend a significant amount of time using the site, it makes sense to study the relationship between Facebook use and student engagement.” (Junco, 2012, pp. 188). He also presents evidence suggesting that current research offers contradictory conclusions regarding the relationship between Facebook use and GPA. Junco then returns to student engagement in the discussion by describing how different ways to engage with Facebook (messaging, playing games, commenting, etc.) are related to GPA, concluding that students engaged in Facebook activities which mimic educational behaviors are beneficial to GPA and other activities are not.
I appreciated your framing of Junco’s article as nuanced. The setup to the problem seemed to look at SNS as I have seen in other articles where the total time was looked at and the more interesting break-down of activities on the technology was left alone.
I felt that where Junco states the bit about Facebook activities mimicking educational behaviors to be a bit vague, what do you think Junco means by that?
Hey Matt,
Very interesting question you pose. I agree that Junco could expand on that comment somewhat. I THINK that Junco is attempting to explain positive associations in his data linking specific Facebook behaviors he favorable compares to educational activities to positive academic outcomes. However, I question the accuracy of equating “checking to see what friends are up to” on Facebook with anything that might be considered “gathering information” in an educational setting (Junco, 2012, pp. 197). It seems highly plausible that the cognitive, affective, and motivational processes that students experience when they are checking out friends’ profiles on Facebook are substantially different from when they are researching academic content for a school report.
Hi Matthew,
Give your interest in student engagement, I’m glad you picked the Junco piece to analyze as it seems most relevant to your interest. You make a good point in your reply to Matt. How much of Junco’s comparisons between Facebook behaviors and the kinds of behaviors educator’s might value and want to foster in their students are “a stretch?” That said, this article is a good example of writing your journal article as an ARGUMENT, trying to persuade the reader at each step along the way to the conclusions.
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