Undergraduates’ Attitude Towards the Use of Social Media for Learning Purposes
Bibliographic record
Abstract
The study investigated Undergraduates’ attitude towards the use of social media for learning purposes. It wasconducted at the University of Port Harcourt, Rivers State, Nigeria. Two objectives and two null hypotheses wasused to investigate the study. The population used were Undergraduate students from three faculties at the Universityof Port Harcourt. A sample of 300 students were randomly selected from three Faculties. Simple random stratifiedsampling techniques was used for the study and the instrument used to collect data was a structured questionnaireentitled Undergraduates’ attitude towards the use of social media for learning purposes (UATUSMLP) with 42 items.Mean score, ANOVA, Z-test and Scheffe’s model were the statistical tools for the study. The Instrument was givento experts in the field of educational technology to ensure its validity. Test retest was applied to ensure reliability ofthe instrument and a reliability coefficient of 0.84 was obtained. It was found that social media are used foreducational purposes in terms of quick growth in knowledge and information. It addition it was found thatundergraduates bound with close and prospective groups for change. It is recommended that Universities should beacquainted with students want and concern in the schools.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".