THE INFLUENCE OF THE SOCIAL MEDIA APPLICATION ON UNIVERSITY STUDENTS RESULTS IN HO CHI MINH CITY

INTRODUCTION

Background

In today's rapidly evolving world, the Internet and social media have transformed how we access information and connect with others Once limited to sending emails and searching for data, social networks now offer a plethora of opportunities for entertainment, global communication, and educational resources This shift highlights the significant advancements in online interactions, showcasing the profound impact of social networking on our daily lives.

From a macro perspective, according to statistics from Simon Kemp's

As of April 2021, DataReportal reveals that Facebook remains the leading social media platform globally, boasting an impressive 2.97 billion users In contrast, Quora ranks as the least utilized social network, highlighting the diverse landscape of social media engagement across various platforms.

As of January 2020, a report revealed that 300 million users spend an average of 7 hours daily on social media, which constitutes approximately a quarter of each day.

Figure 1 The World's most-used social platforms in 2021 by A uthors Synthesized

The influence of social media applications on university students in Ho Chi Minh City is significant, affecting their academic performance, social interactions, and mental health These platforms provide both positive and negative impacts, facilitating communication and access to information while also contributing to distractions and potential addiction Understanding these effects is crucial for developing strategies to enhance the beneficial aspects of social media use among students, ensuring a balanced approach to their academic and personal lives.

Figure 2 Time per day spent using the internet in the world in 2020 by A uthors

According to DataReportal's Simon Kemp, Vietnam has a population of nearly 100 million, with 72 million actively using social networks across various devices for diverse purposes such as entertainment, education, and work In 2021, it was reported that Vietnamese users spend over two hours daily on social media, engaging with an average of nearly ten different platforms Notably, while global trends show varied platform preferences, YouTube remains the most popular social media platform in Vietnam, whereas Snapchat ranks as the least used.

The influence of social media applications on university students in Ho Chi Minh City is significant, affecting their academic performance and social interactions These platforms provide essential tools for communication and information sharing, yet they can also lead to distractions and decreased productivity Understanding this dual impact is crucial for students as they navigate their educational journeys Balancing social media use with academic responsibilities is essential for achieving optimal results in their studies.

Figure 3 Social media in Vietnam in 2021 by A uthors Synthesized

Figure 4 Social media behaviors in Vietnam in 2021 by A uthors Synthesized

The impact of social media applications on university students in Ho Chi Minh City is significant, influencing their academic performance, social interactions, and mental health These platforms can enhance communication and collaboration among students, but they also pose challenges such as distractions and reduced productivity Understanding the dual effects of social media is crucial for developing strategies that maximize its benefits while minimizing adverse outcomes for students.

Figure 5 Most-used social media platforms in Vietnam in 2021 by A uthors Synthesized

Social media offers numerous benefits, including flexibility and user-friendliness, significantly impacting various aspects of our lives The COVID-19 pandemic has highlighted its importance in education, as student outcomes have been notably affected Schools worldwide, including those in Vietnam, swiftly transitioned to online learning, demonstrating the crucial role of social media tools in maintaining educational progress According to UNESCO, over 1.57 billion students across 191 countries were impacted by the pandemic, representing over 91% of the global student population Consequently, specialized learning platforms such as Google Meet, Zoom, E-Learning, LinkedIn, and YouTube have seen a significant increase in users, underscoring the growing reliance on social media for distance education.

Integrating social media applications into education enhances access to knowledge, fosters connections with fellow learners and educators globally, and improves academic performance, regardless of disruptions like COVID-19 Recognizing the significant impact of social media on learning, our research team has chosen to investigate "The Influence of Social Media Applications on University Students' Results in Ho Chi Minh City."

The influence of social media applications on university students in Ho Chi Minh City is a critical area of study, particularly regarding its impact on learning outcomes While this topic has been extensively researched in other countries, there is a notable lack of studies in Vietnam Our research aims to identify the factors that affect student learning results through the integration of social media into the educational process Additionally, this study will evaluate student satisfaction with social media use and offer insights to enhance the efficiency of learning in higher education in Vietnam.

Problem statement

Our team recognizes that global issues remain significant, and by focusing our research on these challenges within our country, we aim to contribute to their resolution We believe that addressing these valuable concerns is essential for our nation's development This research paper explores the impact of social networks, particularly emphasizing their usage among young people, with a specific focus on students as the primary audience engaging with social media for learning purposes.

Social media has emerged as a valuable tool for learning, especially for young people who engage in self-study online With limited time in classrooms, adolescents can utilize social media platforms to enhance their knowledge and seek assistance from teachers and peers However, reliance on these platforms can also lead to challenges, such as procrastination in addressing academic difficulties, which may delay problem-solving until it's too late in the semester While social media can positively impact students' learning outcomes, it also poses risks, including the temptation to plagiarize, which undermines creativity and fosters dishonesty Additionally, students often find themselves comparing their achievements to others, leading to psychological issues, and can become easily distracted, negatively affecting their productivity Given the cultural differences in how social media is perceived and used in education, this topic warrants further exploration and discussion.

In Vietnam, particularly in Ho Chi Minh City, university students aged 18 and above, including undergraduates, Masters, and PhD candidates, are key research subjects for understanding the impact of social media on their learning processes and outcomes As the country rapidly embraces scientific and technological advancements, the influence of social networking applications on education is increasingly significant.

The impact of social media applications on university students in Ho Chi Minh City significantly affects their learning processes and academic outcomes This influence raises important issues that warrant thorough investigation and attention.

Object and scope of the study

Research subjects are factors of the application of social networks that have influenced the learning outcomes of undergraduate and postgraduate students at universities in Ho Chi Minh City, Vietnam

Respondents are university and postgraduate students who have been applying social media applications to their own learning

In terms of space: all surveys were collected from individuals currently living, studying, and working at universities in Ho Chi Minh City, Vietnam

In terms of time: the time for data collection was prepared and implemented within 02 months from April 2021 to May 2021.

Objectives of the study

This research aims to investigate the impact of social media applications (SMU) on active collaborative learning (ACL) and student engagement (EN) at universities in Ho Chi Minh City, Vietnam By analyzing these factors, the study will provide insights into the sustainability of education and student satisfaction with social media in their learning experiences Additionally, it seeks to explore the theoretical relationship between social media use and academic performance, while also identifying specific platforms and effective learning methods that leverage social media applications This topic is expected to garner significant interest from students facing learning challenges in the context of social networking.

Research questions

In order to achieve the above research objectives and orientation for the research, our group has identified these question to solve the following problems:

The study examines how factors such as Interactivity with Peers (INP), Interactivity with Lecturers (INL), Active Collaborative Learning (ACL), Perceived Ease of Use (PEOU), and Perceived Usefulness (PU) influence students' academic outcomes when utilizing social media applications for their studies It highlights the significant role of peer and lecturer interactions in enhancing collaborative learning experiences, while also addressing how the perceived ease and usefulness of these platforms contribute to effective learning and improved academic performance.

▪ Has the application of social media to learning influenced positively or negatively on student learning outcomes?

▪ What solutions and suggestions will help students learn with social media effectively and achieve high outcomes?

The influence of social media applications on university students in Ho Chi Minh City is significant, affecting their academic performance, social interactions, and mental health These platforms provide essential tools for communication and information sharing, yet they can also lead to distractions and reduced productivity Understanding this dual impact is crucial for developing strategies to enhance positive engagement while mitigating negative effects on students' educational outcomes.

Significant of research

Our research aims to clarify key questions, contributing significantly to the foundation of tectonic theory and demonstrating the effectiveness of our previous research model in our country This study will identify specific factors influencing students' academic performance related to their use of social media applications, assessing whether this impact is beneficial Ultimately, the findings will provide schools and businesses developing social media platforms with a foundation for enhancing existing applications or creating advanced versions that support improved student learning outcomes.

LITERATURE REVIEW

Concepts and theories

Our team conducted extensive research to identify suitable survey models for subjects in Vietnam The proposed research model includes independent variables such as INP, INL, ACL, PEOU, and PU, with EN and SMU serving as intermediate variables, while SS and SAP are the dependent variables Additionally, we developed a total of 14 hypotheses to explore this model further, necessitating a detailed examination of each variable's definition and the significant relationships between them.

Guiding the book Didactic Strategies and Technologies for Education published in

In 2012, author Alice Christudason defined "Interactivity with Peers" as a collaborative learning approach that enhances the value of student interactions and yields various positive learning outcomes Through peer interaction, students can effectively articulate their ideas, absorb insights from their classmates, and fill gaps in their knowledge.

In 2006, the authors’ group including Krause, Bochner, and Duchesne defined

Interactivity with lecturers fosters positive relationships characterized by acceptance, affection, intimacy, understanding, trust, respect, care, and cooperation between teachers and students This dynamic relies on significant efforts from both parties, with teachers taking a proactive role in engaging with students to enhance their comprehension of the lecture material.

Active collaborative learning, as defined by Marjan Laal and Mozhgan Laal in Procedia - Social and Behavioral Sciences, Volume 31 (2012), is an educational approach that involves groups of two or more students working together face-to-face, often with the aid of technology, to improve their learning experience This method encourages students to engage in discussions, solve problems, and complete tasks collectively, ultimately transforming the classroom into a positive and dynamic learning environment when implemented effectively.

Fred D Davis defined these two concepts in his book MIS Quarterly published in

In 1989, it was proposed that Perceived Ease of Use (PEOU) refers to the extent to which an individual believes that utilizing a specific system will be easy and without effort Conversely, Perceived Usefulness (PU) is defined as the degree to which a person believes that employing a particular system will enhance their productivity and overall performance.

In this study, we also mention The Technology Acceptance Model - TAM, which is the research model developed by Davis based on the theory of reasoned action - TRA

The TAM model identifies two key factors that influence system acceptance: perceived usefulness and perceived ease of use This research framework helps to evaluate how users perceive and adopt a system effectively.

The influence of social media applications on university students in Ho Chi Minh City significantly shapes their attitudes and intentions toward technology use, particularly in the context of learning However, these perceptions can vary based on factors such as age and gender, highlighting the diverse experiences and preferences among individuals.

Engagement, as defined by Michael Stephens in 2020, encompasses the time, effort, and emotional involvement students invest in their learning journey It reflects their motivation to collaborate and actively participate in academic tasks, characterized by attention, curiosity, interest, and passion This level of engagement is crucial in a university setting, as it directly contributes to students' progress and success in their educational pursuits.

In 2017, researchers Joe Phua, Seunga Venus Jin, and Jihoon (Jay) Kim highlighted that social media applications serve as valuable tools for enhancing citizens' social capital By enabling the sharing of ideas, thoughts, and information, these platforms strengthen existing relationships and foster connections, allowing individuals to maintain contact with others in their lives.

The phrase "Student Satisfaction" was defined in 2001 [ ] by Elliott, K & Healy 7

M as a short-term attitude, which is the result of after students evaluating the educational experience that they get Not only that, it has been described as the degree to which students expect to teach, teacher, or in this research situation is the satisfaction of effectively applying social media to learning It is also seen as a positive precursor of student loyalty and a result of the educational system assessment (Zeithaml, 1988) [8]

Student academic performance, as defined by Erina L MacGeorge and colleagues in 2008, is the outcome of education when individuals achieve their educational goals through training and persistent effort This performance not only reflects the students' success but also aids universities in fulfilling their educational objectives, fostering knowledge acquisition, skill development, and serving as a foundation for evaluating the sustainability of education.

Previous studies

2.2.1 Key paper: The research by Mahdi M Alamri, Mohammed Amin Almaiah, and Waleed Mugahed Al-Rahmi 3 (2020)

The study by Alamri et al (2020) explores the impact of social media applications on students' academic performance, aiming to address a gap in existing literature It investigates how social media usage factors contribute to active collaborative learning and engagement, ultimately evaluating their role in promoting sustainability in higher education.

The study examines the influence of social media applications on university students in Ho Chi Minh City, focusing on their academic performance and satisfaction Utilizing constructivism theory and the Technology Acceptance Model (TAM), the research employed a quantitative approach through surveys of 192 undergraduate students from King Faisal University The results, analyzed via structural equation modeling, identified nine key factors that positively impact students' academic achievement and sustainability Findings confirmed a strong positive relationship between social media usage and variables such as peer interactivity, lecturer engagement, active collaboration, perceived ease of use, perceived usefulness, student satisfaction, and overall academic performance This research is situated within the Computer Science Department and the Faculty of Social Sciences and Humanities, emphasizing the significance of social media in enhancing educational outcomes.

Figure 6 Research model of the relationship between social media application and student’ academic performance (2020) by A uthors Synthesized

The study's results, analyzed through structural equation modeling, revealed significant associations between the proposed hypotheses and educational sustainability, confirming a meaningful relationship between Social Media Use (SMU) and variables such as peer interactivity, lecturer interactivity, active collaboration, engagement, perceived ease of use, perceived usefulness, student satisfaction, and students' academic performance, thereby verifying the interconnectedness of these factors in the educational context.

However, despite its contribution to the research area, the research's limitations should then be recognized One of them will be the sample, which is limited to

The influence of social media applications on university students in Ho Chi Minh City is significant, impacting their academic performance, social interactions, and mental health While the effects observed may vary across different educational contexts and countries, the pervasive use of social media among undergraduates highlights the need for further research to understand these dynamics comprehensively.

2.2.2 Support paper: The research conducted by Nasser Alalwan, Waleed Mugahed Al-Rahmi, Osama Alfarraj, Ahmed Alzahrani, Noraffandy Yahaya, and Ali Mugahed Al-Rahmi (2019)

Nasser Alalwan and partners conducted a study in 2019 titled "Integrated Three Theories to Develop a Model of Factors Affecting Students’ Academic Performance in Higher Education," which addresses the disparities in social media usage for collaboration and communication and its impact on student learning outcomes Utilizing a questionnaire based on constructivist theory, technology adoption model, and communication theory, the research emphasizes that collaborative learning and online communication significantly enhance students' learning activities and knowledge sharing The study encourages students to actively engage with media for educational purposes, focusing on departments within the Computer Science, Community College, Faculty of Social Sciences and Humanities, and Faculty of Technology Management and Business.

Figure 7 The research model illustrates the factors Affecting Students' Academic

Performance in Higher Education by A uthors Synthesized

The study reveals that students' behavioral intentions to use media for learning and information exchange are significantly influenced by their perceived interest and perceived usefulness By applying the Technology Acceptance Model (TAM) alongside constructivist and communication theories, the research effectively evaluates students' intentions for collaborative learning and online communication through media usage.

The influence of social media applications on university students in Ho Chi Minh City is significant, shaping their academic performance, social interactions, and mental health These platforms facilitate communication and information sharing but can also lead to distractions and decreased productivity Understanding this impact is crucial for developing strategies that promote positive engagement with social media among students, ensuring that it serves as a tool for learning rather than a hindrance.

One limitation of this research is the potential discrepancy between students' perceptions and actual behaviors, as well as the differences in instructors' perspectives Furthermore, the study's generalizability is limited by its focus on a single field of study and geographical location, specifically Malaysia To address these limitations, future studies are recommended to replicate the research in diverse environments and provinces, allowing for a more comprehensive understanding of the topic across different fields of study.

2.2.3 Support paper: The research articles performed by Jaffar Aman, Mohammad Nurunnabi, and Shaher Bano (2019)

This research paper by Jaffar Abbas and colleagues (2019) investigates the impact of social media on the learning behaviors of university students in Pakistan, highlighting its significant role in enhancing educational performance The study explores both the positive and negative effects of social media on students, aiming to understand how these factors influence their learning experiences Utilizing a cluster sampling method, the researchers distributed 1,013 questionnaires to students aged 16 to 35, receiving 831 valid responses The findings indicate that social media usage tends to negatively affect student performance, despite its potential benefits While the research provides insights into the relationship between social media and educational outcomes, its results may not be applicable to the entire student population due to the selective sampling This study contributes to the understanding of social media's role in sustainable education and suggests avenues for future research.

The influence of social media applications on university students in Ho Chi Minh City is significant, impacting their academic performance, social interactions, and mental health These platforms can enhance communication and collaboration among students, but excessive use may lead to distractions and decreased productivity Understanding this dual effect is crucial for students to balance their online engagement with their academic responsibilities Additionally, the role of social media in shaping students' perceptions and behaviors highlights the need for awareness and responsible usage to foster a positive educational environment.

Figure 8 Research model about the relationship between positive media factors (PMF), negative media factors (NMF), and Students(2019) by A uthors Synthesized

A study revealed that around 65% of technology experts recognize the significant role they play in the academic journey of university students in Pakistan While the remaining experts advocate for social media as a study tool, they express concerns about its effectiveness in enhancing students' learning outcomes Nonetheless, the findings underscore the critical impact of social media on the academic performance of university students in Pakistan.

However, there is a limitation which is the research scope of only a few selected universities in Pakistan.

RESEARCH METHODOLOGY

Research design

The research process consists of two key stages: experimental and formal research Due to time and resource constraints during the experimental phase, the team relies solely on existing models and scales from previous studies to tailor the survey to university students in Vietnam In the subsequent formal research phase, the group adopts a quantitative approach, utilizing direct surveys through questionnaires to gather data.

The survey process involved translating the questionnaire into Vietnamese to ensure it was suitable for local students and submitting it for staff review Once approved, the team identified the appropriate study group among university students in Ho Chi Minh City, Vietnam The questionnaire, created using Google Forms, comprised simple personal information questions and key survey questions, utilizing a Likert scale for responses.

Pilot test

Before a teacher evaluates the questionnaire for appropriateness, it is crucial to test the respondents' understanding of the questions, as this will significantly impact the statistical results and data analysis If respondents answer based on sentiment or randomly, the results may be skewed Conducting a pilot experiment allows the group to assess the quality of the wording and the sequence of questions, helping to identify potential errors before the formal survey is released.

In the pilot test, the group selected a small sample of approximately 20 subjects for the survey, primarily focusing on the retrieval of quantitative data Participants utilized pre-existing questionnaires, and no additional open-ended questions were posed after their responses The collected data was not entered into official processing software; instead, the group sought feedback from participants regarding the questions and answers This approach allowed for the synthesis and adaptation of the questionnaire to better meet the needs of future research.

Questionaires design

This research utilized a structured questionnaire for sample collection, with the framework developed based on preliminary study results The questionnaire was divided into two sections.

The impact of social media applications on university students in Ho Chi Minh City is significant, influencing their academic performance, social interactions, and mental health These platforms serve as essential tools for communication and information sharing, but they can also lead to distractions and reduced productivity Understanding this dual effect is crucial for students to maximize the benefits while minimizing the drawbacks of social media usage in their educational pursuits.

Gender, age, industry, and personal income were assembled to characterize the study's participants and understand the major individuals who completed the questionnaires based on demographic standards

The article discusses several key factors influencing student experiences, including interactivity with peers and lecturers, active collaborative learning, and overall engagement It highlights the perceived ease of use and usefulness of tools, along with social media usage, as critical components affecting student satisfaction and academic performance These factors are evaluated using a 5-point Likert scale, ranging from "Strongly Disagree" to "Strongly Agree."

Measurement scales

The proposed template is grounded in the construction scale theory and informed by previous research on the impact of social media definitions on university students' learning in HCM City This comprehensive framework comprises nine key factors, encompassing 39 items, including interactivity with peers and lectures, active collaborative learning, engagement, perceived ease of use, perceived usefulness, social media use, students' satisfaction, and students' academic performance Employing a five-level Likert scale, the study assesses these variables to understand their influence on college student learning through social networking applications.

INP1 SMU facilitate interaction with peers.

INP4 SMU allow me to discuss with peers.

The influence of social media applications on university students in Ho Chi Minh City is significant, impacting their academic performance, social interactions, and mental health These platforms facilitate communication and information sharing, yet they can also lead to distractions and procrastination Understanding this dual effect is crucial for students to balance their online activities with their academic responsibilities As social media continues to evolve, its role in shaping the educational experiences of students remains a vital area of study.

INP3 SMU allow me to discuss with peers.

INL1 SMU facilitate interaction with lecturers.

INL2 SMU give me the opportunity to discuss with lecturers.

INL3 SMU allow the exchange of information with lecturers.

ACL1 By using SMU I felt that I actively collaborated in my experience.

ACL2 By using SMU I felt that I have co- created my own experience.

ACL3 By using SMU I felt that I had free reign to co-create my own experience.

ACL4 By using SMU I am satisfied with active collaboration in my research.

The influence of social media applications on university students in Ho Chi Minh City is significant, affecting their academic performance, social interactions, and mental health These platforms can enhance communication and collaboration among peers, but they also pose distractions that may hinder study habits Additionally, the constant exposure to curated content can impact students' self-esteem and well-being Understanding this dual effect is crucial for educators and policymakers to foster a balanced approach to social media use among students.

EN1 By using SMU I engage in interactions with my peers.

EN2 By using SMU I engage in interactions with my lecturers.

EN3 By using SMU I learned how to work with others effectively.

EN4 By using SMU I am satisfied with the

PERCEIVED EASE OF USE (PEOU)

PEOU1 I feel that using SMU will be easy in my studies.

PEOU2 I feel that using SMU will be easy to incorporate in my studies.

PEOU3 I feel that using SMU makes it easy to reach peers.

PEOU4 I feel that using SMU makes it easy to reach lecturers.

PEOU5 Using SMU is clear and understandable.

PEOU6 SMU do not require a lot of my mental effort.

The influence of social media applications on university students in Ho Chi Minh City is significant, affecting various aspects of their academic and social lives These platforms enhance communication and collaboration among peers, but they can also lead to distractions and decreased productivity Understanding this dual impact is crucial for students to navigate their online presence effectively while maximizing their academic performance.

PU1 I believe that using SMU is useful for learning.

PU2 I feel that using SMU will help me to learn more.

PU3 I believe that using SMU enhances my effectiveness.

PU4 SMU enable me to accomplish tasks more quickly.

PU5 SMU enhance my learning performance.

PU6 SMU enhance effectiveness in my studies.

SMU1 I use SMU for interaction with my peers.

Al-Rahmi, 2019; Al- Maatouk, 2020; Cao, 2013

SMU2 I use SMU for interaction with my lecturers.

SMU3 I use SMU for active collaborative learning.

The influence of social media applications on university students in Ho Chi Minh City is significant, affecting their academic performance, social interactions, and mental health These platforms provide both opportunities for engagement and distractions that can lead to decreased productivity Understanding this impact is crucial for developing strategies to enhance positive use while mitigating negative effects As social media continues to evolve, its role in shaping the experiences of students in urban educational settings remains a vital area of study.

SMU4 I use SMU for engagement.

I enjoy the experience of using SMU with peers.

SS2 I enjoy the experience of using SMU with lecturers.

SS3 I am satisfied with using SMU for learning.

SS4 I am satisfied with using SMU to improve my studies.

SAP1 Has improved my comprehension of the concepts studied.

SAP2 Has led to a better learning experience in this module.

SAP3 SMU have allowed me to better understand my studies.

SAP4 SMU are helpful in my studies and make it easy to learn.

The influence of social media applications on university students in Ho Chi Minh City is significant, shaping their academic performance, social interactions, and mental health These platforms facilitate communication and information sharing, but they can also lead to distractions and decreased productivity Understanding this impact is crucial for students to balance their online engagement with their educational responsibilities.

SAP5 SMU improve my academic performance.

Sample

The chosen sample size is vital for ensuring the reliability and accuracy of study results Generally, larger sample sizes lead to more significant and precise findings However, due to limited time and resources, the research team was unable to survey a large number of samples and instead utilized established formulas to streamline the sampling process.

Research by Hair, Anderson, and Black (1998) indicates that the minimum sample size for analysis should be five times the number of observed variables To determine this sample size, researchers can use the formula n = 5 * m, where m represents the number of questions (Comrey, 1973; Roger, 2006).

According to research by Tabachnick and Fidell (1996), the minimum sample size required is:

N = 50 +8 *m (m is number of independent variables)

Based on these two formulations, my team has the following results:

To enhance the reliability and persuasiveness of our analysis, we determined that a minimum sample size of 350 would be ideal, despite the calculated minimum of 195 samples for effective data analysis.

The influence of social media applications on university students in Ho Chi Minh City is significant, shaping their social interactions, academic performance, and mental health These platforms provide students with opportunities for connection and information sharing, but they also pose challenges such as distraction and anxiety Understanding this dual impact is essential for fostering a balanced approach to social media usage among students.

Collection method

A recent study found that students engaged in both thinking and doing typically spent around five minutes on the task To increase awareness of this study, the research group shared links through popular student forums, community groups, and blogs addressing student issues They also encouraged participation by conducting personal surveys on Facebook and disseminating messages via Messenger, Instagram, and Zalo to reach a wider audience.

In early April 2021, the group initiated data collection and recorded 323 polling forms between April 12 and April 25, 2021 After a thorough rescreening process, only 310 samples were deemed suitable for analysis, as 13 forms were eliminated for not meeting the research criteria.

DATA ANALYSIS

Descriptive statistics

Table 4.1 presents the demographic characteristics of our study Our survey yielded 323 responses, with a 4.02% error rate, resulting in 13 invalid forms Consequently, we analyzed 310 valid samples, representing 95.08% of the total responses, which were processed using Smart PLS software.

The influence of social media applications on university students in Ho Chi Minh City is significant, impacting their academic performance, social interactions, and mental health These platforms facilitate communication and collaboration among students, but excessive use can lead to distractions and decreased productivity Furthermore, social media shapes students' perceptions and behaviors, often affecting their self-esteem and overall well-being Understanding these dynamics is crucial for developing strategies to harness the positive aspects of social media while mitigating its negative effects on students' lives.

Table 4 1 Demographic characteristics based on 310 samples

In this research paper, our group has a total of 310 valid questionnaires, of which

97 men accounted for 31.3% and 213 women accounted for 68.7%.

In the survey on marital status, a total of 306 single people accounted for 68.7% and only 4 people were married, accounting for 1.3%.

In our study, we analyzed four distinct age groups: the first group, aged 18-19, included 108 participants, representing 34.8% of the total; the second group, aged 20-21, comprised 167 individuals, also accounting for 34.8%; the third group, aged 22-23, consisted of 107 participants, again making up 34.8% Additionally, there were 25 individuals in the fourth age category, which represents 53.9%, while the final age group included 10 participants, accounting for 8.1%.

The survey included six groups of students: first-year students comprised 22.3% with 69 participants, second-year students made up 51.0% with 158 participants, third-year students accounted for 13.5% with 42 participants, fourth-year students represented 9.7% with 30 participants, while post-graduate students, including master's and doctoral candidates, totaled 2.9% with 9 participants Additionally, other students also accounted for 2.9%, with 9 participants.

In a study about whether or not students work, 140 respondents replied yes, accounting for 45.2 percent, and 170 said no, accounting for 54.8 percent.

There are 4 income groups selected for the survey, the income group under 5 million has 247 individuals, accounting for 79.7 percent, the income group from 5 million

The influence of social media applications on university students in Ho Chi Minh City is significant, with a notable distribution of income among the students surveyed Specifically, 55 students, representing 17.7%, earn between 15 million and 20 million VND, while another 55 students fall within the income range of 21 million to 35 million VND, also accounting for 17.7% Additionally, there are five students, or 1.6%, in the income group of 36 million to 50 million VND, and three students, making up 1.0%, earn above 50 million VND.

The survey indicates that nearly all students engage with social media, revealing a clear division in the preferred platforms for learning The data shows that 277 participants, or 89.4 percent, belong to the primary group, while only 4 individuals, representing 1.3 percent, fall into the second group Additionally, 29 participants, also accounting for 1.3 percent, utilize other websites or a combination of platforms for their learning needs.

Scale measurement/model

To ensure a precise analysis, it's essential to verify the appropriateness of the observed variables and the research model In this context, latent variables are represented as observed variables through reflecting indicators, establishing interrelationships among them To assess the suitability of these factors, the research team provided several outer loading indexes.

INTERACTIVITY WITH PEERS (INP) INP1 0.831

INTERACTIVITY WITH LECTURES (INL) INL1 0.891

PERCEIVED EASE OF USE (PEOU) PEOU1 0.797

The influence of social media applications on university students in Ho Chi Minh City is significant, affecting various aspects of their academic and social lives These platforms enhance communication and collaboration among students, but they can also lead to distractions and decreased productivity Understanding this impact is crucial for educators and policymakers to foster a balanced approach to social media use in academic settings.

SOCIAL MEDIA USE (SMU) SMU1 0.693

Table 4 2 Conformity results of factors

According to Joe and his Partner (2011), the relevance of factors in a model is determined by the outer loadings index, which must exceed 0.7 In this study, the variable PEOU6 had an index of 0.552, while SMU1, SMU2, SMU4, and SS2 had indexes of 0.693, 0.677, 0.599, and 0.623, respectively, all falling below the threshold Consequently, these variables were excluded from the model to enhance the appropriateness of the factors and improve the analysis results Conversely, the variables ACL1, ACL2, ACL3, and ACL4 demonstrated satisfactory outer loadings of 0.765, 0.849, 0.868, and 0.848, respectively Additionally, the remaining variables, including EN1 to EN4, PU1 to PU6, SAP1 to SAP5, PEOU1 to PEOU5, SMU3, SS1, SS3, and SS4, all exceeded the 0.7 threshold and were retained in the model.

The influence of social media applications on university students in Ho Chi Minh City is significant, impacting their academic performance, social interactions, and mental health These platforms facilitate communication and information sharing, but they can also lead to distractions and reduced study time Understanding the balance between the benefits and drawbacks of social media use is essential for students to optimize their academic success while maintaining their well-being.

PERCEIVED EASE OF USE (PEOU)

Table 4 3 Conformity results of factors (Source: by Authors Synthesized)

The influence of social media applications on university students in Ho Chi Minh City is significant, impacting their academic performance, social interactions, and mental health These platforms serve as essential tools for communication and information sharing, yet they can also lead to distractions and decreased productivity Understanding this dual effect is crucial for students to balance their online engagement with their educational responsibilities, ultimately shaping their overall university experience.

Internal Consistency Reliability, measured by Composite Reliability, assesses the coherence of items within the same variable, indicating their compatibility in measuring the same underlying construct (Joe and his Partner, 2011; Hair and his Partner, 2013) A Composite Reliability index value exceeding 0.7 signifies strong consistency, while values between 0.6 and 0.7 are deemed acceptable for research continuation Therefore, analyzing the Composite Reliability index is crucial for evaluating internal reliability As shown in Table 4.3, all variables exhibit Composite Reliability indices above 0.7, with the SMU variable achieving the highest index of 1.000, indicating superior consistency and compatibility compared to other variables such as INP, INL, ACL, EN, PEOU, PU, SS, and SAP.

4.2.2 Assessing the accuracy of the model

To evaluate the accuracy of the model, the author evaluates two factors: convergent validity and discriminant validity.

Convergent validity is assessed to determine how well a scale correlates with alternative measures of the same variable, ensuring that the variables align with the intended latent structure (Hair and his Partner, 2013; Wang, French & Clay, 2015).

[39] In 1997, a research group consisting of (Igbaria, Zinatelli, Cragg, and Cavaye,

1997) [40] demonstrated that a variable is said to be good if the latent variable shows factor loading greater than or equal to 0.50 Also, according to (Hair and Partner, 2019)

Average Variance Extracted (AVE) is a key measure of convergence validity in structural equation modeling (SEM), indicating how much items are shared between constructs According to Hair et al (2013) and Barclays et al (1995), an AVE value of 0.50 or higher is deemed acceptable Consequently, if a variable's AVE falls below 0.5, it should be excluded from the research model.

Table 4.3 demonstrates that all AVE indices for the variables exceed 0.5, indicating strong convergent validity Notably, the variable SMU boasts an AVE index of 1.000, the highest among all variables, signifying superior convergent values compared to others Conversely, one variable exhibits the lowest convergent value, highlighting the variability in convergent validity across the dataset.

The influence of social media applications on university students in Ho Chi Minh City is significant, with the perceived ease of use (PEOU) variable demonstrating an average variance extracted (AVE) of 0.599 This value, being above the threshold of 0.5, indicates that the variables are suitable for further analysis regarding their impact on student outcomes.

To check the validity of the discriminant value, the group used the criteria (Fornell

To ensure the accuracy of discriminant validity, Larcker (1981) and Wong (2016) emphasize the importance of comparing the square root of the Average Variance Extracted (AVE) with the correlation coefficients between latent variables (LVC) According to Fornell and Larcker, a model demonstrates suitable discriminant validity when the square root of AVE for each factor exceeds the correlation coefficient Additionally, the cross-loading test requires that the loading of each indicator on its corresponding latent structure is greater than its load on other constructs This analysis is further supported by examining the AVE and LVC indices, as illustrated in Table 4.5.

ACL EN INL INP PEOU PU SAP SMU SS

SS 0.544 0.612 0.305 0.473 0.682 0.719 0.639 0.600 0.838 Table 4 4 Discriminant value of factors according to Fornell & Larcker

Value in bold is AVE square root

Based on Table 4.4, the AVE square value surpasses the LVC, confirming the model's distinguishing value in accordance with the Fornell & Larcker criterion, thereby validating the differentiation of the factors within the model.

To evaluate the reliability of formation structures and analyze the multi-linear phenomenon in the study model, linear polyglot tests are conducted by examining the variance inflation factor (VIF) According to Hair and Partner (2013), these tests are essential for ensuring the robustness of the model's findings.

The study investigates the impact of social media applications on university students in Ho Chi Minh City It employs the Variance Inflation Factor (VIF) to assess multicollinearity, with values below five indicating no significant issues The analysis reveals that all VIF values are under five, with the highest at 2.9 for the SAP1 variable and the lowest at 1.499 for the EN2 variable, confirming the absence of multicollinearity in the data Following the evaluation of the measurement model, the author proceeds to analyze the structural model to identify invalid variables that may influence the final results.

Structural models

The Determination Coefficient, or R Square, is a key metric for assessing the fit of a linear model, indicating how well the model explains the variability of the data For instance, an R Square value of 0.50 suggests that the model accounts for 50% of the data variability, with the remainder attributed to measurement error or unconsidered independent variables R Square values range from 0 to 1, with higher values indicating a better model fit To facilitate analysis, Joe and Partner (2011) established three measurement levels: high (0.75), average (0.50), and low (0.25) Similarly, Adjusted R Square also gauges model fit but is preferred for multivariable linear regression as it offers a more accurate reflection of the model's performance While both R Square and Adjusted R Square range from 0 to 1, the latter rarely achieves a value of 1, regardless of model accuracy.

Table 4 5 Coefficient value R Square and R Square Adjusted

The R Square values for the SS and SAP variables are 0.478 and 0.545, suggesting that the independent and intermediate factors have a low to medium impact on the dependent variables Specifically, these independent factors account for 47.8% of the variation in the SS variable and 54.5% in the SAP variable.

The study examines the influence of social media applications on university students in Ho Chi Minh City, revealing that the R Square values for the variables of Social Media Use (SMU), Perceived Usefulness (PU), and Engagement (EN) are 0.438, 0.526, and 0.612, respectively These values indicate a low to moderate explanatory level of variation in the Social Media Application (SAP) variable Additionally, the Adjusted R Square values fall within a safe range, confirming the adequacy of the study's model.

The bootstrap method is a resampling technique that requires a minimum of 5,000 samples, with the number of cases matching the original sample observations This method generates a line of T-statistics to assess model significance In this study, the author analyzes 310 data points from an initial pool of over 5,000 samples to compute T-statistics, which help determine the significance of structural paths A relationship is considered significant at a 0.05 level, indicating 95% confidence, if the T-statistics value is 1.96 or higher According to Joe and Partner (2011), the T-statistics value increases as the significance level decreases, with values of 1.65 at 0.1 significance, 1.96 at 0.05, and 2.58 at 0.01 significance.

To evaluate the reliability of hypotheses H1-H14, the author tests the P-value index, where a higher P-value indicates lower reliability, with values below 0.05 deemed suitable for assessing the research model (Hair et al., 2013) Additionally, the author calculates the effect size F-square index to evaluate the coefficient of determination (R²) and determine the impact level of the independent variable on the dependent variable A larger F-square index signifies a stronger impact, categorized as low (0.02), moderate (0.15), or strong (0.35) (Cohen, 2010) If the F-square value is below 0.02, it indicates minimal or no effect between the variables.

Interactivity with Peers (IN-P) -> Engagement (EN) 2.104 0.035 0.027

Interactivity with Lecturers (IN-L) -> Engagement (EN) 2.268 0.023 0.023

Active Collaborative Learning (ACL) ->Engagement

The influence of social media applications on university students in Ho Chi Minh City is significant, shaping their academic performance, social interactions, and mental health These platforms provide both opportunities for collaboration and distractions that can hinder study habits As students increasingly rely on social media for communication and information, it is essential to understand its impact on their educational outcomes and overall well-being Balancing social media use with academic responsibilities is crucial for fostering a productive learning environment.

Perceived ease of use (PEOU) -> Engagement (EN) 4.863 0.000 0.123

Perceived usefulness (PU) -> Engagement (EN) 2.626 0.009 0.044

Perceived ease of use (PEOU) -> Social media use

The use of perceived usefulness (PU) -> Social media use (SMU)

A massive relation between perceived ease of use (PEOU) -> perceived usefulness (PU)

Engagement (EN) -> Social media use (SMU) 2.807 0.005 0.038

Engagement (EN) -> Student’s Satisfaction (SS) 6.875 0.000 0.221

Engagement (EN) -> Student’s academic performance

Social Media Use (SMU) -> Student’s Satisfaction (SS) 5.812 0.000 0.195

Social Media Use (SMU) -> Student’s Academic

Student’s Satisfaction (SS) > Student’s Academic -

Table 4 6 Numerical values of T-statistics, P-values and F square

In table 4.7 will analyze the relationship that exists in the model both directly and indirectly through path coefficients, standard deviation and T-statistics values

The influence of social media applications on university students in Ho Chi Minh City is significant, impacting their academic performance, social interactions, and mental health These platforms facilitate communication and collaboration among students, but excessive use can lead to distractions and decreased productivity Additionally, social media plays a role in shaping students' self-esteem and body image, often contributing to anxiety and depression Understanding these effects is crucial for developing strategies to promote healthy social media habits among university students.

ACL -> EN -> SMU -> SAP 0.010 0.005 1.905 0.057 ACL -> EN -> SMU -> SS 0.017 0.009 1.703 0.089 ACL -> EN -> SMU -> SS ->

INL -> EN -> SMU -> SAP 0.005 0.003 1.766 0.078 INL -> EN -> SMU -> SS 0.008 0.005 1.709 0.088 INL -> EN -> SMU -> SS -> SAP 0.002 0.002 1.477 0.140

The influence of social media applications on university students in Ho Chi Minh City is significant, affecting their academic performance, social interactions, and mental health These platforms serve as vital communication tools, fostering connections and information sharing among students However, excessive use can lead to distractions and decreased productivity Understanding this impact is crucial for developing strategies that promote healthy social media habits while maximizing its benefits for educational purposes.

INP -> EN -> SMU -> SS -> SAP 0.003 0.002 1.364 0.173 INP -> EN -> SS -> SAP 0.014 0.007 1.783 0.075 INP -> EN -> SMU -> SS 0.008 0.005 1.593 0.111

PEOU -> SMU -> SS -> SAP 0.017 0.011 1.571 0.116 PEOU -> PU -> EN -> SMU ->

The influence of social media applications on university students in Ho Chi Minh City is significant, impacting their academic performance, social interactions, and mental health Many students rely on these platforms for communication and information sharing, which can enhance collaboration but may also lead to distractions The pervasive use of social media can affect students' study habits and time management, often resulting in decreased productivity Additionally, the pressure to maintain an online presence can contribute to stress and anxiety among students Understanding these effects is crucial for developing strategies to promote healthier social media usage among university students.

Table 4 7 T Statistics values, path coefficients, and standard deviation of variables

The analysis of Table 4.7 reveals that most direct and indirect relationships exhibit T-statistics of 1.96 or higher and P-values below 0.05, indicating statistical significance The only exception is the relationship between Perceived Ease of Use (PEOU) and Social Media Usage (SMU), which does not meet these criteria Consequently, the hypotheses from H1 to H5 and H7 to H14 are deemed reliable based on the data presented.

The study reveals significant relationships between various factors influencing student engagement and academic performance Hypothesis H1 indicates that interactivity with peers (INP) positively affects engagement (EN) with a T-statistic of 2.104 and a path coefficient of 0.111 Similarly, hypothesis H2 shows a notable connection between interactivity with lecturers (INL) and engagement (EN), evidenced by a T-statistic of 2.268 and a path coefficient of 0.104 Hypothesis H3 highlights the importance of active collaborative learning (ACL) on engagement (EN), with a T-statistic of 3.269 and a path coefficient of 0.210 Additionally, hypothesis H4 demonstrates a strong link between perceived ease of use (PEOU) and engagement (EN), with a T-statistic of 4.863 and a path coefficient of 0.339 The relationship between perceived usefulness (PU) and engagement (EN) is also significant, as shown in hypothesis H5 with a T-statistic of 2.626 and a path coefficient of 0.188 Hypothesis H6 suggests a considerable connection between perceived ease of use (PEOU) and social media use (SMU) with a T-statistic of 1.674 and a path coefficient of 0.153, while hypothesis H7 indicates a strong positive impact of perceived usefulness (PU) on social media use (SMU), with a T-statistic of 4.946 and a path coefficient of 0.373 Hypothesis H8 reveals a substantial relationship between perceived ease of use (PEOU) and perceived usefulness (PU), supported by a T-statistic of 21.527 and a path coefficient of 0.724 Furthermore, hypothesis H9 confirms that engagement (EN) influences social media use (SMU) with a T-statistic of 2.807 and a path coefficient of 0.205 Engagement (EN) also significantly impacts student satisfaction (SS) as shown in hypothesis H10, with a T-statistic of 6.875 and a path coefficient of 0.404 Hypothesis H11 indicates that engagement (EN) positively affects students' academic performance (SAP) with a T-statistic of 4.911 and a path coefficient of 0.312 Additionally, hypothesis H12 shows that social media use (SMU) impacts student satisfaction (SS) with a T-statistic of 5.812 and a path coefficient of 0.376 Hypothesis H13 reveals that students' academic performance (SAP) is influenced by social media use (SMU), with a T-statistic of 3.996 and a path coefficient of 0.247 Finally, hypothesis H14 demonstrates a strong connection between student satisfaction (SS) and academic performance (SAP), evidenced by a T-statistic of 4.729 and a path coefficient of 0.301.

The influence of social media applications on university students in Ho Chi Minh City is significant, impacting their academic performance, social interactions, and mental health These platforms facilitate communication and information sharing but can also lead to distractions and decreased productivity Understanding this dual effect is essential for students to navigate their academic responsibilities while leveraging social media's benefits effectively.

In conclusion, all hypotheses from H1-H5 and H7-H14 are reliable and accepted while hypothesis H6 is unreliable and rejected.

Variance analysis of an One Way-ANOVA factor

4.4.1.1 Examining variances between value groups

This study aims to analyze the average differences in a quantitative variable, specifically the frequency of social network application usage, in relation to various qualitative demographic factors, including sex, marital status, age, grade, profession, and median income We employed One Way-ANOVA to investigate these differences, utilizing SPSS software for our analysis The research process is structured into two main parts to ensure comprehensive evaluation of the variance among the qualitative variables.

Check Sig Levene Test to determine the variance between homogeneous or heterogeneous value groups

If the Sig Levene Test result is greater than 0.05, it indicates that the variance among the groups is homogeneous, allowing us to utilize the ANOVA result table Conversely, if the Sig Levene Test result is less than or equal to 0.05, it signifies that the variance between the groups is not uniform, prompting the use of the Robust Test table.

In the ANOVA table, a SIG F value of less than 0.05 indicates a significant average difference, while a SIG F value greater than 0.05 suggests no significant average difference Similarly, in the Robust Test, a SIG Welch value below 0.05 signifies a significant average difference, whereas a SIG Welch value above 0.05 implies no significant average difference.

After qualifying, practice ANOVA study with the average variational hypothesis between groups:

If SIG in the ANOVA table is less than 0.05, then the non-equal variational average makes the difference between the groups with respect to the dependent variable.

If the significance (SIG) value in the ANOVA table is 0.05 or higher, it indicates that there is no significant difference between the groups regarding the dependent variables, suggesting that the means of equal variances are comparable.

The influence of social media applications on university students in Ho Chi Minh City is significant, impacting their academic performance, social interactions, and mental health These platforms serve as vital tools for communication and information sharing, yet they can also lead to distractions and reduced productivity Understanding this dual impact is essential for students to balance their online activities with their educational responsibilities.

In this study, the sig numbers in each variable exhibit less than 0.05, which is a statistically significant pair of variables.

4.4.2.1 Independent Sample T-test for Gender

Tests of Homogeneity of Variances

Levene Statistic df1 df2 Sig

Based on Median and with adjusted df 787 1 307.847 376

Table 4 8 Result of T-test for Gender

Sum of Squares df Mean Square F Sig

Table 4 9 Result of ANOVA for Gender

Levene’s test results indicate that there is no significant difference between genders in terms of their use of social media applications Specifically, Table 4.8 shows a significance value of 0.385, which is greater than 0.05, suggesting that the variance between genders is similar Similarly, Table 4.9 reports a significance value of 0.673, further confirming the absence of statistically significant differences in social media usage between the two genders.

4.4.2.2 Independent Sample T-test for Status

Tests of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

Based on Median and with adjusted df

Table 4 10 Result of T-test for Status (Source: Authors Synthesized)

The influence of social media applications on university students in Ho Chi Minh City is significant, affecting their academic performance, social interactions, and mental health These platforms provide essential communication tools, but they can also lead to distractions and decreased productivity Understanding this dual impact is crucial for students to balance their online engagement with academic responsibilities Therefore, it is vital for educational institutions to promote awareness of the effects of social media usage among students.

SAP Sum of Squares df Mean Square F Sig.

Table 4 11 Result of ANOVA for Status

The analysis of Levene’s test, as shown in Table 4.12, reveals a significance value of 0.870, which is greater than 0.05, indicating no significant difference in variance across age groups Furthermore, the ANOVA results, with a significance value of 0.183, also exceed the 0.05 threshold, suggesting that there is no statistically significant difference in the use of social media applications among different status groups.

Tests of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

Based on Median and with adjusted df

Table 4 12 Result of T-test for Status

The influence of social media applications on university students in Ho Chi Minh City is significant, affecting their academic performance, social interactions, and mental health Students increasingly rely on these platforms for communication and information, which can lead to both positive and negative outcomes While social media fosters connections and access to resources, excessive use may result in distractions and decreased productivity Understanding this dual impact is essential for students to navigate their online presence effectively.

SAP Sum of Squares df Mean Square F Sig.

Table 4 13 Result of ANOVA test for Age

According to the analysis presented in Tables 4.12 and 4.13, Levene’s test shows a significance value of 0.771, which is greater than 0.05, indicating no significant difference in variance among the selected age groups Furthermore, the ANOVA results reveal a significance value of 0.179, also exceeding 0.05, suggesting that there is no statistically significant difference in the usage of social media applications across different age groups.

Tests of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

Based on Median and with adjusted df

Table 4 14 Result of T-test for Degree

The influence of social media applications on university students in Ho Chi Minh City is significant, impacting their academic performance, social interactions, and mental health These platforms provide valuable resources for learning and collaboration but can also lead to distractions and decreased productivity Additionally, the pervasive use of social media affects students' interpersonal relationships, shaping their social skills and emotional well-being Understanding these effects is crucial for developing strategies to enhance the positive aspects of social media while mitigating its negative consequences on student life.

SAP Sum of Squares df Mean Square F Sig.

Table 4 15 Result of ANOVA test for Degree

According to Tables 4.14 and 4.15, Levene’s test shows a significance value of 0.637, which is greater than 0.05, indicating no significant variance in age group selection Additionally, the ANOVA significance value of 0.285, also exceeding 0.05, suggests there is no statistically significant difference in the usage of social media applications among different degree groups.

4.4.2.5 Independent Sample T-test for Job

Tests of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

Based on Median and with adjusted df

Table 4 16 Result of T-test for Job

The influence of social media applications on university students in Ho Chi Minh City is significant, impacting their academic performance, social interactions, and mental health These platforms serve as vital communication tools, facilitating collaboration and information sharing among students However, excessive use can lead to distractions and reduced productivity, highlighting the need for a balanced approach to social media engagement Understanding these dynamics is essential for educators and students to foster a positive learning environment while leveraging the benefits of social media.

SAP Sum of Squares df Mean Square F Sig.

Table 4 17 Result of ANOVA test for Job

According to the results presented in tables 4.16 and 4.17, Levene’s test shows a significance value of 0.759, which is greater than 0.05, indicating no significant difference in variance across age groups Additionally, the ANOVA significance value is 0.511, also exceeding 0.05, suggesting that there is no statistically significant difference in the use of social media applications among different job groups.

Tests of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

Based on Median and with adjusted df

Table 4 18 Result of T-test for Income

The influence of social media applications on university students in Ho Chi Minh City is significant, affecting their academic performance, social interactions, and mental health These platforms serve as both a source of information and a means of communication, leading to increased engagement but also potential distractions Students often report that while social media enhances their connectivity, it can also contribute to procrastination and stress Understanding these dynamics is crucial for developing strategies to optimize social media use for educational purposes while minimizing negative impacts.

SAP Sum of Squares df Mean Square F Sig.

Table 4 19 Result of ANOVA for Income

CONCLUSION, AND RECOMMENDATIONS/ LIMITATIONS

Research summary

This study aimed to identify the factors related to social network usage that impact students' academic performance and their satisfaction with these platforms in the learning process Chapter four presents a comprehensive analysis of the data, summarizing the key research findings identified by the group.

Engagement significantly influences students' academic performance (SAP), accounting for 12.6% of the impact, while student satisfaction contributes 11% In contrast, social media use (SMU) has a lesser effect, contributing only 8.5%.

The engagement factor in learning is significantly influenced by independent variables such as Interactivity with Peers (INP), Interactivity with Lecturers (INL), Active Collaborative Learning (ACL), Perceived Ease of Use (PEOU), and Perceived Usefulness (PU) Among these, PEOU has the most substantial effect on engagement (EN) at 12.3%, followed by ACL at 6%, PU at 4.4%, and lower impacts from INP (2.7%) and INL (2.3%) Notably, PEOU also has a strong correlation with PU, accounting for 113.1% of all correlations Additionally, for students to experience satisfaction while using social networks for learning (SS), both engagement (EN) and social media use (SMU) play crucial roles, with engagement having a greater impact (22.1%) compared to SMU (19.5%).

Social media use (SMU) is influenced by three key characteristics: perceived ease of use (PEOU), perceived usefulness (PU), and engagement (EN) Among these, PU has the most significant impact on job performance through social networks, accounting for 11.3 percent, while EN follows with a 3.8 percent influence Notably, PEOU shows no effect on SMU when its reliability level falls below the significant threshold, contributing only 2.2 percent Overall, research indicates that utilizing social networks positively affects learning outcomes and student satisfaction To enhance these learning results, it is crucial to boost student engagement and provide ample opportunities for social media use, ultimately leading to greater improvements and satisfaction in educational settings Achieving this requires a concerted effort across five factors, including interactivity with peers.

The influence of social media applications on university students in Ho Chi Minh City is significant, impacting their academic performance, social interactions, and mental health With the pervasive use of platforms like Facebook and Instagram, students often experience both positive and negative effects, such as enhanced communication and increased distractions Understanding these dynamics is crucial for educators and policymakers to foster a balanced approach to social media use among students, ensuring it serves as a tool for learning rather than a hindrance to academic success.

Lecturers, Active Collaborative Learning, Perceived ease of use, and Perceived usefulness.

This study reveals that, after considering various demographic factors including gender, status, age, degree, and income, social media use (SMU) does not significantly influence student academic performance (SAP), as indicated by a significance index greater than 0.05 Consequently, there is no notable difference in SAP across the different demographic groups, suggesting that it is unnecessary to assess these demographic factors in relation to their impact on academic performance.

Recent research has increasingly focused on the effects of social networks on young people, particularly students Studies conducted at King Faisal University (Mahdi M Alamri et al., 2020) and in Malaysia (Nasser Alalwan et al., 2019) have developed robust models and hypotheses regarding this impact While Mahdi's 2020 research model shows promising applicability in various contexts, it was found that the sixth hypothesis (H6) was rejected when tested in Ho Chi Minh City, Vietnam This discrepancy highlights the influence of cultural differences and diverse lifestyles on the outcomes of social network studies across different countries.

The research findings serve as a foundation for recommending enhancements to educational practices and social networking software for students and educators It emphasizes the importance of improving specific features for learning on social networks while promoting disciplined usage in both home and classroom settings This approach aims to enhance student outcomes and facilitate a more effective learning experience.

Recommendations

This study concludes that social networks positively influence students' learning processes and outcomes, particularly during the COVID-19 pandemic, where they serve as essential tools for maintaining educational progress With traditional classes and assessments disrupted, social media facilitates distance learning and online testing Additionally, it enhances students' self-study skills and encourages active participation in academic activities; for instance, students may feel hesitant to present in person but are more willing to record and share their presentations on platforms like YouTube or TikTok Lastly, the use of social media fosters creativity in learning, allowing students to engage more dynamically with their educational experiences.

The influence of social media applications on university students in Ho Chi Minh City is significant, as those who do not engage with the internet or social networks often remain silent and lack ideas during discussions This passivity can lead to disruptive behavior in the classroom To enhance their exploration and creativity, students need resources that foster knowledge and experience, as they may not yet possess sufficient understanding of various subjects.

While social networks offer benefits in the learning process, they also present significant drawbacks One major issue is the potential for distraction; in Vietnam, for example, many students misuse classroom privileges to engage in activities like texting or browsing social media instead of focusing on their studies Additionally, social media can hinder academic progress, as students often find themselves sidetracked by notifications or the urge to check updates, leading to hours lost that could have been spent on homework This constant distraction can result in missed deadlines and ultimately poor academic performance.

Social media presents both advantages and disadvantages, particularly in the context of student learning outcomes Our group aims to investigate how various aspects of social network usage influence these outcomes, both positively and negatively The findings will serve as a basis for our recommendations to educational leaders, helping them enhance the beneficial uses of social media while minimizing its adverse effects Our goal is to improve the integration of social networks in educational environments, making them more effective and applicable for student learning.

Research indicates that the ACL factor significantly influences the SAP factor, highlighting the necessity for students to engage actively in their learning processes It is crucial for educational institutions to support this active cooperation, as students must cultivate self-awareness regarding their learning methods to enhance their academic outcomes Engaging in collaborative activities such as group discussions, knowledge exchange, and joint document research can facilitate this active participation, making it easier for students to improve their learning results.

Vietnamese students today often exhibit passivity and timidity, feeling embarrassed to express their opinions in class To address this issue, our group recommends that universities develop and implement strategies aimed at fostering greater student participation and confidence in academic discussions.

The influence of social media applications on university students in Ho Chi Minh City is significant, especially during the ongoing COVID-19 pandemic Engaging in academic contests on social media not only enhances students' knowledge but also fosters collaboration among peers Lecturers can further encourage active participation by organizing group exercises, such as short essays or presentations, which promote teamwork and idea-sharing This collaborative approach allows students to leverage each other’s strengths, ultimately leading to improved learning outcomes When effectively implemented, this dynamic and creative learning environment will empower students to develop their skills and achieve their academic goals.

Research indicates that the INL factor significantly impacts SAP, highlighting the importance of effective communication between students and lecturers Key to this interaction are three critical elements: students' use of social networks for learning, which facilitates easy and rapid information sharing with educators Consequently, teachers play a vital role in shaping student learning outcomes; their actions, characterized by cooperation, understanding, and respect, can greatly enhance student development Moreover, modern social networking tools act as an efficient bridge to foster this communication.

To maximize the benefits of social media, lecturers can establish closed groups on platforms like Facebook, Zalo, and Instagram to provide timely support for students' subject-related inquiries These social media groups offer a more accessible communication channel compared to traditional online teaching tools like Google Classroom, leveraging the familiar interface and the significant time students spend on social media.

Lecturers can effectively utilize social media to share lesson details, introduce academic resources, assign homework, and engage with students' questions directly in the comments This approach allows both students and lecturers to identify and address challenges more efficiently, minimizing the need for excessive emails and phone calls Given the environmental concerns associated with email communication—where each sent email contributes 19 grams of CO2—leveraging social media represents a sustainable alternative for academic interactions.

Engaging with students through social media can significantly enhance their learning outcomes, as classroom time is often limited By leveraging the extensive knowledge and experience of lecturers, students can benefit from additional discussions To facilitate this, educators should allocate specific time slots for organized, brief interactions online.

The influence of social media applications on university students in Ho Chi Minh City is significant, as these platforms facilitate sharing sessions and talk shows that encourage discussions on relevant topics This interaction allows students to express their viewpoints, enabling teachers to gain insights into student needs and provide better support Additionally, educators can introduce students to educational social media platforms like Cambly, LinkedIn Learning, Academia, Skillshare, and Quizlet, enhancing their learning experience.

The INP factor, while minor, significantly influences the SAP factor, particularly in the context of learning through social networks This study identifies three key ways to enhance INP: fostering student communication, facilitating discussions, and enabling swift information exchange among peers In Vietnam, the proverb "Better learn your friend than your teacher" emphasizes the value of peer learning, suggesting that friends can be excellent companions in the educational journey Thus, improving communication among classmates through social networks is essential, focusing on enhancing these three aspects for better peer interaction.

To enhance peer interaction on social networking sites, businesses must implement new features that foster a learning environment Companies that operate these platforms can create additional learning-specific functionalities While most social networking sites excel at connecting individuals, they should also focus on developing tools for teamwork, such as activity management and tracking.

Calendar and Notion are two leading platforms that require intermediary social networks for effective information exchange By enabling businesses to collaborate and integrate tools on a single platform, users can enhance their learning experience This unified platform should facilitate easy connections and interactions among students, ultimately leading to improved academic performance and engagement.

Limitations and directions for future research

This study expands upon previous research by broadening the survey scope to include multiple schools, addressing earlier limitations However, some restrictions still persist.

The current research is geographically limited to Ho Chi Minh City, resulting in findings that cannot be generalized to the entire country Despite attempts to survey more colleges, the number remains insufficient Our team hopes that these contributions will enhance future research publications by providing more applicable statistical data through larger surveys.

Our study identified five key factors that influence the use of social networks and their effects on students' learning outcomes However, we acknowledge that there are likely additional elements that require further investigation We encourage future research to develop a more comprehensive model to explore these unanswered questions.

The influence of social media applications on university students in Ho Chi Minh City is significant, affecting their academic performance, social interactions, and mental health These platforms provide opportunities for communication and information sharing, but they can also lead to distractions and reduced study time Understanding the impact of social media on students is essential for developing strategies to enhance their educational experience while mitigating potential negative effects.

As Industry 4.0 evolves, social media has transformed from mere entertainment to a powerful educational tool for students, provided they know how to utilize it effectively The COVID-19 pandemic has accelerated this shift, as individuals increasingly rely on high-tech solutions, particularly social media, to foster connections both locally and globally This interconnectedness enables the creation of extensive learning networks In a competitive landscape, businesses strive to enhance their social media platforms, aiming to deliver valuable learning outcomes that justify users' investments and foster loyalty.

The study highlights the critical role of social media in enhancing students' academic performance and offers recommendations for educational leaders and organizations to integrate social media into learning environments, similar to platforms like Google Meet and Zoom Additionally, it assesses user satisfaction with social media applications for educational purposes, aiming to identify variations in experiences based on gender, age, and background usage, which could inform future improvements.

While social media presents challenges for students, such as time overuse and difficulty in leveraging beneficial content for academic improvement, there is hope for change among university leaders and social media companies It is crucial for students to develop self-awareness regarding the strengths and weaknesses of social media and to find a balance between their use in learning and daily life Ultimately, when used appropriately and for the right purposes, social media can serve as a valuable companion in the educational journey.

The influence of social media applications on university students in Ho Chi Minh City is significant, impacting their academic performance, social interactions, and mental health These platforms serve as vital communication tools, facilitating connections among peers and providing access to educational resources However, excessive use can lead to distractions, reduced productivity, and feelings of anxiety or inadequacy Understanding this dual impact is essential for students to navigate their social media usage effectively while maximizing its benefits for their academic and personal growth.

Research model in Smart PLS software after data analysis

The influence of social media applications on university students in Ho Chi Minh City is significant, affecting their academic performance, social interactions, and mental health These platforms offer both positive and negative impacts, as students utilize them for communication and information sharing while also facing distractions and potential addiction Understanding this influence is crucial for developing strategies to enhance the benefits of social media while mitigating its adverse effects on student life.

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