Role of Social Networking Platforms in Collaborative Learning Environments and Students’ Academic Achievement

This study examined the Role of Social Networking Platforms in Collaborative Learning Environments and Students’ Academic Achievement. The objectives of the study were 1) To explore the relationship between students’ participation in Collaborative Learning Environments activities and their academic performance. 2) To assess the combined effect of SNS usage and Collaborative Learning Environment participation on students’ academic achievement and 3) To investigate the influence of demographic variables (gender, age, academic stream) on students’ academic performance. A quantitative correlation design was used with a sample of 340 secondary school students selected through stratified random sampling. Data were collected using a structured questionnaire measuring SNS usage, frequency, and Collaborative Learning Environment participation, along with students’ academic performance records. Results revealed a significant positive relationship between SNS usage and academic performance (r = .547, p < .01), and frequent SNS engagement further enhanced academic outcomes. Active participation in Collaborative Learning Environment activities significantly improved performance, while the combined effect of SNS usage and Collaborative Learning Environment participation strongly predicted academic achievement (β = .34 for SNSs, β = .31 for Collaborative Learning Environment, p < .01). Demographic variables, such as gender and academic stream, influenced academic performance, with females and science-stream students performing slightly better. The study concludes that integrating SNSs into Collaborative Learning Environment can enhance student engagement, collaboration, and learning outcomes, offering practical implications for educators and policymakers.