Students’ self-regulation and critical thinking in learning e-commerce through social networking site

This study aims to analyse the effect of social learning environment through Social Networking Site (SNS) towards students’ Self-Regulation (SR), Critical Thinking (CT), and performance in learning E-Commerce subject. Initially, this study has identified the self-regulation and critical thinking levels among students. The study also investigates the relationship between students’ self-regulation, critical thinking skills, and performance when using SNS. Finally, this research has examined how student cultivate self-regulation and critical thinking in learning through SNS. 295 undergraduate students who were taking E-Commerce subjects at a private institution in Kota Kinabalu were selected using cluster random sampling technique. These students were involved in determining their self-regulation and critical thinking level. Next, 50 students were selected purposively to involve in a study in analysing the effects of social learning environment through SNS towards students’ self-regulation, critical thinking, and performance in learning E-Commerce. Self-regulated learning was measured using adopted Online Self-Regulation Learning Questionnaire (OLSQ), while critical thinking was measured using adapted California Critical Thinking Skills Test (CCTST) and academic performance was measured using a question exam paper for the E-Commerce subject. The results obtained from post test reveal that selfregulation, critical thinking level, and performance in learning E-Commerce subject have improved after they went through learning process in social learning environment when using SNS. Pearson correlation analysis reveals that there was no significant relationship between self-regulated learning and critical thinking as well as selfregulated learning and academic performance. However, there was a moderate positive correlation between critical thinking and academic performance. Besides, there was a positive pattern of relationship in the process of identifying student’s self-regulated learning, critical thinking, and academic performance when analysed further using crosstabulation analysis that involved partial data. A data mining analysis using decision tree technique was used to project a predictive model that suggests students’ performance based on the percentage of student’s frequency posting of self-regulation and critical thinking messages throughout the discussion in social networking site. The finding also shows that student’s acquire the ability to cultivate self-regulation and critical thinking based on the discussion with an instructor and peers in social networking site. Results also show that student’s academic performance improves, along with self-regulation and critical thinking

Students’ self-regulation, critical thinking, and learning performance in learning e-commerce through facebook

This study aims to analyse the effect of Facebook as a social learning environment in relation to students’ self-regulation (SR), critical thinking (CT) and learning performance in an e-Commerce course. A total of 295 undergraduate students taking the course were selected using cluster random sampling to identify their SR and CT. 50 out of 295 students were then selected purposively and were involved in the intervention process of e-Commerce course learning using Facebook. The post-test result indicated that SR, CT and learning performance in e-Commerce learning had improved after they went through the intervention process. Meanwhile, a positive correlation could be seen between CT and learning performance only, when analysed using Pearson correlation. Furthermore, a cross-tabulation analysis revealed a positive relationship pattern between the students’ SR, CT and learning performance. Hence, this suggests that academic performance can be improved through SR and CT