Exploring the role of social media in mathematics learning: effects on self-efficacy, interest, and self-regulation.

Abstract

Background: Social media's integration into education prompts exploration of its effects on mathematics learning outcomes. While Mathematics Learning with Social Media (MLSM) can create engaging environments, its impact on key factors such as mathematics self-efficacy (MathSE), mathematics interest (MathI), and self-regulation in mathematics learning (SR) remains underexplored. This study investigates the direct and indirect effects of MLSM on these variables to enhance mathematics education.

Methods: A quantitative research design was employed, involving 398 university students who engaged in Mathematics Learning with Social Media (MLSM) activities. Participants were randomly selected from two universities in China, with a gender distribution of 43% male and 57% female. The sample included students from diverse academic programs, including science, technology, engineering and mathematics (STEM) (37.9%), economics and management (43.7%), and humanities and social sciences (17.3%). Data were collected through validated survey instruments that measured mathematics self-efficacy (MathSE), mathematics interest (MathI), and self-regulation in mathematics learning (SR). A two-step structural equation modeling (SEM) approach was used to analyze the relationships between MLSM and the three variables, examining both direct effects and mediation pathways.

Results: The findings revealed that MLSM had significant direct effects on both MathI (β = 0.343, p < 0.001) and SR (β = 0.578, p < 0.001) indicating that the use of social media in mathematics learning fosters students' interest in mathematics and enhances their ability to self-regulate their mathematics learning processes. Furthermore, while the direct influence of MLSM on MathSE was not substantial, its indirect effects through MathI (MLSM→MathI→MathSE, β = 0.092, p < 0.001), SR (MLSM→SR→MathSE, β = 0.418, p < 0.001) and both SR and MathI (MLSM→SR→MathI→MathSE, β = 0.115, p < 0.001) were found to be significant. These results highlight the mediating roles of interest and self-regulation in strengthening students' confidence in their mathematics abilities.

Conclusions: This study underscores the transformative potential of social media as a valuable tool for mathematics education. By effectively integrating MLSM into instructional practices, educators can foster students' interest, enhance their self-regulation skills, and indirectly build their self-efficacy in mathematics. The findings provide actionable insights for designing innovative educational strategies and policies that leverage social media to create dynamic and learner-centered environments, particularly in mathematics. This research contributes to the broader understanding of social media's role in the digital age, emphasizing its capacity to support self-directed and effective learning in academic disciplines.