The Impact of Educational Social Networking Sites on Students’ Academic Performance in Kuwait

Alazemi, Bodoor F. Gh. Q. S (2026) The Impact of Educational Social Networking Sites on Students’ Academic Performance in Kuwait. Doctoral thesis, University of East Anglia.

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Abstract

Educational social networking sites (SNSs) have transformed learning and teaching practices in higher education institutions (HEIs). However, the impact of SNSs on students’ academic performance has been insufficiently examined, especially in non-Western contexts. This thesis is based on two complementary empirical studies that used partial least squares structural equation modelling (PLS-SEM) to explore the factors related to the use of educational SNSs (specifically, the myU application) and their influence on students’ academic performance in Kuwaiti HEIs, integrating the perspectives of both students and teachers. The first study explored students’ perspectives by enriching the updated DeLone and McLean Model of Information Systems Success with relevant concepts from constructivist learning theory. Interaction with peers and teachers, collaborative learning, student engagement, system quality, information quality, system use, and student satisfaction all significantly influenced academic performance. Specifically, student engagement, myU application use, and student satisfaction together explained 54.4% of the variance in student academic performance. However, information quality did not significantly affect student satisfaction, and service quality had no significant effect on either system use or satisfaction. The second study focused on the perspectives of teachers, expanding the unified theory of acceptance and use of technology 2 (UTAUT2) model to include perceived technology efficacy, perceived compatibility, and teachers’ perceptions of student academic performance as the dependent variable. Habit, effort expectancy, hedonic motivation, behavioural intention, and actual use behaviour significantly affected teachers’ perceptions of students’ academic performance, with actual use behaviour accounting for 55.6% of the variance. In contrast, performance expectancy and social influence did not significantly predict behavioural intention. This thesis contributes to theory by integrating models of information systems success and learning in the context of Kuwaiti HEIs. It likewise provides practical insights for educators, policymakers, and system designers aiming to enhance academic performance through the effective use of educational SNSs.

Keywords: educational SNSs, students’ academic performance (SAP), D&M IS Success Model, UTAUT2, student perspective, teacher perspective, Kuwait

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > Norwich Business School
Depositing User:	Chris White
Date Deposited:	27 Aug 2026 14:45
Last Modified:	27 Aug 2026 14:45
URI:	https://ueaeprints.uea.ac.uk/id/eprint/104382
DOI:

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