Abstract

The objective of the study was to integrate Facebook social network for the Statistics course of undergraduate students’ Prince of Songkla University Pattani campus, Thailand. The study investigated the interaction of the students’ academic learning with Facebook social network and the relationship between the laboratory scores, the achievement scores, and the interactive scores of learning with Facebook social network. Then, the study compared the difference of the student’s achievement scores after learning with Facebook social network by group interaction with laboratory score functioning as a covariate, and evaluated satisfaction of students who are learning with Facebook social network. The participants were the twenty-nine second year’s undergraduate students majoring in Information Technology and Educational Evaluation of Faculty of Education, Prince of Songkla University Pattani campus, Thailand. The research instruments were teaching course plans with questions for being posted on Facebook wall, the mid-term examination test, the record form of learning interaction, and the student’s satisfaction questionnaire. From this study, although the average of the achievement scores are not different when classified by the interaction group in which the covariate variable as the laboratory score, the use of Facebook integrated in teaching is an effective tool in increasing the students’ interaction as seen from the relationship among those of three variables. Implications of the results are discussed.

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