The study aimed to investigate the views of teaching staff and students on the effectiveness of using social media sites in education. It also aimed to identify the social media used among the subjects. The study used the descriptive approach. The study was conducted in the academic year 2017/2018.To achieve the objectives of the study; the questionnaire was administered after verifying its validity and stability. A random sample of 350 participants was selected, including 325 students, and 25 teaching staff. To analyze the data statistically, the Statistical Packages for Social Sciences (SPSS) program was used. The study reached several results, the most important of which are: the degree of actual use of social media sites is generally achieved by a mean 2.04, and an estimate below the average. Moreover, the effectiveness of the use of social media sites in education in the study sample is achieved by a mean 4.24 and with a high degree of discretion. There are statistically significant differences among the respondents in the effectiveness of using social media sites in education due to gender (male, female) for females. There were no statistically significant differences among the subjects in the effectiveness of the use of social media sites in education due to the degree (teaching staff, student). In light of the results, the study recommended several recommendations, including: the need to employ social media sites to promote educational process, using the services provided by these sites and improve the skills of teachers and students in the use of social media sites, through training courses and curricula. The study also suggested several future studies. (Published abstract)
للمزيد من الدقة يرجى التأكد من أسلوب صياغة المرجع وإجراء التعديلات اللازمة قبل استخدام أسلوب (APA) :
البدوي، الصديق عبد الصادق. (2019). فاعلية استخدام شبكات التواصل الاجتماعي في التعليم : دراسة ميدانية بكلية التربية جامعة البطانة، السودان. المجلة السعودية للعلوم التربوية. ع. 64، يونيو 2019. ص ص. 101-118 تم استرجاعه من search.shamaa.org .