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\title{The Intensity of Social Networks Group Use among the Students of Jordanian Universities}
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             \author[1]{Hasan Al  Shalabi}

             \author[2]{Dr. Mustafa  Jwaifell}

             \author[3]{Swidan  Andraws}

             \affil[1]{  Al-Hussein Bin Talal University, Jordan}

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\date{\small \em Received: 6 December 2012 Accepted: 4 January 2013 Published: 15 January 2013}

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\begin{abstract}
        


The paper investigates the intensity of (Social Networking Sites) SNSs use among the students of Jordanian universities. Four universities were involved in this study, while 727 undergraduate students respond to a questionnaire that measured their intensity of SNSs use. To answer research questions, the researchers used descriptive statistics, ANCOVA, Chi-Square, and T-test. The data analyses revealed significant differences among students' uses of SNSs. The variables consisted of university, faculty, gender, and year level. The study recommendation was the focus on integrating SNSs within learning management systems.

\end{abstract}


\keywords{social networks sites (SNSs), higher education, academic use, academic relations, university students, jordanian university.}

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\let\tabcellsep& 	 	 		 
\section[{Introduction}]{Introduction}\par
he Arab spring was influenced dramatically by the Social Networks Sites (SNS), while youths had played a great part in this spring. The population of Jordan is consisted of 65\% of youth; most of them are enrolled in universities. Academics and policy makers are committed to make use of Social Networks for the benefits of teaching and learning and integrating SNSs within Learning management systems or even giving educators attention to exploit relative advantages of SNSs academically and implement new innovations of methodologies such as Mobile learning or interact with students through Internets' technologies. 
\section[{II.}]{II.}\par
Background of the study SNSs can be described as online community that gathers people with same interests. \hyperref[b4]{Kwon and Wen (2009)} defined SNSs Sites as an individual web page which enables online, human-relationship building by collecting useful information and sharing it with specific or unspecific people. \hyperref[b1]{Boyed and Ellison (2007)} defined SNSs Sites as web-based services that allow individuals to construct a public or semi-public within a bounded system. Facebook can be considered one of the most SNSs that influenced online communications between people, even this relationship shifted to a specific enrollment of relationship. \hyperref[b3]{Hewitt and Forte (2006)} described the results from ongoing investigation of student/faculty relationships in the online community Facebook to understand how contact on Facebook was influencing student perceptions of faculty, where the result of this survey point to one third of the students they surveyed did not believe that faculty should be present on the Facebook at all. Those finding are very interesting while the Arab universities students insists to have faculty member e-mail to interact with him as we noticed all the time in our experience.\par
The students' experiences and uses of SNSs can differ according to their needs, which may differ from country to another. Pempek, Yermolayeva, and Calvert (2009) investigated experiences of 92 undergraduates students by completing a diary-like which measure each day for a week, reporting daily time use and responding to an activities checklist to assess their use of the popular Social Networking site, Facebool, where they concluded that they students spend approximately 30 minutes throughout the day as a part of their daily routine, beside this result, the use of Facebook in a style of one-to-many was a tool of communicating through Facebook.\par
The uses of SNSs can be one-to-one or one-tomany as a part of group uses. This study is trying to survey Jordanian Universities' students to gain a full picture about time and group uses among them, which can open the doors for Academics and Policy Makers to take advantages of the most common SNSs among the students of Jordanian universities as youths of the Arab world.\par
On the contrary Valenzuela, Park, and Kee (2008) they found that Social sites Networks; precisely Facebook; effect college students. They found positive relationships between intensity of Facebook use and students' life satisfaction, social trust, civic participants and political engagement.\par
With regard to intensity, Ellison, Steinfield and Lampe (2007) investigated the benefits of Facebook "Friends:" social capital and college students' use of online SNSs; they examined the relationship between use of Facebook and the formation and maintenance of social capital. The study surveyed 286 undergraduate students, the foundlings of their study showed a strong1 ( D D D D D D D D )\par
association between use of Facebook and the three types of social capital, with the strongest relationship being to bridging social capital.\par
SNSs are playing a great roll in the lives of university students as Leng, Likoh, Japang, Andrias, and Amoala (2010) pointed out. They reach this point of view through a descriptive study conducted to investigate SNS usage among university students in Labuan. The study concluded that the mass adoption of SNS points to evolution in human social interaction regardless age, culture background, occupations and general demographic profile includes university students. Thus it was obvious to them that university students will eventually use the SNS as a main medium of communication to maintain their relationships with friends and family members as well as expanding their niche community.\par
It is obvious that SNSs became as a demand of interaction between academics and their students whereas SNS are part of university student daily life all over the world. Ahmad (2011) studied the SNSs' usage and students' attitudes towards social behaviors and academic adjustment in Northern Nigerian Universities, the finding revealed that there were differences existed among ethnicity and religion in the extent of SNS usage, while there is a positive inter-relationships among the SNSs usages, students' social behavior and students' academic adjustment, beside the considerations of attitudes that can be a strong predictor and moderator of the relationship between SNSs and both the students' social behavior and students' academic adjustment. The use of SNSs still needed in the Arab world academically, while we encountered a huge number of users in a social usage behind the academic. 
\section[{III.}]{III.}\par
Problem statement of the study Educators and policy makers can make use of SNSs and start to realize to reflect the intensity of using SNSs into their teaching and learning situation, the developing new acceptable technologies and innovations that students primarily involved in, while the traditional methodologies are the major approach that those educators are using. This study aimed at investigating the intensity of SNSs use among the students of Jordanian universities which can give motivational indicator to educators and policy makers to adopt those technologies.\par
IV. 
\section[{Questions of the study}]{Questions of the study}\par
To explore intensity of SNSs group use among the students of Jordanian Universities, the research questions were:\par
Q1: what are the most popular SNSs Sites among the students of Jordanian Universities? Q2: are there any differences between students' friends at SNSs related to university?\par
Q3: what is the intensity of SNSs use among the students of Jordanian Universities?\par
Q4: what is the intensity of SNSs group use V. 
\section[{Method and Measures}]{Method and Measures}\par
The study conducted as a part of a project of investigating the SNSs uses among students of Jordanian Universities, while the items of the questionnaire is part of the project conducted by the authors.\par
To answer the research questions, the researchers set a questionnaire consisted of 9 questions related to the study variables, while some of the questionnaire items derived out of Ellison, Steifield, and Lampe (2007) study. The questionnaire distributed to four universities with intensity of SNSs group use among the students of Jordanian Universities. Data collected and analyzed in a descriptive quantitative research. 
\section[{VI.}]{VI.} 
\section[{Sample of the study}]{Sample of the study}\par
The sample of the study consisted of (727) out of (36350) students resembling (2\%) of each university drawn randomly out of (4) Jordanian universities, resembling the study variables: 1) university, 2) faculty, 3) gender, and 4) year level, as shown below:  
\section[{Limitations of the study}]{Limitations of the study}\par
The study results and findings are limited to the sample of the study and tools are used. 
\section[{Global Journal of Computer Science and Technology}]{Global Journal of Computer Science and Technology}\par
Volume XIII Issue II Version I  
\section[{Results}]{Results} 
\section[{a) Social Networks Sites popularity}]{a) Social Networks Sites popularity}\par
Students were asked to define the SNSs that they are participated in, out of 20 SNSs, the most popular SNSs Sites among the students of Jordanian Universities determined with a percentage above 10\% of all the participants who indicated they use those sites as shown in Table \hyperref[tab_1]{2}: It can be concluded out of the table, that Face Book, Twitter, and WLP had the highest percentage according to capital districted, while the middle district had the highest percentage of using Yahoo! Buzz among all universities. The nature of middle district population is between the civil urban and countryside, this nature of using small words to express feeling, attitudes, approval or disapproval, which was translated into Arabic by the word "Taghreedat" as a Buzz. 
\section[{b) Social Networks Sites social usage}]{b) Social Networks Sites social usage}\par
Students were asked to define how many SNSs friends they had. The means of friends in each university, faculty, gender, and year level were taken to examine the differences between students' friends at SNSs related to university. ANOVA used to define the differences between friends amount among the students of Jordanian Universities according to university and year level. Table \hyperref[tab_4]{4} shows the ANOVA summary: ANCOVA revealed no significant differences at ??0.05 between students' friends amount at SNSs according to university and year level.\par
Independent Sample T-test used to define the differences between friends amount among the students of Jordanian Universities according to faculty and gender. T-test revealed no significant differences ??0.05 between friends amount for both faculty and gender (Faculty, T=1.732, Sig=.084. Gender, T=.297, Sig=.767). 
\section[{c) Social Networks Sites intensity use}]{c) Social Networks Sites intensity use}\par
Students were asked to define on a typical day, about how much time do they spend on SNSs at the scale of: No time at all, Less than 1 hr, More than 1 hr up to 2 hrs, and more than 2 hrs. Table \hyperref[tab_5]{5}  Chi-Square revealed no significant differences at ??0.05 among students' SNSs intensity of use according to both gender and year level, while there are significant differences according to university and faculty. 
\section[{d) Social Networks Sites intensity of group use}]{d) Social Networks Sites intensity of group use}\par
Students were asked to define on a typical day, about how much time they spend reading and posting on the groups' walls at the SNSs they have joined at a scale of: No time at all, Less than 1 hr, More than 1 hr up to 2 hrs, and more than 2 hrs. Table \hyperref[tab_7]{7} presenting their responses:  Chi-Square revealed no significant differences at ??0.05 among students' SNSs intensity group use according to faculty, gender, and year level, while there are significant differences according to university. 
\section[{e) Nature of Students' participations in the online SNSs groups}]{e) Nature of Students' participations in the online SNSs groups}\par
Students were asked to define the nature of their participations in the online SNSs groups. This question consisted of the following sub questions: 1) In the past week, how many did you: read profiles on the online groups you have joined on the SNSs? 2) In the past week, how many did you: send messages on the groups' walls you have joined? ANOVA used to define the differences between students' participations according to university and year level. Table \hyperref[tab_10]{10} shows the ANOVA summary: Independent Sample T-test used to define the differences between students' participations according to faculty and gender. Results of t-test revealed no significant differences between students' participations at ??0.05 except sending messages according to faculty, where students of Faculties of Arts mean (19.1) is more than sciences faculties (8.0). This result revealed how much the students of sciences are engaged in studying more than using SNSs to communicate with groups by sending messages.\par
Overall, to gain a precise picture about students' participations, they have been asked to answer the question: which one of the followings best describe your participation in the online groups you have joined on SNSs?: Chi-Square revealed no significant differences at ??0.05 among students' participations at SNSs according to faculty, gender, and year level, while there are significant differences according to university, where Balqa University had no any participation in: Mostly Reads, Sometimes Write on wall/ discussion board. 
\section[{IX.}]{IX.} 
\section[{Discussion}]{Discussion}\par
The finding of how many friends that students gain on SNSs, reflected the social usage concerning relationships among youths in Jordanian Universities, which does not affected by the nature of universities as a community. This finding can lead all the Academics and Policy Makers to a fact that Students of Jordanian Universities are in the same cultural manner according to seeking friends to establish a SNSs community, so they can use this fact to take advantages of SNSs in universities community as a tool of interaction between the educators and their students. While the results of friends amount according to students ethnographic variables also can be considered as indicators of judging the harmony among students of Jordanian Universities according to social relationships.\par
The SNSs intensity of use according to both gender and year level can be related to the shortage of personal computers in both Al-Hussein and Balqa universities, while both of the University of Jordan and Sumaya University are in the capital district are having more intensity than other universities. The Jordan and Sumaya universities' reputation of hard work students made them less users of SNSs, and what can confirm this is the highest achievements of those students if they want to be accepted to study in those universities.\par
There is a great participations in equal manner among Jordanian students, while University of Jordan (1963) considered as the most favorable university beside its' rank (1) among Jordanian universities, so when you compare it with a southern district university that considered as a new one (1999) and far of the capital city Amman in about 220Km, this distance and desert environment are made it unfavorable to students, this can lead to a gap between districts, so students try to read more than writing or starting new topics in order to "see what goes around", It appears that students of Jordanian Universities have great groups participations at SNSs. 
\section[{X.}]{X.} 
\section[{Conclusion}]{Conclusion}\par
The study revealed how students of Jordanian Universities use SNSs. These findings have implications for efforts to use SNSs an academic tool for communication and interacting with/between educators and students alike. The results from this descriptive study help to clarify the role of SNSs in the lives of university students according to universities districts, faculties, gender, and year level. The students interact with each other individually and by groups, where most of the students are engaged in SNSs group walls and discussions. Academics and policy makers can take advantages of SNSs and integrating them into learning management systems. \begin{figure}[htbp]
\noindent\textbf{2}\includegraphics[]{image-2.png}
\caption{\label{fig_0}2 E}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{1} \par 
\begin{longtable}{P{0.12402135231316726\textwidth}P{0.36298932384341637\textwidth}P{0.1724199288256228\textwidth}P{0.1905693950177936\textwidth}}
\multicolumn{2}{l}{Variables}\tabcellsep Frequency\tabcellsep Percent\\
University\tabcellsep University of\tabcellsep 280\tabcellsep 38.5\\
\tabcellsep Jordan\tabcellsep \tabcellsep \\
\tabcellsep Hussein\tabcellsep 155\tabcellsep 21.3\\
\tabcellsep Balqa\tabcellsep 135\tabcellsep 18.6\\
\tabcellsep Sumaya\tabcellsep 157\tabcellsep 21.6\\
\tabcellsep Total\tabcellsep 727\tabcellsep 100\\
Faculty\tabcellsep Science\tabcellsep 531\tabcellsep 73\\
\tabcellsep Arts\tabcellsep 196\tabcellsep 27\\
\tabcellsep Total\tabcellsep 727\tabcellsep 100\\
Gender\tabcellsep Male\tabcellsep 319\tabcellsep 43.9\\
\tabcellsep Female\tabcellsep 408\tabcellsep 56.1\\
\tabcellsep Total\tabcellsep 727\tabcellsep 100\\
Level\tabcellsep First Year\tabcellsep 163\tabcellsep 22.4\\
\tabcellsep Second Year\tabcellsep 154\tabcellsep 21.2\\
\tabcellsep Third Year\tabcellsep 177\tabcellsep 24.3\\
\tabcellsep Fourth Year\tabcellsep 233\tabcellsep 32.0\\
\tabcellsep Total\tabcellsep 727\tabcellsep 100\\
VII.\tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_0}Table 1 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{2} \par 
\begin{longtable}{P{0.16519434628975263\textwidth}P{0.07508833922261485\textwidth}P{0.045053003533568906\textwidth}P{0.08409893992932861\textwidth}P{0.060070671378091876\textwidth}P{0.07208480565371025\textwidth}P{0.07809187279151944\textwidth}P{0.08109540636042402\textwidth}P{0.06607773851590105\textwidth}P{0.057067137809187284\textwidth}P{0.06607773851590105\textwidth}}
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{SNSs}\tabcellsep \tabcellsep \tabcellsep \\
\multicolumn{3}{l}{University District Sample}\tabcellsep \multicolumn{2}{l}{FaceBook}\tabcellsep \multicolumn{2}{l}{Twitter}\tabcellsep \multicolumn{2}{l}{Yahoo!Buzz}\tabcellsep WLP\tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep Count\tabcellsep \%\tabcellsep Count\tabcellsep \%\tabcellsep Count\tabcellsep \%\tabcellsep Count\tabcellsep \%\\
Jordan\tabcellsep Capital\tabcellsep 280\tabcellsep 258\tabcellsep 92.1\tabcellsep 131\tabcellsep 46.8\tabcellsep 128\tabcellsep 45.7\tabcellsep 93\tabcellsep 33.2\\
Hussein\tabcellsep South\tabcellsep 155\tabcellsep 134\tabcellsep 86.5\tabcellsep 48\tabcellsep 31.0\tabcellsep 57\tabcellsep 36.8\tabcellsep 16\tabcellsep 10.3\\
Balqa\tabcellsep Middle\tabcellsep 135\tabcellsep 109\tabcellsep 80.7\tabcellsep 52\tabcellsep 38.5\tabcellsep 82\tabcellsep 60.7\tabcellsep 21\tabcellsep 15.6\\
Sumaya\tabcellsep Capital\tabcellsep 157\tabcellsep 146\tabcellsep 93.0\tabcellsep 71\tabcellsep 45.2\tabcellsep 31\tabcellsep 19.7\tabcellsep 47\tabcellsep 29.9\\
Total\tabcellsep \tabcellsep 727\tabcellsep 647\tabcellsep 89\tabcellsep 302\tabcellsep 41.5\tabcellsep 298\tabcellsep 41.5\tabcellsep 177\tabcellsep 24.3\end{longtable} \par
  {\small\itshape [Note: * Windows live Profile (WLP)]} 
\caption{\label{tab_1}Table 2 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{3} \par 
\begin{longtable}{P{0.85\textwidth}}
presenting total\\
means:\end{longtable} \par
 
\caption{\label{tab_2}Table 3}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{3} \par 
\begin{longtable}{P{0.0685878962536023\textwidth}P{0.3282420749279539\textwidth}P{0.21556195965417868\textwidth}P{0.23760806916426513\textwidth}}
\tabcellsep Variables\tabcellsep Mean\tabcellsep Total\\
\tabcellsep University of Jordan\tabcellsep 405.3\tabcellsep 113476\\
University\tabcellsep Hussein Balqa\tabcellsep 227.9 154.2\tabcellsep 35328 20818\\
\tabcellsep Sumaya\tabcellsep 369.8\tabcellsep 58055\\
\tabcellsep Total\tabcellsep 313.2\tabcellsep 227677\\
Faculty\tabcellsep Science Arts\tabcellsep 366.4 168.9\tabcellsep 194573 33104\\
\tabcellsep Total\tabcellsep 313.2\tabcellsep 227677\\
Gender\tabcellsep Male Female\tabcellsep 330.2 229.9\tabcellsep 105328 122349\\
\tabcellsep Total\tabcellsep 313.2\tabcellsep 227677\\
\tabcellsep First Year\tabcellsep 318.8\tabcellsep 51957\\
Level\tabcellsep Second Year Third Year\tabcellsep 232.6 438.6\tabcellsep 35818 77635\\
\tabcellsep Fourth Year\tabcellsep 267.2\tabcellsep 62267\\
\tabcellsep Total\tabcellsep 313.2\tabcellsep 227677\end{longtable} \par
 
\caption{\label{tab_3}Table 3 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{4} \par 
\begin{longtable}{P{0.3122448979591837\textwidth}P{0.3330612244897959\textwidth}P{0.013877551020408165\textwidth}P{0.12836734693877552\textwidth}P{0.03816326530612245\textwidth}P{0.024285714285714285\textwidth}}
Source\tabcellsep Sum of Squares\tabcellsep df\tabcellsep Mean Square\tabcellsep F\tabcellsep Sig\\
Between Universities\tabcellsep 7415966\tabcellsep 3\tabcellsep 2471988.77\tabcellsep \multicolumn{2}{l}{1.325 .265}\\
Within Universities\tabcellsep \multicolumn{3}{l}{1.3E+009 723 1865219.748}\tabcellsep \tabcellsep \\
Total\tabcellsep \multicolumn{2}{l}{1.4E+009 726}\tabcellsep \tabcellsep \tabcellsep \\
Between Year Level\tabcellsep 4282074\tabcellsep 3\tabcellsep \multicolumn{2}{l}{1327358.053 .763}\tabcellsep .515\\
Within Year Level\tabcellsep \multicolumn{3}{l}{1.4E+009 723 1869554.315}\tabcellsep \tabcellsep \\
Total\tabcellsep 1.4E+009\tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_4}Table 4 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{5} \par 
\begin{longtable}{P{0.85\textwidth}}
presenting\end{longtable} \par
 
\caption{\label{tab_5}Table 5 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{6} \par 
\begin{longtable}{P{0.37375886524822693\textwidth}P{0.2049645390070922\textwidth}P{0.036170212765957444\textwidth}P{0.12056737588652483\textwidth}P{0.11453900709219858\textwidth}}
\tabcellsep \multicolumn{2}{l}{intensity use}\tabcellsep \tabcellsep \\
Variables\tabcellsep Chi\tabcellsep df\tabcellsep EC\tabcellsep Sig\\
University\tabcellsep 26.48\tabcellsep 9\tabcellsep 8.54\tabcellsep .002\\
Faculty\tabcellsep 12.16\tabcellsep 3\tabcellsep 12.40\tabcellsep .007\\
Gender\tabcellsep 7.67\tabcellsep 3\tabcellsep 20.18\tabcellsep .053\\
Year Level\tabcellsep 8.66\tabcellsep 9\tabcellsep 9.74\tabcellsep .469\\
\multicolumn{2}{l}{* EC: Expected Count}\tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_6}Table 6 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{7} \par 
\begin{longtable}{P{0.3403052064631957\textwidth}P{0.17396768402154397\textwidth}P{0.07477558348294434\textwidth}P{0.0900359066427289\textwidth}P{0.10682226211849191\textwidth}P{0.06409335727109515\textwidth}}
\tabcellsep Variables\tabcellsep No time at all\tabcellsep Less than 1 hr\tabcellsep More than 1 hr up to 2 hrs\tabcellsep more than 2 hrs\\
\tabcellsep University of Jordan\tabcellsep 10\tabcellsep 138\tabcellsep 129\tabcellsep 3\\
University\tabcellsep Hussein Balqa\tabcellsep 19 20\tabcellsep 80 59\tabcellsep 43 51\tabcellsep 13 5\\
\tabcellsep Sumaya\tabcellsep 12\tabcellsep 81\tabcellsep 62\tabcellsep 2\\
Total\tabcellsep \tabcellsep 61\tabcellsep 358\tabcellsep 285\tabcellsep 23\\
Faculty\tabcellsep Science Arts\tabcellsep 36 25\tabcellsep 271 87\tabcellsep 206 79\tabcellsep 18 5\\
Total\tabcellsep \tabcellsep 61\tabcellsep 358\tabcellsep 285\tabcellsep 23\\
Gender\tabcellsep Male Female\tabcellsep 29 32\tabcellsep 160 198\tabcellsep 115 170\tabcellsep 15 8\\
Total\tabcellsep \tabcellsep 61\tabcellsep 358\tabcellsep 285\tabcellsep 23\\
\tabcellsep First Year\tabcellsep 21\tabcellsep 76\tabcellsep 59\tabcellsep 7\\
Level\tabcellsep Second Year Third Year\tabcellsep 9 14\tabcellsep 87 81\tabcellsep 58 75\tabcellsep 0 7\\
\tabcellsep Fourth Year\tabcellsep 17\tabcellsep 114\tabcellsep 93\tabcellsep 9\\
Total\tabcellsep \tabcellsep 61\tabcellsep 358\tabcellsep 285\tabcellsep 23\\
\multicolumn{4}{l}{Chi square calculated to determine whether the}\tabcellsep \tabcellsep \\
\multicolumn{4}{l}{differences in frequency count among the students'}\tabcellsep \tabcellsep \\
\multicolumn{4}{l}{responses were statistically significant. Table 8}\tabcellsep \tabcellsep \\
\multicolumn{2}{l}{summarized Chi square results:}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_7}Table 7 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{8} \par 
\begin{longtable}{P{0.27674418604651163\textwidth}P{0.289922480620155\textwidth}P{0.03953488372093023\textwidth}P{0.11860465116279069\textwidth}P{0.1251937984496124\textwidth}}
\tabcellsep \multicolumn{3}{l}{intensity group use}\tabcellsep \\
Variables\tabcellsep Chi\tabcellsep df\tabcellsep EC\tabcellsep Sig\\
University\tabcellsep 46.227\tabcellsep 9\tabcellsep 4.27\tabcellsep .000\\
Faculty\tabcellsep 7.779\tabcellsep 3\tabcellsep 6.2\tabcellsep .051\\
Gender\tabcellsep 6.122\tabcellsep 3\tabcellsep 10.09\tabcellsep .106\\
Year Level\tabcellsep 14.997\tabcellsep 9\tabcellsep 4.87\tabcellsep .091\end{longtable} \par
  {\small\itshape [Note: * EC: Expected Count]} 
\caption{\label{tab_8}Table 8 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{9} \par 
\begin{longtable}{P{0.39268292682926825\textwidth}P{0.045121951219512194\textwidth}P{0.1524390243902439\textwidth}P{0.08292682926829269\textwidth}P{0.09634146341463415\textwidth}P{0.08048780487804878\textwidth}}
\tabcellsep \multicolumn{2}{l}{Variables}\tabcellsep Reading profiles\tabcellsep Sending messages\tabcellsep R/W New topics\\
\tabcellsep \tabcellsep University of Jordan\tabcellsep 7.7\tabcellsep 15.3\tabcellsep 1.8\\
\tabcellsep University\tabcellsep Hussein\tabcellsep 9.9\tabcellsep 12.3\tabcellsep 4.3\\
\tabcellsep \tabcellsep Balqa\tabcellsep 7.9\tabcellsep 6.8\tabcellsep 3.1\\
\tabcellsep \tabcellsep Sumaya\tabcellsep 6.9\tabcellsep 5.7\tabcellsep 2.2\\
\tabcellsep \tabcellsep Total\tabcellsep 8.0\tabcellsep 11.0\tabcellsep 2.6\\
\tabcellsep Faculty\tabcellsep Science Arts\tabcellsep 7.4 9.7\tabcellsep 8.0 19.1\tabcellsep 2.5 3.1\\
\tabcellsep \tabcellsep Total\tabcellsep 8.0\tabcellsep 11.0\tabcellsep 2.6\\
\tabcellsep Gender\tabcellsep Male Female\tabcellsep 8.2 7.9\tabcellsep 11.6 10.6\tabcellsep 3.1 2.3\\
\tabcellsep \tabcellsep Total\tabcellsep 8.0\tabcellsep 11.0\tabcellsep 2.6\\
\tabcellsep \tabcellsep First Year\tabcellsep 9.9\tabcellsep 10.2\tabcellsep 3.2\\
SNSs?:\tabcellsep Level\tabcellsep Second Year Third Year\tabcellsep 8.1 8.0\tabcellsep 9.1 9.8\tabcellsep 2.6 2.7\\
1. Rarely visit profiles 2. Reads wall/ discussion board\tabcellsep \tabcellsep Fourth Year Total\tabcellsep 6.7 8.0\tabcellsep 13.8 11.0\tabcellsep 2.2 2.6\\
3. Mostly reads, sometimes write on wall/\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
discussion board\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
4. Reads and writes on wall/ discussion boards\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
5. Reads, writes and starts new topics on wall/\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
discussion board.\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
The participants' responses for questions 1 to 3\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
were calculated in means as shown in table 9:\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_9}Table 9 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{10} \par 
\begin{longtable}{P{0.08644067796610169\textwidth}P{0.2016949152542373\textwidth}P{0.0288135593220339\textwidth}P{0.15847457627118644\textwidth}P{0.01440677966101695\textwidth}P{0.043220338983050846\textwidth}P{0.3169491525423729\textwidth}}
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep Year\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep D D D D D D D D )\\
Source\tabcellsep Squares Sum of\tabcellsep df\tabcellsep Mean Square\tabcellsep F\tabcellsep Sig\tabcellsep (\end{longtable} \par
 
\caption{\label{tab_10}Table 10 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{11} \par 
\begin{longtable}{P{0.29781021897810217\textwidth}P{0.14890510948905109\textwidth}P{0.2481751824817518\textwidth}P{0.1551094890510949\textwidth}}
\tabcellsep \multicolumn{2}{l}{Al-Hussein Balqa}\tabcellsep Sumaya\\
\multicolumn{2}{l}{University of Jordan 2.51959 *}\tabcellsep \multicolumn{2}{l}{1.38386 0.46132}\\
?\tabcellsep .004\tabcellsep .289\tabcellsep .950\\
Al-Hussein\tabcellsep -\tabcellsep \multicolumn{2}{l}{1.13572 2.11827}\\
?\tabcellsep -\tabcellsep .671\tabcellsep .057\\
Balqa\tabcellsep -\tabcellsep -\tabcellsep 0.98254\\
?\tabcellsep -\tabcellsep -\tabcellsep .680\end{longtable} \par
 
\caption{\label{tab_11}Table 11 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{12} \par 
\begin{longtable}{P{0.15256410256410255\textwidth}P{0.4576923076923077\textwidth}P{0.09589743589743589\textwidth}P{0.021794871794871794\textwidth}P{0.12205128205128205\textwidth}}
\multicolumn{2}{l}{Variable Participation}\tabcellsep t\tabcellsep df\tabcellsep Sig\\
\tabcellsep Reading profiles\tabcellsep 1.413\tabcellsep \tabcellsep .158\\
Faculty\tabcellsep \multicolumn{2}{l}{Sending messages 2.137}\tabcellsep \tabcellsep .033\\
\tabcellsep R/W New topics Reading profiles\tabcellsep 1.054 0.146\tabcellsep 725\tabcellsep .292 .889\\
Gender\tabcellsep \multicolumn{2}{l}{Sending messages 0,222}\tabcellsep \tabcellsep .825\\
\tabcellsep R/W New topics\tabcellsep 1.452\tabcellsep \tabcellsep .147\end{longtable} \par
 
\caption{\label{tab_12}Table 12 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{13} \par 
\begin{longtable}{P{0.205286129970902\textwidth}P{0.038748787584869056\textwidth}P{0.053588748787584864\textwidth}P{0.10470417070805044\textwidth}P{0.015664403491755578\textwidth}P{0.03545101842870999\textwidth}P{0.25805043646944714\textwidth}P{0.06265761396702231\textwidth}P{0.037099903006789524\textwidth}P{0.038748787584869056\textwidth}}
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{1. Rarely Visit Profiles (RVP)}\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{2. Reads Wall/ Discussion Board (RWDB)}\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{3. Mostly Reads, Sometimes Write on wall/ discussion}\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{board (MRS)}\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{4. Reads and Writes on Wall/ Discussion Boards}\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{(RWWDB)}\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{5. Reads, writes and starts new topics on wall/}\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{discussion board (Topics)}\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep The following Table, showing students'\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{responses:}\\
\tabcellsep \tabcellsep Variables\tabcellsep \tabcellsep \tabcellsep RVP\tabcellsep RWDB\tabcellsep MRS\tabcellsep RWWDB\tabcellsep Topics\\
\tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{University of Jordan}\tabcellsep 39\tabcellsep 99\tabcellsep 27\tabcellsep 54\tabcellsep 61\\
\tabcellsep \tabcellsep University\tabcellsep Hussein Balqa\tabcellsep \tabcellsep 42 33\tabcellsep 41 42\tabcellsep 34 00\tabcellsep 20 20\tabcellsep 18 40\\
\tabcellsep \tabcellsep \tabcellsep Sumaya\tabcellsep \tabcellsep 28\tabcellsep 60\tabcellsep 2\tabcellsep 25\tabcellsep 42\\
\tabcellsep \tabcellsep Total\tabcellsep \tabcellsep \tabcellsep 142\tabcellsep 242\tabcellsep 63\tabcellsep 119\tabcellsep 161\\
\tabcellsep \tabcellsep Faculty\tabcellsep Science Arts\tabcellsep \tabcellsep 94 48\tabcellsep 186 56\tabcellsep 43 20\tabcellsep 95 24\tabcellsep 113 48\\
\tabcellsep \tabcellsep Total\tabcellsep \tabcellsep \tabcellsep 142\tabcellsep 242\tabcellsep 63\tabcellsep 119\tabcellsep 161\\
\tabcellsep \tabcellsep Gender\tabcellsep Male Female\tabcellsep \tabcellsep 77 65\tabcellsep 104 138\tabcellsep 22 41\tabcellsep 50 69\tabcellsep 66 95\\
\tabcellsep \tabcellsep Total\tabcellsep \tabcellsep \tabcellsep 142\tabcellsep 242\tabcellsep 63\tabcellsep 119\tabcellsep 161\\
\tabcellsep \tabcellsep \tabcellsep First Year\tabcellsep \tabcellsep 42\tabcellsep 49\tabcellsep 18\tabcellsep 21\tabcellsep 33\\
\tabcellsep \tabcellsep Level\tabcellsep Second Year Third Year\tabcellsep \tabcellsep 27 29\tabcellsep 52 64\tabcellsep 13 14\tabcellsep 21 31\tabcellsep 41 39\\
\tabcellsep \tabcellsep \tabcellsep Fourth Year\tabcellsep \tabcellsep 44\tabcellsep 77\tabcellsep 18\tabcellsep 46\tabcellsep 48\\
\tabcellsep \tabcellsep Total\tabcellsep \tabcellsep \tabcellsep 142\tabcellsep 242\tabcellsep 63\tabcellsep 119\tabcellsep 161\\
\multicolumn{6}{l}{Chi square calculated to determine the count}\tabcellsep \\
\multicolumn{6}{l}{distribution among the students' responses according to}\tabcellsep \\
\multicolumn{6}{l}{scale and study variables. Table 14 summarized Chi}\tabcellsep \\
\multicolumn{2}{l}{square results:}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\multicolumn{5}{l}{Table 14 : Chi square summary, of students'}\tabcellsep \tabcellsep \\
\tabcellsep \multicolumn{3}{l}{participations at SNSs}\tabcellsep \tabcellsep \tabcellsep \\
Variables\tabcellsep Chi\tabcellsep df\tabcellsep EC\tabcellsep Sig\tabcellsep \tabcellsep \\
University\tabcellsep 83.728\tabcellsep 12\tabcellsep 11.70\tabcellsep .000\tabcellsep \tabcellsep \\
Faculty\tabcellsep 9.356\tabcellsep 4\tabcellsep 16.98\tabcellsep .053\tabcellsep \tabcellsep \\
Gender\tabcellsep 9.018\tabcellsep 4\tabcellsep 27.64\tabcellsep .061\tabcellsep \tabcellsep \\
Year Level\tabcellsep 12.482\tabcellsep 12\tabcellsep 13.35\tabcellsep .408\tabcellsep \tabcellsep \end{longtable} \par
  {\small\itshape [Note: * EC: Expected Count]} 
\caption{\label{tab_13}Table 13 :}\end{figure}
 		 		\backmatter  			 \par
ANCOVA revealed no significant differences at ??0.05 between students' participations at SNSs according to university and year level except reading, writing and starting new topics according to university. Post Hoc Tests (Scheffe, 1959) revealed that only significant difference exist between University of Jordan and Al-Hussein University for the benefit of Al-Hussein University as shown in Table  {\ref 11}.			 			  				\begin{bibitemlist}{1}
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\end{document}
