social-media-effect.pdf

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ASSESSING THE EFFECT OF SOCIAL MEDIA
ON
GRACE INTERNATONAL BIBLE UNIVERSITY
(GIBU)
Dr. Paul Allieu Kamara
Paper presented at the 2022 Grace International Bible University five years Anniversary Conference,
organized by the Grace International Bible University-GIBU
www.gibu.education www.gibuniversity.org
Rudolph Kwanue University-RKU.
www.rkuniversty.org
International accreditation commission for education IACE
www.iace-accreditation.info
Global Academia journal in science and theology-GAJST
www.gajst.org
WhatsApp+231-555-878358
Or +231-778-251-970
Emails: gracecollege578@gmail.com, rkuinfo77@gmail.com, gajst351@gmail.com,

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ABSTRACT
There is no doubt that social media has gained wider acceptability and usability and it is also becoming
probably the most important communication tools among people. Grace International Bible University is
simply a particular non-Christian denomination University founded by Bishop Prof. Rudolph Q. Kwanue
Sr. and some Christian believers that has benefited greatly on this tool. There is perceived effect of social
media on the University. Several authors had considered the pro and con of social media on the University.
However, it is necessary to view the effect from a scientific point of view. The purpose of this paper is to
explore the factors that affect the use of social media and determine the percentage contribution of the
factors to the success or failure of the Social Media work on the University. It is also to evolve a standard
metric for planning, management and assessment of social media program in the University.
Questionnaires are distributed to University members and factor analysis by principal component using
Statistical Package for Social Scientist (SPSS) was carried out. The result obtained placed a high premium
on the group account, enlightenment, privacy and security policy issues on social media usage in the
University. It is therefore necessary for the University leadership to encourage the use of University group
account, develop members’ enlightenment training programme on social media usage, and also advice on
workable privacy and security issues on the social media websites. This will impact positively on the
growth of the University.
Bishop Prof. Rudolph Q. Kwanue Sr. Founder, Chancellor and International Director, GIBU&RKU
Keyword: Social Media, Grace International Bible University, Decision, Variables, Factor and
Analysis

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INTRODUCTION
The University is simply the collection of all individual Christians students and Churches. The emphasis
of Grace International Bible University’s teachings around the World is that there is no distinction among
Christ's group of people regarding race, gender, nationality or social standing (GIBU, 2017). The moral
test of obedience, the relational test of love and the doctrinal test of faith are the three tests of authentic
characteristics of the University. This is key subject of GIBU to the University members (Rudolph, 2017).
Therefore, communication is the bedrock of the relationship among the members of the University,
students, leaders, staff and the entire world with a view to achieving its moral, relational (evangelization)
and doctrinal goals of sound education.
Social media is a term used to describe a variety of web-based platforms, applications and technologies
that enable people to socially interact with one another online. Some examples of Social Media Websites
(SMW) and applications include Facebook, Twitter, YouTube, Del.icio.us, Google+, Digg, Blogs, go,
WhatsApp and other sites that have content based on user participation and User Generated Content
(UGC).
In other to know the effect of social media on the University, it is necessary to ascertain the level of
students’ awareness of social media websites, computer literacy of members, policy on social media,
primary purpose of each member on the social media website, time spent on social media websites and so
on. These are performance indices to evaluate the effect of social media on the University. It is not
sufficient to conclude whether the effect on the University is positive or negative. This paper provides
scientific basis for whatsoever conclusion.
Grace International Bible University

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1.1 Motivation for Research Paper
A University is a place in which people can learn and share their thoughts and beliefs with each other.
Therefore, it is very important that many people participate in sharing these thoughts and beliefs with
others. But due to the increasing digitalization in our networked world, more and more communication is
becoming indirect. People are increasingly communicating online through social media websites in order
to keep stimulating the discussion on the relevance of the University.
Discussion on social media websites is mostly personal in the chat rooms. The reasons for each member
of the University to registering on any social media websites are also mostly personal. There is need for
the University leadership to regulate the members’ activities on the social media websites. Deliberate
attempts must be made to ensuring that the University is making a positive use of social media in
accomplishing the moral and evangelization goals of the University.
Adequate and efficient policies on social media usage are not available today in the University. The
University needs to understand the principal factors that enhance positive use of social media, so as to
concentrate on those factors to produce expected goals and objectives of the University.
1.2 Objective of Research Paper
The specific objectives of paper are to:
a. Identify the performance indices of social media usage as it affects the University’
Program.
b. Take the survey of social media usage among selected members of the University, Leaders
and carry out factor analysis by principal components of the performance indices.
c. Estimate the contributions of the factors extracted from the performance indices to the
success of the University.
1.3 Methodology of Research Paper
A review of the principles and practice of social media is carried out. The performance indices that
affect the use of social media in the University are identified. A survey of social media usage in
the University using questionnaire, interview and observation techniques is carried out. The
interview and observation techniques are used as tools to verify and validate the responses obtained
from the administration of questionnaire. Factor analyses by principal component of the surveyed
data using SPSS Statistics 17.0 were carried out with a view to evaluating the effect of social media
on the University.

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1.4 Organization of Research Paper
The remainder of this paper is structured as follows. Section two will address the review of existing
literature on social media, its pro and con on the University. Section three will further clarify the
research method that has been used. Section four presents the results of the research. Finally, in
Section five, the results and the limitations of this research will be discussed. Suggestions for
further research are presented as well.
2.0 LITERATURE REVIEW
Several authors had written on various issues relating to social media and the Universities. This
section highlights various author’s contribution.
2.1 Understanding social media and Universities
Cross section of GIBU graduands
The term “social media” refers to the wide range of Internet 3 based and mobile services that allow
users to participate in online exchanges, contribute user 3 created content or join online
communities. The kinds of Internet services commonly associated with social media (sometimes
referred to as “Web 2.0”) include the following:
a. Social network sites These have been defined as web-based services that allow individuals to:

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(1) construct a public or semipublic profiles within a bounded system
(2) articulate a list of other users with whom they share a connection,
(3) view and traverse their list of connections and those made by others within the system.
The nature and nomenclature of these connections may vary from site to site (Boyd &
Ellison 2007).
• On average, global internet users spend 2 hours and 26 minutes on social media platforms every
day.
• Since 2020, there’s been a 12% rise in people saying they use social media less than they used to.
• Nigeria has the most addicted internet users in Africa, with the average user spending 3 hours
and 42 minutes on social networks every day.
Globally, social media usage has plateaued, according to the Global Web Index's flagship report on the
latest trends in social media.
The report, which provides the most important insights on the world of social media, found that since Q2
2021, time spent on social media has increased in 32 of the 47 countries, with consumers in the Middle
East and Africa (MEA) upping their usage by around 20 minutes in the space of a few months.
According to the report, time spent on social media has been a bit of a rollercoaster over the last five years.
“Between 2014- 2018, the average time spent on networks was making steady strides forward, increasing
by almost 40 minutes. The numbers then started to plateau in 2019, only to be interrupted by the pandemic.
Q2 2020, when around half the world’s population was under some form of lockdown. Back then, the
long-term impact of this uptick wasn’t clear; but it is now. Engagement has fluctuated a little, but
ultimately levelled off. If we take MEA out of the equation, the global average is what it was three years
ago,” the report noted,
The African country most obsessed with social media is Nigeria. On average, they spend a shocking 3
hours and 42 minutes on social networks every day. In second place is South Africa, where users spend
on average 3 hours and 37 minutes scrolling through their favorite social media sites.
b. Social, bookmarking 3 Social bookmarking sites allow users to organize and share links to websites.
Examples include Reddit, StumbleUpon and Digg.
c. Wikis 3 A wiki is “a collective website where any participant is allowed to modify any page or create a
new page using her Web browser.” One well3 known example is Wikipedia, a free online encyclopedia
that makes use of wiki technology
d. Blogs 3 Short for “web log,” a blog is an online journal in which pages are usually displayed in reverse
chronological order. Blogs can be hosted for free on websites such as Word Press, Tumblr and Blogger.

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In the late 1990s, as broadband Internet became more popular, websites that allowed users to create and
upload content began to appear. The first social network site (SixDegrees.com) appeared in 1997. From
2002 onward, a large number of social network sites were launched. Some – such as Friendster – enjoyed
a surge of popularity, only to fade. Others developed niche communities: My Space, for example, appealed
to teenaged music aficionados.
The widespread adoption of these modes of social communication began only in the early 2000s; their
social and economic implications on the church are not yet fully understood. Some believe the Internet is
making people more isolated, while others hope it will increase interactive participation among, University
members. It is believed that the social media is providing ways of fostering participation with church
members and enhancing relationships.
University Social media website such as the Global Academia Journal of Science and Theology and is
free to join and allows members to get information about over 16,000 Universities. Browse through the
site to learn about the University, including their denomination, service times, what types of social groups
they have, and what their vision statement is. If you choose to join, you can post your own profile online
and post messages for other members.
The Grace International Bible University (GIBU) also has its own community website. Users can post a
profile, photos, and share their thoughts and opinions with other users. Registered users who have been
designated as "friends" are able to post comments on each other's pages. The main community pages
feature the latest discussions and featured bloggers. Instead of interacting only with one's own
congregation, members of the gibuniversity.org community can develop online relationships with
similarly3minded people from any location.
2.2 Impact of social media on university
GIBU Liberia

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GIBU’s Chancellor in Sierra Leone
The popularity of social media means that some University have started to embrace this technology to
expand their, University community into the virtual world. Many University faiths are finding it difficult
to attract and keep members. If a University can appear to be in tune with the times, this may be a way to
get people to start attending regularly again.
The impact of social media on university students’ life is generally seen as a positive one. People who are
actively participating on their university’s vision have the opportunity to interact with people they may
not have otherwise had the chance to "meet". This technology means that our world is a much smaller
place than it was for previous generations. It is a way to get that sense of community that we still crave.
There are different aspects of University’s life. These include spiritual, social, economic, administration,
evangelization and so on. Several literatures are available that examines the impact of Social, media on
one or more of these aspects of universities, life however there is dearth of standard research metrics to
scientifically measure the degree of impact. Attempts were made to itemize the positive and negative
impact of social media on the Grace International Bible University in general.
2.3 Benefit of Social Media to GIBU University
Every organization, including the University who needs to get the word out about its upcoming fundraising
or new product or service, there is no better way to get the message to millions of people 24/7 than through
a social media website. The best part is that the word can be spread through social networking profiles for
free. It is possible to promote a product, service or idea because the only limitation is the amount of time

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desired to invest in the endeavor. The University can use the social media to bring to people’s awareness
upcoming events and publicize the University innovative as well as a tool for teachings and programs.
GIBU Ghana
Social media is a tool to overcome some of the barriers faced by the University member to forming and
maintaining positive social relationships. These barriers can include lack of safe, accessible and
welcoming public places to gather, limited transport to get there, and time free of structured activities such
as school and sport. Social media challenge these barriers because they are accessible 24/7, from different
physical locations and via different technologies (eg. computer, mobile device) (Boyd 2007; Sefton3Green
& Buckingham 1996).
Furthermore, social media play a critical role in overcoming the impact that high levels of mobility and
complexity can have on long 3 term relationships. For example, some Universities had retained their
relationship with some old Universities at a far remote village up till their graduate school through social
media website such as Facebook.
Most research has focused on the role social networking sites play in maintaining and strengthening of
existing offline relationships. This research often suggests that those relationships which occur solely
online are ‘weaker’. (Donath & Boyd 2004). However, for some University members, particularly those
who are marginalized or otherwise socially isolated, online relationships provided a significant, and
sometimes the only, opportunity for such socialization and education opportunities.
Ability to connect with others with shared values, views, needs or experiences, can assist University
members experiencing marginalization to identify potential supportive connections in their local
community (Munt, Basset & O‟Riordan 2002:135). Another study demonstrated how Facebook helped
young people with lower levels of social skills develop in education and friendships online that then
translated offline (Valkenburg, Peter & Schouten 2006). This sense of belonging and acceptance can mean
that young people who may be more vulnerable to isolation such as those with chronic illness or a
disability – often remain members of an online community long after their initial impetus is gone

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(Richardson and Third, 2009). Social media constitute new spaces for civic engagement and political
participation including information sharing and bringing together new networks for action utilizing email,
user 3 generated content and other networking practices (Montgomery 2007; Vromen 2007; 2008). Social
media are being used for discussion, organization and mobilization as part of emerging political discourse
in young people’s everyday life (Kann 2007).
For young University members who do not consider their participation in civic or issue 3 based activities
as ‘political’ in the traditional or institutional sense, social media are considered more important than
‘civic sites’ (Collin, 2009). Social networking services, such as www.myspace.com are used to find out
what other people are doing by connecting with individuals with similar interests, existing campaigns or
disseminating information about their own projects (Collin, 2010). Furthermore, organizations and
services are increasingly viewing social networking practices as the next step in youth participation in
government and community decision making, though there are still questions as to the extent to which
Social Networking Sites (SNS) operate as virtual public spheres, enabling and fostering deliberation and
direct participation (Vromen, 2008). However, the public sphere defined as “a network for communicating
information and points of view” (Habermas, 1996) permits the recognition of forms of creative digital
expression via social media as civic engagement (Burgess, et al., 2006).
2. 4 The Problems of Socia Media in Grace International Bible University
One of the major problems of social media is that face to face connections is endangered. A huge
advantage of these social communities has a reverse side effect that is also a big disadvantage of social
networking. They reduce or eliminate face to face socialization. Because of the autonomy afforded by the
virtual world, individuals are free to create a fantasy persona and can pretend to be someone else. Such
pretense is against the rule of the University.
GIBU Tanzanian
It is hard to say no, be rude, or ignore someone when you are looking them in the eye. It is incredibly easy
and quick to ‘unfriend’ or ‘unfollow’ someone or simply block their efforts to make a connection. Just
one click of the mouse and your problems are over. Unfortunately, this feature of online socialization

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cheats people of the opportunity to learn how to resolve conflicts in the world outside the Internet and it
could retard or cripple one's social skills developments.
A report from the Office of the Founder, Chancellor and International in the 5th
years celebration shows
that 41 percent of People spend their time posting messages on social network sites established by Grace
International Bible University around the World. They are not spending this time in face-to-face
interactions with their peers or others nor are they developing the necessary social skills for future success.
The young members of the University, are also affected by this danger.
Use of social networks can expose the University students or members to harassment or inappropriate
contact from others. Unless the University leaders are diligent to filter the Internet content to which the
members are exposed, they could be exposed to pornography or other inappropriate content. High usage
of social media increases the risk of their being victims of cybercrimes.
There are also the risks of fraud or identity theft in the use of social media. The information posted on the
Internet is available to almost anyone who is clever enough to access it. Most fraudsters need just a few
vital pieces of personal information to make life of others a nightmare. A report on CNET reveals over 24
million Americans put their personal information at risk by posting it on public sites such as social
communities.
Social media is also believed to be time waster. While it is true that some of that time is likely spent in
making and maintaining important business, social or professional connections, it is also true that it is
easy to become distracted and end up spending valuable time on games, chats or other nonrelated activities
of the University programs.
Another problem is corporate invasion of privacy. Social networking invites major corporations to invade
your privacy and sell your personal information. Have you ever posted a comment on Facebook, only to
notice an advertisement appear with content related to your post? Facebook projects that it will earn $5.8
billion in revenue in 2023. That's not bad for a free site. If Facebook and other social networking sites do
not charge their members, however, how do they make so much money? They do it by selling the ability
to specifically target advertisements. On social networking sites, the website is not the product, its users
are. These sites run algorithms that search for keywords, web browsing habits, and other data stored on
your computer or social networking profile and provide you with advertisements targeted specifically to
you. At the same time, you may be giving the site permission to share your information with outside
sources unless you specifically generate settings that disallow them to do so.

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3.0 STUDY OF PERFORMANCE INDICES OF SOCIAL MEDIA ON GRACE
INTERNATIONAL BIBLE UNIVERSITY
The performance of social media on the University can be measured by assessing and evaluating the
following:
a. Performance indices of Grace International Bible University students and members as social media
users.
b. Performance indices of social media providers.
c. Performance indices of Grace International Bible University leadership, programme and policies.
The major stakeholders relevant to the study of Assessing the effect of social media on Grace International
Bible University are the social media users (Students, Lecturers, Leaders and members), social media
providers (facebook websites, WhatsApp, You Tube, twitter, etc) and the University leadership. The
ability of each of the stakeholders to carry out its functions appropriately is indispensable to the success
or failure of the University.
3.1 Performance Indices of Social Media Users in GIBU
Social media users are the Students, Lecturers, Leaders and members in the context of our topic. Users
may be categorized by their status in the University. Some users are University Students, Lecturers,
Leaders and member, Internship in training, Partners Universities or supervising accrediting Bodies. Users
of social media in the University register on various platforms of social media including Facebook,
WhatsApp, Twitter, LinkedIn, Digg, Propeller, Reddit or YouTube. University members belong to all
age group; however, the youths and middle-aged men and women mostly use social media. A University
whose membership are mostly young people are likely to make use of social media more. Some users are
employers of Laboure who wishes to place advert or to make business contacts through social media.
Other users may be applicants seeking for job opportunities or admission into the institution in other parts
of the world. Some other users come to the social media sites to share information with friends and loved
ones. Each user has varying time to spend for social networking.
Summarily, users in the University have different motives on social media sites such as habit, passing
time, entertainment, interpersonal relationship and gospel/spiritual Lectures and assignment. Whichever
category of user in the University, he or she must be familiar with basic knowledge of how to browse the
internet. This is the reason why the level of education and Internet experience of the user assists in social
media usage. The level of education and enlightening affect how the users handle the mobile phone, iPod,
tablet, laptop, and desktop. Infarct, the device available to users affects the time spent by users. For
example, a user that uses mobile phone will likely spend more time on social media sites than someone
using an office desktop computer.

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3.2 Performance Indices of Social Media Provider
Social media providers (facebook, twitter, etc) develop users’ interface to share information one 3 one or
one 3 many (broadcast). This is a software solution for networking. This paper, do not focus on the
technical performance indices rather performance index from users’ perspective. These include ease of
use, friendliness, security and privacy issues.
3.3 Performance Indices of University Leadership, Programme and Policies
The University as an organization is a collection of individuals sharing the same intellectual ideology. The
corporate interest of the University is expected to be that of individual members. In academic sense, the
University leadership is expected to provide a behavioural pattern, godly character and habit through bible
teaching. University ethos and ethics for members’ belief affects their behaviour. The question then is
that, to what extent can the University leadership provide policies, programmes or set of biblical principle
to adequately manage, assess and evaluate her membership performance on the set objective with
particular reference to the use social media websites.
The decision of the University leadership on the choice of social media site, enlightenment programme
for members, clear statement of University policies on social media, provision of online study forum,
online counseling services and online publicity strategy are key factors to enrich the corporate use social
media in the University.

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4.0 SURVEY OF SOCIAL MEDIA USAGE IN GRACE INTERNATIONAL BIBLE UNIVERSITY
PERFORMANCE EVALUATION
In this session, the technique adopted in the survey of some social media usage in the University is
reported. The factor analysis by principal component of the surveyed data is carried out and the result
obtained from the use of SPSS package are interpreted and presented.
4.1 Data Survey Techniques
In the bid to assess and evaluate the performance of social media on the University, the following
categories of decision variables or performance indices were recognized
a. Quantitative decision variables
b. Qualitative decision variables
The quantitative decision variables are indices, which have precise value and can be related to one another
in the form of mathematical questions. It is recognized that mathematical algorithmic procedure for the
assessment and evaluation of any real-life system cannot yield a complete meaningful and acceptable
solutions to the human experts. In the light of this, qualitative decision variables, which are vague and
have, often, imprecise values are considered in this study. Boolean logic of vague or imprecise knowledge
is mathematical and discrete in nature. Boolean logic, in mathematical and discrete sense, operates on two
extremes namely lower bound, which can be “0”, and upper bound, which can be “’1”. The reality of
events between “0” and “1” are assumed and considered ignorable. In view of the limitation of Boolean
logic as expressed above, fuzzy logic of imprecise knowledge of reality is adopted. Thus, a 53-point Likert
scale characterized by (poor, average, good, very good and excellent) is considered for measuring the
qualitative decision variables.
Questionnaire is designed and administered on users of social media in the University. The transcript of
the questionnaire for the users is reported to reduce the size of this paper. 200 questionnaires were
administered and 162 were returned from 163 Countries in the world.
It is remarked that in each questionnaire, there were leading quantitative decision variables such as the
name and address of Student, type of social media, education level and internet experience of users, and
so on. The leading quantitative decision variables are meant to serve as parameters for measuring the sense
of judgment of the respondents. It is remarked, too, that some respondents were interviewed and meetings
were held with a group of users in some Universities with a view to verifying and validating their answers
to some critical questions.

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4.2 Mathematical Model of Surveyed
Factor analysis by principal components of surveyed data has been purposed and implemented in
[Akinyokun and Chiemeke, 2004]. The mathematical model of the assessment and evaluation of social
media assessing the effect on Grace International Bible University using factor analysis by principal
component can be expressed as:
Where A represent the B respondent, C represent the assessment of E variable by F respondent, and G
represents I ETC. decision variable. The model can be expressed as
University Campus in Liberia
The primary goal of factor analysis by principal components is to generate some cluster of decision
variables or performance indices of social media on the University. Each cluster shall constitute a factor
with which social media performance can be measured. The percentage contribution of each factor to the
social media performance on the University can also be generated. The following statistics are produced
and used for the purpose of achieving the above stated goals.

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a. Descriptive statistics.
b. Correlation matrix.
c. KMO and Bartlett’s Test
d. Component matrix.
e. Eigenvalue.
f. Commonalities.
g. Initial factor loadings.
h. Rotated factor loadings.
The descriptive statistics gives the mean and standard deviation of each decision variable on the sample
population. The correlation matrix presents the degree of pair wise interrelationships of the decision
variables. A positive value in the correlation matrix shows a positive relationship, a negative value shows
a negative relationship and zero value indicates that there is no relationship.
The factor loadings associated with a specific variable is simply the correlation between the factor and the
variable’s standard scores. Each factor represents an area of generalization that is qualitatively distinct
from that represented by another factor. The degree of generalization found between each variable and
each factor is referred to as “factor loading”. The farther a factor loading is from zero in the positive
direction, the more one can conclude the contribution of a variable to a factor. The component matrix can
be rotated by varimax, promax, equamax or quartimax for the purpose of establishing a high correlation
between variables and factors. The component score coefficient matrix of the factors is generated to
evaluate the contributions of each of the variable to the success of social media usage in Grace
International Bible University. The eigenvalue and percentage variance of the extracted are generated for
the purpose of evaluating the contribution of each factor to the performance of social media on the
University
4.3 Measure of Sampling Adequacy
The Kaiser-Meyer Olkin measure of sampling adequacy tests whether the partial correlations among
variables are small. High values (close to 1.0) generally indicate that a factor analysis may be useful with
data. Bartlett's test of sphericity tests the hypothesis that correlation matrix is an identity matrix, which
would indicate that variables are unrelated. Small values (less than 0.05) of the significance level indicate
that a factor analysis may be useful with data. Table 4.1 indicates that in the present test The Kaiser Meyer
Olkin (KMO) measure was 0.909. Bartlett’s sphericity test indicating Chi3Square = 1924.049, degree of
freedom (df) = 276 with a significance of 0.000.

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Table 4.1 KMO and Bartlett’s’ Test
KMO and Bartlett’s’ Test
KMO Measure of Sampling Adequacy. .909
Bartlett's Test of Sphericity Chi-Square 1924.049
Degree of Freedom 276
Significance 000
4.4 Evaluation of Social Media Performance on University
The surveyed data were subjected to factor analysis by principal component using SPSS Version 17.0 on
a microcomputer with Microsoft Windows Operating System as the platform. The descriptive statistics of
the data collected from the assessment of the social media users in the University is shown in Table 4.2.
The table presents the mean and standard deviation of the rating of social media performance on each of
the performance indices. The SPSS generates the correlation matrix as a single file shown in Appendix A.
The analysis of the correlation matrix shows that the highest correlation of 0.771 exists between the
“familiarity with social media sites” and “regularity of students, Leaders and members on social media
sites”. The next highest correlation of 0.712 exists between the “University programme publicity through
social media sites” and “relationship among members through social media sites”. The implication of the
former is that “familiarity with social media sites” is very likely to share the same factor with “regularity
of University member on social media sites”. Similarly, “University programme publicity through social
media sites” is very likely to share the same factor with “relationship among members through social
media sites”. The least correlation of –0.189 exists between “University member’s age” and “mode of
access to the social media site”. The implication of this is that “University member’s age” is not likely to
share the same factor with “mode of access to the social media site”.
In factor analysis, there is a set of factors which is generally referred to as “common factors”, each of
which load on some variables. There is another set of factors, which are extraneous to each of the variables.
The proportion of the variance of a variable explained by the common factor is called the “communality”
of the variable. Table 4.3 presents the commonalities of the variable, which ranges between 0 and 1. The
table shows that the commonalities of “moral assessment on social media sites” and ‘invitation to
University services through social media sites” are 0.594 and 0.578 respectively. These imply that 59.40%
of the variance in “moral assessment on social media sites” can be explained by the extracted factors while
the remaining 40.60% is attributed to extraneous factors such as users’ friendliness, population of
congregation, age distribution of congregation and so on. Similarly, 57.80% of the variance in “invitation
to University services through social media sites” can be explained by the extracted factors, while the
remaining 42.20% is attributed to extraneous factors.

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Table 4.2 3 Descriptive Statistics of Raw Scores Table 4.3 Communities of Variable
Variables Mean Study Deviation Analysis N
AGE 3.4321 .5884 162 Variables Initial extraction
A 3.2716 .93931 162 AGE 1.000 .628
B 2.4074 1.17719 162 A 1.000 .699
C 2.9444 .48901 162 B 1.000 .701
D 4.753 .84927 162 C 1.000 .671
E 2.0802 1.18991 162 D 1.000 .786
F 3.8889 1.39208 162 E 1.000 .572
G 4.2531 1.38003 162 F 1.000 .800
H 3.1111 1.36049 162 G 1.000 .612
I 2.7284 1.29031 162 H 1.000 .689
J 2.7654 1.34923 162 I 1.000 .776
K 2.1667 1.34788 162 J 1.000 .594
N 2.2593 1.37663 162 K 1.000 .644
M 2.2654 1.36865 162 N 1.000 .693
O 2.7160 1.42065 162 M 1.000 .672
P 2.5864 1.37251 162 O 1.000 .601
Q 2.1358 1.41643 162 P 1.000 .538
R 2.5247 1.42385 162 Q 1.000 .576
S 2.6667 1.48700 162 R 1.000 .671
T 2.7284 1.37423 162 S 1.000 .613
U 2.5679 1.46120 162 T 1.000 .703
V 2.4877 1.52102 162 U 1.000 .578
W 2.7346 1.55157 162 V 1.000 .688
Y 2.5556 1.50362 162 W 1.000 .743
Z Y 1.000 .601
The initial factor exactions are achieved by two different approaches for replication purpose, namely:
mineigen criterium and ncriterium. In mineigen criterium, defunct was used in determining the number of
factors to be retained while in the case ncriterium, the numbers of factors to be retained are specified on
the basis of a Social Science rule which states that only the variables with loadings equal to or greater than
0.4 should be considered meaningful and extracted for factor analysis. Applying the Social Science rule
on the initial component matrix generated; the extracted factor loadings are presented in Table 4.4. The
Table 4.5 shows the following:
a. Six factors were extracted
b. 16 decision variables load on factor 1
c. 3 decision variables load on factor 2

19
d. 2 decisions variables load on factor 3
e. 3 decision variables load on factor 4
f. 1 decision variable load in factor 5
g. 1 decision variable load in factor 6
In order to obtain a meaningful representation of variables and factor mapping along the principal axis,
the resulted principal component matrix is rotated by orthogonal transformation by varimax, promax
equamax and quartimax. The extracted factor loadings obtained from the orthogonal transformation by
varimax, quartimax, equamax, and promax are presented in Table 4.5, Table 4.6, Table 4.7 and Table 4.8
respectively.
It is observed that equamax produces the best meaningful factor loadings; consequently Table 4.7 is
considered for further analysis. The interpretation of Table 4.7 is as follows:
Factor 1 – Group Account, Privacy, Security, Policy and Enlightenment Issues
a. Regular use of Grace International Bible University social media corporate account (A)
b. Online Students Participation (B)
c. Perceived effect of social media on attendance in Leaders (C)
d. University policy on social media (D)
e. Members enlightenment on social media (E)
f. Perceived effect on Grace International Bible University (F)
g. Privacy and security issues on social media (G)
Factor 2 – Academic qualification, beliefs and right usage
a. Academic qualification (I)
b. Perceive effect of social media on Grace International Bible University (J)
c. Relationship among members through social media (K)
d. Invitation to the University through social media (N)
e. The University programme publicity through social media (M)

20
Factor 3 – Personal development and discipline on social media sites
a. Members internet experience (O)
b. Average time spend on social media (P)
c. Familiarity with social media (Q)
d. Regularity on social media (R)
e. Moral assessment on social media (S)
Factor 4 –University Leaders’ view about social networking sites
a. Social media mostly use by the University members (T)
b. University leaders’ view about social media (U)
Factor 5 – Commitment to church and accessibility
a. Membership Status (W)
b. Mode of access to social media site (X)
Factor 6 – University members’ maturity and intention
a. University student member’s age (Y)
b. Motive for using social media site Z)

21
Table 4.4 Extracted Initial Factor Loading
Variable Component
A 1 2 3 4 5 6
B .641 .558
C .493
D .561
E .717 .613
F .471 429
G 451 697
H
I
J
N
M
O
P
Q
R
S
T
W
X
Y
.720
.711.
.778
.738
.728
.719
.766
.717
.780
.715
.806
.784
.754
.471

22
Table 4.5 Extracted Factor Loading Varimax
Variable Component
A 1 2 3 4 5 6
B .593 .562
C .808
D .496
E .730 .766 .766
F .870
G
H
I
J
N
M
O
P
Q
R
S
T
W
X
Y
611
589
546
.728
.736
.800
.709
.703
.747
.806
.677
.787
.702
.811
.784
.766
.542
.641
.497
In an attempt to evaluate the percentage contribution of each factor to the overall performance of social
media on the University the eigenvalue of each factor is generated. The eigenvalue represents the sum of
squares of factor loadings used to indicate how well each of the identified factors fits the data from the
sample. The percentage contribution denoted by GIBU of each factor to the overall performance of social
media on the University is defined by:
CF=100 (eigenvalue of factor) numbers of decision variable)
Table 4.9 represents the eigenvalue percentage contribution and cumulative percentage
contribution of the extracted six factors. The six factors contribute a total of 66.035% to the
performance of social media on the University. The remaining 33.965% is thought to be the
contribution of the extraneous factors. According to (Kenova and Jonasson, 2006 and Garson,
2002) 60% is arbitrary level for good factor loadings in Likert scale cases.

23
Table 4.6 Extracted Initial quarimax
Variable Component
A 1 2 3 4 5 6
B .596 .557
C .764
D .741
E . 596
F .489
G .875
H .705
I
J
N
M
O
P
Q
R
S
T
W
X
Y
.674
.659
.612
.714
.743
.792
.734
.724
.739
.789
.706
.792
.718
.814
.790
.767
.465
.566
.426

24
Table 4.7 Extracted Initial quarimax
Variable Component
A 1 2 3 4 5 6
B .706
C .
D .668 .737
E . .748
F .725 .868
G .704
H .722
.668
.654
.618
.705
.569
I
.508
J
N
M
O
P
Q
R
S
T
W
X
Y
.
.559
.649
.536
.643
.517
.606
.596
.540
.505
.643

25
Table 4.8 Extracted factored Loading Promax
Variable Component
Age .507
A 1 2 3 4 5 6
B .818
C .820 . 641
.518
D .828
E .820 .
F .910
G .907
H
I
J
N
M
O
P
Q
R
S
T
W
X
Y
.
.447
.453
.786o
.737
.846
.671
.681
.789
.876
.642
.805
.699
.839
.798
.790
.500
485
.605
.418

26
Table 4.8 Percentage Contribution to Social Media Performance on the University
Factor Principal Components Extracted sum of Squared Loadings
1
2
3
4
5
6
Group Account, Privacy, Security, Policy
and Enlightenment Issues
Academic qualification, beliefs and right
usage
Personal development and discipline on
social media sites
University Leaders’ view about social
networking sites
Commitment to church and accessibility
University members’ maturity and
intention
Eigenvalue % Variance Cumulative %
Policy and Enlightenment Issues
4.039 16.829 16.829
2 Academic qualification, beliefs and right usage
3.323 13.844 30.673
3 Personal development and discipline on social
media sites
2.816 11.731 42.404
4 Church Leaders’ view about social networking sites
2.498 10.408 52.812
5 Commitment to church and accessibility
1.611 6.713 59.525
6 Church members’ maturity and intention
1.562 6.509 66.035
CONCLUSION
The performance indices of social media on the University were studied. Social media usages in some Universities were
surveyed by administering questionnaires. Factor analyses by principal components of the surveyed data were carried out.
Six factors were extracted and their total estimation to performance of social media on the Grace International Bible University
is 66.035%. The remaining 33.965% was attributed to be the contribution of extraneous factors. The result obtained placed a
high premium on the Group Account, Privacy, Security, Policy and Enlightenment Issues on social media in the University.
The contributions of this research to the existing and popular procedure for evaluating social media effect on the University are
as follows:
a. The research identifies and formulates the performance indices of social media on the University.
b. It uses factor analysis by principal component of the performance indices with a view to estimating their relative contribution
to the success story of social media usage in the University
c. This research provides a framework for auditing social media usage in the University with a view to estimating its merit and
demerit.
A total of 200 questionnaires were administered to different University members. In this research, the survey areas cover only
163 University denominations in the World. It is recommended that survey areas be extended to cover more denominations in
around the World.

27
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