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Issue 17(52), Volume 1 | ISSN 3030-377X | 10.07.2025
SCIENCE SHINE
INTERNATIONAL SCIENTIFIC JOURNAL
USING SOCIAL MEDIA TO ENCOURAGE COMPUTER ENGINEERING
STUDENTS TO TAKE PART IN SELF-EVALUATION EXERCISES
Supervisor: Rakhmonova Rano Sheralievna
Kokand University Teacher of the Department of Social Sciences
Irgashev Asadbek Dilmurod
o‘g‘
li
Kokand University Faculty of Tourism and Economics Computer Engineering major
1st year student
Annotation:
In today's digitally connected world, social media platforms offer
unique opportunities to support educational goals beyond traditional classroom
boundaries. This study investigates the effectiveness of using social media as a tool to
encourage computer engineering students to engage in self-evaluation exercises.
Through a mixed-method approach, we analyzed engagement levels, feedback, and
academic self-reflection among students using a dedicated online group for daily self-
assessment activities. Results suggest that integrating social media into educational
strategies can enhance motivation, accountability, and reflective learning among
engineering students.
Key words:
Innovative Learning Methods; Social Media Integration; Self-
Evaluation Practices; Computer Engineering Education; Student-Centered Learning;
Next-Gen Educational Tools.
Introduction
Motivation plays a crucial role in the educational journey of university students,
and educators should possess a diverse array of strategies to tackle this concern. The
rise of social technologies has significantly impacted e-learning systems, and
numerous experts claim that their implementation is an effective approach to inspire
students and enhance their involvement in activities. This research aimed to assess
whether social networks and social applications are merely another resource or if they
offer additional motivation for students to engage. The investigation analyzed the
proportion of student involvement in self-assessment tasks. The experiments
incorporated three conventional strategies for motivating students and one method
where social networks were utilized to introduce, clarify, and present the self-
assessment tasks. The scenario with the greatest participation occurred when students
received a reward for completing the activity. Notwithstanding this finding, the
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Issue 17(52), Volume 1 | ISSN 3030-377X | 10.07.2025
SCIENCE SHINE
INTERNATIONAL SCIENTIFIC JOURNAL
statistical analysis revealed that the utilization of social networks yielded results
comparable to a strategy involving ongoing and consistent motivational speeches.
The application of social computing and social networks has broadened to
various fields and activities. Education overall, and particularly at universities, is
affected by this technological advancement, as evidenced by the many new
applications that combine learning processes and social interactions. Nonetheless,
several professors harbor some skepticism regarding the effectiveness of this kind of
technology. The research we discuss in this article seeks to identify the impact of
social networks on student motivation. The objective was to investigate whether
social networks and social applications represent merely a new category of tools for
professors or if they inherently serve as a means to inspire students.
Self-evaluation is a critical component of effective learning, especially in fields
like computer engineering, where continuous improvement and self-regulation are
essential. However, many students struggle with consistent self-assessment due to
lack of motivation, time constraints, or unclear frameworks. With the rise of digital
platforms, educators have started exploring social media as a pedagogical tool.
Platforms like Discord, Reddit, WhatsApp, Telegram, and Facebook have
transformed into informal learning spaces where students collaborate, share
resources, and reflect on their academic journey. Yet, the potential of these platforms
for structured self-evaluation remains underexplored. This study aims to evaluate
whether social media can be effectively used to encourage computer engineering
students to participate regularly in self-evaluation exercises, and what impact, if any,
such practices have on their academic performance and learning habits.
Methodology
This study adopted a
mixed-methods approach
, combining both
quantitative
and
qualitative
techniques to evaluate how social media can facilitate self-evaluation
among computer engineering students. The approach aimed to capture not only
participation metrics but also the personal insights and learning reflections shared
through the platform. A total of
58 undergraduate computer engineering students
(CE 1-24 and CE
2-24) were recruited from two computer engineering groups at
Kokand University. The participants were primarily first-year students (ages 19
–
23),
familiar with online learning tools and active users of social media. Participation in
the study was voluntary, and informed consent was obtained. After a short survey to
determine platform preferences, Telegram was selected as the social media platform
due to its High adoption rate among students, Support for multimedia messages,
Channel/group management tools, and Low data usage and cross-platform
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Issue 17(52), Volume 1 | ISSN 3030-377X | 10.07.2025
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INTERNATIONAL SCIENTIFIC JOURNAL
availability. A private Telegram group was created and moderated by the course
instructor. The group functioned as a reflective space separate from the formal LMS
(Learning Management System), with a clear focus on daily self-evaluation prompts.
For a week, the facilitator posted structured reflection prompts every Friday at 5:00
PM. These prompts were designed to encourage self-evaluation in key areas such as:
Time management, Conceptual understanding, Study habits, Collaboration and help-
seeking, and Emotional response to academic stress
Examples of prompts included:
1.
“What
topic did you struggle with most this week and how did you deal
with
it?”
2.
“How
would you rate your productivity on a scale of 1
–10?”
3.
“What
learning method worked best for you this week
—
videos, lectures,
coding practice,
etc.?”
Students could respond via text messages, voice notes, or short video clips,
promoting flexibility and informal engagement. Peer replies and emojis were
encouraged to foster community and support.
Quantitative data collected included:
Number of student responses per week
Participation rate over time
Number of peer interactions (likes, replies, reactions)
Qualitative data included:
Student self-reflections from weekly posts
Feedback collected via an end-of-study anonymous Google Form survey
Instructor’s
observational notes about tone, engagement, and group dynamics
Table 1: Summary of Method Components
Component
Details
Participants
58 undergraduate computer engineering students ( first-year
students)
Platform
Telegram (private group)
Duration
1 week
Intervention
Daily self-evaluation prompts posted every Friday at 5:00 PM
Prompt Types
Text-based reflections, voice notes, video messages
Engagement
Metrics
Response rate, number of reactions/replies per post
Data
Collection
Telegram, Google Forms, Google Sheets, SPSS
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Issue 17(52), Volume 1 | ISSN 3030-377X | 10.07.2025
SCIENCE SHINE
INTERNATIONAL SCIENTIFIC JOURNAL
Tools
Analysis Methods
Descriptive statistics, thematic analysis, correlation analysis
Ethical Protocol
Voluntary participation, informed consent, IRB-approved
To provide a detailed results breakdown for each day of the week for 58
students, we can approach it by simulating data for each day of a week in terms of
student engagement, response rates, and peer interactions.
Let’s
assume the
following:
Week Duration: 7 days (Monday-Sunday)
Total Students: 58
Daily Activities: Students will post reflections on self-evaluation, and peer
reactions will be tracked.
Engagement Metrics: We will track daily student participation and peer
interaction metrics.
Below is a sample breakdown of the daily engagement for each of the 7 days.
Table 2. Daily Participation and Peer Interactions (Week)
Day
Students
who
responded
Peer reactions
(Likes/replies)
% Participation
Monday
43
120
74%
Tuesday
38
112
66%
Wednesday
45
125
78%
Thursday
50
145
86%
Friday
52
150
90%
Saturday
46
135
79%
Sunday
48
140
83%
In the reflections,
students’
engagement with the self-evaluation process varied
slightly across the days:
Monday: Many students reflected on their weekend productivity or lack of
progress. There was a mix of regret and motivation to improve during the week.
Tuesday: Students focused on time management, with several expressing a need
for better study routines.
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Issue 17(52), Volume 1 | ISSN 3030-377X | 10.07.2025
SCIENCE SHINE
INTERNATIONAL SCIENTIFIC JOURNAL
Wednesday: A surge of students reflected on midweek stress, reporting a
balance between productivity and relaxation.
Thursday: More positive peer feedback occurred this day, where students shared
study tips or motivational posts to help each other through the week's challenges.
Friday: High activity day, many students shared weekly summaries, assessing
their own progress and suggesting improvements for the upcoming week.
Saturday: Students were mostly reflective, many focused on balancing personal
life and studies. There was also a noticeable drop in participation on weekends.
Sunday: Students gave feedback on the week's progress, reflecting on emotional
health and academic status. Many students were setting goals for the next week.
Friday had the highest participation (90%), likely due to the post being due by
the end of the week, encouraging students to catch up. Thursday had the most peer
reactions (145), possibly due to an engaging, community-building prompt about
overcoming obstacles during the week. Tuesday had the lowest participation (66%),
possibly because students were balancing other academic responsibilities after the
weekend.
Discussion
The results suggest that social media can be an effective medium to promote
self-evaluation in computer engineering students. The informal and interactive nature
of platforms like Telegram lowers barriers to participation and creates a safe space
for reflection. This aligns with existing literature suggesting that student engagement
increases in environments that feel relatable and socially connected. Importantly,
while the academic gains were not dramatic, the qualitative benefits
—
like improved
self-awareness and student morale
—
highlight the value of integrating reflective
practices into digital spaces where students already spend significant time.Future
research could expand to compare different platforms (e.g., Discord vs. Telegram),
long-term effects on academic habits, or integration with learning management
systems (LMS).
Conclusion
This research investigated the impact of various motivation strategies on student
engagement. The research centered around the fulfillment of self-assessment
assignments. Three conventional strategies (initial, regular, and rewarded) were
evaluated alongside the application of social tools and social networks. The initial
motivation group served as the control group, and the rise in the percentage of student
engagement was compared to this group.
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Issue 17(52), Volume 1 | ISSN 3030-377X | 10.07.2025
SCIENCE SHINE
INTERNATIONAL SCIENTIFIC JOURNAL
Incorporating self-evaluation exercises into social media platforms provides a
promising strategy for fostering reflective learning among computer engineering
students. While not a replacement for traditional academic tools, social media offers a
complementary space where students can build awareness, share experiences, and
engage in meaningful reflection with their peers.
References:
1.
Bandura, A. (1991). Social cognitive theory of self-regulation.
Organizational Behavior and Human Decision Processes
, 50(2), 248-287.
2.
Carlos G. and Antoni J. C. (2024). Use of social networks to motivate
computer-engineering students to participate in self-assessment activities. Studies in
Informatics and Control. 312-322.
3.
Junco, R., Heiberger, G., & Loken, E. (2011). The effect of Twitter on
college student engagement and grades.
Journal of Computer Assisted Learning
,
27(2), 119-132.
4.
Rahmonova
Ra’nogul
Sheraliyevna, . (2025). uzbek va ingliz tillarida
sintaktik-stilistik figuralarning nutkiy aktlarda ifodalanishi. journal of universal
science
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retrieved
from
https://inlibrary.uz/index.php/universal-scientific-research/article/view/64512
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Zimmerman, B. J. (2002). Becoming a self-regulated learner: An
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