# Introduction 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. # II. Background of the study SNSs can be described as online community that gathers people with same interests. 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. 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. 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. 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. 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. 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. 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 strong 1 ( D D D D D D D D ) association between use of Facebook and the three types of social capital, with the strongest relationship being to bridging social capital. 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. 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. # III. 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. IV. # Questions of the study To explore intensity of SNSs group use among the students of Jordanian Universities, the research questions were: 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? Q3: what is the intensity of SNSs use among the students of Jordanian Universities? Q4: what is the intensity of SNSs group use V. # Method and Measures 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. 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. # VI. # Sample of the study 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: # Limitations of the study The study results and findings are limited to the sample of the study and tools are used. # Global Journal of Computer Science and Technology Volume XIII Issue II Version I # Results # a) Social Networks Sites popularity 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 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. # b) Social Networks Sites social usage 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 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. 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). # c) Social Networks Sites intensity use 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 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. # d) Social Networks Sites intensity of group use 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 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. # e) Nature of Students' participations in the online SNSs groups 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 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. 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. # IX. # Discussion 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. 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. 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. # X. # Conclusion 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. 2![The Intensity of Social Networks Group Use among the Students of Jordanian Universities among the students of Jordanian Universities related to some variables?Q5: what are the natures of participation in the online SNSs groups among the students of Jordanian Universities?VIII.](image-2.png "2 E") 1VariablesFrequencyPercentUniversityUniversity of28038.5JordanHussein15521.3Balqa13518.6Sumaya15721.6Total727100FacultyScience53173Arts19627Total727100GenderMale31943.9Female40856.1Total727100LevelFirst Year16322.4Second Year15421.2Third Year17724.3Fourth Year23332.0Total727100VII. 2SNSsUniversity District SampleFaceBookTwitterYahoo!BuzzWLPCount%Count%Count%Count%JordanCapital28025892.113146.812845.79333.2HusseinSouth15513486.54831.05736.81610.3BalqaMiddle13510980.75238.58260.72115.6SumayaCapital15714693.07145.23119.74729.9Total7276478930241.529841.517724.3* Windows live Profile (WLP) 3presenting totalmeans: 3VariablesMeanTotalUniversity of Jordan405.3113476UniversityHussein Balqa227.9 154.235328 20818Sumaya369.858055Total313.2227677FacultyScience Arts366.4 168.9194573 33104Total313.2227677GenderMale Female330.2 229.9105328 122349Total313.2227677First Year318.851957LevelSecond Year Third Year232.6 438.635818 77635Fourth Year267.262267Total313.2227677 4SourceSum of SquaresdfMean SquareFSigBetween Universities741596632471988.771.325 .265Within Universities1.3E+009 723 1865219.748Total1.4E+009 726Between Year Level428207431327358.053 .763.515Within Year Level1.4E+009 723 1869554.315Total1.4E+009 5presenting 6intensity useVariablesChidfECSigUniversity26.4898.54.002Faculty12.16312.40.007Gender7.67320.18.053Year Level8.6699.74.469* EC: Expected Count 7VariablesNo time at allLess than 1 hrMore than 1 hr up to 2 hrsmore than 2 hrsUniversity of Jordan101381293UniversityHussein Balqa19 2080 5943 5113 5Sumaya1281622Total6135828523FacultyScience Arts36 25271 87206 7918 5Total6135828523GenderMale Female29 32160 198115 17015 8Total6135828523First Year2176597LevelSecond Year Third Year9 1487 8158 750 7Fourth Year17114939Total6135828523Chi square calculated to determine whether thedifferences in frequency count among the students'responses were statistically significant. Table 8summarized Chi square results: 8intensity group useVariablesChidfECSigUniversity46.22794.27.000Faculty7.77936.2.051Gender6.122310.09.106Year Level14.99794.87.091* EC: Expected Count 9VariablesReading profilesSending messagesR/W New topicsUniversity of Jordan7.715.31.8UniversityHussein9.912.34.3Balqa7.96.83.1Sumaya6.95.72.2Total8.011.02.6FacultyScience Arts7.4 9.78.0 19.12.5 3.1Total8.011.02.6GenderMale Female8.2 7.911.6 10.63.1 2.3Total8.011.02.6First Year9.910.23.2SNSs?:LevelSecond Year Third Year8.1 8.09.1 9.82.6 2.71. Rarely visit profiles 2. Reads wall/ discussion boardFourth Year Total6.7 8.013.8 11.02.2 2.63. Mostly reads, sometimes write on wall/discussion board4. Reads and writes on wall/ discussion boards5. Reads, writes and starts new topics on wall/discussion board.The participants' responses for questions 1 to 3were calculated in means as shown in table 9: 10YearD D D D D D D D )SourceSquares Sum ofdfMean SquareFSig( 11Al-Hussein BalqaSumayaUniversity of Jordan 2.51959 *1.38386 0.46132?.004.289.950Al-Hussein-1.13572 2.11827?-.671.057Balqa--0.98254?--.680 12Variable ParticipationtdfSigReading profiles1.413.158FacultySending messages 2.137.033R/W New topics Reading profiles1.054 0.146725.292 .889GenderSending messages 0,222.825R/W New topics1.452.147 131. Rarely Visit Profiles (RVP)2. Reads Wall/ Discussion Board (RWDB)3. Mostly Reads, Sometimes Write on wall/ discussionboard (MRS)4. Reads and Writes on Wall/ Discussion Boards(RWWDB)5. Reads, writes and starts new topics on wall/discussion board (Topics)The following Table, showing students'responses:VariablesRVPRWDBMRSRWWDBTopicsUniversity of Jordan3999275461UniversityHussein Balqa42 3341 4234 0020 2018 40Sumaya286022542Total14224263119161FacultyScience Arts94 48186 5643 2095 24113 48Total14224263119161GenderMale Female77 65104 13822 4150 6966 95Total14224263119161First Year4249182133LevelSecond Year Third Year27 2952 6413 1421 3141 39Fourth Year4477184648Total14224263119161Chi square calculated to determine the countdistribution among the students' responses according toscale and study variables. Table 14 summarized Chisquare results:Table 14 : Chi square summary, of students'participations at SNSsVariablesChidfECSigUniversity83.7281211.70.000Faculty9.356416.98.053Gender9.018427.64.061Year Level12.4821213.35.408* EC: Expected Count 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 11. * Social networking sites' usage and students' attitudes towards social behaviors and academic adjustment in Northern Nigerian Universities SuleimanAhmad Alhaji 2011 UUM College and Sciences. 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