




































American International Journal of Social Science Research 

Vol. 6, No. 1; 2021 

ISSN 2576-103X   E-ISSN 2576-1048 

Published by CRIBFB, USA 

 

7 

AFGHAN STUDENTS’ PURPOSES OF USING FACEBOOK AT 

MIRWAIS KHAN NIKA ZABUL INSTITUTE OF HIGHER 

EDUCATION, ZABUL, AFGHANISTAN 
 

 

Abdul Nafi Himat 

General Teaching Manager of Agriculture Faculty 

Mirwais Khan Nika Zabul Institute of Higher Education 

Zabul, Afghanistan   

E-mail: abdulnafi.himat2017@gmail.com 

 

Habib Rahman Nazari 

English Language and Literature Department  

Education Faculty, Kandahar University 

Kandahar, Afghanistan   

E-mail: habibrahman.nazari97@gmail.com 

 

 

ABSTRACT 

The aim of this study is to investigate the students’ purposes of using Facebook at Mirwais Khan 

Nika Zabul Institute of Higher Education, Qalat, Zabul province, Afghanistan. In this research, 

the quantitative research method was employed, and the data was collected from 115 students 

through a designed questionnaire. In addition, the respondents were selected through random 

sample. Additionally, the data was analyzed by implementing IBM 24 version of Statistical 

Package for the Social Sciences (SPSS), and found out the frequency and percentage of the items 

as well reported in a table. Moreover, the findings of this research reveal that learners use 

Facebook for several goals such as for socializing in order to be socialized in a society, getting 

social information, read news and for educational purposes, but they did not practice Facebook 

for the aims to pass their time, and share photos with their friends on the Facebook.  

 

Keywords: Social Networking Sites, Facebook, Purposes, Afghan Learners. 

 

JEL Classification Codes: A19, B10, B25, C10, C53 

 

INTRODUCTION 

Social networking sites are a set of information technologies that simplify social communication. 

These information technologies are media (audio, picture, video, text), social media (Facebook, 

Twitter, WhatsApp, Instagram, Flicker), and blogs (Bryer & Zavatarro, 2011; Kapoor, 

Tamilmani, Rana, Patil, Dwivedi & Nerur, 2018). Moreover, social media users usually access 

the services of social networking sites through the internet or other web-based technology on 

their laptops, desktop computers or smartphones (Shepherd & Freiwald, 2018). Furthermore, 

social media have many facilities of communication, text, sharing pictures, audio and video, 

direct or indirect connection, and linking users with each other as well as the use of social 

networking sits increase day by day with a high rate in all over the world. Majority of youth shift 

mailto:abdulnafi.himat2017@gmail.com
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quickly from electronic media like as television audiences and radio listeners to the social media 

(Shabir, Hameed, Safdar & Gilani, 2014).  

Similarly, social networking sites are electronic services which allow people to make a 

public or semi-public profile within a limited system, articulate with a list of other consumers 

with whom they share their opinions (Abdulahi, Samadi & Gharleghi, 2014). Through the assist 

of social media, users communicate with each other, even though if they are in several 

continents, listen to music, read e-books, and look at images as well as social networking sites 

have greatly simplified the life of users (Shensa, Sidani, Lin, Bowman & Primack, 2016). 

Likewise, social networking sites have become a very significant part in the life of students 

(Lenhart, Madden & Hitlin, 2005). Moreover, academic institutions use increasingly social 

networking sites, such as Facebook and LinkedIn, in order to connect with learners and to deliver 

instructional contents to them (Paul, Baker & Cochran, 2012). Similarly, social media websites 

have become common; give youths a new way to interact with each other (Falah, Al-Shammari 

& AL-Ashour, 2017). Also, the most popular social media include Facebook, Twitter, 

WhatsApp, Instagram, Skype, Viber, and WeChat (Al-Rahmi & Othman, 2013). In 2004, 

Facebook was founded by Mark Zuckerberg, and it is one of the most well-known kind of social 

networking sites used among students.  

In addition, people who desire to use Facebook need to register their selves online and 

create a profile by using a valid e-mail address or phone number (Cain, 2008). Additionally, once 

an individual has joined Facebook, then the user can search for anyone, and view the profiles of 

others. Facebook users can also send messages to any other individual to ask if he/she agrees to 

be Facebook friends (Kolek & Saunders, 2008). Moreover, there are numerous methods for users 

to communicate on Facebook, and can send personal messages to one another (Pempek, 

Yermolayeva, & Calvert, 2009). Facebook consumers can like and share posts as well as they 

can comment on the posts of their friends joined on Facebook (Ross, Orr, Sisic, Arseneault, 

Simmering & Orr, 2009). Besides, the consumers of Facebook can also set time that they spend 

during a day, even they can set a time for their selves. For instance, users can set one-hour time 

that he/she will use per day. When he/she spend an hour on it, then he/she receives a reminder 

that you have spent one-hour time during the day. In addition, Facebook is one of online social 

network sites in which people can share photos or videos, personal details, and join groups of 

friends with one another as well as they can upload and change their profile pictures and cover 

photos (Buckman, 2005; Lewis, Kaufman & Christakis, 2008). 
 

Problem Statement 

As in this twenty-first century, technology has attracted the attention of all people, especially 

students who are learning at Universities, Institutes of Higher Educations as well schools. 

Therefore, many Afghan students use social media at the academic contexts, particularly 

Facebook and WhatsApp. In addition, Facebook, has over 500 million members, and it is still 

growing and around 85% of undergraduate students are Facebook consumers (Schneider, 2010). 

According to Shabir et al., (2014) the use of social media is very essential for all ages of people, 

thus Facebook has received the attention of all Afghan students because Facebook is one of the 

most popular social networking sites that is implemented by undergraduate learners; therefore, 

who have access to internet use social networking sites (Himat, 2020). As well as, Afghan 

students who are at Mirwais Khan Nika Zabul Institute of Higher Education use Facebook. 

However, their purposes of using Facebook as a social networking platforms are not completely 

clear. Whereas Kaya & Bicen (2016) conducted study in Turkey, and their study showed that 

students implement Facebook for communication, entertainment, sharing news, pictures, and 



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songs. Additionally, MySpace and Friendster are designed to join people, but Facebook is 

commonly considered the primary social networking site used by college students (Golder, 

Wilkinson & Huberman, 2007). Moreover, there are very limited studies conducted at Mirwais 

Khan Nika Zabul Institute of Higher Education, Qalat, Zabul province; therefore, it is important 

to conduct a study in order to fill this gap. Furthermore, this research would assist with Ministry 

of Higher Education of Afghanistan as well with Ministry of Information and Communication 

Technology. 
 

Research Objective  

 To investigate the purposes of Afghan students who use Facebook at Mirwais Khan 

Nika Zabul Institute of Higher Education, Zabul, Afghanistan. 
 

Research Question 

 What are the purposes of Afghan students who use Facebook at Mirwais Khan Nika 

Zabul Institute of Higher Education, Zabul, Afghanistan? 

 

LITERATURE REVIEW 

The usage of internet in Afghanistan has grown looking to the past decade, and approximately 

9% Afghans use social networking sites for different purposes (Altai Consulting for Interviews, 

2017). In addition, according to Lenhart et al., (2007) & Selwyn, (2007) social networks are 

being implemented by millions of users which most of them are learners with a great number of 

purposes. Moreover, Boateng et al., (2016) reported that social media such as Facebook, Twitter, 

Google Plus, and Flickr, are being used in learning process for the purposes of convenient 

communication with other learners, and outside the classroom when they have the same topic 

and subject. Moreover, research conducted by Moghavvemi, Sulaiman, Aziz & Wai (2017) 

examined the time students spend on Facebook, and its effects on their academic achievement as 

well behavioral factors that effects on learners who utilize Facebook. The results of this study 

indicated that students practice Facebook for entertainment, relaxing and passing time but not for 

socializing and seeking social details.  

Similarly, Kaya et al., (2016) examined the effects of social media on students in Turkey. 

The findings of this study asserted that Facebook is employed for entertainment, communication, 

sharing pictures, songs, and news. Moreover, a research conducted to find out the effects of 

Facebook use on health science students in a Medical College of Nepal. The main causes for 

using Facebook of students were to remain in connection with their family members and friends 

32%, while its usage for the academic purpose was only 5%. However, 80.8% of students 

acknowledged ease in obtaining academic materials from each other through Facebook. 

Furthermore, Gray, Annabell & Kennedy (2010) carried out a research at Melbourne University, 

Parkville, Australia. The results asserted that one in four (1/4) students 25.5% used Facebook for 

educational reasons, and 50% were open to doing so. The findings of this study showed more 

that students used Facebook as part of learning and teaching. 

Moreover, research conducted on final year health sciences students of Dow University, 

Karachi, Pakistan. The findings of this study asserted that Facebook is common among medical 

students with 66.9% having an account out of a total 535 students. In addition, some public 

profiles showed that potentially unprofessional material mostly related to violence and politics 

were posted by medical students (Jawaid, Khan & Bhutto, 2015). Likewise, study carried out by 

Pathan, Pathan & Memon (2018) on Sindh University students. The results of this research 

showed that youth especially the students are very actively involved on the usage of Facebook. 



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Even their purposes for which they used Facebook were not very productive; most of their time 

they made friendships, chats, comments and posts various things on the social media. 

Wesseling (2012) carried out research on the usage of Facebook at Amsterdam 

University on the students of Applied Sciences. The findings revealed that students use social 

networking sites (Facebook) for a number of purposes such as 70.1% students use these sites for 

social purposes, and 70.2% students use in order to exchange information. The study also 

disclosed that 49.7% students use Facebook for educational purposes. Additionally, Diraditsile et 

al., (2018) explored the effects of social media on collaboration and engagement among students 

in the Botswana University particularly on the use of Facebook. The results revealed that all 

participants were using social networking sites for interacting with their friends, connecting with 

their classmates for online studies, and for discussions on issues of national interest.  

Researchers Nawafleh, Harfoush, Fakhouri, Obiedat & Rababah, (2012) wanted to find 

the negative impacts of Facebook on social life in Amman, Irbid and Jaresh cites. The finding of 

this study asserted that Facebook is a part of their everyday activity and cannot leave it, 45% 

favored to communicate with their friends and relatives rather than direct interaction, whereas 

27% loss their face-to-face meeting with relatives and friends. About 60% participants feel much 

more comfortable and free when share opinions or thoughts through Facebook more than direct 

interaction. Also, 33% students give priority to communicate with friends over their social and 

career commitments. In addition, 39% thought that they have a decline in their academic or 

career performance since they used Facebook. The research further asserted that 37% 

participants replied that they cannot learn new skills or knowledge due to spending long time on 

Facebook.  

 

RESEARCH METHDOLOGY 

This research examined Afghan students’ purposes of using Facebook at Mirwais Khan Nika 

Zabul Institute of Higher Education. Likewise, the quantitative research approach was employed 

for this research, and the participants were from four existing (Mathematics, Physics, Biology, 

and Chemistry Departments) of Education Faculty. Also, they were selected through random 

sample. In addition, students who participated in this study were from all three levels freshmen 

(38), sophomore (30) and junior (47) and they aged from 18-27 years old. Likewise, the 

questionnaire was designed by the researcher and then distributed to 115 learners. Majority 

students were male, but less amount were female. Similarly, the items of the questionnaire were 

12 statements and the data was analyzed by 24 version of SPSS. Moreover, the reliability of the 

study was 0.8 Cronbach’s Alpha which is considered excellent.  

 

FINDINGS 

Table 1. illustrates the students’ purposes of using Facebook at Mirwais Khan Nika Zabul 

Institute of Higher Education. 

No I use Facebook… Never Rarely Sometimes Often Always 

1 to pass my own time. 78 

(67.8%) 

14 

(12.2%) 

11   (9.6%) 8  

(7.0%) 

4    

(3.5%) 

2 to be socialized in a community. 10 

(8.7%) 

7  

(6.1%) 

12 (10.4%) 16 

(13.9%) 

70 

(60.9%) 

3 to share photos with others. 64 

(55.0%) 

19 

(16.5%) 

18 (15.7%) 10 

(8.7%) 

4    

4 to get social details. 5   8  17 (14.8%) 24 61 



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(4.3%) (7.0%) (20.9%) (53.0%) 

5 to read news. 9   

(7.8%) 

17 

(14.8%) 

17 (14.8%) 20 

(17.4%) 

52 

(45.2%) 

6 for educational purposes. 5   

(4.3%) 

11 

(9.6%) 

21 (18.3%) 29 

(25.2%) 

49 

(42.6%) 

7 to remain in connection with my 

friends. 

8   

(7.0%) 

7  

(6.1%) 

23 (20.0%) 30 

(26.1%) 

47 

(40.9%) 

8 for entertainment. 34 

(29.6%) 

27 

(23.5%) 

21 (18.3%) 16 

(13.9%) 

17 

(14.8%) 

9 to post professional materials 

related to my field. 

13 

(11.3%) 

21 

(18.3%) 

23 (20.0%) 32 

(27.8%) 

26 

(22.6%) 

10 to find new friends. 32 

(27.8%) 

26 

(22.6%) 

24 (20.9%) 17 

(14.8%) 

16 

(13.9%) 

11 because it makes a part of my 

everyday life. 

16 

(13.9%) 

25 

(21.7%) 

22 (19.1%) 23 

(20.0%) 

29 

(25.2%) 

12 to give comments on the posts of 

my friends. 

27 

(23.5%) 

28 

(24.3%) 

19 (16.5%) 23 

(20.0%) 

18 

(15.7%) 

 

Table 1 shows the students purposes of using Facebook. The findings are reported from 

low to high. The 1th item show that 67.8% students never use Facebook to pass their own time, 

but 12.2% rarely use. In addition, 9.6% of students sometimes use to pass time, 7.0% often use, 

but 3.5% of the students always use to pass their time on Facebook. Similarly, the 2nd item 

reveals that some students 8.7% never use for the purpose to be socialized, 6.1% rarely, 10.4% 

sometimes, 13.9% often, but many students 60.9% always use for the purpose to be socialize in a 

community. The third statement demonstrates that 55% learner never share photos, 16.5% rarely, 

15.7% sometimes, 8.7% often, but less percent of students which is 3.5% always use for the 

purpose to share images with their friends on the Facebook. In addition, the 4th item asserts that 

very less amount 4.3% of learner never use Facebook for the purpose to seek social information, 

7% rarely, but 14.8% of the students sometimes use. Moreover, 20.9% often, but more than half 

of the participants always use to get social details through Facebook. Additionally, the 5th item 

indicates that 7.8% learner never use to read news while 14.8% rarely and sometimes. 

Furthermore, 17.4% often use, and near to half of the students always use Facebook to read 

news. Table 1.6 illustrates that very few amount 4.3% of students never use Facebook for 

educational purposes, 9.6% rarely, 18.3% sometimes, 25.2% often, but 42.6% of the learners 

always use. 

Likewise, the 7th item highlights that 7% students never use Facebook to remain in 

connection with their friends, 6.1% rarely, 20% sometimes, 26.1% of the participants often use 

while a large amount 40.9% of the learners always use to remain in connection. The 8th item 

demonstrates that 29.6% of the students never use for entertainment, 23.5% rarely, 18.3% 

sometimes, 13.9% of often use while 14.8% always use Facebook for entertainment. Also, the 

9th item reveals that only 11.3% students never use to upload related information to their 

departments, 18.3% rarely, 20% sometimes, 27.8% often use while 22.6% learners always use 

for the mentioned purpose. Moreover, the 10th item shows that many students never use for the 

purpose to find news friends on the Facebook, 22.6% rarely, 20.9% sometimes, 14.8% often, but 

very less amount 13.9% of students always use to find new friends. The 11th indicates that 

13.9% never use Facebook because students reported that it does not make a part of our everyday 



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life, 21.7% rarely use, 19.1% sometimes, 20% often while less than half of the students reported 

that we always use for the stated purpose. The last item of the table illustrates that 23.5% of 

students never give comments on their friends’ posts, 24.3 rarely, 16.5 sometimes, 20% often 

while 15.7 always use to give opinions on the Facebook’s posts.  

 

DISCUSSION 

The findings of this study demonstrate that a large number of Afghan students never use 

Facebook for the purpose to pass their own time. However, very less amount of learners 3.5% 

always use it to pass their time. The finding of this study is against with a research conducted by 

Moghavvemi et al. (2017), their study indicated that students use Facebook for entertainment, 

relaxing, and passing time, but not for socializing and seeking social information. In addition, 

this current study reveals that many Afghan learners 60.9% use Facebook to be socialized in a 

community, but somehow students 8.7% never use it to be socialized. Through this it can 

inferred that they have zeal to be socialized in all. Furthermore, this finding is not in line with 

Moghavvemi et al., (2017), they found that students are not using Facebook for socializing and 

seeking social material.  

             Likewise, the current research findings reveal that 55% of Afghan students do not want 

to use Facebook as a social network sites for the aim to share images with their friends, but only 

3.5% always use it because they demand to have their own pictures with others for having 

comments and likes. This finding is not in line with Kaya et al., (2016), Facebook is used for 

communication, entertainment, sharing news, pictures, and songs. In addition, the next important 

finding shows that 53% of Afghan learners use Facebook to get social details, but only 4.3% 

students never use to get social information. This finding is in agreement with Moghavvemi et 

al., (2017), their study indicated that students practice Facebook for entertainment, relaxing, and 

passing time, but not for socializing and seeking social information.  

            Similarly, the result of this study indicates that Afghan learners implement Facebook for 

the purpose to read news, but 7.8% never use to read news on it. The finding of this research is 

against with Kaya et al. (2016) that Facebook is used for communication, entertainment, sharing 

news, pictures, and songs. Moreover, the finding of this research show more that Afghan 

students use Facebook for educational purposes, but only 4.3% never use it. Through this finding 

it can be inferred that students use it in order to read and share related information to education 

especially related to their fields on Facebook. The finding of this study is in line with the studies 

of (Wesseling, 2012); Gray et al. (2010) who carried out researches at Amsterdam and 

Melbourne Universities on students. The findings revealed that students use social networking 

sites (Facebook) for a number of aims such as 70.1% students use these sites for social purposes, 

and 70.2% use in order to exchange material. Their study also presented that 49.7% of learners 

use Facebook for educational purposes. In addition, one in four students 25.5% used Facebook 

for educational reasons and another 50.0% students were open to doing so as well findings more 

indicated that they use Facebook as part of learning and teaching process in their daily life. 

 

CONCLUSION AND SUGGESTIONS 

This study investigated Afghan students’ purposes of implementing Facebook as social 

networking sites at Mirwais Khan Nika Zabul Institute of Higher Education, Zabul, Afghanistan. 

Similarly, this research used a quantitative method, and the data was collected from 115 students. 

All respondents were elected through a random sampling method which is one of the most well-

known sampling approaches in selecting participants in a quantitative research. The findings of 



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this study revealed that students use Facebook for different aims, for socializing in a society, 

seeking social details, reading news and for educational purposes. However, the learners did not 

use for the purposes to pass their time, and sharing photos with their friends on Facebook. In 

addition, as this study only identified the purposes of using Facebook of Education Faculty 

students; therefore, the following suggestions are given for further studies to investigate the 

barriers and perceptions of students toward using Facebook. As well as, on the advantages and 

disadvantages of implementing Facebook for learners, its impacts on students’ behavior and 

mentality. Also, to explore the attitude of learners toward using Facebook on the educational 

contexts. 

 

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