Using Instagram as an Academic Tool for Enhancing Scientific Writing Skills and Self-efficacy Among University Students

Abstract

This study aims to explore the efficacy of an innovative educational intervention designed to enhance university students’ proficiency in using the APA citation and reference guidelines employing Instagram as an educational platform.
We evaluated the efficacy of the intervention through a quasi-experimental design with a sample of students from three Spanish universities. Students in the experimental group (N = 206) followed the Instagram account @apa_rte, while students in the control group (N = 276) did not. They completed questionnaires before and after the intervention to assess their expertise in using the APA guidelines, their self-efficacy and anxiety towards writing and defending academic texts, and their perception of the utility of Instagram for academic purposes. The 20-week-length intervention took place during two academic years: 2021-2022 and 2022-2023. Additionally, during the second year we measured students’ motivations to use @apa_rte as a learning tool.
After the intervention, the results showed that students in the experimental group improved their expertise in using the APA guidelines (p < .001) and their self-efficacy in using APA when writing academic texts (p < .001). Their extrinsic motivation to use @apa_rte decreased (p = .002). However, their anxiety levels and perceived utility of Instagram as an academic tool did not significantly change. In the control group, students’ competence in the use of APA format remained the same, although their anxiety (p < .001) and self-efficacy levels (p = .002) increased.
These findings suggest that the Instagram-based intervention was efficient and enhanced students’ proficiency in using APA guidelines.