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A mixed-methods approach applied content analysis to quantitative data collected from 28 Palestinian tenth-grade students and their teachers over four months in the Spring semester of 2019. Messages were categorized by purpose, format, communication direction, and knowledge exchange. Results indicate WhatsApp is used mainly for non-instructional aims, especially socialization, while instruction-related messages remain sufficient to support more effective future use for teaching and learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/using-whatsapp-in-teaching-chemistry-and-biology-to-tenth-graders/599949/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/using-whatsapp-in-teaching-chemistry-and-biology-to-tenth-graders/599949.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study about WhatsApp use in teaching?","Question",{"text":112,"@type":113},"The study assesses the extent to which WhatsApp instant messaging is used to teach chemistry and biology to tenth-grade students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the data collected and analyzed?",{"text":117,"@type":113},"A mixed approach was used, applying content analysis to quantitative data from 28 Palestinian tenth-grade students and their teachers who used WhatsApp for four months.",{"name":119,"@type":110,"acceptedAnswer":120},"What categories were used to classify WhatsApp messages?",{"text":121,"@type":113},"Messages were divided by the message nature, form, communication flow direction, and knowledge exchange.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599949,1792208657,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Using WhatsApp in Teaching Chemistry and Biology to Tenth  \nGraders  \nMarwan Abualrob  \nArab American University, Palestine  \nORCID: 0000-0002-5910-6235  \nSafa Nazzal  \nArab American University, Palestine  \nORCID: 0000-0002-4308-6137  \nReceived: 24 Aug 2019 Accepted: 23 Sep 2019 Published: 2 Nov 2019  \nAbstract  \nThe aim of the study is to assess the extent to which WhatsApp Instant Messaging is used to teach chemistry and biology to the tenth-grade students. A mixed approach was used, whereby the authors drew on the content analysis model to analyze quantitative data. The sample consisted of 28 Palestinian tenth-grade students and their teachers, who used WhatsApp Instant Messaging for four months (the Spring semester of 2019) . The collected data was divided into four categories: the nature of the message (instructional, organizational, or social); the form of the message (texts, pictures/graphs, voice recordings, videos, or link-sharing); the direction of communication flow (from a teacher to a student, from a student to a teacher, from a student to a student, or from a teacher to a teacher);  \nand knowledge exchange. Our findings suggest that WhatsApp is used more for noninstructional purposes– particularly socialization– yet the portion of instruction-related messages was somehow enough to predict more effective future use of the application for teaching/learning purposes.  \nKeywords: WhatsApp, instant messaging, tenth grade, teaching/learning chemistry and biology  \nINTRODUCTION  \nModern internet technologies have helped redefine the educational landscape around the world, and today teachers and learners are witnessing a paradigm shift based on e-learning, which is now slinking persistently through schools. E-learning is a modern method that can be used as a learning tool which utilizes technological applications such as text messaging, images, audio and video. One goal is connecting teachers and students beyond the classroom environment, making it easier to reach diverse learning sources, no matter the time, no matter the place. This is linked to learning being a result of social interactions in different collaborative contexts. E-learning employs various approaches across different contexts and social interaction situations, thus creating, among other things, a learning environment free from restrictions.  \nIn the past few years, we have seen virtual social networks proliferating at full tilt, gaining more and more popularity and becoming part and parcel of today’s life. Some people have seen in them potentials beyond the mere building of social relationships or contacting with friends. Because such networks allow users to share ideas and digital content, people have started using  \nthem for educational purposes. Many secondary school students, and teachers alike, have come to understand the benefits that social network platforms can offer, and thus they have started to use them for purposes other than socializing (Asterhan & Rosenberg, 2015) . Of course, the first candidate is WhatsApp, an application that enables school students to connect with their classmates or teachers at any convenient time to exchange information and instructions via either instant messaging, phone calls or even video calls. By late 2017, WhatsApp had reported around 1.5 billion as active users of the application around the globe (Constine, 2018) .  \nOne of the advantages of WhatsApp is enhancing communication. WhatsApp can provide a tool for more consistent and smoother communication between students and teachers, thus creating new venues of education. Teachers are often pressured to cover materials that might be disproportional to the time allocated for each class (arguably owing to the fact that some poorly-performing students need more time for each individual task, which makes the teacher rush to do the rest of tasks under time pressure) . WhatsApp also enables immediate synchronous communication, and it is easily accessible by people, inc","cbCaimJdAMLoZYng","https://ap.wps.com/l/cbCaimJdAMLoZYng","pdf",4436564,22,"English","# Abstract\n# Introduction\n# Literature Review","[{\"question\":\"What is the purpose of the study about WhatsApp use in teaching?\",\"answer\":\"The study assesses the extent to which WhatsApp instant messaging is used to teach chemistry and biology to tenth-grade students.\"},{\"question\":\"How was the data collected and analyzed?\",\"answer\":\"A mixed approach was used, applying content analysis to quantitative data from 28 Palestinian tenth-grade students and their teachers who used WhatsApp for four months.\"},{\"question\":\"What categories were used to classify WhatsApp messages?\",\"answer\":\"Messages were divided by the message nature, form, communication flow direction, and knowledge exchange.\"}]","Using WhatsApp in Teaching Chemistry and Biology to Tenth Graders | PDF",1792089744,55]