Đo lường sự tác động của mạng xã hội tới kết quả học tập của sinh viên khoa Kinh tế, trường Đại học Đồng Tháp

are positively correlated with learning outcomes of the student. The VIF (Variance Inflation Factor) magnification coefficients of the independent variables are all less than 3, so there is no multicollinearity phenomenon. The linear regression equation is shown as follows: KQHT = -0.614+ 0.538CCHT + 0.248TTi + 0.178GTi + 0.154ThT All four factors have a positive correlation with student learning outcomes: Information (TTi), Entertainment (GTi), Trendy (ThT), and Tools for learning (CCHT). The analysis also shows that the Information and Tools for learning factor of students of Department of Economics, Dong Thap University have a close relationship with the learning outcomes compared to other factors. According to the regression results, when other factors remain unchanged, then: When the information search factor (TTi) increases by 1 point, the average Learning Results (KQHT) will increase by 0.248 points. TTi shows that the use of social networks to find learning information and materials has excellent support for students’ learning. This is also consistent with the fact because, with today's technology era, we can find almost everything online, and exchanging with each other is also easier. This result coincides with the study of Ku et al. (2013); Nguyen Lan Nguyen (2020); Le Thi Thanh Ha et al. (2017) on the positive impact of finding information from social networks on the learning outcomes of students. However, the impact of information search factors on learning results in this study has a lower impact level (coefficient is 0.248) compared to the research results of Le Thi Thanh Ha et al. (2017) with 0.376. When the factors of Learning tools (CCHT) increases by 1 point, the average Learning Results will increase by 0.538 points. CCHT shows that thanks to social networks, the exchange of lessons between students with students between students with lecturers has very good results. The exchange can take place anytime, anywhere if they are unified and their usage devices are connected to the Internet, thus saving time, and making full use of time during the day for study. This research result differs from the study of Le Thi Thanh Ha et al. (2017) that the Learning Tool 47 Tạp chí Khoa học Đại học Đồng Tháp, Tập 10, Số 4, 2021, 38-49 factor does not affect the learning outcomes of students at the Food industry University in Ho Chi Minh City. We can understand this because the characteristics of using social networks of students at the two schools are not similar. Students of the Department of Economics, Dong Thap University use social networks as a tool for regular learning more often. When the entertainment factor (GTi) increases by 1 point, the average Learning Results will increase by 0.178 points. GTi shows that in addition to the main responsibility of the student is learning, students need to be entertained to relieve stress in the study as well as in life. Only when they feel comfortable, their learning will also achieve higher results, and recreational activities will also create more relationships and practice skills for students. This result coincides with the study of Le Thi Thanh Ha et al. (2017). However, the regression coefficient on the impact of entertainment on learning outcomes in this study is more obvious (0.178) than in the study of Le Thi Thanh Ha et al. (2017) of 0.076. When the trend factor (ThT) increases by 1 point, the average Learning Results will increase by 0.154 points. ThT shows that using social networks is a trend of students, it has an impact on the crowd effect. When many students use social networks for personal gain, other students also can join. This result coincides with the study of Le Thi Thanh Ha et al. (2017) on the positive impact of trend factors on learning performance. However, the regression coefficient on the influence of trendiness on learning outcomes in this study is more obvious (0.154) than in the study of Le Thi Thanh Ha et al. (2017) of 0.041. We can see that , depending on the characteristics of students using social networks in each discipline and each educational institution, the influence of factors on student learning outcomes will also vary. When comparing the analytical results with the research results of author Le Thi Thanh Ha et al. (2017), there is a heterogeneity of the effect levels. While search engine factors have the most impact on the learning outcomes of students at the University of Food Industry in Ho Chi Minh City, the factors of learning tools have the most impact on the learning results of students of Economics Department, Dong Thap University. This is an expected result because this research goal aims to use social networks as a learning tool for students to improve learning outcomes. Research is also a premise to help educational institutions step by step come up with solutions to improve the learning outcomes of students of the Economics Department, Dong Thap University. 5. Conclusions This paper has measured the impact of using social networks on students' learning outcomes of the Department of Economics, Dong Thap University. We used the methods of descriptive statistics, measuring and analyzing by EFA, combined regression analysis to determine the influencing factors of using social networks on student learning outcomes of Department of Economics, Dong Thap University. By combining the results from the research and surveying the actual teaching and learning environment at the Department of Economics, Dong Thap University, we have found and analyzed the factors that influence students' learning outcomes, namely Information (TTi), Entertainment (GTi), Trendy (THT), and Tools for learning (CCHT) factors. 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