Understanding WhatsApp Disengagement: A Communication Privacy Management Perspective on Group Exit

DOI: https://doi.org/10.47405/mjssh.v11i4.3936
Keywords: WhatsApp groups, Privacy management, Information overload, Conflict, Digital disengagement

Abstract

This study investigated why individuals leave WhatsApp groups, drawing on Communication Privacy Management (CPM) Theory through a quantitative research design. Using questionnaires and SPSS Version 31, data were analysed via chi-square tests, independent samples t-tests, and logistic regression. The most frequently cited reasons for leaving groups were information overload (68%), excessive voice messages (54%), and motivational or quotation content (49%). Communication style also played a notable role, with harsh, offensive, or emotionally hurtful language reported as damaging to participants' well-being and a contributing factor to group exit. Statistical analyses revealed several significant findings. Chi-square results demonstrated a significant association between age and privacy concerns (χ² = 12.34, p < .01), while independent samples t-tests showed that females reported greater privacy concerns than males (t = 2.15, p < .05). Logistic regression confirmed that both privacy concerns (β = 0.42, p < .01) and interpersonal conflict (β = 0.37, p < .05) meaningfully increased the likelihood of departure. Overall, the study found that privacy boundary violations, intensified conflict, personal attacks, and inappropriate language were strong drivers of disengagement. The findings underscore the importance of respectful communication, clearly defined group purposes, and effective moderation. Platform-level features supporting user autonomy were also highlighted as essential. Future research directions include cross-platform comparisons, intervention strategies to minimise unnecessary exits, and exploration of cultural differences in digital privacy management. The study contributes valuable insights into the social and psychological dynamics shaping participation in digital group communication.

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Author Biographies

Isai Amutan Krishnan

ACADEMIC QUALIFICATIONS AND EXPERTISE IN EDUCATION

I hold a Ph.D. in Teaching English as a Second Language (TESL) from Sultan Idris Education University. Prior to that, I earned a Master of Science in Management (by Research) from Asia e University, School of Management, as well as a Master’s in English as a Second Language (MESL) from the University of Malaya (UM), Faculty of Languages and Linguistics. Additionally, I obtained a Bachelor of Business Administration from University Putra Malaysia (UPM).

My academic qualifications have shaped my expertise across multiple disciplines. My Ph.D. in TESL has deepened my knowledge of English language teaching (ELT), curriculum development, and linguistic research, allowing me to contribute significantly to ELT methodologies and teacher training. My doctoral research, The Language Use and Social Interaction Strategies by Fresh Graduates in Job Interviews for the 21st-Century Workplace, explores the role of language in employability and professional communication. My Master of Science in Management has enhanced my research capabilities in management, strategic decision-making, and educational leadership. My research, Customer Satisfaction and Commuter Service: An Evaluation of Intercity Keretapi Tanah Melayu Berhad (KTMB) Performance Delivery, strengthened my understanding of service quality and organizational performance. Additionally, my Master’s in English as a Second Language (MESL) from the University of Malaya refined my skills in applied linguistics, syllabus design, and student engagement. My research focused on professional discourse in job interviews among Malaysian fresh graduates, further advancing my contributions to language education. Lastly, my Bachelor of Business Administration from University Putra Malaysia provided a solid foundation in business operations, financial management, and leadership, enabling me to bridge the gap between language education and professional communication. Together, these qualifications have enriched my role in academia and beyond.

TEACHING EXPERIENCE

I started teaching unofficially at the age of 13 as part of my evolution after UPSR. I began by teaching students in standards 1-6. After completing my form three national exam, I started teaching forms 1-3. Following my SPM, I moved on to teaching forms 4 and 5, and after completing form Six, I began teaching form 6 students. I continued this unofficial teaching journey until I completed my Diploma in Management and my Bachelor's degree in Business.

In 2004, I officially began my lecturing career as an English lecturer at Cambridge Language Center. That was where my real journey started. I was actively involved with the British Council Teachers' Council, which, although no longer active, played a significant role in shaping my passion for English language teaching (ELT).

Over the years, I have taught in various institutions, including language centers, private tuition centers, colleges, universities, and private homeschooling settings. Alongside teaching, I have gained practical experience in developing learning materials and conducting conventional classroom teaching. Additionally, I have worked as a freelance educator for international/private schools (abroad-Indonesia, Laos & Cambodia), an experience that has been both interesting and challenging due to the blend of cultures and environments compared to Malaysia.

Teaching has been an invaluable experience for me since my days as a graduate student. I enjoy engaging with students, delivering lectures, and fostering interactive discussions. Teaching has provided me with an opportunity to share knowledge while continuously enhancing my cognitive thinking, learning abilities, and problem-solving skills. I consider myself a competent and enthusiastic educator, particularly in Virtual Learning Environments (VLE) and Online Distance Learning (ODL), utilizing platforms such as Zoom, Google Meet, Microsoft Teams, and other digital tools. I integrate blended learning techniques by incorporating online resources and smartphone-based learning tools into my lessons.

CURRICULUM DEVELOPMENT AND EDUCATIONAL CONTRIBUTIONS

My academic qualifications and professional experience have given me the confidence to develop new course modules, assessment criteria, marking rubrics, and course proposals. Notably, I have contributed to the development of materials for ESOL (English Speakers of Other Languages), IELTS, and TOEFL programs. At my former college, I played a pivotal role in designing English and Business course materials for Foundation, Diploma, and Degree programs in accordance with Malaysian Qualifications Agency (MQA) standards. These materials received MQA approval and have been instrumental in student success.

Beyond curriculum development, I have also delivered numerous presentations and training sessions in English and Business Studies, strengthening my confidence in lecturing professionals. Additionally, I have been invited to teach essential soft skills such as leadership, communication, teamwork, problem-solving, and cultural competence to educators and students in both government and private sectors.

INTERACTIVE TEACHING STRATEGIES AND STUDENT ENGAGEMENT

Throughout my years of teaching, I have discovered that student engagement is most effective when they are actively involved in the learning process. I strive to create a two-way interactive classroom where students engage through questions, discussions, and peer-to-peer interactions. I frequently present students with real-world problems, providing them with brief guidelines to encourage logical thinking and solution development.

One of my ex-students, Dolly Bernard-Mark, once expressed: ‘Your patience has continued as you have mentored my way through the transition from student to instructor.’ Witnessing my students take ownership of their learning journey is incredibly rewarding.

RESEARCH AND ACADEMIC PUBLICATIONS

With a passion for research, I have successfully published over 57 articles including 8 Scopus Indexed and non-indexed journals in the fields of English Language Teaching (ELT), Linguistics, and Human Resource Management. I am also a certified academic manuscript and thesis editor specialising in language usage and academic phrasing. Recently, I have taken on the role of a manuscript reviewer for SAGE - South Asian Journal of Human Resources Management, allowing me to contribute to scholarly discourse by critically evaluating and refining research articles.

CONTRIBUTIONS TO STUDENT DEVELOPMENT AND CAREER READINESS

In addition to teaching, I have been actively involved in career development initiatives, conducting workshops on job interview preparation for university students. My master’s research focused on professional discourse in job interviews, analysing self-presentation tactics, communication skills, and impression management strategies. Motivated by my research findings, I have conducted workshops on crafting compelling resumes, answering interview questions effectively, and enhancing communication skills to better equip graduates for the job market.

SPECIALISED TEACHING AREAS AND INTERESTS

I have extensive experience teaching a wide range of subjects, including:

  • English Language: GCSE, IGCSE, A-Level, MUET, SPM
  • Business Studies: IGCSE Business (0450), AUSMAT-English, AS & A-Level Thinking Skills (9694)
  • Sociology: IGCSE Sociology (0495)
  • Performing Arts: Public speaking, drama, debates, choral speaking
  • Global Perspectives: IGCSE Global Perspectives (0457)

I am also deeply involved in performing arts education, focusing on debate coaching, drama, and public speaking to foster students’ confidence and communication abilities.

TRAINING, LEARNING & DEVELOPMENT

With over 20 years of experience, since 2015 I am a certified and accredited Trainer under the Human Resources Development Fund (HRDF), specialising in education, corporate training, and customer service development. My expertise includes:

  • Communication Skills (Email English, Telephone Etiquette, Presentation Skills)
  • Negotiation and Public Speaking
  • Impression Management Tactics
  • Employability Skills
  • Training Program Development and Facilitation

My ability to engage learners from diverse backgrounds allows me to create effective learning interventions tailored to various industry needs.

PROGRAMME COORDINATION AND ACCREDITATION

As a Senior Lecturer and Programme Coordinator, I have played a key role in academic programme accreditation. I have contributed to the MQA accreditation processes for various programs, including the Master’s in Education, which received full accreditation in February 2025. Additionally, I co-developed the Bachelor of Education (TESL), which is currently under provisional accreditation (PA), as well as the Master’s in Digital Learning and English Language Teaching also under PA. Furthermore, I serve as a subject matter expert (English) in the Accreditation of Prior Experiential Learning (APEL A), further enhancing my academic and administrative expertise.

SUPERVISION

I have supervised 19 master’s students in Education during the 2023-2024-academic year. Currently, I am supervising five masters’ and five Ph.D. students. This role has strengthened my expertise in research methodologies, academic mentorship, and scholarly collaboration.

FUTURE GOALS AND ASPIRATIONS

My ultimate career goal is to become a highly effective university lecturer and researcher, specialising in English and Business Studies. I am committed to:

  • Enhancing my teaching and research skills
  • Integrating emerging trends in AI and education technology
  • Expanding my contributions to scholarly publications and conferences
  • Continuing my mentorship and supervisory roles

I firmly believe that effective teaching is a dynamic and continuous process of improvement. It involves adapting teaching methodologies to meet evolving educational needs, enhancing course materials to ensure relevance and effectiveness, and fostering active student engagement to promote meaningful learning experiences.

My passion for education, research, and student development serves as the foundation of my academic journey. I am dedicated to not only imparting knowledge but also inspiring critical thinking, creativity, and lifelong learning among students. Through my commitment to innovative teaching strategies and research-driven approaches, I strive to make a significant contribution to academia.

In conclusion, I remain deeply committed to creating impactful learning experiences that empower students with the skills and knowledge they need for future success. Additionally, I aim to advance knowledge through rigorous research and actively contribute to the professional growth of aspiring educators and professionals in my field. My goal is to shape a new generation of learners who are well-equipped to thrive in an ever-evolving global landscape.

NON-ACADEMIC INTEREST

My passion for hiking began in childhood, wandering the trails near my parents’ rubber estate. Even before knowing the word “hiking,” I explored hills and forests out of curiosity, unknowingly developing a deep connection with nature. These early adventures fostered a lifelong appreciation for the outdoors, shaping my perspective on life and instilling a sense of wonder and perseverance.

During university, a friend invited me on my first official hike to Bukit Sri Serdang, followed by countless treks at Bukit Gasing while pursuing my master’s degree at University Malaya. Hiking became more than recreation; it sharpened my focus, balanced my studies, and cultivated discipline. Over time, I expanded my explorations, eventually tackling Mount Kinabalu four times, with the goal of reaching it ten times. I paused temporarily to focus on my academic pursuits and career development.

In 2023, I joined the Time Lapse Adventure (TLA) group, a community that celebrates hiking as a lifestyle. Inspired by its emphasis on teamwork, resilience, safety, and respect for nature, I began to view hiking as a journey of growth, connection, and character-building.

My true challenge began in 2024 with the G7 peaks of Malaysia. My first climb, Mount Yong Belar, tested me physically and mentally, pushing me to the limits of exhaustion, fear, and self-doubt. Yet, by focusing on perseverance and breaking the climb into small steps, I discovered resilience, patience, and inner strength. This experience transformed my perspective: hiking was no longer just a sport but a philosophy and a way of life.

After an initial break, I returned to the G7s, completing all seven peaks; Yong Yap, Tahan, Chamah, Ulu Sepat, and the twin peaks of Korbu and Gayong within months. By 31 August 2025, I achieved this personal milestone, symbolising freedom, determination, and personal growth, reflecting my lifelong love for nature and the transformative power of hiking.

I will continue pursuing hiking and other adventurous activities that challenge me physically and mentally while ensuring safety. These experiences help me cultivate focus, discipline, and self-awareness, allowing me to grow personally and embrace new opportunities for exploration and achievement.

 

Muhamad Firdhaus Shahrom, UNITAR International University Tierra Crest, Jalan SS 6/3, Ss 6, 47301 Petaling Jaya, Selangor

Muhamad Firdhaus bin Shahrom is currently a lecturer at UNITAR International University, where he teaches subjects related to education, leadership, and linguistics. He brings many years of experience from teaching at various colleges and universities. He holds a Master's degree in Educational Leadership and Management from Universiti Malaya (UM), reflecting his dedication to excellence throughout his career. With a keen interest in technology, leadership, and linguistics, he offers a holistic perspective on the practical application of knowledge.

Muhammad Shafeeq Mohd Sapian, Faculty Technology Management and Technopreneur, Universiti Teknikal Malaysia Melaka (UTeM), Jalan TU 62, 75450 Ayer Keroh, Melaka

Muhammad Shafeeq Mohd Sapian is currently pursuing a PhD in Technology Management at UTeM. He brings 13 years of professional experience as a mountain guide, officially registered under the Jabatan Perhutanan Semenanjung Malaysia (JPSM) where he led expeditions, ensured safety, and promoted responsible outdoor recreation. He also holds a Master of Science in Recreation and Sustainable Ecotourism from UPM, combining strong field expertise with academic excellence. With a growing interest in technology and innovation, he offers a unique interdisciplinary perspective that bridges technology management, sustainable practices, and real-world outdoor experience.

Rishi Kumar Loganathan

Rishi Kumar Loganathan holds a bachelor’s degree in mathematics education with Honours, a master’s degree, and a PhD in Educational Evaluation. He currently serves as a School Improvement Specialist Coach (SISC+) at the District Education Office (PPD) Larut Matang dan Selama. His professional and research interests focus on educational evaluation, assessment literacy, and psychometrics, particularly in the application of measurement models to improve teaching, learning, and assessment practices. Rishi Kumar has published several scholarly articles in education-related fields, with a strong emphasis on psychometric analysis and educational measurement and is actively involved in providing instructional coaching and professional development for teachers to enhance evidence-based educational practices.

Sharon Selvarani Selladurai,, SMK Seri Gombak, 68100 Batu Caves, Gombak, Selangor.

Sharon Selvarani Selladurai, Senior Assistant for Afternoon Session at SMK Seri Gombak. Presently, she is pursuing her PhD at Universiti Pendidikan Sultan Idris (UPSI). Her research, titled ‘Mother Tongue Interference in Writing Among Secondary School Students,’ aims to explore its nature, impact, contributing factors, mitigation strategies, and develop an effective pedagogical framework.

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Published
2026-04-23
Issue
Vol 11 No 4 (2026)
Section
Articles

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