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Full-Blown Research Proposal. MATUGUINA
Full-Blown Research Proposal. MATUGUINA
PROPOSED TITLE:
Prepared by:
KENNETH ROY I. MATUGUINA
MAEd- Science
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CHAPTER 1: INTRODUCTION
Social networking sites are used by individuals for various purposes, such as
communication, work related activities, and socialization. According to Perse &
Ferguson [11], the three main reasons people use SNS are for learning,
entertainment, and passing time
Social networking sites have become ubiquitous, especially among the youth
(Lenhart, 2015). There has been abundant research on the implication of Web 2.0
technologies including social networking sites, especially on young people’s health,
socialization, psychology, and education outcomes (Loader, Vromen, & Xenos, 2014;
McHaney, 2011; O'Keeffe, Clarke-Pearson, & Council on Communications and Media,
2011; Valenzuela, Arriagada, & Scherman, 2012). Despite concerns about whether
social networking sites have become an unwelcome distraction for students and
whether they negatively affect students’ academic achievement (Ivala & Gachago,
2012; Jacobsen & Forste, 2011), educators are eager to understand how this
fundamental shift in students’ communication method might as well present an
opportunity for teachers to design innovative instructions to enhance student
learning. Efforts to integrate social networking sites into teaching and learning and
to understand students’ willingness to participate have significantly increased.
H1: The number of hours spent on Facebook will influence both academic
performance and quality of life.
RESEARCH OBJECTIVE
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Determine whether facebook platform usage improves or deteriorates students’ academic
performance in Science.
THEORETICAL FRAMEWORK
GENERAL OBJECTIVE:
The purpose of this study is to determine how student involvement in Facebook platform
affects the student’s academic performance in Science.
SPECIFIC OBJECTIVE:
RESEARCH PROBLEM
The assumptions of the correlation between Facebook platform utilization to that of the
students’ academic performance in Science.
RESEARCH QUESTION
1. What effect does daily use of Facebook have on the attention span of the academically
challenged students?
Pass Time
ACADEMIC
Relax/Escape PERFORMANCE
FACEBOOK *Attention Span
Entertainments
USAGE *Self-motivation
(FREQUENCY) *Lack of focus
Socialization
*Health issues
Social *Dependence on online
Information friends
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CHAPTER 2. REVIEW OF RELATED LITERATURE
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learning, building an effective integration methodology poses a major challenge for
the researchers to counter.
In fact, many practitioners have not fully embraced this technology due to
lack of proper skills and training in this area. The technological researchers who are
in support the integration of Facebook into the educational setup have a perception
that conversational procedures that ensure maximum interaction as well as a mix of
reflections are made possible through social networking platforms. In the reflection
of the impacts of Facebook networking on students’ performance, Tess (2013)
argues that there is a variety of correlations that exist in the literature. Other studies
though find a significant negative correlation between a student’s performance and
use of Facebook while others find no correlations or weak correlations. Only a few
studies come up with positive correlations though not with high-level significance.
Interestingly, the negative correlations for the Facebook usage and poor academic
performance have been associated with personality traits or other behavioral or
psychological aspects rather than solely with the use of these platforms.
Other researchers have investigated the effects of using Facebook on
academic performance for undergraduate students at the Lulea University of
Technology Sweden in relation to their personality traits. The suggested research
model examines the effects of Facebook usage on the performance of students with
different personality traits. Furthermore, the research endeavors to justify the
relationship between the three aspects i.e. Facebook usage, personality traits and
academic performance (Ellison, 2007). The comprehensive analysis of 239 students’
data reveals very significant results and establishes that application of Facebook is
associated with negative implications on the academic performance of students with
extrovert personalities. However, the factor of self-regulation amongst students’
population magnificently reduces the negative impacts since they are deemed to
have high levels of effective self-control with Facebook use. Cognitive absorption,
which defines the extent of deep involvement, is another personality factor taken
into consideration while undertaking this research. Many have used Facebook
exclusively as their social life outsource and have a feeling that this online platform
means allowing it to take over their lives, (Kirkpatrick, 2010) which will lead to them
rejecting the platform. Some say that since they started using Facebook, they have
become more organized primarily regarding management contact and sharing
information. A study by
Kirkpatrick (2010) done recently also ask questions on the assumed effects
that are negative on Facebook use on the academic achievements of the students
and it suggested that this interdependency is significantly moderated by learners
interests in the colleges and capabilities of performing many tasks at the same time.
These results with controversy, additional to information from Facebook and
students’ comments on distinguished groups of Facebook, give an indication that
learners with specific profiles aim at the bridging social network, and getting in
touch with old contacts and making new friends. Some spent most times on
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Facebook compare to others; they should have more immersion in tasks related to
the many hours they spend surfing Facebook, so they are distracted likely by parallel
tasks performed. Learners and other users who are active get involved in discussions
that are long on issues trending daily, checking their profiles in Facebook from cell
phones and computers.
Also, Ellison (2007) emphasizes on further investigation into the issue to find
some more variables like focus and intervention that may be strongly related to
academic performance. The negative correlation between Facebook usage and
academic outcomes may be justified by some negative academic impacts related to
certain ways students use this social medium. He observes that some specific uses
of this social media relate to improved academic performance while others
contribute to lower academic results. Chand (2012) conducted an investigation on
the popularity of famous social media network (Facebook) among university
students with a special concern for the gender-based comparison and the effect of
the selected social medium on their academic performance. The researcher analyzed
the patterns as well as the frequency of using Facebook among college students
with a major focus on gender differences and student opinion regarding the impacts
that this medium has on academic performance.
The research by Ellison (2007) analyzed a random sample comprising of 384
respondents both male and female. Also, the respondents belong to undergraduate,
graduate and postgraduate programs all bearing a mean age of 21 years. The
research analysis indicates that Facebook has equal popularity among male and
female students of the university under study. From the research, the majority of
the users approximately 61% agree that this social medium has adverse effects on
their academic performance. Male comprised a majority of the 61% of majority
respondents. Additionally, the adverse effects of Facebook on academic performance
contribute to the opinion that use of Facebook makes it hard for them to perform
the best on their career performance. However, the researcher is optimistic that the
later opinion is rather unclear and recommends the need for further investigation.
CHAPTER 3: METHODOLOGY
Quantitative Methods
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Method of Data collection: All participants (N=168) have been
sent email on their email address for filling the electronic
questionnaire form (Form) with short description and information
about protecting their privacy.
Date of data collection: First email has been sent with E-form link
in April 19, 2017 with the mentioned dead line for E-form filling date
April 30, 2017. Approximated 10 days have been given to students to
fill the E-form (Appendix A,).
Response rate achieved: There were in total of 39 respondents
that gives us a response rate of 23%.
The web based survey has been used for this study because it is fast,
easy to manage and most suitable for this research work. A web-
based survey is cost effective utility and it has ability to store a high
return rate of answers as compared to a mail-in paper survey. Web-
based surveys offer great flexibility in design, advantage of being
fast, inexpensive and can be conducted in a matter of hours. For
this study, I have chosen Google Forms (Online Electronic form
generator) utility.
Microsoft excel 2007 has been used to process the data gathered
and various charts and tools have been used to analyze and
understand the data.
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Some of the questions’ aspirations have been taken from previous
relevant research The demographic section includes eight questions
about age, gender, nationality, grade points etc. These all questions
are being used as independent variables for analyzing the results in
summaries. In the second section there are three questions which
explore the student’s involvement in study relevant activities. This
section has been designed to know the student’s time management for
studies and also his attitudes towards his/her studies. From the
question (Are you Facebook user? Yes/No) questionnaire divided into
two parts. Participants who answers “Yes” directed to complete section
three which has been designed for Facebook users only and participant
who answers “No” directed to complete section four only which is only
for those users who do not use Facebook or do not have Facebook
account. Thus the Facebook users can see Facebook related questions
only and non-Facebook users can see and fill questions regarding to
them.
The section three is about Facebook use and Facebook impact on
study. It includes four sets of 5- point Likert scale items (1 = strongly
disagree to 5 = strongly agree) designed to measure the extent to
which respondents agree or disagree with statements about
intensity of Facebook use and Facebook Section 1 Section 2 Section
3 Section 4 Section 5 impacts on student’s academic performance
and academic lives. In the survey Likert measures, produce
information that is inherently statistical in nature. Last section is for
those participants who do not use Facebook. Participant will answer
the reasons not to be involved in Facebook use and does participant
has intention to use Facebook in the future or not? The survey form
has been designed with such a technique that respondents cannot
feed redundant data in the E-form and also they can fill the form in
minimum frame of time. Consequently, researcher should not face
much difficulty to categorize and analyze data for generating results.
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These are the basic variables which most of the studies used to
categories their data into main categories like age, sex, nationality
and year of admission. The participants have chosen the answers
from the survey form (questionnaire options) that best described
their choice. The closed answer response options are listed in Table
1.
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Table 2. Outcome Variables
Facebook
Internet for In a typical day time spent on
Study and
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In a typical day time
schoolwork spent on for doing study
or schoolwork
Independent Variables (IV) “that are selected or controlled by the researcher, to
determine its relationship to the observed outcome of the research—also called
explanatory, predictor, or manipulated variable” (Steinberg et al., 2010, p.13).
Variable regarding Facebook use and impact have been divided into two
categories and measured by 5 Likert scale.
Table 3: Independent Variables for Facebook use and impacts
class
towards
new friends
Particularly I use Facebook to keep in touch
with my friends usage
1) Strongly
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Disagree
2) Disagree
3) Neutral
4) Agree
I use Facebook for break during my
studying or doing schoolwork
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opinion
impact on
I am able to control my use of
their
Facebook so that it does not
interfere with studying or doing
schoolwork academic
performan
ce
According to Muijs (2004) the term reliability is explained, the whole process of
research, as being free of measurement error and helped describe the quality of
the survey tool. The term validity figure out whether the questions on the survey
are appropriate to measures of the variables under research (Muijs, 2004).
Survey questionnaire has been discussed with my thesis supervisor (Paivi
Harinen) for further improvement and refinements.. To improve content validity
and reliability in the survey.
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REFERENCES:
Analysis through the social capital. Joensuu, Finland: Faculty of Social Sciences ,
University of Eastern Finland.
Facebook facts (2013). News room Facebook key facts. Retrieved Feb 20, 2013, from
http://newsroom.fb.com/Key-Facts
Ellison, N. B., Steinfield, C. and Lampe, C. (2007), The Benefits of Facebook “Friends:”
Social Capital and College Students’ Use of Online Social Network Sites. Journal
of Computer- Mediated Communication,
12: 1143–1168. doi:10.1111/j.1083-6101.2007.00367.
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APPENDICES
SURVEY QUESTIONNAIRE
INTERVIEW QUESTIONS
1st
2nd
3rd
5. When did you start your program?
YEAR:
Hours
7. What is your average grade (in all subjects which you have
o 3.50-3.75
o 3.00.3.50
o 2.50-3.00
o Below 2.00
7A. If you are in 1st year then what was your GPA?
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Student’s involvement in study related activities: -
Facebook? Hours
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(1) Strongly Disagree, (2) Disagree, (3) Neutral, (4) agree, (5) strongly agree
1 2 3 4 5
13. Please rate how strongly you agree or disagree with the
1 2 3 4 5
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I am able to control my use of Facebook so that it does
not interfere with studying or doing schoolwork
o I have no Time
o Others:
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1