INTERNATIONAL UNIVERSITY – VNU HCMC

SCHOOL OF BUSINESS

COURSE: STATISTICS FOR BUSINESS - BA080IU

Semester 1 (2023 – 2024)
Lecturer: Dr. Nguyen Hoang Phu

GROUP MEMBERS

STT Full name Student ID Contribution

1 Nguyễn Trương Bảo Tiên FAFBIU22201 100%

2 Võ Thị Thủy Tiên FAFBIU22199 100%

3 Lê Doãn Quang Trung BABAUH19069 100%

4 Huỳnh Minh Trực BABAWE20262 100%

5 Đoàn Anh Tuấn BABAWE15397 100%

6 Nguyễn Xuân Anh Tuấn BABAIU22645 100%

7 Mai Lê Cát Tường FAFBIU22220 100%

8 Nguyễn Quốc Việt BAFNIU21619 100%

9 Lâm Kim Vy FAFBIU22233 100%

10 Trần Nguyễn Khánh Vy FAACIU22071 100%

11 Nguyễn Thị Hải Yến FAACIU22072 100%

 TABLES OF CONTENT
PART A : ..........................................................................................................2
I. Part I : Introduction & Methodology........................................................................2

a. The topic.....................................................................................................................2

b. The main issue. Question for project .........................................................................2

c. Experts think about your research issues....................................................................2
d. The two continuous variables. Explain. ....................................................................3
e. The population............................................................................................................3
f. The samples and the sampling method.......................................................................3
g. The data......................................................................................................................4
h. The survey errors........................................................................................................4
II. Part II: Descriptive Statistics Results.......................................................................5
a. The demographics information...................................................................................5
b. The choice of graphs ..................................................................................................6
c. The maximum number of graphs.

PART B: Inferential Statistics........................................................................7

I. Part 1:...........................................................................................................................7

a. Research topic.............................................................................................................7

b. Research purpose........................................................................................................7
c. Summary of your descriptive statistics.......................................................................7
d. The two variables.......................................................................................................8

II. Part 2:...........................................................................................8

a. Confidence interval.....................................................................................................8

b. Hypothesis testing.......................................................................................................9
c. ANOVA analysis........................................................................................................11
d. Linear regression........................................................................................................12

PART C: Reference.........................................................................................13

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PART A
Part I: Introduction & Methodology
a. What is the topic of your group project?
Factors that impact on the chosen of using social media for learning purposes
b. What are the main issues you plan to address?
The main issues intended to be addressed are:
+ Statistics and calculation data, to conclude.
+ Use a linear regression problem to show the relationship between factors that impact on the
choice of using social media for learning purposes.
What questions do you have about your project?
Which factors impact the decision for choosing social media for learning purposes?
c. What do experts think about your research issues?

Experts often have different views on the issues:

● According to Khan (2009), Facebook users often experience poor performance

academically.

● Englander et al., (2010), posit that social media is negatively related to academic
performance of students and may be a lot more momentous than its advantages.

● The American Educational Research Association conducted a search and declared

at its annual conference in San Diego California (2009), that social media users
study less and generate lower grades.

● Wan, Ziti, and Nuru (2017) examined the social media use and academic
achievement of 200 students at TATI University College. Their study indicates
that social media use brings about poor time management of students, which is the
source of poor academic performance.

● Researchers have discovered that social media platforms like Facebook are
utilized by university students to gather relevant information about their studies
and act as a supplementary learning material. Besides Facebook, YouTube is also
utilized by students to gain information for their scholar field such as architecture,
medicine, nursing, performing arts and more.

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Social media has become an essential part of our daily life in today's society, particularly
education. Social media has also clearly impacted all levels of education by providing
limitless opportunities for learning. Students can use mobile gadgets and social media to
create, customize, and exchange course content in text, video, or audio formats. These
technology breakthroughs have resulted in the emergence of a new breed of learning cultures,
ones based on the concepts of group discovery and engagement. On the one hand, social
media provides them with an excellent means of communication and collaboration, but it can
be a major distraction and cause serious long-term issues. Those students must strike a
balance between their social media usage and their academic performance, as the two appear
to become increasingly intertwined as time passes. Social media has become a mainstream
platform for university students to seek necessary information regarding their course syllabus.
Besides, social media also encourages online learning to students because with the
advancement of social media these days students can easily use it to watch educational
videos, read e-books, do their notes online or even learn through virtual video calling.
Therefore, we decided to choose the research topic: “ Factors that impact on the choice of
using social media for learning purposes’’.

d. Identify the two continuous variables (independent and dependent) between which
you would like to find the relationship. Explain why you are choosing these two
variables.
- Independent Variable: Satisfaction scores, Difficult to focus on studies, Negative impact of
social Media on Learning Performance, Time for learning
- Dependent Variable: Decide to use social media for educational purposes.
The reason: We choose these factors as variables because it allows us to assess the impact of
these factors on the decision in using social media for learning purposes, and providing
actionable insights for both students and educators.

e. Identify the population in your research about which you will be making inference

The population in this research are students from different educational levels.

f. Identify the samples and the sampling method that you will use to collect the data.

-My team used quantitative data from a survey on the impact of social media on learning
performance.
+Quantitative data is expressed in numbers and graphs and is analyzed through statistical
methods
+Qualitative data is expressed in words and analyzed through interpretations and
categorizations.
- Through the survey questions about media time spent and their impact, it helps us
understand the usefulness of media

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 -The samples and sampling strategy used to collect data on social media usage and learning
performance will be determined by the study environment and aims. Researchers can select a
sample of students, professionals, or a certain demographic group and then use an appropriate
sampling procedure depending on their study design.
-Convert behavior levels to a scale to be able to do descriptive statistics and statistical
inferences
1- Strongly agree 2 - Agree 3 - Neutral 4 - Disagree 5 - Strongly disagree

g. Submit the designed questionnaire which you will be using to collect the data if you
use survey in your data collecting step.

https://docs.google.com/forms/d/
1bQ7EgLboyGGIvSd8sMmzyxDQ3G8Th0II29l6S58YUB0/edit

h. Identify the survey errors that might have occurred in your research while collecting
data.

-Here are common survey mistakes my team makes in our research when collecting data:
● Using absolutes in questions:
+ Absolute values such as "Every," "All," "Ever," "Never," and "Always" can influence how
respondents answer our questions, and they may provide biased responses. Absolutes make
our questions rigid, making it difficult for respondents to provide more truthful feedback.
● Insufficient response options:
+ Although the question is clear, the available response options are not sufficient for the
survey participants. This leads to incomplete response data as respondents may choose the
closest option to their desired answer, even though that option may not accurately represent
their response.
● Use of jargon and unfamiliar language:
+ Using complex, technical, or abbreviated language in the question makes it difficult for
respondents to understand the meaning. This can affect their ability to answer according to
their intentions and may confuse them, leading to difficulties in selecting an appropriate
response.
● Creating excessively long surveys:
+ Creating surveys that are too long can lead to a range of issues, including loss of focus and
respondent fatigue due to the time-consuming nature of the survey. This can increase non-
response rates and introduce data inaccuracies into the research.
● Failure to include an introduction section:
+ Not including an introduction section in the survey can leave participants unsure about the
purpose of the survey and what the research aims to investigate. This reduces the participants'
trust in the survey and may discourage them from participating altogether.

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Part II: Descriptive Statistics Results
a.

The bar chart demonstrates that the level of difficulty concentrating on studying or working
when using social networks is at level 5. According to a survey, 38.64% of students find it
difficult to concentrate in studying or working when using social networks. While 1.36%
students feel there is no difficulty in concentrating in studying or working when using social
networks.

The bar chart illustrates that the level of negative impact on students' performance when
using social media during learning time is at level 4. According to research, nearly 45% of
students feel that using social networks during study time has a negative impact on their
performance. While only 1% of students feel that using social networks during study time do
not have a negative impact on their performance.

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The bar chart shows that the satisfaction level of students when using social networks for
learning is at 60-80 points. According to a survey, 45.45% of students are very satisfied with
using social networks for learning. While 0.45% of students are not very satisfied with using
social networks for learning.

The bar graph demonstrates that the maximum time students spend studying is 1 hour.
According to research, more than 25% of students spend 1 hour learning . While about 2% of
students spend 0 hour learning.

b. Descriptive Statistics for independent variables:

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 Difficult to Negative Time for
Satisfaction focus impact learning

72,3181 3,990909 3,781818

Mean 8182 Mean 091 Mean 182 Mean 2,0875
Median 80 Median 4 Median 4 Median 1,875
Mode 80 Mode 5 Mode 4 Mode 1
Standard 14,2254 Standard 0,950803 Standard 0,890147 Standard 1,68478
Deviation 7192 Deviation 1169 Deviation 1653 Deviation 0279
Sample 202,364 Sample 0,904026 Sample 0,792361 Sample 2,83848
Variance 0515 Variance 567 Variance 9759 Variance 4589
Range 90 Range 4 Range 4 Range 9
Count 220 Count 220 Count 220 Count 220

PART B:
Part I: Summarize your descriptive statistics results from part A
a. Research topic: Factors that impact on the chosen of using social media for learning
purposes.
b. Research purpose: This survey was launched for figuring out which factors can impact on
the decision of using social media for learning purposes.
c. Summarize descriptive statistics:
- The average level of satisfaction of people in using social networks is 72.31818182 and the
median level of satisfaction of people is 80 and the standard deviation of satisfaction is
72.31818182. ) is 14.22547192
- The average level of difficulty concentrating for people using the internet is up to
3.990909091 and the median level of difficulty concentrating for social network users is 4
while the average level of difficulty concentrating for social network users is 4. The standard
deviation of social network users' concentration difficulty is 0.9508031169.
- The level of negative impact of the average social network user is 3.781818182 and the
median level of negative impact of the network user is 4 and the standard deviation of The
negative impact of using social networks is 0.8901471653
- The average level of social network users spending time studying is 2.0875 and the median
level of people spending time studying is 1.875 and the standard deviation level is 1.875.
deviation) of people spending time studying is 1.684780279

d. The two variables

+Independent Variable: Satisfaction scores, Difficult to focus on studies, Negative impact of
social Media on Learning Performance, Time for learning.
- Dependent Variable: Decide to use social media for educational purposes.

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The reason: We choose these factors as variables because it allows us to assess the impact of
these factors on the decision in using social media for learning purposes, and providing
actionable insights for both students and educators.

Part II: Inferential Statistics

a. Confidence Interval
Population: Time spent using social networks by students
Sample n=220
Confident level= 95%
Identify problem format: Test for the population mean σ unknown
i. For population mean
We have:
- Mean= 3,636
- Sample standard deviation= 2,125

=> Apple formula: CI=

=> CI= 3,636 ± 1,96*(2,125/√ 220 ) = 3,636 ± 0,281

With 95% confidence, the population mean of "amount of time spent on social media" will be
between 3,355 to 3,917

ii. For population proportion

1. A random sample of 220 people shows that 67 people spend on 2 hours to use social
media

=> Apply formula:

= 0,3045 ± 1,96(0,0310)
= 0,2437 to 0,3653
=> Conclude: We are 95% confident that the true percentage of people who use social media
in 2 hour in the population is between 24,37% and 36,53%

2. A random sample of 220 people shows that 55 people spend on 3 hours to use social
media

=> Apply formula:

= 0,25 ± 1,96(0,0292)

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= 0,1928 to 0,3072
=> Conclude: We are 95% confident that the true percentage of people who use social media
in 2 hour in the population is between 19,28% and 30,72%

b. Hypothesis testing
We have
- Mean= 72,32
- Sample standard deviation=14,23
- 95% confidence interval
- Sample size n= 220
- Identify the problem: Test for the population mean σ unknown
i. For population mean
Question: The average satisfaction level of the population when using social networks for
learning is 70?
The claim that the mean of satisfaction level of for the population when using social networks
for learning is equal 70
Null Hypothesis (H0): The average satisfaction level (μ) is equal to 70.
Alternative Hypothesis (H1): The average satisfaction level (μ) is not equal to 70.
State the null and alternative hypotheses

+ H0: μ=70
+ H1: μ≠ 70

=> Two-tailed test

Specify the level of significance α and the sample size n

+ α = 0,05
+ n= 220

Apply formula: Zstat=

Zstat =

Zstat= 2,418

Critical value: For α = 0,05 => α /2 = 0,025 => Z0= ± 1,96

=> Because Zstat= 2,418 > 1,96
=> We must reject the null hypothesis
=> Conclude: Hypothesis test aimed to assess whether the average satisfaction level of the
population when using social networks for learning differs from the assumed value of 70. We
reject the null hypothesis (H0), providing sufficient evidence to suggest that the average
satisfaction level of the population when using social networks for learning is different from
70. The results indicate a statistically significant deviation from the assumed satisfaction

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level, emphasizing the importance of further investigation or potential interventions to
address the observed differences.

ii. For population proportion

Situation: We claim that the rate of 20% of students use social networks for about 3
hours. A random sample of 220 was surveyed with 55 students using social networks
for 3 hours.
State the null and alternative hypotheses

+ H0: π=0,2
+ H1: π≠ 0,2

=> Two-tailed

Specify the level of significance α and the sample size n

+ α = 0,05
+ n= 220

=> Apply formula: Zstat=

Zstat=

Zstat= 1,854

Critical Value: For α = 0,05 => α /2 = 0,025 => Z0= ± 1,96

=> Because Zstat= 1,854 < 1,96
=> We do not reject null hypothesis
=> Conclude: There is insufficient evidence that the true amount of student rate of
using social networks for 3 hours is different than 0,2

c. ANOVA analysis (if any): when your research involves comparing means of more
than two independent variables.
- We have 4 variables: Difficult to focus, Negative impact, Time for learning and
Satisfaction divided into 2 parts: Positive and Negative.
+ 2 Variables : Difficult to focus and Negative impact is Negative we will put in 1
anova table.
+ 2 variables : Time for learning and Satisfaction are Positive we will put in the
remaining anova table.

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 - From the data when analyzing the data, we can calculate the ANOVA analysis. The
group formulas used and calculated in Excel yield the following results:

Anova Negative

According to the survey data, we observe that Anova data is the test result of 2 variables:
Difficult to focus and Negative impact.

We noticed that P-value = 0.01 < 0.05 Have meaning

Then we look at F and F crit and we see that F > F crit (5.66 > 3.86 ) Two negative variables are unrelated s

Anova Positive

According to the survey data, we observe that Anova data is the test result of 2 variables:
Time for learning and Satisfaction.

We noticed that P-value = 1.3E-246 < 0.05 —> Have meaning.

From anova’s data table we see that F > F-Crit ( 5288 > 3.8 ) is very high so they won’t
depend on each other.
Variables have no relationship with each other.
In addition, we also use those 4 variables to use for the regression model.
d. Regression analysis of the dependent and the independent variable.
i. Provide the Simple Linear Regression equation.

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 Yi = β0 + β1 Xi + Ɛ
Where:

X – the value of the independent variable,

Yi – the value of the dependent variable.
β0 – is a constant (shows the value of Y when the value of X=0)
β1 – the regression coefficient (shows how much Y changes for each unit change in X)

Ɛ (Error term) is often called residuals and represents the difference between the actual value
of the dependent variable and the value predicted by the model

ii. Interpret the regression coefficient (slope) in the context of your research.

Decision= β0 + β1 Satisfaction β2 Difficult to focus+ β3 Negative impact + β4

Time for learning

β0 is the intercept coefficient, representing the value of the dependent variable when all
independent variables are equal to 0.
β1,β2 β4, β3 : Slope of independent variable
Time for learning: Times spend for learning ( hours)
Negative impact: External negative influences impact decisions
Difficult to focus: substance that impairs concentration
Satisfaction: User contentment with their decisions

Coefficients:

- Constant (intercept) : 0.0665 ( P-value: 0.4466 )

- Satisfaction: 0.0101 (P-value: 0.0031)
- Difficult to focus: 0.0032 (P-value: 8727)
- Negative impact: 0.042 (P-value: 0.0588)
- Time for learning: -0.0116 (P-value: 0.1294)

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Interpretation:

- R Square: The model explains 37.85% of decision using internet

- Satisfaction: A one-unit increase is associated with an increase of 0.01 in
decision
- Difficult to focus: not statistically significant in explaining Decision
- Negative impact: not statistically significant in explaining Decision
- Time for learning: not statistically significant in explaining Decision
Conclusion:

- Based on the regression coefficients and p-value in the model, we can draw conclusions
about how the factors weigh decisions, such as Satisfaction, Time for learning, Negative
impact, Difficult to focus shows their impact on user decisions in the survey area.

- Data analysis reveals that customers' satisfaction level has a significant impact on their
decisions. Users can access the internet more easily thanks to applications and expertise.
Their decision to utilize the internet for learning is strengthened by this, as it enhances their
degree of satisfaction and usage time.

Evaluation:

- Through the summary and analysis table, it shows that R square ~ 37.85%, this shows
that the reliability level is only approximately 37.85%. This level of data collection
suggests a low level of reliability.
- The likelihood of obtaining a correlation that is more extreme than the level that is
seen is measured by the p-value. The majority of them had measured P values greater
than 0.05, which indicates they have no bearing on the issue we posed.
- Because it was completed quickly, the accuracy of the data was low, resulting in less
full data than anticipated.
- According to the survey, there is just one positive characteristic that has an impact on
internet users' ability to learn: satisfaction.

PART C
Reference:

https://www.mdpi.com/2227-7102/13/7/745

https://www.researchgate.net/publication/
341270708_Use_of_Social_Media_and_Its_Effect_on_Academic_Performance_of_the_Stud
ents

https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=15016&context=libphilprac

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 https://www.linkedin.com/pulse/effect-social-media-usage-academic-performance-mercy-
asante

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