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Homepage > Catalog > Business economics > Marketing, Corporate
Communication, CRM, Market Research, Social Media
Excerpt
Table of Contents
Contents Pages
Acknowledgement
Abstract
Acronyms
List of Tables
List of Figures
Chapter One
Introduction
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.3.1 General Objective
1.3.2 Specific Objectives
1.4 Research Questions
1.5 Significance of the Study
1.6 Scope of the Study
1.7 Limitation of the Study
1.8 Operational Definition of Key Terms
1.9 Organization of the Thesis
Chapter Two
Review of Related Literatures
2.1 Definition of Social Networks
2.2 Becoming Social
2.3 Extent of Social Media Technology Use
2.3.1 General Demographics
2.3.2 College-Age Users
2.4 An Overview of Facebook
2.5 Facebook Usage
2.6 Students’ Perceptions of Facebook
2.7 Academic Performance
2.8 Facebook and Academic Performance
2.9 Hedonic Usage of Facebook and Academic Performance
2.10 Theoretical Review
2.10.1 Flow Theory (FT)
2.10.2 Distraction Effect
2.11 Impacts of Facebook Usage
2.11.1 Positive impacts
2.11.1.1 Sharing and collecting information
2.11.1.2 Communication and entertainment
2.11.2 Negative impacts
2.11.2.1 Academic performance problems
2.12 Student’s behavior
2.13 Empirical Review
2.14 Conceptual Framework
Chapter Three
Research Methodology
3.1 Description of the Study Area
3.2 Research Design
3.3 Population and Sampling
3.3.1 Target Population
3.3.2 Sample Size and Sampling Technique
3.3.2.1 Sample Size
3.3.2.2 Sampling Techniques
3.4 Source of Data and Instruments of Data Collection
3.4.1 Reliability and Validity of Research Instruments
3.4.1.1 Reliability of Research Instruments
3.4.1.2 Validity of Research instruments
3.5 Procedures of Data Collection
3.6 Method of Data Analysis and Presentation
3.7 Ethical Consideration
Chapter Four
Results and Discussion
4.1 Results of the Study
4.1.1 General Profile of the Respondents
4.1.2. Reliability Analysis
4.1.3 Facebook Usage
4.1.4 Motives that Drive Students’ to Use Facebook
4.1.5 Time Spent by Students’ on Facebook Usage
4.1.6 Students’ Ratings of Time spent on Facebook Usage and Study Time
4.1.7 Facebook Usage and Students’ Academic Performance
4.1.8 Facebook Impacts on Students’ Academic performance
4.1.9 Students’ Addiction to Facebook Usage
4.1.10 Correlation Analysis
4.1.11 Regression analysis
4.2 Discussion of Findings
Chapter Five
Conclusion and Recommendations
5.1 Conclusion
5.2 Recommendations
References
Appendix
Acronyms
Abbildung in dieser Leseprobe nicht enthalten
List of Tables
Table 1: Sampling Technique
List of Figures
Figure 1: Conceptual Framework of the Study
Acknowledgement
Above all, I would like to express the help of God in my entire life journey
and in completing the research project and the grace, blessing as well as
giving me strong muscles and mental stability to bring out this piece of work
in to the light. My heartiest thanks go to my advisors Dr. Shimelis Z.,
Tagay F. (MBA), and Sarfaraz K. (MBA) for their considerable
contribution to the topics and direction of this project and their invaluable
guidance, conversations, stretched patience, encouragement and support of
various kinds through some difficult times. Without them this journey would
never have reached this destination.
Abstract
Today Facebook is considered as one of the most popular platforms for
online social networking among youth, and - as many researches show –
university students. The purpose of this study is to assess the impact of
social networking sites i.e. Facebook on students’ academic performance.
The study was carried out in Wollega University with regular undergraduate
students in focus. A questionnaire was designed to assess impact of
Facebook usage on Student and was administered to 384 students’ selected
using stratified sampling technique. Variables identified are time spent on
Facebook, addiction to Facebook and academic performance. The Pearson
product-moment correlation coefficient was used to examine the
relationship between addiction to Facebook and time spent on Facebook and
students’ academic performance. Furthermore, a multiple linear regression
was carried out to determine the relative contribution of addiction to
Facebook and time spent on Facebook to students’ academic performance.
An analysis of the results was carried out using the SPSS software package.
And the findings of this study shows that time spent on Facebook and
addiction to it negatively and significantly affects students’ academic
performance.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Facebook being at the forefront of the social media craze, has over 500
million active users on its website every month. It is emerged on February 4,
2004, when a 19-year-old sophomore Harvard student named Mark
Zukerberg founded the revolutionary site to connect Harvard University
students (Grossman, 2010). But later, this site allows users to build social
networks with hundreds or even thousands of people around the world of
which university students are one of the primary demographics using
Facebook, with features such as photos, wall posts, and status updates
becoming seemingly irresistible to those who want to connect with their
friends (Gold, 2011).
Though this social network generates billions of dollars for the developer
and assists to contact a relatives detached for long period of time within
fraction of seconds, it has impact on the users in general and on students’
academic performance in particular. So, this research assesses the impact of
Facebook usage on Students’ Academic Performance in Wollega University.
The quick rise in popularity of social networking sites began in the second
half of the last decade partlybecause of their extensive usage by school and
university students. According to Ellison, Steinfield & Lampe (2011), for
example, a significant number (approximately 73%) of Internet-using
teenagers have joined social networking sites by the end of 2009, with
almost half of them (38%) visiting social networking sites daily.
The overall objective of this study is to assess the impact of Facebook usage
on Students’ Academic Performance.
- The focus of this study is limited with students who maintain a Facebook
account and its impact on their academic performance. However, the result
would have been comprehensive if non Facebook users were included and
their academic performance/CGPA was compared with Facebook users.
Therefore, a study that makes it possible to analyze this issue should be
introduced in further studies.
- Student self-reporting answer regarding the Facebook use and its impact
on their academic performance is mainly the topic of this research but it also
depends on students’ true or false opinions. Thus, implementing a true
experimental design will also provide rewarding research to other
researchers.
- The present study participants were only comprised of traditional full-time
undergraduate students of main campus only. But, the students of branch
and Extension, and weekendstudents have not been given attention in the
study to investigate the phenomenon. Other
The definitions adopted by researchers are often not uniform. Therefore, this
section outline the definitions used throughout the thesis.
This study is divided into five chapters. The introductory chapter provides a
general background of the study and statements of the problem. It also
briefly deals with the research question, the aims and scope of the study as
well the definitions of key terms used throughout the thesis.
Chapter two consists of the related literature. Chapter three provides a fully
detailed account of the research methodology, the reasons that the various
research strategies were selected and the rationale for the sample selection
process. It also deals with the issues of why the particular survey instrument
was selected as being appropriate for the current study.
Chapter four is the section in which the results of the survey are briefly
presented using descriptive analysis. Lastly, chapter five points out the
conclusions drawn, and the recommendations forwarded.
CHAPTER TWO
Social-networking sites (SNS) are the latest online communication tool that
allows users to create a public or private profile to interact with people in
their networks (Boyd & Ellison, 2008). Facebook, MySpace, Orkut,
Cyworld, Bebo, Twitter and other social network sites are the best examples
of SNs that allow individuals to present themselves to other users using a
variety of formats; including text, video and chat services. These sites have
become an increasingly important part of young adult life (Gemmill &
Peterson, 2006). Relative to the general population, adolescents and young
adults are the heaviest computer and Internet users, primarily using it for
completing school assignments (36%), e-mail and/or instant messaging
(26%), and playing computer games (38%) (DeBell & Chapman, 2006).
SNS incorporate a list of other users with whom individuals share a
connection. But unlike any other web service, SNS allow individuals to
make visible their list of connections to others and to traverse their social
networks (Boyd & Ellison, 2007). Hence, more than virtual Lessons from
Facebook communities born online, SNS are usually online communities
created and maintained to reflect offline relationships.
Over the last decade, and particularly in the last five or six years, SNS has
transformed our thinking about our relationships, our connections with and
affinity to others, and the influence and persuasive power of online
communities on how we think, organize, and act politically. Since the
inception of the Internet and integration of email technology into our
personal and work lives, our ways of communicating began to change.
However, it was not until the creation of social media interfaces like
Facebook, MySpace, Friendster, LinkedIn, YouTube, Twitter and other
similar applications that have we seen such a massive harnessing of the
potential of the now-pervasive online connectivity in our everyday lives.
Smith’s (2011) study for the Pew Internet and American Life Project reports
that African Americans and Latinos had equal or greater rates of usage of
social media platforms, often from cellular devices, as compared to White
Internet users in 2010. In a separate Pew report on Asian
Lastly and not surprisingly, across the U.S. the use of SNS varies greatly by
age, with older generations participating less often than younger ones. Older
generations have been slower to embrace SNS, struggling somewhat to keep
pace with younger cohorts. However, they have recently begun making a
sharper turn in support of the technology. In 2009, 11% of adults over 30
reported to be engaged online in activities such as blogging. In the same
year, 22% of Internet users over 50 reported being engaged on a social
networking site (Madden, 2010).
The generation of 18-29 year old users has been referred to by many names
– millennial, avant-garde, and most simply, generation Y, many of who are
now traditional college-aged adults. This group of 18-29 year old users has
been crowned as digital natives, a generation who has never known a world
without the Internet (Jones, Ramanau, Cross & Healing 2009). These young
media consumers are more connected than any previous generation, and
they have an expectation to remain that way in all aspects of their lives.
Facebook usage encompasses both the simple use of the platform and the
extent of cognitive immersion into the site. Its use implies the presence of
individual users on the social website, time spent on this platform, frequent
visits, and the nature of the activities performed. People from different age
ranges interact and exchange content; they share videos and pictures, discuss
subjects, chat, publish advertisements for group events, or play available
applications. Younger generations (e.g., students) spend many hours up to 8
per day surfing this socializing website. We presume that an extensive
presence on Facebook and the resulting increased levels of information flow
management requirement engage students in these tasks while they engaged
in constant interactions and socialization, which prohibit them from
focusing appropriately on their academic tasks (Chen, et al., 2010).
Academic Performance refers to how students deal with their studies and
how they complete different assignments given to them by their teachers.
The popularity of the social networking sites enlarged briskly in the last
span. This is most likely due to the reason that every person used it
extensively to get worldwide access. These social networking sites such as
Twitter and Facebook have become a furious craze for everyone these days.
Students are paying more attention towards these social networking
activities rather than utilizing this time for their studies and this surely
affects their academic performance. The destructive effects of these social
networking sites overweigh the progressive ones. These sites have caused
some latent harm to society. The students become preys of social networks
more often than anyone else. This is because of the reason that when they
are studying or probing their course material online, they get attracted to
these sites to kill the boredom in their study time, sidetracking their attention
from their work & they forget why they are using internet. LaRose et
al. (2001) proposed that student users are affected by the internet and this
impact is determined by the type of internet usage. The misuse of these sites
on a daily basis has many destructive effects on the physical and mental
health of students making them sluggish and unenthusiastic to build
interaction with the people in real life.
Recent literature found that leisurely Internet use is strongly correlated with
weakened academic performance (Kubey, Lavin, & Barrows, 2001). Kubey,
Lavin, and Barrows (2001) found that students who spent five times more
hours online reported schoolwork problems. In the Kubey et al (2001) study,
10-15% of the student participants felt their Internet visits were out of
control. Although this study did not mention Facebook specifically, the
researchers did mention that the captive social opportunities of the Internet
appeared to be the culprit of the schoolwork problems (Kubey et. al, 2001).
In addition, Vanden Boogart (2006) discovered that excessive Facebook use
was found among students with lower GPAs.
Hedonic usage results from activities devoted for pleasure. Facebook usage
provided interconnections of people from the same university or all over the
world; people continue to connect through it when they want to get in touch
with someone they lost contact with or meet new people worldwide. Few
other media or channels allow that. However, observed Facebook usage is
mostly embedded in the pleasure experienced by surfers who maintain
profiles and exchange content. Such usage also can offer better functionality
for exchanging videos or pictures, because its integrated application reduces
picture sizes and facilitates video sharing compared with messages sent by
e-mail for example. But this kind of Facebook usage resulted students for
wastage of time on starring on computers rather than studying hard and
scoring good results in colleges (Van der Heijden 2004; Rosen and Sherman
2006; Shin, 2010; Shin and Shin, 2011; Sun et al. 2011).
2.10. Theoretical Review
Hence, Facebook usage has been associated with both positive and negative
impacts to different aspects of people’s lives, including positive impacts,
such as improving relationships between friends and family and negative
impacts such as low academic performance; health, personal relationships
problems; and social problems. These are discussed below.
People around the world can now quickly communicate with each other
through the Facebook using a range of applications: chatting, Wall post, and
helps to download some books. The Facebook also provides different types
of entertainment. For instance, users can play games with other people in
any part of the world, watch movies and listen to music. Above all it helps
users to form new relationships on this site (Ellison, Steinfield, & Lampe,
2007; Whitty& McLaughlin, 2007).
Beside the benefits of Facebook use, negative impacts of its use have also
been identified, including: impaired academic performance, health problems,
personal relationship problems and social dysfunction. For example, a
number of studies have reported the ways in which Facebook usage impairs
students‟ lives. Scherer (1997) found that 13% of his respondents reported
difficulties in their academic work and professional performance due to their
Facebook use. Nalwa and Anand (2003) found that Facebook addictive
users used for long sessions, resulting in personal behavioural problems and
neglect of important work responsibilities. Chou and Hsiao (2000) explored
Facebook Addiction among college that result in more negative
consequences in their studies than non-addicts. This conclusion parallels a
study by Young (1996), who found that Internet addicts experienced
personal, family, occupational problems, and academic difficulties, causing
poor grades and eventually expulsion from universities.
Many years ago emails, instant messaging and blogging all these are the
communication applications of internet are rapidly increased in the youth’s
life and this made the internet a significant social context for development
of youth especially students. However there are some behaviors that can
take place due to frequent use of social networking sites especially students
who are using frequently using social networking sites, results in reduction
of time for other activities that are related academic, physical and social
hobbies that requires face to face meeting (McKenna and Bargh, 2000).
Planned behavior theory provided the foundation for the behavioral factor of
frequently engaging in social networking sites. It is stated that probability of
involving in the behavior for using social networking sites increases when
individual has strong intention of acting upon certain behaviors. Group
norms and self-esteem are two main factors of planned behavior theory in
the context of engaging in social networking sites. Group norms for the
colleagues and friends significantly enhanced the likelihood of intentions of
students of universities to involve in the specific work activity and those
students who identify the use of social networking sites as normative among
friends have the strong intention of using social networking sites frequently.
A relatively small study of Facebook usage and GPA among 219 students at
a large public Midwestern university found the average self-reported GPA
of Facebook users to be significantly lower than that of non-Facebook users
(Kirschner & Karpinksi, 2010). On the other hand, some studies have found
social media use to have no impact on academic performance in college.
Two studies found no relationship between self-reported use of Facebook or
other social networking sites and self-reported GPA in a sample of students
from a public Northeast research university (Kuh, 2003) and in a study
utilizing three data sets: a sample of over 1000 University of Illinois at
Chicago first-year undergraduates, a nationally representative cross
sectional sample 14– to 22– year–olds, and a longitudinal panel of 14 to 23
year old American youth.
Other studies of social media use have focused strictly on its impact on
dynamics that have been shown in prior scholarship to indirectly affect
grades – college student engagement and involvement. These studies stop
short of assessing the direct effect of social media use on grades, but prior
research on traditional forms of academic engagement and involvement has
emphasized the role of these dynamics in influencing GPA and other
academic outcomes. For example, Heiberger and Harper (2008) produced
findings that suggest that students who utilized social networking sites such
as Facebook were more engaged in offline activities (i.e., studying,
face-to-face interaction, work), and they also reported greater life
satisfaction and stronger connection to their institutions. In another example,
a 2007 study of first-year students and social networking sites conducted by
the Higher Education Research Institute (HERI) at the University of
California Los Angeles revealed no relationship between time spent on
social media and the amount of time spent on academic endeavors,
particularly when they compared students who reported spending less than
one hour on social networking sites daily and those who report spending
more than six hours. However, the study did find a positive relationship
between more social media use and higher levels of campus social
involvement. Students who were spending more time using social media
reported a stronger connection to their institution, felt better about their
social life, and were also spending more time on real-life social activities
such as interacting with friends and participating in student clubs or groups.
CHAPTER THREE
RESEARCH METHODOLOGY
Thus, this chapter provides a fully detailed account of the research
methodology, the reasons that the various research strategies were selected
and the rationale for the sample selection process. It also deals with the
issues of why the particular survey instrument was selected as being
appropriate for the current study. To start with, the study site were
introduced, followed by a presentation of research design, the sample
selection, and data collection process, the data collection tool and further
more a description of how the data will be analyzed.
As it has been indicated earlier, the main purpose of this research is to assess
the impact of Facebook usage on students’ academic performance. So, to
attain the intended objectives, mixed approach were chosen as the research
questions contain both qualitative and quantitative natures. On top of this, it
is believed that mixed methods provide better information to understand a
particular phenomenon under investigation than a single method, as the
failure of one method could be compensated by the other (Ary et al., 2010).
The target population for this study were students enrolled at Wollega
University in main campus who specifically fulfil the following inclusion
criteria: A day time (regular) undergraduate students and have Facebook
accounts. These criteria were used to differentiate a day time (regular)
undergraduate students from other students attending their education in the
extension, summer and graduate program and other students in the
university who do not have Facebook account. Hence, students attending
their education in the non-regular program and graduate program were not
included in the study for the following major reasons: The first one is to
make the study more specific and manageable (from the perspectives of
tight budget and time). The second reason is that students attending their
education in the non-regular program were not included in the study because
they are different from most regular students as they have frequent contact
with the outside community, are usually old, relatively stable in life and are
often employed.
As stated above the target population for this study were regular students
enrolled in undergraduate program at Wollega University in main campus.
Accordingly, the regular students of this campus are about 10,255 (Wollega
University Registrar office, 2014).
From the total population of 10,255 regular program students, sample of 384
students’ were included in the investigation by using Yamane (1967)
formula to calculate sample size:
[...]
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Title
Author
Fromsa Bedassa
Year
2014
Pages
63
Catalog Number
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Eniola ( eniola09@yahoo.com)
on 4/1/2015
Fromsa Bedassa
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