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Running Head: FACEBOOK USE AND STUDNETS’ PERFORMANCE
CALIFORNIA STATE UNIVERSITY
MONTEREY BAY
Correlation between Minutes Spent on Facebook and Students’ Academic Performance
CAPSTONE RESEARCH PROPOSAL
Submitted in partial satisfaction of requirements of the degree of
MASTER OF SCIENCE in
Instructional Science and Technology
Marwan Haddad
Dec 18, 2012
Capstone Approvals: (At least one advisor and capstone instructor should approve)
Dr. Eric Tao
______
Advisor Name Signature Date
Dr. Bude Su
______
Capstone Instructor Name Signature Date
Contents
Abstract………….………………………………………………………..………...3
Introduction……..………………………………………………………..…………3
Problem Statement……………………………………………………………….…3
The Purpose of the Study…………………………………………………………...4
Research Questions & Hypotheses………………………………………………... 5
Research Method…………………………………………………………………...8
Literature Review…………………………………………………………………..6 Research Method………………………………………………………………...…8
Resources and Challenges……………………………………..……………………9
Timeline and milestones………………………………………………….……….10
Implications and limitations…………………………………………..……….…..11
References……………………………………………………….…………….…..12
Appendix A………………………………………………………………………..13
Abstract
The use of social media, such as, Facebook, blog and Twitter, in and out of the classroom has been growing since students have been spending more time using and surfing these sites. However, very little research has been done to examine the impact of using such social sites on students’ academic performance. Does the active use of social media, specifically Facebook impact students’ academic performance? Is there a correlation between the amount of time spent on using Facebook and students’ performance? Is there any correlation between the time spent on Facebook and the student’s age, gender, and major? This study attempts to determine the correlation between the amounts of time spent on Facebook and students’ age, gender, and major in regard to students’ academic performance.
Problem Statement
Over the past few years social networking has become rapidly more and more popular. It seems to be the way to connect and feel connected as an individual of a community, both inside and outside the walls of the schools. It is a well-known fact that human beings are social animals. Being a member in one or more of these social networks might be to satisfy the psychological need of belonging. The rapidly growing popularity of social networks among college students makes educators, policy makers, parents, and social leaderswonder if the time spent on these social networks is affecting college students’ performance, grades, and their lives in general.
The focus of this studywas to determine if there is any correlation between the time spent on Facebook and college students’ performance represented by their GPAs;furthermore, to determine how that correlation is related to gender, major, and the age of the students.
Facebook as one of the most commonly used social mediaconsumes most of the college students’ free time (Lee, 2012). This digital generation uses the internet and modern technologies as part of their daily activities. This phenomenon has impacted their academic performance in several aspects. Clark & Everhart (2007, p31) reportedthat, “various types of Internet uses have been linked to positive and negative effects on undergraduates”. Every year Facebook issues its Statistics and Facts report about their progress in areas like numbers of users, their financial situation…etc. An analytical look at these numbers would reveal the vast growth and popularity of Facebook use in the world and USA. Based on the Facebook Statistics, Statistics and Facts (2011) there are over 500 million users; Facebook is now used by one in every 13 people on earth, with over 250 million of them (over 50%) who log in every day. The core 18-24 year old segment, mostly college students, is now growing the fastest at 74% a year. Almost 72% of all US internet users arenow on Facebook, while 70% of the entire user base is located outside of the US. Besides, over 200 million people access Facebook via their mobile phone and 48% of young people said they now get their news through Facebook. Meanwhile,in just 20 minutes, over one million links are shared, two million friend requests are accepted and almost three million messages are sent on Facebook. The number indicates that most of the users are students, which also alerts us that college students might be spending most of their time surfing the web instead of studying. The way students embrace the internet and new technologies is not a fad or a seasonal fashion trend but is here to stay and is not going anywhere anytime soon.
According to Jones et al. (as cited by O’Brian, 2011) College students use the Internet at very high rates. Additionally he comments that, in fact, going on line has become part of almost everyundergraduate’s daily routine. Consequently, it is advised that educators study the impacts of Facebook use on students’ academic performance.
Coincidently, the responses of fiveCSUMB students randomly interviewed echo that aforementioned. The students stated that the number of hours they spend daily on Facebook ranges between three to ten hours. The time spent online includes recreational purpose and learning as well. Based on the amount of time spent on Facebook, CSUMB students are spending their precious time on Facebook at the expense of school work, which indeed couldhavea strong impact on their academic achievement. One student said "Facebook definitely interferes with my school work. If I see that there is a party planned I will look who is going and who had responded. And if someone has written on my girlfriend's wall I will go and check those people out"(Pychi, 2008).
The Purpose of the Study
Since the launch of Face book in 2004, the field of social networks and its relation to students’ performance has not been fully researched. There are few studies have been done in regard to Facebook use and its impact on students’ performance. The purpose of this study was to explore the correlation between the number of minutes spent on Facebook and college students’ academic performance represented in their GPA. However, instead of using a dichotomous independent variable (user versus non-user), this study used participants’ self-reported estimates and data of internet or Facebook use and GPA. Also, the research attempted to see how gender, age, and student’s major are related to the use of Facebook and consequently to students’ academic performance represented in their GPA.The findings of this study would help fill the gap in the literatureof this field.Moreover, it is anticipated that the findings will assist schools and educators to decide on several issues, one of which is the possibility of using social media, namely Facebook, for teaching purposes in order to enhance the learning and academic performance of college students.
Research Questions and Hypotheses
This research was initially guided by the following question that drove the literature review.The guiding question was: How is the use of Facebook influencing college student academic performance?Specifically, the followingwere examined in this research study:
- Is there any correlation between the numbers of minutes that college students spent onFacebook and their academic performance represented by (GPA)?
Hypothesis 1: There is a negative correlation between number of minutes spent on Facebook and student academic achievement represented in their GPA”
- Is there anycorrelation between the time spent on Facebook and the student’sage?
Hypothesis 2: There is a negative correlation between age and time spent on Facebook
- Is there any significant differencebetween male and female college students in relation to the use of Facebook in regard to the variables such as time spent on Facebook, time spent on non-academic activities on Facebook?
Hypothesis 3: male students spent more time on Facebook in general while female students spent more time on chatting and connecting with others on Facebook?
- Is there any significant difference between different majors (BA/BS) among college students in relation to the time spent on Facebook?
Hypothesis 4: Compared to students in BS majors, students in BA majors spend more time on Facebook.
Literature Review
In the 21st century, the digital generation spends long hours on social networks, especially, Facebook, launched in 2004, which is becoming the most popular social network among college students. Facebook is one of the most popular social networks among college students is a dynamic computer virtual application which has several interactive features. Some of these features are the news feed, single and multiple user games, and the wall. “Facebook is generally considered the leading social networking site used by college students.” (Educause, 2006, Golder, Lee, 2012, Wilkinson, & Huberman, 2007; Stutzman, 2006). For example, in the USA, the use of Facebook is now nearly ubiquitous among students, with over 90% participation among undergraduate students as reported in some surveys (Ellison, Steinfield, & Lampe, 2007; Stutzman, 2006).
Few studies have been done about Facebook use and its impact or correlation with college students’ performance. According to O’brian the earliest study on the subject was done by Paul Kirschner and Aryn Karpinski in 2009 in Ohio University. Researcher Aryn Karpinski (2010) believes that we can't say that use of Facebook leads to lower grades and less studying - but we did find a relationship there.
Most studies in academia deal with all social media as one subject where Facebook is treated as one of these media, but very few studies were devoted only for Facebook use and its impact on college students. Recently, NorthwesternUniversity published a research indicating that social media and networking sites are not affecting students’’ GPAs (Stollak et al.2011).
The controversy between social media use, particularly, Facebook and students performance represented in GPA has been causing attention in academia. Researchers are divided into four groups in regard to the correlation between Facebook use and GPA.The firstgroup believes that the use of Facebook correlates positively with GPA; the second believes it affects negatively; the third believes that there is neutral relationship between the two variables; however, the fourth groupcould not decide on the nature of that correlation or relationship between the FB use and GPA due to the various and complex factors whichimpact such a relationship.
More recently, contradictory findings are reported in literature about the correlation between Facebook use and college students performance represented in their GPA. Kirschner & Karpinski (2010) reported from their study that “the majority of Facebook users reported that it did not impact their academic performance for not using Facebook frequently enough for such an effect to occur (1245). O’ Brien argued “while GPA seemed to be unaffected by the use of Facebook and other recreational Internet sites, students’ survey responses indicated that online behaviors do impact the learning process” (2011). However, the nature of that impact is not determined.
Additionally, Stollak, M. J., Vandenberg, A., Burklund, A., &Weiss, S. (2011) reported that Northwestern University recently published research stating that social networking sites are not affecting students’ GPAs (p.860). Similarly, Kolek and Saunders (2008) found that there was no correlation between Facebook use and GPA in a sample of students from a public North-east research university.
However,(Kirschner& Karpinski, 2010) found that there was an impact; the majority indicated a negative impact citing procrastination behavior in their findings. As the results show, Facebook users reported having lower GPAs and spent fewer hours per week studying than nonusers. (Kirschner& Karpinski, 2010)
According to Junco(2012), there was no relationship between Facebook use and students’ academic performance represented in GPA or grades. Whereas, Kolek and Saunders (2008) found that there were no differences in overall grade point average between users and non-users of Facebook among college students.However, Clark & Everhart argue that “the positive effects measured included worldwide communication, higher grades, and improved study skills. Further comparative examination of students in other years of college may verify internet use as a progressive educational tool” (2007, p.34).
Some researchers could not come to conclusive results due to the fact that there are many factors that come into play when studying the influence of Facebook use on GPA. Kirschner& Karpinski found that “the use of Facebook and other social networking software is a multifaceted phenomenon where there are many factors that can influence each other” (2010, p. 1245). Kabre, and Brown (2011) stated that “An unexpected finding was that the number of hours per week spent on Facebook did not predict academic performance or quality of life in our model.” Junco further echoed,
“Given the few studies available, as well as those studies ‘conflicting findings and methodological concerns, it is important to add to the literature on Facebook use and degrades by using expanded assessment measures to evaluate how much time is spent on Facebook and the relationship of time spent engaged in various Facebook activities to GPA” (Junco, p188).
Kirschner& Karpinski (as cited in Vanden Boogart, 2006) reported in an unpublished Master’s thesis that heavy Facebook use (i.e., more time spent on Facebook) is observed among students with lower GPAs. Moreover, some researchers argue that the number of studies done in regard to internet use and GPAs, in general, are limited in number (Austin & Totaro, 2011).
The researcher did not find any literature about the relationship between the use of Facebook among college students and the following threevariables: age, major, and gender of the students. Therefore, this study will help shed light on a new aspect of the relationship between college students and Facebook use.
Research Method
Participants: The researcher used a convenience sample whichconsisted of undergraduate students enrolled in fall 2012 courses at California State University of Monterey Bay (CSUMB). The sample was intended to be a representative group of a typical four-year school so that the findingscan be generalized to college students. A total numberof 50 students (so far)were surveyed. The researcher approached students through their course instructors in all three colleges of CSUMB. There are 22 undergraduate degrees with about 5000 students enrolled at CSUMB.
Instruments: A Google form was used to construct the survey, which forwarded all data to spreadsheet linked to the survey in Google Docs.The survey contained five sectionsof scale based questions(e.g., yes/no,and Likert-type scaling) and open—ended questions. Section 1 collecteddemographic information (e.g., age, rank in school, major). Section2 contained academic information, such asGPA, and hours spent on studying. Section 3asked about computer and Internet use; such as hours spent on theInternet, computer ownership …etc.Section 4was specific toFacebookuse; such as hours of Facebook use, number of groups and applicationsused…etc.
Finally, section 5 solicited information related to studentperceptions of the impact of Facebook on their own academicachievement. The researcher usedthe survey fundamentals guide produced by the University of Wisconsin-Madison to create the survey. Validity evidence for the instrument was providedby reviewing the questionnaire for the following: (1) Clarity inwording of the items, (2) relevance of the items, (3) use of Standard English,(4) absence of biased words and phrases, (5) formatting of items,and (6) clarity of the instructions. Three faculty andfive graduate students were asked to use these guidelines to reviewthe instrument. Based on the reviewers’ comments, theinstrument was revised prior to administration. The instrument was tested for usability. The researcher sent the survey for 6 students for the piloting of the survey.
Procedure: The survey was sentvia CSUMB e-mail toa supervising instructor who sent it to other instructors so they would send it to the targeted audience. Students who wereenrolled in the fall of 2012at CSUMB undergraduate programswere contacted. Permission from each course instructorswas obtained prior to sending out the students’ survey. Reminder e-mailsweresent to all students the following weeksto encourage more participationbecause the return of the first e-mail did not yield enough responses.
Analysis (work in progress): Data will be analyzed using either Statistical Packages for the Social Science (SPSS) or MS Excel to determine possible correlations proposed in the research questions. An independent sample T-test will beconducted to determine any possible difference between genders and also difference in majors. Open-ended items will be coded by two analysts to examine any meaningful themes that the qualitative data may reveal.
Resources and Challenges (work in progress)
Many hours were invested in this study in all stages of the research. So, the first challenge was time restrictions where each step was dependent on the previous one. A delay in any of the research stages could endangerthe timeline of the research.
The researcher is not familiar with the software needed for testing and analyzing the data. T-tests, SPSS, and MS software will be needed for this study.Understanding the different types of testing and data analysis will require more study, research, and time of the researcher to get the final findings of the study.