The impact of Facebook on students’ academic performance Essay

THE IMPACT OF FACEBOOK ON STUDENTS’ ACADEMIC PERFORMANCE

  1. Introduction

Facebook is dominate possible –places among young person specially pupils. Most of pupils are passing more clip in utilizing Facebook which is lead to impact clip disbursement in instruction. This research is traveling to analyze whether Facebook impact on students’ public presentation or non in SLIATE. The SLIATE ( Sri Lanka Institute of Advanced Technological Education ) is one of the taking educational establishments in Sri Lanka for higher instruction and is a statutory organic structure coming under the horizon of Higher Education Division, Ministry of Education. SLIATE has been established by the Parliament Act 29 of 1995 concentrating on furthering Advanced Technical Education at a post-secondary degree and its caput is Director General appointed by the cabinet. It is mandated to set up Advanced Technical Institute ( ATI ) in every state for both Engineering and Business Studies. ( hypertext transfer protocol: //www.sliate.net/about.htm )

  1. BACKGROUND OF THE STUDY

Presents most of peoples use Facebook to do societal web among people all over the universe. And pupils besides passing most of their clip on such societal media called Facebook. Facebook.com ( Facebook ) , the most popular and normally used on-line societal web Web site, has created passion among college pupils in modern old ages. College pupils are become really involvement in on-line societal networking.

“Online societal web sites such as Facebook work as an of import amusement for undergraduates. Facebook, the most popular societal web site, was specifically designed for undergraduates and is the most normally used. Therefore, clip spent on Facebook may impact academic public presentation. For illustration, clip spent on Facebook may straight impact and/or sensible the students’ academic public presentation.

  1. Aim OF THE STUDY

The ultimate intent of this survey is traveling to analyze the usage of Facebook conditions it is impact on students’ academic public presentation or non. The nucleus research inquiry of this study is: what is the consequence of on-line societal networking site, Facebook, holding on students’ academic public presentation ( Examination Marks ) ? In other words does clip disbursement ( entree ) every twenty-four hours on Facebook have a important impact on academic public presentation ( Examination Marks ) ? In add-on to that this study traveling to prove make Sex, age and position of the pupil impact on academic public presentation on them?

  1. Significance OF THE STUDY

The college schoolroom is used to presenting the merchandise ( student instruction ) of the college. The aim of instruction is to hold pupils larn and win. Therefore, it is of import to cognize and understand how pupil usage of on-line societal web sites ( i.e. Facebook ) affects academic success. Therefore, a critical scrutiny of the impact of Facebook on academic public presentation is really indispensable.

This utile presentation to assist pupils, lector, instructors and academic leaders. Students, specially, can acquire better understand the effects of Facebook site usage on educational public presentation. Lecturer, instructors and academic leaders can acquire valued understanding and information about the relationship between the pupils clip spend on Facebook and how it affects students’ academic public presentation. Besides, academicians can be acquire good prepared to steer and wise man pupils sing the negative impacts of Facebook sites on their academic public presentation.

  1. Methodology

This research is designed to prove the impact of utilizing Facebook on pupil academic success and public presentation in their test. Research can explicate through the aggregation of numerical informations, which is so analyzed utilizing computerized statistical bundle. With study research, I can choose a group of respondents, collect informations, and analyze the information to reply the research inquiry. I have collected quantitative every bit good as qualitative informations from a sample utilizing questionnaire technique. This research is an appropriate probe tool for doing generalised readings about a big group of people based on informations collected from a smaller figure of persons from that group.

  1. POPULATION AND SAMPLE

The population for this survey is Higher National Diploma 2009 Batch pupils of SLIATE, Kandy. The students’ academic public presentation is evaluated through concluding Markss taken by pupils in Strategic Financial Management. The independent variable is usage of Facebook every twenty-four hours. This information was taken from the several pupil through little inquirer during the category. Furthermore some demographic informations besides have been collected such as: gender, age, and pupil position weather full clip or portion clip. They described the sample features. The pupil ( sample ) selected the replies from the study that best described them.

  1. DATA ANALYSIS

I used SPSS 16.0 to execute the statistical analysis. Basic frequence analyses were conducted utilizing demographic information. The inquiries were analyzed utilizing descriptive statistical analysing techniques. Descriptive statistics was another statistical technique which is used in this survey to specify the mean, lower limit value, maximal value, and standard divergence for all the demographic variables. SPSS is presented in tabular arraies and charts. Most significantly the nucleus research question’s reply is tested by utilizing Independent Samples Test and ANOVA trial besides is performed as statistical technique. I used this technique to happen the impact of utilizing ( disbursement clip every twenty-four hours ) Facebook on student’s public presentation, by comparing agencies Markss between student’s who are passing clip on Facebook and who are non. So I used SPSS 16.0 to analyse statistic and construe the consequence. This survey is intended to convey attending to and consciousness of the impact of utilizing Facebook on students’ academic public presentation.

  1. Findingss

This subdivision is presents the end product generated by SPSS 16 from informations collected for study.

Table 1:Facebook Time

Frequency

Percentage

Valid Percentage

Accumulative Percentage

Valid

Yes

45

42.5

42.5

42.5

No

61

57.5

57.5

100.0

Entire

106

100.0

100.0

Table 1 represents the entire figure of respondents included in the sample of 106 pupils. Among them 45 pupils are passing clip on Facebook every twenty-four hours which represent 42.5 % . But 61 pupils ( 57.5 % ) are non spending clip on Facebook every twenty-four hours.

Table 2:Status

Frequency

Percentage

Valid Percentage

Accumulative Percentage

Valid

Full Time

43

40.6

40.6

40.6

Part Time

63

59.4

59.4

100.0

Entire

106

100.0

100.0

Table 2 represents the position of the pupils such as whether full clip or Part clip pupils. 43 pupils are prosecuting in Full Time and 63 pupils are engaged in portion clip class.

Table 3:Sexual activity

Frequency

Percentage

Valid Percentage

Accumulative Percentage

Valid

Female

64

60.4

60.4

60.4

Male

42

39.6

39.6

100.0

Entire

106

100.0

100.0

Table 3 represents the entire sample consist of 64 pupils are female ( 60.4 % ) and 42 pupils are male ( 39.6 % ) .

Table 4:Age

Frequency

Percentage

Valid Percentage

Accumulative Percentage

Valid

24

10

9.4

9.4

9.4

25

68

64.2

64.2

73.6

26

16

15.1

15.1

88.7

27

12

11.3

11.3

100.0

Entire

106

100.0

100.0

Table 4 represents the age group of the sample. 68 % of the sample pupils represents the age group of 25 Old ages. 15.1 % of pupils in 26 old ages age group. Other age groups are about similar to 10 % .

Table 5: Drumhead

Facebook Time

Yes

No

Status

Status

Full Time

Part Time

Full Time

Part Time

Sexual activity

Sexual activity

Sexual activity

Sexual activity

Female

Male

Female

Male

Female

Male

Female

Male

Count

11

10

16

8

11

11

26

13

Table 5 represents sum-up of respondents. 11 female and 10 male Fulltime pupils, and 16 female and 8 Male parttime pupils are passing clip on Facebook every twenty-four hours. But 11 female and 11 male Fulltime pupils, and 26 female and 13 Male parttime pupils are non spending clip on Facebook every twenty-four hours.

Table 6:Descriptive

Facebook Time

Statistic

Std. Mistake

Marks

Yes

Mean

77.36

1.406

95 % Confidence Interval for Mean

Lower Boundary

74.52

Upper Bound

80.19

5 % Trimmed Mean

77.60

Median

78.00

Discrepancy

88.962

Std. Deviation

9.432

Minimum

57

Maximum

94

Scope

37

Interquartile Range

14

Lopsidedness

-.592

.354

Kurtosis

-.426

.695

No

Mean

77.93

.989

95 % Confidence Interval for Mean

Lower Boundary

75.96

Upper Bound

79.91

5 % Trimmed Mean

78.02

Median

78.00

Discrepancy

59.696

Std. Deviation

7.726

Minimum

60

Maximum

94

Scope

34

Interquartile Range

10

Lopsidedness

-.276

.306

Kurtosis

-.550

.604

Table: 6 represents the descriptive statistics of the sample with a variable of Facebook use on student’s public presentation which is represented by Marks. The pupils mean Markss those who are passing clip on Facebook is 77.36. At 95 % assurance degree the average Markss of the student’s lies between 74.52 to 80.19 Markss. But there is a 5 % alteration to the mean marks non prevarications within the scope. And the standard divergence of Markss is 9.432, median is 78.00, normal distribution is negatively skewed to go forth at -.592.

The pupils mean Markss those who are non spending clip on Facebook is 77.93. At 95 % assurance degree the average Markss of the pupils lies Between 75.96 to 79.91. But there is a 5 % alteration to the mean Markss is non prevarications in the scope. And the standard divergence of Markss is 7.726. , median is 78.00, normal distribution is negatively skewed to go forth at -.276.

Trials of Normality

Hydrogen0: Student’s Markss are usually distributed

Hydrogen1: Student’s Markss are non usually distributed

Table 7: Trials of Normality

FacebookTime

Kolmogorov-Smirnova

Shapiro-Wilk

Statistic

df

Sig.

Statistic

df

Sig.

Marks

Yes

.117

45

.142

.947

45

.040

No

.097

61

.200*

.977

61

.294

a. Lilliefors Significance Correction

* . This is a lower edge of the true significance.

The Trials of Normality are shown in the tabular array 7. Here two trials for normalcy. For dataset little than 2000 elements, we use the Shapiro-Wilk trial, otherwise, the Kolmogorov-Smirnov trial is used. In our instance, since we have merely 106 elements, the Shapiro-Wilk trial is used. From the tabular array Group Yes p-value is.040 and Group No P value is.294. So in group yes, we can reject void hypothesis and we can reason that the information comes is non normal distribution. But in instance of Group No, We can non reject the void hypothesis and conclude that the informations comes from a normal distribution.

However when analyze the Normal Q-Q secret plan of Markss in Figure: 1 Group yes is about usually distributed. So we can presume that informations are usually distributed to utilize the independent sample trial.

Figure: 1 Figure: 2

Figure: 3

Statistical Hypothesis

Hydrogen0: Student’s Markss of two groups are equal ( µ=µ )

Hydrogen1: Student’s Markss of two groups are non equal ( µ?µ )

Research Hypothesis

Hydrogen0: Use of Facebook is non significantly affect the students’ public presentation

Hydrogen1: Use of Facebook is significantly affect the students’ public presentation

Table 8: Mugwump Samples Test

Levene ‘s Test for Equality of Discrepancies

t-test for Equality of Means

F

Sig.

T

df

Sig. ( 2-tailed )

Average Difference

Std. Error Difference

95 % Confidence Interval of the Difference

Lower

Upper

Marks

Equal discrepancies assumed

1.844

.177

-.347

104

.729

-.579

1.668

-3.887

2.729

Equal discrepancies non assumed

-.337

83.363

.737

-.579

1.719

-3.998

2.840

This tabular array 8, represents the consequences of the independent-samples t-test. The Levene’s consequences had an F-statistic of 1.844 with a significance value ( P ) of 0.177. Because, P & A ; gt ; ? ( 0.177 & A ; gt ; .05 ) , the two variables has statistically equal discrepancy distributions. Therefore, we can utilize the first row of t-test information to find if the two group mean Markss are statistically different from each other. The t-statistic value is -0.347. The grades of freedom is 104. The 2-tailed significance value is 0.729. The difference between the agencies of two group is -0.579 and the standard mistake of this difference is 1.668. The 95 % assurance interval of the difference ranged from -3.887 to 2.729.

Because P & A ; gt ; ? ( 0.729 & A ; gt ; 0.05 ) , we can non reject void hypothesis i.e. there is no important grounds that two groups students’ mean Markss are different, so we can come to the decision that usage of Facebook is non significantly impact on students’ public presentation.

Research Hypothesis

Hydrogen0: Sexual activity non significantly affect the students’ public presentation ( µ=µ )

Hydrogen1: Sexual activity is significantly affect the students’ public presentation ( µ?µ )

Table 9:Group Statisticss

Sexual activity

Nitrogen

Mean

Std. Deviation

Std. Error Mean

Marks

Female

64

78.03

7.607

.951

Male

42

77.17

9.678

1.493

Table 9:Independent Samples Test

Levene ‘s Test for Equality of Discrepancies

t-test for Equality of Means

F

Sig.

T

df

Sig. ( 2-tailed )

Average Difference

Std. Error Difference

95 % Confidence Interval of the Difference

Lower

Upper

Marks

Equal discrepancies assumed

5.194

.025

.513

104

.609

.865

1.685

-2.476

4.206

Equal discrepancies non assumed

.488

73.165

.627

.865

1.770

-2.664

4.393

The Levene’s consequences had an F-statistic of 5.194 with a significance value ( P ) of 0.025. Because, P & A ; lt ; ? ( 0.025 & A ; lt ; .05 ) , the two variables has statistically non equal discrepancy distributions. Therefore, we can utilize the 2nd row of t-test information to find if the two group mean Markss are statistically different from each other. The t-statistic value is 0.488. The grades of freedom is 73.165. The 2-tailed significance value is 0.627. The difference between the agencies of two group is.865 and the standard mistake of this difference is 1.770. At 95 % assurance interval difference ranged from -2.664 to 4.393. Because P & A ; gt ; ? ( 0.627 & A ; gt ; 0.05 ) , we can non reject void hypothesis, so we can come to the decision that the mean Markss is statistically non significantly different in sex of pupils. So sex of the pupils are non impact on students’ public presentation.

Research Hypothesis

Hydrogen0: usage of Facebook is non significantly affect the students’ public presentation ( µ=µ )

Hydrogen1: usage of Facebook is significantly affect the students’ public presentation ( µ?µ )

Table 10:Group Statisticss

Status

Nitrogen

Mean

Std. Deviation

Std. Error Mean

Marks

Full Time

43

77.53

8.486

1.294

Part Time

63

77.79

8.499

1.071

Table 11:Independent Samples Test

Levene ‘s Test for Equality of Discrepancies

t-test for Equality of Means

F

Sig.

T

df

Sig. ( 2-tailed )

Average Difference

Std. Error Difference

95 % Confidence Interval of the Difference

Lower

Upper

Marks

Equal discrepancies assumed

.023

.879

-.154

104

.878

-.259

1.680

-3.591

3.073

Equal discrepancies non assumed

-.154

90.467

.878

-.259

1.680

-3.596

3.078

Table 11 represents the consequences of the independent-samples t-test. The Levene’s consequences had an F-statistic of 0.023 with a significance value ( P ) of 0.879. Because, P & A ; gt ; ? ( 0. 879 & A ; gt ; .05 ) , the two variables has statistically equal discrepancy distributions. Therefore, we can utilize the first row of t-test information to find if the two group mean Markss are statistically different from each other. The t-statistic value is -0.154. The grades of freedom is 104. The 2-tailed significance value is 0. 878. The difference between the agencies of two group is -0.259 and the standard mistake of this difference is 1.668. At 95 % assurance interval difference ranged from -3.591to 3.073.because P & A ; gt ; ? ( 0.878 & A ; gt ; 0.05 ) , we can non reject void hypothesis, so we can come to the decision that the mean Markss of the two group ( Full clip and Part Time ) of pupils are statistically non significantly different. In other words student’s position is non impact on student’s public presentation.

Research Hypothesis

Hydrogen0: Age is non significantly affect the students’ public presentation ( µ=µ )

Hydrogen1: Age is significantly affect the students’ public presentation ( µ?µ )

Table 12:Analysis of variance

Marks

Sum of Squares

df

Mean Square

F

Sig.

Between Groups

162.710

3

54.237

.753

.523

Within Groups

7342.017

102

71.981

Entire

7504.726

105

Table 12 is represent ANOVA end product. Which is used to compare average differnces between age groups of the sample. The F-statistic is 0.753, The Sig value is 0.523.P & A ; gt ; ? ( 0.523 & A ; gt ; 0.05 ) , we can non reject void hypothesis i.e there is no important grounds to reject that age of students’ mean Markss are different, so we can come to the decision that the mean Markss of students’ age are statistically non significantly different. So student’s age is non impact on students’ public presentation.

  1. Overall CONCLUSION

The usage of Facebook is statistically non impact of student’s public presentation. Even sex, Age, or Status besides statistically non impact on students’ public presentation.

  1. Restriction

The selected variables are non significantly impact on students’ public presentation. To cognize what are the factors are impacting students’ public presentation, we have to include more variable in add-on to this variable and include more samples into the study. The possible restriction of this survey is that the participants are sampled from merely one institute. Therefore, the findings may can non be represents to all academic institutes in Sri Lanka. I selected the institute because of convenient, size, acquaintance, multiplicity of pupils, and cost-effectiveness. Besides restriction of this survey is I can non state whether the pupils fill out the questionnaire precisely and suitably. Students sometimes undervalue or overestimate the clip they spend on the activities listed on the survey. Students might besides hold problem separating between being logged on and actively utilizing their Facebook site.

List of mentions

Mentions

Moon, A. L. , June 2011.The impact of Facebook on undergraduate academic public presentation: deductions for educational leaders,Mount Pleasant, Michigan: Central Michigan University.

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