Abstract
The social media evolution has changed the lives of many people including students. Students have become more engaged with social networking sites and have brought the world closer. Hence, the growth of social media in its popularity has become a vital part in student’s success equation.
The purpose of this research is to identify the influence of social media on the academic performance of student’s in University of Applied Sciences (HU).
The main research question is ‘’ what effect does the usage of social media have on the academic performance of HU students?’’
This study is to help the researcher examine whether or not students are addicted to social media and the direct/indirect impact that it might have on HU students’ academic performance.
The study is focussed on HU hence, the population consists of all 35.700 students. Five research questions guides the study, in order to achieve this, both qualitative and quantitative research methods will be conducted to collect data. This consists of a descriptive survey and a focus group with ICM students to help answer the research question.
The idea behind this research is to give advice to the University of Applied Sciences (HU) about the positive/negative impact that social media might have on their students and the effect it has on their academic performance. This research will help HU to know the cause and effect of their students’ academic performance.
Keywords: Social Media, Social Networking Sites, HU Students, Academic Performance, Excess use
Introduction
Background & Research Problem
The aim of every student who is in the University is to be able to graduate with flying colours, granting him or her the ability to step up further in their desired career path. As a student, many things can be a hindrance or a stepping-stone in achieving these goals. One of the aims of every University, including the HU, is to have their students perform well academically. This is not only good for their reputation but it also contributes to the success of their goal as an institution. The reason why this research is mainly focussed on HU students is because the researcher is a student at this university hence, is concerned and curious about how social media affect students’ academic performance. The researcher has spoken to ten ICM students regarding the effect of social media on one’s academic performance. All of them had few answers in common which were, ‘’social media is a distraction especially when we are to work on our coursework, we end up spending most of our time on social media instead ensuring we meet up with deadlines’’. From the researcher’s similar experience, it is realized that social media is indeed a distraction for some students and thus has an effect on students’ academic performance. However, this might not be applicable to every HU student hence the need for this research.
In addition, there are thousands of international students studying at the HU with students from both European and non-European countries. Studying abroad can sometimes be daunting, especially when one is new to the country, culture, language and the environment. Hence, a need may arise for an international student to constantly use social media to keep in touch with friends and families abroad. Although this is for a good purpose, some students might end up using it excessively all in the name of staying in touch with friends and families. Hence, this could lead to a negative impact on their academic performance.
The rise of students’ usage of social media has evoked lots of debates and discussions. It is found that many students have less time to study hence they perform low academically due to the excessive usage of social media. Although social networking sites can have a positive impact on students’ academic performance, time management and excessive social media use are major factors that can contribute towards a negative academic performance (Banquil et al, 2009).
The Newcom Research & Consultancy (Nationale social media onderzoek 2017) discovered in a research that the time spent on social media by individuals above 15 years in the Netherlands has increased over the years. From 2016 to 2017, the research states that the top five platforms used by these individuals including university students have increased.
Whatapp (+11%), Facebook (+10%), YouTube (+31), LinkedIn (+33%) and Instagram (+50%). This indicates that the use of social media in the Netherlands among 15+ have increased wherein most of these are university students. Based on the research, it could also be stated that students have devoted more time on social media in 2017 as compared to 2016, although it could also be that these platforms mentioned are used for academic purposes. However, the use of social media can result to a negative academic performance due to less study time, distractions and procrastination of coursework.
The manufacturing and production of sophisticated gadgets such as smartphones, lpads, and laptops have complicated the situation, as students no longer need to visit the cyber café to send/receive messages. Due to this reason, every student who owns a smartphone and other electronic gadget have the ability make use of social media at all times to get global access. This allows them to use social media while outside, on the public transport and even in the university classrooms provided they have access to the Internet. Hence, students who spend excess time on social media for non-academic purposes can be affected by important ventures such as the following;
Lack of good writings skills: this could be caused by Internet slangs, students who mostly use slang words (shortened forms of words on social networking sites). This allows them to rely on computer grammar and spelling check features, therefore, this reduces their command over the language and their creative writing skills.
Lack of learning and research capabilities: students relying more on information accessible easily on the web or social networking sites thus this reduces their learning and research capabilities.
Lack of concentration or low grades: students who get involved in activities on social networking sites while studying could result in reduction of their focus of attention hence a poor academic performance or low grades.
In the world of business and in the academic world; solid reading, writing skills and most importantly being able to write thesis or dissertations are essential to be successful.
To address the issue of social media, it is important to identify the purpose to which students at HU utilize social networking sites.
The target audience of this research is HU students. The university of applied sciences Utrecht has approximately 35.700 students wherein some of these students are international students. The research does not only cover ICM students but also other students from the faculty of Communication and Journalism (FCJ). The courses consist of Event management, Communication, Digital Media & Communication and International Communication & Media. These courses are predominantly in English, which indicates that some of these students are international students. The study of this research will reveal if ‘media students’ utilize social media more than non-media students. The reason is because media students have the tendency to make use of social media more than non-media students due to the provided courses. Also, the study is meant to reveal if international students make more use of social media than non-international students. This is due to fact that international students are from abroad, thus they will feel they need to constantly use social media to stay in touch with friends and families abroad.
Research on this topic will reveal how students at HU use social networking sites to interact with each other/friends and families, and the apparent reasons behind it. Hence, the need for this research is to know the advantages and disadvantages of HU students’ use of social media and the effect it has on their academic performance. Both quantitative and qualitative data will help me develop a solution to the research problem.
Literature Review
This chapter reviews numerous works done by scholars and researchers, which directly relates to this research work. This chapter reviews and examines the following key aspects;
• The concept of social media
• Social networking sites
• Social media in the University classroom
• The impact of social media on students academic performance
• Popular social media platforms used by students
• Summary of literature review
The concept of social media
Social media is referred to as the ‘’relationships that exist between a network of people’’ (Walter & Riveria, 2004). Social media is a group of internet-based applications that builds technological and ideological foundations of Web 2.0, allowing users to create and share user-generated content. Web 2.0 is described ‘’as a platform whereby content and applications are no longer created and published by individuals but instead are continuously modified by all users in a participatory and collaborative fashion’ (Kaplan & Haenlein, 2010).
Social media is a phrase being tossed around a lot. It is a website that interacts with users while giving and sharing information. Kaplan and Haenlein are of the opinion that Social media is an Internet-based application that allows the creation and exchange of user-generated content. They also stated in their studies that social media has become one of the major channels of communication through platforms such as Whatsapp, Facebook, YouTube, Linkedin, Twitter etc. The evolution of social media has created a new opportunity for browsing.
Kaplan and Haelein classified social media into six classes as follows:
1. Collaborative project (Wikipedia)
2. Blogs and Macro blogs (Twitter)
3. Content communities (Youtube)
4. Social Networking Site (Facebook, MySpace, Whatsapp)
5. Social Game World (World of Warcraft)
6. Virtual Social Worlds (Second life)
Technologies include blogs, music sharing, e-mail, picture sharing, instant messaging and voice over. These services could be integrated via social network platforms.
Social networking sites (SNS)
The social network is also defined as ‘’web-based services that allow individuals to construct a public or semi-public profile within a bounded system, articulate a list of other users with whom they share a connection, and view and traverse their list of connections and those made by others within the system’’ (Danah, 2007). Social networking sites do not only allow users to meet strangers but it enable users to articulate and make their social network visible as well as communicating with people who are already part of their extended social network.
However, it is important to reveal the purpose of individuals ‘ social network usage areas and outcomes in order to understand their motivation to their rapid adaption. Students can use social networking sites for passing time, maintaining social relations, meeting new people and joining interest groups. These are all for non-academic purposes, however, Lampe et al (2007) stated that social network could be used in work-related contexts, students constant usage of new technologies allow them to familiarize themselves with computers (building ICT skills), social networking sites are also used for academic purposes such as engaging in educational topics, sharing ideas and knowledge about didactic topics, which could eventually result in a positive influence. According to Stutzman (2006), social networks sites could be used for entertainment/social purposes, however, it is still important for students to know how to go about this to avoid a negative effect on their academic performance.
The impact of social media on students’ academic performance
College/university students enjoy the use of social media hence, the aim of this study. There have been mixed reactions from academics and researchers concerning the impact of social media network and how they affect students’ academic performance.
Performance is described ‘’as the apparent demonstration of understanding, concepts, skills, ideas and knowledge of a person and proposed that grades clearly depict the performance of a student’’ (Tuckman, 1975). Although the participation of students on social media network may have a positive impact on their studies, it is imperative for students to take into consideration the negative implications social network might have on their studies. It might limit their ability to perform well academically, lead to low grades due to lack of concentration or even not being able to graduate as a university student.
According to Liccardi et al (2007), social media allows students to connect with each other socially by sharing their daily learning experiences and do conversation on several topics. This means that students can use social network platforms to educate and motivate each other academically.
On the other hand, in the study of Kuppuswamy and Shankar (2010), they found out social networking sites grab students’ attention and then diverts it towards inappropriate and non-educational actions including unnecessary chatting. Students are attracted to use social networking sites to gain global access and then get diverted into using it for social relations and not for academic purposes. Also, students sometimes go on social networking sites to seek information or utilize it for academic purposes but then get caught up into socializing neglecting the initial purpose.
Thus, although social networking sites may have a positive impact on students academic performance but it can also affect the academic life and learning experience badly.
Popular social media network sites used by students
According to the European Statistical data Support (ESDS), the total population in the Netherlands is 16.979.120 wherein the target audience (15 years) are 14.179.348 people. In a research by Van der Veer et al (2017), the top five social network sites used by individuals 15+ including students in the Netherlands are as stated below.
Top five social network sites in the Netherlands
Social networking sites Total users in the Netherlands Daily users in the Netherlands
Whatsapp 10,9 million 7,8 million
Facebook 10,9 million 7,5 million
YouTube 7,5 million 1,7 million
LinkedIn 4,3 million 0,4 million
Instagram 3,2 million 1,5 million
The table above shows the most popular social networking sites used by 15 years and above in the Netherlands. The table shows the total users as compared to the daily users. According to Van der Veer et al (2017), the number of users on social networking sites is relatively high, which also indicates that people from 15+ are very active on social networking sites. The target audience of this research includes university students, which suggests that these university students use these sites on a daily basis for different purposes (academic and non-academic purposes).
Although other network sites such as Twitter, Snapchat, Pinterest, Tumblir, WeChat and Foursquare are also used, the usage of these sites by the Dutch has deteriorated in the year 2017.
Figure 1.0
The study did not depict the exact number of students that use these social network sites, however, these students are included in the research.
Figure 1.0 indicates the growth of the top five most popular social network sites in the Netherlands in the 2016 – 2017. This shows that social network sites are widely used by these people.
Figure 1.1
The study found that people from the age of 20-39 invest a lot of time in social media. The average student at the University of applied sciences Utrecht is 22-26 years. Hence, figure 1.1 shows the most popular social networking sites that student between the ages of 22-26 use are Whatsapp, Facebook and YouTube. Although conclusions cannot be made whether or not students use these sites for non-academic purposes, however, the primary purpose of Whatsapp, Youtube and Facebook are meant for communicating, sharing content and socializing, which could be predicted that these social networking sites are not mainly used for academic purposes.
Social media in the university classroom
The usage of social media in the classroom has been a very controversial topic for over the past years. Teachers and parents have feared the repercussions of condoning social media in the university classroom (Kist, 2012). As a result to this, mobile phones have been banned from classrooms and school have also blocked many popular social media websites.
However, schools and most especially universities have also realized that they need to incorporate these tools in the classroom due to its positive impact on students. In 2013, The Peel District School board (PSDB) introduced a ‘’Bring Your Own Device’’ (BYOD) policy and have unblocked many social media sites.
Fewkes and McCabe (2012) have conducted research about the benefits of using Facebook in the classroom. According to the study, they stated that Facebook represents useful tools in educational contexts. It allows for both asynchronous and synchronous, open dialogue via accessed medium, and support the integration of multimodal content such as student-created photographs, video, and URLS to other texts, in a platform that many students are familiar with. Also, Facebook gives students the ability and confidence to ask teachers questions that they might not feel motivated to ask in person. Thus, it also allows students to collect their thoughts and articulate them in writing before committing to their expression. In addition, other social networking sites used by students in the classroom such as Twitter and Wikipedia also help students strengthen their level of communication and critical thinking, especially Wikipedia, which is used for research purposes (Domizi, 2013).
Summary of literature review
There are many issues concerning students’ usage of social media and the effects it has on them. However, studies have shown the benefits of these network sites on students if used properly and appropriately. Some researchers suggested that they are clear risks involved when students become too consumed with the social networking. Popular social networking sites such as Facebook, Whatsapp, LinkedIn, YouTube could result to excessive use regardless of its positive impact on students.
Excessive time spent on these networking sites could cause study distractions, inability to focus, and not meeting up with deadlines thus, lead to poor academic performance. Researchers also found out that the advance of technology also contributes to the excess use of social media due to sophisticated electronic gadgets. It was stated that students make more use of social media especially since the introduction of ‘’Bring Your Own Device’’ policy. It was seen as a positive impact on students to bring their own devices to the classroom. However, this has given students the ability to utilize social media in the classroom, regardless of its positive impact, it could affect them academically if used for non-academic purposes which could also serve as a distraction.
For this research study, the researcher is keen to know if this issue applies to the students at the HU, to know about the popular sites that students at the HU use and for what purpose. The researcher also wants to examine the impact that social media has on these students. At the conclusion of this research, a better understanding will be had regarding HU students and whether or not they are able to balance the use of social media and academic performance.
Operational Definition of Terms
Words can have different meanings when used in different contexts, the following definitions are given as the terms used are intended to be understood for the purpose of the study (definitions are derived from Oxford English dictionary).
Social media: Websites and applications that enable users to create and share content. Social media include the web and mobile technology.
Social networking sites: The use of dedicated websites and applications
to interact with users, or to find people with similar interests to one’s own.
Media: The main means of mass communication (broadcasting, publishing, and the Internet) regarded collectively.
Academic: Relating to an educational or scholarly institution or an environment. It involves abstract thought rather than being primarily practical or technical.
Performance: The action or process of performing a task of function.
Students: A person who is studying at a university or other place of higher education.
Research questions
The main aim of this research is to ascertain how the use of social media has influenced the performance of the students in HU, to explore the relationship between social networking sites and students’ study efficiency, to determine if social media interferes with students’ academic lives and to analyse whether or not there is a potential risk of excessive use.
Research question
What effect does the usage of social media have on the academic performance of HU students?
In order to answer the research question, a list of sub-questions has been made.
The use of social networking sites has both cause and effect. The purpose for which it is being used can lead to a positive or a negative effect in regards to academic performance. In this context, if students use social networking sites excessively for non-academic purposes, there is a tendency of influencing their academic performance negatively and vice versa. To judge the cause and effect, it is necessary to find out for which purpose HU students’ utilize social networking sites. This leads to the sub-question:
-For which purpose do HU students utilize social media and how does it affect their academic performance?
Although researchers have identified and listed positive and negative impact that social media has on students, it is important to know the impact that social networking sites have on HU students and how it affects their academic performance. The researcher wants to know how social networking sites affect HU students, whether the impact is negative or positive. This leads to the sub-question:
– What are the positive and negative impacts that the use of social media has on the academic performance of HU students?
According to a research that was conducted in the Netherlands, most of the popular social networking sites are Whatsapp, YouTube, Facebook, LinkedIn and Instagram. However, knowing the most popular social networking sites used by HU students will give a better understanding of the purpose for which they utilize these sites.
This leads to the sub-question:
-How does social networking sites affect HU students’ academic performance?
The use of social media by students has become a day-to-day activity which most of them do unconsciously. Irrespective of the purpose for which it has been used, most students do not admit that there is a potential risk of addiction or excessive use. Therefore, the researcher wants to find out how HU students assess their potential risk of excessive use of social media and how this influences them academically. This leads to the sub-question:
-How do students at HU assess their potential risk of excessive use of social networking sites in regards to their academic performance?
The Internet revolution has made the world a global village. Technology has also advanced and has made it easier for people to communicate with each other. This has led to frequent use of social media due to sophisticated gadgets such as smartphones, laptops, Ipads etc. The researcher wants to know if the use of these gadgets plays a role in the use of social media by HU students and to find out whether or not these gadgets allow students to use social media excessively. This leads to the sub-question:
-How does sophisticated electronic gadgets play a role in the use of social media?
Expected outcome
This research study will help the researcher and HU to learn about how their students go about with social media. It will help us know for which purpose (cause) social networking sites are being used, if media students are affected by social networking sites more than non-media students or if international students are more influenced than non-international students. The research study will also help to know about the effect social networking sites has on their academic performance, be it good or bad.
The outcome of the findings will determine how students will be advised or recommended to make use of social media. However, the chance of HU students using social media for non-academic purposes is quite high due to students whom the researcher have approached in this regard. Most students whom the researcher spoke to feels that the use of social networking sites are very distractive and take away their time and attention instead of working on their coursework/assignments.
Although this might not be applicable to all HU students as some may have a different point of view and experiences with the use of social networking sites in regards to their academic performance. However, the use of quantitative survey and focus group will help find answers to my research question.
Professional advice to the HU
The type of advice the researcher intends to give based on the research is a recommendation for the HU. The reason why recommendations will be given to the HU is because it will help HU to continue to invest and to improve the academic performances of students.
How social media influences students’ academic performance is extremely important to all universities including HU. Thus this recommendation is purposed to help inform the HU about factors contributing to student’s academic performance in regards to how they utilize social media.
The findings of my research will determine the advice that would be given.
The expected advice which will be given to HU to ensure students academic performance are not affected through the use of social media are:
• HU should educate students on how to go about social media at universities and at home to prevent any negative impact in terms of time management.
• HU should send out survey questionnaires to students from time to time to know how social networking sites impact students academically.
Research methodology
Variables and their operationalization
A variable is defined as ‘’an image, perception or concept that is capable of measurement hence, capable of taking on different values’’ (Kumar, 2014). In other words, something that could be measured on a scale is seen as a variable. For example, age (years), attitude, religion, Weight (kg) and etc.
In a causal relationship, there are four types of variables namely:
Change variable: which is responsible for bringing about change in a situation or circumstance.
Outcome variable: which is the effects, consequences or impacts of a change variable.
Variable: which influences the link between cause-and-effect variables.
Connecting or linking variables: which is most situations are needed to complete the relationship between cause-and-effect variables.
From the point of view of the causal relationship, change variables are called independent variable: which is the cause responsible for bringing about change in a situation. The outcome/effect variable is called dependent variables: which is the outcome or change derived from an independent variable. The unmeasured variable affecting the cause-and-effect relationship is called extraneous variable.
Variables
Independent variable → → → Dependent variable
Use of social media Poor academic performance
Extraneous variables
1. Excessive use of social media
2. Purpose of social media usage
3. International students who constantly want to stay in touch with family/friends abroad
4. Social media in the university classrooms
5. Type of students’ study programme at the HU
The type of variable that will be used in this research is a causal relationship, which can be classified into independent, dependent, extraneous and intervening variables.
The factors or variables relevant for this research are students at HU’s ’use of social media’ and how this affects their academic performance.
The first variable stated above is an independent variable, which is referred to as the ‘’cause suppose to be responsible for how a student may perform academically’’(Kumar, 2014). The ‘use of social media’ by HU students is the supposed cause of how these students may perform in their academics.
The second variable stated above is the dependent variable ‘poor academic performance’, which is the effect or outcome brought by the introduction of the independent variable (Kumar, 2014). Hence, the academic performance of HU students will be determined by how they utilize social media.
The third variable stated above is the extraneous variable; this variable is known as the factor operating in a situation that may affect changes in the dependent variable (Kumar, 2014). This indicates that factors such as excessive use of social media, the non-academic purpose of social media usage etc., may affect the dependent variable, which is poor student’s academic performance.
For this research, variables will be measured by both qualitative and quantitative. Qualitative variables are described as in nominal and ordinal scales whereas quantitative variables are as in interval and ratio scales (Kumar, 2014).
The type of research that will be used to collect data is both qualitative and quantitative. The unit of measurements that will be used to collect quantitative data are nominal, ordinal and interval.
Nominal scale ‘’enables the classification of individual, objects or responses based on a common/shared property or characteristic’’ (Kumar, 2014). For example, to measure the most popular social network sites used by HU students, it could be divided into more subcategories such as Facebook, YouTube, Whatsapp or Instagram. Students who identify themselves as using Whatsapp more frequent will be classified as ‘’Whatsapp’’.
An ordinal scale ‘’has all the properties of a nominal scale categorizing individuals, objects, responses or a property into subgroups on the basis of a common characteristic but also ranks the subgroups in a certain order’’ (Kumar, 2011).
For example, the time students spend on social media can be ranked in subgroups such as:
1-3 hours a day = below average
4-8 hours a day = average
9 hours and more = above average
The subcategory ‘above average’ indicates that people so grouped spend more time on social media than in the ‘average’ category, and people in the ‘average’ category spend more time on social media than those in the category of ‘below average’.
A ratio scale has all the properties of nominal, ordinal and interval scales with a starting point fixed at zero. For example to measure the purpose for which students use social media could be defined as:
a. Academic purposes
b. Entertainment
c. Social interaction
d. Other
Research approach, methods and data analysis
The research approach, that will be used to gather information
are both primary and secondary data. Secondary data is described as data that is already collected and readily available, this research approach is to help me make the first-hand research (primary data) more specific, identifying gabs and deficiencies and the additional information needed to be added to the research. Secondary research is also to help improve the researcher’s knowledge and understanding of the research problem.
Primary data, which is described as first-hand data, will be used to collect data for my research.
For this research, there will be both qualitative and quantitative data used.
Qualitative data is defined as a research method used to gain an understanding of underlying reasons, opinions and motivations. The use of qualitative research is to help the researcher understand why students at the HU make use of social media and for what purpose. This approach is to help the researcher to know HU students’ reasons and purpose behind their use of social media. For the research method, focus group will be used to collect my qualitative data. According to Thomas et al, (1995)’’ it is a technique involving the use of group interviews in which participants are selected because they are purposive, although not necessarily representative, sampling of a given topic’.
Qualitative data: offline focus group
The reason for conducting an offline focus group and not a depth interview is because participants open up and feel more comfortable with others in the same position being asked the same questions. In focus groups, members may bounce ideas off each other and trigger discussions. In addition, focus groups are flexible and provide large amounts of information, helping to understand group dynamics, observing interactions and body/facial expressions among members.
The offline focus group will consist of two groups of about 10-15 students to provide adequate information. The target population will be all the students from the HU (both national and international students), different age groups and study programmes, accompanied by the use of non-probability sampling. For this sampling strategy, a purposive and snowball sampling techniques will be applied.
A purposive sampling technique is known for selecting participants based on the research question. According to Kumar (2014), the primary consideration in purposive sampling is a judgement as to who is able to provide the best information needed to achieve the objectives of the study or the research question. Therefore, a total of 30 HU students will be selected, consisting of (inter) national students, various age groups and different study programmes such as International Communication and Media (ICM), Communication. Digital Media & Communication etc. Both homogeneous/heterogeneous sampling will be incorporated to ensure participants with diverse characteristics (age group, gender, study programmes, international/national students) are selected while having similar backgrounds and experiences in regards to the use of social media. This is to make sure the presence of maximum variability within the primary data has been achieved. It is also meant to give the researcher different ideas, opinions, knowledge and perspectives within the context of the research study and in order to assure the sample is representative and the data collected is solid and relevant.
The purpose of this focus group is to gain the following knowledge about the use of social media and how it influences their academic performance.
1. To find out students’ knowledge or concept about social media?
2. To find out about students’ knowledge about social networking sites?
3. To ascertain why they use social media?
4. To determine the purpose for which they utilize social media?
5. To find out how social media influences them academically?
6. To determine if there is a potential risk of an excessive use of social media?
Data analysis
After the focus groups, the researcher intends to use field notes to develop a framework of the write-up whilst going through written notes to directly integrate that information within the structure developed.
Secondly, field notes will be transcribed and read over to identify main ‘themes’ and ‘big ideas’ about each research question, which emerged with the discussion during the focus group.
To analyze the focus group data, a concept map will be created to help the researcher summarize the discussion into manageable concepts.
Quantitative data: survey questionnaire
Another research method that will be used is quantitative data, ‘’this data emphasizes objective measurements and the statistical, mathematical, or numerical analysis of data which is collected through polls, questionnaires, and surveys, or by manipulating pre-existing statistical data using computational techniques’’ Earl R (2010). The purpose of conducting a quantitative research is to help the researcher to determine the relationship between the independent variable (the use of social media) and the dependent variable (poor academic performance) within the research population. For this study, random/probability sampling will be applied with each element in the population having an equal and independent chance of selection in the sample. This means that every individual is guaranteed to have an equal opportunity for selection so that sample can be representative of the entire population and to avoid biases. The process of this sampling design is simple and short, takes lesser time to complete, being able to use saved time for analysis and interpretation. Random/probability sampling also gives a high accuracy of data, as sample represents the total sampling population, the inferences drawn can be generalized to the total sampling population.
For this sampling technique, subjects will be grouped into different classifications such as age, gender, study programmes etc. Once this has been done, the final list of subjects will be randomly selected from different strata to avoid overlaps while ensuring a more precise statistical outcome.
Hundred survey questionnaires, consisting of 20 questions will be administered to hundred students out of all the HU students, which is the target population. This will be a self-administered questionnaire where respondents can complete electronically by themselves.
Examples of survey questions are as follow,
1. How old are you?
Under 18
18-26
Above 26
2. Sex
Female
Male
3. What is your study programme?
Please specify___________
4. Please choose one of the following.
a) Dutch/National student
b) International student
5. How many hours do spend on social media per day?
0
1-2
2-4
4-6
6+
6. In a typical week, which od the following social networking sites do you use most often?
Snapchat
Youtube
Other, please specify____________
7. Do you use a computer, laptop or Smartphone when accessing the Internet?
Computer
Smartphone
Laptop
All of the above
This data will be analysed by the use of a computer analysis. A cross-tabulation will be used to analyse answers from respondents. However, a descriptive statistics will be used to present/interpret data in a meaningful way incorporating the use of tables/graphs to discuss the story the data is telling.
Constraints and limitations of the study
What might be a limitation to achieving the results for this research might be due to the inability to get results from the total size of the study population. For example, if hundred questionnaires are administered and only 95 questionnaires are usable. The results of the findings for the research population might not be for the whole HU population. Thus, findings of how the effect of social media on HU student’s academic performance might be applicable to all the HU students.
Another limitation could be due to participants’ dishonesty, if the focus group participants are not honest about the purpose of their use of social media and its impact on their academic performance, this could affect the findings and make them untruthful.
Also, lack of resources for data collection could make it hard when conducting my research. For example, for the focus group, if the necessary equipment/materials such as focus group script, consent forms, tape recorder, notepads, poor facilitation etc. are incomplete, it could result in not capturing the information that will help to better tell the story on the study topic.