Ming Chuan University

International College
IBT-3B Program

Research Methods

Group Assignment # 2:
Survey Result Analysis

Due: November 25 (Tue), 2014

Group No:4
Members:
ID/Name/Nationality:
01660101/ Olga Dominguez/ Salvadoran
01660135 / Shurentsetseg Nyam - Osor / Mongolian
01660242/ Mayra Leiva / Belizean
01660162/Jose Galo / Honduran

Content:
I.
II.

III.
IV.
V.

Abstract
Introduction
Research Motivation
Background
Research Question
Hypothesis(ses)
Methodology

VI.
VII.
VIII.

Results
Discussion and Conclusion
References

Abstract:
This study examined the usage and implications of social networking sites (SNS) among
college students. A survey was administered to a non-random sample of 143 college students
on SNS use, perceptions of SNS communications, and awareness of the impacts of SNS in
academic performance. Data were collected from a non-random sample of students attending
different universities during the fall semester of 2014.
Results revealed that female college students spent more time on SNSs than male students.
According to results obtained, the higher number of respondents belonged to junior class rank
students. As for SNS usage per typical day and respective Age, no significant differences
were found, concluding that theres no relationship among these two variables. Significant
correlations were found between age and gender, and the influence of SNS on users. Results
also revealed that there were significant relationships between users usage per day and area
of study, and the influence of SNS. A comparison between age and perceived impact of SNS
to academic performance showed that there is no significant difference. The relationship
between SNS usage rate per typical day and dependency on the cellphone was not significant
as assumed. Also, the relationship between dependency on cellphone and number of times
checking SNS in class had no significant direct relationship. Lastly, a significant difference
between finance source and academic performance was found, based on current cumulative
score.
Introduction:
Thanks to the invention of computers and social media, through these medium, young men
and women nowadays exchange ideas, feelings, personal information, pictures, videos etc.
Social networking sites (SNS) such as Facebook, Twitter, Instagram and Line have become
the most visited websites in the world (The Economist, 2014). For example, Facebook
reported one billion monthly users worldwide on October 4, 2012, making it the most popular
social networking site with one in seven people on the planet using the site (ProCon.org,
2014). Every day, Facebook manages 2.7 billion "Likes, 300 million photo uploads, and 2.5
billion status updates and check-ins. Twitter, the second largest social networking site, had an
estimated 107.7 million users in the United States (as of Jan. 31, 2012) and 500 million
worldwide users (as of Sep. 28, 2012) (ProCon.org, 2014).
Proponents of social networking sites say that the online communities offer teachers,
librarians, and students valuable access to educational support and materials. It has been
proved that students are increasingly utilizing these social networks for friends news feeds,
personal updates, events and activities, notes, and messages.
Due to the increase in SNS usage popularity, professors, economist and researchers have
found it interesting to study to what degree the usage of SNS have influenced both positive
and negatively the daily life of a student. In order to contribute to the purpose, the following
research has been made. By creating and conducting a survey, the goal was to determine how
the use of the social networking sites influences students academic performance. Sample data

collection, statistical analysis results, discussion, conclusion, and recommendation have been
made to develop an accurate investigation of the topic in question.
Research Questions:
1) Is there statistically significant relationship between the SNS usage in class and
students academic performance in university?
2) Are there any statistically significant relationships of other factors related to
questionnaire to usage of SNS?
3) Methodology:
To address the research question an online survey was group-administered to a non-random
sample of 143 students from varying universities. The population of this study included
freshman, sophomore, junior and senior students. The survey contained 18 closed-ended and
one open-ended questions.
Variables:
The rates of SNS usage was defined by the self-reported amount of time students spent on
SNS (e.g. keeping in touch, planning events, making new friends, dating, local events
information, fun/recreation or study/research). To measure the usage rates, participants were
asked questions about the average amount of time they spent with on SNSs during different
time periods (eg. in a typical day or during class).
The academic performance was defined by participants reporting of current cumulative score
(CGPA/GPA). Other factors such as age, gender, impact of SNS usage, number of courses
taken, finance source, self-study hours, and dependency on cellphone and area of study can
influence these variables in direct and indirect way.

Results
The SSPS software package for statistical analysis was used to analyze the collected data on
this survey.

Question 1:
H0: There is no linear relationship between hours spent on using SNS per typical day and the
current cumulative score
Ha: There is a linear relationship between hours spent on using SNS per typical day and the
current cumulative score
A comparison between the reported hours spent on using SNS per typical day and the current
cumulative score on academic performance. Of 135 valid respondents to this item, 4 (0.03%)
indicated they spent less than 1 hour using SNS and earned low cumulative score.
Alternatively, 6 (0.04%) of the 135 respondents reported using SNS for more than 5 hours in

a typical day and earned low cumulative score. In total, 37.7% of these valid respondents
earned low cumulative score. Based on the results, no significant relationship was obtained
between time spent on using SNS and cumulative score on academic performance. Proving
this result, P value was 0.835 (>0.05), which has to be less than 0.05 in order to prove there is
relationship between two variables. R-squared is approximately equal to 0.031, which means
that only 3.1% of the variation of cumulative score can be explained by the variation in SNS
usage per typical day. As a result, there is no statistically strong significant relationship
between hours of SNS usage per typical day and academic performance. Moreover, there is
also almost no relationship between numbers of times checking phone in the class and hours
spent on SNS usage per typical day, because P value (0.066) is more than 0.05.

Grouped GPA * Grouped SNS usage per typical day Crosstabulation

Count
Grouped Cumulative
score

Grouped SNS usage per typical

day
<1 hour

2-5 hours >5 hours

Total

Low

41

51

Medium

32

44

High

26

40

19

99

17

135

Total

Model Summary
Change Statistics

Model

.175

R Square
a

.031

Adjusted R

Std. Error of

R Square

Square

the Estimate

Change

.016

.81346

.031

F Change
2.083

df1

df2
2

132

a. Predictors: (Constant), Number of times checking phone in the class, Grouped SNS usage per typical day

Sig. F Change
.129

ANOVA
Model
1

Sum of Squares
Regression

df

Mean Square

2.757

1.378

Residual

87.347

132

.662

Total

90.104

134

Sig.

2.083

.129

a. Predictors: (Constant), Number of times checking phone in the class, Grouped SNS usage per
typical day
b. Dependent Variable: Grouped GPA

Coefficients

Model
1

Unstandardized

Standardized

95.0% Confidence Interval for

Coefficients

Coefficients

Std. Error

(Constant)

2.534

.347

Grouped SNS usage per

-.030

.143

-.282

.152

Beta

Sig.

Lower Bound

Upper Bound

7.294

.000

1.847

3.221

-.019

-.208

.835

-.313

.254

-.168

-1.854

.066

-.583

.019

typical day
Number of times
checking phone in the
class
a. Dependent Variable: Grouped GPA

Question 2:
Most of respondents of our survey were Mongolians ( 35.7%) and Salvadorians (14.7%)
Nationality
Belizean
Salvadoran
Mongolian
Indonesian
Vietnamese
Others
Total

Cumulative
Frequency
Percentage Valid Percentage Percentage
14
9.8%
9.8%
9.80%
21
14.7%
14.7%
24.50%
51
35.7%
35.7%
60.20%
10
7.0%
7.0%
67.20%
11
7.6%
7.6%
74.80%
36
25.1%
25.1%
100%
143
100.0%
100%

In the frequency table below, female participants were 88(61.5%) and male participants were
54 (37.8%).
Gender
Sex
Frequency
Valid Female

Cumulative
Percent

Percent Valid Percent

88

61.5

61.5

61.5

Male

54

37.8

37.8

99.3

Other

.7

.7

100.0

Total

143

100.0

100.0

In class status frequency table below, it shows that there were about 23 (16.1%) freshmen, 24
(16.8%) sophomores, 56 (39.2%) juniors and 40 (28%) senior students.
Class Status:
Class
Rank

Frequency Percent Valid Percent Cumulative Percent

Valid Freshman

23

16.1

16.1

16.1

Sophomore

24

16.8

16.8

32.9

Junior

56

39.2

39.2

72.0

Senior

40

28.0

28.0

100.0

Total

143

100.0

100.0

In field of study frequency table below, it shows more than half of the respondents were
students who are majoring in International Business/Trade 80 (55.9%).
Area of Study:
Frequency
Valid

Total

Valid Percent

Cumulative Percent

Engineering

18

12.6

13.0

13.0

Health

10

7.0

7.2

20.3

International Business/Trade

80

55.9

58.0

78.3

Journalism/Mass Communication

10

7.0

7.2

85.5

Others

20

14.0

14.5

100.0

138

96.5

100.0

3.5

143

100.0

Total
Missing

Percent

No data

I.
H0: There is no linear relationship between age and hours spent on using SNS per typical day
Ha: There is a linear relationship between age and hours spent on using SNS per typical day
According to comparison table of age and hours spent on using SNS per typical day, there
were 139 respondents out of 143, since 4 respondents did not disclose their age. Therefore,
completion rate of this comparison is 97.2%. From Figure 1 below, we can see that R2=0.005,
while P=0.396, which means that there was no significant relationship between age and SNS
usage per typical day, because P value (0.742) > (0.05). In other words, only 0.1% of
variances of dependent variable can be explained by independent variable.

Table 1: SNS Usage per typical day * Age Cross tabulation

Count
Age
SNS Usage per typical
day

Under
18

18 - 19

20 - 21

22 - 24

25 and above

Total

Less than 1 hour

19

2 - 3 hours

10

25

19

10

65

4 - 5 hours

20

35

more than 5 hours

19

21

57

38

20

139

Total

Coefficients

Standardized
Unstandardized Coefficients
Model
1

Coefficients

Std. Error

(Constant)

2.051

.161

Age

-.015

.046

95.0% Confidence Interval for B

Beta

Sig.

Lower Bound

Upper Bound

12.717

.000

1.732

2.370

-.329

.742

-.106

.076

-.028

a. Dependent Variable: Grouped SNS usage per typical day

Model Summary
Change Statistics

Model
1

R
.028

R Square
a

.001

a. Predictors: (Constant), Age

Adjusted R

Std. Error of

R Square

Square

the Estimate

Change

-.007

.52838

.001

F Change
.108

df1

df2
1

136

Sig. F Change
.742

II.
H0: There is no linear relationship between gender and hours spent on using SNS per typical
day
Ha: There is a linear relationship between gender and hours spent on using SNS per typical
day
Same as Comparison Table of age and SNS usage per typical day, the completion rate of
Comparison Table of gender and SNS usage per typical day is 97.2%. P(0.003) almost equal
to zero. It can be interpreted that difference between gender and rate of SNS usage was
significant. It shows that there is a quite significant relationship between gender and SNS
usage, because P value is much less than (0.05). From table it is obvious that female
students use more SNS compared to males.
According to Comparison table of gender and number of taking courses, majority of females
(44.8%, N=87) takes 4-6 courses, while majority of males (40.4%, N=52) takes 6-8 courses. P
value (0.222) proves that there is no significant relationship between gender and number of
taking courses. Also, there was no significant difference in the comparison table of gender
and preferred courses with P value of 0.961. Majority of male students (42%, N=50) and
majority of female students (35.6%, N=87) prefer to take Practical courses (Labs and
Seminars).
SNS Usage per typical day * Gender Cross-tabulation
Count
Gender
SNS Usage per typical day

Female

Male

Other

Total

13

19

2 - 3 hours

33

32

65

4 - 5 hours

31

35

more than 5 hours

15

19

86

52

139

Less than 1 hour

Total

Model Summary
Change Statistics

Model
1

R
.247

R Square
a

.061

a. Predictors: (Constant), Gender

Adjusted R

Std. Error of

R Square

Square

the Estimate

Change

.054

.51218

.061

F Change
8.855

df1

df2
1

Sig. F Change
136

.003

Coefficients

Standardized
Unstandardized Coefficients
Model
1

Coefficients

Std. Error

(Constant)

2.359

.128

Gender

-.258

.087

95.0% Confidence Interval for B

Beta

Sig.

Lower Bound

Upper Bound

18.386

.000

2.105

2.613

-2.976

.003

-.430

-.087

-.247

a. Dependent Variable: Grouped SNS usage per typical day

III.
H0: There is no linear relationship between area of study and hours spent on using SNS per
typical day
Ha: There is a linear relationship between area of study and hours spent on using SNS per
typical day
According to Figure 3 below, Comparison between SNS usage per typical day and area of
study, 94.4% of students answered the question. There is no significant relationship between
SNS usage per typical day and area of study, because its P(0.718) > (0.05).Only 0.1% of
variances of SNS usage per typical day can be explained by variances of area of study.
Additionally, there is a relationship between area of study and genders with P value of 0.04
(<0.05).
SNS Usage per typical day * Area of Study: Cross tabulation
Count
Area of Study:
SNS Usage
per typical day

International
Engineering

Health

Journalism/Mass

Business/Trade Communication

Others

Total

Less than 1 hour

11

19

2 - 3 hours

30

13

63

4 - 5 hours

22

34

more than 5 hours

14

19

18

10

77

10

20

135

Total

Coefficients

Standardized
Unstandardized Coefficients
Model

Std. Error

Coefficients
Beta

95.0% Confidence Interval for B

t

Sig.

Lower Bound

Upper Bound

(Constant)

2.048

.139

Area of Study

-.012

.034

14.682

.000

1.772

2.324

-.362

.718

-.079

.054

-.031

a. Dependent Variable: Grouped SNS usage per typical day

Model Summary
Change Statistics

Model
1

R Square

.031

Adjusted R

Std. Error of the

R Square

Square

Estimate

Change

.001

-.006

.52834

F Change

.001

df1

df2

.131

Sig. F Change
136

.718

a. Predictors: (Constant), Area of Study

IV.

H0: There is no direct relationship between age and perceived impact of SNS to academic
performance
Ha: There is a direct relationship between age and perceived impact of SNS to academic
performance
From Figure 4 below : Comparison table of age and perceived impact of SNS to academic
performance, there is 96.5% of completion rate and it shows that there is no significant
relationship between age and perceived impact of SNS, where P=0.802 ( > 0.05) As a result,
there is no direct relationship between age and perceived impact of SNS to academic
performance .

Impact of SNS usage to GPA * Age Cross tabulation

Count
Age
Under 18

18 - 19

20 - 21

22 - 24

25 and above

Total

Impact of SNS usage to It has a negative

GPA
impact ( No )

22

15

53

It has no impact

10

27

18

10

68

It has a positive
impact (Yes)

17

21

57

37

20

138

Total

Variables in the Equation

B
Step 1

Groupage

S.E.
-.187

.743

Wald
.063

df

Sig.
1

.802

Exp(B)
.830

Constant

-.794

1.388

.327

.567

.452

a. Variable(s) entered on step 1: Groupage.

H0: There is no direct relationship between dependency on cellphone and hours spent on SNS
usage per typical day
Ha: There is a direct relationship between dependency on cellphone and hours spent on SNS
usage per typical day.
From Figure 5 below, Comparison of Usage of SNS and dependency on cellphone, the
completion rate was 81.8%, 117 out of 143 students. The relationship between SNS usage rate
per typical day and dependency on the cellphone was not significant, P value = 0.721 ( >
0.05). Also, the relationship between dependency on cellphone and number of times checking
SNS in class had no significant relationship, where P value= 0.598 (>0.05).

SNS Usage per typical day * Do you go back to home to get the phone that you forgot? Cross tabulation
Count
Do you go back to home to get the phone that you forget?
Never
SNS Usage per typical day

Less than 1 hour

Sometimes

Often

Always

Total

15

2 - 3 hours

11

35

58

4 - 5 hours

19

32

more than 5 hours

12

19

70

14

14

117

Total

Model Summary
Change Statistics

Model
1

R
.033

R Square
a

.001

Adjusted R

Std. Error of the

R Square

Square

Estimate

Change

-.008

.48358

.001

a. Predictors: (Constant), Do you go back to home to get the phone that you forget?

Coefficients

F Change
.128

df1

df2
1

Sig. F Change
115

.721

Model
1

Unstandardized

Standardized

95.0% Confidence Interval for

Coefficients

Coefficients

B
(Constant)
Do you go back to home

Std. Error
1.933

.124

.019

.053

Beta

Sig.

Lower Bound Upper Bound

15.599

.000

1.688

2.178

.358

.721

-.085

.123

.033

to get the phone that you

forget?
a. Dependent Variable: Grouped SNS usage per typical day

H0: There is no direct relationship between finance source and academic performance based
on current cumulative score
Ha: There is a direct relationship between finance source and academic performance based on
current cumulative score
According to table below, completion rate of this question was 92.3% ( 132 out of 143
students). There is a significant difference between finance source and academic performance
based on current cumulative score, because P (0.008) < (0.05). It means that we reject H0 ,
which states that there is no direct relationship between finance source and academic
performance based on current cumulative score. However, finance source does not have
significant relationship with SNS usage per typical day, where P value = 0.281 (>0.05).

Cumulative grade * Finance Source Cross tabulation

Count
Finance Source
Scholarship
Self-finance
Cumulative grade

Total

recipient

Parents/Guardian

Total

Less than 75

75 - 84

25

40

85 - 89

16

20

43

90 - 94

23

10

38

95 - 100

19

48

65

132

Model Summary
a
Coefficients
Change Statistics

Standardized
AdjustedCoefficients
R
Std. Error of
R Square
Unstandardized
Coefficients
Model
Model
1

.230
(Constant)

R Square
a

.053

Square
2.549

the Estimate
Change
Std. Error
Beta

.046

a. Predictors: (Constant), Finance source

Finance source
-.263

.239
.097

.80236

.053
-.230

95.0% Confidence Interval for B

F Change
df1
t
Sig.

df2
Sig. F Change
Lower Bound
Upper Bound

7.293
10.666

.000

-2.700

.008

130
2.076

.008
3.022

-.455

-.070

Discussion and Conclusion

This study examined the usage and implications of social networking sites among college
students. Results found that female college students spent more time on SNSs than male
students. As for respondents perception of the influence of SNS usage on their academic
performance, there was no significant relationship. Results also revealed that there were
significant relationships between users class rank and field of study, and the influence of
SNS. Positive correlations were found in SNS usage rate and students networking with
friends, family members, while negative correlations were observed between SNS usage rate
and students search for volunteer opportunities, and awareness of others' improved search for
a date. Positive correlations were also found between age and students networking with
friends, family, and professionals as well as between age and awareness of others' experience
of cyberbullying. On the other hand, a negative correlation was found between age and users
awareness of others improved search for a date via SNS. Data also revealed that students
perceptions of the influence of SNS were consistent with the actual effects as revealed by the
findings.
This research was based on a non-random sample and thereby limiting the ability to
generalize the results to the larger population. Future research with a random sample could
focus on additional dimensions of SNS usage and students extracurricular activities, work
schedules, and their interrelationships. This research has explored the issue of social networks
and its implications in terms of only a few variables. Future research could focus on a much
wider spectrum of dimensions relating SNS usage and its implications for the lives of all
demographics.