Research Methods Project Proposal

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GROUP MEMBERS

ALLAN MUTIIRIA MUNENE E033-01-1107/2019

ERICK YATICH LOKIMOI E033-01-1112/2019

MIKE IRERI WANJA E033-01-1119/2019

INNOCENT NJUGUNA E033-01-1093/2019

JEFF KAYELI E033-01-1132/2019

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ASSESSMENT OF USE AND IMPACT OF SOCIAL MEDIA ON EDUCATION

SYSTEM IN TECHNICAL VOCATIONAL EDUCATION AND TRAINING

INSTITUTIONS IN KENYA, IN DEDAN KIMATHI UNIVERSITY.

A Research Proposal Submitted to the School of Engineering, Department of Technology Education

and Social Sciences in Partial

Fulfillment of the Requirement for the Award of the Degree of Bachelor of Technology Education

(Civil Engineering)

Dedan Kimathi University of Technology.

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DECLARATION

Declaration by Candidate

This research proposal is my original work and has not been presented for the award of any

academic qualification in any institution of higher learning.

Signature………………………… Date ……………………...

Declaration by Supervisor

This research proposal has been submitted for examination with my approval as university

supervisor.

Signature………………………… Date ……………………...

Supervisor…………………………

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ABSTRACT
This research proposal is based on a school project, a requirement on the research methodology

unit. It starts by a brief introduction for the purposes and what the research proposal is to contain.

Background of the study is provided to give the reader a general knowledge on the basics of the

design. Statement of the problem is then given to direct on the actual purpose and justification to

help prove that the research proposal is viable and worth the energy. The proposal is then

justified further by literature review to identify the research gap that is being filled and then the

actual methodology. The methodology section indicates all the viable methods, techniques and

procedures for the success of the research study.

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Table of Contents
DECLARATION.............................................................................................................................ii
ABSTRACT...................................................................................................................................iii
Table of Contents............................................................................................................................iv
List of Tables..................................................................................................................................vi
ACRONYMS................................................................................................................................vii
CHAPTER ONE: INTRODUCTION..............................................................................................1
1.1 Background of the Study.......................................................................................................1
1.2 Statement of the Problem..................................................................................................1
1.3 Statement of research Purpose...............................................................................................2
1.4 Specific Objectives................................................................................................................2
1.5 Hypotheses.............................................................................................................................3
1.6 Significance of the Study.......................................................................................................4
1.7 Theoretical Framework..........................................................................................................4
1.8 Anticipated Problems and Limitations of the Study..............................................................5
1.9 Operational Definitions.........................................................................................................6
CHAPTER TWO: LITERATURE REVIEW..................................................................................7
2.0 THE EXTENT OF SOCIAL MEDIA USE...........................................................................7
2.1 Purpose..............................................................................................................................7
2.2 Time...................................................................................................................................7
2.3 Type...................................................................................................................................8
THE EFFECT OF SOCIAL MEDIA ON DAILY STUDY........................................................9
2.1 Motivate to learn................................................................................................................9
2.2 Class concentration............................................................................................................9
2.3 Assignment efficiency.......................................................................................................9
2.4 Memorization of knowledge............................................................................................10
MANAGEMENT OF USING SOCIAL MEDIA WISELY.....................................................10
2.1 Time of use control..........................................................................................................11
2.2 Software quantity limitation............................................................................................11
2.3 Purpose of use management............................................................................................11

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SUMMARY...............................................................................................................................12
CHAPTER THREE: RESEARCH METHODOLOGY................................................................14
3.1 Introduction..........................................................................................................................14
3.2 Research Design..................................................................................................................14
3.3 Study Design........................................................................................................................14
3.4 Study Population, Sample Size, and Sampling Technique..................................................14
3.4.1 Population Composition...............................................................................................15
3.5 Setting of the study..............................................................................................................15
3.6 Research Instrumentation....................................................................................................16
3.7 Data Collection Procedure...................................................................................................17
3.8 Data Analysis.......................................................................................................................17
References......................................................................................................................................18
Book...........................................................................................................................................18
Journal........................................................................................................................................18
Website......................................................................................................................................20
APPENDICES...............................................................................................................................22
Appendix I: SURVEY/ QUESTIONNAIRE WITH COVER LETTER...................................22
Profile of Respondents...................................................................................................................23
Part I: Direction:........................................................................................................................23
Part II: The extent of social media use......................................................................................23
Part III: The impact of social media on daily study...................................................................24
Appendix II: SEMI-STRUCTURED INTERVIEW QUESTIONS..............................................26

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List of Tables
Table 1: Population Composition...............................................................................................15
Table 2: Likert Scale...................................................................................................................17

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ACRONYMS
"Questionnaire Star"
(QS), xxiv
Dedan Kimathi University of Technology (LS), xxiii
(DeKUT), viii Microsoft Excel
Jomo Kenyatta University (MS E), xxiv
(JKUAT), xxii Microsoft Word
Kenyatta University (MS W), xxiv
(KU), xxii TECHNICAL VOCATIONAL
Likert Scale EDUCATION AND TRAINING
TVET, xi

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ix
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study

In today's information age, social media has become the main channel for university students to

obtain various information, make friends and connect. According to the Pew Research Center,

there are 89% of university students use at least one social media application (Smith &

Anderson, 2020). Moreover, the survey on university students' social media usage time shows

that 20.5% of them spend 3-5 hours, while 16.5% of them spend more than 5 hours (Perrin &

Kumar, 2020). The indulgence in social media directly affects the study and daily life of

university students. Therefore, the phenomenon of university students' reliance on and excessive

use of social media deserves attention.

1.2 Statement of the Problem

So far, a study has found that the average university student spends more than 1,000 minutes per

month on Facebook, far more than studying (Hanson et al., 2010). However, the study by

Hanson and other professors have focused only on the use of single applications, ignoring the

fact that a range of other social media sites, such as WeChat, YouTube, Weibo, or Bilibili are

also widely used by university students. Therefore, to address the social phenomenon of

university students neglecting their studies due to their addiction to social media, this study seeks

to broaden the types of social media sites investigated while narrowing the size of the study

sample. By investigating the usage of social media, this study is to find out the understanding on

the effect of social media usage on the learning of Dedan Kimathi University of Technology

(DeKUT) students and give advice on using social media wisely.

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1.3 Statement of research Purpose

The purpose of the study is to describe the impact of social media usage on daily learning as

perceived by university students of Dedan Kimathi University for the academic year 2021.

Specifically, the following sub-objectives are considered:

1. To identify the basic information of the respondents

2. To find out the extent of social media use among university students

3. To describe the impact of university students' use of social media on their daily study

4. To give reasonable suggestions on using social media wisely

5. To compare the extent of social media use of DEKUT students by gender

1.4 Specific Objectives

Research Question 1:

What is the demographic profile of the respondents in terms of:

1. Gender

2. Academic year

3. Average GPA?

Research Question 2:

What is the use of social media among DEKUT students in terms of:

1. Purpose

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2. Time

3. Type?

Research Question 3:

What is the degree of social media effect on DEKUT students’ daily study in terms of:

1. Motivate to learn

2. Class concentration

3. Assignment efficiency

4. Memorization of knowledge?

Research Question 4:

What are some suggestions for DEKUT students to use social media wisely in terms of

1. Time of use control

2. Software quantity limitation

3. Purpose of use management?

Research Question 5:

Is there a significant difference in the extent of social media use among DEKUT students by

gender?

1.5 Hypotheses

H0: There is no significant difference in the extent of social media usage among DEKUT

students by gender.

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H1: Female students’ usage of social media is greater than male students.

1.6 Significance of the Study

The research design is to assess the impact of social media on the education system of TVET

institutions in Kenya. Assessment of use of social media in Kenyan institutions will lead to

determination of its impact to the learning system simultaneously.

1.7 Theoretical Framework

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The extent of social media
use
1. Purpose
2. Time
3. Type

The suggestions for using


social media wisely
1. Time of use control
2. Software quantity limitation
3. Purpose of use management

The effect on daily study


Demographic Profile
1. Motivate to learn
1. Gender 2. Class concentration
2. Academic Year 3. Assignment efficiency
3. Average GPA 4. Memorization of Knowledge

Figure 1: Theoretical Framework

1.8 Anticipated Problems and Limitations of the Study

After a thorough understanding and consideration of the topic of this study, there may be some

possible limitations in this study. Firstly, this study adopts random sampling, and the sampled

sample is not representative of the population under study, which may create problems related to

selection bias. Second, due to time and cost constraints, the sample size selected for this study

was not sufficient, so the results of the study may not achieve the desired precision. Finally, the

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presence of self-reported data on the questionnaire of this study may be influenced by

participants' assessment bias or selective memory.

1.9 Operational Definitions

Daily learning:

The day-to-day process of acquiring knowledge and skills through the outside world or from

oneself.

Social media:

The virtual communities and online platforms that people use to create, share, and exchange

opinions, views, and experiences.

Use extent:

The motivation, time length and category of using something.

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CHAPTER TWO: LITERATURE REVIEW
2.0 THE EXTENT OF SOCIAL MEDIA USE

2.1 Purpose

As a younger generation, DEKUT students are rapidly adapting to technological developments

that have significantly broadened the purposes for which they use social media. The diverse

motivations of university students can be broadly categorized as social connection purposes,

cognitive development purposes, entertainment purposes, self-expression and emotional catharsis

purposes (Black et al., 2009). According to the previous research, 45.9% of university students

use social media for contact, 17.7% for information, 15.2% for learning materials, 14.6% for

watching videos and online shopping, and the remaining 6.6% for games (Bakir & McStay,

2018). On the one hand, when university students use social media for education or accessing

academic resources, they can communicate with teachers more conveniently and improve the

skills of mutual cooperation (Bakir & McStay, 2018). On the other hand, when students use

information for entertainment and relaxation, they tend to become addicted, which is manifested

by browsing social media without a specific purpose, and in this case, social media can have a

negative impact on their daily study and life (Bakir & McStay, 2018).What’s more, a previous

study showed that, in general, women are more likely to use social media in searching for

information, and they are more likely to update their status and comment on other people's posts

(Chen et al., 2015).

2.2 Time

Social media usage time is the amount of time spent browsing social media as part of the length

of Internet usage, and one minute out of every three minutes of global Internet usage is spent on

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social media (Tankovska, 2021). Social media usage time is also a unit of measure to assess the

extent to which people focus on the social software within their cell phone screens and give up

their increasingly connected lives. It can be measured by monitoring the total amount of time

users spend on social media each day, monitoring the concentrated time of day people use social

media, and the frequency of checking social media updates. According to the research, 31.7% of

university students use social media for 1-2 hours per day, while 22% of respondents use social

media for 2- 4 hours per day, exceeding the average daily study time and the maximum 30

minutes per day recommended by experts as a healthy amount of time (Coyne et al., 2020).

2.3 Type

Social media is versatile and has different types of activities that have different impacts on

university students. Based on the communication characteristics of social media, they can be

divided into social, media sharing and academic discussion categories (Buzeta et al., 2020).

Types of social categories such as Facebook, Wechat, and QQ allow users to interact with

information and connect online in a variety of ways. Media sharing categories such as Instagram,

Weibo, and Bilibili focus on sharing pictures and videos. Academic discussion categories such as

Quora and Email are platforms that provide academic discussions, conversations, and questions.

The social type dominates as a connecting tool for university students with a 58% usage rate (Lai

& Tai, 2021). In addition, junior university students tend to use media sharing social media

platforms that are highly entertaining to enrich campus life, while senior university students tend

to choose academic platforms to learn about the research topics and teaching contents of other

foreign universities (Lai & Tai, 2021).

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THE EFFECT OF SOCIAL MEDIA ON DAILY STUDY

2.1 Motivate to learn

Learning motivation refers to the behavior that triggers and maintains students' learning and is

also a motivational tendency for students to complete certain academic goals. Study have shown

that when people disclose themselves through social media, the nucleus acumens area of the

brain related to people's addiction symptoms will be more active, making people easily addicted

to social media and losing interest in other things (Chester et al., 2020). Statistics show that 52%

university students delayed or interrupted their original study schedules due to their addiction to

social media use (Kolhar et al., 2021).

2.2 Class concentration

Class concentration is the ability of a person's brain activities to focus on the content of the class.

Since universities do not have too many restrictions on students' use of mobile phones, university

students are increasingly using social media during class, and they always want to open social

media during class to check for new updates or messages (Spence et al., 2020). The study found

that 72% of university students use social media in class, and 89% of them use social media for 2

to 10 minutes, which seriously affects class concentration (Wang et al., 2015). At the same time,

the study also found that the class concentration of heavy and long-term media multitaskers is

more likely to be disturbed (Wang et al., 2015).

2.3 Assignment efficiency

Assignment efficiency refers to the amount of learning tasks that students complete in a given

amount of time. Previous research has shown a negative correlation between social media time

spent and assignment efficiency, with social software such as Facebook, where audible or visual

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alerts when messages are received interrupting the process of message formation for users on

task and causing them to spend time recalling the interrupted messages (Brooks, 2015). 31.7% of

university students' reliance on social media can extend to late nights, leading to sleep

deprivation and poor mental performance the next day (Kolhar et al., 2021). While studying

under fatigue, people tend to have difficulties in concentrating and become less responsive, with

the ultimate result being inefficient learning (Chester et al., 2020).

2.4 Memorization of knowledge

Memorization is the ability to recognize, retain and reproduce what is reflected in objective

things. Students' ability to memorize knowledge can be divided into long-term memory and

short-term memory. When multiple messages appear, only the messages that are noticed will

enter the brain's short-term memory and then be stored as long-term memory through review

(Spence et al., 2020). Study found that the short-term memory duration of university students

with high social media usage is reduced by social media interference, which leads to the

tendency to forget things (Spence et al., 2020). In addition, with the introduction of social

applications for learning, more and more university students are using reposts and uploads of

images to store knowledge. Students tend to go through uploaded images rather than

independently recall them when solving academic problems, which negatively affects their

ability to recall knowledge (Tamir et al., 2018).

MANAGEMENT OF USING SOCIAL MEDIA WISELY

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2.1 Time of use control

Controlling the duration of social media use refers to the process and behavior of managing the

user to impose or voluntarily influence the duration of social media use according to the given

conditions and goals (Brevers & Turel, 2019). From a psychological point of view, knowing that

one should not spend too much time on social media, but always closing the page and then

opening it again is a kind of dependent compulsion, mainly due to mental emptiness and weak

will power (Coyne et al., 2020). For one thing, university students can divert attention with other

things by making the schedule fuller (Coyne et al., 2020). For another, using time management

software, university students can forcefully compress the time they spend on social media

(Coyne et al., 2020).

2.2 Software quantity limitation

Manage the number of social media and limit them to a certain range. A survey of the number of

social software per Internet user in each age group found that the largest group of mobile Internet

users aged 15-19, which have downloaded an average of 84 social media apps (Lai & Tai, 2021).

It is these different types of social software that make university students addicted to various

virtual communities and receive an overloaded amount of information. A study found that

uninstalling frequent notification-type social media is beneficial for improving task efficiency

and avoiding time fragmentation (Brevers & Turel, 2019).

2.3 Purpose of use management

Having a clear purpose can rationalize the use of social media. Therefore, before using social

media each time, students should determine the purpose of their use. For example, the use of

social media for learning purposes proposed in the research, students can download software

specifically for English learning, memorize words through human-computer interaction and read

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posts from users sharing their learning methods, making social media a necessary tool for

enhancing learning (Kot & Dragolea, 2017). Previous research has found that precise

communication features on social software can motivate students by automatically

recommending learning content or reminding them when it’s time for a particular online study

(Silius et al., 2010).

SUMMARY

Nowadays, the increasing number of social media platforms are no longer limited to the initial

function of “socializing”, and they are gradually defined as spaces for various activities and new

environments where people can watch or browse content of interest. Through past survey data

analyzing university students' use of social media from three aspects of purpose, time and type,

we can see that social media has become an important part of university students' daily life and

using social media has become a habit of their life, some students even show obvious media-

dependent behavior. At the same time, social media, with its wide reach and high selectivity, can

even change people's lives and learning styles in a specific area and at a specific time. By

exploring past researches, the impact of social media on the daily learning of university students

is evident. Different studies have shown that social media use has a negative impact on

university students' learning in terms of motivation, efficiency, attention, and memory.

Therefore, it is necessary to control the length and preference of social media use as well as the

number of social media, and properly guide university students to use social media appropriately.

Moreover, gender differences in social media use are worthy of analytical exploration. Finally, it

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is also necessary to update to address the different issues of research results brought by the

changing times through more in-depth research.

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CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction

The research methodology chapter includes all the intended research methods and procedures

that tare to be used in the research design of the project. The chapter starts by introducing the

research design for the project and then sampling procedures and sample size determination

precedes. Finally, ethical considerations are outlined prior to qualitative and quantitative data

analysis of the research methodology chapter.

3.2 Research Design

The researcher will use a descriptive-comparative design in the study, which aims to consider

two variables and establish a formal procedure to compare whether they are significantly

different (Villanueva, 2013). For this study, a descriptive-comparative design will be most

appropriate, because the study will compare the degree of using social media by male and female

students at Wenzhou-Kean university.

3.3 Study Design

The researcher will use a cross-sectional design in the study, which allows the researcher to

quickly collect large amounts of information from a wide range of participants (Cherry, 2019).

For this study, a cross-sectional design will be most appropriate, because the researcher can post

questionnaires about social media usage online to identify the extent of social media usage of

Dedan Kimathi University students quickly and effectively.

3.4 Study Population, Sample Size, and Sampling Technique

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All students presently studying at Dedan Kimathi University will be the study population.

According to the data on the official website of this university, there are approximately 2800

students enrolled. Due to the large size of the data and the limited economy and time, it is not

enough to investigate and collect data from all students at DEKUT, so this study will randomly

select 180 students as the study sample to provide the necessary information to assess the overall

situation. To ensure the fairness of the survey participants and the validity of the data, the

researcher will use simple random sampling method. which enables each sample in the

population has completely equal chances of being chosen (Thomas, 2020).

3.4.1 Population Composition

Freshma Sophomore Junior Senio Graduate

n r

Male 622 187 163 166 4

Femal 906 272 189 267 22

Total 1528 459 352 433 26

Table 1: Population Composition

3.5 Setting of the study

The study will take place in the spring semester of 2021, with the educational institution being

Wenzhou Kean University, located in Nyeri, Kenya. According to DEKUT's official website, it

is a Sino-foreign cooperative university founded by Jomo Kenyatta University (JKUAT) in

cooperation with Kenyatta University (KU). As a Sino-US cooperative university, it introduces

the professional curriculum and high-quality teaching resources of JKUAT, and has special

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attributes of internationalization, full English and high level. The subjects of the study are

DEKUT students. Currently, there are approximately 2800 students, including students from

Nyeri, Nairobi, Mombasa and graduates who are still attending courses and, according to the

university's website, there are no international students this year. DEKUT students are enrolled

in 11 majors offered by the university, including business management, mathematics, English,

computer science, visual design, and management science, and receive full English

communication and instruction. Compared with the traditional universities’ students selected for

most previous studies, the students of the Sino-US cooperative university are more distinctive as

the study sample.

3.6 Research Instrumentation

The online questionnaire used in this study will consist of three parts: investigating the

respondents' level of social media use, investigating the impact of social media use on daily

learning, and finding suggestions for appropriate social media use. In this study, student

participants will be required to answer closed-ended questions on the online questionnaire to

establish the reliability and validity of the selected sample. The closed-ended questions will use

multiple choice and Liker scales. Multiple-choice questions are used to describe the respondents'

level of social media use. In this research, Five-point attitude and frequency Likert scales were

used to describe the impact of social media use on respondents' daily learning and to find

suggestions. Thus, the Likert Scale (LS) can be shown in the figure below.

Likert Scale Interpretation

Response Scale Degree of Agreement Mean Interval

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5 Strongly Agree 4.51-5.00

4 Agree 3.51-4.50

3 Neutral 2.51-3.50

2 Disagree 1.51-2.50

1 Strongly Disagree 1.00-1.50

Legend: Strongly Agree (4.51-5.00); Agree (3.51-4.50); Neutral (2.51-3.50); Disagree (1.51-

2.50); Strongly Disagree (1.00-1.50)

Table 2: Likert Scale

3.7 Data Collection Procedure

The researchers created an online questionnaire using a professional online questionnaire

platform called "Questionnaire Star" (QS). Then, the researcher shared the link to the

questionnaire through social media such as QQ and WeChat, where responses can be obtained

cost-effectively, for the target respondents to answer. The platform is able to provide the

researcher with a series of services such as data collection, survey results analysis and image

analysis.

3.8 Data Analysis

Descriptive and inferential statistics will be used in this study to provide a clear and in-depth data

analysis. Data processing will use Microsoft Excel (MS E) to conduct relative charts and graphs,

and Microsoft Word (MS W) to do systematic data analysis. Frequency and percentage will be

used to describe the respondents’ demographic profile. Mean, standard deviation and ranking

will be used to calculate the student’s responses to the scaled questionnaires of the use of social

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media. T-test will be used to measure the differences by gender. The level of significance used

for each test is set at 0.05.

WORK PLAN AND TIME FRAME

ACTIVITY AUGUST SEPTEMBER- NOVEMBER DECEMBER-


OCTOBER JANUARY
TOPIC
SELECTION
TOPIC
APPROVAL
RESEARCH
PROPOSAL
WRITING
QUESTIONNAIR
E
FORMULATION
APROVALOF
RESEARCH
PROPOSAL
DATA
COLLECTION

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RESEARCH BUDGET
NUMBE ACTIVITY COST (KSH)
R
1 PRINTING 700
2 TRANSPORT AND FOOD EXPENSES 500
3 TELLEPHONE AND INTERNET 1500
4 PHOTOCOPYING 400
5 COLLECTION OF SECONDARY DATA 400
TOTAL 3500

References

Book

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Communication. Shanghai: Fudan University Press.

Journal

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solutions. Digital journalism, 6(2), 154-175.

Bal, E., & Bicen, H. (2017). The purpose of students’ social media use and determining their

perspectives on education. Procedia Computer Science, 120, 177-181.

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Brevers, D., & Turel, O. (2019). Strategies for self-controlling social media use: Classification

and role in preventing social media addiction symptoms. Journal of behavioral addictions, 8(3),

554-563.

Brooks, S. (2015). Does personal social media usage affect efficiency and wellbeing? Computers

in Human Behavior, 46, 26-37.

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Interactive Marketing, 52, 79-98.

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Chester, T., Ponnuthurai, S., Roland, D., Reynolds, S., & Moghraby, O. S. (2020). Social media

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messaging, and Facebook: Competing time demands of today's university students. University

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Kolhar, M., Kazi, R. N. A., & Alameen, A. (2021). Effect of social media use on learning, social

interactions, and sleep duration among university students. Saudi Journal of Biological Sciences.

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Kot, S., Tan, M., & Dragolea, L. (2017). The use of social media supporting studying.

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Silius, K., Miilumäki, T., Huhtamäki, J., Tebest, T., Meriläinen, J., & Pohjolainen, S. (2010).

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Spence, A., Beasley, K., Gravenkemper, H., Hoefler, A., Ngo, A., Ortiz, D., & Campisi, J.

(2020). Social media use while listening to new material negatively affects short-term memory in

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Tamir, D. I., Templeton, E. M., Ward, A. F., & Zaki, J. (2018). Media usage diminishes memory

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Wang, Y., Niiya, M., Mark, G., Reich, S. M., & Warschauer, M. (2015). Coming of Age

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Website

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Cherry, K. (2019). What is a cross-sectional study? Retrieved August 05, 2022, from

https://www.verywellmind.com/what-is-a-cross-sectional-study-2794978

Perrin, A., & Kumar, M. (2020, May 30). About three-in-ten U.S. adults say they are 'ALMOST

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https://www.pewresearch.org/internet/2020/03/01/social-media-use-in-2020/

Tankovska, H. (2021). Daily social media usage worldwide. Retrieved August 05, 2022, from

https://www.statista.com/statistics/433871/daily-social-media-usage-worldwide/

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https://www.slideshare.net/jeanniferbvillanueva/types-of-descriptive-research

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APPENDICES
Appendix I: SURVEY/ QUESTIONNAIRE WITH COVER LETTER

Dear Participants,

This research was conducted in response to the fact that university students have become the

most widely used group of social media in society. The use of social media has brought new

experiences and changes to today’s university students, but it can also have many negative

effects, especially on daily studies. My target is to learn about your social media usage and

impact of it on your daily study, and to suggest ways to use social media more appropriately.

The following questionnaire will require approximately 3 minutes to complete. All of your

answers and responses will be treated and reported in strict confidence. The researchers will not

be aware of your identity, and your name will never be published in relation to this research. If

you choose to participate in this project, please answer all questions as honestly as possible.

Participation is strictly voluntary, and you may refuse to participate at any time.

Thank you very much for your kind support and cooperation.

Respectfully yours,

Allan Munene Mutiiria.

Profile of Respondents
Part I: Direction:

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Your personal data is needed in this part. Please tick one box in each of the sections below:

 Gender

o Male

o Female

 Year level

☐ Freshman

☐ Sophomore

☐ Junior

☐ Senior

☐ Graduate

 GPA

☐ <2.75 ☐ 2.75 – 2.99 ☐ 3.00 – 3.24 ☐ 3.35 – 3.49 ☐ 3.50 – 3.74 ☐ 3.75 – 4.00

Part II: The extent of social media use

 What are your purposes of accessing social media?

o Browse news and get latest information

o Keep up with your friends

o Get professional knowledge

 What is the approximate amount of time you spend on social media each day?

o Less than 1 hour

o 1 - 3 hours

o 2 – 6 hours

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o 6 hours or more

 What social media apps do you usually like to use?

o Facebook

o WeChat

o QQ

o Instagram

o Weibo

o TikTok

o BiliBili

o Quora

o WhatsApp

Part III: The impact of social media on daily study

The purpose of this section is to measure the performance of your social media use on your daily

learning

A. Motivate to learn

Please choose the column that best describes your answer.

Use the following options:

1 - SD: Strongly Disagree

2 - D: Disagree

3 - N: Neutral

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4 - A: Agree

5 - SA: Strongly Agree

 When I use social media, I am less motivated to learn.

☐1 ☐2 ☐3 ☐4 ☐5

Using social media reduces or interrupts my original learning plan

☐1 ☐2 ☐3 ☐4 ☐5

B. Class concentration

 Do you use social media in class?

☐ Yes ☐ No

 I can’t concentrate in class and always want to open social media to check for new

messages.

☐1 ☐2 ☐3 ☐4 ☐5

C. Assignment efficiency

 I will stay up late using social media

☐1 ☐2 ☐3 ☐4 ☐5

 Due to staying up late using social media, I didn’t have enough energy to finish my

homework efficiently on the 2n day.

☐1 ☐2 ☐3 ☐4 ☐5

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D. Memorization of knowledge

 Due to the use of social media, I have higher tendency to forget things.

☐1 ☐2 ☐3 ☐4 ☐5

 Due to the use of social media, my ability to recall knowledge began to decrease.

☐1 ☐2 ☐3 ☐4 ☐5

 I will organize a fuller schedule to reduce social media usage.

☐1 ☐2 ☐3 ☐4 ☐5

 I will use offload social media with frequent notifications to make my tasks more

efficient.

☐1 ☐2 ☐3 ☐4 ☐5

 I will determine my purpose of use each time I use social media.

☐1 ☐2 ☐3 ☐4 ☐5

 I will turn automatic reminders on my phone for recommended learning content to

achieve my target to learn.

☐1 ☐2 ☐3 ☐4 ☐5

Appendix II: SEMI-STRUCTURED INTERVIEW QUESTIONS

1. Do you feel that social media is necessary to students?

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2. Compared to normal classes how engaged are you to the teachers when you use social

media?

3. How could the use of social media in studies be improved?

4. Do you believe your classmates are engaged throughout the classroom sessions?

5. Do you believe your classmates were engaged during virtual classroom sessions?

6. Are you satisfied with the university’s response to the use of social media?

7. What has been the most difficult obstacle, and why?

8. What are your main reservations regarding use of social media in learning?

9. How happy are you with the amount of time you spend on social media?

10. What do you enjoy and dislike about social media at school at the moment?

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