GROUP ASSIGNMENT COVER SHEET

STUDENT DETAILS

Student name: Nguyễn Hữu Chính Student ID number: 21002023

Student name: Châu Ngọc Trâm Anh Student ID number: WSU21000299

Student name: Lê Trần Trúc Mai Student ID number: 21000508

Student name: Student ID number:

Student name: Student ID number:

UNIT AND TUTORIAL DETAILS

Unit name: Statistics of Business Unit number: SB-T222WSB-1

Tutorial/Lecture: Class day and time: Thursday
Lecturer or Tutor name: Võ Đức Hoàng Vũ
ASSIGNMENT DETAILS

Title: SB Final Report – Group 8

Length: 17 pages Due date: 23/8/2022 Date submitted: 22/8/2022

DECLARATION
I hold a copy of this assignment if the original is lost or damaged.
I hereby certify that no part of this assignment or product has been copied from any other student’s work or from
any other source except where due acknowledgement is made in the assignment.
I hereby certify that no part of this assignment or product has been submitted by me in another (previous or
current) assessment, except where appropriately referenced, and with prior permission from the Lecturer /
Tutor / Unit Coordinator for this unit.
No part of the assignment/product has been written/ produced for me by any other person except where
collaboration has been authorised by the Lecturer / Tutor /Unit Coordinator concerned.
I am aware that this work may be reproduced and submitted to plagiarism detection software programs for the
purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism
checking).

Student’s signature: Chính

Student’s signature: Anh
Student’s signature: Mai
Student’s signature:
Student’s signature:

Note: An examiner or lecturer / tutor has the right to not mark this assignment if the above declaration has not been
signed.

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 THE IMPACT OF SOCIAL MEDIA ON STUDENTS’ ACADEMIC PERFORMANCE

GROUP 8

Western Sydney University Vietnam, International School of Business

SB-T222WSB-1: Statistics for Business

22/8/2022

Mr.Vo Duc Hoang Vu

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 CONTENTS

ABSTRACT .................................................................................... 4

INTRODUCTION .......................................................................... 5

METHODOLOGY .......................................................................... 6

HYPOTHESIS TEST.........................................................................8

CONCLUSION .................................................................................13

REFERENCE .................................................................................. 14

APPENDIX ..................................................................................... 15

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 ABSTRACT

This study examines the relationship between university academic success and the use of social

media networks. The study sought to identify social media network sites and how students used

them, as well as how they interacted and networked on social media networks, how much time they

spent there, the effects of social media on their GPA, how social networks affect participation on

their academic performance about use and gratification theories.

Students spend more time on social media than they do on personal email. Despite the loss of privacy

and safety, social media allows users to interact with friends, classmates, and individuals with the

same interests. Today's students should prioritize their education and future careers. Many students,

however, rely on the availability of information on social media. That implies less emphasis on

learning and remembering knowledge. The survey also highlights the prevalence of social

networking platforms among student groups. To find out, a survey was created and distributed to

students at several institutions in HCM City. 70 students completed the survey 90 % of scholars

choose that they think social media is their basic need. Offering a variety, Entertainment, Sharing

information, and learning new things were the most reasons for students’ purpose when using social

media. 44,3% are aware that social media affect their study journey the most.

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 INTRODUCTION

In a quick-paced society, the internet has become an innovative tool for individuals and families to

interact with as a result of technological advancements. Social media networks have generated an

online phenomenon that has grown in popularity over the previous decade. People use social media

sites like Facebook, Twitter, and Instagram to build and maintain relationships. These social

networking services allow users to build personal accounts and communicate with other site

members. Users may upload photos, publish status updates, and send personal or public messages to

whomever they choose. Social networking sites appear to be fast rising in popularity in this "digital

age", particularly among young individuals.

In moment's culture, social media has come a nearly essential element of diurnal life, particularly

among university scholars, who are generally hot social media druggies. Social media multitasking is

also getting decreasingly frequent. still, little is known about how social media consumption and

social media multitasking affect the academic performance of university scholars. The thing of this

study was to determine whether and how these two actions affect academic achievement among

university scholars. In a sample of 70 undergraduate scholars from arbitrary universities in HCM

City, Vietnam, this study discovered that using social media for academic purposes wasn't a

significant predictor of academic performance as measured by accretive grade point normal, whereas

using social media for-academic purposes and social media multitasking significantly negatively

prognosticated academic performance. That is why we did a study titled " THE IMPACT OF

SOCIAL MEDIA ON STUDENTS’ ACADEMIC PERFORMANCE".

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 METHODOLOGY

The assessment was conducted on 12 August 2022 and was finished in a single day. This is the

primary study that we're apprehensive of that investigates the impact of social media on scholars'

achievement operation among a community-grounded sample of HCM megacity pupils. The sample

size was 70 Vietnamese students from several Ho Chi Minh City institutions who studied and

worked in courses. The sample was chosen at random.

Here's a link to our survey form's questions:

https://docs.google.com/forms/d/e/1FAIpQLSfWOTdLHowa3res1zDlmG5SIQKVDiRMcuxECvB-

uFbSMhd3Kw/closedform

Students completed the surveys online in the afternoon. The responders then click a link to qualify to

answer the quiz. The entire approach took 5 days, and it took each participant a few minutes to

answer and submit replies. Participants self-reported demographic information, including age,

gender,...Finally, the knowledge was regenerated into percentages. Then, the initial information

analysis enclosed descriptive statistics. Categorical variables were summarized by frequencies and

percentages, so the information was given in a chart kind for analysis.

Our description follows (objectives, question, types of variables, level of measurements and method

of analysis, ...)

Please see Appendix A for descriptive statistics on our data results

QUESTIONNAIRE LEVEL OF MEASUREMENT

1. To gather and Gender Nominal

characterize
respondents'
background Age Ordinal
profiles, as well

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 as to learn how
many kinds,
which channels University Nominal
they use, how
much time they
spend on social Quantity of social media platforms Ratio
media, and why presently in use
they use it.

The most popular social media Nominal

outlet

Social media become a basic need Nominal

Time spent on social media on a Ratio

daily basis.

The purpose of using social media Nominal

2. To evaluate the Explore the impact of social media Time

impact of social on the study path
media on
respondents'
learning and
academic Academic achievement (GPA last Ratio
achievement and term)
assess the
relationship
between reading The amount of time spent reading Time
books and books and using social media has
utilizing social an effect on academic
media. achievement.

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 HYPOTHESIS TEST

1. Frequency distribution, frequency % showing sex of survey participants (linked with

question 1 in Appendix)

Percentage

Male 31 44.3

Female 39 55.7

Total 70 100

Gender of Respondents

44%
56%

Male Female

The pie charts provided provide information about the fraction of respondents' gender distribution. It

should be emphasized that the male group accounts for 44.3% of the 70 responses (31), while the

female group accounts for the remaining 55.7% (39).

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2. Students’ social media usage time: (linked with question 7 in Appendix)

One hundred percent of respondents (100%) said they use social networks in some capacity. In terms

of usage, respondents selected the most popular social media platforms. The outcomes are shown in

the Table below:

  Female Male

1 -2hours 3 2

7,69% 6,45%

3-4 hours 9 8

23,07% 25,80%

4-5 hours 15 11

38,46% 35,48%

More than 5 hours 12 10

30,76% 32,25%

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 Students' social media usage time
45

40 38.46
35.48
35 32.25
30.76
30
25.8
25 23.07

20

15

10 7.69
6.45
5

0
3-4 hours More than 5 hours 4-5 hours 1 -2 hours

Female Male

The bar charts provide insight into the time students use social media which include 4 main places

which are: 1 -2 hours, 3-4 hours, 4-5 hours, and More than 5 hours.

Overall, the foremost chosen store was 4-5 hours with 38,46% by Female and 35,48% by Male, then

was More than 5 hours at approximately 30,76% by Female and 32,25% by Male, followed by 3-4

hours at about 23.07% by Female and 25,8% by Male, whereas 1 -2 hours had little variety of chosen

7,69% by Female and 6,45% by Male.

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3. Testing the GPA of participants:

After each course, there will be a final test and the final result to assess students’ knowledge. It is

GPA (Grade Point Average). Students must evaluate their study process. Therefore, we do a test to

determine whether the GPA of participants is higher than 3.0 (good result) or not. 

In this case, the null hypothesis is H0: μ ≤ 3.0, and the alternative hypothesis is H1: μ ＞3.0. This is

the right-tailed test.

Summarized data Hypothesis test

Observations 70 Degree of freedom 69

Mean 3.0986 Critical t-value(α = 0.05)

Variance 0.3482 T-calc 1,3974

Standard deviation  0.5901 P-value 0,0833

From the result above, the standard deviation is more than 0.05. Therefore, we conclude social media

have an impact on respondents’ learning and academic achievement, in this case, GPA. 

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4. Testing the extent of social media in the studying process:

To test to what extent social media affect participants’ study journey is greater than 3 (the neutral

level) or not. In this case, the null hypothesis is H0: μ ≤ 3.0, and the alternative hypothesis is H1: μ ＞

3.0.

Summarized data Hypothesis test

Observations 70 Degree of freedom 69

Mean 3.2 Critical t-value(α = 0.05)

Variance 0.9159 T-calc 1.7484

Standard deviation  0.9570 P-value 0.0424

From the result above, the P-value is lower than 0.05 → do not reject H0 → μ > 3.0. Therefore, we

conclude the extent of social media in the study process is high. Social media gradually become an

important method for a student on studying.

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 CONCLUSION

The study sought to determine whether student participation in social networks had an impact on

their academic achievement. Several doubts were raised regarding the usage of social media and its

influence on academic attainment.

Significant changes have happened in recent years throughout the world in terms of the quantitative

and qualitative spread of the internet, social networks, and the number of people who use them.

Websites and apps that allow users to exchange content, thoughts, opinions, beliefs, feelings, and

personal, social, and educational experiences are examples of social networks. Based on the

calculations and analyses shown above, we believe that social media has a positive impact on

students in this generation, with around 50% highly impacted by it. For the following, social media

seems to be a reliable source for locating study-related content, with over 60% rating it as "very

good" for this purpose.

Additionally, students who use social media successfully can achieve very good grades. Participants'

average GPA is approximately 3.2, and 6 out of 10 students (or 70%) achieve good to exceptional

grades. We can also see that social media has a stronger impact on men's study processes than it does

on women. Consequently, their GPA differed more than that of females.

Furthermore, depending on the data we gather, we have some suggestions for how social media may

be used more successfully for academic objectives. To begin with, no one should spend more than

seven hours a day on social media for learning or other purposes because doing so is bad for their

health and lowers the caliber of their work or studies. Second, one should be in charge of the social

media platforms they use. For students, it may be best to utilize no more than five platforms at a time

because using multiple platforms simultaneously can confuse them.

Last but not least, students should employ a variety of methods in addition to social media to

improve their academic performance. These methods include more conventional ones like reading

books and attending lectures. Furthermore, or any approach that works best for them.

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 REFERENCE

1. Ansari, J.A.N. and Khan, N.A., 2020. Exploring the role of social media in collaborative learning

the new domain of learning. Smart Learning Environments, 7(1), pp.1-16.

2. Azizi, S.M., Soroush, A. and Khatony, A., 2019. The relationship between social networking

addiction and academic performance in Iranian students of medical sciences: a cross-sectional

study. BMC psychology, 7(1), pp.1-8.

3. Cao, X., Masood, A., Luqman, A. and Ali, A., 2018. Excessive use of mobile social networking

sites and poor academic performance: Antecedents and consequences from stressor-strain-outcome

perspective. Computers in Human Behavior, 85, pp.163-174.

4. Ahmed, N., 2020. The usage and implications of social networking sites: A survey of college

students.

5. Wakil, K., Nasraddin, R. and Abdulrahan, R., 2018. The role of social media on students'

GPA. Indonesian Journal of Curriculum and Educational Technology Studies, 6(1), pp.1-5.

6. Zachos, G., Paraskevopoulou-Kollia, E.A. and Anagnostopoulos, I., 2018. Social media use in

higher education: A review. Education Sciences, 8(4), p.194.

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 APPENDIX

EFFECT OF SOCIAL MEDIA ON STUDENT'S ACADEMIC PERFORMANCE

1. What is your gender?

o Male o Female

2. What is your age?

o 18-19

o 20-21

o 22-23

o 24 and over

3. Which university are you studying at? 

4. How many social media do you currently use?

o1

o2

o3

o More than 4

5. Which social media channel do you use most?

o Facebook

o Instagram

o Tiktok

o Twitter

o Others

6. Has social media become a basic need for you?

o Yes

o No

7. On average how much time do you spend on social media per day?

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o 1 -2 hours

o 3-4 hours

o 4-5 hours

o More than 5 hours

8. What is your purpose when using social media?

o Share information, learn new things

o Make connections and communicate with friends and family

o Entertainment

o Stay up-to-date with news and current events

o Share photos or videos with others

9. To what extent does social media affect your study journey?

1 2 3 4 5

Unaffected

Serious

10. What was your GPA in the latest term?

o 2.00-2.79

o 2.80-3.19

o 3.20-3.59

o 3.60-4.00

11. Comparing reading books and using social media, please rate the extent each of them

affects your study result

1 2 3 4 5

Book

Social media

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 THANK YOU FOR YOUR TIME!

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