Proposal Writting

Computing Research Project 2020
Table of Contents
Research Proposal on......................................................................................................................3
The impact of Facebook Uses to the Academic performance of ISMT college students...............3
chapter 1: Introduction....................................................................................................................3
1.1. Introduction..............................................................................................................................3
1.2. Background and rationale of the study....................................................................................4
1.3. The problem statements...........................................................................................................5
1.4. Aims and objectives of the research........................................................................................6
Chapter 2 : Reason for choosing this research project...........................................................................7
2.1 Reason for choosing this research project................................................................................7

Chapter 3 : literature sources searched...................................................................................................8
3. Review of Related Literatures....................................................................................................8

3.1. Definition of social Networks..................................................................................................8
3.2 Becoming Social.......................................................................................................................9
3.3 An overview of Facebook.......................................................................................................11
3.4 Facebook Usage......................................................................................................................11
3.5. Students’ performance of Facebook.......................................................................................11
3.6 Academic performance...........................................................................................................12
3.7 Facebook and Academic performance....................................................................................12
3.8 Hedonic Usage of Facebook and Academic Performance......................................................12
3.9. Theoretical Review................................................................................................................13
3.9.1 Flow Theory (FT)................................................................................................................13
3.9.2 Distraction Effect.................................................................................................................13
3.9.2.1. Forgetfulness....................................................................................................................13
3.9.2.2. Inattentiveness.................................................................................................................14
3.9.2.3. Reduced Capacity............................................................................................................14
3.9.2.4. Short Distractions............................................................................................................14
3.10 Impact of Facebook usage....................................................................................................14
3.10.1 Positive Impact of Facebook use.......................................................................................15
3.10.1.1 sharing and collecting information.................................................................................15
3.10.1.2 Communication and Entertainment................................................................................15
3.10.2 Negative Impacts...............................................................................................................15
3.10.2.1. Acedemic performance problems..................................................................................15
3.11. Students behavior.................................................................................................................16
Dipesh Badal (HND / Third Semester)

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Chapter 4 : Activities and timescales (milestones and target date)......................................................17
4.1. Setting of the study................................................................................................................17

4.2. Respondents of the students...................................................................................................17
4.3. Research Tools.......................................................................................................................17
4.4. Data Gathering procedure......................................................................................................17
4.5. Activities and timescales (milestone and target date)............................................................17
Chapter 5 : Research approach and methodologies.............................................................................19
5.1 Description of the study Area.................................................................................................19

5.2 Research Design.....................................................................................................................19
5.3. Population and sampling........................................................................................................20
5.3.1. Target population used in the research................................................................................20
4.3.2 sample size...........................................................................................................................20
5.3.2. Research Method Used.......................................................................................................20
5.4 Research questions..................................................................................................................20
5.5 significance of the study.........................................................................................................21
Chapter 6: Conclusion..........................................................................................................................22
6.1. Limitation of the study...........................................................................................................22

6.2. Conclusion.............................................................................................................................22
References............................................................................................................................................23
Comments and agreement from tutor...........................................................................................25

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Research Proposal on
The impact of Facebook Uses on the Academic performance of ISMT college students.
Presented to: Kamal Pokhrel
Student name: Dipesh Badal
Centre Name: ISMT college
Tutor: Kamal Pokhrel
Unit: Computing Research Project
Research Topic: “Impact of Facebook Usage on Students Academic Performance”
Chapter 1: Introduction
1.1. Introduction
As a research manager of an IT organization, I should complete the research venture under the theme
"Digital well-being." On the topic of Digital Wellbeing, I am selecting the research topic i.e Impact
of Facebook Usage on Students Academic Performance. Digital well-being is the term used by
health professionals, researchers, and device manufacturers to describe the concept that, when
humans interact with technology, the experience should support mental and/or physical health
measurably. The aim of improving digital well-being is to design technology in such a way that it
promotes healthy to use and proactively helps users maintain a healthy lifestyle.[ CITATION
Rou19 \l 2057 ] Digital wellbeing mainly concerns with different key points such as limiting screen
time, reducing eye strain, being aware of unforeseen mental impacts, increasing emphasis on
physical activity and nutrition, and supporting healthy sleep patterns, especially for users that bring
devices with them to bed. Under the theme, I am going to research the impact of Facebook use on
students’ academic performance.
The advent of social networking sites i.e Facebook attracted millions of users across the globe.
Which also includes a lot of students. Students love to spend time to check their Facebook updated,
but they don’t know that there are many negative effects of using Facebook. Most of the students
don’t realize the negative impact of Facebook in their life. And the main reason is that they are

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already addicted to it. And, this addiction can lead to several negative developments in their life. The
main purpose of this research is to find out the impact of Facebook uses in academic performance
and suggest some ways of minimizing the bad impact of Facebook on students and to show them the
negative effect of these social networking sites on students’ behavior and performance, especially in
the academics of the students. Not only this, but this research is also intended to focus on finding
ways to enhance student’s motivation and improve their achievements, yet without looking closely at
the sources for their demotivation or academic failures.
1.2. Background and rationale of the study

Facebook is a social networking site which is owned and operated by Facebook, Inc since 2004.
Facebook has over 2 billion active users, and more than half of them using Facebook on a mobile
device. User must be resister to login into the system, after which they may create a personal profile,
add other as friends, and exchange messages, including automatic notification when they update their
profile. Additionally, the user may join common-interest user groups, organized by workplace,
school or college, or other characteristics, and categorize their friends into lists such as “people from
work” or “close friends”. Facebook was founded by Mark Zuckerberg with his friends and fellow
Harvard University students Eduardo Saverian, Andrew McCollum, Dustin Moskovitz, and Chris
Hughes. The website membership was initially limited by the founders to Harvard students but was
expanded to other colleges in the Boston area, the Ivy League, and Stanford University.
It gradually added support for students at 5 various other universities before opening to high school
students, and eventually to anyone aged 13 and over. In May 2005, Accel partners invested $12.7
million on Facebook, and Jim Breyer added $1 million children under 13 with accounts and 5 million
under 10, violating the site's terms of service. Facebook is beneficial to one’s social life because they
can continuously stay in contact with their friends and relatives, while others say that it can cause
increased antisocial tendencies because people are not directly communicating with each other. But
some argue that Facebook has affected the social life and activity of people in various ways. With its
availability on many mobile devices, Facebook allows users to continuously stay in touch with
friends, relatives, and other contacts wherever they are in the world, as long as there is access to the
internet. It can also unite people with common interests and/or beliefs through groups and other
pages and has been known to reunite lost family members and other friends because of the
widespread reach of its network.
Even though Facebook is by now used by a much wider variety of users, university students are still
its “biggest fans”. Results from a recent paper Ellison et al. (2007) reported that 94% of college

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students are active Facebook users, spending 60-90 minutes online each day communicating with
their Friends List of 150–200 people. Similarly, Wiley and Sisson (2006; as cited in Pempek et al,
2009) conducted a large survey on college students from universities in developing countries
indicated that 91% of students use Facebook. Ethiopia is also one of the developing countries that
have intoxicated with around one million users of Facebook of which half of them are higher
education students. [ CITATION gri19 \l 2057 ] Facebook also continuous to prompt debate about
users’ behaviors. The effects of online activities on themselves and their interaction with others have
been discussed extensively. In particular, students are the main class of Facebook users who spend a
long time the social networks which have worried parents and educational authorities about their
academic performance the students themselves argue that their presence on Facebook, as a leisure
activity, doesn’t hinder their academic efforts though some shreds of evidence suggest that their
grades decline after they join Facebook.
1.3. The problem statements

The rapid increases in the popularity of social networking sites begun in the second half of the last
decade, partly as a result of their extensive use by school and university students. For example,
according to Ellison, Steinfield & Lampe (2011), a significant number (approximately 73%) of
Internet users reached social networking sites by the end of 2009, with almost half of them (38%)
visiting social networking sites daily.
Many people are currently using Facebook to connect with their friends and relatives around the
globe. And the use of Facebook platforms has grown so quickly that it has even caught the attention
of university students; often they are so engaged in sites that they've almost entirely forgotten about
their academic work. High school students are considered victims of social networking sites more
than any group of people because they harm their academic performance (Pasek & Hargittai, 2009).
Students are easily persuaded to use different social media platforms when trying to obtain online
learning materials. In most cases, students end up spending almost all their time on social media and
forgetting about the course materials they originally intended to look for.
Besides, Ellison et al (2011) argue that students tend to participate in such website activities while
doing their homework to harm their academic performance by disrupting them from the learning
process. It is therefore becoming difficult to ignore the fact that there may be a direct correlation
between Facebook usage and student academic performance in schools and universities. Since the
problem is relatively new, the researcher believes that several attempts have been made to give an
idea of answering this question. Also, research on this subject has not yet been conducted in college

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under the study and there are methodological gaps in the research conducted in developed countries
in this area. As a result, the researcher was very indebted to research this subject to fill those gaps.
1.4. Aims and objectives of the research

The aim is generally what we want to achieve from the task, whereas the objective is the action that
we will take to achieve the objective. The overall aim of this research project is to assess the impact
of Facebook usage on ISMT College Student’s Academic Performance. However, some specific
research objectives have been set out below:
 To identify the special motivations that encourage students to use Facebook.

 To find out the average time college students spend on the site collectively per day.
 To evaluate the extent of Facebook addiction among students.
Hence these are the major objectives of doing this research. After the completion of our research,
these results are found out. Such findings are discovered after the completion of our research.
Chapter 1 : Reason for choosing this research project

This is an important section of the research proposal. In this chapter, I am going to explain the reason
for choosing this research project.

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2.1 Reason for choosing this research project

The main reason for choosing this project is to find out the main reason behind the Facebook
addition in college students and solve the problem of the students. Facebook uses is rapidly growing
nowadays among college students. Students are using Facebook for chatting with friends, sharing
the post as well as for entertainment purpose. also, students use Facebook to maintain their former
network of high school friends and also to build and sustain bonds with new friends in their college.
They use Facebook to maintain and initiate friendships and to seek out new information about their
circle. But due to the excessive use of Facebook affect the academic performance of college students.
Students can frequently use Facebook when they are bored. Due to this students are suffering from
different problems because of being addicted to it. Facebook also affects a student’s behavior and
performance. Some studies have looked at the impact of online social media use on mental health.
These effects include changes in self-esteem, sleep disorders, and high rates of depression among
students. However, these students have been unaware of such adverse effects Due to the increased
accessibility and availability of the Internet, the use of social media is on the rise in Nepal.
According to a study conducted by various Nepalese organizations, there have been around 4.4
million Facebook users in Nepal. Among them, there are more students than others, and this number
is growing rapidly. Being a college student, I also harm Facebook usage, which includes problems
with a sleep disorder, self-steaming, eye problems, etc. When I try to study, I automatically open
Facebook at different time intervals. Which is affecting concentration/focusing power. Not only is
this being an IT student/programmer, but Facebook also related to my career, because the new
features and services used on Facebook help me or encourage me for the development of any new
software. Facebook gives me an idea of new software projects, too.
After this research I believe that other college students are also able to know about the impact of
Facebook uses, why students are addicted to Facebook, how to mitigate the possible risk of excessive
Facebook use. By implementing the possible solution to control addition to Facebook use they can
improve their performance and take advantage of Facebook during their academic performance. Not
only other college students this research is also helpful for me to achieve my carrier goals. So, these
are the possible reasons for selecting this research topic.
Chapter 2 : literature sources searched

This chapter presents the research collected from a wide variety of sources. These studies will be
used as guidance and support for our research. Our related literature begins with information about

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Facebook and social networking, as well as possible impacts that may affect students when Facebook
and social networking are widely used.
3. Review of Related Literature

This section covers all the related literature and its review related to our research topic.
3.1. Definition of social Networks

Social-networking sites (SNS) are the latest online communication tool that allows users to create a
public or private profile to interact with people in their networks.[ CITATION Boy08 \l 2057 ].
Facebook, MySpace, Orkut, Cyworld, Bebo, Twitter, and other social networking sites are the best
examples of SNs that allow individuals to present themselves to other users in a variety of formats,
including text, video, and chat services. These sites have become an increasingly important part of
young adult life.[ CITATION Gem06 \l 2057 ] Relative to the general population, adolescents and
young adults are the hardest computers and Internet users, using them primarily to complete school
assignments (36%), e-mail and/or instant messaging (26%), and to play computer games (38%)
(DeBell & Chapman, 2006). SNS includes a list of other users with whom individuals share a
connection. But unlike any other web service, SNS allows individuals to make their list of
connections to others visible and to pass through their social networks.[ CITATION Boy08 \l 2057 ]
As a result, more than virtual lessons from online-born Facebook communities, SNS are usually
online communities created and maintained to reflect offline relationships. SNS can be 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. Facebook was created
by Mark Zuckerberg to help residential college and university students to identify students in other
residence halls. It is described as “an online directory that connects people through social networks at
colleges and universities” (Zuckerberg, 2005). Websites such as MySpace and the more popular FB
have millions of registered users, with FB becoming the overwhelmingly more popular SNS.
[ CITATION Boy08 \l 2057 ]
Students use Facebook to maintain their former network of high school friends and also to build and
sustain bonds with new friends on their campuses. They use Facebook to initiate and maintain
friendships and to seek out new information about those in their social circle. The practice of social
information seeking is related to student’s perceived levels of social capital (the resources obtained
from their relationships and interactions such as emotional support. [ CITATION Ell11 \l 2057 ]

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Social Capital is related to improved self-esteem, fewer psychological and behavioral problems, and
improve quality of life. [ CITATION McP14 \l 2057 ] Furthermore, increased social capacity can
help students feel more of a connection to their institution, which is related to more positive
educational outcomes. (Pascarella & Terenzini, 2005). As students transition into and move through
college, they have to develop new skills to be successful.[ CITATION Upc05 \l 2057 ]. Some of
these skills are academic such as learning how to engage in progressively more difficult levels of
academic work. For instance, as first-year students transition to college, they need to learn how to
manage their time so that they spend an appropriate amount of time studying for their courses. Social
skills are equally important for student success. An important social task for a new college student is
the building and maintenance of friendships at their new institution. [ CITATION Upc05 \l 2057 ].
Facebook has been the most researched platform for teaching and learning.[ CITATION Man13 \l
2057 ]. Manca and Ranieri (2013) discovered 23 empirical studies of using Facebook as a learning
environment. Manca and Ranieri (2013) identified five main educational uses of Facebook: 1)
Support class discussions and helping students engage in collaborative learning; 2) Developing
content; 3) Sharing educational resources; 4) Delivering content to expose students to extra-
curricular resources, and 5) To support self-managed learning. They note that only four studies have
examined how Facebook relates to learning outcomes such as improvement in English writing skills,
knowledge, and vocabulary (Manca & Ranieri, 2013). Facebook has been used as a replacement for
learning and course management system (LCMS) discussion boards. For instance, Hurt et al. (2012)
examined students' outcomes from and preferences for Facebook use. they assigned students to either
use Facebook or the learning management system in two courses. They found that the Facebook
group reported better educational outcomes than the LMS groups, they also found that 43% of the
LMS users said they would have contributed more if they had used Facebook; while only 12% of
Facebook users said they would have participated more with a switch to the LMS.
3.2 Becoming Social

In the last decade, and specifically, over the last five or six years, SNS has transformed our thinking
about our relationships, our connections to and affinity to others, and the influence and persuasive
power of online communities on how we think, organize and act politically. Since the beginning of
the Internet and the integration of e-mail technology into our personal and work life, our ways of
communicating have begun to change. However, it wasn't until the creation of social media
interfaces such as Facebook, MySpace, Friendster, LinkedIn, YouTube, Twitter, and other similar
applications that we saw such massive exploitation of the potential of today's pervasive online
connectivity in our network.
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Unlike the communication functions of other online technologies, SNS, in particular, has provided a
virtual landscape mirroring familiar elements of the community as we understood and experienced it
before the existence of such technologies. Social media technology links people together in ways that
resemble traditional feelings of connection, belonging, loosely defined memberships, exchange of
feelings and ideas, and the reporting of experiences and actions. Indeed, some suggest SMT has
suddenly lowered the costs of collaborating, sharing, and producing, thus providing revolutionary
new forms of interaction and problem-solving.[ CITATION Shi10 \l 2057 ] We can now create,
maintain and access both well-defined and amorphous communities online, while also using social
media technology as a tool for a smooth transition between online and face-to-face contact through
friendships, planned activities, and other more formal organizational affiliations.
Facebook is one of the most popular social media sites. Initially, Facebook was conceived secretly
inside and around the social networks of students at Harvard, and subsequently at other prestigious
universities: Princeton, Yale, and Stanford. If we consider the birth of this particular social media
interface at Harvard, we can see it as a telling example of how the social "community" components
of a university were quickly transferred to this online platform. Since its launch, this platform has
spread across several college communities and rapidly accepted a broader variety of linked networks
of individuals and groups around the world. Today, the use of social media technologies is expanding
around the globe, incorporating individuals of diverse global, national, racial and ethnic, cultural, and
socio-economic backgrounds into their lives.
Traditional university students have adopted social media technology; it has become a big part of
their daily lives. Across this way, the boundaries between online and "real-world" cultures are
widening quickly, if not disappearing entirely. In particular, when we understand the generation for
which social media technology exchanges have existed for their entire lives, there is a dynamic
interchange between digital and physical interactions. In this generation, SNS is the main means of
communication and knowledge gathering, and likely a core component of, their identity and
community building.
3.3 An overview of Facebook

Facebook was created in February 2004 by Mark Zuckerberg, Dustin Moskovitz, and Chris Hughes
as a site for Harvard students only. But later it becomes the most popular and visited with 34 million
unique visitors by January 2008, and as the 13th most popular website worldwide.[ CITATION
com08 \l 2057 ]. with 98 million unique visitors by December 2007. As of March 2008, 67 million
active users (those returning to the site over the last 30 days) were registered on Facebook, with more

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than half returning daily and spending an average of 20 minutes daily on the site. Unlike other social
networking sites, Facebook offers a structured web page that allows each user to enter personal
information, including gender, birthday, hometown, political and religious views, e-mail and physical
addresses, relationship status, hobbies, interests, favorite music and movies, educational history and
a main personal image. Today, Facebook is made up of all sorts of people, but college students still
make up the highest number of active Facebook users, about 30% of all users.[ CITATION Ins09 \l
2057 ]. To date, Facebook represents nearly 500 million people, allowing them to share a multitude
of knowledge and communicate with others.
3.4 Facebook Usage

Facebook use includes both the easy use of the website and the level of cognitive absorption on the
web. Its use includes the involvement of individual users on the social network, the time spent on
this platform, regular visits and the essence of the activities carried out. People of different ages
connect and exchange content; share videos and pictures, discuss topics, talk, publish advertising for
community activities, or play accessible applications. Younger generations (e.g. students) spend up to
8 hours a day browsing this socializing platform. It is assumed that a large presence on Facebook and
the resulting increase in the level of information flow management requirements involve students in
these tasks while engaging in constant interactions and socialization, which prevents them from
properly focusing on their academic tasks.[CITATION eta10 \l 2057 ].
3.5. Students’ performance of Facebook

The latest literature by [ CITATION Mar09 \l 2057 ] aimed to better understand Facebook's campus
community through the lens of college students. Researchers looked at college students 'thoughts and
perceptions of Facebook usage in an ethnographic analysis, which found students use Facebook for a
variety of reasons (Martinez Aleman & Wartman, 2009). The authors formulated four coherent
frameworks to present their findings on the usage of Facebook by college students: (1) user-
consciousness, (2) campus culture, (3) identity factors, and (4) voyeurism and impression
management. The authors captured the voices of four students using the themes listed above. The
four different students shared a multitude of details about their interactions with Facebook.
3.6 Academic performance

Academic Quality refers to how students perform their studies and how they complete various
assignments given to them by their teachers. The popularity of social networking sites has increased
steadily over the last period. That is most likely because everyone has used it extensively to navigate
the planet. Such social networking sites, such as Twitter and Facebook, have become a sensation for

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all these days. Students pay more attention to these social networking practices than this time to their
studies, and this affects their academic performance. The negative aspects of these social networking
networks outweigh the positive ones. Such sites have done some latent damage to society. Students
are the victims of social networks more often than anyone else. It is because when they research or
check their course material online, they get addicted to these places to combat boredom in their
learning period, to take their focus away from their jobs, and to forget why they're using the internet.
[CITATION Laa01 \l 2057 ] has been suggested that students are impacted by the internet and this
effect is determined by the form of usage of the internet. Misuse of these sites regularly has many
negative effects on the physical and mental health of students, making them slow and unenthusiastic
to communicate with people in real life.
3.7 Facebook and Academic performance

Recent research has shown that the leisurely use of the Internet is highly associated with reduced
academic performance.[ CITATION RWK06 \l 2057 ] Students who spent five times more hours
online reported issues with school work. In Kubey et al (2001), 10-15% of the student participants
thought that their trips to the Internet were out of reach. While this study did not directly discuss
Facebook, the researchers suggested that the Internet's captive networking resources tended to be
responsible for the problems of school work. Besides, Vanden Boogart (2006) found that
inappropriate use of Facebook was found among students with lower GPAs.
3.8 Hedonic Usage of Facebook and Academic Performance

Hedonic use is the result of enjoyment practices. Facebook use has created links between people
from the same university or around the world; people tend to communicate with it when they want to
get in touch with someone, they've lost contact with or are meeting new people around the world. No
other media or networks will allow this to happen. However, the use of Facebook observed is often
rooted in the enjoyment of surfers who maintain profiles and share information. This use can also
provide improved video or photo exchange features, as its integrated technology reduces image sizes
and encourages video sharing compared to e-mail messages. But this kind of Facebook usage has led
students to waste time staring at computers rather than studying hard and scored good results at
colleges.[ CITATION Van11 \l 2057 ].
3.9. Theoretical Review
3.9.1 Flow Theory (FT)

Deprived of psychology, flow theory helps to evaluate human-computer interactions and addresses
people's use of the internet. Flow, as defined by Csikszentimanlyi (1997), is the “holistic sensation
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that people feel when they act with total involvement.” It implies absorption in a task, such that the
person is completely attracted by the artifact and the task being performed. [CITATION Ace18 \l
2057 ]. Websites, email tools, and the computer itself are all artifacts; the tasks refer to an assignment
performed using these tools (Firineran and Zhang, 2003). As a result, Facebook is an artifact, and
people using this network are engaged in tasks that encourage their flow to the platform. Novak et al
(1998) also provide a comprehensive review of the definition of flow as experienced by people
engaged in a task. Described as a total concentration and a deep involvement in the tasks, these
activities result in an inherent pleasure, combined with a keen curiosity and pleasure that encourages
the repetition of the activity, but also a loss of time and an inability to control the use or stop the
activity.
3.9.2 Distraction Effect

It might be apparent that when you're distracted at work, you can't focus and be more likely to make
mistakes. But even more, drastic consequences could result if you can't ease the distractions and
create a professional atmosphere. At the same time, some distraction may be good for your mood and
attitude and help you get motivated and eager to work through the day.[ CITATION chr08 \l 2057 ]
3.9.2.1. Forgetfulness
If you've been interrupted while doing a job, the chances are that you'll forget about a significant
phase in the process that you were in the middle of when you were distracted, according to Robert J.
Latino, author and executive vice president of the Reliability Center. Chances are that you may also
forget to go back to the original mission or not realize what changes happened when you were
distracted. About half the time, distractions make you forget where you left off. On some occasions,
the mission is totally out of control and you have to start again.
3.9.2.2. Inattentiveness
Your brain can only handle a lot of information at one time, according to the American Psychological
Association. Scientists who analyzed brain activity in trials where participants were asked to perform
two tasks at the same time found that neither task was performed as effectively as when the
participants focused on a single task. The brain must exert its processing resources because it needs
to interpret and analyze more than one thing at a time, slow down the reaction time, and trigger
inattentiveness to your primary job. Mistakes are made and serious consequences can arise.
3.9.2.3. Reduced Capacity

You risk your productivity at work at any time you change your attention. Your brain requires a large
amount of metabolic and glucose energy to process information and conduct complicated tasks.
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Every time you turn your attention on a new task or stop the distracting factor from what you're
doing, you lose a portion of that energy. The body needs time to recover energy and allow you to
function at full capacity. You may need to feed or rest to recover the same degree of attentiveness and
mental ability.
3.9.2.4. Short Distractions

This might be that our brain simply wants a rest and enjoys a brief diversion, particularly when
you're wrapped up in a complicated problem that you're having difficulty solving. By allowing
occasional distractions to interrupt your work, you take the burden off your logical linear thinking
processes and encourage the subconscious to breathe. Refreshed, you can go back to your task with a
new approach concocted by your subconscious and solve difficult tasks. You might be able to save
time-solving problems by being distracted as long as you remember going back to your original
project.
3.10 Impact of Facebook usage

Given the high-volume usage of SNS, an obvious and popular concern among faculty,
administrators, and parents are the widespread notion that students spend far too much time on
nonacademic activities related to the Internet and social media. Countless articles in popular
newspapers, periodicals, and blogs have raised these very same concerns (Bart, 2009; Ingram, 2011;
Ojalvo, 2011; Schulten, 2009). Nevertheless, the most critical issue among academics, educators, and
the public is the influence of social networking platforms such as Facebook on time spent
researching and offline activities.
As a result, Facebook use has been associated with both positive and negative impacts on different
aspects of people's lives, including positive impacts, such as improving relationships between friends
and family, and negative impacts, such as low academic performance; health, personal relationship
issues; and social issues. We are discussed below.
3.10.1 Positive Impact of Facebook use
3.10.1.1 sharing and collecting information

Social Networking in general and Facebook, in particular, offers significant advantages for its users,
for example, sharing and collecting information, searching for jobs, communication, and
entertainment. Vast quantities of information of different types are stored on the Internet. Usually, the
information on the Internet is free of cost and is available 24 hours a day. Besides, Facebook
provides its users with the latest news of the world and most of the newspapers are available on the

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Internet, which is periodically or immediately updated with the latest news.[CITATION wha \l 2057 ]
Thus, Facebook users can almost instantaneously learn about news events, read news articles or
opinions about world events, and share this information and their thoughts with others like
themselves.
3.10.1.2 Communication and Entertainment

Citizens around the world can now easily connect through Facebook, using several applications:
texting, Wall post, and helping to download any books. Facebook also offers various forms of
entertainment. For example, users can play games with other people in any part of the world, watch
movies, and listen to music. Above everything, it allows users to create new connections on this
platform. (Ellison, Steinfield, & Lampe, 2007; Whitty& McLaughlin,2007)
3.10.2 Negative Impacts
3.10.2.1. Academic performance problems

In addition to the advantages of Facebook's use, the negative effects of Facebook's users have also
been reported, including decreased academic performance, health issues, personal relationship issues,
and social discord. For example, a variety of reports have focused on the aspects in which the use of
Facebook impairs young people's lives. Scherer (1997) found that 13 percent of his respondents
reported problems with their student work and career success due to their use of Twitter. Nalwa and
Anand (2003) observed that addicted Facebook users used for lengthy hours, resulting in personal
behavioral issues and lack of vital job obligations. Chou and Hsiao (2000) explored Facebook
Addiction among colleges that results in more negative consequences in their studies than non-
addicts. This conclusion parallels a study by Young (1996), who found that Internet addicts
experienced personal, family, occupational problems, and academic difficulties, causing poor grades
and eventually expulsion from universities.
3.11. Students behavior

Several years ago, emails, instant messaging, and blogging these are Internet communication
applications that have increasingly increased in young people's lives, making the Web a significant
social background for the development of young people, particularly students. Nonetheless, some
habits may occur due to frequent use of social networking sites, particularly students who frequently
use social networking sites, resulting in time reductions for other related academic, physical and
social activities that involve face-to-face meetings (McKenna and Bargh, 2000). The theory of
organized actions provided the basis for the behavioral component that also affects social networking
sites. It is believed that the probability of participation in actions through the use of social
15
networking sites increases when the person has a clear intention of acting on those behaviors.
Community norms and self-esteem are two key factors in the theory of expected behavior in the
sense of social networking. Group norms for colleagues and friends have significantly increased the
likelihood of university students participating in specific work activities and those students who
identify the use of social networking sites as normative between friends have a strong intention of
using social networking sites frequently.
There is another significant aspect that is the behavioral effects of actions dependent on
communication technologies, and this is self-esteem. Young people with lower self-esteem have a
high level of instant messaging use than those with a high level of self-esteem (Nalwa and Anand,
2003). Constructive feedback increases self-esteem and negative feedback contributes to a lower
degree of self-esteem, which is why being socialized young people uses internet networking software
as it creates more positive experiences with others (DeBell and Chapman, 2006).
Chapter 3 : Activities and timescales (milestones and target date).

This is the chapter which presents the Activities performed during the research, the setting of the
study, the respondents of the study, the research instruments, data gathering procedure to be used for
the research, Activities to be carried out during the research project which includes research
development, analysis of ideas, writing, data collection, numerical analysis, tutor meetings,
production of the outcome, evaluation, writing the report) and likely durations.
4.1. Setting of the study

The ungraduated students of ISMT college, Kathmandu branch are the setting of the study. There are
around 2000 students in the college. Out of them, I am going to select a student from the Information
and technology faculty. So, the expected respondents/population are around 100 students.

16
4.2. Respondents of the students

This research utilizes one hundred (100) students of the ISMT college from IT faculty. There were
around fifteen (15) survey questionnaires that were handed to the two-gender types, i.e the male and
the female. Out of the 100 students 25 female respondents and 75 male respondents because of the
smaller number of female respondents in the college.
4.3. Research Tools

The main research instruments used in the research are research questionnaires-made by the
researchers (myself). The questionnaires will be designed in such a way that it shall meet all the main
objectives of the study which is to determine the impact of the usages of Facebook on the academic
performances of the selected students to be tallied and assessed accordingly.
4.4. Data Gathering procedure

To perform the research in ISMT college I am going to take permission from the Principal of the
college. After getting permission from the principal, the researcher (me), personally submitted the
questionnaires to the respondents and assure them of confidentiality to be able to obtain honestly in
the respondent’s answers.
4.5. Activities and timescales (milestone and target date)

To achieve the aim and objective of the research i.e to know the impact of Facebook uses in the
academic performance of the students of the ISMT college, I have done eleven different types of
activities. These activities maybe take around 200 days to complete. First of all, it took me about 10
days to complete on what topic I should research. For the development phase, it took 17 days to
complete. As well as for the analysis of the data it took me 16 days to complete. For the writing, the
summary of that data took me 12 days to complete. For the data collection, it took me 30 days to
complete. For the numerical analysis, it took me 20 days to complete. The tutor meets took 10 days
to complete. For the production of the outcome, it took me 35 days to complete. For the evaluation of
that outcome, it took me 20 days to complete. Finally, for the report writing it took me 30 days to
complete. I have represented the time taken for the different activities in the Gantt chart below.

17
Fig: Gantt chart of research activities
So, in the specific period, I am trying to complete my entire research i.e Research on the impact of
Facebook usages on the academic performance of ISMT college’s students.
Chapter 4 : Research approach and methodologies

This is the chapter that presents the different types of methodologies used for the research time and
well as describes the research approaches, description of the research Area, population and sampling
used for data collection, and significance of the research study.

18
5.1 Description of the Study Area

International schools of management and technology (ISMT) is one of the private institutes which
provide both technical as well as management education. Which s established in Gairigaun
Kathmandu Nepal in 2011. International School of Management and Technology (ISMT) offers
internationally recognized British Degrees for those who seek an affordable route to a British Degree
without compromising on the quality. BSc.IT, BHM, and BBA at ISMT are taught through BTEC
HND in Computing, Hospitality Management, and Business for the first two years leading to the
final year of Bachelor’s degree. In the ISMT college, there were more than 2000 students of both
technical and management fields. I believe that almost all of the students use Facebook and it has
both a negative and positive impact on their academic performance. So, this is a suitable site for my
research project that aware a large number of students of the negative impact of excessive Facebook
using during study time.
5.2 Research Design

The main purpose of our research project is to assess the impact of ISMT college students on their
academic performance. To achieve the intended goals, a mixed approach was selected, as the
research questions contain both qualitative and quantitative aspects. Also, mixed methods are
believed to provide better information to describe a particular phenomenon under investigation than
a single method, because the failure of one method may be compensated for by the other.
Since the present study is intended to respond to research questions of quantitative and qualitative
nature, data collection and analysis techniques from both methodologies have been implemented.
Descriptive research design is therefore chosen because it allows the researcher to identify the
current situation of the study field. A researcher is only interested in explaining the situation or case
concisely in the context of their research analysis. It is a theoretically based design approach that is
generated by collecting, evaluating, and presenting the data collected. This allows a researcher to
provide insight into why and how research is conducted. Descriptive nature allows us to better
appreciate the need for analysis. If the problem statement is not obvious, you may do some
exploratory work.
5.3. Population and sampling
5.3.1. Target population used in the research

This is the research that is only conducted on the students. So, the targeted population for this study
was students who are enrolled at ISMT college who specifically fulfill the inclusion criteria.: A day
time (regular) undergraduate students and have Facebook accounts. Such requirements were used to
19
distinguish daytime (regular) undergraduate students from other students attending extension,
summer and graduation programs and other college students who do not have a Facebook account.
Therefore, students pursuing their education in the non-regular program and the graduation program
were not included in the study for the following key reasons: the first is to make the research more
precise and realistic (from a tight budget and time perspective). The second reason is that students
undertaking their education in the non-standard system have not been included in the study because
they are different from other normal students. After all, they have extensive interaction with the
outside world, are generally elderly, fairly stable in life, and are mostly working.
4.3.2 sample size

As mentioned above, regular students enrolled in the ISMT College undergraduate program were the
target population for this research. There were around 2000 students in ISMT College Kathmandu.
From the total population of the regular program students, a sample of around 100-500 students was
included in this research.
5.3.2. Research Method Used

In these research methods, Descriptive methods of data collection are used. Which helps gather data
and information necessary to solve the major problems and subsidiary problems. Using survey
questionnaires to selected individuals and the method of comparison and contrast to sort out, assess,
and site out relevant information needed for this research.
5.4 Research questions

Some questions are used to guide our research and achieve the aim of the project. These are also the
area which is cover by our research.
 Does Facebook usage have an impact on students’ academic performance?

 What are the special motives that drive students to use Facebook?
 On average how much time do students spend on this site collectively per day?
 To what extent student is addicted to Facebook usage?
5.5 significance of the study

Our research is performed on the students of ISMT college Kathmandu Branch and asked a few
questions about their usages of Facebook and how it has affected their academic performances. To
ensure their responses honestly, the survey questions they were asked were anonymous and
confidential and would not be used in any way against them. This research is helpful for the large
numbers of persons such as:

20
 Teachers: Teachers can take advantage of the findings and recommendations of this research.
They will be able to keep track of and assess the student's profile, behavior, and academic
results, particularly those who have access to technology / electronic devices that can connect
to the social media network.
 Parents: The parents will be able to know their children’s profile on their academic
performances and will be able to coordinate with the teachers to improve and maximize the
capacity of their parental guidance of their children.
 Students: The students will be able to aware of the adverse side effect of the excessive use of
Facebook and other social media networks and be able to assess themselves as to how their
academic performance and behavior will be affected and how to deal with them.
 Future researchers: This research is also beneficial or provides baseline data needed for
future researches and studies related to this one.
Chapter 6: Conclusion
6.1. Limitation of the study

According to Creswell, no study is without limitation. Accordingly, this research also has some
limitations that future studies should address to shed more light.
 The purpose of this research is limited to students who maintain a Facebook account and
its effect on their academic results. However, the result would have been comprehensive
if non-Facebook users were included and their academic performance / CGPA was

21
compared with Facebook users. A study that enables to examine this issue should
therefore be implemented in further studies.
 Student self-reporting on the use of Facebook and its effect on their academic
performance is primarily the focus of this study but also relies on the true or false views
of students. The introduction of a true experimental design would therefore also provide
valuable work to other researchers.
 The present research participants consisted only of typical full-time undergraduate
students at the main campus. Yet, in the study, branch and extension students and
weekend students were not given attention to investigating the phenomenon. Some.
6.2. Conclusion
When the research on the topic i.e impact of Facebook Usage on Student Academic Performance is
completed, I believe that research fulfills our main objective of the project. Not only this, which is
also significant for most people inside and outside the ISMT College.
References
1. Acedemia.edu, 2017-2018. Flow Theory. [Online]
Available at: https://www.academia.edu
[Accessed 11 04 2020].
2. al, E. e., 2011. Facebook. [Online]

Available at: researchget.net
[Accessed 11 04 2020].

22
3. Chen, e. a., 2010. Facebook usages. [Online]

Available at: www.acedemia.com
[Accessed 11 04 2020].
4. chron, 2008. Distraction Effect. [Online]

Available at: https://work.chron.com/effects-distraction-work-3222.html
[Accessed 11 04 2020].
5. comScore, 2008. An overview of Facebook. [Online]

Available at: www.comscore.com
[Accessed 11 04 2020].
6. Ellison, B. &., 2008. Social Networks. [Online]

Available at: https://academic.oup.com/jcmc/article/13/1/210/4583062
[Accessed 11 04 2020].
7. grin.com, 2019. Impact of Facebook Usage on Students Academic Performance. [Online]

Available at: https://www.grin.com/document/277559/ Impact of Facebook Usage on
Students Academic Performance
[Accessed 08 04 2020].
8. Insidefacebook, 2009. An overview of Facebook. [Online]

Available at: www. insidefacebook.com
[Accessed 11 04 2020].
9. LaRose, 2001. Academic performance. [Online]

Available at: https://www.academia.edu/36751407/
[Accessed 11 04 2020].
10. Manca & Ranieri, T., 2013. Facebook, s.l.: Slideshare.
11. Martinez Aleman and Wartman, 2009. Students’ Perceptions of Facebook. [Online]
Available at: www.grin.com/document
[Accessed 11 04 2020].
12. McPherson, 2014. Social capital. [Online]

Available at: researchget.net
[Accessed 11 04 2020].

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13. O'Dell, J., 2011. what is the Facebook effect? [Online]

Available at: http://mashable.com/2011/04/27/facebook-effect-students/
[Accessed 11 04 2020].
14. Peterson, G. &., 2006. Social Networks. [Online]

Available at: https://www.grin.com/document/277559
[Accessed 11 04 2020].
15. Upcraft, g. &. A., 2005. Facebook, s.l.: Slideshare.
16. Van der Heijden 2004; Rosen and Sherman 2006; Shin, 2004-2011. Hedonic Usage of
Facebook and Academic Performance. [Online]
Available at: www.slideshare.net
[Accessed 11 04 2020].
Comments and agreement from the tutor

Comments (optional):
I confirm that the project does not work which has been or will be submitted for another qualification
and is appropriate.
Agreed: ....................................... (Name)................................................... (Date) ........................

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Computing Research Project 2020

2.1 Reason for choosing this research project................................................................................7

3. Review of Related Literatures....................................................................................................8

Dipesh Badal (HND / Third Semester)

Chapter 4 : Activities and timescales (milestones and target date)......................................................17

4.1. Setting of the study................................................................................................................17

5.1 Description of the study Area.................................................................................................19

6.1. Limitation of the study...........................................................................................................22

Comments and agreement from tutor...........................................................................................25

Dipesh Badal (HND / Third Semester)

Student name: Dipesh Badal

Centre Name: ISMT college

Tutor: Kamal Pokhrel

Unit: Computing Research Project

Research Topic: “Impact of Facebook Usage on Students Academic Performance”

Dipesh Badal (HND / Third Semester)

1.2. Background and rationale of the study

Dipesh Badal (HND / Third Semester)

1.3. The problem statements

Dipesh Badal (HND / Third Semester)

1.4. Aims and objectives of the research

 To identify the special motivations that encourage students to use Facebook.

Chapter 1 : Reason for choosing this research project

Dipesh Badal (HND / Third Semester)

2.1 Reason for choosing this research project

Chapter 2 : literature sources searched

Dipesh Badal (HND / Third Semester)

3. Review of Related Literature

3.1. Definition of social Networks

Dipesh Badal (HND / Third Semester)

3.2 Becoming Social

3.3 An overview of Facebook

Dipesh Badal (HND / Third Semester)

3.4 Facebook Usage

3.5. Students’ performance of Facebook

3.6 Academic performance

Dipesh Badal (HND / Third Semester)

3.7 Facebook and Academic performance

3.8 Hedonic Usage of Facebook and Academic Performance

3.9. Theoretical Review

3.9.1 Flow Theory (FT)

3.9.2 Distraction Effect

3.9.2.3. Reduced Capacity

3.9.2.4. Short Distractions

3.10 Impact of Facebook usage

3.10.1 Positive Impact of Facebook use

3.10.1.1 sharing and collecting information

Dipesh Badal (HND / Third Semester)

3.10.1.2 Communication and Entertainment

3.10.2 Negative Impacts

3.10.2.1. Academic performance problems

3.11. Students behavior

Chapter 3 : Activities and timescales (milestones and target date).

4.1. Setting of the study

Dipesh Badal (HND / Third Semester)

4.2. Respondents of the students

4.3. Research Tools

4.4. Data Gathering procedure

4.5. Activities and timescales (milestone and target date)

Dipesh Badal (HND / Third Semester)

Fig: Gantt chart of research activities

Chapter 4 : Research approach and methodologies

Dipesh Badal (HND / Third Semester)