social networks proposal

8/9/2019 Social Networks proposal

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THE ROLE OF BUDGETARY CONTROL IN THE PERFORMANCE OF PUBLIC

ORGANISATIONS IN SOUTH SUDAN: A CASE STUDY OF SOUTH SUDAN

NATIONAL POLICE FORCE

BY

MAJOK PETER

REG. NO.: ..

A RESEARCH PROPOSAL SUBMITTED TO THE FACULTY OF BUSINESS AND

MANAGEMENT IN PARTIAL FULFILLMENT FOR THE REQUIREMENTS

FOR THE AWARD OF BACHELORS DEGREE OF BUSINESS

ADMINISTRATION IN ACCOUNTING AND FINANCE

OF CAVENDISH UNIVERSITY

UGANDA

JANUARY, 2 !"

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TABLE OF CONTENTS

CHAPTER ONE ............................................................................................................................1

INTRODUCTION .........................................................................................................................1

!.! B#$%&'()*+ ( - / )+0 .........................................................................................................1

1.3. Statement of the problem..........................................................................................................2

1.4. Objectives of the study.............................................................................................................3

1.4.1 General objective....................................................................................................................3

1.5. Research uestions....................................................................................................................3

1.!. Scope of the Study....................................................................................................................3

1.!.1. Geo"raphical Scope...............................................................................................................31.!.2. Subject Scope.........................................................................................................................3

1.!.3 #ime Scope.............................................................................................................................4

1.$. Si"nificance of the Study..........................................................................................................4

1.% #heoretical frame&or'...............................................................................................................5

1.( )onceptual frame&or'...............................................................................................................!

)*+,#-R # O.............................................................................................................................$

R-/0- O R- +#- 0#-R+# R-........................................................................................$

2. 0ntroduction................................................................................................................................$

2.1 ,ositive impact of S6Ss on student collaboration and content sharin"....................................$

2.2 6e"ative impact of S6Ss on student collaboration and content sharin"...................................(

2.3 6eutral research on the impact of S6Ss on student collaboration and content sharin"..........12

2.4 Research Gap...........................................................................................................................13

)*+,#-R #*R--.......................................................................................................................14

7-#*O O OG8........................................................................................................................14

3. 0ntroduction..............................................................................................................................14

3.1 Research esi"n......................................................................................................................14

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3.2 Study population......................................................................................................................14

3.3 Samplin" esi"n......................................................................................................................14

3.3.1 Samplin" 7ethod..................................................................................................................14

3.3.2 Sample Si9e..........................................................................................................................143.4 Sources of ata........................................................................................................................15

3.4.1,rimary ata..........................................................................................................................15

3.4.2Secondary ata......................................................................................................................15

3.5 ata )ollection 0nstruments....................................................................................................15

3.5.1:uestionnaire.........................................................................................................................1!

3.5.20ntervie&s..............................................................................................................................1!

3.5.3 ocumentary revie&..............................................................................................................1!3.! 7easurement of variables........................................................................................................1!

3.$ /alidity and Reliability of Research 0nstrument......................................................................1$

3.% ata +nalysis...........................................................................................................................1$

3.( -thical )onsiderations.............................................................................................................1$

3.1 imitations and problems encountered..................................................................................1%

R- -R-6)-S..............................................................................................................................1(

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CHAPTER ONE

INTRODUCTION

!.! B#$%&'()*+ ( - / )+0

#he increased use of Social 6et&or'in" ebsites has become an international phenomenon in

the past several years. hat started out as a hobby for some computer literate people has become

a social norm and &ay of life for people from all over the &orld ;. #eena"ers and

youn" adults have especially embraced these sites as a &ay to connect &ith their peers= share

information= reinvent their personalities= and sho&case their social lives ;.

# he i dea of ? Soci al 6 e t& or ' i n" @ has eAi s t ed f or sever al decades as a & ay f or peo pl e t o

comm un i cat e i n soci e t y and bu il d relationships &ith others ;)oyle B /au"hn= 2 %>. ith theincrease of technolo"y used for communicatin" &ith others and the popularity of the 0nternet=

?Social 6et&or'in"@ has become an activity that is done primarily on the 0nternet= &ith sites li'e

7ySpace= aceboo'= . Social net&or'in"

sites ;S6S> may be defined as ebDbased services that allo& individuals to construct a public or

semiDpublic profile &ithin a bounded system= articulate a list of other users &ith &hom they

share a connection= and vie& and traverse their list of connections and those made by others

&ithin the system ;.

0n the early 1(( Es= online communication technolo"ies &ere introduced to the public in forms such as

email and chat rooms ;,eter B /al'enbur"= 2 (>. 7any authors= such as r. 6orman 6ie of Stanford

niversity= predicted that these forms of technolo"y &ould ne"atively impact adolescent social lives= and

reduce their sense of &ellDbein" ;,eter B /al'enbur"= 2 (>. +t that time= many child and adolescent

researchers thou"ht that onDline relationships &ould be superficial or meanin"less. 0t &as also predicted

that these teena"ers &ould use the 0nternet for purposes of meetin" stran"ers instead of buildin" on

established relationships ;,eter B /al'enbur"= 2 (>. 0t &as also assumed by some professionals that

adolescents &ould spend too much time on computers= and this &ould ne"atively affect their ?realD life@

friendships and relationships &ith others ;,eter B /al'enbur"= 2 (>.

#he history of &ebDbased social media in +frica "oes bac' to 2 5 and the establishment of the

6airaland online community in 7arch of that year. #he Reddit li'e community= aimed at

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6i"erians in +frica and the diaspora= is the most visited indi"enous site and the seventh mostD

visited online site in 6i"eria ;7uno9= 2 1 >.

0n "anda= aceboo' is the most visited site after the search en"ine Goo"le. nofficial reports

put aceboo'Fs daily hits at t&o million ; i"o9i= 2 1 >.


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!.1. S # * (3 - 4'(56

#he problem for this study is that social net&or's sites are not used by the students for the

benefit of their education but rather for their social interactions &hich could affect their academic

outcomes. aceboo'= 7ySpace= in'ed0n= riendster= )loud&or's= #&itter= and 6in" are but a

fe& eAamples of the relatively ne& phenomenon of online social net&or'in". ,eople of all a"es

are floc'in" to the 0nternet and are si"nin" up for social net&or'in" sites by the millions.

aceboo'= for eAample= boasted ( 1 million monthly active users and more than 125 billion

friend connections at the end of 7arch ; ey acts= 2 12>. #his popularity of online social

net&or'in" sites ;S6Ss> is constantly "ro&in". -ducators are set to ta'e advanta"e of the

multiple collaboration tools and discussion opportunities provided by social net&or'in" sites for

hi"her education ; or'oshD #o eAamine the effects of social net&or's on students collaboration

ii> #o eAamine the effects of social net&or's on students content sharin"

iii> #o find out if students control the usa"e of social net&or's

!.". R / #'$- ;) / 9(*/

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i> hat is effect of social net&or's on studentEs collaborationK

ii> hat is effect of social net&or's on students content sharin"K

iii> o university students control the usa"e of social net&or's &hile at campusK

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!.> T- (' 9$#6 3'# ?('%

Social co"ntive theoryEs hallmar' is its articulation of the functions and processes of vicarious

learnin" ;. #hat is= by observin" the behaviors of others= an individual can

develop rules to "uide his or her subse uent behavior. Observational learnin" is "overned by the

processes of attention= retention= production= and motivation. irst= an individual must attend to=

or selectively observe= the actions of a model. +ttention is influenced by characteristics of the

modeled behavior ;e.".= compleAity>= the model ;e.".= attractiveness= similarity>= and the observer

;e.".= co"nitive capabilities>. Observed behaviors can be reproduced only if they are retained in

memory= a process influenced by symbolic codin"= co"nitive or"ani9ation= rehearsal= and

co"nitive s'ills. ,roduction focuses on translatin" the symbolic representation of the observed behavior into action. #his process is influenced by representational "uidance ;e.".= response

production= "uided enactment>= corrective adjustment ;e.".= monitorin" of enactments= feedbac'>=

and the observerEs capabilities and related subs'ills.

inally= motivational processes help determine &hether behaviors are enacted based on the

nature of the reinforcement. Reinforcement may come from feedbac' "enerated by oneEs

behavior= the observed feedbac' "iven to others= or internal incentives= and may differ in valence

;positive or ne"ative>. Reinforcement is related to another 'ey aspect of social co"nitive theory

outcome eApectancies. Outcome eApectancies are the jud"ments of the conse uences associated

&ith a behavior. Outcomes may be physical= social= or selfDevaluative in nature= and are usually

associated &ith a positive or ne"ative valence ;.

Social co"nitive theory is one of the most heavily referenced in media effects research;= and for "ood reason. 0t offers a comprehensive

understandin" of ho& people learn behaviors in a ran"e of conteAts= includin" those based on

media eAposure. 8et= empirical research is surprisin"ly laA in its tests of the theory in media

conteAts. +s this ne& decade of media research da&ns and in li"ht of the ama9in" innovations in

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media modalities in recent years= the timin" is ri"ht for more careful tests of social co"nitive

theoryEs ran"e of predictions in media conteAts. #o the eAtent the predictions are supported= those

hopin" to develop interventions based on its principles can be assured their strate"y is

appropriate. #o the eAtent it is determined that modifications to predictions mi"ht be necessary to

accommodate uni ue media conteAts= this too is critical information to uncover. #here is no

doubt that social co"nitive theory &ill continue to be a leadin" theory in understandin" the

effects of media on behavioral learnin" for years to come= and by more fully considerin" the

nuances of the theory= media research &ill be far better positioned to benefit from its richness.

!.@ C(*$ 4 )#6 3'# ?('%

S($9#6 * ?('%/

ace boo'

hats app

#ritter

S )+ * 5 -# 9('

)ollaboration

)ontent sharin"

sa"e

I* ' *9*& #'9#56 /

Students level ofusa"e

,oor net&or'

,o&er failure

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CHAPTER TWO

REVIEW OF RELATED LITERATURE

2. I* '(+)$ 9(*

#his chapter revie&s the literature and research pertinent to social net&or'in" and learnin". #he

main objective of this chapter &as to "ain some insi"ht into the dependent and independent

variables of the study.

2.! P(/9 9 9 4#$ (3 SNS/ (* / )+ * $(66#5('# 9(* #*+ $(* * /-#'9*&

0t is important to understand the connection bet&een student content sharin" and student

collaboration. 7uch of the research indicates that student academic content sharin" may be

increased by enhancin" student collaboration= and accordin"ly= student collaboration has

been identified as a si"nificant predictor of academic performance ;Mhao B uh= 2 4= p

1332L ise= S'ues= B illiams= 2 11>. #he connection bet&een academic collaboration

and academic performance is supported by Nunco= *eiber"er and o'en ;2 11>= &hen they

report that they 'no& that academic and coDcurricular collaboration are po&erful forces in

student psychosocial development and in academic success.

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= in a study of the educational benefits of the social

net&or'in" site 6in" state that= since social net&or'in" sites are centered on the individual=

rather than on the class= they have the potential to increase student collaboration. #hese same

authors also noted that the majority of participants in their study hi"hli"hted the educational

advanta"es of S6Ss and the instructors observed positive effects of usin" 6in" on student

collaboration ;2 1 >. #hese types of interactions be"in to identify ho& relationship development

in a social net&or'in" settin" may contribute to increased collaboration and learnin".

aceboo' and #&itter= t&o very popular social net&or'in" sites are often mentioned in relation to

student collaboration. 0n a study eAaminin" the relationships amon" fre uency of aceboo' use

and participation and student collaboration= Nunco ;2 11>= a prolific researcher on moderntechnolo"y and its effects on education= su""ests that usin" aceboo' in certain &ays is

positively predictive of student collaboration ;p. 1!(>. ise et al. ;2 11> promote the

informationDsharin" social net&or' F#&itterE as havin" positive potential for improvin" academic

collaboration. Support for the connection bet&een student collaboration and student content

sharin"= in relation to the effects of social net&or'in" is provided by *offman ;2 (> &hen she

states that amon" the positive attributes of social net&or'in" are impacts on affective aspects of

the learnin" environment= as &ell as impacts on motivation and student collaboration.

+s &as previously mentioned= teachers are loo'in" to the 0nternet to find ne& and innovative

&ays to en"a"e and teach students. 0mprovin" student content sharin" is foremost on their minds.

7any authors report positive impacts on student content sharin" as a result of participation in

social net&or'in" sites.

+fter conductin" a study of the influence of social net&or'in" sites on studentsE academic performance in 7alaysia= *elou and +b.Rahim ;2 11> found that the majority of the respondents

a"reed that social net&or'in" sites have a positive impact on their academic performanceL

despite the fact that they also reported that they mainly en"a"ed in social net&or'in" sites for

social reasons rather than academic reasons. #he study of the educationallyD

based social net&or'in" site 6in" also provided evidence of a positive impact on student content

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sharin"= notin" that the majority of students reported positive eDlearnin" benefits in their courses

includin" increased collaboration and eAchan"e of information compared to faceDtoDface courses.

0t is important to note that in both the and *elou and +b Rahim ;2 11>

studies students &ere selfDreportin" their impressions on the impact of their use of social

net&or'in" sites.

0n a study desi"ned to investi"ate the effect of social net&or'in" site ; aceboo'= 8ou#ube and

#&itter> collaboration on co"nitive and social s'ills= +llo&ay and +llo&ay ;2 12> su""ested that

some activities predicted hi"her scores in verbal and visualDspatial &or'in" memory

performance. Results such as these &ould su""est a possible connection bet&een this S6S

collaboration and improvement of student content sharin". 0n fact= +llo&ay and +llo&ay state intheir discussion that= "iven the importance of &or'in" memory in education= further research

should investi"ate this possible connection. Similarly= 8u= #ian= /o"el and &o' ;2 1 >

determined that online social net&or'in" can improve studentsE psycholo"ical &ellDbein" and

s'ill developmentL desired learnin" outcomes.

hile social net&or'in" sites are not often used in classrooms yet the potential for the

educational impact of social net&or'in" sites on academic content sharin" is reco"ni9ed and &ell

reported. confirm the possibility that social net&or'in" sites

can have a positive impact on student content sharin"= notin" that the collaborative nature of

social net&or'in" sites could have a positive effect on the development of civic collaboration in

students. urthermore= in another study supportin" the positive impact of social net&or'in"

sites= or'oshD


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autonomy found in a S6S are also the 'ey characteristics of successful lan"ua"e learnin"= and

that teachers should consider S6Ss as an en"a"in" option. +s the research su""ests= student

collaboration and content sharin" can be impacted positively by student use of social net&or'in"

sites= and= &hether throu"h selfDreportin" or independent research= a correlation bet&een

improvements in student collaboration and content sharin" has been identified.

Sound :uality education produces productive students &ho lead to the prosperity of their

respective educational institution and subse uently are proved as stron" contributors to the

national &ellDbein". #uc'man ;1($5> defined performance as the apparent demonstration of

understandin"= concepts= s'ills= ideas and 'no&led"e of a person and proposed that "rades

clearly depict the performance of a student. *ence= their academic performance must be

mana"ed efficiently 'eepin" in vie& all the factors that can positively or ne"atively affect their

educational performance. se of technolo"y such as internet is one of the most important factors

that can influence educational performance of students positively or adversely. Shah et al. ;2 1>

proposed that student users are affected by the internet and this impact is determined by the type

of internet usa"e. #hey are positively affected by the informative use of internet &hile havin"

drastic impact of recreational use of internet on them. +lso= Os'ouei ;2 1 > proposed that

internet is advanta"eous to both students and teachers if used as a tool of 'no&led"e creation and

dissemination. #he effect of S6S usa"e &ill depend on the type of S6S the student is usin"= if

student uses the internet for the purpose of leisure activity that interferes &ith academic= it &ill

affect the student academic performance ne"atively.

# he niversity of 6e& *ampshire a"rees= and believes that current colle"e students "re& up in

the technolo"y era and social net&or'in" is no& just a part of a student s daily routine. #heir

research sho& that !3H of heavy users received hi"h "rades= compared to !5H of li"ht users ;

of 6*= 2 (>. #he niversity of 6e& *ampshire said that a majority of students use social

net&or'in" for social connections and entertainment= but are also usin" it for education and

professional reasons. irschnera revealed that students &ho multiDtas' bet&een social

net&or'in" sites and home&or' are li'ely to have 2 H lo&er "rades than a student &ho does not

have a social net&or'in" site in visual ran"e. irschnera believes that even runnin" a social

net&or'in" site on the bac'"round on a student s ,) &hile studyin" or doin" home&or' could

lo&er a student s "rade. *e believes that Pthe problem is that most people have aceboo' or other

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social net&or'in" sites= their eDmails and maybe instant messa"in" constantly runnin" in the

bac'"round &hile they are carryin" out their tas'sP ;-nri ue9= 2 1 >.

+merican -ducational Research +ssociation conducted a research and it &as declared on its

annual conference in San ie"o= )alifornia ;2 (> that S6Ss users study less and "enerated

lo&er "rades eventually ;21stcenturyscholar.or">. Similarly= found a

continuin" drop of "rades amon" student users of social net&or'in" sites. *o&ever= many

researchers also found a positive association bet&een use of internet and S6S and academic

performance of the student users. Students= usin" internet fre uently= scored hi"her on readin"

s'ills test and had hi"her "rades as &ell ; inda et al.= 2 !>.

2.2 N 9 9 4#$ (3 SNS/ (* / )+ * $(66#5('# 9(* #*+ $(* * /-#'9*&

hile teachers may be loo'in" to&ards social net&or'in" sites for inspiration= a loo' at the

research su""ests the connection bet&een S6Ss and student collaboration and content

sharin" is not al&ays a positive one. Several studies have found a ne"ative relationship

bet&een student use of S6Ss and collaboration and content sharin".

-ven before the development of social net&or'in" sites such as aceboo' and 7ySpace=research &as reportin" that 0nternet use in "eneral could cause some students academic

difficulties ; ubey= avin B . 0n a much reported eAplorative study to determine

&hether differences eAisted in the academic performance of colle"e students &ho &ere aceboo'

users= and those &ho &ere not aceboo' usersL considerin" aceboo' as an activity that students

carry out &hile studyin" D in other &ords= multitas'in"L irschner and arpins'i ;2 1 > reported

si"nificant findin"s. #he authors found a ne"ative correlation bet&een aceboo' and student

content sharin"= relayin" that aceboo' users reported havin" a lo&er mean "rade point avera"e

;G,+>. #hey also reported spendin" fe&er hours per &ee' studyin"= and en"a"ed in

procrastinatin" behaviour. #his study apparently reflects the fears educators have about the

dan"ers of social net&or'in" sites= and ho& they &ill be only a detriment to student collaboration

and content sharin". 0n a similar but lar"erDsampled linear re"ression analysis of the relationship

amon" fre uency of aceboo' useL participation in aceboo' activitiesL time spent preparin" for

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classL and actual= as opposed to selfDreported= overall G,+L Nunco ;2 12>= su""ests several

ne"ative predictors of overall G,+= includin" chattin"= chec'in"= and postin" status updates on

aceboo'. #he author places further emphasis on this ne"ative correlation in his discussion

&hen he states ?Specifically= lar"e increases in time spent on aceboo' relate to lo&er overall

G,+s@ ;p. 1(4>. Nunco ;2 12> continues to relate ho& this increased time on aceboo' &ould

certainly detract from time spent focusin" on academic &or'= and &ould ne"atively impact

academic success. lad ;2 1 > a"rees= reportin" that S6S use can have a ne"ative impact on

study habits and home&or' completion= &ith students in their study admittin" to havin" spent

time on S6Ss rather than studyin"= and that time spent on a S6S has prevented them from

completin" home&or'.

Similar findin"s &ere reported by ,aul= also reported that as the

level of attention deficit increased= the amount of time spent on social net&or'in" sites increased=

?implyin" that increased levels of attention deficit have a ne"ative= althou"h indirect Qthrou"h

increased time on S6Ss impact on academic performance@ ;p. $>. +s a result of these findin"s=

,aul et al. ;2 12> even "o so far as to su""est that students should be made a&are of the potential

detrimental effect S6Ss can have on their academic content sharin".

+ddin" to the research maintainin" a ne"ative correlation bet&een S6Ss and academic content

sharin" is a study comparin" the use of aceboo' as a medium for social interaction or informal

learnin". 7ad"e= 7ee'= ellens= and *ooley ;2 (> came to the conclusion that time spent on

aceboo' for social purposes &as sometimes to the detriment of time available for academic

study. +ny time spent a&ay from time allotted to academic study could be vie&ed as a ne"ativeinfluence. Nacobsen and orste ;2 11> concur in a study of the academic and social outcomes of

electronic media use amon" university students. 0n this study students indicated that electronic

media ;&hich the authors describe as includin" aceboo' and instant messa"in"> is ne"atively

associated &ith "rades= and that since students report usin" this electronic media in class or &hile

doin" home&or'= the distractions &ould be detrimental to student performance. 0n fact= after

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controllin" for offline time use= Nacobsen and orste conclude ?there is a si"nificant ne"ative

association bet&een social net&or'in" site eAposure and academic performance@ ;p. 2$%>.

Similarly= in a fittin"ly titled paper ?6o + 4 ...=@ &hich eAamines the perceived academic

effects of instant messa"in"= Nunco and )otton ;2 12>= reported that students in their sample

seemed to be a&are that divided attention= or multitas'in"= is detrimental to their academic

content sharin". 8et students reported continuin" &ith these same activities.

0n a recent study to eAplore the relationship bet&een S6Ss and educational performance of

students= +hmed= +mir= :a9i and Nabeen ;2 11> sampled 1 students from various universities

in ,a'istan= comparin" aspects of S6S usa"e in areas such as student "ender= specialty area of

study= a"e= study habits= leisure activities= time and purpose on the internet= time spent on S6Ss=and most importantly for this paper the effect of usin" social net&or'in" sites on their studyin"

habits= and the differences of academic performance of students. #he authors found study habits

&ere si"nificantly affected by time spent usin" social net&or'in" sites concludin" that 0nternet

and S6S usa"e ?si"nificantly Qne"atively affect the studyin" habits of the students and

eventually their academic performance@ ;p. 15!>. #his is supported by Oye= *elou= and

+b.Rahim ;2 12> &hose participants related that spendin" more time on S6Ss resulted in them

"ettin" lo&er "rades= and some perceived the distractions of S6Ss ran"in" from ?mere

distraction@ to ?obsession@ ;p. 2$>. -ven the research study &hich "enerally reported a positive

relationship bet&een the social net&or'in" site 6in" and education= found that some students did

identify time and accessibility as major limitations to usin" 6in" to help them to succeed

academically= and 54H also eApressed a preference for faceDtoDface communications over 6in"

;= su""estin" a preference a&ay from academic use of social net&or'in" sites.

+lthou"h concludin" &ith positive remar's about #&itter= ise et al. ;2 11> ar"ue that

aceboo'= a medium for social interaction= has only a limited role= if any= to play in promotin"

student collaboration from an academic or institutional perspective.

#he issue of &hether social net&or'in" helps or hurts a studentEs academic performance is often

depend on the lar"er issues identified &ith the overall use of S6S ;e.".= its psycholo"ical effectsL

individual selfDdiscipline and selfDre"ulation concernsL human adaptability concerns>. #he benefit

of usin" S6S includesI 0t create room for creativity amon" individuals= encoura"in" "reater

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social interaction via electronic mediumsL it provides "reater access to information and

information sourcesL it "ive individuals a sense of belon"in" amon" users of the same S6SL

reduces barriers to "roup interaction and communications such as distance and socialJeconomic

statusL and increasin" the technolo"ical competency levels of fre uent users of social media

;M&art= indsay= *enderson= B ,hillips= 2 11>.

0nternet usa"e has "ro&n rapidly over the last fe& years. sers are able to build a net&or' of

connections that they can display as a list of friends. #hese friends may be people they have

never met before in their life or people they only 'no& or have met in real life. 7ost people have

more friends on social net&or' than they do in real life. 0t is important to note that the term

FfriendE= as used on a social net&or'in" site= is different from the &ay &e approach it in the real

life. 0n this project &e &ill use the term as it is used on a social net&or'in" site.

#he use of S6S is very common today. aceboo' alone has over $5 million members= #&itter

havin" over 1$$ million t&eet per day= and about 3 billion people vie& 8outube each passin"

day. ;)hen= B . #he use of social net&or'in" sites has been repeatedly found to be

the hi"hest amon" those bet&een the a"es of 1%D2( ;Rainie= 2 11>L &hile the fastest "ro&in"

se"ment utili9in" S6Ss since 2 % has been amon" those a"e 35 and older ;*ampton= SessionsD

Goulet= Rainie= B ,urcell= 2 11= p. %>. +pproAimately !1H of teens a"e 12D1$ utili9e S6Ss to

send messa"es to their friends on a re"ular basis ; enhart= 2 (>. Overall= it has been found that

&omen use S6S more than men to communicate and eAchan"e information ;*ampton= SessionsD

Goulet= Rainie= B ,urcell= 2 11>. #he research carried out for this project female responded more

than male.

So &hat this study &ill loo' at is the effect or impact of social net&or' on student= does it affect

their studies ne"atively or it help in increasin" their performance academically.

espite the intentions of many researchers to find a conclusive impact of use of social

net&or'in" sites on collaboration and content sharin"= many reported no such findin"s=

concludin" only that there &as no real connection to be found.

14


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2.1 N ) '#6 ' / #'$- (* - 9 4#$ (3 SNS/ (* / )+ * $(66#5('# 9(* #*+ $(* * /-#'9*&

hile many researchers &ei"h in on the positive or ne"ative side of the impact of social

net&or'in" sites on student collaboration and content sharin"= other literature is reported as

bein" neutral. #his is supported in research focusin" on social net&or'in" and "ender &hen the

author states ?#he relationship bet&een students &ho are actively involved in social net&or'in"

and their academic performance is inconclusive@ ; lad= 2 1 = p. 3%>. +hmed and :a9i ;2 11b>

also reported results from their study &hich eAplored the relationship bet&een S6S usa"e and

educational performance of the student user= findin" that internet or S6S usa"e &as not

si"nificant enou"h to affect the academic performance of students adversely.

0n a presentation to #echnolo"y= )olle"es and )ommunity ;#))> &hich focused on evaluatin"

social net&or'in" tools for distance learnin"= *offman ;2 (> stated that there &as insufficientevidence to su""est that 6in" directly impacted individual student content sharin"= even thou"h

students commented that they felt social net&or'in" did have a positive impact on student

collaboration and satisfaction. +s &ell= no association &as found bet&een "rade point avera"es

of student aceboo' users and nonusers in a study &hich eAamined a random sample of

aceboo' profiles at a 6ortheast niversity in the S+= ; ole' B Saunders= 2 %>. +

connection bet&een use of social net&or'in" sites and improvements in selfDesteem and

development of the &hole person= &hich can ultimately lead to performance proficiency and

future success &as noted by 8u et al. ;2 1 >= but despite this positive outloo'= they caution the

?coin has t&o sides@ ;p. 15 1> and the ne"ative side of S6S usa"e= such as distraction= must also

be considered and revie&ed.

0n the reportin" of their findin"s= many of the researchers &ho reported neutral results often

su""ested developin" similar studies= but &ith more scrutini9in" criteria= to determine if there is

in fact a definitive impact of social net&or'in" sites on student collaboration andJor content

sharin".

2.7 R / #'$- G#4

#here is no consensus on the effects of technolo"y usa"e on academic outcomes to date. #his is

partially due to the number of limited studies eAaminin" the educational impacts of technolo"y

15


19/31

usa"e;)roo' B *arrison= 2 %>. 0n addition= very fe& studies have eAamined the impacts of

technolo"y on education in +frica and specifically niversities of "anda despite the increasin"

use of these technolo"ies. +vailable studies outside "anda have also focused on internet access

via computers only despite the tremendous "ro&th in mobile phone technolo"y that provides

cheap and easily accessible internet services. #his study intends to fill this "ap.

CHAPTER THREE

METHODOLOGY

1. I* '(+)$ 9(*

#his )hapter provides a description of the methodolo"y used in the study. etails on the researchdesi"n= the population= samplin" desi"n and sample si9e= sources of data= data collection

instruments= ethical considerations= validity and reliability of instruments= measurement of

variables= data analysis and limitations &hile carryin" out this study.

1.! R / #'$- D /9&*

#he research desi"n for the study &ill be cross sectional= descriptive and used both uantitative

and ualitative techni ues. #he uantitative approach &ill be mainly used to uantify and

analy9e the data in order to "et in depth understandin" of ho& the variables under the studyimpact the overall customer satisfaction. :ualitative tools &ill use in the research because of

necessity to arrive at conclusions about the relationships of the study.

1!


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1.2 S )+0 4(4)6# 9(*

#he study &as tar"et mainly students of 0slamic university in "anda ;0 0 >. 0slamic university

in "anda ;0 0 > has a population of 3 students= 2 lecturersE full time= 1 support staff= and

% administrators. #hus= the tar"et population &ill be only 24$ students and 2 lecturers.

1.1 S# 469*& D /9&*

1.1.! S# 469*& M -(+

Stratified random samplin" &ill be used to select students based on faculties. ithin each

cate"ory= purposive samplin" techni ue &ill be used to select lecturers.

1.1.2 S# 46 S9

#he sample si9e &ill be based on Slovin formula .

#he study population of 2!$ has a sample si9eof 21(.#his follo&s a confidence level of (5H &hich "ives a mar"in of error of 5H.

#his &ill be determined usin" Slovin s formula as sho&n belo&

Slovin Formula:

n T 6UU

1V6eW

hereI n T sample si9e

6 T population si9e

e T mar"in of error ; . 5>

S# 46 /9 + ' 9*# 9(*

niversity Study ,opulation Sample si9e

0 0Students 24$ 2 1

ecturers 2 1%

T( #6 2


21/31

1.7 S()'$ / (3 D# #

ata &ill be collected from both primary and secondary sources.

1.7.!P'9 #'0 D# #

#he primary data &ill be collected from the respondents usin" a uestionnaire &hich &as open

and close ended desi"ned for both students and employees ;staff>.

1.7.2S $(*+#'0 D# #

#he secondary data &ill be obtained from the available literature revie&= teAt boo's= journals=

reports= ne&s papers and research ma"a9ines. ibraries and 0nternet &ere utili9ed as a si"nificant

source of secondary data.

1." D# # C(66 $ 9(* I*/ ') * /

ata &as collected usin" desi"ned instruments.

1.".!Q) / 9(**#9'

#his method &ill be used in obtainin" uantitative data. #his instrument entailed the use of both

open and closeDended uestions. #he tool &ill be instrumental in obtainin" direct information

from the respondents. #he uestionnaire contained short and precise uestions &hich re uired

the respondents to fill or tic' a"ainst the best option in the case of closeDended uestions. #he

uestionnaires &ill be delivered to the respondents and &ill be as'ed to fill them at their

convenience and return them &ithin a "iven time frame of not more than one &ee'. #he

researcher &ill eAplain to the respondents the purpose of the study for &hich it &as carryin" out=

and as'ed for their consent.

1.".2I* ' 9 ?/

#his method involves holdin" faceDtoDface verbal communications &hereby one person as's the

other uestions intended to elicit information or opinions. #he method &ill be helpful in

collectin" information that &as not directly observed or &hich &as difficult to put do&n in

&ritin" and capture the meanin"s beyond the &ords. ey informant intervie&s &ill be

administered to administrators. +n intervie& "uide &ill be used to carry out this method.

1%


22/31

1.".1D($) * #'0 ' 9 ?

#his method &ill be used in "atherin" secondary data. 0t &ill be helpful in analy9in" information

of other scholars &hich is related to the study variables. #his method dre& its data from journals=

research and annual reports and other publications.

1.< M #/)' * (3 #'9#56 /

#he study variables &ill be measured usin" the i'ert scale &ith modifications to fit into the

conteAt of the study.

S($9#6 * ?('%/ &ill be measured usin" ;7alhotra et al. 2 $L Goldstein= 2 3L model &hich measures usin" 5 i'ert scale ran"in" from stron"ly disa"ree to

stron"ly a"ree.

S )+ * 6 #'*9*& 5 -# 9(' &ill be measured usin" ;Nessica= 2 12L Susan= 2 $L

7alhotra et al. 2 $L Nac'= 2 5> model &hich measures usin" 5 i'ert scale ran"in"

from stron"ly disa"ree to stron"ly a"ree.

1.= V#69+9 0 #*+ R 69#5969 0 (3 R / #'$- I*/ ') *

#he validity of the research instrument &ill be eAplored usin" the )ontent /alidity 0ndeA ;)/0>

&hile= the reliability of the research instrument &as eAplored usin" the )ronbach +lpha

)oefficient.V#69+9 0 #*+ R 69#5969 0 V#6) /

V#'9#56N) 5 '

(3 I /

C'(*5#$- A64-#

V#6)

C(* * V#69+9 0

I*+Social net&or's ! .($! .%33Students learnin" behavior !< .(%( .%$5

1(


23/31

Results sho&ed that the research instrument &as both valid and reliable as indicated by the

)ronbach +lpha values and the )ontent /alidity 0ndices &hich &ere above .$ for all

cases.

1.> D# # A*#60/9/ata collected from the field &ill be coded and analy9ed usin" S,SS ;Statistical ,ac'a"e for

Social Science> version 1!. . S,SS is preferred because it enables a lar"e number of variables to

be tested simultaneously. #he data &ill then be presented usin" cross tabulation to describe

sample characteristics= and ,earson correlation &ill be used to establish the relationship bet&een

the study variables. Re"ression +nalysis ill be used to establish the combined effect on the study

variables.

1.@ E -9$#6 C(*/9+ '# 9(*/-thical considerations &ill be considered. + letter of introduction statin" the purpose of the

research &as obtained from the +cademic irector of 0 0 . #his &ill be helpful in assurin" that

the information collected from the institution &as used only for academic purposes. 0n order to

address the ethical consideration= the researcher &ill see' permission from the niversity before

conductin" the research. 0nformed verbal consent &ill be obtained from all respondents and

assurance "iven to the respondents about confidentiality of the information to be "athered and

the names of the respondents &ere not be re uired.

#o maintain inte"rity of the information presented in the research report and respect for

intellectual property= reference &ill be made to documented information collected from the field

study. here reference &ill be made to already documented literature ;published or

unpublished>= ac'no&led"ement &as made to that effect.

1.! L9 9 # 9(*/ #*+ 4'(56 / *$()* ' +

i. Staffs &ill be busy attendin" to lectures and providin" services to the students and it &ill

be hard to "et their attention to fill the uestionnaire or to assist to the intervie&s. 0t &ill be miti"ated by visitin" the campuses everyday to see &ho is not busy to &or' &ith and

respect their appointments.

2


24/31

ii. ,rivacy to information by students and some employees due to fear that the researcher

could have been spyin" on them or fearin" their boss. 0t &ill be miti"ated by "ettin" a

letter from the university.

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Research in (igher education, 5 ;2>= 115D13%. doi 3!1D 3!5J 4J 3 D 115J

2$
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