Assignment 2 Final Project: Introduction, Literature Review, ✓ Solved

Assignment 2 Final Project Introduction Literature Review And Meth

Assignment 2: Final Project: Introduction, Literature Review, and Methods Section Turn in the proposed methods section for your research paper as well as your introduction and literature review. The introduction and literature review should address your research question: why it is important, and how prior research does or does not support your hypothesis, as well as providing a background on what we know about this topic. Please refer to the material on the components of a research paper provided in Module 1 as you work on this document. Your methods section, in addition to covering the subheadings of participants, instruments, and procedure, must include a fourth subheading called ethical issues and note any ethical issues that need to be considered, as well as how they would be handled.

Be sure to include a title/cover page and a reference page formatted in APA style. Submit your response to the M4: Assignment 2 Dropbox by Wednesday, February 17, 2016. Your response should be at least four pages, double spaced, long. All written assignments and responses should follow APA rules for attributing sources. Confirm the latest edition number with your instructor.

Sample Paper For Above instruction

Introduction

The increasing prevalence of smartphone addiction among young adults has raised significant concerns among educators, parents, and healthcare professionals. This research seeks to explore the impact of smartphone addiction on academic performance among college students. The importance of this study lies in understanding how excessive smartphone use correlates with decreased academic achievement, which can inform targeted interventions and educational policies. While previous studies, such as those by Lee and Kim (2019), have linked smartphone overuse to reduced concentration, the evidence remains inconclusive regarding the direct effects on GPA. This research aims to fill this gap by examining the specific relationship between smartphone dependency and academic success, hypothesizing that higher levels of smartphone addiction adversely affect students' GPA.

Literature Review

Numerous studies have investigated the behavioral and psychological effects of smartphone overuse. Lee and Kim (2019) found that students frequently distracted by their smartphones exhibited lower concentration levels, leading to poorer academic outcomes. Similarly, Zhang (2020) identified a negative correlation between the amount of time spent on smartphones and GPA scores among university students. However, some research, such as that by Nguyen (2018), suggests that moderate smartphone use can enhance learning through educational apps and access to resources. Despite these findings, there remains a lack of consensus on the thresholds at which smartphone use becomes detrimental, underscoring the need for further empirical investigation. Theories such as the Distraction-Disruption Model (Johnson & Smith, 2017) support the idea that interruptions caused by smartphones impair sustained attention necessary for academic success.

Methods

Participants: The study will include 200 college students aged 18-24, recruited from local universities through flyers and email invitations.

Instruments: Participants will complete a validated Smartphone Addiction Scale (SAS) and a standardized Academic Performance questionnaire to report GPA and study habits.

Procedure: Data collection will involve online surveys administered via a secure platform, with informed consent obtained beforehand. Participants will be asked to complete the tools within a two-week window.

Ethical Issues: The study will ensure confidentiality and voluntary participation. Ethical approval will be obtained from the Institutional Review Board (IRB). Risks are minimal but include potential discomfort in revealing addictive behaviors; these will be addressed by anonymizing data and allowing withdrawal at any time.

References

  • Johnson, P., & Smith, A. (2017). The Distraction-Disruption Model in academic settings. Journal of Educational Psychology, 109(2), 213-228.
  • Lee, S., & Kim, H. (2019). Smartphone use and academic performance: A correlational study. Cyberpsychology, Behavior, and Social Networking, 22(3), 170-175.
  • Zhang, L. (2020). Effects of smartphone addiction on university students' GPA. Journal of Student Affairs Research and Practice, 57(4), 356-368.
  • Nguyen, T. (2018). Educational benefits of smartphones among college students. International Journal of Educational Technology, 5(1), 45-59.

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