Create A Research Hypothesis In Your Area Of Study 276224

Create A Research Hypothesis In Your Area Of Study That Would Be Answe

Create a research hypothesis in your area of study that would be answered using either an independent or dependent samples t test. Please list the question and then provide your answer right below each question. Include the following: 1. Introduction: Brief description of the study including the purpose and importance of the research question being asked. 2. What is the null hypothesis? What is the research hypothesis? 3. Participants/Sampling Method: Describe your sampling method. What is your sample size? Who is your population of interest? How representative is the sample of the population under study? 4. Data Analysis: Describe the statistical analysis. What are the requirements of the t test? (HINT: This should either be an independent or dependent samples t test depending on your research question). What is your IV? What is your DV? What level of measurement are your IV and DV? What is your alpha level? 5. Results & Discussion: Did you reject the null hypothesis? What information did you use to lead you to your conclusion? Was your observed p value greater than or less than your alpha? How do you interpret the findings? NOTE: You can just make up numbers, but include your made-up p value. Use a minimum of 2 sources. APA format is required including proper in-text citations and a list of references. NOTE: Sources used in answering the Topic Question should come from peer-reviewed journals. This means no tweets, blogs, wikis, CNN.com, etc. should be used as resources. Minimum of 450 words for the text body (word count does not include the References/Work Cited word count).

Paper For Above instruction

The social media usage among college students has become an increasingly significant area of research, given its potential impacts on academic performance and mental health. This study aims to examine whether there is a significant difference in the academic engagement levels between students who use social media extensively and those who use it minimally. Understanding this relationship is crucial as it can inform policies and interventions aimed at promoting healthier social media habits, ultimately enhancing student success and well-being.

The null hypothesis (H0) states that there is no significant difference in academic engagement levels between heavy social media users and light social media users among college students. Conversely, the research hypothesis (H1) posits that there is a significant difference between these two groups. Specifically, it suggests that students who engage heavily with social media will demonstrate lower levels of academic engagement compared to those with minimal social media use.

Participants will be drawn through stratified random sampling from a university student body of approximately 1,000 students. The sample size will be 100 students, with 50 identified as heavy social media users and 50 as light users, based on self-reported daily usage times. The population of interest includes all undergraduate students at the university, representing a diverse demographic profile in terms of age, gender, and academic disciplines. The sample aims to be sufficiently representative by stratifying based on key demographic variables to ensure diversity and minimize sampling bias.

For data analysis, an independent samples t-test will be employed to compare the mean academic engagement scores between the two groups. The independent samples t-test is appropriate because the two groups are independent of each other, and the data are measured at the interval or ratio level. The independent variable (IV) is the level of social media usage (heavy vs. light), which is categorical. The dependent variable (DV) is the academic engagement score, measured using a standardized scale, which is continuous. The alpha level will be set at 0.05 to determine statistical significance.

The results of the hypothetical analysis indicated that the mean academic engagement score was 75.4 (SD = 10.2) for heavy social media users and 82.7 (SD = 9.5) for light users. The t-test yielded a t-value of 2.85, with a p-value of 0.005, which is less than the alpha level of 0.05. Based on these results, the null hypothesis was rejected. The findings suggest that heavy social media usage is associated with significantly lower academic engagement among college students.

This study’s outcome aligns with prior research indicating that excessive social media use can detract from academic focus and motivation (Kuss & Griffiths, 2017). The significant difference found emphasizes the importance of promoting responsible social media habits to support academic success. It also highlights the need for universities to develop targeted interventions that encourage balanced social media use, fostering environments conducive to learning and psychological health. Limitations include reliance on self-reported data, which may be subject to bias, and the cross-sectional design, precluding causal inferences. Future research should consider longitudinal approaches and larger samples to validate these findings further.

References

• Kuss, D. J., & Griffiths, M. D. (2017). Social Networking Sites and Addiction: Ten Lessons Learned. International Journal of Environmental Research and Public Health, 14(3), 311. https://doi.org/10.3390/ijerph14030311
• Ryan, T., & Xenos, S. (2011). Who uses Facebook? An investigation into the relationship between the Big Five, shyness, narcissism, loneliness, and Facebook usage. Computers in Human Behavior, 27(5), 1658-1664. https://doi.org/10.1016/j.chb.2011.02.004
• Junco, R. (2012). Too Much Face and Not Enough Books: The Relationship Between Multiple Indications of Social Media Use and Academic Performance. Computers & Education, 58(1), 162-171. https://doi.org/10.1016/j.compedu.2011.08.026
• Ellison, N. B., Steinfield, C., & Lampe, C. (2007). The Benefits of Facebook “Friendship”: Social Capital and College Students’ Use of Online Social Network Sites. Journal of Computer-Mediated Communication, 12(4), 1143-1168. https://doi.org/10.1111/j.1083-6101.2007.00367.x
• Mehdizadeh, S. (2010). Self-presentation online: The role of Facebook. Cyberpsychology, Behavior, and Social Networking, 13(4), 375-379. https://doi.org/10.1089/cyber.2009.0317