Design Your Own Original Study Idea Your Post Needs To Inclu

Design Your Own Original Study Idea Your Post Needs To Include The Fo

Design your own original study idea. Your post needs to include the following: Your original study idea Null hypothesis Alternative hypothesis IVs DVs Best test to use Results Write-Up in APA format (you can make up values for F, t, r ). Part 2: State whether the alternative hypothesis to be tested justifies the choice of test (that is, say whether the test your classmate said is “best to use†is correct given the stated alternative hypothesis) in your reply also include an explanation for your agreement or disagreement.

A professor wants to see if amount of time using social media has an effect on academic performance. She uses the students in her four classes to collect the data and each class has 30 students. For each class she assigns them a different amount of time to spend on social media. Class 1 is allowed no social media for a week, class 2 is allowed 30 minutes, class 3 is allowed 1 hour, and class 4 is allowed 2 hours. At the end of the week she gives a test based on the material she taught to see if there was an effect in their scores. The null hypothesis is that social media has no effect on academic performance. The alternative hypothesis is that social media does have an effect on academic performance.

The independent variable (IV) is the amount of social media time allotted to each class. The dependent variable (DV) is the students' academic performance, measured by their scores on the test at the end of the week. The most appropriate statistical test given the design and the multiple groups with different social media exposure levels is a one-way ANOVA. This test is suitable because it compares means across more than two independent groups to assess whether social media time influences academic performance.

Using the data collected, a one-way ANOVA was conducted to examine the effect of social media usage on test scores. The analysis revealed a significant effect at the p<.05 level with the following results: f p="0.005." post hoc comparisons using tukey hsd indicated that students who were allowed no social media scored significantly higher than those in and groups. specifically mean scores for minutes hour hours groups respectively. effect size was calculated to be indicating a moderate practical significance.>

Paper For Above instruction

The study aimed to investigate the impact of social media usage on students’ academic performance, hypothesizing that increased social media time negatively affects test scores. The null hypothesis posited no effect of social media on academic achievement, while the alternative suggested that social media had a measurable impact. This experimental design involved four independent groups, each subjected to different levels of social media exposure, making it a classic case for a one-way ANOVA analysis.

The independent variable in this study was the duration of social media use, operationalized as no social media, 30 minutes, 1 hour, and 2 hours per week. The dependent variable was the students’ scores on the end-of-week test, reflecting their academic performance. The allocation of different social media durations to the four classes provided a clear structure for analyzing the causal relationship between social media exposure and learning outcomes.

Statistically, the use of a one-way ANOVA was justified given the objective to compare mean test scores across four independent groups. This test determines whether at least one group significantly differs from the others, which aligns with the hypothesis that social media time affects academic performance. The ANOVA results indicated a significant difference among the groups, F(3, 116) = 4.52, p = 0.005. Post hoc analyses revealed that the students with no social media scored higher than those with longer exposure times, substantiating the alternative hypothesis.

The findings suggest that social media usage does have a detrimental effect on students’ academic scores, aligning with prior research indicating the adverse effects of social media on attention span, distraction, and academic success (Kuss & Griffiths, 2017). The moderate effect size emphasizes the practical importance of limiting social media time to enhance academic outcomes. These insights have implications for educators and policymakers aiming to mitigate distractions and promote effective study habits among students.

In conclusion, the study successfully demonstrates that increased social media exposure negatively impacts academic performance. The use of a one-way ANOVA was appropriate given the study design, and the significant results underscore the importance of controlling social media use among students to improve learning outcomes.

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.
• Rosen, L. D., Lim, A. F., Carrier, L. M., & Cheever, N. A. (2019). An Empirical Examination of the Educational Impact of Text Message-Induced Distraction in the Classroom: Prospective, Longitudinal, and Experimental Analyses. Journal of Educational Computing Research, 57(4), 931-951.
• Junco, R. (2012). The relationship between frequency of use of social media and academic performance. Computers in Human Behavior, 28(4), 1624-1630.
• van den Eijnden, R. J., Lemmens, J. S., & Valkenburg, P. M. (2018). The Social Media Disorder Scale. Computing in Human Behavior, 71, 379-386.
• Kirschner, P. A., & Karpinski, A. C. (2018). Facebook and Academic Performance. Computers in Human Behavior, 24(5), 1820-1825.