Final Project Research Proposal In Weeks 1 Through 9 ✓ Solved

Final Project Research Proposalin Weeks 1 Through 9 You Have Created

Final Project: Research Proposal In Weeks 1 through 9, you have created all the sections to be included in the research proposal. This week, you will collate all these sections and create the final draft. For this assignment, review all the feedback your instructor provided throughout the course on the various project assignments. Use that feedback to revise and improve your project for this final draft. Make sure your research proposal adheres to the following structure: Title page, Abstract (see APA guide for format), Introduction, Literature Review, Methodology, Discussion and Conclusion, References. Each section should include the following information:

Abstract: An abstract is a summary of the paper. Review the abstracts of the articles used in your literature review for an example of a detailed abstract.

Introduction: This section has been already created in Week 8.

Literature Review: This section was created in Weeks 6 and should have been integrated into your introduction in Week 8. The literature review is not a copy of that material. Rather, it is a synthesis of the material you found into a cohesive review of the literature on your chosen topic. Make sure to include all the articles that you used in Weeks 2–5 for your literature review.

Methodology: This section has been already created in Week 7.

Discussion and Conclusion: This section has been already created in Week 9.

References: In this section, include all articles you collected for the literature review. Ensure all references are in APA format.

Sample Paper For Above instruction

Sample Research Proposal for Final Draft

Title Page

The title page should include the research title, your name, institution, course name, instructor’s name, and date. For example: “The Impact of Social Media on Academic Performance” by Jane Doe, University of Education, PSY 101, Instructor: Dr. Smith, April 2024.

Abstract

This research proposal aims to explore the influence of social media engagement on academic performance among college students. Drawing from existing literature, the study hypothesizes that increased social media usage negatively correlates with GPA scores. The methodology involves quantitative surveys administered to a sample of 300 students, with data analyzed using statistical techniques such as regression analysis. The findings are expected to provide insights into how social media habits may impact academic outcomes, informing educators and policymakers. The study contributes to the ongoing discourse on digital behaviors and educational achievement.

Introduction

The proliferation of social media platforms has transformed communication and social interaction among young adults. This technological shift raises questions about its effects on various aspects of life, particularly academic performance. Prior research suggests a possible negative association between excessive social media use and students' academic success (Kuss & Griffiths, 2017). This study aims to examine this relationship within a college setting, considering factors such as frequency of use, nature of engagement, and time management challenges.

Literature Review

Recent studies have explored the impact of social media on student performance. Kuss and Griffiths (2017) found that high levels of social media engagement can lead to decreased attention spans and time management issues. Similarly, Junco (2012) demonstrated that frequent use of Facebook correlates with lower academic achievement. Conversely, some research suggests that social media can support learning when used effectively (Greenhow & Robelia, 2009). The literature indicates a complex relationship between social media use and academic success, influenced by individual behaviors and contextual factors.

Methodology

This study adopts a quantitative research design. A survey will be distributed electronically to 300 college students across various disciplines. The survey will assess the amount of time spent on social media, types of platforms used, and academic performance measured by self-reported GPA. Data will be analyzed using regression analysis to identify correlations and predictive relationships. Ethical considerations include informed consent and ensuring participant anonymity.

Discussion and Conclusion

Preliminary hypotheses suggest that higher social media usage is associated with lower GPA scores. The results could inform strategies for managing social media use to promote academic success. Limitations include potential self-report bias and sample diversity. Future research could explore longitudinal effects and the role of specific platforms. Overall, understanding these dynamics can help educators develop interventions that harness social media’s benefits while mitigating its drawbacks.

References

• Greenhow, C., & Robelia, B. (2009). Old communication, new literacies: Social network sites as social learning resources. Journal of Computer-Mediated Communication, 14(4), 1130–1151.
• Junco, R. (2012). The relationship between frequency of Facebook use, participation in Facebook activities, and academic performance. Computers & Education, 58(1), 162–171.
• 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.
• Arabaci, N., & Karamustafa, E. (2019). The effects of social media on students’ academic performance. Journal of Education and Practice, 10(3), 45–53.
• Lepp, A., Barkley, J. E., & Karpinski, A. C. (2014). The relationship between cell phone use, academic performance, anxiety, and Satisfaction with life in college students. Computers in Human Behavior, 31, 343–350.
• Junco, R., & \& Merson, D. (2018). The relationship between social media and academic performance. In Handbook of Social Media and Education (pp. 90–106). Routledge.
• Ortega, A., & Nayak, P. (2018). Effects of social media on college students’ academic achievement. International Journal of Educational Technology in Higher Education, 15(1), 123.
• Suh, A., & Hwang, Y. (2019). The impact of social media on students' academic engagement and achievement. Journal of Educational Computing Research, 57(4), 987–1010.
• Wang, Q., & Wang, Y. (2020). Social media use and academic performance: A meta-analysis. Educational Research Review, 29, 100315.
• Yousef, A. M., & Khateeb, A. (2021). Influence of social media on academic performance among university students. Journal of Academic and Educational Research, 15(2), 76–85.