Topic title the impact of facebook usage on neu undergraduates

NATIONAL ECONOMICS UNIVERSITY COURSE: ENG100 WRITING CLASSROOM TOPIC TITLE “The Impact of Facebook Usage on NEU Undergraduates” Class: Advanced Finance 64D Instructor: Trần Minh Châu Group: Members: Nguyễn Đình Tùng, Đinh Ngọc Minh Đức, Vũ Anh Đức, Nguyễn Thành An, Nguyễn Viết Quân Ha Noi, June 2023 ACKNOWLEDGEMENTS I would like to express my sincere gratitude to all those who have supported and contributed to the completion of this research on the topic "Impact of Facebook Usage on NEU Students' Academic Performance." Conducting this study would not have been possible without the valuable assistance and guidance from numerous individuals and organizations, whom I would like to acknowledge First and foremost, I would like to extend my deepest appreciation to my supervisor, Tran Minh Chau, for their unwavering support, insightful advice, and constant encouragement throughout the entire research process Their expertise and guidance have been instrumental in shaping the direction and quality of this study I would also like to express my heartfelt thanks to the faculty members of National Economics University, especially the members of group 4, for providing a conducive research environment and fostering a culture of academic excellence Their dedication to knowledge dissemination has been a constant source of inspiration Furthermore, I extend my gratitude to the students of National Economics University who participated in this study Their willingness to share their experiences and insights has been invaluable in understanding the impact of Facebook usage on their academic performance Without their cooperation, this research would not have been possible Finally, I am grateful to the academic community, both within and outside National Economics University, for their invaluable contributions to the body of knowledge in the field of social media and its impact on academic performance Their research and publications have served as a foundation for this study, and I am deeply indebted to their pioneering work Once again, thank you to everyone involved in this research Your contributions have enriched this work and will undoubtedly have a positive impact on future endeavors in this field ABSTRACT This research examines the correlation between Facebook usage and the academic performance of NEU students It investigates students' purposes for using Facebook, their overall academic performance, and strategies for effective academic usage Data was collected from a diverse sample of students using standard analysis methods Results show that Facebook is widely used among NEU students, with regular engagement reported by the majority Students utilize Facebook for academic, entertainment, communication, business, and news purposes The study reveals positive effects on academic performance, including improved interaction with peers and teachers, enhanced access to course-related information, increased engagement in academic communities, and better availability of educational resources Additionally, the research highlights time management strategies employed by students to balance Facebook usage and academic responsibilities Strategies such as setting time limits, disabling notifications during study sessions, using website blockers, and creating a dedicated study environment are commonly implemented While acknowledging limitations, including the study's single-institution focus and reliance on self-reported data, this research provides valuable insights Suggestions for further research include longitudinal studies to explore long-term effects, investigating specific Facebook features' impact on academic performance, and exploring educators' perspectives on incorporating Facebook in the classroom This study contributes to understanding the relationship between Facebook usage and academic performance among NEU students It emphasizes the positive impacts of Facebook, offers guidance for optimizing usage, and identifies areas for future exploration Recognizing the nuances of Facebook in an academic context can empower educators and students to maximize its potential for enhancing learning outcomes TABLE OF CONTENT CHAPTER I: INTRODUCTION 1.1 Background of the study 1.2 Rationale 1.3 Research questions 1.4 Scope of the study 1.5 Organization of the research CHAPTER II: LITERATURE REVIEW 2.1 Overview of FACEBOOK and its impact on students 2.1.1 About Facebook: .3 2.1.2 Development of Facebook 2.1.3 Facebook in Vietnam: .4 2.2 Purpose of using Facebook: 2.2.1 Messenger features used in education activities 2.2.2 Group chat 2.2.3 Facebook pages and group page 2.3 Literature on the impact of Facebook on undergraduate students 2.3.1 Negative effects of Facebook on academic performance 2.3.2 Positive effects of Facebook on academic performance CHAPTER III: METHODOLOGY .9 3.1 Participants 3.2 Research instruments 3.3 Data analysis CHAPTER IV: RESULTS AND DISCUSSIONS 11 i 4.1 Demographic Data 11 4.2 Purposes for using Facebook 11 4.2.1 Facebook usage log 11 4.2.2 Purposes of Facebook usage 13 4.2.3 Interactions of Facebook usage 14 4.3 The Impacts of Facebook Usage on NEU Students’ Academic Performance 15 4.3.1 GPA last semester 15 4.3.2 Evaluation of the impact of Facebook usage on academic performance .16 4.3.3 Specific academic activities on Facebook 17 4.3.4 Positive impacts of Facebook usage .19 4.3.5 Negative Impacts of Facebook Usage .21 4.4 Strategies for Effective Academic Facebook Usage 22 CHAPTER V: CONCLUSION 23 5.1 Summary of major findings 23 5.2 Spell out contribution 23 5.3 Limitations .24 5.4 Suggestions for further research 24 REFERENCES .25 APPENDIX 28 LIST OF TABLES AND FIGURES ii Table 4.1: The Demographic Data of the Study 11 Table 4.2: Facebook usage log .12 Table 4.3: Facebook usage frequency 13 Table 4.4: Facebook’s user engagement in various activities 14 Table 4.5: The Frequency Level of Engagement in Specific Activities on Facebook .18 Table 4.6: Evaluation of Positive Impacts of Facebook Usage on Academic Performance 19 Table 4.7: Evaluation of Negative Impacts of Facebook Usage on Academic Performance 21 Figure 4.1: GPA Last Semester of NEU Students 16 Figure 4.2: Evaluation of the impact of Facebook usage on academic performance .17 Figure 4.3: Strategies for Effective Academic Facebook Usage .22 iii Document continues below Discover more from: Viết luận- chương trình tiên tiến Eng100 304 documents Go to course BỘ ĐỀ HỒN TRƯƠNG BA DA HÀNG THỊT 57 Viết luận- chương trình tiên tiến 100% (15) NEU - Giấy báo trúng tuyển Viết luận- chương trình tiên tiến 100% (2) Doff A., Lloyd M English Unlimited A2 2011 Teacher s Book 124 Viết luận- chương trình tiên tiến 100% (1) LIÊN HỆ THỰC TIỄN GIAI CẤP CÔNG NHÂN VIỆT NAM NGÀY NAY Viết luận- chương trình tiên tiến 100% (1) CÁC LỖI DÙNG TỪ TRÊN CÁC VĂN BẢN BÁO CHÍ 25 Viết luận- chương trình tiên tiến 75% (4) Questionaire about Tinder Viết luận- chương trình tiên tiến LIST OF ABBREVIATIONS NEU – National Economics University FB – Facebook GC – Group chat iv 100% (1) CHAPTER I: INTRODUCTION 1.1 Background of the study Information technology and digital age are factors that accompany the social life of mankind day by day The emergence of new gadgets has changed the way life operates, with a variety of benefits Social media - a term that refers to the means of communication and interaction between people online (Manning, 2014) - is becoming more and more popular than ever, and it seems that everyone owns at least social media account on a certain website or application Facebook, Twitter, and LinkedIn are examples of social platforms, as are video-sharing platforms like YouTube and TikTok, messaging apps like WhatsApp and Snapchat, and online forums like Reddit and Quora The reason for the explosion in social media usage with 4.48 billion people recorded in 2021 (Dean, 2023) is because it brings a lot of benefits, especially to teenagers - the first generation to have many opportunities to interact with the digital age It provides the opportunity to access billions of information worldwide, quickly and in a variety of fields It can also be a means of connecting with friends, keeping in touch, exchanging learning and talking without meeting face to face Besides, there are many other side benefits such as entertainment, work, virtual help However, using social platforms too frequently or for the wrong reasons can have negative consequences for users, such as being distracted, disrupting sleep, or spreading rumors Furthermore, some students using social platforms with can harm their academic performance So, is using social platforms always have negative effects especially with students, and how to use social platforms in positive ways In a McKinsey Health Institute's study in 2022 across 26 countries and 42,000 responses, 35% of Gen Z people ( 1995-2015) used social media for more than hours a day and only 2% did not social networks while the figures for the Baby boomers generation are 14% and 10% respectively (Coe et al, 2023) Leading in the number of users of social media accounts is Facebook with 2.9 billion monthly active users, along with three equally large MetaPlatforms-owned platforms, WhatsApp, Facebook Messenger and Instagram (Dixon, 2023 ) In another study published on the top uses of social media in 2023, the top 10 purposes accounted for 22.2% to 48.2% of social media users, respectively, using it for the purpose of connecting with friends, shopping and news updates (Oberlo) 1.2 Rationale This study is designed to provide knowledge to NEU students about Facebook's impact on them in academics, its ability to help as well as possible harm In addition, this article also proposes a few methods to make the most of the benefits of Facebook while avoiding its negative effects To be more precise, this study has three main purposes The first objective is to provide the students with information on the current situation, which consists of the positive and negative impact of using facebook The second objective, which is also the most important one, is to analyze the students’ purposes and habits, which we have collected data from the survey This will ultimately lead to the conclusion that whether Advanced Finance 64 students are efficiently using Facebook or not After this section, students will also be more aware of their spendings and savings from last month Lastly, we will be giving Advanced Finance 64 students advice on how to ultilize the positive impact of facebook and reduce the negative effects Facebook brings, therefore they can use facebook reasonably to get the best study results 1.3 Research questions To easily dive into mining, we rely on the following key questions What are the purposes of NEU students when using Facebook ? What is the relationship between Facebook usage and NEU students' academic performance ? How can NEU students use Facebook more effectively in their learning ? 1.4 Scope of the study It can be seen that the number of social network users, especially young people, is high because they use many different platforms for many different purposes, and Facebook seems to be enough to meet many of those needs Therefore, this research paper chooses Facebook to delve into the analysis because of its versatile features Although the most outstanding features of Facebook currently include dating, shopping, and having fun, using Facebook for learning purposes will be the main topic According to a study, students have a relatively positive attitude about using Facebook as a medium for learning In that study, they also learned that nearly 50% of survey participants have been using Facebook to improve research quality (Dheleal & Tasir, 2017) They believe that this tool has facilitated the online routing of lecturers, and easy discussion via Facebook groups without the need to connect friends between students and teachers dangerous concerns about invasion of privacy And with the subjects selected as NEU students, we will have the clearest view as well as easily reach a large number of students for the purposes of interviews and documentation 1.5 Organization of the research Our research will be implemented in turn as follows: Introduction: including the background of study, rationale, scope of the study, research question and the organization of the research Literature review : overview of Facebook, including its purpose, impact (both positively and negatively) Methodology: including participants, research instruments and data analysis Results and discussion: including demographic data, purposes, Facebook interaction, impacts and strategies for effective academic (from the survey responses) Conclusion: including summary of major findings, limitations and suggestions for further research Table 4.5: The Frequency Level of Engagement in Specific Activities on Facebook The table presents data on the frequency of various activities related to academic engagement among a group of students The activities are categorized, and the frequencies are represented as percentages The total number of respondents for each category is 81 Overall, it is evident that students' involvement in academic activities varies across different categories Joining academic groups or communities and seeking help or clarification from peers or educators are the most frequently practiced activities, while collaborating with classmates on projects or assignments is the least common Joining academic groups or communities is a popular choice among the surveyed students Approximately 43.21% of the respondents indicated that they often engage in such activities, while 35% stated that they usually participate Only a small proportion of students (1.23%) reported never joining academic groups or communities Participating in online discussions related to coursework also emerged as a significant academic activity Less than half of the students claimed that they sometimes engage in such discussions, whereas 29.63% stated they often participate Comparatively fewer students reported usually (4.94%) or rarely (2.47%) taking part in these discussions Seeking help or clarification from peers or educators is another prominent academic practice Nearly half of the students (49.38%) mentioned that they often seek assistance, while 25.93% reported usually doing so In contrast, only 3.70% of the respondents claimed that they rarely seek help or clarification Sharing educational content or resources is a relatively common activity among the surveyed students Approximately 41.98% of the respondents stated that they sometimes share educational materials, while 22.22% reported usually engaging in this practice The percentages for rarely and never sharing content are 22.22% and 4.94%, respectively 18 Finally, collaborating with classmates on projects or assignments appears to be the least practiced activity Only 14.81% of the students reported frequently collaborating, whereas 44.44% stated that they often engage in such collaborations A small number of students (2.47%) reported rarely or never participating in collaborative work In conclusion, the data illustrates the varying levels of engagement in different academic activities among the surveyed students While joining academic groups or communities and seeking help from peers or educators are commonly practiced, collaborating on projects or assignments is less prevalent These findings highlight the importance of promoting collaborative learning environments and encouraging active participation in various academic activities 4.3.4 Positive impacts of Facebook usage Table 4.6: Evaluation of Positive Impacts of Facebook Usage on Academic Performance (1) Strongly Disagree, (2) Disagree, (3) Undecided, (4) Agree, and (5) Strongly Agree Table 4.6 illustrates that the overall average consent rating of positive impacts of Facebook on NEU students’ academic performance is 3.61, and all impacts are above 3.40 In other words, almost all respondents agreed with these positive impacts These four positive impacts were ranked from to based on their average point of agreement with a point range of 3.47 to 3.88 The positive impact that has the highest average approval rating was “Facebook makes it simple for me to interact with classmates and teachers” with 3.88 points Most of the respondents agreed with this benefit when they used Facebook for their 19 academic performance Nowadays, interacting with teachers and other students to exchange learning is very necessary, especially in universities Thus, based on the result, NEU students found it very useful for them to communicate or interact with their friends and teachers for studying when using Facebook The positive impacts with the next highest average approval rating were “ I can better keep up with course announcements and updates by using Facebook” and “On Facebook, I have more opportunities to participate in academic communities or organizations” with 3.60 and 3.49 respectively This suggests that Facebook was a good tool for getting vital information connected to their academic courses, as well as for facilitating their participation in academic groups and communities The NEU students generally agreed that Facebook gave them access to a variety of educational resources and information, as evidenced by their average score of 3.47, which was the lowest average approval rating This suggested that Facebook can be used as a resource for locating and using pertinent educational content Overall, it can be said that most survey participants believed Facebook had a beneficial effect on their academic achievement The statement "Facebook makes it simple for me to interact with my classmates and teachers" received the highest degree of agreement According to this, Facebook may be a helpful tool for students to stay in touch with their classmates and teachers 20 4.3.5 Negative Impacts of Facebook Usage Table 4.7: Evaluation of Negative Impacts of Facebook Usage on Academic Performance (1) Strongly Disagree, (2) Disagree, (3) Undecided, (4) Agree, and (5) Strongly Agree Table 4.7 illustrates that the overall average consent rating of negative impacts of Facebook on NEU students’ academic performance is 3.16, and all impacts are above 3.00 These six negative impacts were ranked from to based on their average point of agreement with a point range of 2.57 to 3.43 With a score of 3.43, the impact with the highest average score was "Using Facebook too much can make me feel tired and cause sleep disturbances." This suggested that NEU students were aware of the possible harmful impact of excessive Facebook use on their energy levels and sleep quality "Exposure to irrelevant or misleading information on Facebook" obtained a reasonably high average score of 3.41 as well This indicated that NEU students were aware of the possibility of coming across erroneous or irrelevant information on the platform 21 The statement "Facebook reduces my focus and attention span" obtained an average score of 3.31, showing that the respondents saw Facebook as a potential distraction that interferes with their ability to concentrate on academic work The effects of Facebook addiction or dependency, wasting time learning, and suffering cyberbullying or unpleasant interactions all earned average values ranging from 2.57 to 3.14, indicating various levels of agreement among students Overall, the data suggest that NEU students were aware of the potential negative effects of excessive Facebook usage on academic performance, such as fatigue, diversions, exposure to false material, and potentially social issues 4.4 Strategies for Effective Academic Facebook Usage Figure 4.3: Strategies for Effective Academic Facebook Usage The figure illustrates various strategies students employ to enhance their academic performance with Facebook usage along with the number of respondents and the rate that the participants choose the strategies Among the strategies, the actions that directly impact Facebook app like setting time limits or turning off notifications account for more than half of the options, compared to the remaining that depend on indirect impact on the app First and foremost, setting a time limit when using Facebook can take up to onethird of the number of participants, and half of the student use such strategy to optimize their Facebook usage for studying, Followed by turning off notifications during study sessions, with 37 respondents, the rate of participants that choose such option account for 45.7% of the total Students may acknowledge the potential distractions caused by notifications and actively take measures to eliminate them while engaging in academic activities Moreover, with the rate of 40.7 percent of students who develop self-discipline to actively work on improving their ability to resist distractions while using Facebook for academic purposes, with 33 respondents The third bar indicates that a significant number of 21 students understand the importance of creating an environment conducive to academic productivity and 25.9 percent of the students choose to implement this strategy Last but not least, 14 participants use website blockers to limit access to non-academic content, and the rate of students who choose this options comprises 17.3 percent of the total 22 CHAPTER V: CONCLUSION 5.1 Summary of major findings This study aims to investigates how using Facebook affects NEU students’ academic performance The study examined various aspects related students’ purposes when using Facebook, their overall academic performance and its relationship with Facebook usage, as well as strategies for effective academic usage through collecting and analyzing standand analysis of data from a diverse sample of students This findings makes significant contributions to the understanding of the relationship between academic performance and Facebook The study illustrates that Facebook usage is widespread among NEU students, with the vast majority of participants reporting regular engagement with the platform While purposes when using Facebook vary moderately between students can In addition, the beneficial effects of Facebook on academic performance were discovered, including improved communication with peers and teachers, easier access to course-related data, greater involvement in academic communities, and better availability of educational resources This research makes several key contributions to the understanding of the Facebook- academic performance relationship Firstly, our findings demonstrate that Facebook usage is prevalent among NEU students, with a majority of participants reporting regular engagement with the platform Moreover, the positive impacts of Facebook on academic performance were identified, including enhanced interaction with classmates and teachers, better access to course-related information, increased participation in academic communities, and improved access to educational resources Furthermore, our study shed light on the time management strategies employed by students to balance Facebook usage with academic responsibilities We found that setting specific time limits, turning off notifications, and creating a dedicated study environment were common strategies implemented by students These insights provide valuable guidance for educators and students in optimizing Facebook usage for academic purposes 5.2 Spell out contribution This research makes several key contributions to the understanding of the Facebook- academic performance relationship Firstly, our findings demonstrate that Facebook usage is prevalent among NEU students, with a majority of participants reporting regular engagement with the platform Moreover, the positive impacts of Facebook on academic performance were identified, including enhanced interaction with classmates and teachers, better access to course-related information, increased participation in academic communities, and improved access to educational resources Furthermore, our study shed light on the time management strategies employed by students to balance Facebook usage with academic responsibilities We found that setting specific time limits, turning off notifications, and creating a dedicated study 23 environment were common strategies implemented by students These insights provide valuable guidance for educators and students in optimizing Facebook usage for academic purposes 5.3 Limitations While this study contributes valuable insights, it is important to acknowledge its limitations Firstly, the research was conducted at a single institution, NEU, which may limit the generalizability of the findings to other contexts Additionally, the study relied on self-reported data, which may be subject to recall and response biases Moreover, the cross-sectional design of the study restricts the establishment of causal relationships between Facebook usage and academic performance These limitations should be considered when interpreting the results 5.4 Suggestions for further research Based on the findings and limitations of this study, there are several potential areas for further research Firstly, conducting longitudinal studies to explore the longterm impact of Facebook usage on academic performance could provide a deeper understanding of the relationship Additionally, investigating the role of specific Facebook features, such as groups or pages, on academic performance could yield valuable insights Moreover, exploring the perspectives of educators and examining their strategies for incorporating Facebook into classroom activities could provide a comprehensive understanding of the topic In conclusion, this study contributes to the growing body of research on the impact of Facebook on academic performance among NEU students The findings highlight the positive impacts of Facebook usage, provide insights into time management strategies, and identify areas for further exploration By understanding the nuances of Facebook usage in an academic context, educators and students can harness the platform's potential to enhance learning outcomes However, it is crucial to recognize the limitations of this study and pursue further research to deepen our understanding of this complex relationship 24 REFERENCES Al-Dheleai, Y., & Tasir, Z (2017) Using Facebook for the Purpose of Students’ Interaction and its Correlation with Students’ Academic Performance The Turkish Online Journal of Educational Technology, 16(4) Website: https://files.eric.ed.gov/fulltext/EJ1160608.pdf amoCRM (2020, July 8) Why Messengers are Becoming More Popular Than Social Media Medium Website: https://medium.com/@amocrmglobalmarketing/why-messengers-are-becomingmore-popular-than-social-media-3bf2ec80e146 Coe, E., Doy, A., Enomoto, K., & Healy, C (2023, April 28) Gen Z mental health: The impact of tech and social media | McKinsey Www.mckinsey.com Website: https://www.mckinsey.com/mhi/our-insights/gen-z-mental-health-the-impact-oftech-and-social-media Dean, B (2023, March 27) Social Network Usage & Growth Statistics: How Many People Use Social Media in 2021? Backlinko; Backlinko Website: https://backlinko.com/social-media-users Dixon, S (2023, February 14) Most popular social networks worldwide as of January 2023, ranked by number of monthly active users Statista Website: https://www.statista.com/statistics/272014/global-social-networks-ranked-bynumber-of-users/ Forum, N E (2022, November 29) Students’ Views on Messenger as a Language Learning Tool NELTA ELT Forum Website: https://neltaeltforum.wordpress.com/2022/11/29/students-views-on-messenger-asa-language-learning-tool/ Harvey, K (2014) Encyclopedia of social media and politics Vol [F-P] Los Angeles, Calif Sage HusnaJabeen, ArshiyaKousar, Sheerekha N (2022) Use of Facebook by Students of College of Fine Arts (University of Mysore), Mysore: A Study, from Research Gate Website: https://www.researchgate.net/publication/363654751_Use_of_Facebook_by_Stude nts_of_College_of_Fine_Arts_University_of_Mysore_Mysore_A_Study Llego, M A (2020, May 27) DepEd Learning Delivery Modalities for School Year 2020-2021 TeacherPH Website: https://www.teacherph.com/deped-learningdelivery-modalities/ 10 tilters (2011, October 19) Facebook: From Social Media Site to Entertainment Portal The Tilt Website: https://www.thetilt.com/content/facebook-social-mediasite-entertainment-portal 11 Why Do People Use Social Media? - Oberlo (2023) Www.oberlo.com Website: https://www.oberlo.com/statistics/why-do-people-use-social-media 25 12 Liu, I.-F & Hung, H.-C (2020) How are livestreaming services and social media platforms changing on-job MBA students’ learning? A case study for applying ecase live in management casebased learning in Taiwan IEEE Access, 8, 120936120945 website: How are Live-Streaming Services and Social Media Platforms Changing On-Job MBA Students’ Learning? A Case Study for Applying e-Case Live in Management Case-Based Learning in Taiwan | IEEE Journals & Magazine | IEEE Xplore 13 Mukhtar, K., Javed, K., Arooj, M., & Sethi, A (2020) Advantages, limitations and recommendations for online learning during COVID-19 pandemic era Pak J Med Sci., 36, 27-31 website: Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era - PMC (nih.gov) 14 Sá, M.J., & Serpa, S (2020) The Covid-19 Pandemic as an Opportunity to Foster the Sustainable Development of Teaching in Higher Education Sustainability, 12, 8525 website : Sustainability | Free Full-Text | The COVID-19 Pandemic as an Opportunity to Foster the Sustainable Development of Teaching in Higher Education (mdpi.com) 15 Ch Daniel (2023) Facebook revenue and growth statics.SignHouse Website : Facebook Revenue and Growth Statistics (2023) | SignHouse (usesignhouse.com) 16 Mark Hall (2023) Facebook : Social network Britanica Website: Facebook | Overview, History, & Facts | Britannica 17 Ayush Jalan (2023) The evolution of Facebook: from 2004 to Meta Makeuseof Website: The Evolution of Facebook: From 2004 to Meta (makeuseof.com) 18 Bharath Sivakumar (2023) The history of Facebook Feedough Website: The History of Facebook | Feedough 19 O’Reilly, Michelle (2018) “Is Social Media Bad for Mental Health and Wellbeing? Exploring the Perspectives of Adolescents.” Clinical Child Psychology And Psychiatry, vol 23, no 4, pp 601–613 website: Is social media bad for mental health and wellbeing? Exploring the perspectives of adolescents - PubMed (nih.gov) 20 Ping, Ng Sau, and Mahendran Maniam (2015) “The Effectiveness of Facebook Group Discussions on Writing Performance: A Study in Matriculation College.” International Journal of Evaluation and Research in Education, vol 4, no 1, pp 30–37.website: (PDF) The Effectiveness of Facebook Group Discussions on Writing Performance: A Study in Matriculation College (researchgate.net) 21 Akram, Waseem, and Kumar Reem (2018) ‘A Study on Positive and Negative Effects of Social Media on Society.’ International Journal of Computer Sciences and Engineering.website: 26 (PDF) A Study on Positive and Negative Effects of Social Media on Society (researchgate.net) 27 APPENDIX What is your gender? Ο Male Ο Female What is your current year of study at NEU? Ο First year Ο Second year Ο Third year Ο Fourth year Ο Fifth year or above Do you use Facebook? Ο Yes Ο No On average, how much time you spend on Facebook per day? Ο < hour Ο – hours Ο > – hours Ο > hours Which devices you mainly use to access Facebook? (Select all that apply) ¨ Desktop Computer ¨ Laptop Computer ¨ Mobile phone or smartphone ă Tablet or iPad Where you primarily use Facebook? (Select all that apply) ă Home ă University ¨ Workplace ¨ Public places (e.g., cafes, parks) ¨ Commuting (e.g., bus, train) How often you use Facebook for these purposes? Usually Often Academic Entertainment Communicatio n Business Update news 28 Sometime s Rarely Never Others How often you use these interactions on Facebook? Usually Often Sometimes Rarely Never Write a post Share a post Comment on a post Play games Facebook watch Facebook dating What was your GPA last semester? Ο < 2.50 Ο 2.50 – 3.19 Ο 3.20 – 3.59 Ο > 3.59 10 On a scale of to 5, how you think the impact of your Facebook usage on your academic performance? Very negative Very positive 11 How often you engage in these specific academic activities on Facebook? Usually Often Sometimes Joining academic groups or communities Participating in online discussions 29 Rarely Never related to coursework Seeking help or clarification from peers or educators Sharing educational content or resources Collaboratin g with classmates on projects or assignments 12 Facebook help me access to a wide range of educational resources and materials Strongly Disagree Strongly Agree 13 Facebook makes it simple for me to interact with my classmates and teachers Strongly Disagree Strongly Agree 14 On Facebook, I have more opportunities to participate in academic communities or organizations Strongly Disagree Strongly Agree 30 15 I can better keep up with course announcements and updates by using Facebook Strongly Disagree Strongly Agree 16 Facebook reduces my focus and attention span Strongly Disagree Strongly Agree 17 Using Facebook wastes time in my learning Strongly Disagree Strongly Agree 18 Using Facebook too much can make me feel tired and cause sleep disturbances Strongly Disagree Strongly Agree 19 I may exposure to irrelevant or misleading information on Facebook Strongly Disagree Strongly Agree 20 I can addicted to or depend on Facebook too much Strongly Disagree Strongly Agree 31 21 I suffer cyberbullying or negative interactions when using Facebook Strongly Disagree Strongly Agree 22 How you manage time while using Facebook for academic purposes? (Select all that apply) ă Setting specific time limits for Facebook usage ă Turning off notifications during study sessions ă Using website blockers to limit access to non-academic content ă Creating a dedicated study environment free from distractions ă Developing self-discipline to resist distractions 23 Are there any other factors or strategies that you believe contribute to using Facebook more effectively for academic purposes? Please write a short answer 32