Effect Of Facebook On Academic Performance

Effect Of Facebook On Academic Performance THE IMPACT OF FACEBOOK ON STUDENTS’ ACADEMIC PERFORMANCE INTRODUCTION Facebook is dominate potential –places among youth specially students. Most of students are spending more time in using Facebook which is lead to impact time spending in education. This research is going to study whether Facebook impact on students’ performance or not in SLIATE. The SLIATE (Sri Lanka Institute of Advanced Technological Education) is one of the leading educational institutions in Sri Lanka for higher education and is a statutory body coming under the purview of Higher Education Division, Ministry of Education. SLIATE has been established by the Parliament Act 29 of 1995 focusing on fostering Advanced Technical Education at a post-secondary level and its head is Director General appointed by the cabinet. It is mandated to establish Advanced Technical Institute (ATI) in every province for both Engineering and Business Studies. (http://www.sliate.net/about.htm) BACKGROUND OF THE STUDY Nowadays most of peoples use Facebook to make social network among people all over the world. And students also spending most of their time on such social media called Facebook. Facebook.com (Facebook), the most popular and commonly used online social network Web site, has created passion among college students in modern years. College students are become very interest in online social networking. â€Å"Online social network sites such as Facebook work as an important entertainment for undergraduates. Facebook, the most popular social network site, was specifically designed for undergraduates and is the most commonly used. Therefore, time spent on Facebook may affect academic performance. For example, time spent on Facebook may directly affect and/or reasonable the students’ academic performance. OBJECTIVE OF THE STUDY The ultimate purpose of this study is going to examine the use of Facebook weather it is impact on students’ academic performance or not. The core research question of this survey is: what is the effect of online social networking site, Facebook, having on students’ academic performance (Examination Marks)? In other words does time spending (access) every day on Facebook have a significant impact on academic performance (Examination Marks)? In addition to that this survey going to test do Sex, age and status of the student impact on academic performance on them? SIGNIFICANCE OF THE STUDY The college classroom is used to delivering the product (student education) of the college. The objective of education is to have students learn and succeed. Thus, it is important to know and understand how student use of online social network sites (i.e. Facebook) affects academic success. Therefore, a critical examination of the impact of Facebook on academic performance is very essential. This useful presentation to help students, lecturer, teachers and academic leaders. Students, specially, can get better understand the consequences of Facebook site use on educational performance. Lecturer, teachers and academic leaders can get valued understanding and information about the relationship between the students time spend on Facebook and how it affects students’ academic performance. Also, academicians can be get well prepared to guide and mentor students regarding the negative impacts of Facebook sites on their academic performance. METHODOLOGY This research is designed to test the impact of using Facebook on student academic success and performance in their exam. Research can explain through the collection of numerical data, which is then analyzed using computerized statistical package. With survey research, I can select a group of respondents, collect data, and analyze the data to answer the research question. I have collected quantitative as well as qualitative data from a sample using questionnaire technique. This research is an appropriate investigation tool for making generalized interpretations about a large group of people based on data collected from a smaller number of individuals from that group. POPULATION AND SAMPLE The population for this study is Higher National Diploma 2009 Batch students of SLIATE, Kandy. The students’ academic performance is evaluated through final marks taken by students in Strategic Financial Management. The independent variable is use of Facebook every day. This data was taken from the respective student through small questioner during the class. Furthermore some demographic data also have been collected such as: gender, age, and student status weather full time or part time. They described the sample characteristics. The student (sample) selected the answers from the survey that best described them. DATA ANALYSIS I used SPSS 16.0 to perform the statistical analysis. Basic frequency analyses were conducted using demographic information. The questions were analyzed using descriptive statistical analyzing techniques. Descriptive statistics was another statistical technique which is used in this study to define the mean, minimum value, maximum value, and standard deviation for all the demographic variables. SPSS is presented in tables and charts. Most importantly the core research question’s answer is tested by using Independent Samples Test and ANOVA test also is performed as statistical technique. I used this technique to find the impact of using (spending time every day) Facebook on student’s performance, by comparing means marks between student’s who are spending time on Facebook and who are not. So I used SPSS 16.0 to analyze statistic and interpret the result. This study is intended to bring attention to and awareness of the impact of using Facebook on students’ academic performance. FINDINGS This section is presents the output generated by SPSS 16 from data collected for survey. Table 1 represents the total number of respondents included in the sample of 106 students. Among them 45 students are spending time on Facebook every day which represent 42.5%. But 61 students (57.5%) are not spending time on Facebook every day. Table 2 represents the status of the students such as whether full time or Part time students. 43 students are engaging in Full Time and 63 students are engaged in part time course. Table 3 represents the total sample consist of 64 students are female (60.4%) and 42 students are male (39.6%). Table 4 represents the age group of the sample. 68% of the sample students represents the age group of 25 Years. 15.1 % of students in 26 years age group. Other age groups are approximately similar to 10%. Table 5 represents summary of respondents. 11 female and 10 male Fulltime students, and 16 female and 8 Male part-time students are spending time on Facebook every day. But 11 female and 11 male Fulltime students, and 26 female and 13 Male part-time students are not spending time on Facebook every day. Table: 6 represents the descriptive statistics of the sample with a variable of Facebook usage on student’s performance which is represented by Marks. The students mean marks those who are spending time on Facebook is 77.36. At 95% confidence level the mean marks of the student’s lies between 74.52 to 80.19 marks. But there is a 5% change to the mean marks not lies within the range. And the standard deviation of marks is 9.432, median is 78.00, normal distribution is negatively skewed to left at -.592. The students mean marks those who are not spending time on Facebook is 77.93. At 95% confidence level the mean marks of the students lies Between 75.96 to 79.91. But there is a 5% change to the mean marks is not lies in the range. And the standard deviation of marks is 7.726. , median is 78.00, normal distribution is negatively skewed to left at -.276. Tests of Normality H0: Student’s marks are normally distributed H1: Student’s marks are not normally distributed The Tests of Normality are shown in the table 7. Here two tests for normality. For dataset small than 2000 elements, we use the Shapiro-Wilk test, otherwise, the Kolmogorov-Smirnov test is used. In our case, since we have only 106 elements, the Shapiro-Wilk test is used. From the table Group Yes p-value is .040 and Group No p value is .294. So in group yes, we can reject null hypothesis and we can conclude that the data comes is not normal distribution. But in case of Group No, We cannot reject the null hypothesis and conclude that the data comes from a normal distribution. However when analyze the Normal Q-Q plot of marks in Figure: 1 Group yes is approximately normally distributed. So we can assume that data are normally distributed to use the independent sample test. Figure: 1 Figure: 2 Figure: 3 Statistical Hypothesis H0: Student’s marks of two groups are equal ( µ= µ) H1: Student’s marks of two groups are not equal ( µÃ¢â€°  Ã‚ µ) Research Hypothesis H0: Use of Facebook is not significantly affect the students’ performance H1: Use of Facebook is significantly affect the students’ performance This table 8, represents the results of the independent-samples t-test. The Levene’s results had an F-statistic of 1.844 with a significance value (P) of 0.177. Because, P > ÃŽ ± (0.177 > .05), the two variables has statistically equal variance distributions. Therefore, we can use the first row of t-test information to determine if the two group mean marks are statistically different from each other. The t-statistic value is -0.347. The degrees of freedom is 104. The 2-tailed significance value is 0.729. The difference between the means of two group is -0.579 and the standard error of this difference is 1.668. The 95% confidence interval of the difference ranged from -3.887 to 2.729. Because P > ÃŽ ± (0.729> 0.05), we cannot reject null hypothesis i.e. there is no significant evidence that two groups students’ average marks are different, so we can come to the conclusion that use of Facebook is not significantly impact on students’ performance. Research Hypothesis H0: Sex not significantly affect the students’ performance ( µ= µ) H1: Sex is significantly affect the students’ performance ( µÃ¢â€°  Ã‚ µ) The Levene’s results had an F-statistic of 5.194 with a significance value (P) of 0.025. Because, P < ÃŽ ± (0.025 ÃŽ ± (0.627> 0.05), we cannot reject null hypothesis, so we can come to the conclusion that the average marks is statistically not significantly different in sex of students. So sex of the students are not impact on students’ performance. Research Hypothesis H0: use of Facebook is not significantly affect the students’ performance ( µ= µ) H1: use of Facebook is significantly affect the students’ performance ( µÃ¢â€°  Ã‚ µ) Table 11 represents the results of the independent-samples t-test. The Levene’s results had an F-statistic of 0.023 with a significance value (P) of 0.879. Because, P > ÃŽ ± (0. 879 > .05), the two variables has statistically equal variance distributions. Therefore, we can use the first row of t-test information to determine if the two group mean marks are statistically different from each other. The t-statistic value is -0.154. The degrees of freedom is 104. The 2-tailed significance value is 0. 878. The difference between the means of two group is -0.259 and the standard error of this difference is 1.668. At 95% confidence interval difference ranged from -3.591to 3.073.because P > ÃŽ ± (0 .878> 0.05), we cannot reject null hypothesis, so we can come to the conclusion that the average marks of the two group (Full time and Part Time) of students are statistically not significantly different. In other words student’s status is not impact on student’s performance. Research Hypothesis H0: Age is not significantly affect the students’ performance ( µ= µ) H1: Age is significantly affect the students’ performance ( µÃ¢â€°  Ã‚ µ) Table 12 is represent ANOVA output. Which is used to compare mean differnces between age groups of the sample. The F-statistic is 0.753, The Sig value is 0.523.P > ÃŽ ± (0.523> 0.05), we cannot reject null hypothesis i.e there is no significant evidence to reject that age of students’ average marks are different, so we can come to the conclusion that the average marks of students’ age are statistically not significantly different. So student’s age is not impact on students’ performance. OVERALL CONCLUSION The use of Facebook is statistically not impact of student’s performance. Even sex, Age, or Status also statistically not impact on students’ performance. LIMITATIONS The selected variables are not significantly impact on students’ performance. To know what are the factors are affecting students’ performance, we have to include more variable in addition to this variable and include more samples into the survey. The potential limitation of this study is that the participants are sampled from only one insti

Presentation of the Principles of Science in the Movie Armageddon Essay

People have successfully created an advance and modern attack of imparting to students the principles of and topics relating to science or physics laws. What used to be a general learning course of study present in every curriculum of almost all school facilities was made into an exciting and entertaining education. This is attributed to the fact that the fresh approach utilizes films or movies to present and make students internalize and grasp scientific concepts in depth. This is achieved by studying and connecting every scene of a movie with the pieces of information derived from the important science or physics laws. By making students recognize and understand the effects of movie scenes and relating them to reality aroused the curiosity of students who normally regarded the subject as too difficult and dull when taught in the conventional manner. Ultimately, the presentation and use of the principles of science or physics in a movie have created more options for instructors to boost the improvement and benefits of the course to the studies of students and to the society in general. The 1998 blockbuster movie Armageddon top-billed by Bruce Willis (Harry Stamper), in particular, tells of a large and uncontrolled asteroid as large as Texas, which is bound to collide with our planet in 18 days. Harry, with his group of oil well drillers, is sent to space under a mission to stop this catastrophe from happening and prevent the destruction of the planet and mankind. To achieve this, they have to destroy the asteroid with a powerful nuclear bomb by placing it inside the asteroid (Bruckheimer & Bay, 1998). From the perspective of physical science, it is actually during the drilling scenes of the movie that the principles of science and physics law are likewise being laid out. This explains the logic behind the showing of the horizontal speed and increased velocities of the asteroid, which was blown-up into pieces by the nuclear bomb. These two scientific conditions are actually aimed at showing how a powerful nuclear bomb can greatly destroy the asteroid at that intense speed and resulting its pieces in just avoiding the planet and eventually forbidding a tragic end. A scientific analysis of this condition creates an impression that the movie scenes have effectively presented the use of energy and momentum preservation, addition of vector, as well as the law of gravity. Moreover, the formula and calculations used by the characters in the movie provide an apparent introduction to the students of the principle of devising fair or sensible calculations or approximations. One particular example is the use of the asteroid and making it appear that its size is the same as that of Texas (Bruckheimer & Bay, 1998). With this variable, it is assumed that Texas is a square size the surface area of which is equivalent to this U. S. state. Subsequently, the asteroid’s figure is estimated to be a cube, with each side equivalent to the surface area of the cited state. Therefore, the total mass or physical measure of the asteroid can then be adequately estimated by multiplying the amount of the cube by the normal density or concentration of the planet Earth. Thus, the nuclear bomb employed to detonate the asteroid which is equal to at least 100,000 bombs that were dropped in Hiroshima during World War II gave an estimate of the energy needed by Harry and his team to carry out the heroic task. Further presumption that all of the said energy turned into a kinetic energy separated equally between the two parts of the asteroid, would tell us that the length of the portions of the asteroid can be calculated. Results of the computation conclude that the direction where they are heading would turn perpendicular to its primary route of motion by the time they impact the planet. This could be possible when the energy required to blow up and separate the asteroid into two is ignored. The deflection for each asteroid piece is only a little over 200 meters. This will lead to the scenario that a two half-Texas-size, rather than only a Texas-sized asteroid, will reach and destroy the planet. This concept of physics was what Armageddon effectively presented. This explains why it is practically understandable for the United States, or any nation for that matter, to discover and pursue the movements of any object in the space that is likely to hit the planet or come near its crossing orbits. Armageddon was able to present that the principles of science or physics laws are beneficial to society. This is because the movie succeeded in realizing the purpose of increasing awareness on the said field of study among students. The movie also proved that recognizing the wonders of science can be breathtaking and satisfying especially when presented in the context of an entertaining film such as Armageddon. Reference Bruckheimer, J. (Producer) & Bay, M. (Director). (1998). Armageddon. [Motion picture]. Burbank, CA: Touchstone Pictures.

Movie Review Inception

Movie Review Essay â€Å"Inception† is a 2010 science fiction summer blockbuster filmed in various locations, such as Tokyo, France, Los Angeles, the United Kingdom, and Canada. The box office hit was directed by London-born Christopher Jonathan James Nolan, who is well-known for the cult classic, â€Å"Memento†, and his â€Å"Dark Knight† films. Along with American cinematographer, Walter â€Å"Wally† Pfister, equally well-known in his area of expertise, the motion picture has received critical acclaim. Nolan's interest in noir and abstract thought is apparent in many of his films, and â€Å"Inception† is no exclusion. As it is a film about dreams and cons, Nolan's style is incredibly fitting. Pfister, who has worked as the cinematographer for almost all of Nolan's films, adds to the movie's high quality with his characteristic use of dark tones and lighting, which only increases the movie's intrigue. Together, the two powerhouses team up once again to produce an incredible motion picture which has won numerous awards, such as the Academy Award for Best Cinematography. â€Å"Inception† is the story of a corporate spy by the name of Dom Cobb (played by Leonardo DiCaprio, who came to fame in the movie, â€Å"Titanic†). However, what is particular about Cobb is that he doesn't merely enter a company's building in search of commercial secrets. He actually enters the minds of his targets while they are asleep and extracts the data he wants via conning and deceiving. But now, wanted for murder and unable to see his children due to his circumstances, he is offered the opportunity to regain his old life if he manages to accomplish the impossible: ‘inception', the planting of an idea into a target's mind, which then takes roots and grows. Gathering a group of specialist to assist him, Cobb begins to plan inception into the mind of a wealthy businessman. The camera angles of the movie were rather simple. Most of the shots were so that the character's face was directed at the viewer while said character talked to another. On a screen, the eyes of the actor would be level with that of the audience. However, there are some scenes that are completely opposite, particularly near the latter half of the movie, where more action tended to be focused upon. Although not as common, but highly interesting, ou'd see aerial shots of the surroundings. It gave a very desolate, mysterious feel to the film, while also informing the viewer about where the characters are. I found that the camera angles were okay, with a few that exceeded my expectations. Continuity was smooth, with talking scenes being fluid and dramatic and action scenes being erratic and ever changing, as how I like my movies to be. It was what you'd expect out of the t ypical talking and action scenes. The long moments of talking or silence between characters created a sense of depth. The short moments of running or fighting allowed you to lean forward in anticipation. I felt like the continuity did what it was suppose to do. Although, there were some moments, particularly in the first half, which I felt were rather awkward. The talking scenes in the beginning were rather quick and keep changing from one character to the next, and I was so caught in trying to figure out the plotline, that I didn't even figure out the main character's name until the credits. Cutting, I noticed, was very prominent in the latter half of the motion picture. It made sense, as with the plotline and story the way it is, it definitely made the movie better as the whole. It added to the tension and sense of heart pounding â€Å"Oh-my-word-come-on-you-only-have-5-seconds-to-do-that-gah†. Not only is that, but it allowed the viewer to keep up with the characters' actions, which is very nice if you have a particular character you think is cool. I like Eames, the smart-aleck of the group, so I liked to know what was happening to him and seeing that he wasn't going to die and all that. Close-ups were generally seen in talking scenes, allowing the audience to focus on the emotions and reactions of the character. There was rarely a moment where the camera zoomed in on something that wasn't an organism, something that lived and breathed. In this aspect of the movie, I found it to be either boring or heart-breaking. In my opinion, how good the close-ups were was completely dependent on the actress and actor's ability to perform. If I became aware that they were trying to look sad, rather than felt that the character was distraught, I felt like the close-up wasn't a particularly mart move. I noticed that the composition of â€Å"Inception† was rather dark. Light was played with and created shadows that revealed parts of the character's body, while the other was engulfed in darkness. Objects were always placed far away as to create a feeling of isolation, while managing to focus in on the character the camera was directed at. I really, really enjoyed the compositi on. I believed it worked wonders for the story's overall feeling. It allowed for dark and desolate tone to be even more pronounced. Inception really loves its slow motion scenes. However, considering that it can be a rather fast-moving movie, it does have its uses. Although there was one particular scene near the beginning that made me raise an eyebrow, I found that most of them were rather cool-looking. Considering that the characters were essentially stepping into a dream world, where everything is possible, the slow motions displayed all the strange and exciting so your eyes could feast in the wonderfulness of it all. The color scheme tended to lean towards neutral, yet somehow gave off a very sharp feel to it. There was also a low contrast, although it was most apparent near the end, with a particularly monochromatic feel to it. Textures were interesting to see when things began to lead towards the rising action. As for space, I felt like there was always a foreground and background, but not so much a middle ground. I suppose this was due to the incredible amount of talking. Shape was super incredibly awesome. Then again, it's a plotline about going into the dream world, so obviously the minds behind the work would take advantage of the ability to play around with the world they created. Either way, your mouth would drop at some of the things they twisted, the architecture in particular. In fact, the architecture is one of the most interesting things in the whole movie. As stated before, the movie played around with shadows a lot. There were a lot of highlights in â€Å"Inception†, particularly on the face. The characters are always slightly off center on the screen and there are generally only one or two characters in a single shot. I like to think it just furthers the idea of the isolated feel to the movie. Buildings are towering and rather rectangle in shape, giving off a feel of aloofness. The special effects are in high gear when the characters enter the mind of the wealthy businessman. Things explode, crumble apart, and all that jazz: The essentials for any type of action movie. It's fantastic. My particular favorite is when they do these anti-gravity shots and you see the characters walking upside down and floating in mid-air. Although I found some aspects of the cinematography to be average or lacking, it fully makes up in other ways. The composition and special effects are wicked awesome and I could see why the film won an Academy Award in Cinematography.

Reconciliation and New Beginnings - 801 Words

Mahatma Gandhi once said, â€Å"The weak can never forgive. Forgiveness is the attribute of the strong†. Reconciling with someone is one of the hardest things a person can do. Throughout Bill Clintons book Giving, he discusses cases where reconciling/forgiving someone is important, along with giving those who wronged a new beginning. However it’s a hard thing to do, to completely let go of something painful and forgive the person who may or may not realize what they did. Nelson Mandela served 27 years in prison for plotting to overthrow the corrupt state, known as apartheid, in South Africa. Years after his release, he was elected as the 1st president of South Africa. Mandela, â€Å"invited the men who guarded him in jail to his inauguration, put leaders who had supported apartheid in his cabinet, and set up the Truth and Reconciliation Commission to give people who had committed crimes during the apartheid era the chance to avoid imprisonment by confessing† (Clinton 89). 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