CARIBBEAN EXAMINATION COUNCIL

SCHOOL BASED ASSESSMENT

GENERAL MATHEMATICS

TITLE: What is the impact of Social Media usage on Queen College Students’
………..Academics?

CANDIDATE NAMES: AADESH HOOBLALL

JOSHUA GULAB

ZAKARIYA BACCHUS

REUBEN CUSH

ALEXANDRIA FORRESTER

TEACHER: Ms. Osborne

SCHOOL: Queen’s College

TERRITORY: Guyana
Project Title

What is the impact of Social Media usage on Queen College Students’ Academics?
Introduction

In this Mathematics SBA, the researchers plan to determine if the access to

social media platforms, (eg. Whatsapp, Instagram) in any way impact the academic
performance of secondary school students. By impact to academic performance we
are simply looking to find if there is trend of low percentages or high percentages
of the students that use social media as opposed to those that do not. We plan to
conduct this experiment among 100 students from different Grades in Queen’s
College—the premier secondary school of Guyana, located on the junction of
Camp and Thomas Streets, Georgetown.

The data obtained is with the following objectives; to find the usage of social
media by students preparing to sit important national examinations, academic
performances between social media users and non-users, and the impact of social
media on the academic performances, whether it be a positive or negative impact.

The researchers have decided to gather this data because: these figures and
conclusions can be observed by other students as guidelines for balancing school
with technology and social media. The information concluded may also be used to
change parental approach to their children on the popular topic of academics
versus their children’s social life. Furthermore, we even plan to use this
information ourselves, so that we may learn and make the right decisions when it
comes to device and social media usage during the school year (especially with
CSEC to write).
 Table Of Content

Page

Method of Data Collection………………………………………… 1

Presentation of Data……………………………………………….. 2

Analysis of Data……………………………………………………. 7

Discussion………………………………………………………….. 10

Conclusion………………………………………………………….. 11

Appendix…………………………………………………………… 12

Reference………………………………………………………….. 17

The table of contents should come after the title page.

 Method of data collection

In this project we will be survey 100 Queen’s College students with 20 each from Grades 8, 9,
10, 11 and 13.

These particular Grades were chosen because the students in these levels have previously written
examinations in Queen’s College.

Questionnaires comprising of questions ranging from usage of social media to effects of social
media was used to obtain the data.

Sampling Methodology

The sampling methodology used in this survey were Selective and Voluntary sampling with the
use of questionnaires.

Reason:

Selective Sampling was used to identify the grades within the school comprising of students who
have previously written examinations at Queen’s College hence Grades 7 and 12 were not
selected.

Voluntary Sampling was also used as the questionnaires for the survey were only done by
students in each level that volunteered.

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 Presentation of data

1. The pie chart below shows the number of participants who are currently on social media
////platforms opposed to those who are not.

Graph 1

Total: 100 participants

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2. The table below shows the distribution of active users to non- users by the different …
Grades in the school.
Table 1
Grade Total no. of No. of persons No. of persons
participants using Social not using social
Media media
8 20 17 3
9 20 19 1

10 20 18 2

11 20 20 0
13 (upper 6) 20 20 0

3. The table below shows the distribution of time spent by participants from different Grades in
….the school.
Table 2
0-60 minutes a 60-120 minutes 120-180 minutes 180+ minutes a
day a day a day day
Grade 8 4 3 9 1

Grade 9 3 6 8 2

Grade 10 3 5 7 3

Grade 11 11 4 3 2

Grade 13 7 10 2 1

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4. The cumulative table below shows the number of participants currently on social media
allocated to their respective academic ranges
Table 3
 No. of participants Cumulative
Midpoint on social media Frequency
(x) CURRENTLY (y)

Less than 60% 30 6 6

60-70% 65 8 14

70-80% 75 53 67

80-90% 85 25 92

90-100% 95 2 94

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5. The cumulative table below shows the number of participants NOT on social media allocated
to their respective academic ranges
Table 4
 No. of participants Cumulative
Midpoint NOT on social media Frequency
(x) (y)

Less than 60% 30 0 0

60-70% 65 1 1

70-80% 75 0 0

80-90% 85 2 3

90-100% 95 3 6

6. The Bar Graph below shows the number of participants whose parents have control over their ,
…social media usage opposed to those that do not.
Graph 2

Parental Control Total: 94 participants

7. The table below shows the performance of students whose parents manage their social media
…..usage as opposed to those that are not managed.
Table 5
 No. of participants with No. of participants with
Parental control over social No parental control over
media usage social media usage
Academic Performance
Less than 60% 0 6

60-70% 0 8

70-80% 6 47

80-90% 23 2

90-100% 2 0

6
Analysis of Data
As shown in Table 1 it was observed that in the higher grades such as grades 11 and 13 more
students were present on social media as opposed to the lower grades. This may be since the
students in the higher levels were of higher ages and maturity and as a result more present of
social media platforms.

But in Table 2 despite the fact that the participants in ‘examination preparations’ mostly used
social media it was observed that they spent less time on a daily basis on social media.
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For instance, 75% ( × 100) of total Grade 11 students that participated used social media less
20
17
than 120 minutes per day as well as a further 85% ( × 100) of total Grade 13 students that
20
participated used social media under the 120 minute margin.
This was a clear indication that despite the two levels having 100% of participants using social
media, during the examination preparations they were using them less on a daily basis.

On the other hand 55.6% (30 out of 54) of participants from Grades 8, 9 and 10 spent more than
120 minutes per day on social media.
Despite the percent being just over half of the participants this still indicated that the students in
the lower school had more time in their day to spend on social media as opposed to the older
students.

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As shown by table 3
 ∑ xy
Mean x̄ = ∑ y

(30 ×6)+(65 ×14)+(75× 67)+(85 × 92)+(95 ×94 )

x̄ =
6+14 +67+92+ 94
180+910+5025+7820+8930
= 273
22865
= 273

= 83.75%
The average percentage of the participants currently using social media = 83.75%

As shown by table 4
∑ xy
Mean x̄ = ∑ y

(30 x 0)+(65 x 1)+(75 x 0)+(85 x 2)+(95 x 3)

x̄ =
0+1+0+ 2+ 3
0+65+0+ 170+ 285
= 6
520
= 6

= 86.67%
The average percentage of participants who do not use Social media = 86.67%

Clearly there is a difference between the number of participants on social media opposed to those
that are not, as seen in Graph 1

Ratio- 94:6

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By calculating the averages/ mean of their academic percentages in the school year of 2018/19
we see that:
The average percentage of the participants currently using social media = 83.75%
The average percentage of participants who do not use Social media = 86.67%
Therefore it is proven that participants not using Social Media perform better in school as it
relates to the average.
As shown in table 5 and graph 2
As it relates to parental control over social media usage, it was observed that all of the 31
students who answered ‘yes’ to parental control over their social media usage were able to obtain
percentages over the 70% margin and even 2 participants being able to obtain 90% and over
scores.
While students without parental control over their social media usage mostly got between the
70-80% range.

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Discussion of Findings
Overall it must be noted that the students in the grades of 11 and 13 were at the time of survey in
preparation of National Examinations namely Caribbean Secondary Examination Certificate
(CSEC) and Caribbean Advanced Proficiency Examination (CAPE) respectively recorded all
participants being present on social media.
Despite the higher presence on social media the students have managed the time they spend on
the platforms as they begin examination preparations.
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75% ( × 100) of total Grade 11 students that participated used social media less than 120
20
17
minutes per day as well as a further 85% ( × 100) of total Grade 13 students that participated
20
used social media under the 120 minute margin.

It was also seen that persons not using social media had a better average percentage (86.67) as
opposed to those that were currently using social media (83.75%).

But the ratio between users to non-users is a 94:6 ratio.

On the other hand, it was seen that despite being present on social media if a student is carefully
managed on the amount of usage they are allowed the student’s academic performances are not
affected but if they are not monitored there is a clear negative impact on academic performances.

This is so because all 31 students that responded ‘yes’ to parental control over usage were able to
attain academic percentages over 70% with most in the 80-90% range while students who
answered ‘no’ mostly sat in the 70-80% range.

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Conclusion

In conclusion the main objective of this survey for a School Based Assessment (SBA) was to

find out if social media usage impacted the academics performance of Queen’s College students.

The research observation of the survey are as follows:

1. Majority of the school population surveyed, 94 out of 100 participants were active users on

…social media.

2. The average academic percentage of students not using social media was higher by 2.29% …

than those who did.

3. Despite older students’ usage of social media they are able to manage their usage during …

examination preparations.

4. Even though one has social media if their usage is carefully managed by parental guidance …

there is little to no impact on academic performances.

It can therefore be concluded that social media usage does not affect the academic performance

of Queen’s College students.

Overall the researchers would suggest more parental monitoring over the amount of time

students spend on social media especially during school time.

The researcher would also make mention that students not using social media may be permitted

to do so if they wished as social media usage has been proven to have no harm on their academic

performances.

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 Appendix

QUESTIONNAIRE FOR MATHEMATICS SBA

Dear participant,
We the researchers, namely Joshua Gulab, Alexandria Forester, Aadesh Hooblall,
Zackariya Bacchus and Reuben Cush are conducting this survey to examine the usage of
the Internet and Social media platforms and their impact on Queen’s College students’
academic performance. The data collected will be used in the researchers School Based
Assessment (SBA) for the 2020 Caribbean Secondary Examination Certificate (CSEC)
General Mathematics.
The participant is encouraged to answer the following questions as honest as possible as
the data collected shall and will remain completely anonymous. There is no right or
wrong answer and the participant may select as many responses required in a particular
question.
The researchers will like to extend their gratitude in advance for your participation,
Yours truly,

Joshua Gulab,
Alexandria Forester,
Aadesh Hooblall,
Reuben Cush,
Zackariya Bacchus

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1. What is your gender?
◻ Male
◻ Female

2. Which grade are you in currently?

◻8
◻9
◻ 10
◻ 11
◻ 13

3. What is your overall percentage at the end of the term?

◻ less than 60%
◻ 60-70%
◻ 70-80%
◻ 80-90%
◻ 90-100%

4. Do you possess an electronic device for your personal usage?

◻ Yes
◻ No
◻ I share the device with other persons in my home

5. Are you currently a user of ANY social media platform?

◻ Yes
◻ No
6. By answering NO, I am saying that
◻ I have never used social media
◻ I am no longer using social media

7. If you have answered YES, what are your reasons for being on social media?
(tick as many)
◻ Social Reasons
◻ Academic Reasons
◻ Gaming Reasons
◻ Others _________________

8. If NO, what are your reasons for not being on social media?
(tick as many)
◻ It is a distraction
◻ Parental reasons
◻Never interested
◻ Others _________________

9. Would you say social media contributes to procrastination?

◻ Yes
◻ No
◻ Not sure

10. Overall, do you see social media as beneficial to one academically?

◻ Yes
◻ No
◻ It has its pros and cons
If you have responded NO to social media usage, thank you for your
participation and you are not required to continue the questionnaire.

If you have answered YES please continue forward in this questionnaire.

11. What type of social media user would you classify yourself as;
◻ I use social media almost every hour of the day
◻ I use social media atleast once a day
◻ I use social media atleast once a week

12. What level of access to the internet do you possess?

◻ Wifi at home
◻ Internet café
◻ Data plan

13. What electronic device do you possess or use? (tick as many as you require)
◻ Smart phone
◻ Tablet/ Ipad
◻ Computer

14. How many social media platforms are you currently active on?
◻ 1 only ◻ 3 only
◻ 2 only ◻4 or more

15. Which social media are you active on? (tick as many as necessary)
◻ Whatsapp ◻ Twitter
◻ Instagram ◻Snapchat
◻ Facebook ◻Other ______________________
16. How much time do you average you spend on social media on a daily basis in total?
◻ 0-60 minutes ◻ 120-180 minutes
◻ 60-120 minutes ◻ More than 180 minutes
17. Which social media do you say you mostly use?

18. What most times distracts you on social media?

◻ Interesting Advertisements
◻ Funny content (memes, videos)
◻ Friends
◻ Never get distracted

19. Have you ever felt that social media has affected your academic performance?
◻ Yes
◻ No
◻ Never thought about it

20. Do your parents have any control over your usage of social media?
◻ Yes
◻ No

END
Thank you for your time
 Reference

MetaGraphcreator. (n.d.). Retrieved from https://www.meta-chart.com.

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