Table of Contents

Purpose of Project.................................................................................................................... 1
Method of Data Collection.......................................................................................................2
Presentation of Data.................................................................................................................3
Mathematical Formulae And Definitions............................................................................ 14
Analysis of Data .…………………………………………………………………………………15
Discussion of Findings / Conclusion..................................................................................... 18
References............................................................................................................................... 20
Appendix................................................................................................................................. 21
 Purpose of Project

This SBA is being done to determine whether excess use of Social Media has any
impact on a student’s grade. Continuous technological advancements have made Social
Media quite significant to many students
. Studies show that habitual use of Social Networking can distract students from their
academic work, resulting in reduced Overall Grades.
Additionally, it is understood that too much of anything may have disadvantages and
there must always be a balance. Similarly, a student should aim for balance where Social
Media and studying is concerned. This project will hopefully bring clarity to whether too
much time spent on Social Media has negative effects on one’s grade.

● Controlled Variable: Age Group of Sample

● Manipulated Variable: Ratio of Time Spent and Social Media vs Studying
● Responding Variable: Overall Grades

1
 Method of Data Collection

To carry out this investigation, the researchers conducted a survey throughout St.
Joseph’s Convent Port-of-Spain and St. Mary’s College to obtain the Necessary Primary Data
results. The Questionnaire provided Continuous Data of grouped grades, time spent on Social
Media and time spent Studying, as well as Discrete Data of punctuality, concentration and
extra tuition, from a sample size of one hundred and fifty Form One, Form Two and Form
Three students. Stratified Random Sampling was used by passing out the Questionnaires to
volunteers during lunch and sharing via the internet to specific classes. After sampling, all the
data collected was compiled, Average Study Time, Social Media Time and Overall Scores
were analysed graphically using standard deviation, quartiles and skew, then compared to
reach a conclusion.

2
 Presentation of Data

Gender Frequency

Male 38

Female 112
TABLE 1: SHOWING THE GENDER OF STUDENTS

Form Frequency

One 49

Two 39

Three 42
TABLE 2: SHOWING THE NUMBER OF STUDENTS FROM EACH
FORM

3
 Presentation of Data

Opinion Frequency

Yes 92

No 58

TABLE 3: SHOWING THE NUMBER OF STUDENTS WHO BELIEVE

THAT SOCIAL MEDIA BENEFITS THEIR EDUCATION

Extra Tuition Frequency

Yes 33

No 117
TABLE 4: SHOWING THE NUMBER OF STUDENTS WHO DO EXTRA
TUITION

4
 Presentation of Data

Opinion Frequency

Yes 61

No 89
TABLE 5: SHOWING THE NUMBER OF STUDENTS WHO FIND IT
DIFFICULT TO CONCENTRATE DURING CLASS

Opinion Frequency

Yes 21

No 49

Sometimes 80
TABLE 6: SHOWING THE NUMBER OF STUDENTS WHO FIND IT
DIFFICULT TO REGULARLY COMPLETE ASSIGNMENTS IN A
TIMELY MANNER

5
 Presentation of Data

Overall Grade Frequency x fx 2 2

(%) 𝑥 𝑓𝑥

100 - 70 118 85 10 030 7 225 852 550

69 - 55 26 62 1612 3 844 99 944

54 - 45 3 49.5 148.5 2 450.25 7 350.75

44 - 40 3 42 126 1 764 5 292

2
∑ 𝑓 =150 𝑥 = 79. 44 ∑ 𝑓𝑥 ∑ 𝑓𝑥

=11 916.5 = 965 136.75

TABLE 7: SHOWING THE NUMBER OF STUDENTS WHO OBTAINED GRADES
WITHIN CERTAIN RANGES

𝑥 = (∑ fx) / ∑f

= 11 916.5 / 150
= 79.44

2
∑𝑓𝑥
2
σ = − 𝑥
∑𝑓

965 136.75 2
= 150
− 77. 44 = 20.91
2
∑𝑓𝑥
2 2
σ = − 𝑥
∑𝑓

2
= 20. 91
= 437.23

6
 Presentation of Data

Number of Frequency x fx 2 2
Hours 𝑥 𝑓𝑥

0-2 68 1 68 1 68

3-5 53 4 212 16 848

6-8 25 7 175 49 1225

9 - 11 4 10 40 100 400

2
∑ 𝑓 =150 ∑ 𝑓𝑥 = 495 ∑ 𝑓𝑥 = 2541

TABLE 8: SHOWING THE NUMBER OF STUDENTS FOR AVERAGE

HOURS SPENT STUDYING

𝑥 = (∑ fx) / ∑f

= 485 / 150
= 3.3

2
∑𝑓𝑥
2
σ = − 𝑥
∑𝑓

2541 2
= 150
− 3. 3
= 2.46
2
∑𝑓𝑥
2 2
σ = − 𝑥
∑𝑓

2
= 2. 46
= 6.05

7
 Presentation of Data

Number of Frequency x fx 2 2
Hours 𝑥 𝑓𝑥

0-2 18 1 18 1 18

3-5 34 4 136 16 544

6-8 41 7 287 49 2009

9 - 11 57 10 570 100 5700

2
∑ 𝑓 =150 ∑ 𝑓𝑥 = 1011 ∑ 𝑓𝑥 = 8271

TABLE 9: SHOWING THE NUMBER OF STUDENTS FOR AVERAGE

HOURS SPENT ON SOCIAL MEDIA

𝑥 = (∑ fx) / ∑f

= 1011 / 150
= 6.74

2
∑𝑓𝑥
2
σ = − 𝑥
∑𝑓

8271 2
= 150
− 6. 74
= 3.12
2
∑𝑓𝑥
2 2
σ = − 𝑥
∑𝑓

2
= 3. 12
= 9.73

8
 Presentation of Data

Number of Frequency x fx 2 2
Hours 𝑥 𝑓𝑥

0-2 116 1 116 1 116

3-5 28 4 112 16 448

6-8 6 7 42 49 294

2
∑ 𝑓 =150 ∑ 𝑓𝑥 = ∑ 𝑓𝑥 = 858

270
TABLE 10: SHOWING THE NUMBER OF STUDENTS FOR AVERAGE
HOURS SPENT ON SOCIAL MEDIA FOR EDUCATION

𝑥 = (∑ fx) / ∑f

= 270 / 150
= 1.8

2
∑𝑓𝑥
2
σ = − 𝑥
∑𝑓

858 2
= 150
− 1. 8
= 1.575
2
∑𝑓𝑥
2 2
σ = − 𝑥
∑𝑓

2
= 1. 575
= 2.481

9
 Presentation of Data

Overall Grade Frequency of Cumulative Frequency of Cumulative

(%) Females Frequency of Males Frequency of
Females Males

100 - 70 94 112 24 38

69 - 55 13 18 13 14

54 - 45 2 5 1 1

44 - 40 3 3 0 0

TABLE 11: COMPARING THE NUMBER AND GENDER OF STUDENTS WHO

OBTAINED GRADES WITHIN CERTAIN RANGES

10
 Presentation of Data

( )c
𝑛
−𝐹
Q1 = LCB + 4
𝑓

= 69.5 +( ) x 31
112
4
−18
94

=72.8

( )c
𝑛
−𝐹
Q2 = LCB + 2
𝑓

= 69.5 + ( ) x 31
112
2
−18
94

= 82.0

( )c
3𝑛
−𝐹
Q3 = LCB + 4
𝑓

= 69.5 +( ) x 31
336
4
−18
94

= 91.3

Minimum Q1 Q2 Q3 Maximum Mean

40 72.8 82 91.3 100 82

TABLE 12: SUMMARY TABLE SHOWING FEMALE STUDENT’S PREVIOUS
OVERALL GRADES

Grades

FIGURE 1: BOX AND WHISKER PLOT SHOWING FEMALE STUDENTS’ PREVIOUS

OVERALL GRADE

11
 Presentation of Data

( )c
𝑛
−𝐹
Q1 = LCB + 4
𝑓

= 54.5 + ( ) x 15
38
4
−1
13

=64.31

( )c
𝑛
−𝐹
Q2 = LCB + 2
𝑓

= 69.5 +( ) x 31
38
2
−14
24

=76.96

( )c
3𝑛
−𝐹
Q3 = LCB + 4
𝑓

= 69.5 +( ) x 31
114
4
−14
24

=88.23

Minimum Q1 Q2 Q3 Maximum Mean

40 64.31 76.96 88.23 100 76.96

TABLE 13: SUMMARY TABLE SHOWING MALE STUDENTS’ OVERALL GRADES

Grades

FIGURE 2: BOX AND WHISKER PLOT SHOWING MALE STUDENTS’ PREVIOUS

OVERALL GRADE

12
 Presentation of Data

FIGURE 3: HISTOGRAM SHOWING AVERAGE HOURS SPENT ON SOCIAL MEDIA

PER WEEK BY ONE HUNDRED AND FIFTY STUDENTS

13
 Presentation of Data

FIGURE 4: HISTOGRAM SHOWING AVERAGE HOURS SPENT STUDYING BY ONE

HUNDRED AND FIFTY STUDENTS

14
 Mathematical Formulae And Definitions

Symbol Definition

𝑥 The Mean is the average of the group of the grade

scores.

Q2 The Median / Second Quartile is the middle

number of the grades when sorted in ascending or
descending order.

Mode The mode is the most frequently occurring grade

on the list of scores.

∑ Sigma - The total sum of .

σ2 The measure of variability in the grades.

σ A standard deviation is a measure of how

dispersed the grades are in relation to the mean .

Q1 The First Quartile is the middle grade of the

lower half of the data when placed in ascending
order.

Q3 The Third Quartile is the middle grade of the

upper half of the data when placed in ascending
order.

Q3-Q1 The Interquartile Range (I.Q.R.) is the difference

between the 1st quartile and 3rd quartile (i.e.
halved). It is the measure of the spread of a
variable.

(Q3-Q1) ÷ 2 The number of times a data value occurs.

f The number of times a data value occurs.

Table 13: Definition of Mathematical Formulae

15
 Analysis of Data

From the Presentation of Data, Measures of Central Tendency and Spreadwill be calculated
using the raw data with respect to the following factors:
● Gender of Student
● Time Spent Studying
● Time spent on Social Media
● Time spent on Social Media for Education
● Participation in extra tuition
● Ability to concentrate during class
● Ability to complete assignments in a timely manner

Symbol Formulae Used Value Found

𝑥 hours spent on
Social Media for (∑ fx) / ∑f = 270 / 150 1.8 hours
Education

𝑥 hours spent on 6.74 hours

Social Media (∑ fx) / ∑f = 1011 / 150

𝑥 Overall Grade of 79.44%

Students (∑ fx) / ∑f = 11 916.5 / 150

𝑥 hours spent 3.3 hours

Studying (∑ fx) / ∑f = 485 / 150

Q1 Overall Grade of
( )c
𝑛
−𝐹
Female Students LCB + 4
𝑓
72.8%
= 69.5 +( ) x 31
112
4
−18
94

Q1 Overall Grade of 64.31%

( )c
𝑛
−𝐹
Male Students LCB + 4
𝑓

= 54.5 + ( ) x 15
38
4
−1
13

Q2 Overall Grade of
( )c
𝑛
−𝐹
Female Students LCB + 2
𝑓
82.0%
( ) x 31
112
−18
= 69.5 + 2
94

16
Q2 Overall Grade of 76.96%
( )c
𝑛
−𝐹
Male Students LCB + 2
𝑓

= 69.5 +( ) x 31
38
2
−14
24

Q3 Overall Grade of
( )c
3𝑛
−𝐹
Female Students LCB + 4
𝑓
91.3%
= 69.5 +( ) x 31
336
4
−18
94

Q3 Overall Grade of 88.23%

( )c
3𝑛
−𝐹
Male Students LCB + 4
𝑓

= 69.5 +( ) x 31
114
4
−14
24

σ of Overall Grade 20.91 %

of Students ∑𝑓𝑥
2
2
− 𝑥
∑𝑓

965 136.75 2
= 150
− 77. 44

σ of hours spent on
Social Media for ∑𝑓𝑥
2

Education − 𝑥
2

∑𝑓
1.575 hours

858 2
= 150
− 1. 8

σ of hours spent on 3.12 hours

Social Media ∑𝑓𝑥
2
2
= − 𝑥
∑𝑓

8271 2
= 150
− 6. 74

σ of hours spent 2.46 hours

Studying ∑𝑓𝑥
2
2
− 𝑥
∑𝑓

17
 2541 2
= 150
− 3. 3

2 2 437.23%
σ of Overall ∑𝑓𝑥
2 2
Grade of Students = − 𝑥 = 20. 91
∑𝑓

2
σ of hours spent on ∑𝑓𝑥
2
2 2
Social Media for − 𝑥 =
858
− 1. 8 2.481 hours
150
Education ∑𝑓

2
σ of hours spent on ∑𝑓𝑥
2 9.73 hours
2 2
Social Media − 𝑥 = 3. 12
∑𝑓

2
σ of hours spent ∑𝑓𝑥
2 6.05 hours
2 2
Studying − 𝑥 = 2. 46
∑𝑓

SUMMARY TABLE RE: FORMULAE USED AND COMPARISON OF DATA

COLLECTED PRESENTATION OF DATA.

18
 Discussion of Findings / Conclusion

In his investigation, most responses came from females with a majority of students
attaining an Overall Grade of 70-100. It can be observed that most students spent 9-11 hours
on social media and the most common achieved grade was 70-100 for males and females.
However, most of the students who spent 9-11 hours on Social Media did not obtain an
overall grade of 70-100. From this, it is clear that time spent on social media can have an
impact on a student’s academic performance.
Moreover, by studying Figures 1 & 2, on page 3, it is clear that female students had
higher chances of attaining higher Overall Grades. Comparing female and male responses, it
is shown that female students had a higher Mean Average of 82% whereas the male students
had a Mean Average of 76.96%. Nevertheless, the majority of the female students who
achieved higher marks, spent the least amount of time on Social Media, that being 0-2 hours.
Hence, it can be deduced that, for female students, the amount of time spent on Social Media
had a negative impact on their Overall Grade. For males, the observations were the same.
Furthermore, 61.3% of students believed that the time spent on Social Media benefits
their education in some way. While 81.5% scored between 70-100 and 94.5% passed overall,
71.7% spent less than 2 hours on Social Media educationally despite 86.4% of the portion
spending more than 2 hours on Social Media. Hence, it can be inferred that, while many
students are aware of the possible benefits of Social Media in their education, they do not
exploit the asset to its fullest extent. Moreover, from 2.6 being the calculated value for
standard deviation for the number of hours spent on social media, it can be deduced that the
data is within the range 0.7 hours to 5.9 hours and is not spread out. It is instead gathered
around the mean, 3.3 hours. This thereby states that most students spent around 3.3 hours on
social media. To add, from those who spent that amount of time on social media, weekly, the
data shows that their grades were generally high, most being 70-100. From this, it is implied
that spending 3-5 hours on social media weekly may have a very small impact on academic
performance.
Additionally, derived from the raw data, 40.7% stated that they have found difficulty
concentrating during class. However, 33.3% of these students have sometimes or always find
difficulty regularly completing assignments in a timely manner. Regardless, 62 % of this
portion scored 70-100 and 88% passed, despite 50% spending at most 2 hours studying and at

19
least 9 hours on Social Media. Consequently, it can be deduced that, for Forms One to Three,
excessive hours of studying is not crucial as the majority of students pass their classes with
little to no study time in spite of lack of concentration or inability to complete assignments
efficiently. Nevertheless, 66.6% of students who took extra tuition scored 70-100 and 93.9%
passed. Hence, it is likely that students who have help will score a higher percentage than
those who work on their own.
Conclusively, while Form Ones, Twos and Threes do not need to spend excessive
time studying to do well in their classes, students who spent less time on Social Media and
more time studying were seen to have higher Overall Grades, focused better in class and did
not find it difficult to submit assignments in a timely manner. Furthermore, data also showed
that students who utilised Social Media for educational purposes or had extra tuition also
attained higher Overall Grades.

WORD COUNT: 947 words

20
 References

Effect of social media use on learning, social interactions, and sleep duration among
university students - PMC

Social Media Usage Negatively Impacts the Schoolwork of Students from Adolescence to
College Research Suggests.

21
 Appendix

TABLE 13:SHOWING DATA COLLECTED FROM ONE HUNDRED AND FIFTY

STUDENTS ON THEIR STUDY AND SOCIAL MEDIA HABITS

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
Female Form 1 100 - 70 3-5 9 -11 0-2 Yes Yes No Sometimes
Female Form 1 100 - 70 6-8 6-8 3-5 Yes No No Sometimes
Female Form 1 100 - 70 0-2 9 -11 0-2 Yes No No Sometimes
Female Form 1 69 - 55 0-2 0-2 3-5 No No Yes Sometimes
Female Form 1 100 - 70 0-2 9 -11 0-2 Yes No Yes Sometimes
Female Form 1 100 - 70 0-2 6-8 0-2 Yes No Yes Yes
Female Form 1 100 - 70 3-5 9 -11 3-5 Yes No Yes Sometimes
Female Form 1 100 - 70 0-2 9 -11 0-2 No No No Sometimes
Female Form 1 100 - 70 0-2 0-2 0-2 Yes No No No
Female Form 1 100 - 70 0-2 3-5 3-5 No No Yes Sometimes
Female Form 1 100 - 70 6-8 6-8 0-2 No Yes No Sometimes
Female Form 1 100 - 70 6-8 6-8 0-2 No Yes No Sometimes
Female Form 1 100 - 70 3-5 9 -11 0-2 Yes No No No
Female Form 1 100 - 70 3-5 6-8 0-2 Yes No No No
Female Form 1 100 - 70 0-2 6-8 0-2 Yes No Yes No
Female Form 1 100 - 70 3-5 6-8 3-5 Yes No No Sometimes
Female Form 1 100 - 70 0-2 6-8 0-2 Yes No No Sometimes
Female Form 1 100 - 70 0-2 6-8 0-2 Yes No Yes Yes
Female Form 1 100 - 70 6-8 3-5 6-8 Yes No No No
Female Form 1 100 - 70 0-2 0-2 0-2 Yes No No No
Female Form 1 100 - 70 3-5 3-5 0-2 Yes No No No
Female Form 1 100 - 70 0-2 3-5 0-2 Yes No No Sometimes
Female Form 1 100 - 70 0-2 6-8 0-2 Yes No No Sometimes
Female Form 1 100 - 70 6-8 0-2 0-2 No No Yes No
Female Form 1 69 - 55 3-5 6-8 0-2 No No Yes Sometimes
Female Form 1 100 - 70 0-2 6-8 0-2 Yes Yes No No
Female Form 1 100 - 70 3-5 9 -11 0-2 No Yes Yes Sometimes
Female Form 1 69 - 55 3-5 0-2 3-5 Yes No No Sometimes
Female Form 1 100 - 70 0-2 6-8 0-2 No No No No
Female Form 1 100 - 70 0-2 9 -11 0-2 No No No Sometimes

22
Female Form 1 100 - 70 3-5 9 -11 0-2 No No Yes Sometimes
Female Form 1 100 - 70 0-2 3-5 0-2 No No Yes Sometimes
Female Form 1 100 - 70 0-2 9 -11 0-2 Yes No No Sometimes
Female Form 1 100 - 70 0-2 3-5 0-2 No No No Sometimes
Female Form 3 100 - 70 0-2 3-5 0-2 No No No No
Female Form 3 100 - 70 6-8 9 -11 0-2 No Yes Yes Yes
Female Form 3 100 - 70 3-5 0-2 0-2 No No No Sometimes
Female Form 3 100 - 70 6-8 6-8 0-2 No No No No
Female Form 3 100 - 70 3-5 0-2 0-2 Yes Yes Yes No
Female Form 3 100 - 70 6-8 3-5 0-2 No No No No
Female Form 3 100 - 70 3-5 9 -11 3-5 Yes No No No
Female Form 3 100 - 70 3-5 9 -11 0-2 No Yes No No
Female Form 3 100 - 70 0-2 0-2 0-2 Yes No No No
Female Form 3 100 - 70 0-2 0-2 0-2 Yes No No No
Female Form 3 69 - 55 3-5 6-8 0-2 No Yes No Sometimes
Female Form 3 100 - 70 0-2 9 -11 0-2 Yes No No No
Female Form 3 69 - 55 3-5 6-8 3-5 No No Yes Sometimes
Female Form 3 69 - 55 0-2 0-2 0-2 No Yes No No
Female Form 3 100 - 70 0-2 9 -11 0-2 No No No No
Female Form 3 100 - 70 9 -11 9 -11 0-2 Yes Yes Yes Yes
Female Form 3 100 - 70 3-5 6-8 0-2 No No No Sometimes
Female Form 3 54 - 45 0-2 3-5 0-2 No Yes Yes Sometimes
Female Form 3 100 - 70 0-2 6-8 0-2 Yes No No Sometimes
Female Form 3 100 - 70 0-2 0-2 0-2 No No No No
Female Form 3 100 - 70 3-5 0-2 0-2 Yes No No Sometimes
Female Form 3 44 - 40 3-5 9 -11 3-5 Yes No Yes Yes
Female Form 3 100 - 70 6-8 6-8 0-2 No No No Sometimes
Female Form 3 100 - 70 6-8 6-8 0-2 No No No Sometimes
Female Form 3 100 - 70 0-2 9 -11 3-5 Yes No No No
Female Form 3 100 - 70 0-2 9 -11 0-2 No No Yes Yes
Female Form 3 100 - 70 3-5 9 -11 0-2 Yes No Yes Yes
Female Form 3 100 - 70 0-2 3-5 3-5 Yes No No Sometimes
Female Form 3 69 - 55 0-2 9 -11 0-2 Yes No Yes Sometimes
Female Form 3 100 - 70 3-5 9 -11 0-2 Yes No Yes No
Female Form 3 100 - 70 0-2 6-8 0-2 Yes Yes No No
Female Form 3 100 - 70 3-5 9 -11 0-2 Yes Yes No Sometimes
Female Form 3 54 - 45 0-2 9 -11 0-2 Yes No Yes Yes

23
Female Form 3 100 - 70 0-2 6-8 3-5 Yes No Yes Yes
Female Form 3 100 - 70 0-2 0-2 0-2 Yes Yes Yes No
Female Form 2 100 - 70 6-8 6-8 6-8 Yes No No Sometimes
Female Form 2 100 - 70 3-5 9 -11 3-5 Yes No Yes Sometimes
Female Form 2 100 - 70 0-2 6-8 0-2 Yes No No Sometimes
Female Form 2 100 - 70 3-5 9 -11 6-8 Yes No No No
Female Form 2 100 - 70 0-2 9 -11 0-2 Yes No Yes Sometimes
Female Form 2 100 - 70 3-5 9 -11 3-5 Yes No No No
Female Form 2 100 - 70 3-5 6-8 0-2 No No No No
Female Form 2 100 - 70 6-8 3-5 0-2 Yes No Yes Sometimes
Female Form 2 100 - 70 3-5 6-8 0-2 Yes No Yes Sometimes
Female Form 2 100 - 70 6-8 3-5 0-2 Yes No Yes No
Female Form 2 100 - 70 6-8 9 -11 0-2 No Yes Yes No
Female Form 2 100 - 70 3-5 3-5 0-2 Yes No Yes Sometimes
Female Form 2 100 - 70 3-5 3-5 0-2 Yes No No Sometimes
Female Form 2 100 - 70 3-5 9 -11 0-2 Yes No No Sometimes
Female Form 2 100 - 70 6-8 9 -11 0-2 No No No No
Female Form 2 100 - 70 3-5 9 -11 3-5 Yes No No Sometimes
Female Form 2 100 - 70 0-2 0-2 0-2 Yes No Yes Sometimes
Female Form 2 69 - 55 0-2 9 -11 0-2 Yes No Yes Yes
Female Form 2 100 - 70 9 -11 6-8 6-8 No No Yes Sometimes
Female Form 2 100 - 70 3-5 9 -11 0-2 Yes No Yes Sometimes
Female Form 2 100 - 70 3-5 3-5 3-5 Yes No No Sometimes
Female Form 2 69 - 55 3-5 3-5 6-8 Yes No Yes Sometimes
Female Form 2 69 - 55 3-5 3-5 0-2 No No No Yes
Female Form 2 69 - 55 0-2 9 -11 3-5 Yes No No Sometimes
Female Form 2 100 - 70 6-8 9 -11 3-5 Yes Yes Yes Sometimes
Female Form 2 100 - 70 3-5 3-5 0-2 No No No Sometimes
Female Form 2 100 - 70 3-5 0-2 0-2 No No No Sometimes
Female Form 2 100 - 70 6-8 3-5 0-2 Yes No Yes No
Female Form 2 100 - 70 0-2 6-8 0-2 Yes No No Sometimes
Female Form 2 69 - 55 0-2 0-2 0-2 No Yes Yes Sometimes
Female Form 2 100 - 70 0-2 3-5 0-2 Yes No Yes Sometimes
Female Form 2 100 - 70 0-2 0-2 0-2 Yes Yes No Yes
Female Form 2 100 - 70 0-2 6-8 0-2 No No No Sometimes
Female Form 2 44 - 40 6-8 9 -11 3-5 Yes No Yes Yes
Female Form 2 100 - 70 9 -11 9 -11 0-2 Yes No No No

24
Female Form 2 100 - 70 9 -11 9 -11 0-2 Yes No Yes Sometimes
Female Form 2 100 - 70 6-8 9 -11 0-2 No No No No
Female Form 2 100 - 70 0-2 3-5 0-2 No No Yes Sometimes
Female Form 2 100 - 70 3-5 3-5 0-2 Yes Yes Yes Sometimes
Female Form 2 100 - 70 0-2 0-2 0-2 No No Yes Sometimes
Female Form 2 69 - 55 6-8 9 -11 3-5 No No Yes Sometimes
Female Form 2 100 - 70 6-8 9 -11 3-5 Yes No No Sometimes
Female Form 2 44 - 40 0-2 9 -11 0-2 Yes No Yes Yes
Male Form 1 69 - 55 0-2 6-8 6-8 Yes No Yes Yes
Male Form 1 100 - 70 0-2 3-5 0-2 No No No Sometimes
Male Form 1 100 - 70 0-2 3-5 0-2 Yes No No Sometimes
Male Form 1 69 - 55 0-2 9 -11 0-2 No No Yes Yes
Male Form 1 54 - 45 3-5 3-5 0-2 Yes Yes Yes Sometimes
Male Form 1 69 - 55 0-2 3-5 0-2 Yes Yes No No
Male Form 1 100 - 70 0-2 6-8 0-2 Yes No No No
Male Form 1 100 - 70 0-2 9 -11 0-2 Yes No No Yes
Male Form 1 100 - 70 0-2 6-8 0-2 Yes No No Sometimes
Male Form 1 100 - 70 0-2 6-8 0-2 Yes No No Sometimes
Male Form 1 100 - 70 6-8 6-8 3-5 Yes Yes No No
Male Form 1 69 - 55 3-5 6-8 3-5 Yes No No No
Male Form 1 100 - 70 3-5 6-8 0-2 No No No No
Male Form 1 100 - 70 3-5 3-5 0-2 No No No No
Male Form 1 100 - 70 0-2 9 -11 3-5 No Yes No Yes
Male Form 3 100 - 70 6-8 9 -11 0-2 Yes Yes Yes Sometimes
Male Form 3 69 - 55 3-5 9 -11 0-2 No Yes Yes Sometimes
Male Form 3 100 - 70 6-8 9 -11 0-2 No Yes Yes Sometimes
Male Form 3 100 - 70 0-2 9 -11 0-2 Yes No Yes Sometimes
Male Form 3 69 - 55 3-5 6-8 0-2 Yes Yes No Sometimes
Male Form 3 100 - 70 3-5 3-5 0-2 Yes Yes No No
Male Form 3 69 - 55 0-2 6-8 0-2 No No Yes Sometimes
Male Form 2 69 - 55 0-2 6-8 0-2 No No No Sometimes
Male Form 2 69 - 55 3-5 9 -11 0-2 No Yes Yes No
Male Form 2 100 - 70 3-5 9 -11 0-2 No No No No
Male Form 2 69 - 55 0-2 9 -11 0-2 Yes Yes Yes Sometimes
Male Form 2 100 - 70 3-5 6-8 0-2 No No No No
Male Form 2 69 - 55 3-5 3-5 0-2 No No No Sometimes
Male Form 2 100 - 70 0-2 3-5 0-2 Yes No Yes Sometimes

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Male Form 2 100 - 70 0-2 6-8 3-5 Yes No Yes No
Male Form 2 100 - 70 3-5 9 -11 3-5 No No No Yes
Male Form 2 100 - 70 3-5 9 -11 3-5 No No No Sometimes
Male Form 2 69 - 55 3-5 9 -11 0-2 Yes No No Yes
Male Form 2 100 - 70 0-2 9 -11 0-2 Yes No No No
Male Form 2 100 - 70 0-2 3-5 0-2 Yes No No Sometimes
Male Form 2 69 - 55 0-2 3-5 0-2 Yes Yes Yes No
Male Form 2 100 - 70 3-5 3-5 0-2 No No No No
Male Form 2 100 - 70 6-8 3-5 3-5 Yes Yes No Yes

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Questionnaire:
1) What is your gender?
Female
Male
2) What Form are you in?
Form 1
Form 2
Form 3
3) What was your previous overall grade?
100 - 70
69 - 55
54 - 45
44 - 40
4) How many hours, on Average, do you spend Studying, weekly?
0-2
3-5
6-8
9 - 11
5) How many hours, on Average, do you spend on Social Media, weekly?
0-2
3-5
6-8
9 - 11
6) How many hours, per week, do you spend using Social Media for Educational
Purposes?
0-2
3-5
6-8
7) Do you think the time spent on Social Media benefits your Education in any way?
Yes
No
8) Do you do extra tuition?
Yes
No
9) Is it difficult for you to concentrate during class ?
Yes
No
10) Is it difficult for you to regularly complete assignments in a timely manner?
Yes
No
Sometimes

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