School of computing and electrical engineering Department of Information System

Title:

The effect of facebook on education in BDU IOT

Group Members

ID NO

1. Mayet Gizachew

2. Melkamu Tesffaye

504/02 531/02 542/02

3. Meseret Yohannes

CHAPTER THREE DATA ANALYSIS AND PRESENTATION

3.1 Introduction This chapter deals with presentation, analysis and interpretation of the collected data using questionnaires from students who us facebook in BDU IOT 3.2 General information A total no of 10 questionnaires were distributed by the researcher to students of BDU IOT while using facebook. The questionnaires were given to those students who were volunteer to fill our questionnaire, we didnt force to fill. Therefore, all 10 questionnaire papers were filled and returned. Based on the distributed questionnaire, 3 respondents are females, which it means that 25% of respondents are females and the rest of them are 7 respondents (75%) were male students. Based on the respondents age, 20% of them are between 18-20 age ranges which mean 2 respondents. And the rest of them which is 80% of them are from 21-24 age range which is 8 respondents. All students which are questioned are regular students of BDU IOT which means we didnt include extension students. From the respondents year in the campus 7 respondents or 70% of them are a 3rd year students, and 20% (2 respondents) are 4th year students and the rest 1 respondent is a 2nd year student. All of the respondents are from the school of computing and electrical engineering, specifically 4 respondents (40%) are from information system department, 2 respondents (20%) are from information technology department, 2 respondents (20%) are from computer science department, and the rest of them are from computer science engineering and electrical engineering department. Concerning the educational level of the respondents, all of the respondents it means that 100% of the respondents are applying for the degree level.

Number of respondents Percentage Sex Male 7 70% Female 3 30% Total 10 100% Age 18-20 Years 2 20% 21-24 Years 8 80% 25-30 Years 0 0% Total 10 100% Apply for Regular 10 100% Extension 0 0% Total 10 100% Year 2nd 1 10% rd 3 7 70% 4th 2 20% Total 10 100% Department IS 4 40% IT 2 20% CS 2 20% CSED 1 10% EED 1 10% Total 10 100% Educational level Degree 10 100% Masters 0 0% Total 10 100% Table1 Respondents general information Data

Description

3.3 Specific questions

Based on our questions most of the respondents were agreed that facebook wastes much of their time. From 9 respondents 8 of them (88.8%) agreed and 1 of them (11.2%) disagrees. And much of the respondents (66.6%) try to reduce the time they spent on facebook to their learning time. But some of them didnt try to reduce their time (43.4%), much of them (77.7%) agreed that there is a change now using facebook and before being facebook member in their education. And some of them (33.3%) of them disagree.

3.3.1 Specific question concerned about the study

Questions using facebook level of agreement Frequency 8 1 9 6 3 9 7 2 9 Percentage 88.8% 11.2% 100% 66.6% 43.4% 100% 77.7% 32.3% 100%

Did you think that Yes No Total to Yes wastes your time? Have you try

reduce the time you No spent on facebook to Total your learning time? Is there any change, Yes now using facebook No and before being Total facebook member in your education?

Table 2. Specific questions concerned about the study

3.3.2 specific questions concerned about the study.

Based on the questionnaire we distribute, most of the students are users of facebook. From 10 no of respondents 9 (90%) of the respondents are users of facebook, but the rest 1(10%) didnt use facebook at all.

Based on question no 3.5, respondents were asked that the effect of facebook on education and respondents replied that (5 respondents) 55.6% of them believe that facebook as not useful to their education, and the 33.3% (3 respondents) believe that facebook as not so harmful to and not very necessary to education (they do think facebook as useful).But the rest 1 respondent believe that it is very necessary (very useful) to education. According to question no 3.9, respondents were asked about facebook and their grade performance now using facebook and 5 (62%) of the respondents believe that facebook is not useful or have an effect on their grade. And the rest 3(37.5%) of the respondents believe that facebook as medium or useful which means it is not bringing that much problem to their grade. H0: Facebook have a negative effect or is not useful on education. Ha: Facebook have a positive effect or is useful on education. Questions Level of agreement Frequency Percentage

The effect of face book Not useful on education? Useful Very useful The effect of face book Not useful on a grade? Useful Very useful Table 3. Specific questions concerned about the study

5 3 1 5 3 0

55.6% 33.33% 11.11% 62.5% 37.5% 0%

Calculating the test statistics

Not useful The effect of face Fo=5 book on education Useful Fo=3 Very useful Fo=1 Fe=(9*1)/17=0.53 Fo=0 Fe=(8*1)/17=0.47 8 F row 9

Fe=(9*10)/17=5.30 Fe=(9*6)/17=3.18 Fo=3

The effect of face Fo=5 book students grade

Fe=(8*10)/17=4.70 Fe=(8*6)/17=2.82

F column

10

N=17

Table 4. Calculating the test statistics

X2 = (5-5.30)2/5.30 + (3-3.18)2/3.18 + (1-0.53)2/0.53 + (5-4.70)2/4.70 + (3-2.52)2/2.52 + (0-0.47)2/0.47 X2 = 0.017 + 0.010 + 0.417 + 0.0192 + 0.012 + 0.47 X2=0.0946 DF=(R-1)*(C-1) DF= (2-1)*(3-1) DF= (1)*(2) DF= 2 DF (critical tabled value) = 5.99 X2 < DF

Therefore H0 is accepted. Conclusion and Recommendation Conclusion Most of the respondents indicated that facebook have a negative effect on education. For instance, facebook users spent much time on facebook and less time to study their courses. But respondents that are not facebook users spent their much time on studying their courses.

Recommendations Based on the findings that we made, we forwarded the following recommendation: Facebook users should use facebook for educational purpose. Facebook users should treat their facebook time and study time fairly. Based on the respondents, using facebook is wasting their learning time, so the school needs to limit the connection(allow the connection for a limited time)

References Arrington, M. (2005, September 7) from http://www.techcrunch.com/2005/09/07/85-of-college-Students-usefacebook/ Selwyn, N. (2007). Screw blackboarddo it on Facebook!: An investigation of students educational use of Facebook. Presented at the Poke 1.0 Facebook Social Research Symposium, University of London. from http://www.pewinternet.org/PPF/r/198/report_display.asp