Reporte final de seminario ii(1)

UNIVERSITY OF THE SALVADOR SCHOOL
OF ART AND SCIENCES FOREING
LANGUAGE DEPARTMENT
SEMINAR II
RESEARCH TOPIC
NEGATIVE EFFECTS OF SOCIAL NETWORKS IN THE ACADEIC PERFORANCE OF
THIRD YEAR STUDENTS AT MODERN LANGUAGES MAJOR FROM UNIVERSITY
OF EL SALVADOR.
TEACHER: Mti. EDGAR NICOLÁS AYALA
STUDENTS:
CAMILA PINEDA DELGADILLO
DELMY ROSIBEL GARCIA
ROSA CLARIBEL MENJIVAR
MILTON ERNESTO ZAMORA
GROUP: 04
NOVEMBER 25th 2014.

INDEX
THEME PAG.
INTRODUCTION............................................................................................................. 1
I. RESEARCH TOPIC .................................................................................................. 2
II. STATEMENT OF PROBLEM.................................................................................... 2
A. HISTORICAL FRAMEWORK................................................................................... 2
B. DESCRIPTION OF PROBLEM................................................................................ 4
C. OBJECTIVES .......................................................................................................... 5
D. RESEARCH QUESTIONS....................................................................................... 5
E. JUSTIFICATION ..................................................................................................... 6
F. DELIMITATION OF PROBLEM .............................................................................. 7
III. THORETICAL FRAMEWORK ............................................................................... 7
LITERATURE REVIEW................................................................................................ 7
SOCIAL NETWORK AND THE USERS....................................................................... 8
EFFECT OF SOCIAL NETWORK ON ACADEMIC PERFORMANCE......................... 8
SOCIAL MEDIA HAS NEGATIVE IMPACT ON ACADEMIC PERFORMANCE......... 10
IV. TYPE OF STUDY ................................................................................................ 12
V. HYPHOTESES........................................................................................................ 13
A. HYPOTHESES...................................................................................................... 13
B. CONCEPTUAL DEFINITION OF VARIABLES...................................................... 13
C. OPERATIONAL DEFINITION OF VARIABLES .................................................... 14
VI. RESEARCH DESIGN .......................................................................................... 14
NON-EXPERIMENTAL RESEARCH DESIGN ........................................................... 14
VII. POPULATION AND SAMPLE.............................................................................. 15
A. POPULATION........................................................................................................ 15
B. SAMPLE ................................................................................................................ 15
VII. DATA GATHERING PROCESS........................................................................... 18
STEP ONE:................................................................................................................ 18
STEP TWO: ............................................................................................................... 18
STEP THREE:............................................................................................................ 19
STEP FOUR:.............................................................................................................. 19
STEP FIVE:................................................................................................................ 19

DATA GATHERING INSTRUMENT ANALYSIS............................................................ 20
THE INSTRUMENT.......................................................¡Error! Marcador no definido.
IX DATA ANALISIS........................................................................................................ 27
A. STATISTICAL PROCEDURES ............................................................................. 27
B. DATA ANALYSIS PLAN........................................................................................ 28
ANALYSIS OF DATA .................................................................................................... 29
B. STATISTICAL PROCEDURES............................................................................ 30
CONCLUSIONS ............................................................................................................ 69
RECOMMENDATIONS ................................................................................................. 70
REFERENCES .............................................................................................................. 71
Books ......................................................................................................................... 71
Websites .................................................................................................................... 71
Journal articles ........................................................................................................... 71
ANNEXES ..................................................................................................................... 72
A. RESEARCH REPORT......................................................................................... 72
ANNEXES ..................................................................................................................... 74

INTRODUCTION
This work consist in research the Negative effects of Social Networks in the academic
performance of third year students at Modern Languages major from University of El
Salvador semester II 2014, using the quantitative approach, this is very import to
determine how the use of social network produces low academic performance
specially to students of third year, being that we have considered that these ages
are more vulnerable to take addiction about this and user these socials network in a
manner not productive producing loss of time and using these only to meet other
people and the not interesting activities or comment from them, therefore it will use
the quantitative method step by step to analyze the topic since the statement of
problem establishing the research objectives, to develop the research questions, the
research justification to justify the research and analyze the viability and
consequences of how going to be benefited the students, we have selected the
type of research descriptive, because there previous works of these and for it the
type of research strategy to be used for to formulate the hypothesis and therefore, to
detect and to define the variables that help us to determine the elements to be
measured and they are applied to a group of students of second semester of the major
and using non- experimental research design (we cannot manipulate independent
variables). After in the step on inquiry, we select the sample for the research delimiting
the population or students to be measure using stratified sampling, the students are
divided into homogeneous group after that we make the instrument or method to collect
the required data, to codify them and to create a database and prepare the data to be
analyzed and the next semester.

I. RESEARCH TOPIC
Negative effects of Social Networks in the academic performance of third year students
at Modern Languages major from University of El Salvador semester II-2014.
II. STATEMENT OF PROBLEM
To approach the issue of the effectiveness of using social networking, the first question
raised in this study is: What purpose of third year students at Modern Languages major
are utilizing social networking? Research on this topic will start to reveal social
networking sites are simply part of how students interact with each other with no
apparent impact on yours grades. Hence, the objective of this research is to describe
the disadvantages of students‟ of third year students at Modern Languages major from
University of El Salvador in the semester I 2014 if the use of these social networking
have negative effects in your studies. The main purpose of this research is to expand
on previous research, describe the relationship between the effects of social
networking and students‟ study efficiency, and to determine if social media interfering
with students‟ academic performance.
A. HISTORICAL FRAMEWORK
The Early Years of SNS
Social networking began in 1978 with the Bulletin Board System (or BBS.) The BBS
was hosted on personal computers, requiring that users dial in through the modem of
the host computer, exchanging information over phone lines with other users. This was
the first system that allowed users to sign in and interact with each other, although it
was quite slow since only one user could be logged in at a time. Later in the year, the
very first copies of web browsers were distributed using the bulletin board Usenet.
Usenet was created by Jim Ellis and Tom Truscott, and it allowed users to post news
articles or posts, which were referred to as “news”. The difference between Usenet and
other BBS and forums was that it didn‟t have a dedicated administrator or central
server. There are modern forums that use the same idea as Usenet today, including
Yahoo! Groups and Google Groups. The first version of instant messaging came about
in 1988 with Internet Relay Chat (IRC). IRC was Unix-based, limiting access to most
people. It was used for link and file sharing, and generally keeping in touch with one
another.
The first meaningful social network site is SixDegrees.com, it was launched in 1997. It
was the SNS that allowed users to create profiles, list their Friends and, beginning in
1998, surf the Friends lists. Each of these features existed in some form before
SixDegrees, of course. Profiles existed on most major dating sites and many
community sites. AIM and ICQ buddy lists supported lists of Friends, although

those Friends were not visible to others. Classmates.com allowed people to affiliate
with their high school or college and surf the network for others who were also
affiliated, but users could not create profiles or list Friends until years later. SixDegrees
was the first to combine these features. SixDegrees promoted itself as a tool to help
people connect with and send messages to others. While SixDegrees attracted millions
of users, it failed to become a sustainable business and, in 2000, the service
closed. Looking back, its founder believes that SixDegrees was simply ahead of its
time (A. Weinreich, personal communication, July 11, 2007). While people were
already flocking to the Internet, most did not have extended networks of friends who
were online. Early adopters complained that there was little to do after accepting
Friend requests, and most users were not interested in meeting strangers. From 1997
to 2001, a number of community tools began supporting various combinations of
profiles and publicly articulated Friends. AsianAvenue, BlackPlanet, and MiGente
allowed users to create personal, professional, and dating profiles—users could
identify Friends on their personal profiles without seeking approval for those
connections (O. Wasow, personal communication, August 16, 2007). Likewise,
shortly after its launch in 1999, LiveJournal listed one‐directional connections on
user pages. LiveJournal's creator suspects that he fashioned these Friends after
instant messaging buddy lists (B. Fitzpatrick, personal communication, June 15,
2007)—on LiveJournal, people mark others as Friends to follow their journals and
manage privacy settings. The Korean virtual worlds site Cyworld was started in 1999
and added SNS features in 2001, independent of these other sites (see Kim & Yun,
this issue). Likewise, when the Swedish web community LunarStorm refashioned itself
as an SNS in 2000, it contained Friends lists, guestbooks, and diary pages (D. Skog,
2007).
The next wave of SNSs began when Ryze.com was launched in 2001 to help people
leverage their business networks. Ryze's founder reports that he first introduced the
site to his friends primarily members of the San Francisco business and technology
community, including the entrepreneurs and investors behind many future SNSs (A.
Scott, personal communication, June 14, 2007). In particular, the people behind Ryze,
Tribe.net, LinkedIn, and Friendster were tightly entwined personally and
professionally. They believed that they could support each other without competing
(Festa, 2003). In the end, Ryze never acquired mass popularity, Tribe.net grew to
attract a passionate niche user base, LinkedIn became a powerful business
service, and Friendster became the most significant, if only as "one of the biggest
disappointments in Internet history".

B. DESCRIPTION OF PROBLEM
The issue of whether social networking helps or hurts a student‟s academic
performance is often depend on the larger issues identified with the overall use of SNS
(e.g., its psychological effects; individual self-discipline and self-regulation concerns;
human adaptability concerns). The benefit of using SNS includes: It create room for
creativity among individuals, encouraging greater social interaction via electronic
mediums; it provides greater access to information and information sources; it give
individuals a sense of belonging among users of the same SNS; reduces barriers to
group interaction and communications such as distance and social/economic status;
and increasing the technological competency levels of frequent users of social media
(Zwart, Lindsay, Henderson, & Phillips, 2011).
Internet usage has grown rapidly over the last few years. Users are able to build a
network of connections that they can display as a list of friends. These friends may be
people they have never met before in their life or people they only know or have met in
real life. Most people have more friends on social network than they do in real life. It is
important to note that the term „friend‟, as used on a social networking site, is different
from the way we approach it in the real life. In this project we will use the term as it is
used on a social networking site.
The use of SNS is very common today. Facebook alone has over 750 million members,
Twitter having over 177 million tweets per day, and about 3 billion people view
Youtube each passing day. (Chen, & Bryer, 2012). The use of social networking sites
has been repeatedly found to be the highest among those between the ages of
18-29 (Rainie, 2011); while the fastest growing segment utilizing SNSs since 2008 has
been among those age 35 and older (Hampton, Sessions-Goulet, Rainie, & Purcell,
2011, p. 8). Approximately 61% of teens age 12-17 utilize SNSs to send messages
to their friends on a regular basis (Lenhart,2009). Overall, it has been found that
women use SNS more than men to communicate and exchange information
(Hampton, Sessions-Goulet, Rainie, & Purcell, 2011). The research carried out for
this project female responded more than male.
So what this study will look at is the effect or impact of social network on student, does it
affect their studies negatively or it help in increasing their performance academically.

C. OBJECTIVES
General Objective
Determine the negative effects that produce intensive/excessive use of socials
networks to the students of third year at Modern Languages major from UES semester
II 2014.
Specific Objectives
 To establish how the negative effects interfere in the academic performance.
 To Define the Advantages of students using Social Network.
 Show up in what averages of ages there are more negatives effects using Social
Networks.
 Determine if all students use some Social Network.
D. RESEARCH QUESTIONS
 In what measure the students have improved the academic performance using
Social Network?
 How the Social Network has influenced about the conduct of the student
 Have lost the student values or esteem using Social Network?
 Which is the most popular social media site for students?
 What is the amount of time students spend utilizing social media in various
academic processes?

E. JUSTIFICATION
From the fact that social networks are a platform to build social relations among
people who, share interests, activities, backgrounds or real-life connections; we felt the
need to do an investigation that has as main objective, to determine, which are the
negative effects when are using them because we have noticed that this is the fashion
nowadays. Therefore, the popularity of the social networking sites has increased
rapidly in the last decade; and this is probably due to the fact that college and
university students as well as teens use them extensively.
It is crucial to see how some students become victims of social networks more
often than anyone else. And it is because they tend to get attracted to these sites to
kill boredom in their study time. That is why we have focused on finding out those
negative effects behind the use of social networks.
The most important fact in this investigation about social networks usage, is to provide
a theoretical and practical basis about the negative impact on the academic
performance of students and therefore, to promote the responsible use of them. It is
for this reason that this research has sampled the students from third year at the
modern languages major because we want to find out if at that point, the effects are
mostly negative; considering that they are in the middle of the major and therefore they
must not be distracted.
Our research is quantitative because it wants to measure the degree of incidence that
the use of social networks has in third year students and thus, to know how far is
negative and what the effects that support such impact are. Which will serve to us as
researchers as a support to solve our educational needs and personal knowing
because we are also students and we are involved in the world of social networking as
well as third year students?

F. DELIMITATION OF PROBLEM
The aim of this project is to guide and describe which are the Negative effects of
Social Networks in the academic performance of third year students at Modern
Languages major from University of El Salvador at semester II 2014?
III. THORETICAL FRAMEWORK
LITERATURE REVIEW
When talking of about communication, scholars have always made emphasis, that
“communication is the essence of science” (Garvey, 1979), and that “without
communication there would no science (Lacy & Bush, 1983, p.193). this means that
communication is one of the basic tools to human science.
The increased use of Social Networking Websites has become a global phenomenon in
the past few years. What started out as a hobby for some computer literate people has
become a social norm and way of life for people around the globe (Boyd, 2007).
Teenagers and youth especially student have embraced these sites as a way to
connect with their friend and make new once, share information, photos of their
activities such as birthday, photo with friend in class etc, and showcase their social
lives.
With the increase of technology used for communicating with the spread of the Internet,
“Social Networking” has become an activity that is done primarily on the Internet, with
sites like MySpace, Face book, Skype, etc (Coyle et al., 2008).
Many people especially student spend a lot of time on this site creating profile, updating
or doing research concerning their career or academic work, while some just use it to
chat with friends, post latest pictures of event they attended, e.g., Young et al., 2009,
have examined their profiles to determine why and to what extent they are keen on
posting their entire identity, sharing pictures and videos, and indicating their religious
affiliations, marital status, and political orientations on the internet. These users interact
with others, exchange information about their interests, and raise discussions about
new topics, follows news about specific topics on different Social Networking Sites.
With the advent of social network it has become easy to get information on nearly every
issue around the globe. Before now it is not easy getting information, you need to buy
newspaper, stay close to your TV set or radio to get information. Internet has changed
everything and social network has made it more flexible (lewis. 2008). According to the
questionnaire used for this project, everybody who answered the questionnaire has
access to the internet, and they are connected to one social network.

SOCIAL NETWORK AND THE USERS
The issue of whether social networking helps or hurts a student‟s academic
performance is often depend on the larger issues identified with the overall use of
SNS (e.g., its psychological effects; individual self-discipline and self-regulation
concerns; human adaptability concerns). The benefit of using SNS includes: It
create room for creativity among individuals, encouraging greater social interaction via
electronic mediums; it provides greater access to information and information
sources; it give individuals a sense of belonging among users of the same SNS;
reduces barriers to group interaction and communications such as distance and
social/economic status; and increasing the technological competency levels of
frequent users of social media (Zwart, Lindsay, Henderson, & Phillips, 2011). Internet
usage has grown rapidly over the last few years. Users are able to build a network of
connections that they can display as a list of friends. These friends may be people they
have never met before in their life or people they only know or have met in real life.
Most people have more friends on social network than they do in real life. It is
important to note that the term „friend‟, as used on a social networking site, is different
from the way we approach it in the real life. In this project we will use the term as it is
used on a social networking site.
The use of SNS is very common today. Facebook alone has over 750 million members,
Twitter having over 177 million tweets per day, and about 3 billion people view
Youtube each passing day. (Chen, & Bryer, 2012). The use of social networking sites
has been repeatedly found to be the highest among those between the ages of
18-29 (Rainie, 2011); while the fastest growing segment utilizing SNSs since 2008 has
been among those age 35 and older (Hampton, Sessions-Goulet, Rainie, & Purcell,
2011, p. 8). Approximately 61% of teens age 12-17 utilize SNSs to send messages
to their friends on a regular basis (Lenhart,
2009). Overall, it has been found that women use SNS more than men to communicate
and exchange information (Hampton, Sessions-Goulet, Rainie, & Purcell, 2011). The
research carried out for this project female responded more than male.
So what this study will look at is the effect or impact of social network on student, does
it affect their studies negatively or it help in increasing their performance academically.
EFFECT OF SOCIAL NETWORK ON ACADEMIC PERFORMANCE
Sound Quality education produces productive students who lead to the prosperity of
their respective educational institution and subsequently are proved as strong
contributors to the national well-being. Tuckman (1975) defined performance as the
apparent demonstration of understanding, concepts, skills, ideas and knowledge of a
person and proposed that grades clearly depict the performance of a student. Hence,
their academic performance must be managed efficiently keeping in view all the
factors that can positively or negatively affect their educational performance. Use of
technology such as internet is one of the most important factors that can influence
educational performance of students positively or adversely. Shah et al. (2001)
proposed that student users are affected by the internet and this impact is determined
by the type of internet usage. They are positively affected by the informative use of
internet while having drastic impact of recreational use of internet on them. Also,

Oskouei (2010) proposed that internet is advantageous to both students and
teachers if used as a tool of knowledge creation and dissemination. The effect of
SNS usage will depend on the type of SNS the student is using, if student uses the
internet for the purpose of leisure activity that interferes with academic, it will affect
the student academic performance negatively.
The University of New Hampshire agrees, and believes that current college
students grew up in the technology era and social networking is now just a part of a
student's daily routine. Their research show that '63% of heavy users received high
grades, compared to 65% of light users' (U of NH, 2009). The University of New
Hampshire said that a majority of students use social networking for social connections
and entertainment, but are also using it for education and professional reasons.
Kirschnera revealed that students who multi-task between social networking sites and
homework are likely to have 20% lower grades than a student who does not have a
social networking site in visual range. Kirschnera believes that even running a social
networking site on the background on a student's PC while studying or doing homework
could lower a student's grade. He believes that "the problem is that most people have
Facebook or other social networking sites, their e-mails and maybe instant messaging
constantly running in the background while they are carrying out their tasks" (Enriquez,
2010).
American Educational Research Association conducted a research and it was
declared on its annual conference in San Diego, California (2009) that SNSs users
study less and generated lower grades eventually (21stcenturyscholar.org). Similarly,
Banquil et al. (2009) found a continuing drop of grades among student users of social
networking sites. However, many researchers also found a positive association
between use of internet and SNS and academic performance of the student users.
Students, using internet frequently, scored higher on reading skills test and had higher
grades as well (Linda et al., 2006).

SOCIAL MEDIA HAS NEGATIVE IMPACT ON ACADEMIC PERFORMANCE.
Internet is a very important
element of life which cannot be
ignored. Internet is used for
educational purpose by a large
community but unfortunately we
have a large community including
majority of youth and teenagers
who use Internet for only social
networking sites (Boyd, 2006).
Trusov, Bucklin, and
Pauwels(2009) reviewednthat the
phenomena of social network is
quite simple to understand, it is a
web based facility which allows
individuals to build a profile identity and generate subjective associations and
connections among themselves and communicate them at a central location. According
to Kuppuswamy and Shankar (2010) social network websites grab attention of the
students and then diverts it towardsnon-educational and inappropriate actions including
useless chatting. On the basis of the above statement we can say that social
networking sites may badly affect the academic life and learning experiences of the
student. Whereas on the other hand, Liccardi et al (2007) reviewed that the students
are socially connected with each other for sharing their daily learning experiences
and do conversation on several topics.Tinto (1997) argued that extracurricular
activities and academic activities are not enough to satisfy some student those who
are suffered by social networking isolation. This shows that social networks are
beneficial for the students as it contributes in their learning experiences as well as
in their academic life. Trusov, Bucklin, and Pauwels (2009) noted that the Internet is
no doubt evolution of technology but specifically social networks are extremely unsafe
for teenagers, social networks become hugely common and well-known in past
few years. According to Cain (2008) social network websites provide ease of
connecting people to one another; free of cost and after connecting one can post
news, informative material and other things including videos and pictures etc. This free
of cost factor fascinate students for communication and data sharing. Cain (2009)
stated that although social network websites can be practiced for good determinations
but it is usually used for Involvement of digital snapshots and information,
exposing securities, and conducting online conversations because many other
communities inside social networking websites motivate user for this kind of
inappropriate actions. Wiley and Sisson (2006) argued that the previous studies
have found that more than 90% of college students use social networks. In the same
way Ellison, Steinfield,and Lampe (2007) stated that the students use social
networking websites approximately 30 minutes throughout the day as a part of their
daily routine life. This statement shows the importance of social networking websites in
students‟ life. Lenhart and Madden (2007) revealed through a survey that students
strongly recommend social networking websites to stay in touch with friends to keep
informed and aware.
This research is conducted to explore the effect of social networking websites and its

impact on academic life and learning experiences of students. As Kuppuswamy and
Shankar (2010) explained that the social networks grabs the total attention and
concentration of the students and diverts it towards non educational, unethical and
inappropriate actions such as useless chatting, time killing by random searching and
not doing their jobs. Students and teenagers mostly use social networks for time killing
and sake of enjoyment but it has been analyzed that internet use for education purpose
and any appropriate task including online tutorials, online lectures and education
material downloading is very good but use of internet for only social network is very
useless perhaps dangerous. Some of the appropriate and un-negligible statements that
fascinated us to conduct this research are stated below. Benzie (2007) noted that the
Canadian government prohibited employees from Facebook.com. In the same way
Boyd & Ellison (2007) also pointed out that the U.S. Congress has proposed legislation
to ban youth from accessing social networking websites in schools and libraries. When
the highly developed nations take stands over the use of social networking websites
and cannot allow these social networking websites for countrymen, youth, students and
working people, then the need is felt to see into that either social networking websites
adversely effects students or not. This research mainly focuses on such factors that
affect student‟s academic life and learning experience.
This research will explain and detail presents the impact of using social networking
websites on student academic life and learning experience. Literature analyzed that
the social networking websites are not designed for negative impact but we have
noticed in our daily life that students become addicted to social networking websites.
This part of research contribution will analyze the reality and gap between the
positive and negative impact and aspects of social networks on education.
According to Charlene Li et al (2007) student activity on social networking sites focuses
on communicating with each other. The most popular activities done by students and
users on social networking sites revolve around looking at profiles of one another,
searching for someone here and there, or updating one‟s own profile, eavesdropping
(sensing others activities on social networking websites and analyzing their
posts).Media and content related activities like looking for an event, watching online
videos, or listening to music and news. The ratios of these common activities
which are almost practiced by almost every social networking websites user are
calculated by as shown in figure 1.4.Tinto reviews that in this (14-18) stage of
human life people are more attracted towards social networking websites because
those students who get aware from social networking websites cannot satisfy
themselves only from academic activities, and for that reason they are highly attracted
by common social networking websites which are specifically specified for online
personal, professional and dating profile. Wasoww(2007) says that in this age of
human life students get auditory and adoptive activities rapidly and involve them in it.
According to the theory of Erikson (1953) in this age of life student cannot differ
between his identity and role inside society and he cannot solve the conflict within his
role in society and his real identity, to resolve this confusion student get attracted to
social networking websites because in between social networking websites he find a
virtual Impact of Social life and friends which cannot let him (student) to be bored
even for single moment. From Lenhart &Madden (2007) point of view social
networking websites provide a virtual life to those students who use social networking
websites to make new friends although every contact and friend is virtual and un-real.
Some of users register themselves in social networking websites because they want

others to know about them, for such reason students get registered and make friends,
students thought that increasing number of friends could make them famous among
other friends but unfortunately social networking websites provide virtual contacts.
Theory of self- efficacy claims that “People believe about their capability to realize
a goal influences the way they approach tasks”. According to Bandura (1977) students
having robust self-efficacy owns advanced level of self-confidence to express
social networking websites, where those who have weaker self-efficacy may not, as
they fear rejection from the network established members this level of self- efficacy can
exacerbate a student sense of isolation. Margolis and Fisher (2003) agreed to the idea
put forwarded by the Bandura (1977) and highlighted the aspect of self-efficacy which
promotes students to use social networking websites. Balsamo (1995)asserted that
social networking websites have the ability to decrease social exclusion and increasing
student‟s self-efficacy. In 1990‟s “Cyber space” was initially thought as a place to
escape from face to face communication and personalization of gender and race
implications also including disabled people.
IV. TYPE OF STUDY
It is going to use descriptive study search to specify important different behavior of
students that are submitted to analysis. This type of study measure or evaluate
dispersed aspects, dimensions or components of the phenomenon in this case the
academic performance of them from a scientific point of view, describing his behavior
such as: how to often they use the social network? What Social Network do you
typically use? Among others.
Descriptive studies measure more independently the concepts or variables related
with. to describe several attitudes of students.
Descriptive studies concentrate on measuring with the possible highest precision the
rate Social Networks as a fully distractor in the process of learning any language.
Descriptive research requires considerable knowledge of the area being researched to
formulate specific questions that tries to answer the research question using the
instrument to collecting data.

V. HYPHOTESES
A. HYPOTHESES
1. Social networks have become a habit that prevents normal development of
students as functions such as attending classes, do not do the homework for
their learning and do not rest properly.
2. The eradication of social networks in students‟ lives is not an option, so it is
necessary for teachers looking for methodology where social networks use
contributes for developing subjects with students
3. Students of 3rd year of foreign languages use social networks the 75% of their
free time instead of studying.
B. CONCEPTUAL DEFINITION OF VARIABLES
The measured variables of this study are:
Independent variable: “Use of social networks” here is a variable it doesn`t is
manipulated. Because, we cannot say to student you must reduce the use of social
network.
Dependent variable: “The negative effects in the academic performance” will be
described base on the age of student, the number of carnet and what subject the
student is coursing and that inscription.

C. OPERATIONAL DEFINITION OF VARIABLES
It can define the variable in base to two aspects the first with independent
variables as the reduction of use the social network and the use from academic issues.
The dependent variable indicates the fail of don’t take complete the subject or
these to take in second or third inscription.
The instrument to use is a survey.
The data for this research will be collected using a survey questionnaire. The survey
was created using not only suitable questions modified from related research but also
individual and independent ones. The survey is comprised of 9 questions, which are
related to the participant’s perception regarding social networks and it was distributed
to the third year modern languages major students at semester lI of the University of El
Salvador.
VI. RESEARCH DESIGN
NON-EXPERIMENTAL RESEARCH DESIGN
The project is a non-experimental research is made without manipulating deliberately
the variables. It is a research where the variables are not intentionally manipulated.
What we do in non-experimental research is to observe phenomena as given in its
natural context, and then analyze them. The subjects are observed in their reality.
However, in a non-experimental study there is not any situation created deliberately
but there are real situations, situations that already exist and required to be observed
only; it means that these situations are not intentionally provoked or created by
the researcher.
In non-experimental research, the independent variables have already occurred and
cannot be manipulated. The researcher has no direct control over these variables; he
cannot influence them because they already happened, the same as its effects.
Non-experimental research is a systematic and empirical research in which the
independent variables are not handled because they have already happened. The
reactions are observed as they happened.
The characteristics of non-experimental research are:
 In a non-experimental research, the effects of the multiple variables are
more complex; therefore, it is more difficult to separate the effects of the variables.
 Non-experimental research is closer to the real variables; consequently, there is a
higher level of validity than in experimental research.
 Most of experiments use samples of not more than 200 people.
 Is used to enhance or elicit knowledge but in some cases, one of them
might be more appropriate to use than the other one.

VII. POPULATION AND SAMPLE
A. POPULATION
The population is 410 and a sample of 164 students was chosen; students will be
respondents and they are randomly selected of some subjects from third year students
at Modern Languages major from University of El Salvador semester II 2014. One way
of getting a sample would be the subjects like speaking in Reading and
conversation in English, French Spelling and stylistic,
Public Relations, Teaching English Language, French Phonetics. Then, respondents
are only students who will fill a questionnaire the collected data are carefully assessed
to the statistical software i.e. SPSS and the results will be taken as they will be required
for the analysis of this research study.
B. SAMPLE
SELECTION OF THE SAMPLE: THE PROYECT IS AN APROBABILISTIC
STRETIFIED SAMPLE FOR THE RESEARCH.
The research presents the sample, population or universe, sample size,
representation of the sample and selection procedure. Also, it presents a typology of
sample that is a non-probabilistic. It explains how to define the individuals to be
measured, how to determine the appropriate sample size and how to proceed to obtain
the sample based on the type of selection chosen.
The research is Probabilistic Stratified sample
Using stratified sampling, the population is divided into homogeneous, mutually
exclusive groups called strata, and then independent samples are selected from each
stratum. Any of the sampling methods mentioned in this section (and others that exist)
can be used to sample within each stratum. The sampling method can vary from one
stratum to another. When simple random sampling is used to select the sample within
each stratum, the sample design is called stratified simple random sampling. A
population can be stratified by any variable that is available for all units on the sampling
frame prior to sampling (e.g., age, sex, province of residence, income, etc.).
There are many reasons for needing to create strata; the main one is that it can make
the sampling strategy more efficient. It was mentioned earlier that you need a larger
sample to get a more accurate estimation of a characteristic that varies greatly from one
unit to the other than for a characteristic that does not.

Stratified sampling ensures an adequate sample size for sub-groups in the
population of interest. When a population is stratified, each stratum becomes an
independent population and you will need to decide the sample size for each stratum.
Stratification is most useful when the stratifying variables are: simple to work with, easy to
observe, and closely related to the topic of the survey.
MUESTRA ESTRATIFICADA
Muestra Estratificada
Population 410
Sample 164
N= 410
z= 90%
p= 5%
q= 0.95
d= 5%
GRUPO DE ESTUDIO
Rubro Grupo Alumnos Fn n
Fonética Francesa
1 1 GRUPO 41 0.401 16.44
2 2 GRUPO 51 0.401 20.45
Ortografía y Estilística
3 1 GRUPO 48 0.401 19.25
4 2 GRUPO 52 0.401 20.85
Didáctica del idioma Francés
5 1 GRUPO 30 0.401 12.03
6 2 GRUPO 27 0.401 10.83
Relaciones Públicas
7 1 GRUPO 38 0.401 15.24
8 2 GRUPO 42 0.401 16.84
Lectura y Conversación en Inglés
9 1 GRUPO 32 0.401 12.83
10 2 GRUPO 27 0.401 10.83
11 2 GRUPO 22 0.401 8.82
Fh = n/N= 0.4
n = 436*(1.96)2*0.05*0.90 = 164.41
(0.03)2(436-1)+(1.96)2*0.05*.090

Data gathering plan.
Gathering Date Time Place Responsable
Lectura y conversación
en inglés.
Building of
Lenguages
Grupo 1 18/09/2014 8:00 – 10:00
a.m.
IF-10
Camila Pineda/Delmy
García
Grupo 2 19/09/2014 1:00 – 3:00
p.m.
IF-3
Claribel
Menjivar/Milton
Zamora
Grupo 3 20/09/2014 3:00 – 5:00
p.m.
IF-9 Milton Zamora
Ortografía y estilística
francesa.
Building of
Lenguages
Grupo 1 21/09/2014 8:00-10:00
a.m
IF-2
Camila Pineda/Delmy
García
Grupo 2 25/09/2014 3:00-05:00
p.m
IF-9
Claribel
Menjivar/Milton
Zamora
Relaciones publicas
Building of
Lenguages
Grupo 1 26/09/2014 6:15 – 8:00
a.m.
IF-9
Camila Pineda/Delmy
García
Grupo 2 27/09/2014 10:00 – 12:00
m.
IF-9
Claribel
Menjivar/Milton
Zamora
Didáctica del idioma
ingles
Building of
Lenguages
Grupo 1 02/10/2014 10:00 – 12:00
m.
IF-9
Camila Pineda/Delmy
García
Grupo 2 03/10/2014 10:00 – 12:00
m.
IF-7
Claribel
Menjivar/Milton
Zamora
Fonética francesa
Building of
Lenguages
Grupo 1 04/10/2014 3:00 – 5:00
p.m.
Maestría Milton Zamora
Grupo 2 05/10/2014 3:00 – 5:00
p.m.
IF-10 Milton Zamora

VII. DATA GATHERING PROCESS
STEP ONE:
During instrument development, we have identified the data we needed for our
evaluation. An important initial step in data collection planning was to make an
inventory of the types of data we wanted to collect and where or from whom we will
collect them. We may be collecting two types of data: existing and program-
generated.
We believe that pre-data collection planning and contact with organizations and
people providing existing data are important. Planning and stakeholder
involvement will help ensure that the data are accessible and available in the form
that we need.
In identifying data and data sources, it thinks about the following questions:
Our Selection:
What type of existing data will we need to collect? Student’s use of Social
Networks.
Where will we get it? Foreign Languages Department University of El Salvador.
What type of program-generated data will we need to collect? Student’s rating on
the use of Social Networks.
Where will we get it? Student´s Surveys.
STEP TWO:
It is important to involve stakeholders. This will help eliminate questions or issues
that may impede or delay data collection. Permission to collect data is necessary,
such as internal permission for student to access to previous projects records and
designs. Stakeholders not directly involved in data collection will also be informed of
the data collection plan.
Being clear up-front about who will actually collect the data will eliminate confusion
about people’s roles and will help in thinking about whether or not data collectors are
qualified and have the necessary access to collect the data. This is because we
also want to consider the appropriateness of our data collectors (e.g., don‟t have
members collect satisfaction data about their own performance).
To identify who will be involved in the Identification of the Social Networks Use:
Our Selection:
What data will we be collecting? Student’s use of Social Networks.
Who will the data collectors be? Fifth Year Seminar Students from University of El
Salvador.
Who are the stakeholders? Entire community from University of El Salvador. How do
they need to be involved? Through well prepared information releases.

STEP THREE:
Timing is one of the most critical elements of our data collection. In addition, there
is some people who is able to provide us the access to existing data (for example,
teacher Edgar Nicolas Ayala or camp counselors). To avoid planning our data
collection for times when data may be unavailable, involve as early in our
evaluation planning as possible those people we have already listed in step 2 who
can give you access to existing data.
Timing is also important for designing our program-generated data. It is critical
because we have planned a schedule that is going to be respected and also
stocked to rule which is to accomplish all necessary information at the right time.
STEP FOUR:
To ensure that our data collection is consistent and accurate, it was important to
train our data collectors. The entire group focused on taking instructions based on
pieces of advices from different sources in order to know about how to deliver a
survey, how to explain the information and of course, how to apply it into the whole
project.
 Points we have considered to remember for training data collectors:
 Walk through the instrument with your data collectors to point out specific
instructions.
 Provide an example of a completed instrument or interview transcript for
your data collectors.
 Provide clear instructions about the survey.
STEP FIVE:
We have spent a lot of time planning our data collection. It was extremely important
that our data collectors and others involved were aware of the data collection
schedule as well as each of us deadlines for collecting and returning data back to
us again. One issue we are aware on having, is the willingness of respondents to
participate in completing surveys, focus groups, etc.
The following are some additional tips we considered to remember while our plan for
our data collection is taken:
 Keep instruments short, one or two pages if possible.
 Provide directions on how to return the survey.
 Let people know how we will use the data to make their lives better.
 Always find a way to report the information back to the participants. This will
not only improve their cooperation, but may improve our data (e.g.,
getting feedback on observations and other qualitative data to validate it).

DATA GATHERING INSTRUMENT ANALYSIS
A formal data collection process is necessary to obtain the information required
from the sample that has been chosen; as it ensures that data gathered are both
defined and accurate and that subsequent decisions based on arguments embodied
in the findings are valid. The process provides both a baseline from which to
measure and in certain cases a target on what to improve. Therefore, the data for
this research were collected using a survey questionnaire. The survey was created
using not only suitable questions modified from related research but also individual
and independent ones. The survey is comprised of 9 questions, which are
related to the participant’s perception regarding social networks and it was
distributed to the third year modern languages major students at semester lI of the
University of El Salvador.
This survey is said to be reliable, valid and objective because it was created
carefully and questions were selected from several. Moreover, it is important to
stand out that closed-ended questions were used in the survey which is a question
format that limits respondents with a list of answer choices from which they must
choose to answer the question. And in order to test the validity of it, the
questionnaire used for the study was tested to five respondents. These respondents
as well as their answers were not part of the actual study process and were only
used for testing purposes. After the questions have been answered, the
respondents were asked for any suggestions or any necessary corrections to
ensure further improvement and validity of the instrument.
Thesurvey questionnaire was revised based on the suggestion of the
respondents; thus, irrelevant questions were excluded and vague or difficult
terminologies were also changed into simpler ones in order to ensure
comprehension.
The survey as a quantitative data gathering instrument is useful especially when a
study needs to measure the cause and effect relationships evident between pre-
selected and discrete variables. The measured variables of this study are:
Independent variable: “Use of social networks”
Dependent variable: “The negative effects in the academic performance”
The survey contains nine questions and all of them are related to the variables; for
example the first five questions are classified in the category of “social networks
quality” because they are aimed to find out what are the negative effects that they
produce according to the answers of respondents as questions are:
1. How often do you use Social Networks when you are studying?
Options: One hour, 2 or 4 hours, 5 or more time, never.
As it can be seen this question help us to determine whether there is a
use or abuse by students according to the number of times they use social
networks and at the same time is related to the general objective of the
research which is “To determine the negative effects that produce the use of
social networks in students”;

2. What Social Network do you typically use?
Options: Facebook, Twitter, LINE, Instagram, telegram, other
This question is also related to the variables because it implies obtaining
basic information about the use of a social network and also because of the
variety of them; so that students can provide their preferences. Besides that it
is also related with one of the specific objective which is: “To determine if all
students use some social network”
3. How often do you use Social Networks during classes? Options: All classes,
most classes, some classes, any class
4. How would you rate Social Networks as a fully distractor in the process of
learning any language?
Options: Consistent high quality, generally good, quality varies daily, poor
quality
5. Would you rate Social Networks nowadays as a learning tool?
Options: Consistent high quality, generally good, quality varies daily, poor
quality
Questions 3, 4, and 5 are related to the dependent variable because they
give us the information to determine what are the negative effects that the
use of social networks causes in the academic performance of students; due
to the respondents data and also show a relation with the general objective
and one of the specific objectives which is: “To Define the Advantages of
students using Social Networks”;
6. How bad or good do you consider Social Network will affect to students
who learn a second language in the next five years?
Options: Not affecting at all, affecting a little, it will affect some, it will affect a
lot
Question 6 is in the category “Service and Environment”, and is related to the
dependent variable as it permits to evaluate the level of consciousness that
students have according to the influence that social networks may have
when learning a language; therefore it is related with the specific objective
that says “To establish how the negative effects interfere in the academic
performance”;
7. How long have you been using Social Networks?
Options: One year, two years, three years, more than three years
Question 7 is within the framework of the variables as it provides very
important information regarding the time interval in which students can
classify the use they have given and still give to social networks and thus we
can determine if that could have a negative influence in their academic
performance which goes along with the specific objective which is: “To show
up in what averages of ages there are more.Negatives effects using Social
Networks”;
8. Why do you like to use Social Networks?
Options: Friendly and helpful, Interesting, Chatting and meeting new
people, No reason

9. Have you considered to stop the use you give to Social Networks?
Options: Yes, No
10.Do you feel Social Network Sites are beneficial in education?
Options: Yes, No
11.What kind of effect do you think Social Network Sites have on Teaching &
Learning?
Options: Negative effect, no effect, positive effect, very positive effect.
12.Do you feel Social Network Sites have had an effect on your grades or
performance?
13. What role do you think Social Network sites will have in the future of education?
Options: Increasing role, decreasing role, no role
Negatives effects using Social Networks”;
8. Why do you like to use Social Networks?
Options: Friendly and helpful, Interesting, Chatting and meeting new people, No
reason
9. Have you considered to stop the use you give to Social Networks?
Options: Yes, No
10. Do you feel Social Network Sites are beneficial in education?
Options: Yes, No
11. What kind of effect do you think Social Network Sites have on Teaching &
Learning?
12. Do you feel Social Network Sites have had an effect on your grades or
performance?
13. What role do you think Social Network sites will have in the future of education?
Options: Increasing role, decreasing role, no role.

14. Select THREE of the following statements which you feel you agree with most of
all:
Options: Social Network Sites help me keep in touch with class mates or colleagues,
Social Network Sites do not distract me from my educational work, Social Network
Sites cause a distraction to my educational work, Social Network Sites do not help to
develop my social skills, Social Network Sites do not help me keep in touch with
class mates or colleagues.
15. What most affect the use of social networks? 1 being what most affects you and
5 which less affects you.
Options:
o Distraction during class
o Less time to perform tasks
o Network addiction
o Less time spent on academic activities
o The use does not affect my academic performance
Questions 8 to 15 relate with the dependent and independent variables to the extent
that the information obtained from students provides arguments, that help us to
define the reasons or factors that make the effects upon the use of social networks
to be negative. And in the same way it helps to reach the specific objective
that proposes “To Define the Advantages of students using Social Network.

University of El Salvador
School of Arts and Sciences
Foreign Language Department
Subject: Negative effects of Social Networks in the academic performance of third
year students at Modern Languages major from University of El Salvador
semester II-2014.
Objective: Determine the negative effects that produce intensive/excessive use of
socials networks to the students of third year at Modern Languages major from UES
semester II 2014.
Directions: Please indicate your level of agreement or disagreement with each
of these statements regarding use of social networks to students. Place an "X"
mark in the box of your answer. When you’re done, please return the
questionnaire to the closest person in charge.
Part I. Socio-demographic data
1-Gender: a) female b) male
2- Age: a) 18-21 years old b) 22-25 years old c) 26- More years
old
3- Marital status: a) single b) common- law marriage c) married
d) divorced
4- Occupation: a) only study b) work-study
5-Subject: ___________________________________________
6- Registration. a. First time b. Second time c. Third time
7- Year of entrance in the University: a) 2010 b) 2011 c) 2012
d) other
Part II. Social Networks Quality
1. How often do you use Social
Networks when you are studying?
a) One hour
b) 2 or 4 hours
c) 5 or more time
d) Never
3. What Social Network do you use
most?
1 being what most uses you and 5
which less uses you.
a) Facebook
b) Twitter
c) LINE

d) Instagram
e) WhatsApp
f) Other
2. How often do you use Social
Networks during classes?
a) All classes
b) Most classes
c) Some classes
d) Any class
4. How would you rate Social
Networks as a fully distractor in the
process of learning any language?
a) Consistent high quality
b) Generally good
c) Quality varies daily
d) Poor quality
5. How would you rate Social
Networks nowadays as a learning
tool?
a) Consistent high quality
b) Generally good
c) Quality varies daily
d) Poor quality
Part III. Service and Environment
6. How do you consider Social Network
will affect to students who learn a
second language in the next five
years?
a) Not affecting at all
b) Affecting a little
c) It will affect some
d) It will affect a lot
8. Why do you like to use Social
Networks?
a) Friendly and helpful
b) Homeworks
c) Chatting and meeting new people
d) Academic performance
e) Work in groups of studies
7. How long have you been using
Social Networks?
a) One year
b) Two years
c) Three years
d) More than three years
9. Have you consider stop the use you
give to Social Networks. ?
a) Yes
b) No

10. Do you feel Social Network Sites
are beneficial in education?
a) Yes
b) No
12. What kind of effect do you think
Social Network Sites have on
Teaching & Learning?
a) Negative Effect
b) No Effect
c) Positive Effect
d) Very Positive Effect
11 Do you feel Social Network Sites
have had an effect on your grades or
performance?
a) Negative Effect
b) No Effect
c) Positive Effect
d) Very Positive Effect
13. What role do you think Social
Network sites will have in the future of
education?
a) Increasing role
b) Decreasing role
c) No role
14. Number them from 1 to 3 in order of importance:
a) Social Network Sites help me keep in touch with class mates or colleagues
b) Social Network Sites do not distract me from my educational work.
c) Social Network Sites cause a distraction to my educational work.
d) Social Network Sites do not help to develop my social skills.
e) Social Network Sites do not help me keep in touch with class mates or colleagues
15. What most affect the use of social networks in your studies?
1 being what most affects you and 5 which less affects you.
a) Distraction during class
b) Less time to perform tasks
c) Network addiction
d) Less time spent on academic activities
e) The use does not affect my academic performance
Thank you for your participation!

IX DATA ANALISIS
A. STATISTICAL PROCEDURES
The type of research will be done
1. The software that will be used to analyze data is the Statistical Package for
the Social Sciences.
2. The research will be explore for the data gotten in the data collection
process by a survey that it will pass to the student of third year students at
Modern Languages major from University of El Salvador semester II
2014.
3. Will do the visualizing by the data of each variable it depend of the
questions of the survey.
4. Will be evaluated the reliability, validity and objectivity of the data
gathering instruments that will be used for the research.
5. Will prepare the results to be presented through some Statistics, also the
tests the stated hypothesizes.
In this research it will be presented the main computer software SPSS of statistical
analysis. Also, it is presented the fundamental process to do quantitative analysis.
Besides that, the most used statistical procedures are commented and analyzed. This
focuses on the use and interpretation of statistical methods, the data analysis is will be
done with the help of a computer.
The procedure to be followed to analyze quantitative data by once the data have been
codified, taken to a matrix/ chart, saved in a file, and mistakes have been removed
from data, the researcher can proceed to analyze them.
Will descriptive statistics for each variable, example. It
is a Frequency Distribution.
It’s an ordered set of scores in their respective categories.
A research will be done with 138 students who study at Modern Languages major
from University of El Salvador semester II 2014, answered this question: What is
the amount of time students spend utilizing social media in various academic
processes? The answers were the following:

B. DATA ANALYSIS PLAN
The population is 436 it takes a sample of 138 students that will be respondents are
randomly selected of some subjects from third year students at Modern Languages
major from University of El Salvador semester II 2014. One way of getting a sample
would be the subjects like speaking in French, French Grammar II, Advanced Intensive
English, and English pronunciation. Then, respondents are only students who will fill
a questionnaire the collected data are carefully assessed to the statistical software
SPSS and the results will be taken as they will be required for the analysis of this
research study.
Example of frequency distribution.
Variable: Preferences when referring to ethnicity.
Categories Codes (values) Frequencies
Fonética Francesa 1 20
Ortografía y
Estilística
2 20
Didáctica del idioma
Francés
3 45
Relaciones Públicas 4 49
Lectura y
Conversación en
Inglés
5 30
Overall 164
The frequencies distributions will be represented are: histogram and a bar chart.
Alternatively, it might decide a pie chart would represent a clearer picture (or different)
picture.

ANALYSIS OF DATA
After of have considered the population and found the sample (164 participants), now
we have selected the software to analyse the Data the which is SPSS (Statistical
Package for the Social Sciences) where we made a base of data considering the
stratified sample and defining each variable y the data get of the survey. After that done
the base of data begin with the program to graphic showing the result to each variable y
comparing all the responses of kind an only variable (Univariate) for each graphic gives
us you a table or statistics data as the frequency, the population in percentage of the
participants and their preferences based on the data collection instrument, Then we
make use in the program SPSS the function Analyzer and Crosstab to cross two
variable and so to make inferences between these and show the percentages of results
comparing with the question request and hypotheses this is named Bivariate because,
include the analyze of two variable. We have used our presentation by graphic o bars.
We have included some conclusions that show the results of some analysis based on
the tables and graphic and the comparison of the question of the research and the
respective hypotheses.
The Source used for each graphic is: Questionnaire administered to students from third
year of Modern Languages in the semester II-2014 at the University of El Salvador.
A. DATA BASE
MUESTRA ESTRATIFICADA
Muestra Estratificada
Population 410
Sample 164
N= 410
z= 90%
p= 5%
q= 0.95
d= 5%
Fh = n/N= 0.4
n = 436*(1.96)2*0.05*0.90 = 164.41
(0.03)2(436-1)+(1.96)2*0.05*.090

A. STATISTICAL PROCEDURES
The type of research will be done
1. The software that will be used to analyze data is the Statistical Package for the
Social Sciences.
2. The research will be explore for the data gotten in the data collection process by a
survey that it will pass to the student of third year students at Modern Languages major
from University of El Salvador semester II
2014.
3. Will do the visualizing by the data of each variable it depend of the questions of the
survey.
4. Will be evaluated the reliability, validity and objectivity of the data gathering
instruments that will be used for the research.
5. Will prepare the results to be presented through some Statistics, also the tests the
stated hypothesizes.
In this research it will be presented the main computer software SPSS of statistical
analysis. Also, it is presented the fundamental process to do quantitative analysis.
Besides that, the most used statistical procedures are commented and analyzed. This
focuses on the use and interpretation of statistical methods, the data analysis is will be
done with the help of a computer.
The procedure to be followed to analyze quantitative data by once the data have been
codified, taken to a matrix/ chart, saved in a file, and mistakes have been removed
from data, the researcher can proceed to analyze them.
GRUPO DE ESTUDIO
Rubro Grupo Alumnos Fn n
Fonética Francesa
1 1 GRUPO 41 0.401 16.44
2 2 GRUPO 51 0.401 20.45
Ortografía y Estilística
3 1 GRUPO 48 0.401 19.25
4 2 GRUPO 52 0.401 20.85
Didáctica del idioma Francés
5 1 GRUPO 30 0.401 12.03
6 2 GRUPO 27 0.401 10.83
Relaciones Públicas
7 1 GRUPO 38 0.401 15.24
8 2 GRUPO 42 0.401 16.84
Lectura y Conversación en Inglés
9 1 GRUPO 32 0.401 12.83
10 2 GRUPO 27 0.401 10.83
11 2 GRUPO 22 0.401 8.82

Will descriptive statistics for each variable, example. It
is a Frequency Distribution.
It’s an ordered set of scores in their respective categories.
A research will be done with 138 students who study at Modern Languages major
from University of El Salvador semester II 2014, answered this question: What is
the amount of time students spend utilizing social media in various academic
processes? The answers were the following:
B. DATA ANALYSIS
The majority of the population is the females who responding are females that feel social
networks are beneficial in education. But few male answered that yes is beneficial in edu
cation. It can observe that both said that yes are beneficial in education the majority wer
e accepted is beneficial and the same case the minority answered that not are beneficial
in education, the both genders had similar answers.
Both genders selected the five options they are distraction during class, less time to
perform tasks, network addiction, less time spent on academic activities, and the use
does not affect my academic performance. The females are who have more distraction
during class and also show that females are who less time spent on academic activities.
The similarity the male also they have distraction during class but the contrary males
answered that less time to perform tasks.
Regarding the age that are 18 years old to more of 26 years old, observe how the rate s
ocial networks nowadays as a learning tool and which are the age that is majority and mi
natory in each option that are presented. It has four options are consistent high quality,
generally good, quality varies daily, and poor quality. The age is highest 22-25 years old
in the generally good than the others age options like 18-21 years old and 26-more year
s old. The second option with the age is more use the social networks like learning tool i
s consistent high quality in the 22-25 years old. But quality varies daily the age more use
it is the 18-21 years old. And finally the less option is poor quality with 26-more years old
.

Finally you can observe that in the third time is different the like of social networks you
can see that are the minatory that studying at the third time they only had two options 5
liked friendly and helpful, and 1 was academic performance. It can observe that the
majority of the student at the first time use more the social network in friendly and helpful
not for academic performance this it is a negative effects for your studies but the
contrary the students that had the registration at the third time use less the social
networks.
UNIVARIATE ANALYSIS
1. VARIABLE: GENDER
Source: Questionnaire administered t
o students from third year of Modern Languages in the semester II-2014 at the Universit
y of El Salvador.
Fig.1 this figure represents the female and male students of the Third year second seme
ster students of Modern languages
The survey results are showing us that the majority of students in the third year second
semester are females. They represent a 68.90% of the total population with a frequency
of 113, when male students only represent a total of 31.10% with a frequency of 51
representing the minority of students for Modern languages Third year second semester.

2. VARIABLE: AGE
Source: Questionnaire administered to students from third year of Modern Languages in
the semester II-2014 at the University of El Salvador.
Fig. 2 this figure represents the ages of Third year second semester students of Modern
languages
In this graphic you can perceive the different age ranges for Third year’s students of Mo
dern languages in the second semester. The 45.75% of students are between 22 and 25
years with a frequency of 75, being the majority of students but closely follow by a 41.46
% of students between 18 to 21 years with a frequency of 68, the minority of students ar
e the older students, from 26 to more years old, they represent only a 12.80% of the pop
ulation with a low frequency of 21 students.

3. VARIABLE: MARITAL STATUS
.
Fig. 3 this figure represents the marital status of Third year students second semester of
Modern languages.
In this survey we can appreciate how the majority of Third year students for the second
semester of Modern languages are Single this represents an 85.37% with a frequency of
140 of the total population, followed by an 8.53% off Married students with a frequency o
f 14 students, a 3.65% of Common-law married with a frequency of only 8 students and
a 2.43% of divorced with a frequency of 4 students.

4. VARIABLE: OCCUPATION
Fig. 4 this figure represents the occupational status of Third year students second seme
ster of Modern languages.
During the survey we were also interested in the amount of students that are working sin
ce they have less free time and they are more likely to use social network during the cla
ss time. However as this graphic represents the percentages are very close, the 53.06%
with frequency of 88 of the student population are only studying and the 46.34% with a f
requency of 78 of the students of the Third year second semester of Modern languages
are not only studying but also working.

5. VARIABLE: SUBJECT
Fig. 5. This graphic represents the amount of student surveyed per each of the Third ye
ar second semester subjects.
This graphic represents the percentage of students that were surveyed for each of the c
ourses of Third year students second semester of Modern languages. The 24.39%with a
frequency of 40 students in this sample was taken from the ¨Ortografia y Estilistica¨class
,the 21.95%with a frequency of 32 students are represented by the ¨FonéticaFrancesa¨
class, a 20.12%with frequency of 33 students are representing the ¨LecturayConversa
cionenInglés¨class , the 19.51% with a frequency of 32 students are representing the¨Re
lacionesPúblicas¨class and only the 14.03% with a frequency of only 23 students are rep
resenting the ¨Didáctica¨class.

6. VARIABLE: REGISTRATION
Fig. 6 This figure represents the type if course registration of the Third year second sem
ester students of Modern languages.
This graphic is showing us the percentage of students taking a Third year second semes
ter class of Modern languages for the first, second, or third time.
As you can see the majority of students are taking the courses for the first time this repr
esents a 70.73% with a frequency of 116 of the total surveyed population, followed by a
25.61% with a frequency of 42 of the students registering the courses for second time a
nd a minority of 3.65% of students with a frequency of only 6 taking the course for the thi
rd time.

7. VARIABLE: YEAR ENTRANCE OF THE UES
Fig. 7 this figure represents the year students of Third year second semester of Modern l
anguages started studying at the UES university. .
In this graphic we can perceive the representation of the years the Third year students s
econd semester of Modern languages started at the university. Which is showing us an
odd variable that was not contemplated by this study? Since the 35.98 % with a frequen
cy of 59 students came in 2010 and 70.73% are registering the course for the first time.
This could be due to students not taking during the previous years the complete academ
ic low for each semester or due to students that were transferred from other majors.
On the other hand the 28.66% with a frequency of 47 students started at the university i
n 2011, the 18.90% with a frequency of 31 students started at the university on 2012 a
nd a minority of 16.46% with a frequency of only 27 students that started in different yea
rs.

8. VARIABLE : HOW TO OFTEN DO YOU USE SOCIAL NETWORK WHEN YOU AR
E STUDYING?
Fig. 8 this figure represents the amount of hours of social networks usage during studyin
g time.
In this graphic we are representing how often Third year second semester students of M
odern languages are using Social networks when they are studying, the 35.59% with a fr
equency of 60 students say that they only use social network while studying for one hour
, a significant amount of students state that they use social networks while studying from
2 to4 hours this represents the 33.54% with a frequency of 55 students, a 23.78%with a
frequency of 39 students are using social network while studying for 5 or more hours, an
d a minority of 6.09% with a frequency of only 10 students claim that they never use soc
ial networks while they are studying.

9. VARIABLE: HOW DO YOU USE SOCIAL NETWORK DURING CLASSES?
Fig. 9 this figure represents the frequency of social network usage during the class time
of Third year students second semester of Modern languages.
For this research was very important to know if students are being distracted by social n
etwork during the time they are attending to classes. We were glad to find that the majo
rity of students represented by a 39.02% with a frequency of 64 students are not using s
ocial networks during the class time. This is closely followed with a 28.05% with a freque
ncy of 46 students that are using social networks only during some classes; and 9.75%
with a frequency of 16 students are using social networks during most classes. However
a good amount of students a 23.17%with a frequency of 38 students are having social n
etwork interruptions during all the classes.

10. VARIABLE: WHAT SOCIAL NETWORK DO YOU USE MOST? 1 BEING WHAT MO
ST USES YOU AND 5 WHICH LESS USES YOU?
Fig.10. this figure represents which specific social network is being used the most by Th
ird year second semester of Modern languages students.
During the research it is also important to know which social network and being either th
e most useful or the most distracting for students. It is not surprise to find that the most
famous social network in the world is also the most used in Third year second semester
students of Modern languages. Facebook is being used by 70.12% with a frequency of 1
15 of the student population, follow by Whatsapp, a chatting social network, with a 15.8
5%with a frequency of 26 students, 5.48% with a frequency of 9 students are using Line
another chatting social network, a 4.26% with a small frequency of 7 students are using
Twitter, a 3.04% with a frequency of only 5 students are using Instagram a Pictures soci
al network, and only 1.22% with a frequency of only 2 students are using other types of
social networks.

11. VARIABLE: HOW WOULD YOU RATE NETWORK AS A FULLY DISTRACTOR IN T
HE PROCESS OF LEARNING ANY LANGUAGE?
Fig.11. This figure represents the rate of social networks as a distractor in the process of
learning of Third year students second semester of Modern languages.
Analysis. According to the students, the 34.15 % said that the use of social networks is
generally good as a distractor of the process of learning; in contrast the 32.93% of
students consider social networks consistent high quality, so this percentage of students
use social networks is more likely to get distracted and lose the concentration from their
academic task. The 25% of students said that the quality varies daily; meanwhile the
7.927% consider it in a poor quality which means that they use social networks in a
responsible way and can use it for academicals purpose.

12. VARIABLE: HOW WOULD YOU RATE SOCIAL NETWORKS NOWDAYS AAS A L
EARNING TOOL?
Fig.12. this figure represents the rate of social networks as a tool of Third year students
second semester of Modern languages.
In this chart is clear represented that the 43,90% of students considered that social
networks is generally good because they devoted academic activities and interaction
with their classmates and the 27.44% consider that is consistent high quality because
they use social networks to earn better grades and have a higher chance to have a
communications with their classmates. On the other hand the 20.73% said that the
quality varies daily, which means that they do not consider at all social networks as a
learning tool and the 7.927 % consider the same.

13. VARIABLE: HOW DO YOU CONSIDER SOCIAL NETWORK WILL AFECT TO
STUDENTS WHO LEARN A SECOND LANGUAGE IN THE NEXT FIVE YEAR
S?
Fig.13. This figure represents how students consider social networks will affect them in t
he future.
The results, obtained in this question have shown that most of students, 32.32% ,
consider that social network will affect some who learn a second language in the next
five years because it represents an individual´s willingness to consider alternative
approaches to be intellectually. Besides that, 26.22 of them consider that they will be
affected a little because they are more attracted to use social networks to find out new
experience. The 22.56% think not at all because for them social networks are a tool for
their learning. On the other hand, the 18.90% of students said that it will affect a lot
because they would spend five times more hours and increasing the interest to be
attached to networks.

14. VARIABLE: HOW LONG HAVE YOU BEEN USIN SOCIAL NETWORK?
Fig.14. this figure represents the time that students have been using social networks.
Analysis
In this survey it is possible to appreciate how the majority of Third year students for the s
econd semester of Modern languages have been using social networks the 65.85% rep
resents more than three years , followed by an 18.90 %three years , a 9.8% two years a
nd a 5.5% one years. Also the Table shows the frequency of participants for each time.

15. VARIABLE: HOW DO YOU LIKE TO YOU SOCIAL NETWORK?
Fig. 15. This figure represents why social network is being used the most by Third year s
econd semester of Modern languages students.
Analysis:
In this graphic ,it is possible to appreciate how often Third year second semester
students of Modern languages like to use Social networks , the 53.66% of students say
that they use social network for friendly and helpful, a significant amount of students
state that they use social networks only for homeworks 23.17%, a 8.5% of students are
using social network only for academic performance, and a minority of 7.3% of students
claim that they use social networks for chatting and meeting new people and the 7.3%
use networks only to work in group of studies.

16. VARIABLE: HAVE YOU CONSIDER STOP THE USE YOU GIVE TO SOCIAL N
ETWORKS?
Fig. 16. This figure represents the answer of Third year students second semester of Mo
dern languages about to stop the use of social network.
Analysis
The results, obtained in this question, have shown that most students, 59.76% have not
considered to stop the use of social networks and just the 40.24% have considered the
opposite. The Table show the frequency of the preferences of participants.

17. Do you feel Social Network Sites a beneficial in education?
Fig.17. this figure represents the effect on grades or performance of Third year students
second semester of Modern languages.
Analysis.
In this graphic, it is possible to perceive the appreciations of the use of SN are beneficial
in education for Third year’s students of Modern languages in the second semester. The
70.73 of students said that social networks no affect their grades, being the majority of
students but closely follow by a 29.27% of students that using networks have a
consideration negative of the use, the frequency shows a 116 participant of them said
that the use of technology is beneficial to such a kind of source. The minority of students
only a 48 of the population considers that networks have are not beneficial.

18. VARIABLE: DO YOU FEEL SOCIAL NETWORK SITES HAVE HAD AN EFFEC
T ON YOUR GRADES OR PERFORMANCE?
Fig. 18. This figure represents the effect on grades or performance of Third year student
s second semester of Modern languages.
Analysis.
In this graphic, it is possible to perceive the different effects ranges for Third years
students of Modern languages in the second semester. The 46.95 of students said that
social networks no affect their grades, being the majority of students but closely follow
by a 34.76% of students that using networks have negative effects, the 17.07% of them
said that the use of technology they can have a direct access to such a kind of source.
The minority of students only a 1.2% of the population considers that networks have a
very positive effect.

19. VARIABLE: WHAT KIND OF EFFECT DO YOU THINK SOCIAL NETWORK SITES
HAVE ON TEACHING AND LEARNING?
Fig. 19. This figure represents some kind of effect on teaching and learning of Third year
students second semester of Modern languages.
Analysis: The above graph represents the effects in contrast to the percentage of the
amount of students that were taken as the sample for this research. The most significant
percentage is represented by 43.29% represents ¨no effect¨, the 28.66% which would
consider that have negative effects because it prohibits them from focusing
appropriately in their academicals performance. The 26.22% said that it have positive
effects because networks are openness and readily available information and the 1.8%
represents a very positive effect.

20. VARIABLE: WHAT ROLE DO YOU THINK SOCIAL NETWORK SITES WILL H
AVE IN THE FUTURE OF EDUCATION?
Fig.20. This figure represents the role that social network will play in the future in educati
onal purpose.
Analysis: This graphic is showing us the percentage of students taking a Third year
second semester class of Modern language.
As you can see the majority of students think social network sites will have an increasing
role in the future 57.93%, followed by a 21.95% decreasing role and 20.12% represents
¨no role¨.

21. VARIABLE: NUMBER THEM FROM 1 TO 5 IN ORDER OF IMPORTANCE.
Fig. 21. This figure represents the number them from 1 to 5 in order of importance.
According to the results 52.4 % of students from third year of Modern Language who an
swered the questionnaire were chosen that Social Network Sites help me keep in touch
with classmates or colleagues, the second positions with the 24.4% answered that Socia
l Networks Sites do not distract me from my educational work, the third selected with the
10.4% were the Social Networks Sites cause a distraction to my educational work, only t
he 6.7% answered that Social Networks Sites do not help to develop my social skills, an
d finally the 6.1% of the student considered that Social Networks Sites do not help me k
eep in touch with class mates or colleagues. For them the Social Networks Sites are nec
essaries for touch with classmates or colleagues and the majority are agree but the min
ority means that Social Networks Sites do not help me keep in touch with class mates or
colleagues.

22. VARIABLE: WHAT MOST AFFECT THE USE OF SOCIAL NETWORKS IN YO
UR STUDIES? 1 BEING WHAT MOST AFFECTS YOU AND 5 WHICH LESS A
FFECTS YOU.
Fig. 22. This figure represents the most affect the use of social networks in your studies
and the 1 being what most affects you and 5 which less affects you.
According to the results 28.05 % of students from third year of Modern Language who a
nswered the questionnaire that there is distraction during the 12.80 % say that there is l
ess time for to make the task , the 18.29 say that that social network are addiction and t
here few time for another activities.

2. BIVARIATE ANALYSIS
The main objective of the bivariate analysis was to compare the aspects that are base to
answer the research questions between Negative effects of socials Networks in the
academic performances, also compare the preferences of use in gender, the age,
registration, distraction, considering stop the use of SN, and if beneficial in education
that was result from the questionnaire made to each one of them.
Fig.23 .This figure represents the Preferences of use in gender and How often the use
of social network when they are studying.
According to the gender the most population are the female and are them who use more
the social networks when they are studying with two or four hours the result show that
41 females answered that use it, in the other hand the 14 males use the social networks
for the two or four hours. Females use it one hour per day with 38 girls but males use it
with 22 boys. The less use is the 28 females who visit the social networks for 5 or more
time but only 11 males use it in this time. The minority who use the social network when
studying are males they were chosen never with 4 males and 6 females never using the
social networks when studying. The majority is the females who use two or four hours
the social networks and minority who never use social networks are the males.

3. SOCIAL NETWORK AS LEARNING TOOL VRS GENDER.
Fig.24 .This figure represents the Preferences of use in gender and the Social Network
as learning tool (rate).
Females were able to score with 48 in generally good learning tool and males less with
24. In the second place is consistent high quality with 28 females and 17 males. Also
quality varies daily was accepted by 27 females and 7 males. And the only 10 females
were chosen poor quality and 3 males too were chosen it. It seems that females were
chosen generally good but male preferred poor quality.

4. SOCIAL NETWORK AS LEARNING TOOL VRS. AGE.
Fig.25.This figure represents the age and social networks as learning tool.
Regarding the age that are 18 years old to more of 26 years old, observe how the rate
social networks nowadays as a learning tool and which are the age that is majority and
minatory in each option that are presented. It has four options are consistent high
quality, generally good, quality varies daily, and poor quality. The age is highest 22-25
years old in the generally good than the others age options like 18-21 years old and 26-
more years old. The second option with the age is more use the social networks like
learning tool is consistent high quality in the 22-25 years old. But quality varies daily the
age more use it is the 18-21 years old. And finally the less option is poor quality with 26-
more years old.

26. USE SOCIAL NETWORK VERSUS REGISTRATION.
Fig.26 .This figure represents registrations and how like to you social network.
It is very important to take into consideration all these aspects that were gathered in this
questionnaire, to observe the student’s registration and how the social networks like
them. The registration highest was in the first time and the options more chosen is 59
were friendly and helpful, next 30 were homework, after 10 were chatting and meeting
new people, also 8 were academic performance and finally 9 work in group of studies.
In the registration of the second time is similar to the order of chosen but is less students
that do them 24 were friendly and helpful, next 8 were homework, after 2 were chatting
and meeting new people, also 5 were academic performance and finally 3 work in group
of studies. Finally you can observe that in the third time is different the like of social
networks you can see that are the minatory that studying at the third time they only had
two options 5 liked friendly and helpful, and 1 was academic performance. It can
observe that the majority of the student at the first time use more the social network in
friendly and helpful not for academic performance this it is a negative effects for your
studies but the contrary the students that had the registration at the third time use less
the social networks.

27. BEMEFICIAL OF USE SOCIAL NEWTWORK VERSUS GENDER.
Fig.27.This figure represents the beneficial of social network in gender with options yes
or not.
The sample is the 164 students of Modern Languages in the semester II-2014 at the Uni
versity of El Salvador
The majority of the population is the females who responding 77 females that yes and
36 that not feel social networks are beneficial in education. But 36 male answered that
yes is beneficial and 12 males responded that not are beneficial in education. It can
observe that both said that yes are beneficial in education the majority were accepted is
beneficial and the same case the minority answered that not are beneficial in education,
the both genders had similar answers.

28. EFFECT SOCIAL NETWORK ON TEACHING AND LEARNING VRS. GENDER
Fig.28.This figure represents the gender and the effect social networks on Teaching.
It is graphs presenting four effects that social network sites have on the teaching and
learning like Negative effect, no effect, Positive effect, and very positive effect. The
gender female is the most heights with 22 Negative effect, 48 no effect, 32 Positive
effect, and 1 very positive effect; the majority of the female selected that no haven’t
effect. In the other hand for the male 15 Negative effect, 23 no effect, 11 Positive effect,
and 2 very positive effect; the majority of the male selected that no haven’t effect. In
both case the female and male answered that the social network no haven’t effects on
teaching and learning.

29. DISTRACTION BY THE USE VERSUS GENDER
Fig.29.This figure represents distraction in gender and most affects the use of social
networks in the studies.
In this graph it show that both genders selected the five options they are distraction
during class, less time to perform tasks, network addiction, less time spent on academic
activities, and the use does not affect my academic performance. The females are who
have more distraction during class and also show that females are who less time spent
on academic activities. The similarity the male also they have distraction during class
but the contrary males answered that less time to perform tasks.

30. CONSIDERIN TSTOP THE USE OF SOCIAL NETWORK VRS GENDER.
Fig.30. This figure represents the gender and if consider stop the use you give to social
networks.
According to the graph it can observe the gender and the answer yes or not, at the
question that is Have you consider stop the use you give you social network?
The gender that more answered yes was female with 51 agreement but the male only
answered 15 yes, consider stop the use of social network. But the females were chosen
the answer not with 62 that chosen not consider stop use them and the male also the
majority answered that not considering stop the use of social networks. In this case most
of both genders will continue the use of social networks and don’t consider stop the use
of this social network.

X. FINDINGS
A. Hypotheses´ test
1. Social networks have become a habit that prevents normal development of
students as functions such as attending classes, do not do the homework for their
learning and do not rest properly.
After carrying out the research and analyzing the results of the instruments
administrated, it is possible to conclude that the hypothesis proposed was not
correct.
It was validated the fact that social network is a distractor for students in their
process of learning, or during the class but it depends on students if they use it in a
responsible way. They can use Social Medias but it is up to them if they want spent
hours in it for academicals purposes or knowing people. Even though, most of them
use it for academicals purpose and it is considered as an important tool which
allows them to increase the learning achieved, to do some activities and improve
communication between them. Besides that, they enhance their skill by watching
videos, writing text or seeking for information for hours. However, students can
contact each other easily across the world.
The mistake is to overuse social Medias. Also, Social media also facilitates
discussion and knowledge transfer between students, creating a deeper sense of
understanding of the course material and never forget that social media can be
used for learning and teaching include: discussion forums, blogs, twitter feeds,
podcasts and video casts, wikis, and 3D virtual worlds.
Additionally, social media can be a tremendous resource to students when it comes
to presenting material from other sources or from their own, self-made
videos/content.

2. The eradication of social networks in students‟ lives is not an option, so it is
necessary for teachers looking for methodology where social networks use
contributes for developing subjects with students.
After all analysis of the results of our research, the study has reached the conclusion
that the hypothesis that was proposed at the beginning of the research was correct.
Educators should look for strategies to use social networks as useful tool for student’s
academicals performance and realize that social networking sites can help them share
information and resources, create professional learning communities and improve
communications with students and staff. Those who had used social networks were
more positive about potential benefits than those who had not. "Social networking and
online collaboration tools would make a substantive change in students' educational
experience." They said these tools could improve student motivation and engagement,
help students develop a more social/collaborative view of learning and create a
connection to real-life learning.
Survey suggests that students who spend the most time social networking will be
affected in their grades. So, Social networks could become a vital part of the education
environment if implemented effectively. Social networks are another tool that teachers
can use to make their classroom more engaging, relevant and culturally diverse.
The authors of a MacArthur Foundation white paper observe that social networking is
most effective when educators can "link learners with others who might share their
interests or - encourage students to publish works - [for] a larger audience." The
technology offers unique opportunities for collaboration not only among teachers and
students but also scientists, business leaders, artists and others from around the world.
Social networking can be used to improve team-building skills or to create communities
of students, teachers and/or others to discuss a specific subject—much the same way
that people get together on Facebook to discuss stamp collecting or a musician.

Reporte final de seminario ii(1)

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