Divine Word University

Faculty of Arts & Social Sciences

Department of PNG Studies & International Relations

The Impact of Facebook on Academic lives of Secondary School

Students: A Case Study at Hagen Park Day Secondary School in
Mt Hagen, Western Highlands Province
By
Josiah Pup
In partial fulfilment of Bachelor of Arts in PNG Studies and
International Relations
7th September, 2016

Acknowledgements
First and foremost, I would like to acknowledge the help of God in my life journey and in
completion of the Arts and Social Sciences bachelor degree research project.
Secondly, my sincerest thanks go to my mentors Dr. Anastasia Sai, Fr. Harry Gahare, Assoc.
Prof. Iwona Kolodziejczyk, Mr. Gordon Kuias, and Mr. Bernard Yegiora for their extensive
contribution and influence to the topic and trend of this research project and their priceless
supervision, discussions, patience and provision of many kinds through some complications
times. Without them this journey would never have reach this destination.
Thirdly, I would also like to thank the PNG Studies & International Relations Department for
taking a chance on me and including me as a student in their Bachelor degree program in
2013.
Fourthly, my special thanks to all the students who have participated in this research work
especially the students from Hagen Park Day Secondary School. Without their help and
support this project has not been accomplished.
Finally, yet significantly, I am very appreciative to all my family namely my senior brother
Mr. Joshua Anis for his financial support during my four years of studying, my dad Ps.
Johnstone and My Mom Ps. Adasha Stone for their prayers and support, My Uncle Arnold
Kumun for his small finical contributions, and not forgetting all the John 1:1 congregations
and family members through PNG who have constantly stand on my right-hand in
circumstances where complications ascend. Their honourable provision is always
acknowledged with the great thanks and love.

Abstract
Every year most of the Grade 12 students of Hagen Park Day Secondary School miss out
from the selection process to continue with their further studies from colleges and universities
around the country. Due to the huge number of students misses from the selection process has
brought the researcher attention to investigate the phenomenon. This research has not been
done by any researcher around the Western Highlands and it is a new research study. We
found that most researchers and scholars around the world has been done most of the similar
study regarding Facebook and its impact but for this particular we will find out whether
Facebook could be one of the factor that contribute towards the poor academic performance
of the students at Hagen Park Day Secondary School or not. For this research study a
quantitative technique has been applied to analyse the data and 48 students participants were
being selected by non-probability sampling technique. Close-ended questionnaires has been
designed and managed for data collection. As such, result of this study has indicated that
Facebook has slightly impact on secondary school students academic performance is when
students consideration are much dedicated on postings photos, comments, updating status
and chatting while their academic activities are abandoned and left for suffer.
Key Word: Facebook, social capital, academic performance, impact, communication, and
relationship

Contents
Acknowledgements

Abstract II
Contents III
Abbreviations

IV

Chapter 1: Introduction

1.1.

Background of the Study

1.2.

Statement of Problem

1-2

1.3.

Objective of the Study

1.4.

Research Questions

1.5.

Significant of the study

1.6.

Theory

2-3

Chapter 2: Literature Review

3-6

Chapter 3: Methodology 6
3.1. Introduction

3.2. Quantitative Method 6

3.3. Data Collection 6-7
3.4. Participants and Sample
3.5.Rational of study

3.5. Research Questions and Design

Chapter 4: Findings
4.1. Introduction

7-8

4.2. Demographic Information

4.3. Grade Point Average (GPA) evaluation involving Facebook Users

3

10-11

4.4. Students perceptions about Facebook usage 11-12

4.5Students perceptions about Facebook in regards to academic performance 12-13
4.6. Facebook bounding and bridging on students social capital .13-15
4.7. Reasons that participants not to have a Facebook Account
4.8. In which communication channel do you used most 17
4.9.Time do you spend on Facebook

18

4.10. Time spend on daily activities

18

Chapter 5: Discussion and Analysis

18

5.1. Introduction

18

5.2. Testing Theory 18-19

5.3. Summary of findings 20-21
Limitation of study

22

Chapter 5: Recommendation and Conclusion

5.1. Recommendation

23

23

5.2. Conclusion 23
References

24

Appendix
A. Letter to Gatekeeper (Princiapl of Hagen Park Day Secondary)
C. Research Questionnaires

Abbreviations
HPPS- Hagen Park Day Secondary
FB- Facebook
4

15-16

WHP-Western Highlands Province

GPA- Grade Point Average

Chapter 1: Introduction

1.1.

Background of the Study

Hagen Park Day Secondary School has been one of the top secondary school in the country
were most of the Grade 12 students has been being selected to the tertiary institutions but
today its hasnt been the same were most of the students misses out from the selection to
continue with their further studies from tertiary institutions and collages. In regard to this
situation it has brought the researcher attention to find out whether Facebook could be a
possible contributor or factor towards the poor academic performance of the students. For this
research the researcher has proposed this research topic The Impact of Facebook on
students academic performance: A case study at Hagen Park Day Secondary in Mt Hagen,
Western Highlands Province.
Facebook is only a social communication network between people but unluckily it has
developed habit for all. This research paper studies the practice of Facebook amongst the
secondary school students and its effect on their academic performance. The influence of
Facebook can either be good or bad on secondary school students and their academic
activities. Even through the close look of the actual influence of Facebook reveals and it leads
to numerous problems in secondary school students academic performance. Today Facebook
is somehow abolishing the academic lives and future of secondary school students. At the
same time also proposed to discover the substantial use of Facebook by secondary school
students in their academic achievement with the support of a study conducted to get the data
among more than 80 students of Hagen Day Secondary School in Mt Hagen, Western
Highlands Provinces.

4.2. Statement of Problem

The researcher was a former student from the Hagen Park Day Secondary School and has
read most of article published on social media about huge number of Grade 12 students of
HPDSS in every year miss out from the selection process to further their tertiary education.
This one of the major problem were most students has been face over past and recent years
1

and there is no academic or researcher has been interested in such areas to provide main
problem while the students are continually missing out from the selection process. Therefore,
we are interested to find out either Facebook could be a possible factor that decrease the
number of students for being selected for further their studies from the tertiary education.
4.3. Objective of the Study
The overall purpose of this study is to investigate the impact of Facebook on academic
performance of the students. The first goal of this study is to understand students attitude
towards their studies, for that multiple questions has been asked from the participant to know
how much serious they are in their studies. The second section will compare the time spent on
Facebook with other time consuming activities. Last part is especially designed for Facebook
user to analyse the use of Facebook and impact on students academic performance.
1.4. Research Questions
On the premises of the stated objectives, here are three major research questions were formed
to guide this research study; Do students participations on use of Facebook have an important
impact on academic performance (grade point average)? What are students understandings
about the use of Facebook? What is the influence of Facebook for development of students
social capital?
1.7.

Significance of the Study

The significance point of about this study is to explore the relationships between Facebook
use and academic performance. This study investigates the specific ways in which use of
Facebook could affect students academic performance in their social lives by asking
participants about factors including: students perceptions towards studies and Facebook use,
procrastination and distraction occurred by Facebook engagement. The unique point of this
research is considering the social variables and their effect on academic performance. This
study intent to bring the awareness among the secondary school students regarding the use of
Facebook could be significance or not in their social lives within the secondary school
environment.
1.6. Theory
Primary focus is the students involvement in Facebook use and what are the effects on
students academic performance through the glance of social capital. So it has been assumed
2

that most of the secondary school students in the Hagen Park Day Secondary are using
Facebook and Facebook is influencing the student during their academic hours or study time.
Also many Facebook users are victim of distraction during their study hours. Male students
are more involve in Facebook user than Female students. Also those students who are not
using Facebook might earn better grade as compare to Facebook user. Facebook is also
increasing students social capital in the shape of bridging bonding and maintaining their
relationships with their friends and families. Last hypothesis of this study, Facebook is the
most popular communication medium in the secondary schools to socialize with people.
Chapter 2: Literature Review
With the rapid growth in the field of online social networks, Facebook is considered to be the
largest social network site on the internet today. According to Grossman (2010), mentioned
that in February 2004 undergraduate students of Harvard University by the name of Mark
Elliot Zuckerberg launched The Facebook network site for the students of the university.
Today Facebook is embraced of almost all types of internet users, but students from the
primary schools, secondary schools, colleges and universities are the largest active users of
Facebook which is about 30% of all users (insiderfacebook.com, 2009).
Now researchers are exploring the phenomena with interest. Particularly Facebook invasion
upon the students are now becoming the big challenge for educationalist and professionals
how to deal with. For example, a recent article by Kirschner and Karpinski (2010) concluded
that use of Facebook negatively affects GPA and study time spent per week.
In this chapter, we will examine the previews of the previous literature in details and will see
how and what sort of research study has been done already on Facebook.
In another related study, Sun, Zhong, and Hardin, (2011) studied the effect of personality
traits on the use of Facebook. They both found that users with less understanding of
technology use Facebook less while those with high information and technology
innovativeness like to spend more time on Facebook. Some other researchers have found
positive or almost null connection between grade earned by students and Facebook (Capano,
Deris, & Desjardins, 2010).

For further literature review, we have selected five articles that considered Facebook usage
and students social capital. Freshly, numerous concerns have been emphasized about
Facebook use and Facebook character of cultivating students and social capital in academic
articles, books, blogs and newspapers. The fast growth in use of Facebook over the last a
number of years also takes the rise in time spent accessing online social networks. Moreover,
the researcher focus is Facebook and the diverse influences but they also support those
researches with self-esteem, life satisfaction and identity creation.
Ellison, Steinfeld and Lampe (2007) conducted the studies on Facebook use and bridging,
bonding, maintaining social capital and online offline relationships. The sample of 286
undergraduates at a Michigan State University in the USA has been taken 98 were males, 188
females and the mean age = 20.1. Most of the participants were Facebook users (94%) of the
whole sample. Field of study was not mentioned data has been collected in April 2006
through questionnaire survey. Almost all the Facebook users carrying their profile name from
the high school time and revealed reconnecting with high school relation is strong motivation
to use Facebook. Facebook intensity was measured using a FB intensity scale which collected
data regarding time spent on Facebook. They found the user spend time on Facebook is
between 10 and 30 min on average in each day and having between 150 and 200 friends
added in their profile. Mainly study dealt with bridging, bonding and maintaining social
capital and also paid attention on self-esteem and life satisfaction in MSU. Authors found the
positive relationship between Facebook use and creation and maintenance of social capital.
Three researchers Valenzuela, Park, & Kee (2009) have studied the correlation between
Facebook, its groups and the effect of on the students social capital. A primary contribution
of this research lies in the conceptualization of Facebook use and social capital. The
measure of intensity of Facebook use developed by (Ellison et al 2007) has been used in this
study. The relationship with Facebook use and social capital was not found large. Random
sampling method technique has been used and in total = 2603 students with FB account has
been selected out of 40,360. Participants mean age were 20.71% from an undergraduate
university and a commuter college in the Texas. The survey has been in conducted between
Novembers to December, 2007. Positive relationship has been found between Facebook use
and increase in students social capital. Instead of mention the average Facebook use time
authors mentioned majority of the students 34.9% have spent their time between 30 minutes
to 1 hour each day on Facebook activities. As compare to old user young users are more
4

involved in Facebook use. Female students 63% have been reported to have more Facebook
account than male students 37% of total sample. Significance of the study was strong
correlation between Facebook use and the social and political participation to increase social
capital.
Joinson (2008) has posed the research with the sample of 241 Users (80 males, 161 females,
mean age = 25.97). Major of study is not mentioned and survey conducted in August 2008.
Researcher tries to investigate the relationship between Facebook usage and gratifications of
Facebook use. Independent variables were the Facebook usage and the dependent variables
were the gratifications of Facebook use. In maintaining relationships Facebook has an
important role and Females maintaining and bonding relationships fast as compare to their
male counterpart through Facebook use. Also female users reported making their profile more
private than males. Results also showed that for the Facebook users the most important
functions are searching for friends and looking friend of friend profiles. As in other
findings here also younger users were more engaged with Facebook use and having greater
number of friends.
Steinfeld, Ellison and Lampe (2008), conducted a research to examine the connection
between intensity of Facebook usage and bridging social capital.

The study has been

conducted into two phases from April 2006 to April 2007. Intensity of Facebook usage was
independent variables and questions concerning social capital and satisfaction with life were
dependent variables. Average time of intensity of Facebook usage is not asked in survey
questionnaire. In Midwestern University 800 students were sent an invitation survey form
online and 92+92=184 students were selected for interviews in both years. Respondents have
reported number of friends on Facebook increased as results showed 50% increased from
2006 to 2007. Based on the findings a strong correlation was noticed between Facebook use
and a students bridging, bonding social capital. Participants also reported spending more
time per day on Facebook in 2007 as compared to previous year, roughly 21 minutes per day
on average.
Kirschner and Karpinski (2010) have posed the research in fall 2008. The sample consist of
87 male, 132 female, total 219 students, 102 were undergraduates (mean age = 22.06) and
117 were graduates (mean age = 30.29) in the USA. Most of the participants (72.6%) were
from humanities and social sciences. The major findings of the study are the students who
spent more time on Facebook pay less time on their studies resulting lower GPAs. Moreover,
5

Facebook users reported spending1 to 5 hours per week on their studies, while non-Facebook
user studying 11 to 15 hours per week. Facebook usage average time is not mentioned.
Authors mentioned there is no relation found either user undergraduate or graduate with
Facebook use and high score in studies. Also it is not dependent on the students major field
of study.
Above revealed research studies can give guide-line to our research study and advance our
specific research study in many diverse ways. Since our research study favours the Facebook
impact on Secondary School Students, these studies covers several aspects that could be
beneficial in our study. There are many altered approaches, angles, methods and analysis in
these studies that can uncurl our path also toward our purpose. For example, the most
significant about the research is that what approaches researcher applied for analysing data
and producing findings. Also, the use of a simple of close-ended questionnaires designed,
analysing independent and dependent variables, bridging, bonding, and maintaining social
capital, usage of dissimilar statistical scales and presentation of outcomes in educational way.
These smear to our study because it centrals us to analyse data in more technical ways to
certify the correctness of findings.

Chapter 3: Methodology
3.1. Introduction
This chapter describes the process of the research study conducted on the secondary students
of Hagen Park Day Secondary School. The chapter commences with a quantitative research
study technique and describes all the measures of the research study in part. How the data has
been collected and which approach of researches been accepted to be evaluate, what are the
functions and instruments being applied of the research study? Similarly, there is detail
description of research study questionnaires. Nearly the tables and figures have been drawn to
comprehend the difficult concepts and themes.
3.2. Quantitative Method
It is very important to choose the research study method from the beginning of the research.
For this research study we have mainly applied the quantitative research method and
collection of data through the close-ended questionnaire forms (Appendix B).
6

3.3. Data design and analysis

Initially, all the data collected has been converted into tables and summaries and then
statistical functions has been practiced to extract the obligatory results. For graphic
clarification of the results column charts, pie charts and bar charts have been drawn in
Microsoft Excel.
Another procedure that we have applied for analysing data was contrasts between the results.
A good example was the comparison between the Non-Facebook users and Facebook users,
and also the Female and Male regarding the use of FB. The importance of this research study
was to reflect the effect and usage of Facebook on students academic performance. As such,
the research design is on condition that suitability to select a collection of students
respondents for gathering of data and finally evaluate the data in precises to response to the
study research questions.
3.4. Samples and Participants
Site of sample; The Upper Secondary School Students have been chosen from the Hagen
Park Day Secondary School by sending invitation letter regarding this research. The sample
consists of all the Upper Secondary School students from year of registration from 20142016. It excluded all the staff members in Hagen Park Day Secondary.
Sample size; Participants selected from Hagen Park Day Secondary School was 80 and only
48 Upper Secondary has been selected for data sampling.
Method of collecting Data; Total students participants was 80and have been distributed the
close-ended questionnaire on their senior teachers to distribute among them for filling the
questionnaire form with brief information and description about shielding their
confidentiality.
Date of collecting Data; Foremost and first, letter to gatekeeper has been sent on April 15,
2016and was approved by the principal of Hagen Park Day Secondary School and the actual
research was conducted on April 20, 2016. Approximated a week have been given to students
to fill the questionnaire form.
Response rate achieved: A total of 48 students completed the survey with response rate of
60% of whole amount.
7

3.5. Rational for Research Study

The main rational behind this research study is to find out the students involvement in the
Facebook and what are the effects the students have on their academic performance.
3.6Research Questions and Design
The research questionnaire has been design for this research study comprises of 15 questions
based on three divisions as such;
-

Demographic information

Facebook usage and distraction for studies

Reasons not have Facebook account

The demographic sections comprise of seven questions such as: sex, provinces, Facebook
users and non-Facebook users etc. All these questions are mainly used as independent
variables in analysing the results in precises.
Figure 3.6.Conceptual diagram of the survey arrangement

Demographic Information

Section 1

Are you a Facebook user?

No

Yes

Section 2

Section 3

Further question for

Further question for

Facebook users

Non-Facebook users

Section 4

The segment three is about usage of Facebook impact on students study activities. It includes
sets of statement designed to extent in which respondents agree or disagree on statements
8

nearly concentration on usage of Facebook and its impacts on academic performance of

students. The last segment is for those students who do not have use Facebook. Students will
response to the reasons about not being involved in the usage of Facebook and does students
has the plan to use the Facebook in the Future or else not?
3.6. Summary
This research study has been carried out at the Hagen Park Day Secondary School for the
purpose of study the impact of Facebook on the academic performance of students. A
quantitative method has been applied for this research study. The close-ended questionnaire
has been designed to collect the data for this research study. A gatekeeper letter has been send
to the principle of the Hagen Park Day Secondary School for conducting the research study.
The approval was given and the research was conducted. The response achieved was 48. Data
was then collected and we used Microsoft Excel to processing the data. The research
questions were analysed by using percentages, comparisons and frequency.
Chapter 4: Findings
4.1. Introduction
The chapter four of this research study through the quick looks of social capital the researcher
has answered the research questions in details. The chapter begins with the demographic
information and moves further by answering the research question one by one.
4.2. Demographic Information
In the beginning it is very vital to describe demographic in order of the research project to
understand the findings more evidently. As illustrated obviously on Table 4.2.1 the
independent variable of the demographic part of the study questionnaires. As such male
student respondents are more (N= 25, 52%) than female students respondents (N=23,
47.9%).
Table 4.2.1: The table shows the Sample Demographic Information (Total Number of
Participants = 48)
Independent Variables

Number of Students

Age Range
16-25
Sex

48

Male

25 (52%)

Female
Hagen Park Day Secondary School:

23 (48%)

Upper Secondary

48 (100%)

Lower Secondary
Facebook Users

-0 (0%)
34 (71%)

Non-Facebook Users

14 (29%)

Provinces
Hela

SHP

Enga

WHP

27

Jiwaka

Chimbu

EHP

Year of Registration
2013-2014

42

2015-2016

The research study is about the Facebook users but it is moreover useful to be acquainted
with view of those students who are not using it or not interested in Facebook. Table 4.2.1
shows the total of non-Facebook users are less then (N=14, 29%) when compare to Facebook
users (N=34, 71%) of respondents are Facebook users which signify that the fame of
Facebook in Hagen Park Day Secondary School.
4.3. Research Question One:

Do students involvement in Facebook use have a

significant impact of academic performances (GPA)?

Some educational studies have revealed the incoherent outcomes of the connection between
academic performance of the students and Facebook use. For example, a study done Junco
(2011) has found significant negative relationships between Facebook use and grades. Also, a
study done by Saunders (2008) found no relationship between use of Facebook and the grade
10

earned by the students. Contentious results deteriorating both sides claims and obliged more
profound and specific study on the subject.
Students score in their studies is extremely essential resource in their educational lives.
Through the answer of this particular question we can observe the impact of Facebook use in
students social capital. Whichever Facebook use is causing the increase in the social capital
or decrease in the social capital. It is fascinating to be acquainted with contrasts of GPA
attained by the Non-Facebook users and Facebook users. In this research study students have
been inquired by stated their average grades achieve in all the subjects which they have gone
through previously.
Figure 4.3.1: Shows the Column Diagram exemplify the scored students obtained from their
major subjects

Grade point ave rage obtained by students

48
50
40
Number of students

27

30
20
10
0

2%
1
Grade 1

7 15%

6%

Grade 2

Grade 3

Number of students

56%

Grade 4

10 21%

Grade 5

100%

Total

Percentage

In figure 4.3.1 Grade 1 is regarded as the lowest grade and grade 5 is regarded as the highest
grade obtained by students in their main subjects they studied. From top of each column data
in proportions is presenting the average figure of students those who have attained GAP in all
passed subjects.
Based on the results as an answer of the first question we can say that those students who
scored 2%, 6, % & 15% are those who have Facebook account has involved earn lower GPA
then those who has not use Facebook or has an account. This result indicated that Facebook is
causing the decrease in social capital for the students, the lower GPA as contrast to nonFacebook users are evidence that Facebook has an impact on students academic performance
at HPDSS.

11

4.4. Research Questions two: What are the students perceptions about Facebook usage?
This set of questions has been designed to know the students perceptions about Facebook
usage in regards towards their studies. Answers have been measured by the 5 Likert scale as
such; (Strongly Disagree, Disagree, Neutral, Agree, Strongly Agree) and the student
participants have only one preference to select against each of the statement. To examine the
answers of these questions, we have abridged the list of six questions into a bar graph. As
such, Figure 4.4.1 is a bar graph designed to visualize the answers of all questions. Question
1 (I think I might be addicted of Facebook) participant denied the claim with mostly choosing
(strongly disagree = 35%) and (disagree =19%) and in the same way in question 5 (Facebook
is now my recent most time consuming hobby) most of the participants also denied Facebook
as most time consuming hobby. Excessive use of Facebook can turn from time passing to
practice that may affect the academic performance of students and their everyday life. But
according to this study answers, students experiences are positive about Facebook use and
there are a few probabilities in future that Facebook increase as a hobby for secondary
students that it can affect on academic recital.

Student's perceptions about Facebook usage

I think I might be addicted to Facebook

in class
Sometimes I go on Facebook while I am
consuming hobby
Facebook is now my recent most time
0.35

use

0.44

I have tried to cut down on my Facebook

routine

0.15
0.19

0.15

0.15

Disagree

Neutral

0.23

0.06 0.1
0.21
0.25

0.06
0.15

0.39

0.17

0.27
0.33

Strongly Agree

Figure 4.4.1 Bar Diagram is showing the outcomes in percentages (%)

12

0.17

0.23

0.44

Facebook has become part of my daily

Strongly Disagree

0.15

0.08

0.29

0.13

0.44

Facebook
I lose track of time when I am on

0.19

Agree

0.23
0.17 0.04
0.02

As such, the questions number 4 & 5 spectacle the struggles of the students on how they
control their Facebook use. Indicated on graph, most of the students are strongly disagree or
disagreeing that they have some kind of struggling position with Facebook use. All the
participants are mostly disagreeing with all the statement above but astonishingly in the last
question in figure 4.4.1 (Facebook has become part of my daily routine) nearly 4% of the
participants are agreeing or strongly agreeing with the statement which designate the
popularity of Facebook in the social and academic lives of the students.
After analysing the results, weve found students perception towards the Facebook use
towards their academic performance is not relatively encouraging about Facebook use.
Mostly, HPDSS students do not consider Facebook as a big threat that they need to take some
kind of strict action for controlling the Facebook use. After all, the use of Facebook and other
social networks have become so integrated into students lives, it is almost a prerequisite.
4.5. Research Questions three: What are the students perceptions about Facebook
impact on academic performance?
This particular set of questions is telling students perceptions about Facebook influence on
educational performances. As such, the responses have been measured through the 5 Likert
scale (Strongly Disagree, Disagree, Neutral, Agree, Strongly Agree) and the students have
only one choice to indicate each of the questions. From the figure 4.4.2 is a bar diagram
designed to simplify the responses of all questions.
Question 1 (I control my use of Facebook, that it does not impact on studying) most of the
participants are agree (6%) or strongly agree (23%) which indicates most of students have
full or partial control on their Facebook use. Interestingly in question 6 (I use Facebook as
break during my studying or schoolwork) most of the participants are also agree (6% or
Strongly Agree (17%) which shows that students are using Facebook as tool of entertainment
and relaxation during their study hours and they claim to have good control on their Facebook
use.
In question 2 (I would have better grades if I spent less time on Facebook) participants are
strongly disagree (42%) or disagree (4%) and students do not think Facebook as a cause of
low GPA. Questions 3 and 4 have almost same results and most of the students are in
favoured that Facebook do not distract them from studying and existence of Facebook also
does not bother their studies. In question 5 (The time I spend on Facebook takes away my
study time) most of the students are strongly disagree (17%) or disagree (19%) but on the
13

other side a good amount of students also agrees (13%) or strongly agree (13%). It shows
Facebook is impacting on almost 26% Facebook users study time.
Figure 4.5.1 showing the Students Perceptions about Facebook impacts on their
academic performance
Students perceptions about facebook impact on academic performance

0.1
0.23
0.52

0.17
0.42
I am able to control my use of Facebook so that it does not interfere with studying or doing schoolwork0.23

0.33
0
I would be getting better grades if I spent less time on Facebook0.23

0.1
Facebook distracts me from studying or doing schoolwork0.19
0.13
0
If Facebook did not exist, I would get a lot more studying and schoolwork done0.19

4
3

0.33 2
The time I spend on Facebook takes away from studying or schoolwork time 0.1
0.17
0.061
I use Facebook for break during my studying or doing schoolwork0.25
Strongly Disagree

Disagree

Agree

Strongly Agree

Neutral

Figure 4.5.1 Bar Chart is demonstrating the results in percentages (%)

After analysing all the results, we found out that Facebook as a useful tool for relief and
entertainment during the study period. As we discussed previously, in this research study
individual social capital referred to students social capital that includes studies, subjects etc.
Therefore, the analysis of above mentioned two sub-questions revealed that Hagen Park Day
Secondary students perceptions are clearly found that students behaviour toward the
Facebook is slightly positive and they do considered Facebook as an obstacle in their studies
or their social lives.

4.6. Research Question Four: What is the influence of Facebook for the formulation on
students social capital?
In this research study we have formulated the question from the students to analyse the
creation of students social capital with Facebook use. The question is supplementary
question particularly to know how much participants are attentive for bridging, bonding, and
14

maintaining their social capital through use of Facebook. We have measured the answers
through the 5 Likert scale (Strongly Disagree, Disagree, Neutral, Agree, Strongly Agree), and
participants have only single preference to select each of the question. Figure 4.5.1 is a bar
diagram designed to simplify the answers of this question.
In initial question (Facebook is a good tool to meet new people & friends); we have
calculated students responses with percentages. As demonstrated in the results which
spectacles most students disagree or strongly disagree with the particular statement. In figure
4.5.1 participants strongly disagree (16.87%) or disagree (6.25%) with the given statement
and 22.92% choose to be neutral. Result shows most of the students believed that Facebook is
an effective instrument to bond social capital in the Secondary School environment among
others.
Figure 4.6.1 Facebook bounding and bridging on students social capital
Facebook bridging and bonding Social Capital

Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree

22.92%

18.75%

37.50%

35.42%

18.75%

22.92%

8.33%

6.25%

12.50%

16.67%

It is a good tool to meet new people & make new friends

Particularly I use Facebook to keep in touch with my friends

Figure 4.6.1 Bar chart is illustrating the results in percentages (%)

Facebook is a service which is an effective for bonding, maintaining, and bridging the
relationship amongst the existing relationship. The results confirmed the statement in which
Facebook is generally playing imperative role to link populaces. As such, the second question
I use Facebook to keep in touch with my friends as shown in the results most students are
either strongly agree (22.92%) or agree (37.90%) and few students are disagreeing on the
specified statement. In modest most participants are agreeing that they are particularly
15

using Facebook to keep in touch with their friends which shows that Facebook is playing an
important role for bounding, maintain, and bridging the social capital amongst the recognized
persons.
From our findings we can say that Facebook is actual operative tool for creation of bounding,
maintaining, and bridging the participants with their existing social capital but it is also not
very active for most of the students for increase their social capital.
4.7. Research Questions six: What are you reasons that you do you not like to engage in
using of Facebook?
Students who are not interest in Facebook use have been enquired to select the suitable reason
on the particular choices to express their view on not to use Facebook. From the figure 4.6.1
most of the participants either have not interested (42%) or they do not know how to use
Facebook (6%) in Facebook. As such, the third selected choice is no time (13%). The
participant who use other similar services and those who do not know how to use Facebook
are mean (4+4=8%) which is nethermost extent of users amongst the Non-Facebook users.

Figure 7.1: the column graph below showings the results for not to have Facebook
Account

16

Results for Not Have Facebook Account

Total
48

100%

I use other similar services

4%

information online

4%

Don't want to put personal

13%

Dont know how to use Facebook

6%

No time

13%

20

42%

Others

Not interested
Number of Respondents

Percentage

The findings of this study also approves that 13% of the users who does not have Facebook
accounts afraid of safety or security issues in regards Facebook. The second classification of
the participants who have insurgence approach concerning Facebook and they are not
showing their interest in the use of Facebook. So, the responses of group which is 13%
considered Facebook as a time consuming instrument, therefore their replies stated that they
have no time for using Facebook. So, now it is perfect in the diagram 13% of the Facebook
users have no time for using Facebook.
4.8. Research Questions Seven: In which communication channel do you used the most?
From these particular question participants have been requested to answer by which
communication channel they used the most while they contacting with people mostly. As
indicated on the questionnaire form from the appendix that each participant can choose
merely one alternative out of five to response to the questions.
Figure 4.8.1: Most Popular communication medium among students

17

Most popular communication medium among students

Facebook

Messengers (Skype, Yahoo, Google etc.)

13%
Mobile phone (SMS & Call)

6%
35%

Email Services

31%
15%
Other Social Network Services

Figure 4.7.1: is a pie graph exemplifying the usage of contemporary communication medium.
The pie graph displays five (5) sections and each section is giving the one channel of
communication. As such, the pie diagram shows obviously that Facebook is the prevalent
channel of communication among the HPDSS Students. From these results also specify that
participants give their priority to Facebook over the email services for their communication
with people every day. From last astonishingly other social networks services are only 6%
which specifies that the enormous popularity of the Facebook as compare to other online
social networks.
Research Questions Eight: How much time do you spend on Facebook?
Time spend on face book by the students
48
50
40
30
20

17

16
8 17%

35%

33%

100%

7 15%

Percentage

10
0

Time Spend on Facebook

01

23

45

67

Time Spend on Facebook

18

Total
Percentage

Figure 4.8.1 Column Chart showing the number of students in percentages (%)
The figure 4.8.1 Colum graph shows the total number of students 48 and how much time they
spend on the Facebook as indicated on the graph with percentages. About 17% of the students
said that they spend 0-1 hour on Facebook, while 33% of students said that they spend 2-3
hours on Facebook. And 15% of the participants saying that they spend almost 6-7 hours on
Facebook whereas 35% of students stated that they spend 4-5 hours on Facebook.
Now, when looking at the hours spend by the students we could say that most hours students
spend on using Facebook while less hours the students spend on their studies and this has
contributed towards attain low GAP on their major subjects.

Research Questions Nine: How much time do you spend on daily activities when
compare to Facebook?
N umbe r of hours s tudne ts s pe nd on daily activitie s
Doing school work

Study related activities

Entertainment

Facebook
Total ; 100%

To t a l

6 7 ; 96%

6 7

4
45 55
5 ;;; 10%
15%
2%
4 4
2 23 3 ; 2%

66 776;; 1%
0%
7 ; 15%

4 5 ; 3500%
2 3 ; 60%

2 3 ; 35%

0 01 1 ; 0% 0 1 ; 29%

0 1 ; 50%

2 3 ; 33%
0 1 ; 17%

The Figure 4.8.1 above demonstrating the number of hours the participants spend on the
daily activities. As such, 96% of the students participants said that they spend 6-7 hours on
doing their school work, while 35% students stated that they spend 4-5 hours on Facebook
and 50% of students stated that they used 0-2 hours on entertainment while 60% of student
said that they used 2-3 hours on study doing study related activities. Therefore, when
comparing the results, we have seen that most students concentrate on their daily school
works while some still using Facebook and this contradicting their studies and there is a
19

possibility where students able losing their best time in usage of Facebook and entertainer
rather than focus on their studies.

Chapter 5: Discussion and Analysis

5.1. Introduction
The other chapters dealt with the overall major research questions and findings. In this
particular chapter, presented the key results in concern to the study questions are concisely
summarized and over-all assumptions have been made based upon the results. The research
study accomplishes with the limitations and strength of this study and is reflected and
recommendations have been made for further research into secondary education is presented.
5.2. Testing Hypothesis
As such, the main focus of this research study was to explore the involvement of students in
using the Facebook and its impacts on academic performance of the students.
The primary hypothesis of this research study is that maximum of the secondary school
students in the Hagen Park Secondary School are involved in Facebook use. As results
demonstrate that 71% from the participants are engaged in Facebook use, so it is confirmed
that almost all the Hagen Park Day Secondary School students have accounts on Facebook.
From next hypothesis, several users of Facebook are prey of interruption through their
educational hours and in our discoveries there is confirmed such evidence found. Most of the
participants have stated that usage of Facebook throughout their studies and in their
perceptions about Facebook does distract them from undertaking their studies.
On the third hypothesis, we see that those students who dont have account on Facebook
might have some safety bias. The research has also found that most of students who are not
interested in using of Facebook said that they do not use Facebook because they do not want
to put their private information on internet and participants said that they are not interested in
use of Facebook.
The fourth hypothesis of this research shows that more male students have Facebook than
female students. The fourth hypothesis is also confirmed on the result usually shows the

20

number of male users of Facebook are 52% which is more than female Facebook users which
is 48%.
The other hypothesis shows that those participants who are not using Facebook might get
good grade while compare to users of Facebook. This research established that NonFacebook users usually have good GPA than users on Facebook nevertheless the dissimilarity
are very important. The suggestion about social capital, we expected that Facebook is
cumulating students social capital with the shape of maintaining, bridging, and bonding their
interactions with their studies and people. The results have confirmed that Facebook is a one
good instrument for maintaining, bridging, and bonding the existing interactions and
cumulating the effectively of students social capital.
From last hypothesis we found that Facebook is the common communication medium
amongst the secondary school students. Students have been questioned the question which
communication channel they used the most, when they interact with peoples effectively.
5.4. Summary of Findings
As mentioned, the intention of the study was to find out the effects of Facebook on the
academic performance of the students. A total of80 questionnaire has been sent to the
participants to fill it and 48 have been responded. Only Grade 11 students of Hagen Park Day
Secondary School, age range 16 to 25 year of old have been selected for this research study.
The amount of male students who responded was 25 and 23 female students.
Furthermore, the students who has account on Facebook were 34, and the students who do
not have Facebook account were 14.Students have been examined to select the time-range
according to the given categories The time spent on Facebook and the time spend on other
daily activities that is to tell them how much time they spend or use on the entertainment on
Facebook and academic purpose in a day. The data indicates that participants who have
spending 6-7 hours on typical day for doing their studies and 4-5 hours for use of Facebook.
Therefore, we found out that most of participants who are spending more time on doing their
school work as compare to usage of Facebook but it always distracts them for studying when
using Facebook. Consequently, this occurrence has a slightly destructive result on
participants academic performance.
The substantial results of this study are that Facebook has an impact on GPA of the students.
From our results obtained, we found participants who use Facebook have scored low GPA
21

than those who have not engaged in Facebook. Its very important to find out the difference
then still we can have declared that Facebook is one factor that affecting participants GPA.
Another most significance results are the students opinion and perceptions to the use of
Facebook is relatively favourable concerning use of Facebook. Overall Hagen Park Day
Secondary School students do think that Facebook as a danger that they have to do some of
authoritarian act for controlling the use of Facebook. Participants consider Facebook as a
convenient tool for relief and entertainment during the time of study but they are not
reasonably confident to have decent control on use of Facebook. Based on participants own
opinions Facebook does not entertain them from doing their studies. Consequently, the
participants perceptions about the use of Facebook affecting their academic performance and
students think that Facebook is affecting their academic performance.
This research found evidently that Facebook is an effective instrument for establishment of
maintaining, bridging, and bonding the participants existing relationships but it is not very
effective for most of the students participant to increase relationship with new friends
through usage of Facebook.
From the findings we found that the most commonly used communication network or channel
among Hagen Park Day Secondary School students is the Facebook and the second one is
mobile phones. Amazingly other social network service is simply 6% which specify that
majority of participants use Facebook mostly when compare to other communication channel.
Nearly the non-Facebook users, we found out that most of the non-Facebook users said they
have no time for using Facebook or what they said was they are more concerned almost their
confidentiality issues. Also on the reply of the question Would you like to use the Facebook
in future while non-Facebook students revealed their intent to use Facebook in the future.
5.4. Limitation of the Study
This study is limited on of impact of Facebook on academic performance of the students. The
study of this topic is challenging upon the methodologies and procedures involved in the
research and measurement and description of the variables. Mobile Phone (SMS and Call)
considered being a back bone of communication channel from other research studies but this
study is exploring and discovering the Facebook impact, only on Secondary School students
of Hagen Park Day Secondary School and excluding other secondary school within the
Western Highlands Province.
22

It is slightly difficult to response to the question about How much time students spent on
Facebook since students dont know accurately time they spent on Facebook per day.

Chapter 6: Recommendations and Conclusion

6.1 Recommendations
Mainly this study was based upon quantitative technique and we believe it would more
fascinating to include a qualitative technique to initiative the research study with both
approaches. Both methodologies will explore the students perceptions and behavioural side
of the research study concluded with interviews. Consequently, the research study can clarify
the about impact of Facebook usage and students academic performance.
This study is conducted only on Secondary Schools Students of Hagen Park Day Secondary
School. It will be more remarkable to expand the research and include other secondary
schools within the Western Highlands Province. Since the development of the research study
can convey more results and more findings concerned with the research study to compare the
findings. This form of research study could appearance for changes between upper and lower
ranking students towards usage of Facebook.
6.2. Conclusion
To conclude, Facebook is a social network service lunched in February 2014 owned and
operated by Facebook Inc. Most of the results and findings have revealed that Facebook have
a negative effect on students academic performance. The study of impact of Facebook on
academic performances very interesting and it would be more useful to those students who
are currently studying at Hagen Park Day Secondary to know that Facebook is one of
contributing factors that affects the students GPA. Therefore, this research provides them
with what students supposed to do is to quite or spend less time on Facebook and they have to
put more effort on their studies. As stated on the problem statement that Is Facebook the
contributing factors towards their studies? Yes, our findings have declared that it is the one of
the contributing factor which contributed towards the poor academic performance and less
number students were being selected to the university and collages while the rest of the
students dont have any space in colleges and universities. Importantly, Facebook is the
23

contributing factor that affects the student from getting good grades for secures a space in
tertiary institutions.

References
Capano, N. Deris, J., & Desjardins, E. (2010). Social networking usage and grades
among collage students. (U. o. Hampshire, Producer) Retrieved September
7 7, 2016, from http://www.unh.edu/news/docs/UNHsocialmedia.pdf
Ellison N, Steinfield C, and Lampe C,. (2007). The benefits of Facebook "Friends:"
social capital college students use of online social network sites. Journal of
Computer-Mediated Communication, 1143-1168. doi:12
Grossman, L. (2010). Person of the Year 2010 Mark Zuckerberg. Retrieved
September
7,
2016,
from
http://www.time.com/time/specials/packages/article/0,28804,2036683_203
7183,00.html
InsideFacebook. (2010). Facebook announce 500 users. Retrieved September 7,
2016,
from
http://www.insidefacebook.com/2010/07/21/facebook
announces-500million-usersstories-application/
Joinson, A. N. (2008). 'Looking at', 'Looking up' or 'Keeping up with' people?
Motives and uses of Facebook. Journal of computing systems, 1(59), 10271036. Retrieved September 7, 2016
Kirscher P & Karpinksi A. (2010). Facebook and academic performance. Journal of
Computer in Human Behaviour(26), 1237-1245. Retrieved September 7,
2016
Kirschner P & Karpinski A. (2010). Facebook and academic performance. Journal
of Computers in Human Behaviour(26), 1237-1245. Retrieved September
7, 2016

24

Park, N., Kee, K., & Vanezuela., S. (2009). Being immersed in socila networking
environment: Facebook Groups, users and gratifications, and social
outcomes. Journal of Cyber Psychology and Behaviour, 6(12), 727-733.
Retrieved September 7, 2016
Steinfield C, Ellison N B, Lampe C. (2008). Social Capital Self-esteem, and use of
online social network sites: longitudinal analysis. Journal of Applied
Developmental Psychology, 6(29), 434-445. Retrieved September 2016,
2016
Zhong B, Hardin M & Sun T. (2011). Less effortful thinking leads to more social
networking sites and personality traits. Computer in Human Behaviour, 27,
1265-1271. Retrieved September 7, 2016

Appendix A: Letter to Gatekeeper (The Principal of HPDSS)

Josiah Pup
Department of PNG Studies
& International Relations
Divine Word University
P. O. Box 483
Madang
Madang Province
25

Ph: 73964113/76420739
Email: jpup@student.dwu.ac.pg
March 12th, 2016
The Principal
Hagen Park Day Secondary School
P. O. Box 347
Mt Hagen, 218
Western Highlands Province
Papua New Guinea
Telephone: (675) 5421938
Facsimile: (675) 5423693
Email: hagparkss@datec.net.pa
SUBJECT: REQUEST FOR PERMISSION TO CONDUCT RESEARCH IN SCHOOL
Dear Mr. Tambili
My name is Josiah Pup, and I am a fourth year Papua New Guinea Studies & International
Relations student at the Divine Word University in Madang Province. The research I wish to
conduct for my Degree thesis involves The impact of Facebook on the Academic life of
Students at Hagen Park Day Secondary School. This research will be conducted under the
supervision of Fr Harry Gahare (Project Supervisor) Faculty of Arts & Social Sciences at
Divine Word University.
I am hereby seeking your consent to this research, which will give information about the
impact of Facebook on academic performance of students at Hagen Park Day Secondary
School because it is vital to know the magnitude of the problem in order to solve it for a
better academic performance.
I have provided you with a copy of my project proposal which include copies of the measures
and consent form to be used in the research process, as well as a copy of the approval letter
which I received from the Divine Word University Research Ethics Committee (Human).
Thank you for your time and consideration in this matter
Youre sincerely,

26

Josiah Pup
Divine Word University

Appendix B. Students Consent Form

Divine Word University

P. O. Box 483, Madang, Madang Province, Papua New Guinea
Tel: (675) 852 2937 Fax: (675) 852 2853
Informed Consent Form

27

Dear Students
I am Josiah Pup a Degree student at Divine Word University in Madang. I am researching on
Impact of Facebook on Academic lives of students. The purpose of this study is to investigate
the students involvement in most popular online social network site Facebook and also the
impact of Facebook negatively or positively on students academic performance and their
social lives.
You are kindly invited to participate in the study which will be conducting using the focus
survey questionnaire. All information obtained from you or about you in connection with this
project will remain strictly confidential and will be disclosed only with your permission.
Notes related to it will be kept in a locked filling cabinet to which I alone have an access. The
results of this study will be written up my degree thesis.
Your participation in this study is strictly voluntary; you may withdraw your participation at
any time. For answers to questions pertaining to the research, or research participants rights,
you may contact me through my cell phone +675 73964113/76420739.

Yours sincerely
Josiah Pup
Degree Student
Appendix C. Research Questionnaires
Introduction of research question form
The questionnaire form is designed to explore the involvement of the secondary school
students in use of Facebook. We are interested to discover what effects Facebook have on
students academic performance. Secondary (Lower & Upper) student will be asked to fill out
the information regarding their use of Facebook and study related and non-study related
activities. This survey will take approximately 15 minutes to complete. No identification
information of any student needed for the research. All the information will be collected
without any identification and answer will be used in summaries.

28

Interview Questions
1.

What is your Age? ______

2.

What is your Sex? ___________

3. What is your Province? ________________

5. When did you start attended Hagen Park Day Secondary School?
Year: ____________
6. In which grade are you in?
o

10

11

12

7. On a typical day, how much time do you spend studying or doing schoolwork?
Hours __________
8. What is your average grade (GPA, in all subjects which you have passed already)? (5 is
higher and 1 is lowest)
o

Grade 5

Grade 4

Grade 3

Grade 2

Grade 1

9. On a typical day, how much time do you spend on the Internet for non-study activities (for
entertainment)?
Hours ______
10. In which communication channel do you used the most? When you are contacting or
communicating with your friends?
o

Facebook

Messengers (Skype, Yahoo, Google etc.)

Mobile phone (SMS & Call)

Email Services

Other Social Network Services

11. Are you a Facebook user?

Yes / No
12. On an average day, how much time do you spend on Facebook?
29

Hours ________
13. Please rate how strongly you agree or disagree with the following statements about your
use of Facebook:
(1) Strongly Disagree, (2) Disagree, (3) Neutral, (4) Agree, (5) Strongly Agree
1

Facebook has become part of my daily routine

I lose track of time when I am on Facebook
I have tried to cut down on my Facebook use
Facebook is now my recent most time consuming hobby
Sometimes I go on Facebook while I am in class
It is a good tool to meet new people & make new friends
Particularly I use Facebook to keep in touch with my friends
I think I might be addicted to Facebook

14. Please rate how strongly you agree or disagree with the following statements about how
your use of Facebook impacts you academically: (1) Strongly Disagree, (2) Disagree, (3)
Neutral, (4) Agree, (5) Strongly Agree
1
I use Facebook for break during my studying or doing
schoolwork
The time I spend on Facebook takes away from studying or
schoolwork time
If Facebook did not exist, I would get a lot more studying and
schoolwork done

30

Facebook distracts me from studying or doing schoolwork

I would be getting better grades if I spent less time on Facebook
I am able to control my use of Facebook so that it does not
interfere with studying or doing schoolwork

15. Please indicate the reason(s) you have chosen not to be involved on Facebook. (Mark all
that apply)
o

Not Interested

I have no Time

Dont know how to use Facebook

Don't Want to Put Personal Information Online

I use other similar services

Others: __________________

16. Would you like to start using Facebook in future?

Yes / No / Dont Know
Closing Message
Thank you for contributing into the research. Your involvement is importantly appreciated
and helps me to complete the study towards the purpose of the education. If you have any
questions regarding this study, please do not hesitate to contact me:
Department of PNG Studies & International Relations
Fr Harry Gahare (Projects supervisor)
Email: hgahare@dwu.ac.pg
Josiah Pup
Degree Student
Ph: +675 73964113/76420739
Email: jpup@student.dwu.ac.pg

31

Appendix D: Budget
The estimated budget for the in carry out the proposed research as tabulated in table below:
No.
1
2
3
4
5
Total

Types of Expenditure
Questionnaire (80X.050)
Transpiration to and from Madang to Hagen (100x2)
Stationeries ( biro, pencil, writing pad)
Flex Cards for consultations
Other expenses
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

Kina
40.00
200.00
10.00
20.00
100.00
370.00

Note: Other expenses including the money that will be spend on buying lunch for those who
assist the researcher from the distributions of the questionnaire.

32

Appendix E. Time Frame

The table below shows the time table that how the researcher will be analysed the data from
the information collected.
Months
March

Activities
Week 1
Week 2
Collect primary data at designated Collecting data into the
location

April

Hagen

Park

Day Table

using

Week 3
Analysed the general

Microsoft information from the

Secondary)
Excel
respondents
Revise literature review and align Draw graphs and interpret the findings and
relevance

sources

substantiate analysed the data using fx formula in Microsoft

findings in preparations for the Excel.

May

first draft
Analyse the data and structure Review

June

information for the first draft

First Draft

Review and have first draft ready for the

consultation with the project supervisor

33