Integrative Project: Chapters 1–5
Your course project, Integrative Project: Chapters 1–5, is due.
Use the appropriate project guide linked in
Resources
to help you complete your paper. The preparatory elements of the template are integrated into the paper but not listed.
Adhere to the following requirements for submitting your project:
- A complete paper consists of the title page, abstract page, table of contents, the body of the paper, and reference list.
- The body of the paper should be approximately 25–30 pages in length (excluding title page, abstract, table of contents, and reference list).
- Your paper should conform to current APA format and style including using Times New Roman, 12-point type.
- The paper should be carefully edited for spelling, grammar, and syntax errors.
- Your final Integrative Project: Chapters 1–5 should be submitted in Microsoft Word format.
Review the project scoring guide to ensure that you meet all criteria before submitting this assignment.
Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information.
Resources
- Integrative Project: Chapters 1–5 Scoring Guide.
- Writing Feedback Tool.
- APA Style and Format.
- Qualitative Integrated Project Guide [DOCX].
- Quantitative Integrated Project Guide [DOCX].
Running head: ABBREVIATED TITLE OF YOUR PAPER 1
ABBREVIATED TITLE OF YOUR PAPER 11
Full Title of Your Paper
Learner’s Full Name (no credentials)
Capella University
Abstract
It is necessary to complete the abstract after the entire project has been developed. The abstract contains an abbreviated overview of the entire project. This overview will reference the following elements of the project:
The Research Question_________________________________
The Research Problem: _____________________________________
The Significance of the Study:_______________________________
Theory or theories that apply to the concepts associated with the RQ:________________
A narrative describing the qualitative approach planned, implications for stakeholders, significance to the scientific community, and a description of expected results. The abstract is one concise paragraph.
Keywords: [Add keywords here.]
Table of Contents
CHAPTER 1. INTRODUCTION
1
Background of the Study
1
Need for the Study
1
Purpose of the Study
1
Significance of the Study
1
Research Question
1
Definition of Terms
1
Research Design
1
CHAPTER 2. LITERATURE REVIEW 1
Theoretical Orientation for the Study 1
Review of the Literature
1
Synthesis of the Research Findings
1
Critique of Previous Research Methods
1
CHAPTER 3. METHODOLOGY 1
Purpose of the Study 1
Research Question 1
Target Population 1
Recruitment Strategy 1
Sampling Design (purposive for qualitative) 1
Procedure 1
Analysis 1
Ethical Considerations
1
CHAPTER 4. EXPECTED FINDINGS/RESULTS 1
CHAPTER 5. DISCUSSION 1
Implications 1
Methodological Strengths and Weaknesses 1
Suggestions for Future Research 1
CHAPTER 1. INTRODUCTION
Background of the Study
[Note: the final draft of the Introduction is typically written after the entire project has been completed and just prior to the abstract. It is important to understand that the project is iterative. You will work on, change, and refine all elements of the project. In your initial submission, begin to flesh out the sections listed below: Abstracted Outline of Chapter 1.]
Need for the Study
Purpose of the Study
Significance of the Study
Research Question
Definition of Terms
Research Design
CHAPTER 2. LITERATURE REVIEW
This is typically the entry point for beginning the project. It is important to understand that the project is iterative. You will work on, change, and refine all elements of the project. You will begin by understanding and synthesizing what is known so far in the Literature Review, (Chapter 2).
Theoretical Orientation for the Study
The Literature Review provides detailed information about theory that applies to the research topic, theory that applies to the research method, population(s) studied, and key concepts under review. Seminal and current sources are analyzed and evaluated thematically. The research problem is identified.
Review of the Literature
It is essential that the literature review be organized with reference to themes identified in articles that you have read. It is not acceptable to organize the literature review article by article or one article at a time.
Synthesis of the Research Findings
Critique of Previous Research Methods
Summary
CHAPTER 3. METHODOLOGY
Purpose of the Study
The introductory paragraph addresses the research problem or proposes to fill the gap in the literature. It includes the purpose of the proposed research and presents formally the research question. The purpose is to answer the research question. State your research question in the form of a question in the introductory paragraph for Chapter 3. As you prepare this section of this chapter review the characteristics of qualitative research questions:
1. Qualitative research questions ask for description and interpretation of phenomena through the identification of socially constructed themes and categories.
2. Qualitative questions address concepts associated with thoughts, feelings, and actions that are not necessarily accessible with empirical methods of measurement.
3. Qualitative data take the form of stories, narratives, and observations.
4. Qualitative questions identify the target population and phenomena under consideration.
5. Qualitative questions do not test empirically measured data.
Research Question
Conclude the introductory paragraph to Chapter 3 by writing out the research question.
Target Population
As you describe the target population you will include:
Information about the number of participants.
Information about inclusion and exclusion criteria; describe how you decide who can participate in the study and who cannot.
Recruitment Strategy
Sampling Design (purposive for qualitative)
Procedure
As you describe the procedures you will include:
Information about materials used for data collection.
Information about the location where data collection takes place.
Information about the time required for data collection.
Information about the instruments used to collect data. Instruments used vary widely and may include audio and video recording equipment, pen and paper, interventions, observation journals, member-checking documents and so on, depending on the requirements indicated in the research question.
Information about the order of steps taken to obtain data.
Information about how data will be recorded and transferred into a transcript or documents, audio or video, ready for analysis.
When using an interview guide or observation, a check sheet is also included.
Analysis
Analysis describes strategies for analyzing the narratives offered by participants. Once the data has been transcribed into a format for interpretation, typically “words on the page,” then it can be interpreted. Analysis uses strategies that interpret meaning components from words, phrases, and narratives into interpreted conceptual descriptions across transcripts.
Ethical Considerations
The APA Code of Ethics that apply to your study and research design should be addressed.
CHAPTER 4. EXPECTED FINDINGS/RESULTS
For the expected findings/results section, use the literature reviewed in Chapter 2 to anticipate findings that are likely to result from the collection and interpretation of data. Note: some unexpected results are possible and should be addressed in this chapter.
CHAPTER 5. DISCUSSION
Implications
Implications of the potential results are discussed; implications for a wide range of potential stakeholders are addressed. Significance to the scientific community and the potential to address the research problem is discussed. Limitations of the study are addressed and suggestions for future research are offered.
Methodological Strengths and Weaknesses
Suggestions for Future Research
The suggestions for future research should close the gap on the methodological limitations.
References
List references using APA format (APA, 2010, p.169).
Running head: ABBREVIATED TITLE OF YOUR PAPER 1
ABBREVIATED TITLE OF YOUR PAPER 11
Full Title of Your Paper
Learner’s Full Name (no credentials)
Capella University
Abstract
It is necessary to complete the abstract after the entire project has been developed. The abstract contains an abbreviated overview of the entire project. This overview will reference the following elements of the project:
The Research Question_________________________________
The Research Problem: _____________________________________
The Significance of the Study:_______________________________
Theory or theories that apply to the concepts associated with the RQ:________________
A narrative describing the qualitative approach planned, implications for stakeholders, significance to the scientific community, and a description of expected results. The abstract is one concise paragraph.
Keywords: [Add keywords here.]
Table of Contents
CHAPTER 1. INTRODUCTION
1
Background of the Study
1
Need for the Study
1
Purpose of the Study
1
Significance of the Study
1
Research Question
1
Definition of Terms
1
Research Design
1
CHAPTER 2. LITERATURE REVIEW 1
Theoretical Orientation for the Study 1
Review of the Literature
1
Synthesis of the Research Findings
1
Critique of Previous Research Methods
1
CHAPTER 3. METHODOLOGY 1
Purpose of the Study 1
Research Question 1
Target Population 1
Recruitment Strategy 1
Sampling Design (purposive for qualitative) 1
Procedure 1
Analysis 1
Ethical Considerations
1
CHAPTER 4. EXPECTED FINDINGS/RESULTS 1
CHAPTER 5. DISCUSSION 1
Implications 1
Methodological Strengths and Weaknesses 1
Suggestions for Future Research 1
CHAPTER 1. INTRODUCTION
Background of the Study
[Note: the final draft of the Introduction is typically written after the entire project has been completed and just prior to the abstract. It is important to understand that the project is iterative. You will work on, change, and refine all elements of the project. In your initial submission, begin to flesh out the sections listed below: Abstracted Outline of Chapter 1.]
Need for the Study
Purpose of the Study
Significance of the Study
Research Question
Definition of Terms
Research Design
CHAPTER 2. LITERATURE REVIEW
This is typically the entry point for beginning the project. It is important to understand that the project is iterative. You will work on, change, and refine all elements of the project. You will begin by understanding and synthesizing what is known so far in the Literature Review, (Chapter 2).
Theoretical Orientation for the Study
The Literature Review provides detailed information about theory that applies to the research topic, theory that applies to the research method, population(s) studied, and key concepts under review. Seminal and current sources are analyzed and evaluated thematically. The research problem is identified.
Review of the Literature
It is essential that the literature review be organized with reference to themes identified in articles that you have read. It is not acceptable to organize the literature review article by article or one article at a time.
Synthesis of the Research Findings
Critique of Previous Research Methods
Summary
CHAPTER 3. METHODOLOGY
Purpose of the Study
The introductory paragraph addresses the research problem or proposes to fill the gap in the literature. It includes the purpose of the proposed research and presents formally the research question. The purpose is to answer the research question. State your research question in the form of a question in the introductory paragraph for Chapter 3. As you prepare this section of this chapter review the characteristics of qualitative research questions:
1. Qualitative research questions ask for description and interpretation of phenomena through the identification of socially constructed themes and categories.
2. Qualitative questions address concepts associated with thoughts, feelings, and actions that are not necessarily accessible with empirical methods of measurement.
3. Qualitative data take the form of stories, narratives, and observations.
4. Qualitative questions identify the target population and phenomena under consideration.
5. Qualitative questions do not test empirically measured data.
Research Question
Conclude the introductory paragraph to Chapter 3 by writing out the research question.
Target Population
As you describe the target population you will include:
Information about the number of participants.
Information about inclusion and exclusion criteria; describe how you decide who can participate in the study and who cannot.
Recruitment Strategy
Sampling Design (purposive for qualitative)
Procedure
As you describe the procedures you will include:
Information about materials used for data collection.
Information about the location where data collection takes place.
Information about the time required for data collection.
Information about the instruments used to collect data. Instruments used vary widely and may include audio and video recording equipment, pen and paper, interventions, observation journals, member-checking documents and so on, depending on the requirements indicated in the research question.
Information about the order of steps taken to obtain data.
Information about how data will be recorded and transferred into a transcript or documents, audio or video, ready for analysis.
When using an interview guide or observation, a check sheet is also included.
Analysis
Analysis describes strategies for analyzing the narratives offered by participants. Once the data has been transcribed into a format for interpretation, typically “words on the page,” then it can be interpreted. Analysis uses strategies that interpret meaning components from words, phrases, and narratives into interpreted conceptual descriptions across transcripts.
Ethical Considerations
The APA Code of Ethics that apply to your study and research design should be addressed.
CHAPTER 4. EXPECTED FINDINGS/RESULTS
For the expected findings/results section, use the literature reviewed in Chapter 2 to anticipate findings that are likely to result from the collection and interpretation of data. Note: some unexpected results are possible and should be addressed in this chapter.
CHAPTER 5. DISCUSSION
Implications
Implications of the potential results are discussed; implications for a wide range of potential stakeholders are addressed. Significance to the scientific community and the potential to address the research problem is discussed. Limitations of the study are addressed and suggestions for future research are offered.
Methodological Strengths and Weaknesses
Suggestions for Future Research
The suggestions for future research should close the gap on the methodological limitations.
References
List references using APA format (APA, 2010, p.169).
Integrative Project: Chapters 1–5 Scoring Guide
Due Date: End of Unit 10
Percentage of Course Grade: 50%.
CRITERIA |
NON-PERFORMANCE |
BASIC |
PROFICIENT |
DISTINGUISHED |
Evaluate the scientific merit of scholarly literature by addressing the connections among research findings, professional activities, and best practices. |
Does not describe the scientific merit of scholarly literature. |
Describes scientific merit of scholarly literature but does not specifically address the connections among research findings and professional activities or best practices. |
Evaluates the scientific merit of scholarly literature by addressing the connections among research findings, professional activities, and best practices. |
Evaluates the scientific merit of scholarly literature by addressing the connections among research findings, professional activities, and best practices. Activities addressed may include grant writing and best practices in education, nursing, medicine, psychotherapy, organizational development, or public policy. |
Apply theory of method and theory of content from the discipline of psychology to a research proposal. |
Does not apply theory of method or theory of content from the discipline of psychology to a research proposal. |
Applies theory of method or theory of content from the discipline of psychology to a research proposal, but not both. |
Applies theory of method and theory of content from the discipline of psychology to a research proposal. |
Applies theory of method and theory of content from the discipline of psychology to a research proposal. Supports statements with discussion of best practices and standards of the profession. |
Apply ethical principles and standards of psychology in a research proposal. |
Does not apply ethical principles or standards of psychology in a research proposal. |
Applies ethical principles or standards of psychology in the research proposal, but not both. |
Applies ethical principles and standards of psychology in the research proposal. |
Applies ethical principles and standards of psychology in the research proposal; discusses consequences of unethical practices. |
Integrate individual differences and diversity in a research proposal, addressing individual and group variation within and across groups. |
Does not integrate individual differences or diversity in a research proposal. |
Identifies individual differences and diversity in the research proposal, but does not specifically address individual and group variation within and across groups. |
Integrates individual differences and diversity in the research proposal, addressing individual and group variation within and across groups. |
Integrates individual differences and diversity in the research proposal, addressing individual and group variation within and across groups. Considers applicability of specific group affiliations that may include SES, sexual orientation, age, developmental stage, race, ethnicity, disability status, region, leisure activity, or health status. Discusses the impact of excluding individual differences and diversity in a research setting. |
Communicate psychological concepts effectively, using the lexicon of the profession to explain concepts, processes, methodologies, and results. |
Does not communicate psychological concepts. |
Inconsistently or incorrectly communicates psychological concepts, using the lexicon of the profession to explain concepts, processes, methodologies, and results. |
Communicates psychological concepts effectively, using the lexicon of the profession to explain concepts, processes, methodologies, and results. |
Communicates psychological concepts effectively, using the lexicon of the profession to explain concepts, processes, methodologies, and results. Explains a process that is used in a type of experiment and the steps taken; makes analogies. |
Present a complete formal quantitative or qualitative research proposal that identifies the connection between the research question and the research problem, and the implications for stakeholders. |
Does not present a research proposal. |
Presents a formal quantitative or qualitative research proposal that incorrectly identifies the connection between the research question and the research problem, or the implications for stakeholders. |
Presents a complete formal quantitative or qualitative research proposal that identifies the connection between the research question and the research problem, and the implications for stakeholders. |
Presents a comprehensive formal quantitative or qualitative research proposal that thoroughly identifies the connection between the research question and the research problem. Discusses in detail the connection between the research question and the implications for stakeholders. |
Adhere to APA style and formatting guidelines while demonstrating concise, well-organized writing. |
Does not adhere to APA style and formatting guidelines or demonstrate concise, well-organized writing. |
Partially adheres to APA style and formatting guidelines and demonstrates concise, well-organized writing inconsistently. |
Adheres to APA style and formatting guidelines while demonstrating concise, well-organized writing. |
Adheres to APA style and formatting guidelines while demonstrating concise, well-organized writing in a way that enhances the message and supporting points; writing reflects the quality and expertise expected for academic work. |
Running head: RISK OF SOCIAL MEDIA TO DEVELOPMENT OF ADOLESCENTS 1
RISK OF SOCIAL MEDIA TO DEVELOPMENT OF ADOLESCENTS 5
Risk of Social Media to Development of Adolescents
Student’s Name
Institution Affiliation
Social media has a great impact on the lives of adolescents. Some of the effects of social media are good but others negatively influence social, moral, physical and spiritual development of the adolescents. Technological advancements and penetration of the communication networks have made social media, social networking sites and development of the smartphones have made accessibility of the social media platforms such as Facebook, Twitter, Instagram, WhatsApp, WeChat, Qzone, Google and many others readily available to the adolescents. However, there are significant risks that are associated with the use of social media that influence the development of adolescents.
Various studies have been done touching on the effect of social media on the development of adolescents and teenagers. Some studies consider both negative and positive effects of social media. However, in this particular study, we learn more on the risk factors hence we deal more on the negative effects of the social media on the development of the adolescent.
In the study conducted in the year 2019 by Keles, McCrae and Realish, they revealed that in 92% of the teenagers are the active users of social media. This clearly shows that teenagers are the greatest per cent that is the active users of the social media and therefore are mostly affected by social media.
In reviewing further studies to establish how social media can impact the development of the adolescent, Urie Bronfenbrenner makes it clear that type of the environment that people interact in will influence their behavior. This means that social media has the ability to influence adolescents negatively. It is therefore important to evaluate bad behaviors that are related to the use of social media and determine if they are applicable to adolescents.
In one particular study, it was revealed that mental disorders are very common among adolescents. In the United Kingdom, the study revealed that cases of the girls harming themselves had increased by 68%. Many of the cases of mental disorders were correlated to social media. On further analysis, it was identified that majority of the teenagers have multiples social accounts which demand much their attention, some do not have enough time to sleep while on the social media and others have been addicted to the social media which leads cases of the depression among the adolescents (Keles, McCrae & Grealish, 2019).
In another study, cyberbullying has been reported has the common problem of social media. This is the problems that teenagers are suffering in the hands of social media. In the year 2017, Underwood and Ehrenreich established that particular research done in 2014 had identified that 10-40% of the teenagers had reported having suffered from cyberbullying. Cyberbullying instils fear among the teenagers, anxiety and low self- esteem hence affecting their social and moral development. In a different study, it is argued that cyberbullying is correlated with school bullying. In particular, in the 432 students that were used in the study, students that were bullied in the cyberspace are likely their peers in the cyberspace and also be bullied in the school. Those students that were bullied recorded low marks, poor concentration and absenteeism (Beran & Li, 2008). This clearly shows that bullying affects learning of the teenagers.
Finally, social media exposes teenagers to immorality and sexual behavioral practices. There is pornographic content in the social media that teenagers and adolescents are exposed to which creates curiosity among the adolescents where they engage in the premature sex and others get unplanned pregnancies. Others create friendship on social media and start sexting which graduates to an intimate relationship. The study revealed that teenagers that engage in the sexting have higher chances of engaging in sexual intercourse (Allison, 2018). Therefore, sexting is correlated with unprotected sex and also a high number of sex partners. Engaging in sexual intercourse has ruined destinies of many teenagers because some of them have dropped out of the school because of the pregnancies while others have contracted diseases such as HIV/AIDS. In general, in reviewing all studies that have been mentioned, there several risk factors of the social media to the adolescent such as depression, cyberbullying, sexting, drop out of the school and HIV/AIDs which negatively affects social and moral development of adolescents and teenagers.
References
Allison, K. (2018). Online Risks, Sexual Behaviors, and Mobile Technology Use in Early Adolescent Children: Parental Awareness, Protective Practices, and Mediation.
Ashiabi, G. S., & O’Neal, K. K. (2015). Child social development in context: An examination of some propositions in Bronfenbrenner’s bioecological theory. Sage Open, 5(2), 2158244015590840.
Keles, B., McCrae, N., & Grealish, A. (2019). A systematic review: the influence of social media on depression, anxiety and psychological distress in adolescents. International Journal of Adolescence and Youth, 1-15.
Underwood, M. K., & Ehrenreich, S. E. (2017). The power and the pain of adolescents’ digital communication: Cyber victimization and the perils of lurking. The American psychologist, 72(2), 144–158. doi:10.1037/a0040429
Beran, T., & Li, Q. (2008). The relationship between cyberbullying and school bullying. The Journal of Student Wellbeing, 1(2), 16-33.
Running head: CHAPTER 1: INTRODUCTION 1
CHAPTER 1: INTRODUCTION 5
Chapter 1: Introduction
Linda Holmes
Capella University
CHAPTER 1. INTRODUCTION
Background of the Problem
Cyberbullying and school bullying have been identified as risk factors of social media. The penetration of the internet and the welcome of social networking have been welcome globally. Teens to elderly people are frequent users of social networking sites but there has been growing concern children and teenagers are adversely affected by social media and social networking sites. Cyber bullying, school bullying, depression, sexting, low self-esteem and low education attainment are common problems associated with social media and are believed to continually ruin the destiny of the teenagers and youths within the society. Experiences of the bullying have been on increase from the 1990s and chronic victims of the bullying and maltreatment of the students by their peers lead to poor academic performance (Juvonen, Wang & Espinoza, 2011). Therefore, considering the experiences of the bullying which is a common phenomenon in the society, this creates great concern for an investigation into this phenomenon by taking a narrower approach and in the current society, determine whether girls students whether are the victim of bullying and how they academically they are affected.
Statement of the Problem
Bullying is one of the problems that is associated with social media and social networking sites. From the reviewed literature, a study carried in 2014 revealed that 10-40% of teenagers reported having suffered from cyberbullying (Underwood & Ehrenreich, 2017). Further, low academic attainment, development of suicidal thoughts, depression, anxiety and stress are some of the effects associated with cyber-bullying. Cyber bullying has been on the increase in substituting old tradition and offline bullying. It is argued that cyberbullying reduces the concentration of the students hence resulting in poor academic performance (Farhangpour et al…., 2019). School bullying has been blamed for poor academic performance. There is little link between school bullying and cyber bullying yet it is important to evaluate and determine whether there link between two types of bullying.threateningAdditionally, bullying is very different across gender. In some studies, girls are said to be more bullied than boys (PC, & Madhavan, 2018). As a result of this, girls aged 13-14 years form the target population to better understand the nature of the relationship that exists between cyberbullying and school bullying and how both they influence academic performance.
Purpose of the Study
Cyber bullying and school bullying have been identified as a risk of social media. That being the case, there has been an increase in internet access exposing children and teenagers to more dangers of social networking sites. Schools have and are adopting e-learning and use of the technology creating a rich environment for social interactions. Given this prevailing environment, it will be important to undertake a study to investigate incidences of cyberbullying and school bullying and determine how they influence academic attainment. Additionally, the study seeks to establish a connection between cyberbullying and school bullying.
Significance of the Study
Undertaking this study is very important. First, the study helps to establish if there is a positive relationship between cyberbullying and school bullying for girls students aged 13-14 years. Second, the study helps in making a conclusion on the effects of incidences of bullying to academic performance. Third, it suggests approaches and interventions that teachers should pursue to reduce incidences of cyberbullying in the school. Finally, make recommendations to the government on the need to developing policies that will enhance the monitoring of the internet and activities carried out on the internet to help address the problem of cyberbullying.
Research Question
From the statement of the problem, the research question for the project has been determined. RQ: Is there a positive relationship between cyberbullying and school bullying for experimental school and control school for girls aged 13-14 years and how they influence academic performance?
Definition of Terms
Bullying refers to the use of the blackmail, abuse, force or aggressively foreboding someone by others to harm other individuality mentally, physically or emotionally.
School bullying refers to the harassment of the students by their peers or by teachers.
Cyber bullying is the use of social media to harass, sending threatening messages, sending of provocative insults and any form of electronic communication aimed at embarrassing someone.
Academic performance is the ability of the students to pass well and record good grade which shows good mastery of the content.
Research Design
The project applies qualitative research methodology because cyberbullying and school bullying are qualitative variables. Quasi-experiment research design because the target population will be divided into a control group (anti-bullying center) and experiment (treatment) group. The target population is the girls’ students aged 13-14 years drawn from both private and public schools. Using the survey, incidences of the bullying will be determined. Pre-test and post-exam will be conducted in two groups and through independent T-test, identify if means differences between two groups. It is expected that there is a positive relationship between cyber bullying and school bullying and two types of bullying contribute to low academic performance.
References
Farhangpour, P., Maluleke, C., & Mutshaeni, H. N. (2019). Emotional and academic effects of cyberbullying on students in a rural high school in the Limpopo province, South Africa. South African Journal of Information Management, 21(1), 1-8.
Juvonen, J., Wang, Y., & Espinoza, G. (2011). Bullying experiences and compromised academic performance across middle school grades. The Journal of Early Adolescence, 31(1), 152-173.
PC, K. N., & Madhavan, V. (2018). Bullying and academic performance among school children. International Journal of Pure and Applied Mathematics, 118(5), 587-602.
Underwood, M. K., & Ehrenreich, S. E. (2017). The power and the pain of adolescents’ digital communication: Cyber victimization and the perils of lurking. The American psychologist, 72(2), 144–158. doi:10.1037/a0040429
Running head: METHODOLOGY 1
METHODOLOGY 5
Methodology
Linda Holmes
Capella University
CHAPTER 3. METHODOLOGY
Purpose of the Study
In the reviewed literature, cyberbullying and school bullying have been identified as the risk factors of social media (Underwood & Ehrenreich, 2017). However, even with the identified risks of social media, there has been increasing in penetration of internet access and growing use of the telephones and social media networking sites exposing teenagers to more danger. Schools have and others are adopting e-learning which creates space for students to interact on social media.
Considering the environment that we are living, in some cases, teachers are not aware of the impact of the cyberbullying and school bullying to academic performance. In other cases, students do not report incidences of the cyberbullying and school bullying which means they continue to suffer in silence. It is within this basis that this study is conducted which will seek to identify the connection of the cyberbullying and school bullying and their effects to the academic performance for grade 8 and 9 students.
Research question and hypothesis
RQ: Is there a positive relationship between cyberbullying and school bullying for experimental school and control school for girls aged 13-14 years and how they influence academic performance?
Ho1: There is no significant positive relationship between cyberbullying and school bullying for experimental school and control school for girls aged 13-14 years and how they influence academic performance.
Ha1: There is a significant positive relationship between cyberbullying and school bullying for experimental school and control school for girls aged 13-14 years and how they influence academic performance.
According to the research question cyberbullying and school bullying are dependent variables while academic performance will be an independent variable.
Research Design
A quasi-experimental design will be used for this study. This is because the research project entails the control and treatment group. For the control group, the sample of the students will be extracted and will not be exposed to cyberbullying but for the treatment groups, the selected sample will be exposed to the cyberbullying. Therefore, considering the nature of the information that will be required and types of the samples that will be needed, the quasi-experimental design is most appropriate and specifically when control and treatment experiments are carried out (Aussems, Boomsma & Snijders, 2011).
Target Population and Sample
In the study, will include only girls students aged 13 -14 years selected from both public school and private schools. There will be a total sample size of 100 students with 50 from public school and 50 from the private school. To be considered to be part of the sample, students must allow for the incubation for three months, must have an email address and Facebook accounts.
In each school, the school will be apportioned equally into two groups, that is, twenty-five each group. In the public school, girls students with age of 13-14 years and those have never experienced cyberbullying will be identified. Using random sampling, 50 students will be picked and then divided by two. One group of 25 will form the control group and the other 25 will form the treatment group. The same procedure will be used in private schools. The 25 students in private school and 25 students in the public that form control group will be exposed to the same condition and the same will happen to the other half. This will help to form the ultimate sample size for the control group equal to 50 and the same to treatment group. Therefore, n1=50 and n2=50.
Procedures
Participants to the project will be girl students within the age of 13- 14 years picked from two identified schools, that is, private and public school. In total, a sample of 100 girls students will be used who will be used in the study. Students that forms must have not have been exposed to the cyberbullying or school bullying before. The student that will form the control group, that is 25 in private and 25 in the public school, they will be exposed to cyberbullying. For the purpose of the study, students in the treatment group will be required to provide their email and Facebook. Using their emails and Facebook accounts, they will be exposed to cyberbullying for a period of three years. For the control group, they will not be exposed to cyberbullying.
For the purpose of the analysis, a similar exam will be administered to the control and treatment group and have their results analyzed. This will be regarded as pre-test examination. Finally, after the end of the three months, another exam will be administered to the control and treatment group and have their scores recorded.
Scores from the control and treatment group will be used to establish whether cyberbullying and school bullying influences academic performance. In each of the samples, independent T-test will be carried out to test the means of the differences between means of the scores attained (Kim, 2015). For the treatment group, it would be expected that there would be a means of the difference between the two means scores which would mean the cyberbullying affects influences academic performance. Second, regression analysis would be carried out with independent variable being pre-test scores and post-test scores. Pre-test and post-test scores would be used to measure the level of academic performance. It would be expected that post-test scores decrease with increase cyberbullying.
Finally, using a questionnaire, the incidence of cyberbullying and school bullying would be collected. This would provide crucial information in establishing the relationship that exists between cyberbullying and school bullying. After collection of the data on the incidences of cyberbullying and school bullying, correlation analysis would be used to establish if there is a positive or negative relationship between cyberbullying and school bullying (Samuel & Okey, 2015).
Potential contributions of proposed study-to stakeholders and expected results
From the study, it is expected that there is a positive relationship between cyberbullying and school bullying to a treatment group of 13-14 aged students. This means exposure of the students’ cyberbullying facilitates school bullying. Further, it is expected that both types of bullying contribute to poor academic performance and as indicated in the treatment group.
Projects study play a critical role because it will suggest approaches and interventions that teachers should pursue to reduce incidences of cyberbullying in the schools. Second, project study recommends the need for addressing cyberbullying and coming up with strategies for identification of cyberbullying to avoid causing school bullying. Projects also make a recommendation to the government on the need to developing policies that will enhance the monitoring of internet and activities carried out on the internet to help address the problem of cyberbullying.
Ethical Considerations
In the project study, it is good to take into consideration that email and Facebook accounts of the treatment group will be used to expose them to cyberbullying. However, e-mail addresses and Facebook accounts provided by the participants should not be used or any other purposes other than within the scope of this project. Second, participants will be required to provide truthful information.
Finally, in the study, all information and data obtained will be in compliance with international data privacy principles and six data protection of PDPO will be applied (Lee, Zankl & Chang, 2016). Tools that will be used to collect and store information will adhere to data and information protection policies. Data will be collected from the control and treatment group over a period of 3 months. This data requires to be stored and necessary measures will be taken to ensure storage devices are encrypted and data is not disclosed to any unauthorized person. Confidentiality and privacy of the information are guarded and given top priority. Databases and information systems require thorough check-up and upgrades which helps to reduce vulnerabilities.
Methodological Strengths and Weaknesses
Considering strengths, correlational research helps to understand the complex relationship between two variables. For example, in the project study, we will be able to establish the relationship between cyberbullying and school bullying. Second, quasi-experiment helps in establishing a cause-effect relationship. For example, through use of the control and treatment groups, it will be easy to establish that poor academic performance is caused by cyberbullying and school bullying. Therefore, a general conclusion can be made that cyberbullying and school bullying for the girls’ students contributes to poor academic performance.
On the other hand, when weaknesses are considered, in the correlational analysis, the relationship of the variables will be established but the cause and effect relationship can be determined which demand use of the quasi-experiment. Second, when quasi-experiment is used, it may be assumed that conditions set for the control group will be applied to the general population but this may not happen. For example, in the project study, it is assumed that control group will not be exposed to cyberbullying and school bullying but practically, measures put in place may not be adequate to prevent control group from being exposed to cyberbullying and school bullying. This may hamper with the accuracy and reliability of the expected results.
References
Aussems, M. C. E., Boomsma, A., & Snijders, T. A. (2011). The use of quasi-experiments in the social sciences: a content analysis. Quality & Quantity, 45(1), 21-42.
Kim T. K. (2015). T test as a parametric statistic. Korean journal of anesthesiology, 68(6), 540–546.
https://doi.org/10.4097/kjae.2015.68.6.540
Lee, W. W., Zankl, W., & Chang, H. (2016). An Ethical Approach to Data Privacy Protection. Isaca Journal.
Samuel, M., & Okey, L. E. (2015). The relevance and significance of correlation in social science research. International Journal of Sociology and Anthropology Research,1(3), 22-28.
Underwood, M. K., & Ehrenreich, S. E. (2017). The power and the pain of adolescents’ digital communication: Cyber victimization and the perils of lurking. The American psychologist, 72(2), 144–158. doi:10.1037/a0040429
Running head: CHAPTER 1: INTRODUCTION 1
CHAPTER 1: INTRODUCTION 5
Chapter 1: Introduction
Linda Holmes
Capella University
CHAPTER 1. INTRODUCTION
Background of the Problem
Cyberbullying and school bullying have been identified as risk factors of social media. The penetration of the internet and the welcome of social networking have been welcome globally. Teens to elderly people are frequent users of social networking sites but there has been growing concern children and teenagers are adversely affected by social media and social networking sites. Cyber bullying, school bullying, depression, sexting, low self-esteem and low education attainment are common problems associated with social media and are believed to continually ruin the destiny of the teenagers and youths within the society. Experiences of the bullying have been on increase from the 1990s and chronic victims of the bullying and maltreatment of the students by their peers lead to poor academic performance (Juvonen, Wang & Espinoza, 2011). Therefore, considering the experiences of the bullying which is a common phenomenon in the society, this creates great concern for an investigation into this phenomenon by taking a narrower approach and in the current society, determine whether girls students whether are the victim of bullying and how they academically they are affected.
Statement of the Problem
Bullying is one of the problems that is associated with social media and social networking sites. From the reviewed literature, a study carried in 2014 revealed that 10-40% of teenagers reported having suffered from cyberbullying (Underwood & Ehrenreich, 2017). Further, low academic attainment, development of suicidal thoughts, depression, anxiety and stress are some of the effects associated with cyber-bullying. Cyber bullying has been on the increase in substituting old tradition and offline bullying. It is argued that cyberbullying reduces the concentration of the students hence resulting in poor academic performance (Farhangpour et al…., 2019). School bullying has been blamed for poor academic performance. There is little link between school bullying and cyber bullying yet it is important to evaluate and determine whether there link between two types of bullying.threateningAdditionally, bullying is very different across gender. In some studies, girls are said to be more bullied than boys (PC, & Madhavan, 2018). As a result of this, girls aged 13-14 years form the target population to better understand the nature of the relationship that exists between cyberbullying and school bullying and how both they influence academic performance.
Purpose of the Study
Cyber bullying and school bullying have been identified as a risk of social media. That being the case, there has been an increase in internet access exposing children and teenagers to more dangers of social networking sites. Schools have and are adopting e-learning and use of the technology creating a rich environment for social interactions. Given this prevailing environment, it will be important to undertake a study to investigate incidences of cyberbullying and school bullying and determine how they influence academic attainment. Additionally, the study seeks to establish a connection between cyberbullying and school bullying.
Significance of the Study
Undertaking this study is very important. First, the study helps to establish if there is a positive relationship between cyberbullying and school bullying for girls students aged 13-14 years. Second, the study helps in making a conclusion on the effects of incidences of bullying to academic performance. Third, it suggests approaches and interventions that teachers should pursue to reduce incidences of cyberbullying in the school. Finally, make recommendations to the government on the need to developing policies that will enhance the monitoring of the internet and activities carried out on the internet to help address the problem of cyberbullying.
Research Question
From the statement of the problem, the research question for the project has been determined. RQ: Is there a positive relationship between cyberbullying and school bullying for experimental school and control school for girls aged 13-14 years and how they influence academic performance?
Definition of Terms
Bullying refers to the use of the blackmail, abuse, force or aggressively foreboding someone by others to harm other individuality mentally, physically or emotionally.
School bullying refers to the harassment of the students by their peers or by teachers.
Cyber bullying is the use of social media to harass, sending threatening messages, sending of provocative insults and any form of electronic communication aimed at embarrassing someone.
Academic performance is the ability of the students to pass well and record good grade which shows good mastery of the content.
Research Design
The project applies qualitative research methodology because cyberbullying and school bullying are qualitative variables. Quasi-experiment research design because the target population will be divided into a control group (anti-bullying center) and experiment (treatment) group. The target population is the girls’ students aged 13-14 years drawn from both private and public schools. Using the survey, incidences of the bullying will be determined. Pre-test and post-exam will be conducted in two groups and through independent T-test, identify if means differences between two groups. It is expected that there is a positive relationship between cyber bullying and school bullying and two types of bullying contribute to low academic performance.
References
Farhangpour, P., Maluleke, C., & Mutshaeni, H. N. (2019). Emotional and academic effects of cyberbullying on students in a rural high school in the Limpopo province, South Africa. South African Journal of Information Management, 21(1), 1-8.
Juvonen, J., Wang, Y., & Espinoza, G. (2011). Bullying experiences and compromised academic performance across middle school grades. The Journal of Early Adolescence, 31(1), 152-173.
PC, K. N., & Madhavan, V. (2018). Bullying and academic performance among school children. International Journal of Pure and Applied Mathematics, 118(5), 587-602.
Underwood, M. K., & Ehrenreich, S. E. (2017). The power and the pain of adolescents’ digital communication: Cyber victimization and the perils of lurking. The American psychologist, 72(2), 144–158. doi:10.1037/a0040429