Example of Proposal

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CHAPTER 1
INTRODUCTION
1.0 Introduction
In the 21st
century, education technologies such as multimedia technology have been used
rapidly, corresponding with the globalization era. Most countries use technologies in all
contexts either in working environment or academic sector. People who are in these fields
need to apply technologies effectively in order to be successful in this challenging world.
In this era, modern technology has become the most important tool for academicians as
well as people in the business world in order to be successful in their field. People
involve in education use multimedia technology whereas people in working context
depend largely on the Internet. In the short time that the modern technology has been in
existence, a lot of revolutions can be seen in the way people communicate and behave.
The vast spread of information and communication technologies around the globe has
been a prime indicator of modern technology benefits to business as well as education.
Technology has a great impact on the education system. Education today is exposed to
the competitive environment with the adaptation of the current technology era of high
speed Internet connection and instant updating. Before this, we only have traditional face-
to-face learning environment between students and teachers. Nowadays, learning with the
aid of Internet has become an inclination in educational system.

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Blended learning or known as the hybrid learning is the combination of traditional face-
to-face learning and online learning has become a supporting component for learning and
teaching styles in our educational system. Through blended learning, teaching and
learning activities become more efficient, effective and intense due to the flexibility of
the learning materials. Blended learning has become a rapidly growing trend in tertiary
education since it synchronize with the Internet based applications which are accessible
via computers, laptops as well as smart phones, allowing almost everybody especially
teenagers and young adults are used to it (Alebaikan, 2012; Garrison & Kanuka, 2004).
Today, Web 2.0 has become the most common tool in blended learning. Web 2.0 is the
improvement from the static web page or also known as Web 1.0. Web 2.0 is more
vibrant and user-generated content where the users are able to create and edit the
information. Hence, through this stage of Internet development, social networking sites
such as Facebook, Twitter, My Space, You Tube, Blogs, Podcasting, Friendster, Yahoo
Messengers and Skype grow at a fast pace. Globally, millions of people and
organizations stay connect and communicate between each other through Web 2.0 tools
as these social networking sites promise quick information sharing and are easy to access,
anywhere and anytime (Jacobs, 2013; Bosch, 2009; Garcia et al, 2013)
In light of this, this research will magnify several aspects that would contribute to a better
understanding on firstly, what are the students‘ views of using social networking as one
of their educational tools; secondly, on the consequences of using social networking in
education and lastly in which way social networking might help in improving students‘
academic learning.

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Consequently, it is very crucial to know although social networking sites have facilitated
collaboration in communication and information sharing, does it proffers positive
corollary in academic learning. Moreover, it is essential to ask how do students perceive
the use of social networking in academic learning. Are they consciously utilizing it for
reasons that benefit them in their tertiary education? Regardless of whether it is a
conscious effort or not, how do the students respond to the effects of social networking in
education and how that might help in their academic achievement.
1.1 Background of the Study
This paper focuses on the technologies used in academic context and specially focuses on
Web 2.0 tools which are social networking services. Social networking has emerged and
become popular with the inception of Web 2.0 technology. These social networking sites
provide the users with a favourable platform for them to express themselves and develop
their social relationships. According to Wasko & Faraj (2005), social networking
technologies provide people with unlimited access to a diversified set of information
from various platforms of resources. Researchers found that social networking has
become a trend among adolescents and university students were found to occupy a large
proportion of social networking sites users (Subrahmanyam, Reich, Waechter &
Espinoza, 2008; Madge, Meek, Wellens & Hooley, 2009). Hwang et al (2004) observe
that since the learning environment of the university itself is a social communication
medium between academic contexts, therefore, social networking has become as a
learning practice platform for university students. From a research done in University of

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Northern Taiwan by Wang & Wu (2008), the results showed that undergraduate students
with certain self-regulation capacity have interaction with their peers as well improved
their academic performance in a web-based learning. Thus, students begin to better
articulate their role and engage in peer-supported communities on aspects of academic
life and can develop commitment to their university (Selwyn, 2009). Thus, this paper
tends to provide an overview on either social networking sites can help UiTM‘s
undergraduate learners to improve their academic learning and the effects of social
networking services on their academic learning process.
1.2 Statement of the Problem
Information technology has become a part of everyday life for many people, including a
vast percentage of which is contributed by university students. A larger part of this
everyday usage is directed towards social networking websites such as Facebook and
Twitter. There are various studies investigate on the impacts of social networking
services towards students‘ academic learning. However, these studies came with different
results on the effects of social networking towards students‘ learning process.
According to a study by Ellison, Steinfield & Lampe (2007), they argued that the usage
of social networking services especially Facebook might provide greater benefits for
users especially the ones with low self-esteem and low life satisfaction. They also added
that the employment of Facebook is concurrent to measures of psychological wellbeing
(Ellison et al, 2007). Moreover, in the study by Kosik (2007) discovered that in academic

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learning, students used social networking services especially Facebook, as a
communication medium with their classmates to obtain information about assignments as
well as providing more instant responses. Students from University of North Carolina
preferred to conduct their academic discussions via Facebook compared to the standard
course management system (Stutzman, 2008). Another study at the University of
Pennsylvania by Barnes, Marateo & Ferris (2007) found that in order to foster critical
thinking, having students investigate the connections among their peers and teach the
concepts of social networking, a professor uses Facebook as an education tool in teaching
the students.
On the other hand, in the study by Bugeja (2006), the author has disputed the used of
Facebook that can benefits and harms the users. The author also claimed that, ―it can be
both a tool and a distraction in the classroom, and that the solution is not to block content,
but to foster in students the ability to discern when and where technology may be
appropriate or inappropriate‖, (Bugeja, 2006). Despite all advantages of social
networking in educational context, there are also apparent disadvantages of those
services. According to some educators, nature of social networking services in education
comes at the expenses of distracting students from focusing on their studies since they
spend unproductive time logged in to the social networking services and youth view
technology primarily as their entertainment plus does not promote critical thinking
(Bosch, 2009; Bugeja, 2006).

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Since there are various results on the role of social networking in improving students‘
academic learning, thus another study should be carried out in order to determine the
exact impacts of social networking towards students‘ learning styles and their academic
learning process.
1.3 Research Objectives
The research objectives of this study are as follows:
1.3.1 To gauge UiTM‘s undergraduates‘ perception whether social networking helps in
improving their academic learning.
1.3.2 To investigate the effects of using social networking towards UiTM‘s
undergraduates in their academic learning.
1.3.3 To illustrate how social networking helps UiTM‘s undergraduates to improve in
their academic learning.
1.4 Research Questions
The research questions of this study are as follows:
1.4.1 What are UiTM‘s undergraduates‘ perceptions towards social networking in
improving their academic learning?

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1.4.2 What are the effects of using social networking towards UiTM‘s undergraduates‘
academic learning?
1.4.3 How can social networking help to improve UiTM‘s undergraduates‘ academic
learning?
1.5 Operational Definitions
The definitions used in this study are as follows:
1.5.1 Social networking
The term social networking is invented by J. A. Barnes in 1954. Social
networking is defined as ―web-based services that allow individuals to (1)
construct a public or semi-public profile within a bounded system, (2) articulate a
list of other users with whom they share a connection, and (3) view and traverse
their list of connections and those made by others within the system. The nature
and nomenclature of these connections may vary from site to site‖ (Boyd &
Ellison, 2007). According to Investopedia (2013), social networking is a social
media programs based on Internet to make connections with family, associates,
colleagues, customers and clients. Social networking services included Facebook,
LinkedIn, Classmates.com and Yelp can be used for both socializing and
developing business since it can connect people, group people by interests,
hometowns, employers, schools along with other commonalities and facilitate the
acquisition of new contacts (Investopedia, 2013). Furthermore, social networking

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is defined as ―network of social interactions and personal relationships or a
dedicated website or other application which enables users to communicate with
each other by posting information, comments, messages, images, etc.‖ (Oxford
Advanced Learner‘s Dictionary, 2005). For the purpose of this study, social
networking refers to online web-based services use as a tool to improve students‘
academic learning.
1.5.2 Improve
According to Oxford Advanced Learner‘s Dictionary (2005), improve is defined
as to make somebody or something better than before. While, according to the
online Merriam-Webster Dictionary (2013), improve is to make better and
enhance in value or quality. In addition, improve also is defined as to bring into a
more desirable or excellent condition (Dictionary.com, 2013). Branching from
these definitions, for the purpose of this research, improve refers to the students‘
improvement and development in their academic learning process with the aid of
social networking. Improve in these terms would include the students‘
development in learning process such as save time and money, gain useful
information and stay up-to-date with news that related to academic.

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1.5.3 Undergraduate
Undergraduate is described as a college or university student who has not yet
earned a first degree (Oxford Advanced Learner‘s Dictionary, 2005; Merriam-
Webster Dictionary, 2013). It concurs with definition by University of Canterbury
(2013) and Cambridge Dictionaries Online (2013) which defined the term social
networking as a college or university students who pursuing for their first degree,
diploma or certificate. According Education USA (2013), undergraduate degrees
is defined as ―A program leading to an associate (2-year) or a bachelor‘s (4-year)
degree; generally following high/secondary school‖ while graduate degrees is
described as ―A program leading to a master‘s degree or doctoral degree;
advanced study generally following a bachelor‘s degree‖. Moreover,
undergraduates are the students who have graduated from high school and
currently pursue their study and have not graduated yet in university or college
(Vocabulary.com, 2013). For the purpose of this study, undergraduate refers to
UiTM‘s and INTEC‘s (International Education College) students from various
programmes who are pursuing their tertiary education (either certificate, diploma
or degree).
1.5.4 Academic Learning
Roberts (1969) have given definition to academic learning in his article entitled
Measurement of academic learning. He stated that academic learning is

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developed skills by students that will facilitate them to convey what has been
learned to real life situations. Roberts (1969) also added that, ―Regardless of
whether the skills are mathematical in nature, social graces, drafting, or English,
the goal remains the same. That is, a student who is unable to perform a given
skill at an acceptable level of competency, should be instructed in order to do so.‖
In addition, academic learning is also described as an onsite, online or at a distance
course or program with related evaluation processes and credits taken at any
acknowledged educational institutions (Web, 2013). For the purpose of this study,
academic learning refers to UiTM‘s and INTEC‘s undergraduate students‘ learning
process in the educational context.
1.6 Limitations
The first limitation is the respondents of this study. The respondents is only limited to
undergraduates students only. Males and females from other contexts such as working
environment may be affected differently when using social networking while working
since their context is differ from the students which is academic context. As an example,
people from the working context might find although with the aid of social networking,
their work performance still not improve compared with students in the academic context
who might improve their academic learning process with the aid of social networking in
their learning.

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The second limitation of this study is the sample size in the study is not a good sample
size. The sample size of this study is too small. The sample size is only limited to 100
respondents consists of student from Universiti Teknologi MARA, Shah Alam and
INTEC. The sample size is too small in order to make a general conclusion based on how
social networking might affect their academic learning as well as their academic
performance. The sample size must be big enough in order to make a general conclusion
based on how social networking helps to improve undergraduate students‘ academic
learning and the effects of social networking on their academic learning process.
The third limitation is the place that this study will be conducted. The researcher‘
samples were only made up of undergraduate students from Universiti Teknologi MARA
in Shah Alam campus and INTEC. Because of this study is only conducted for students
from Universiti Teknologi MARA, Shah Alam and INTEC, thus the sample cannot be the
representative of the rest of the population. Students in other universities such as
Universiti Sains Malaysia (USM), Universiti Malaya (UM), Universiti Putra Malaysia
(UPM) and many more, might show different results from Universiti Teknologi MARA
students. Furthermore, the study only focuses in Malaysian context only. Because of this
study is only conducted for undergraduate students in Malaysia, the result is not precise
enough to conclude how social networking can helps in improving their academic
learning and affects their academic learning process. Conclusion can only be made for
students in Malaysia context only. Students from other countries also must be included in
order to have solid conclusion regarding the role of social networking in improving
undergraduate students‘ academic learning. Therefore, the results can be used worldwide

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if there is any further or related study regarding how social networking can helps in
improving undergraduate students‘ academic learning and how it affects their academic
learning process.
Besides that, the distribution of the sample is also one of the problems. Since the
researcher uses non-random sampling which is the purposive sampling, the samples do
not have equal chances of being selected. For instance, the sample number for male
students might be rather low, compared to female students and vice versa. A larger
sample size of male respondents should be included, particularly when looking for
possible interactions between gender and their academic learning performance with the
aid of social networking services.
1.7 Significance of the Study
Firstly, the study on the role of social networking in improving undergraduate students‘
academic learning is to identify whether social networking services can helps in
improving undergraduate students‘ academic learning who are studying for their first
degree. The significance of the study is to determine either the use social networking
services in undergraduate students learning can help or not in improving the students‘
academic learning process. If the use of social networking in academic can helps in
improving undergraduate students‘ academic learning process is proven, thus students
can apply these social networking services during their learning and will benefit all of

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them. Thus, it is very crucial to identify whether social networking can helps in
improving students‘ academic learning process.
In addition, this study tends to determine how social networking services can help
undergraduate students‘ to improve their academic learning. The study will assist the
students to identify in what extend social networking can help them in improving their
academic learning either in learning process or in academic performance. For example,
with the aid of social networking services, the students manage to improve their
communication skill, help to understand the lessons better and the academic information
is easier to obtain since there are many resources and online discussion are available in
order to help students to have better understanding on certain topic. Therefore, it is
necessary for the students to know how social networking can help them in improving
their academic learning process.
Moreover, the study on the role of social networking in improving undergraduate
students‘ academic learning will help the students to know the exact effects of using
social networking towards their learning process. The study tends to investigate whether
the usage of social networking in academic can help students to gain better results in their
academic. For example, it is beneficial to the students to know whether the services of
social networking in learning can help them to improve in their academic learning
process by getting high scores in their examination. If the theory is proven, students have
new alternatives of learning smart since they can score high marks in their examination
with the aid of social networking instead of the traditional way of learning and getting

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average results. As a result, it is very important to identify the effects on students‘
learning process when they use social networking services in their academic learning.
Besides that, this study also may provide insight into the practice of social networking
that improving students‘ academic learning. If the use of social networking services in
educational field can helps in improving undergraduate students‘ academic learning
process is proven, therefore, this will raise awareness among the stakeholders such as
educators, faculties and university as well as parents on the benefits of using social
networking services throughout students‘ learning process. Stakeholders might want to
have consideration in developing and implementing official sites of social networking in
academic learning. Thus, the students would have the opportunity to officially apply
these services in their academic learning and at the same time, it might enhance their
academic performance through the innovative learning process.
1.8 Structure of the Study
This study is organized into four chapters containing a review of relevant literature on the
topics covered in this study (Chapter 2), a detailed account of selected methodology for
the research (Chapter 3), the results in response to RQ1, RQ2 and RQ3 (Chapter 4) and
discussion as well as recommendations for future research on role of social networking in
academic learning (Chapter 5).

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CHAPTER 2
LITERATURE REVIEW
2.0 Introduction
This study will explore the role of social networking in improving UiTM‘s
undergraduates‘ academic learning. The main objective of this chapter is to analyze and
review past studies and obtain information on social networking services and the effects
of using social networking. This is followed by deeper discussion on learning theories
related to Web 2.0 technologies. The second part focused on various social networking
services and sites. The last two parts of this chapter illustrates the benefits and drawbacks
of social networking. Therefore, the chapter intends to examine the role of social
networking in improving undergraduate students‘ academic learning.
2.1 Learning Theories Related to Web 2.0 Technologies
Smith (1999) defined learning theory as a framework that facilitate and assist people in
determining how and why changes happen throughout the learning process. ―A review of
the literature shows that there are different orientations and approaches to explaining how
this process of learning takes place, for example, behaviorist, cognitivist, humanistic,
social/situational and the connectivist approaches to learning. Broadly speaking, in the
education literature, there is reference to four theories of learning namely Behaviorism,
Cognitivism, Constructivism and Connectivism‖ (Fehmida Hussain, 2012). The four

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learning theories are discussed in Table 2.1 based on the view of the learning process,
locus of learning and purpose of education. This table is adapted from Ashworth et al.,
(2004) and Siemens (2004) adding a column to relate with the connectivist approach in
Fehmida Hussain (2012).
Table 2.1: Summary of Learning Theories
Theories of Learning
Aspects
Behaviorist Cognitivist Constructivist Connectivist
Learning
theorists
Skinner, Pavlov Bruner, Kohler,
Piaget
Bandura,
Vgotsky
Siemens,
Downes
View of the
learning
process
Change in
behaviour
Internal mental
processes
Construction of
meaning from
experience
Connecting
specialized
information sets
Locus of
learning
Stimuli in
external
environment
Internal
cognitive
structuring
Internal
construction of
reality by
individual
Draw
information
outside of our
primary
knowledge
Purpose of
education
Produce
behavioural
change in
desired
direction
Develop
capacity and
skills to learn
better
Construct
knowledge
Ability to
synthesize and
recognize
connections
(Adapted from Ashworth et al., 2004; Seimens, 2004 by Fehmida Hussain, 2012)
As cited in Farkas (2012), the idea of social constructivism is developed by Lev
Vygotsky and he stated that aside from learning through experiences, individuals also

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construct knowledge collaboratively with others. According Vygotsky (1978), ―Learning
awakens a variety of internal developmental processes that are able to operate only when
the child is interacting with people in his environment and in cooperation with his peers.
Once these two processes are internalized, they become part of the child‘s independent
developmental achievement‖ in Farkas (2012).
Through the Web 2.0 technologies, students manage to have control towards their
learning. According to McLoughlin & Lee (2007), with the help of peers, instructors,
virtual community sources and technology, students manage to receive scaffolding and
when they work together to form a cooperative or group activity, learning will occur as a
socio-cultural system. Aside from allowing the users to interrelate with, Web 2.0
technologies also contribute to the body of universal knowledge wherever, whenever and
across an assortment of applications and devices in real time (Milazzo, 2013). She also
added that, ―Web 2.0, therefore, allow learners to not only access global data, but to
participate in creating information within a global community of learners. As learning
becomes more connected to student‘s lives and accommodates student‘s individual
learning styles, students become more engaged in and motivated by their learning‖
(Milazzo, 2013). As stated by Fehmida Hussain (2012), Web 2.0 tools may encompass of
reflections and conversation since these tools demand dynamic content and hence,
requiring collaboration and interaction. It concurs with Richardson (2009) who claimed
that a collaborative way of learning occurs when knowledge is socially assembled and the
communication is multi-directional.

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2.2 Social Networking Services and Sites
Social networking services are a fast-growing user-friendly platform in the Internet. A
social networking service or also known as SNS is an online service provided to public to
have social interaction between families or friends as well as meeting new friends all
around the globe. It works as medium of connection between people who share similar
backgrounds, interest or activities. As stated in Social Networking.com (2010), social
networks consists of millions of individuals who have similar interest and share or gather
information as well as experiences such as cooking, golfing, gardening or baking.
Whereas, social networking sites work like a portable community of the users who share
common interests in hobbies, religion, politics and alternative lifestyles (Social
Networking.com, 2010). Through these websites, there is no limit in socialization with
another millions of Internet user (Social Networking.com, 2010). Kemp (2013) has done
a recent survey in March 2013 on active social media users around Asia. According to
Figure 2.1, there were almost 874 million of active social networking users in Asia
nations which representing a growth of 18% compared to last survey in October 2012 that
indicating growth of more than 10 million new users of social media every month.
(Kemp, 2013).

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Figure 2.1: Active Social Network Users around Asia
This is a list of some major active social networking websites:
2.2.1 Facebook
According to Facebook.com (2013), their mission is to provide public with a
sharing platform and make the world more open and connected. Facebook
application promotes openness and transparency by giving individuals greater
power to share and connect, and certain principles guide Facebook in pursuing
these goals. There are 10 principles outlined in the Policy of Facebook;
a. Freedom to Share and Connect
People should have the freedom to share whatever information they want,
in any medium and any format, and have the right to connect online with

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anyone - any person, organization or service - as long as they both consent
to the connection.
b. Ownership and Control of Information
People should own their information. They should have the freedom to
share it with anyone they want and take it with them anywhere they want,
including removing it from the Facebook Service. People should have the
freedom to decide with whom they will share their information, and to set
privacy controls to protect those choices. Those controls, however, are not
capable of limiting how those who have received information may use it,
particularly outside the Facebook Service.
c. Free Flow of Information
People should have the freedom to access all of the information made
available to them by others. People should also have practical tools that
make it easy, quick, and efficient to share and access this information.
d. Fundamental Equality
Every Person - whether individual, advertiser, developer, organization, or
other entity - should have representation and access to distribution and
information within the Facebook Service, regardless of the Person‘s
primary activity. There should be a single set of principles, rights, and
responsibilities that should apply to all People using the Facebook Service.

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e. Social Value
People should have the freedom to build trust and reputation through their
identity and connections, and should not have their presence on the
Facebook Service removed for reasons other than those described in
Facebook‘s Statement of Rights and Responsibilities.
f. Open Platforms and Standards
People should have programmatic interfaces for sharing and accessing the
information available to them. The specifications for these interfaces
should be published and made available and accessible to everyone.
g. Fundamental Service
People should be able to use Facebook for free to establish a presence,
connect with others, and share information with them. Every Person
should be able to use the Facebook Service regardless of his or her level of
participation or contribution.
h. Common Welfare
The rights and responsibilities of Facebook and the People that use it
should be described in a Statement of Rights and Responsibilities, which
should not be inconsistent with these Principles.

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i. Transparent Process
Facebook should publicly make available information about its purpose,
plans, policies, and operations. Facebook should have a process of notice
and comment to provide transparency and encourage input on
amendments to these Principles or to the Rights and Responsibilities.
j. One World
The Facebook Service should transcend geographic and national
boundaries and be available to everyone in the world.

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Figure 2.2: Facebook Users in the World
According to Internet World Stats (2012), up to September 2012, the total
number of Facebook users around the globe is almost reaching one billion which
is estimated to be 937,407,180. Whereas, Statistic Brain (2013) has stated latest
total number of monthly active Facebook users around the world in 2013 with an
estimate number of 1,110,000,000. Based on Table 2.1 the results also
representing a growth of 26% of Facebook subscribers for one year which is from
2011 to 2012. The statistics of Facebook may be more thoroughly explained
through Table 2.1

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Table 2.2: Facebook Statistics
Facebook Statistics Data
Total number of monthly active Facebook users 1,110,000,000
Total number of mobile Facebook users 680,000,000
Increase in Facebook users from 2011 to 2012 26 %
Total number of minutes spent on Facebook each month 700 billion
Percent of all Facebook users who log on in any given day 50 %
Average time spent on Facebook per visit 20 minutes
Total number of Facebook pages 50,000,000
Facebook Demographics Data
Percent of 18-34 year olds who check Facebook when they wake up 48 %
Percent of 18-34 year olds who check Facebook before they get out of bed 28 %
Average number of friends per facebook user 130
Average number of pages, groups, and events a user is connected to 80
Average number of photos uploaded per day 250
Number of fake Facebook profiles 83,000,000
Global Facebook Reach Statistics Data
Number of languages available on the Facebook site 70
Percent of Facebook users who are outside the United States 75 %
Number of users who helped translate Facebook 300,000
Facebook Platform Statistics Data
Average number of aps installed on Facebook each day 20 million
Total number of apps and websites integrated with Facebook 7 million
Every 20 Minutes on Facebook Data
Links shared 1 million
Friends requested 2 million
Messages sent 3 million
Facebook Company Statistics Data
Total number of Facebook employees 4,619
Total 2012 Facebook revenue $5,090,000,000

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2.2.2 Twitter
Twitter is an online network that connects with people, expresses personality and
discovers what is happening. This service was launched in 2006 and millions of
people and organizations used Twitter to instantaneous information and sharing
(Zeevi, 2013). Smith (2012) defined Twitter as ―a platform wherein users share
their thoughts, news, information and jokes in 140 characters of text or less.
Twitter makes global communication cheap and measurable. Profiles are
(usually) public — anyone in the world can see what you write, unless you elect
to make your profile private. Users ‗follow‘ each other in order to keep tabs on
and converse with specific people‖. It concurs with Tweeter.com (2013) and
Zeevi (2013) which stated in Twitter, people write short messages often called
‗Tweets‘ of 140 characters or fewer that can contain information or photos,
videos, quotes, article links and more; and these updates will be posted to users‘
profile, sent to their followers, are searchable on Twitter search and can also
receive replies from their followers. The short format of the tweet allocates
informal collaboration and immediate information sharing that offers support
from rising email and instant messaging fatigue (Tweeternet.com, 2013). In
addition, the chirping sound made by birds has inspired the word Twitter and
therefore the bird symbol has been used as the Twitter logo (Zeevi, 2013). This
service has its own set of vocabulary or terminology. As stated by Smith (2012),
there are certain words and jargon native to Twitter and these terms as well as the
abbreviations are essential for understanding the network.

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a. Tweet – A standard message on Twitter containing 140 characters or less.
b. Retweet – A tweet that has been reshared to all of users‘ followers.
c. Hashtag – The # symbol is used to tag keywords or topics in a tweet to make it
easily identifiable for search purposes.
d. Mention – Tweets can include replies and mentions of other users by
preceding their usernames with the @ sign.
e. Handle – This designates your username and accompanying URL at
http://twitter.com/handle.
f. Feed – The stream of tweets on your Twitter homepage comprised of all the
accounts you follow.
g. Lists – Twitter provides a mechanism to list users you follow into groups or
curated lists showing tweets of all the users in the list.
h. Direct Message – Also called a DM, this represents Twitter‘s direct messaging
system for private communication amongst users.
(Smith, 2012)
Based on a recent research in 2013, the total number of active registered Twitter
users is approximately 554,750,000 with an average numbers of 58 million
tweets per day (Statistic Brain, 2013). The statistics of Twitter may be more
thoroughly explained through Table 2.2.

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Table 2.3: Twitter Statistics
Twitter Company Statistics Data
Total number of active registered Twitter users 554,750,000
Number of new Twitter users signing up everyday 135,000
Number of unique Twitter site visitors every month 190 million
Average number of tweets per day 58 million
Number of Twitter search engine queries every day 2.1 billion
Percent of Twitter users who use their phone to tweet 43 %
Percent of tweets that come from third party applicants 60%
Number of people that are employed by Twitter 2,500
Number of active Twitter users every month 115 million
Percent of Twitters who don‘t tweet but watch other people tweet 40%
Number of days it takes for 1 billion tweets 5 days
Number of tweets that happen every second 9,100
2.2.3 Skype
Skype is a free internet calls and online cheap calls to phones and mobiles.
According to Skype.com (2013) and Gaskin (2005), Skype is a low-cost video-
calling service that offers free calls between its subscribers and their contacts.
Besides video-calls, this service also facilitates interesting features like file
transfers, texting, voicemail, call forwarding, contact list, integration with
MySpace, business control panel, sketch pad, desktop sharing, video chat, public
chats as well as video conferencing for desktop computers, notebook, tablet
computers and other mobile devices, including mobile phones (Skype.com, 2013;
Unuth, 2013). As stated by Unuth (2013), ―People use Skype mainly for the high

28
quality of voice it offers and especially because it offers free PC to PC service.
People around the world use Skype for several things: for long-distance meetings
with family, friends and loved ones; for remote activity monitoring; for business
calls; for long-distance conferences and for cheap calls during travel‖.
According to a survey done by Statistic Brain (2013), as of January 2012, the
total number of Skype users is 31 million and they spent an average time of 27
minutes per Skype conversation. The statistics of Skype are clearly explained
through Table 2.3.
Table 2.4: Skype Statistics
Skype Statistics Data
Total number of Skype users as of Jan. 2012 31 million
Average time spent on a Skype conversation 27 minutes
Number of time that active Skype users spend on Skype per month 100 minutes
Total percentage of small businesses that use Skype as primary
communication service
35%
Number Skype enabled television sets 50 million
Number of iphone Skype downloads in 2010 7 million
Number of people who have ever used Skype 560 million
Total percentage of Skype calls that are video to video 40%
Average spent yearly by a paying Skype user $96
Skype revenue in 2010 $406.2 million
Number of monthly log-ins to Skype 124 million
Number of monthly paying Skype users 8.1 million
Amount of money spent by Microsoft to acquire Skype $8.5 billion

29
2.2.4 MySpace
Before MySpace has grown into a site where users can create profiles, including
photographs, blogs, music or movies preferences, this site is originally founded
as a venue for aspiring musicians and bands to share their music and concert
dates (Howard, 2006; BusinessDictionary.com). Howard (2006) also added that
among the features that are provided in this site include chat rooms, forums,
classified ads, newsgroups and a venue for sharing videos and music.
As stated in BusinessDictionary.com (2013), ―The site has grown tremendously
since its inception in 2003 and has even launched the careers of some music
artists and actors‖. While in 2005, News Corporations, a company by Rupert
Murdoch has purchased this site for $580 million dollars and it was operated
under FoxInteractive Media (Layton & Brothers, 2013; BusinessDictionary.com
2013 & Howard, 2006). As of February 2006, there were 54 million people who
have profiles on MySpace and every day, there were 180,000 more people
registered to use the site (Layton & Brothers, 2013).
2.2.5 Friendster
In 2002, Friendster was launched as a social networking platform by an American
computer programmer and businessman, Jonathan Abrams, in order to connect
users with each other in sharing videos, photos, messages and comments with
each other via their profiles (Mohammed Anzil, 2012 & Lerner, 2013). Friendster
is different from Facebook, Twitter and MySpace as this service is just a one-

30
communication which connects the social lives of people who already know each
other such as family, friends, colleagues and new friends over the Internet and it
concurs with an article by Lerner (2013). According to Mohammed Anzil (2012)
and Lerner (2004), at the time, Friendster was one of the networks to gain one
million members, nevertheless, in 2004 Friendster‘s popularity declined rapidly in
United States and began to lose members at a rapid speed after the invasion of
more application-rich competitors started popping up such as Facebook and
MySpace where the users had a wider range of options. However, since the site
has relaunched as a social gaming platform in 2011, Friendster has achieved a 115
million registered users (Mohammed Anzil, 2012).
According Roeder (2013), Friendster has offered several features:
a. Photos – Numerous of photos can be added to Friendster profile. In Friendster
blog, owns photo albums also can be created.
b. Blog – There are different layouts and design styles that can be used for
Friendster blog.
c. Design – Music, videos and graphics can be uploaded to Friendster profile with
CSS. Friendster does offer skins to help users get started designing
their profile.
d. Groups and Forums – Groups and forums will help the users to make more
friends who share same interests.

31
2.2.6 WeChat
WeChat, also known as Weixin in Chinese, is a mobile text and voice message
application was first released in January 2011 by Tencent in China (Wikipedia,
2013). According to Cyveillance (2013), the term ‗Xin‘ in Weixin can indicate
letter, message or to have trust in. Following is a flow of WeChat users:
Table 2.5: WeChat Statistics
Year Number of Users
May, 2011 4 – 5 million
December, 2011 50 million
March, 2012 100 million
September, 2012 200 million
January, 2013 300 million
Source: Wikipedia, 2013
Google Play (2013) described WeChat application as a moveable communication
medium as it offered free texting, voice messages and video calls and since the
application is fast, reliable, private and always on, 300 million people love to use
it. Some of the description of WeChat, ―Talk faster on the go with voice
messages; crystal clear voice and video calls, instant messaging with group chats
and animated smileys; chat with friends or with people nearby; sending photos
and videos has never been simpler; real walkie talkie mode with up to 40 friends;

32
always on, no logouts, never miss a message; get message alerts instantly with
push notifications; share, like, and comment on photos with your friends; import
contacts and add friends instantly; available on Android and all other
smartphones, all for free and WeChat works over users phone‘s existing data plan
or any WiFi connection‖ (Google Play, 2013).
2.2.7 WhatsApp
According to WhatsApp.COM (2013), ―WhatsApp Messenger is a cross-platform
mobile messaging app which allows you to exchange messages without having to
pay for SMS. WhatsApp Messenger is available for iPhone, BlackBerry, Android,
Windows Phone and Nokia and yes, those phones can all message each other!
Because WhatsApp Messenger uses the same internet data plan that you use for
email and web browsing, there is no cost to message and stay in touch with your
friends. In addition to basic messaging, WhatsApp users can create groups, send
each other unlimited images, video and audio media messages‖.
As of April 2013, WhatsApp has 200 million of active users, 250 million active
users as of June 2013 while as of August 2013, WhatsApp has reached 300
million active users while WhatsApp‘s users in United States spent 675 million on
this service (Kril, 2013). In addition, Kril (2013) also mentioned that there were
11 billion sent messages per day and 20 billion messages received by users per
day in month of August, 2013. The number of messages sent and received per day
is clearly explained through Figure 2.3.

33
Figure 2.3: Active Users of WhatsApp
2.2.8 LINE
In just approximately 19 months after it originally launched, LINE, which is a
messaging application made by South Korea‘s Naver Corporations that took off in
Japan has crossed 100 million users globally (Cutler, 2013). As stated in Google
Play (2013), in 52 countries including Japan, Thailand, Taiwan, Spain, China,
Indonesia, Singapore, Hong Kong, Malaysia, India, Switzerland, Saudi Arabia,
Mexico, Russia, Macau and United Arab Emirates. LINE has been ranked as the
number one most downloaded application. Some features of LINE application
are:

34
a. Multiplatform
b. Optional address book syncing
c. Real-time confirmation when messages are sent and delivered
d. Share photos, videos, music and more with people
e. Send current or any specific location
f. Send emoji, stickers and emoticons to friends
g. Create and join groups where you can chat and share media
h. Bulletin boards (up to 100 people at once) for groups
i. Add friends through the use of QR code
j. Add friends by shaking their phones simultaneously
k. Direct Pop-out message box for easier reading and replying
l. New Timeline and Home page features on iOS and Android
m. Additional access via multiple personal computers (Windows or Mac OS)
n. Personalized Themes
o. Web Based App (discontinued on December 2012)
Source: Wikipedia, 2013
2.2.9 Yahoo Messenger
According to Dannenfeldt (2013), in 1999, Yahoo Messenger has been launched
and it has more than an estimated 94 million users plus this service is one of the
Web‘s most popular instant messaging services although Yahoo Incorporation
was not the first Internet service provider to offer free instant messaging. ―With
its 22 million users Yahoo Messenger is an advertisement-supported IM service.

35
Users are required to have a Yahoo ID, which also enables you to use other
Yahoo services. Features of Yahoo Messenger include PC-to-Phone calling, PC-
to-PC calling, plug-ins, voicemail, file sharing, webcams, and chat rooms, client
customization, and avatars. It recently incorporated Yahoo Mail into its IM
service. The current version is 9.0 and supports interoperability with Windows
Live Messenger‖ (Webopedia, 2013).
2.3 Benefits of Social Networking
2.3.1 Students
Although some educators believe that social networking may divert students‘
attention from their learning, past studies found that social networking can assist
the students through their learning process. The use of social networking in
education has showed many positive impacts towards students‘ academic
learning. According to HuffPost Education (2013), there was a study on student
use of social media conducted by the University of Minnesota and the results
showed that students could benefits from social networking when they are already
engaged to it and incorporated it into their curriculum. An article by Kessler
(2010) also has provided a factual example on how the use social networking in
classroom influencing education in a positive way. Elizabeth Delmatoff, a seventh
grade teacher, has started a pilot social media program in her Portland, Oregon
classroom for a year and she found that 20% of students school-wide were
completing extra assignments for no credit, grades had gone up more than 50%

36
and unceasing absenteeism was reduced by more than a third and this is the first
time in history that the school met its satisfactory yearly improvement goal for
absenteeism. Moreover, Kessler (2010) also found that students who were asked
to complete their assignments and collaborate in their class discussions by using
Twitter had increased their engagement over a semester more than twice as much
as a control group when she analyzed how students performed by using Twitter to
do their assignments.
Furthermore, a study by the researchers at University of Minnesota (2008) found
that, ―students using social networking sites are actually practicing the kinds of
21st-century skills we want them to develop to be successful today. Students are
developing a positive attitude towards using technology systems, editing and
customizing content, and thinking about online design and layout. They‘re also
sharing creative original work like poetry and film, and practicing safe and
responsible use of information and technology. The Web sites offer tremendous
educational potential‖. Tian et al (2011) from the University of Science &
Technology of China and the City University of Hong Kong found that social
networking sites were used by the students for both social and educational
purposes plus these sites may improve their learning outcomes and even help to
students to become academically and socially integrated. It concurs with
DeAndrea et al (2012) who have done a research on Facebook, and the result has
shown that by using the particular site, students may obtain social benefits. Aside
from the social benefits, social networking sites also is used as educational and

37
instructional materials or as a learning platform (Roblyer et al, 2010; Bosch,
2009; Ellison et al, 2007; Pempek et al, 2009). It corresponds with a study by
Karlin (2007) who found that more than 50% talks about specific school work and
nearly 60% of students discuss education-related topics online such as college
planning or learning outside of school. On the learning side, the students said that
social networking connected them with faculty, shared knowledge and
commentary and collaborated with other through discussions, course scheduling,
project management, and educational applications in organizing their learning
activities while on their socialization side, social networking sites enabled them to
build and establish virtual relationships, helped them maintain friendships and
enhanced their relationships (Tian et al, 2011).
2.3.2 Educators
Social networking sites also offer positive implications for educators who can
grab this opportunity and give support to the latest ways of students‘ learning
through websites. Connolly (2011) stated that educators can use practical and
rational case studies to help students identify how social networking may enhance
students‘ learning. While, according to University of Minnesota (2008), educators
can help to foster and extend students‘ learning when they identify what skills
students are learning and what experiences they are being exposed to through
social networking websites. ―As educators, we always want to know where our
students are coming from and what they‘re interested in so we can build on that in

38
our teaching and by actually aware of the academic and professional networking
opportunities that the websites provide plus make this opportunity more known to
students, this would be one way that educators can work with students and their
experiences on social networking sites.‖ University of Minnesota (2008).
Furthermore, educators can help make the institutions even more relevant,
connected and meaningful to students by understanding how they may be
positively using these networking technologies in their daily lives and where the
as-yet-unrecognized educational opportunities are (HuffPost Education, 2013). It
concurs with Connolly (2011) who claimed that it is very crucial for educators to
foster students‘ learning on how to use social media in a helpful way, learn how to
think consciously about their use and consider the sorts of outcomes for which
using social media are proper. In addition, teachers are able to enhance students‘
engagement in their education, increase technological proficiency, contribute to a
greater sense of collaboration in the classrooms and build better communication
skills through utilizing teaching techniques that incorporate social media
(HuffPost Education, 2013).
2.3.3 Education System
Besides that, based on an article by HuffPost Education (2013), Karen Cator who
is from United States Department of Education said that social networking
showed a potential in improving the American education system, ―Think about
not only incorporating technology into your lessons, but creating more and more

39
compelling assignments so that 21st century skills, the kinds of things students
will have to develop in terms of critical thinking, problem solving, collaboration,
global participation – that these are incorporated into assignments. The best
spaces will incorporate social media and interacting with others‖.
2.4 Drawbacks of Social Networking
2.4.1 Students
However, against of all these positive effects of using online social networking,
Connolly (2011), a researcher from Wisconsin Center for Educational Research
(WCER), stated that, ―students who use social networking tools might pay
significant hidden cognitive costs. Facebook, Google, and other web services
simultaneously seize and fragment our attention. They can subvert higher-order
reasoning processes, including the kind of focus, concentration, and persistence
necessary for critical thinking and intellectual development‖. Furthermore, he also
added that students will face weaker critical thinking skills, less tenacity and less
patience when some researchers have correlated heavy Internet use with greater
impulsivity (Connolly, 2011). According to Connolly (2011), ―The need to
rapidly shift from object to object online can weaken students‘ ability to control
their attention. Prolonged Internet use exposes students to interactive, repetitive,
and addictive stimuli that produce permanent changes in brain structure and
function. The more one uses the Internet and social media, the better the brain can

40
skim and scan. But research suggests that these gains degrade the capacity for
concentration, reasoning, and reflection, in fact the very sort of critical thinking
and evidence-based reasoning needed to honestly appraise the full costs of using
social media‖.
2.4.2 Increase Cybercrimes
Another disadvantage of using social networking is it helps in increasing numbers
of cyber criminals. Impact Lab (2010) has quoted a report by Daily Mail which
stated that a numerous cases of murder, rape, paedophilia, bullying, assault and
burglary are crimes which associated with social networking sites, has increased
by as much as 7000% and it was stated that paedophiles are using social
networking sites because that is where they can lure the victim willingly. In
addition, Steenhusyen (2008) has quoted from Janis Wolak of the Crimes against
Children Research Center at the University of New Hampshire who stated that,
―majority of cases involve young teenagers, mostly 13-, 14-, 15-year-old girls
who are targeted by adults on Internet who are straightforward about being
interested in sex‖. This concurs with, ―Ashleigh Hall, a 17 year old girl, accepted
friend request from a 33 year old man on Facebook. She had no idea that actually
he was a convicted rapist who created a fake profile as a teenager. And finally,
Ashleigh was murdered by that person‖ (Impact Lab, 2010). On cyberspace, there
is no way to verify the actual identity of the criminals and they take the advantage
of this (Das & Sahoo, 2011).

41
2.4.3 Privacy
Aside from educational context, social networking also affects people‘s private
and public life. According to Donde et al (2012), there are several contrasts of
social networking sites such as (i) it is very difficult to find the real identity of a
person since many people create fake profiles so as to cheat unsuspecting users,
(ii) it leads to online harassment and nuisance since the social networking sites are
very poorly regulated and (iii) The personal information of users can be misused
by the frauds to commit online crimes such as their e-mail address, name,
location, and age. Aside from that, Das & Sahoo (2011) have reported that,
according to an online security consultant, Ron Bowles, he has scan 500 million
Facebook profiles by using a specific program for users‘ information of those
were not hidden by privacy settings and finally a collection of user IDs, names,
URLs and all other data and he concluded that people may face such kind of data
theft risk through their social networking sites.
A research by Gross and Acquisti after analyzing 4000 Facebook profiles of
Carnegie Mellon University students, found threats emerging from personal
information posted in social networking site. Only 1.2 percent of users changed
their default privacy preferences. Hence fully identifiable information like (first
name, last name, personal image, hometown, date of birth, ZIP code) easily
available to anybody registered at Facebook. This information can be used to
estimate a person‟s social security number and finding sensitive medical

42
information (Gross, & Acquisti, 2005). Using the information available on
Facebook profile one can easily determine likely physical location of a person.
Social networking sites are becoming a threat to the privacy of an individual.
2.4.4 Health
According to Das & Sahoo (2011), a researcher from Royal Society of Medicine,
Aric Sgman, social networking sites have leaded to make people become more
isolated thus the lack of face-to-face communication could influence mental
performance and transform the way genes work, upset immune responses,
hormonal levels and function of arteries. Due to these changes, it will boost the
risk of health problems like cancer, strokes, heart disease and dementia (BBC
News, 2009). In addition, a study by Sigman (2009) has revealed that with the
increase in use of electronic media, face-to-face social interaction has sharply
fallen since 1987 and he stated that, ―It has reported the first evidence that social
isolation is linked to alterations in human gene transcription. DNA analysis
showed 209 genes were differentially expressed for people with high levels of
social isolation‖.
2.4.5 Organizations
It become compulsory to browse own profile several times in a day for checking
friends‘ updates, changing status, and commenting on others photos and videos
and people spent hours chatting with their friends on social networking sites and
at the end of the day, it diverts employees‘ attention from the office work (Das &

43
Sahoo, 2011). Based on a research with 237 corporate employees by Gaudin
(2009), the results showed that 77% of the employees use Facebook during work
and there were 1.5% drop in employee productivity for those companies allowing
full access to Facebook. This was further affirmed by (BBC News, 2007) that
stated, in a survey of 3500 companies in United Kingdom, the results showed that
233 million hours are wasted since the employees spent their time on social
networking sites. Moreover, ―Portsmouth City Council blocked access to
Facebook after it found its 4,500 staff logged on for 270,000 times a month, and
they collectively waste 572 hours (71 working days) in just one month‖ (Kisiel,
2009).
2.5 Conceptual Framework
This conceptual framework is adapted from a book entitled Blended learning in higher
education: Framework, principles, and guidelines by Garrison and Vaughan (2008). The
conceptual framework for this study is shown in Figure 2.4 and it illustrates how the
variables used in this study which is educational technology are related with learning
process. According to Miles & Huberman (1994 in Jabareen, 2009), a conceptual
framework ―lays out key factors, constructs or variables, and presume relationships
among them‖.

44
Figure 2.4: Conceptual Framework
In this study, students‘ perceptions towards social networking, effects of social
networking towards academic learning and how social networking would affect students‘
academic learning process will be investigated in depth. These three variables will
perceive the literal role of social networking in improving UiTM‘s undergraduate
students‘ academic learning. As shown in Figure 2.4, the use of social networking in
academic will influence students‘ academic learning process as well as their learning
environment. These factors will affect the students either in positive or negative way.
Thus, this study intends to see the role of social networking towards students‘ academic
use
influencesinfluences
affects

45
learning process. In this study, the use of social networking in academic field is believed
to give impact on students learning process. The integration of the Web 2.0 tools in
students‘ academic learning will determine either these services can be implemented in
educational context or not.

46
CHAPTER 3
RESEARCH METHODOLOGY
3.0 Introduction
This chapter will discuss the following; Research Design, Population and Sample,
Instrumentation, Pilot Study, Data Collection, and Data Analysis Plan.
3.1 Research Design
This is a quantitative approach. This study employed a survey research. The design was
meant to gauge UiTM‘s undergraduates‘ perception whether social networking helps in
improving their academic learning, to investigate the effects of using social networking
towards UiTM‘s undergraduates in their academic learning and to illustrate how social
networking helps UiTM‘s undergraduates to improve in their academic learning. Students
from Universiti Teknologi MARA, Shah Alam and INTEC have been chosen as the
samples for this study and a set of questionnaires was used as the instrument in the
research to gather the data needed. As cited in Bird (2009), ―the questionnaire is a well
established tool within social science research for acquiring information on participants
social characteristics, present and past behaviour, standards of behaviour or attitudes and
their reasons for acting with the respect to the topic under investigation‖ (Bulmer, 2004).

47
3.2 Population and Sample
The population for this study will be all undergraduate students in local university in
Selangor. According to Neuman (2003), subject selection is defined as the criteria and
standards used for the determination of the appropriateness of the inclusion of subjects in
research protocol. This study used non-probability sampling procedures to choose
respondents. Non-probability sampling is not a random selection method (Castillo, 2009).
Instead, non-probability sampling is a process where the samples involved do not have
equal chances of being selected. Moreover, according to Castillo (2009), in non-
probability sample process, the samples are selected based on the purposive own decision
of the researcher or the accessibility of the respondents itself. The method used was
purposive sampling. Purposive sampling is to target a particular group of people;
whereby for this research is undergraduate learners who the respondents are students
from Universiti Teknologi MARA in Shah Alam and INTEC. This sampling technique is
chosen as the objective of this study is to investigate on the undergraduate students‘
perception towards social networking in their academic learning. All of the respondents
consist of students from various faculties since they were randomly selected. The sample
sizes for this study are 100 respondents.

48
3.3 Instrumentation
The instrument used for data collection in this research study is questionnaire. The
questionnaire is adapted from Social Networking Questionnaire by SurveyGizmo (Vanek
& McDaniel, 2006). Some of the items in the questionnaire are designed by the
researcher in order to analyze the role of social networking in improving UiTM‘s
undergraduates‘ academic learning. For the purpose of this study, the questionnaire
included both close-ended as well as open-ended questions that would serve to bring
quantitative and qualitative data respectively. The open-ended questions are referred as
structured interview as the researcher has limited time to conduct actual interview with
all the respondents. As for the close-ended questions, Likert Scale was used, which was
the five-item scale from strongly disagree to strongly agree.
The questionnaires were distributed to each of the respondents to assist in answering the
research questions of this study. The total number of questions in this questionnaire was
42 items that have been divided into five sections which were A, B, C, D and E. The
questions were divided into different section in order to improve the face design of the
questionnaire, avoid it from appearing intimidate and disorganize, as well as to segregate
clearly the objectives under different sections to ease the data analysis process. The
descriptions of each section are as follows:

49
Table 3.1: Descriptions of the Questionnaire
SECTIONS DESCRIPTIONS
NUMBER
OF
ITEMS
Section A:
Demographic
Information
This section carries the general questions on
demographic data of the respondents such as gender
and age. Moreover, there are also additional
questions on respondents‘ education background
such as level of education and programme.
4 items:
Question
1 – 4
Section B:
Social Networking
Background
This section consists of several questions that are
related to the frequency and connections that the
respondents have in their social networking sites.
These questions would help to identify whether or
not a student is an active social networking user.
5 items:
Question
5 - 9
Section C:
Perception towards
Social Networking
This section sought to answer the first research
question regarding the respondents‘ perception
whether or not social networking helps in improving
their academic learning. This section, along with
section D and E comprised of a 5 point likert scale
measuring to what extend do the respondents agree
or disagree of the given statements. Item 20 is an
open-ended question.
11 items:
Question
10 - 20

50
SECTIONS DESCRIPTIONS
NUMBER
OF
ITEMS
Section D:
Social Networking
Effects
Constructed to answer the second research question,
this section focused on the effects of using social
networking in academic learning. By identifying the
effects that social networking brought towards
respondents‘ academic learning would highlight
whether social networking give either positive or
negative impacts towards students‘ academic
learning. Item 31 is an open-ended question.
11 items:
Question
21 - 31
Section E:
Social Networking
Improve Academic
Learning
While Section C and D focused on perceptions and
effects of social networking, this final section
emphasized on how social networking helps in
improving students‘ academic learning. By
illustrating how social networking managed to helps
students in their academic learning would draw
attention to the definite and precise ways of how
social networking might improve students‘ academic
learning. There is also an open-ended question in
this last section.
11 items:
Question
32 - 42
These elements were chose in order to get the result and make conclusion on either social
networking helps in improving undergraduates‘ academic learning and the effects of
using social networking on their academic performance. The data for the 100 respondents
were collected within Shah Alam district.

51
3.4 Data Collection
The respondents of this questionnaire are students from Universiti Teknologi MARA,
Shah Alam and INTEC. Before the respondents answer the questionnaire, there will be a
short briefing and explanation on the procedure. The briefing is about the explanation on
the research objective and what actually the questionnaire is, took about five minutes.
The questionnaire is distributed on weekdays during office hours, class sessions or lunch
break. The time needed to complete all the questions is around eight to ten minutes. The
survey process was monitored by the researcher herself. This was to ensure that the data
given by the respondents are valid and any inquiries or problems faced by the
respondents during the survey could be attended. The questionnaire is collected after the
respondents completed answering the questionnaire.
The data collection was as follows:
Design of Questionnaire:
The questionnaire has five sections which are Section A:
Demographic Information, Section B: Social Networking Background,
Section C: Perceptions towards Social Networking, Section D: Social
Networking Effects and Section E: Social Networking Improve
Academic Learning.

52
Sample Selection:
The respondents of this questionnaire are 100 students from Universiti
Teknologi MARA, Shah Alam and INTEC.
Questionnaire Distribution:
The questionnaire is distributed on weekdays during office hours, class sessions
or lunch break.
Time Taken:
The time needed to complete the all questions is around eight to ten minutes.
Survey Process:
The survey process was monitored by the researcher herself. This was to ensure
that the data given by the respondents are valid and any inquiries or problems
faced by the respondents during the survey could be attended.

53
Questionnaire Collection:
The questionnaire is collected after the respondent completed answering the
questionnaire.
Figure 3.1: Summary of the Data Collection Procedures
3.5 Data Analysis
All the data obtained from the questionnaire were collected and analysed to provide
answers to the three research questions for the study. In order to analyse and interpret the
data, the Statistical Package for Social Science (SPSS) version 17.0 software was used.
According to Information Technology Services (2012), SPSS is an analysis invention for
data management. Moreover, SPSS software also is mostly compatible for a survey
research (Information Technology Services, 2012). In this system software, the data was
keyed-in and descriptive statistics is used in order to analyze and interpret data and
information gathered.

54
Table 3.2: Summary of Data Analysis
Research Objectives Section Analysis
i) To gauge UiTM‘s undergraduates‘
perception whether social
networking helps in improving their
academic learning.
C
(Question 10-19)
Data were analyzed to the
frequency, mean and
standard of each item.
C
(Question 20)
This open-ended question
was analysed and
categorized under 3
different groups:
a. Yes
b. Unsure
c. No
Data was analysed to find
the frequency and
percentage of the
responses.
ii) To investigate the effects of using
social networking towards UiTM‘s
undergraduates in their academic
learning.
D
(Question 21-30)
frequency, mean and

55
Research Objectives Section Analysis
ii) To investigate the effects of using
social networking towards UiTM‘s
undergraduates in their academic
learning.
D
(Question 31)
was analysed and
categorized under 3
different groups:
a. Yes
b. Unsure
c. No
the frequency and
percentage of the
responses.
iii) To illustrate how social networking
helps UiTM‘s undergraduates to
improve in their academic learning.
E
(Question 32-41)
frequency, mean and
E
(Question 42)
was analysed and
categorized under 3
different groups:
a. Yes
b. Unsure
c. No
the frequency and
percentage of the
responses.
Thus, by using SPSS version 17.0 software, a descriptive statistics about all items were
analysed.

56
The quantitative data from Section A, B, C, D and E of the questionnaire were analysed
and presented in the form of charts and tables. As for the open-ended questions, the
researcher will read the respondents‘ answers, then analysed and categorized them into
three different groups which are Yes, No and Unsure. After the researcher has determined
the data whether they were positively or negatively inclined, then only the data were
keyed-in and analyzed. Simple chart representations for these open-ended questions were
also constructed for ease of reference.

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Example of Proposal