IMPACT OF FACEBOOK ON STUDENTS ACADEMIC PERFORMANCE Analysis Through The Social Capital

IMPACT OF FACEBOOK ON STUDENTS´
ACADEMIC PERFORMANCE
Analysis through the social capital
Muhammad Kashif
International Master’s Degree
Program in Cultural Diversity
November 2013
Faculty of Social Sciences
University of Eastern Finland

I
ABSTRACT
With the increasing popularity of Facebook, students are joining and using it in
their social and academic lives. Huge popularity of Facebook among the students
has brought the researchers attention to investigate the phenomenon. Most
research regarding online social networks, particularly Facebook use has explored
at these networks in terms of profile management, identity creation and friending
behavior. This study investigates the impact of Facebook on students’ academic
performance through social capital concept. This research has been conducted on
the Master’s degree students from the University of Eastern Finland and
quantitative methods techniques have been applied for data analysis. The
research has found that use of Facebook has slight impacts on student’s
academic performance. Further results found that Facebook is bridging, bonding
and maintaining the existing relationships but it is not very effective for making
new relations. Facebook is increasing the students’ social capital effectively, due
to its huge popularity and most used communication channel among university
students. The daily use of Facebook is increasing communication among the
users, consequently Facebook users participate more in extracurricular activities
than non-Facebook users. Among the University students Facebook has a
perception as a cheap, fast and entertaining medium of communication and
students do not consider Facebook as a dominated phenomenon over their
studies.

II
ACKNOWLEDGEMENTS
First and foremost, I want to recognize my loving wife, Anita, thank you for your
unconditional love and support. I truly appreciate your encouragement, motivation,
and selflessness. Indeed you are the sole inspiration that I am able to pass this
obstacle. Once again I would like to thank you on believing me and everything you
have done for me.
I would like to express my heartfelt gratitude to my friend Mohsin, who originated
this idea and supported me throughout the thesis writing process by sharing his
concrete ideas and knowledge. I would also like to thank the Sociology
Department for taking a chance on me and including me as a student in their
Master degree program. Over the past three years, my professor and supervisor
have encouraged me to push myself beyond my own perceived limits, and I feel I
have grown exponentially as a student and an academic person as a result.
At the end I would also like to thank to all the students who participated in this
research work. Without their help and support this project has not been
accomplished.

III
DEDICATION
I would like to dedicate my thesis to my (late) mother
No emotions and words can express my love for you

IV
Table of Contents
ABSTRACT ....................................................................................................................................... I
ACKNOWLEDGEMENTS .............................................................................................................. II
DEDICATION.................................................................................................................................. III
CHAPTER I ...........................................................................................................................1
INTRODUCTION ...................................................................................................................1
1.1 Objectives and Goals of the Study.................................................................................... 2
1.2 Research Questions............................................................................................................ 3
1.3 Significance of the Study.................................................................................................... 4
1.4 Technology use, Academic Outcomes and Self-control................................................ 5
1.6 Emails versus Online Social Network............................................................................... 6
1.7 Definition of the Terms........................................................................................................ 8
1.8 Hypothesis.......................................................................................................................... 10
CHAPTER II.................................................................................................................................. 11
SOCIAL NETWORKS AND SOCIAL CAPITAL...................................................................... 11
2.1 Social Media ......................................................................................................... 12
2.2 Online Social Network sites (OSNs)...................................................................... 13
2.3 History of Online Social Network Sites.................................................................. 14
2.4 Evolution of Facebook .......................................................................................... 16
2.5 Facebook Features and Functions........................................................................ 18
2.6 Social Capital........................................................................................................ 23
2.7 Internet and Social Capital.................................................................................... 24
2.8 Online Social Networks and Social Capital ........................................................... 24
2.9 Facebook and Social Capital ................................................................................ 25
2.10 University Students and Social Capital................................................................ 26
2.11 Facebook use and Current Research.................................................................. 28
CHAPTER III ................................................................................................................................ 32
RESEARCH PROCEDURE AND DESIGN............................................................................... 32
3.1 Quantitative Methods............................................................................................ 32
3.2 Data Analysis and Design..................................................................................... 33
3.3 Pilot Study Survey ................................................................................................ 34
3.4 Participants and Samples ..................................................................................... 35
3.5 Data Collection and Processing Tools................................................................... 36
3.6 Survey Questions and Design............................................................................... 37
3.7 Brief Introduction of Variables ............................................................................... 39

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3.8 Reliability and Validity........................................................................................... 42
3.9 Summary .............................................................................................................. 43
CHAPTER IV................................................................................................................................. 44
FACEBOOK IMPACTS AND SOCIAL CAPITAL ................................................................... 44
4.1 General Demographics......................................................................................... 44
4.2 Research Question One: ...................................................................................... 46
Do students involvements in Facebook use have a significant impact on academic
performance (grade point average)?........................................................................... 46
4.2.1 Grade Point Average (GPA) comparisons between Facebook and Non-
Facebook Users..................................................................................................... 46
4.2.2 Correlations................................................................................................... 48
4.3 Research Question Two: ...................................................................................... 50
Do students’ involvements in Facebook use have significant impact on extracurricular
activities (sports, games, listening music, TV etc.)?.................................................... 50
Time Spent per week on extracurricular activities ....................................................... 51
4.4 Research Question Three:.................................................................................... 53
What are student’s perceptions about Facebook usage and impact on academic
performances?............................................................................................................ 53
4.4.1 What are the Student's Perceptions about Facebook Usage? ....................... 54
4.4.2 What are the students’ perceptions about Facebook impact on academic
performance?......................................................................................................... 56
4.5 Research Question Four:...................................................................................... 58
What is the contribution of Facebook for formation of students’ social capital? ........... 58
CHAPTER V .................................................................................................................................. 61
DISCUSSIONS.............................................................................................................................. 61
5.1 Reasons not to have Facebook Account............................................................... 61
5.2 Testing Hypothesis ............................................................................................... 62
5.3 Findings of the Study ............................................................................................ 64
5.4 Limitations of the Study......................................................................................... 67
5.5 Recommendations for Additional Research .......................................................... 68
Appendix A ..................................................................................................................................... 70
Appendix B ..................................................................................................................................... 72
Appendix C..................................................................................................................................... 78
References:.................................................................................................................................... 86

1
CHAPTER I
INTRODUCTION
In the age of information and technology not only the technologies are
influencing our daily life but also they are becoming the part of our life. In other
word, it has brought the human being beyond the magic of ancient fairy tale
stories and has entered into new era of the online social network sites (OSNs)
such as Facebook, MySpace, LinkedIn, twitter and YouTube etc. This revolution
has brought the new innovation in the field of online social media which has
change the traditional way of messaging into modern way news posting or
message posting. Recently it allow users to connect with multiple
communication channels, which facilitate private messages, public display
"walls", updates status, instant messaging, groups and applications (Lampe et
al. 2011).Online social networks has now spread round the globe and Facebook
is world’s largest social network become so popular for young people that they
hardly use email or other way of communication (Kirkpatrick 2010, 85). People
use Facebook to stay connected with friends and family, to be informed and
entertained within their social circle, and to share and express what matters to
them (Facebook facts, 2013). Launched in February 4, 2004 Facebook, an
innovation of a nineteen year old Harvard University student for connecting
university campus students (Grossman, 2010). At time of Facebook launch,
Founder had no idea this social network would turn from small networking site
to giant online social network (Communities.net, 2007). In September 2013,
there is more than 1.19 billion monthly active members using Facebook
worldwide and 82% of monthly users are outside of the United States and
Canada (Facebook facts, 2013). “We have entered the age of Facebook, if
Facebook were a country it would be the third largest, behind only China and
India”. (Grossman, 2010).

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The trend of traditional studies regarding students’ lives focus on academics
and between student and faculty relationships (Granovetter M, 1973).
Moreover, discussions and estimates concerning the effects of information
technology on campus have mostly link with academic learning’s and academic
performances. But due to popularity of Facebook in university campuses the
link with academic learning’s by the information technology may be affected.
Some recent research works are demonstrating the impact of Facebook on
students’ academic performances. It is necessary to define the academic
performance before we go any further. According to Aliyas, Hope and Justin
(2012) that ‘academic performance is a function of attention span, time
management skills, student characteristics, academic competence, time spent
on online social network and academic competence is defined as a student’s
ability to manage the required course load and course materials for his/her
chosen field of study’ (p.2118).Facebook is holding the largest percentage of
member in online social network today and most of them are students around
the globe. Use of the Facebook might have good or bad impacts on their
academic performance and academic lives. The excessive use of Facebook
among the students is generating main question that is Facebook use effecting
on students’ academic performance and playing positive or negative role in their
social and academic lives? This study will explore the impact of Facebook on
students’ academic performance with the glance of social capital. What is the
contribution of Facebook to generating or vanishing students’ social capital
during their academic and social lives? If you use internet you are increasingly
likely to use Facebook, it is the platform of the people to get more out of it and
new form of communication (Kirkpatrick 2010, 16).
1.1 Objectives and Goals of the Study
The purpose of this study is to investigate the student involvement in most
popular online social network site Facebook and also the impact of Facebook
negatively or positively on Master’s degree students’ academic performance

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and their social lives. Particular focus is on students self-reporting views
regarding the use of Facebook and its influence on students’ social capital.
Student’s opinions will be measured by the 5-likert scale measurement method.
It will be interesting to know self-reported view either use of Facebook
distracting their studies or it does not have any impact on students’ academic
performance and their social capital. The first goal of this study is to understand
student’s attitude towards their studies, for that multiple questions has been
asked from the participant to know how much serious they are in their studies.
The second phase consist of analyzing student extra curriculum activities, that
how much students participate in their daily gatherings and other social
activities. Third section will compare the time spent on Facebook with other time
consuming activities. Last part is especially designed only for Facebook user to
analyze Facebook use and impact on students’ academic performance and
social capital. This research work will use the concept of social capital to
analyze the some of the results in more detail.
In summary, the objectives of this study is to test if student engagement in
Facebook influenced academic performance and also identify the variables that
directly or indirectly impact on students’ social lives. For the purpose of this
study academic performance is the accumulation of student’s study related
activities and extra curriculum activities are the accumulation of students’ non-
study related activities.
1.2 Research Questions
Some of the main research questions are as follows:
1. Do students involvements in Facebook use have a significant impact on
academic performance (grade point average)?
2. Do students involvements in Facebook use have significant impact on
extra curriculum activities (sports, games, listening music, TV etc.)?

4
3. What are student’s perceptions about Facebook usage?
4. What is the contribution of Facebook for formation of student’s social
capital?
The primary goal is to answer the questions through the results obtained by
research. Also the research will explore the correlation between the variable of
time spent on Facebook use, time spent on internet for entertainment, for study
and students attitude towards their studies.
1.3 Significance of the Study
The significance point of this study is to explore the relationships between
Facebook use and academic performance. This study investigate the specific
ways in which Facebook use could affect students’ performance in their social
lives by asking participants about factors including: extra curriculum activities,
study habits, student’s perceptions towards studies and Facebook use,
procrastination and distraction occurred by Facebook engagement. Also most of
the research has been conducted on the high school and fresh college
students, very few studies were on Master’s degree students. The unique point
of this research is considering the social variables (extra curriculum activities
and student’s attitude towards studies) and their effect on academic
performance.
One of the most common problem researchers face that they cannot control
whether participant fill out the survey form accurately and correctly. Considering
that problem electronic questionnaire form (E-form) has been designed with
implementation of constraints to avoid the redundant information filled by
participants. Only in three fields, which are the text fields, (1) what is your
nationality? (2) What is your degree program name? (3) Comment box, in which
participants can fill the redundant data intentionally. Other all questions are
either radio buttons or dropdown menu which can be select with left click from

5
the mouse or it saves the participant time resulting fast E-form filling.
Furthermore, this research is based upon empirical findings instead of non-
empirical explanations. The purpose of adopting empirical study is providing the
clear results to understand the actual use of Facebook among students. This
study intent to bring the awareness among the University students regarding the
use of online social networks particularly Facebook significance in their social
lives within the university environment.
1.4 Technology use, Academic Outcomes and Self-control
Today new generation of Students are socializing with each other more through
technology as compare to face-to-face communication. Use of technology is
useful or not, this is another issue but it has overcome students in every field.
There is a plenty of research available on the technology use by students
influencing their studies. Aliyas, Hope, Justin (2012) have observed that there is
a negative correlation between grades and time spent on laptops, tablets and
cell phones during class. Students are using typically these devices to ask more
questions about matter covered earlier in the class. More and more
procrastinate occurring to accomplish the given task to the student and it
resulting late submission of assignments and extensions for due dates. It is also
possible that the increased amount of time students are spending on OSN sites
is having a negative impact on their out-of-class study time (p.2117).
Specifically, when the quality of technology use is not closely monitored or
ensured, computer use may do more harm than good to student achievement.
In addition, technology that was found to have a positive impact on academic
achievement, or technology with educational value, was not popular and used
less frequently (Kirschner & Karpinski, 2010). There is a popular interest for
many professionals and researchers how to handle this phenomenon, but still
much research needs to be conducted on this issue (Pychl, 2008).

6
The use of internet and computer devices has become the part of University
students’ daily routine and several courses require internet and computer use to
accomplish the assignments. Facebook is a social networking site based on
internet utility so it is important to have a look on internet use that Facebook use
and impact can be understood in better way. According to Smith et al. (2009),
with rapid advancement in technology college students start replacing their
desktops systems with laptops. Wireless devices like laptops and handhelds
have made internet access easy from anywhere. Kandell (1998) mentioned “it
only takes a few keystrokes to move from a homework assignment to checking
email or visiting a chat room, a common and often time-consuming pattern”
(p.17). The students with high level of self-control performed better in their
studies as compare to those students who has low level self-control (Mansfield
et al., 2009). Also the students, who use internet for entertainment during class,
lecture or discussions, seem to be low level of self-control.
Facebook is an internet tool and quite famous among the students so it is quite
likely to assume low level self-control students may engage with Facebook
more than high level self-control students. There for a question (I am able to
control my use of Facebook so it does not interfere with my studying or doing
schoolwork) has been added for Facebook user to evaluate their control of
Facebook usage.
1.6 Emails versus Online Social Network
"Everything has its place and it is really important to understand which is the
right tool for the job." Dave Coplin from Microsoft Corporation (Fiona, 2011)
At the launch of the social network's (Facebook) new messaging platform, Mark
Elliot Zuckerberg had said "we don't think a modern messaging system is going
to be email", and that the new system is "not email" (Fiona G, 2011). Mark Elliot
Zuckerberg was not the first person who declared email as an obsolete way of

7
communication; researchers were already starting exploring and predicting the
future of email. According to Goldsborough (2009), Due to the rapid use of
communication through online social networks and text messaging the use of
email may decline.
“Only reason I use Facebook is that many of my friends live abroad and it
is the only flexible way to keep in touch with them as people do not use
email anymore actively”
Email just like one-to-one conversation whereas online social network sites are
like group discussions and notification board. The user who concern about the
privacy issues, for them email will be remained there in future. Even social sites
claimed to improve privacy issues and providing private messaging utility but
still users might keep their faith on emails. A 2005 report from the Pew Internet
and American Life Project called “Teens and Technology” revealed that
teenagers are more interested in new technology in social media, like text
messaging or instant messaging particularly for online conversation with friends
and they use e-mail most probably to communicate with old people.
Carnevale (2006) found that college students are missing regarding their study
relevant important messages because they are not checking their university
email accounts regularly. Recognizing this phenomenon, some colleges and
universities have started communicating with students through social network
sites. In order to determine whether higher education professionals at University
of Eastern Finland should consider using alternative modes of communication
(texting, sending messages through Facebook), Participants were asked which
communication medium they use the most when they are socializing and
interacting with their friends online.

8
1.7 Definition of the Terms
The definition and explanation of the some main terms and words which has
been used throughout this research work is as under:
Computer Mediated Communication: In short CMC refers to human
communication via computer and includes many different forms of synchronous,
asynchronous or real-time interaction that humans have with each other using
computers as tools to exchange text, images, audio and video. CMC includes e-
mail, network communication, instant messaging, text messaging, hypertext,
distance learning, Internet forums, USENET newsgroups, bulletin boards, online
shopping, distribution lists and video conferencing (Webopedia, 2013).
Online social network site: A web-based network that allows individuals to
create a profile either public or semipublic within bounded system and provide
the users different features according to their groups and interests. It also
provides the features to connect, share information and communicate with
people (friends or strangers) on the internet within the international or local
scale. The features and terminology of these connections may vary from site to
site (boyd & Ellison, 2008, p. 211).
Elomake: Elomake is Finnish language word; it means E-form (Electronic
Form). Elomake is an online form generator utility which allow user to create,
manage and publish electronic questionnaire form online. This utility has been
provided by the University of Eastern Finland. A user can create his/her own E-
form using Elomake, so s/he does not need to have web programming skills.
Using Elomake a user can create electronic form and collect data through
survey and it makes data collection easy and fast.
Drop-down list: In computer sciences it is called graphical user interface (GUI)
control element which allows user to choose one value from a list. When a drop-

9
down list is not active, it displays a single value. When activated, it displays all
values in the list, from which the user can select only one at a time.
Radio Button: A radio button is also graphical user interface element that
allows the user to choose only one option among the two or more predefined
set of options. For example, it is commonly used for gender that user can select
only one option within one group set of options.
Comment Box: It is used to collect participants’ opinions. A comment box let
website visitors send in their comments via an online form. A user can make the
text fields of a comment box optional or required.
Facebook: Simply Facebook is a most popular free social networking website
that allows users to create profiles, upload photos and video, send messages
and keep in touch with friends, family and colleagues (Whatis.com 2013).
MySpace: MySpace drives social interaction by providing a highly personalized
experience around entertainment and connecting people to the music,
celebrities, TV, movies, and games that they love. MySpace is also the home of
Music, which offers an ever-growing catalog of freely stream able audio and
video content to users and provides major, independent, and unsigned artists
alike with the tools to reach new audiences.
Twitter: A social network service that allows users to send and read short
messages and posts each other’s walls these messages is called tweets.
LinkedIn: An online social networking site which has been designed particularly
for the professionals from any field, that they commercialize their professions
and abilities.
YouTube: YouTube allows billions of people to discover, watch and share
originally created videos. YouTube provides a forum for people to connect,

10
inform and inspire others across the globe and acts as a distribution platform for
original-content creators and advertisers, large and small. (YouTube 2013)
1.8 Hypothesis
Primary focus is the student’s involvement in Facebook use and what are the
effects on students’ academic performance through the glance of social capital.
So it has been assumed that most of the master degree students in the
University of Eastern Finland are using Facebook and Facebook is influencing
the student during their academic hours or study time. Also many Facebook
users are victim of distraction during their study hours. Female and younger
students are more involve in Facebook user than male and older students. Also
those students who are not using Facebook or other online social network
services might earn better grade as compare to Facebook user or other online
social network users. Facebook is also increasing students social capital in the
shape of bridging bonding and maintaining their relationships with their friends
and families. Last hypothesis of this study, Facebook is the most popular
communication medium in the university.

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CHAPTER II
SOCIAL NETWORKS AND SOCIAL CAPITAL
So young people are using digital technology to enhance their skills and extend
creativity. They are being drawn into virtual communications and shared spaces
for interactions that it become as natural to them as breathing. User-generated
spaces such as Facebook and other social networks are good example of
virtual communications and platform for self-expression.
Prensky (Prensky, 2001) wrote an article in 2001 called “Digital Natives, Digital
Immigrants” regarding students in the educational system that is still relevant
today. Digital natives are those that grew up their whole lives with digital
technologies (e.g. mobile phones, IM, ipods), they are “native speakers of the
digital language of computers, video games, and the Internet”. Digital
Immigrants have adopted aspects of digital technology later on in life, they
continue to adapt and “struggle to teach a population that speaks an entirely
new language”. The best way to reach the digital natives is to immerse yourself
in these online and mobile technologies.
In this chapter I will examine the previous literature in detail and will see how
and what sort of research work has already been done on Facebook and other
online social network sites. Chapter starts with the clarification of the terms of
‘social media’ and then will explain ‘online social network sites’ which is actually
a branch of social media. I will discuss Facebook and its features in detail to
understand the Facebook use and how it works. What researcher found out
about technology use and its effects on student’s academic performance and
Facebook use and current research will also be discussed.

12
2.1 Social Media
Social Media is a form of computer mediated communication which runs
through Web 2.0 technology. Web 2.0 facilitate the creation and up gradation of
online social network sites in digital environment. According to Kaplan and
Haenlein (2010; 60) social media is “a group of Internet-based applications that
build on the ideological and technological foundations of Web 2.0, and that
allow the creation and exchange of user-generated content”. Social Media
refers to activities, practices, and behaviors among communities, who gather
online information, knowledge, and feedback to share and it based on web-
based applications that provide the utility to create and transmit content in the
form of text, pictures, videos, and audios (Safko and Brake, 2009).
Constantinides and Fountain (2008) have described the social media into five
sections. The identified five categories of Social Media are as follows:
1) Blogs known as online journals where people or companies can download
and post images, videos, ideas and links to other web pages; 2) Social
networks are places where user can build their own websites for exchange of
information; 3) Content communities are web sites where particular types of
content can be uploaded and shared with others; 4) Forums/bulletin boards are
sites focusing on exchanging ideas and information usually around particular
interests; 5) Content aggregators or applications which allow users to fully
customize the web content they wish to access.
Most social media services provide features like chatting, commenting, voting,
updating status and sharing of information for their users. The primary feature of
the social media is staying connected continuously with more than one person
at the same time. Social media made it easy to share photos, videos, ideas,
likes and dislikes, with the world and also made it fast to know what people
commented on them. Social networking sites often include social media
platforms to facilitate interactions and conversations among people in a virtual
community (Kaplan & Haenlein, 2010). Online social networks sites (Facebook,

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twitter, YouTube, MySpace etc) are the one of the refine and advanced form of
social media which provides modern way of communication and information
sharing to their users.
2.2 Online Social Network sites (OSNs)
At the most basic level, an online social network (OSN) is an Internet
community where people interact, often through chat, online and offline
messages, comments, profiles and share common interests that represent their
selves to others (Alessandro, Ralph 2006). The purpose of the OSN is
facilitating the people to build social networks or social relations for sharing
interests, activities, thoughts and real-life connections. Online social network
technology now has deep rooted in modern lives to communicate with the each
other’s, in some cases more than physical world communication (Heiberger &
Harper, 2008).
In other words they are the web-based networks that permit their users to use
the features of chatting, sharing information with anyone user want,
commenting on the comments and delivering your own ideas and thoughts.
According to Boyd Danah and Ellison (2008) these web based services allow
users 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 terminology of these connections may vary from site to
site (p. 211).
Almost all the online social network websites have the same functions and
features to offer its users but these functions and features perform in every
OSN with different ways and under the different types of layouts, patterns and
security breech. If user understand one OSN features and application it is not
difficult to understand others. Basic idea behind these services is almost same,
to bring the more and more participant to join the network according to their

14
interests. For instance YouTube is a video sharing OSN and it hunt mostly
those users whom are interested uploading and watching videos.
In educational institutions around the world, students are joining online social
network web based sites like Facebook, MySpace and LinkedIn. OSN is
consisting of the representation of each of his user. Once logged into one of
these systems, participants are asked to create a digital profile for their virtual
presentation in the system. According to the feature of the system participant
have been offered to present themselves using images, text messages, video,
audio, links and sharing information. After creating the online profile participants
have been offered friends list. He can send friend request or accept other user
friend’s request. After completing two steps now participant can comment on
friends post and receives friend’s messages or comments on his own post.
These comments will be displayed according the permission which user has
already set for his security.
According to Boyd Danah (2007), these three features - profiles, friend’s list,
and comments - comprise the primary structure of social network sites, although
individual sites provide additional features for further engagement. While social
network services allow visitors to wander from friend to friend and communicate
with anyone who has a visible profile, the primary use pattern is driven by pre-
existing friend groups. People join the sites with their friends and use the
different messaging tools to hang out, share cultural artifacts and ideas, and
communicate with one another.
2.3 History of Online Social Network Sites
Last century has given the birth of computer-mediated communication which is
the base of online social networking. After observing the keen interest of
people in online social network sites, flood of online social networking sites has
drowned the computer mediated communication market. Let’s take a look into
historical mirror to grab the sound knowledge of online social network sites.

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SixDegree: Many researchers agreed about the first social network site was
SixDegrees.com. It has launched in 1997 and attracted millions of user but only
within three year, in the year 2000 ended up (Gross, Acquisti, 2005).
SixDegrees was the first site to connect people, create user profiles, allowed
messaging, and providing the feature to search the friends, like todays other
online social network sites. During the years 1997 and 2001, many other online
social networking sites are struggling to survive but the real boom comes after
2001 when online social media was growing rapidly.
Friendster: The second notable site came in 2002 was Friendster. Friendster
prominent feature was to make the friend of friends, meet strangers and
approaching opposite sex for romance. It was designed to compete with
Match.com, proﬁtable online dating site. While most dating sites focused on
introducing people to strangers with similar interests, Friendster was designed
to help friends-of-friends meet, based on the assumption that friends-of-friends
would make better romantic partners (Harshana, 2011). Problem occur when
Friendster user profiles exceeded over 300,000 users, it start encountering the
technical problem and ultimately frustrated user start joining other social
networking sites (Boyd & Ellison, 2008).
MySpace: MySpace has been launched in 2003 and still not only available
but also become one of the prominent online social network site. It gain rapid
growth when rumors of possible fee implementation about Friendster was on
air, as result Friendster users joined the MySpace (Boyd & Ellison, 2008). As of
year 2010 MySpace has features like bulletins, user groups, MySpaceIM,
MySpace TV (video), applications, MySpace mobile, MySpace news, MySpace
classiﬁeds, MySpace karaoke, MySpace polls and MySpace forums. By late
2007 into 2008, MySpace was considered the leading social networking in the
world (Harshana, 2011).The idea behind the MySpace, it is for single people
who want to meet other singles or matchmakers who want to connect their
friends with other friends particularly for music lovers (MySpace, 2013).

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LinkedIn: In the year 2003, LinkedIn started. We can say it is a more
business-oriented social networking site for the professionals. Here, users can
create a profile or resume. Your LinkedIn profile summarizes your current and
previous professional experience, your company and its industry and affiliates,
your educational background, and any web sites you own or are affiliated with
(Beal, 2012). The contacts that the users establish through the site are called
Connections. A users can invite anyone, whether a registered user or not, to
become a connection with that contact. The site can be used by people to find
jobs and seek business opportunities. Employers can list jobs and search for
candidates while job seekers can search for contact paths to apply for jobs
through connections. (Harshana P, 2011.)
Twitter: Twitter is also a social networking website launched in 2006. Twitter
was founded in San Francisco, but it's used by people in nearly every country in
the world. The service is available in more than 20 languages. Message posting
in twitter is called tweet and each tweet is 140 characters long. Twitter is a real-
time information network that connects you to the latest stories, ideas, opinions
and news about what you find interesting. You can see photos, videos and
conversations directly in Tweets. Simply find the accounts you find most
compelling and follow the conversations (Twitter, 2013.)
Furthermore, as the social media and user-generated content phenomena grew
rapidly, websites focused on media sharing start to begin implementing SNS
features and converting themselves into SNSs. Some of the examples are,
Flickr, a photo sharing website, Last.FM, focusing on music listening habits and
YouTube which is a video sharing website (Harshana, 2011.)
2.4 Evolution of Facebook
With the rapid growth in field of online social networks, Facebook considered to
be the largest social network site on the internet today. In February 2004 an

17
undergraduate student of Harvard University Mark Elliot Zuckerberg launched
TheFacebook network site for the student of the university (Grossman, 2010).
Only within 24 hours, around 1,200 Harvard University students had got
membership and signed up. In 2005 the new name has been purchased and it
became from TheFacebook.com to Facebook.com. At that time, membership to
the website was limited to Harvard and all almost all US universities students. In
time for the fall semester of 2006, Facebook began accepting membership of
anyone over the age of 13 around the world (Grossman, 2010). According to
Facebook's Press Room, the social networking site currently has more than a
billion monthly active users and 618 million daily active users (Facebook facts,
2013).
Like other online social network sites with Facebook you can make friends,
search people and communicate with them as well as share photos and videos.
Heiberger & Harper, 2008 have given the brief introduction of the some of the
popular function of the Facebook “Facebook is a synthesis of many Internet
based communication tools previously in wide but disconnected use. It
integrates static user-designed Webs (personal pages), synchronous (instant
messages) and asynchronous chats (wall posts), picture uploading, group
formation, event hosting, Web development tools, dynamic searches, RSS
feeds (news feeds), blogs (web logs), mass and individual messaging, and e-
mail, plus two unique qualities: networks and friends. These last two functions
give users a one-of-a-kind online socialization experience, allowing them to limit
the visibility of their content based on school affiliation, region, and friends.
Facebook offers all of this with one log-in on one web site” (p. 20).
Today, Facebook is embraced of almost all types of internet users, but students
from the universities and colleges are the largest percentage of active
Facebook users, which is about 30% of all users (insidefacebook.com, 2009).
According to Fletcher 2010, if we do comparison of Facebook with other online
social network sites like MySpace, Twitter, and LinkedIn we found these sites
have combined total of 76 million users. Facebook has a definite edge over the

18
other online social network sites. More than 1 in 4 people who browse the
Internet not only have a Facebook account but also they are active monthly
users (p. 32).
2.5 Facebook Features and Functions
To enter into the Facebook network, at first user needs to create the profile with
valid email address, user name, password, gender and date of birth. After
creating profile now user can add friends and exchange messages. By adding a
friend, you and that person are connected virtually now you are member his
network and vice versa. Facebook offers several features like chats, photo
sharing, video sharing, automatic notifications when a user update his or her
profile and users can create or join groups according to their interests etc. In
your profile you can also fill your contact detail, your personal information for
example your marital status, favorite books, shows, movies, teams and you can
also provide your education and work details.
Facebook Applications: The main application of the Facebook is its own
feature which I have discussed under. Further Facebook is a combination of
these features offered by Facebook Company and third party software
development industry. For instance news feed, timeline, games, instant
messaging, shopping lists usually categorized as third party software’s. There is
hundreds of applications have been offered on Facebook pages, user can
install any application. For better understanding how Facebook works, briefly
we will examine the prominent features and tools of this OSN:

19
Figure 2.5: Demonstration of Facebook Profile Page
Image of the Facebook profile for better understanding of the structure of Facebook and visual
description of its features.
Facebook Applications: The main application of the Facebook is its own
feature which I have discussed under. Further Facebook is a combination of
these features offered by Facebook Company and third party software
development industry. For instance news feed, timeline, games, instant
messaging, shopping lists usually categorized as third party software’s. There is
hundreds of applications have been offered on Facebook pages, user can
install any application.
Groups
Friends’
List
Inbox
Notifications
Settings
Application

20
Search: There are two main search options on Facebook page, (1) it is a
general search facilitating user to search people, places and things (pages,
groups and apps) connected with Facebook and (2) other search provide the
friends search (Find Friends) with in your own friends network. Basically
Facebook search permit you to search anyone in the entire Facebook network,
as long as user did not impose any security on their public Facebook profile
detail. Facebook uses Bing search engine for his external searches and you
can sort the search results by people, places, groups and pages.
News Feed: That is considered to be the most viewed Facebook page
among Facebook users. News feed is kind of alternative home page (Wall) in
which users can see the constantly updating activities of their friends and
groups. The aim of the News Feed pages is to brings and highlights the users
activities on one page like profile change, birthday, upcoming events, photo and
video sharing. User’s conversations and comments on the News Feed can be
seen others users if there is no security has been set. Users can also restrict his
posting on Facebook by using security options. In addition to postings by other
users, the Wall also displays other events that happened to the user's profile.
Timeline: Timeline is a new type of dynamic page display in which user can
see the categorizations of his posting history. User can experience the Timeline
through scrolling his own profile page or other users profile pages. This feature
includes status updates, photo, videos and locations you have visited. Recent
Facebook profile design is divided into two columns, line draw in the middle
presenting the period of time. Surfing the Facebook Profile of any user photos,
videos, and posts will automatically be in the time stream depending on period
of time in which they were created or uploaded. Like the Wall and News Feed,
users can set privacy settings on Timeline to restrict other users to see their
profile and post history.

21
Facebook Photos: This feature facilitate user to create, upload and delete
online photos, videos and albums. It is also quite frequently used feature of the
Facebook which can be accessed from main page of the user profile. By the
time of writing this thesis 300 million photos are being uploaded daily on
Facebook. A participant from the survey explained about Facebook photos:
“Personally, I use it in order to see pictures of my friends, and for them to
see pictures from me (it is a lot easier than sending pictures through e-
mail, because of the size problem). I use Facebook usually once a week or
once in two weeks (about 15-20 minutes), or when my friends ask me to
see some pictures”
Events: Event is the announcement of the program going to happen in the
future. Facebook provides the opportunity to create and launch the event for
others Facebook users to keep them inform. For event generation user needs to
fill the required detail like event name, location, event type, time and date.
According to the security options set for the event, it can be public or private.
The users who have been not invited for the event cannot view the event page
or event announcement on their Facebook pages.
“It's nice way to stay in contact in those people which would probably
otherwise just not. I joined Facebook because of Facebook events, since I
noticed to miss lots of stuff my friends were going to do”
“As regular user I share my events now and then. Those events are in a
general level. I do not share private things in Facebook. It's a handy tool
for planning events”
Groups: Groups provide a closed space for small groups of people to
communicate about shared interests. Creating and administrating the group is
similar to a blog. Every Facebook user can create a group and he can add or
permit the other interested user to join the group. Members can receive
notifications by default and view each other posting within the group. Group
members can participate in chats, upload photos to shared albums, collaborate

22
on group docs and invite members who are friends to group events
(Facebook.com, 2013). A participant from the survey expressed his views about
group:
“It's a good way to keep in touch with other students. We have a group for
our course. There we plan, when we are doing study related things
together. We also tell to each other what questions were asked in exams.
Also before exams we discuss what might be asked in the exam. We also
share websites that are useful and study related. I hope we use the group
even after graduation”
Pages & Like: This feature is quite commercial and popular among the
business and celebrities. Page allows real organizations, businesses, celebrities
and brands to communicate broadly with people who like them. Pages may only
be created and managed by official representatives. Page information and posts
are public and generally available to everyone on Facebook. Anyone can like a
page to become connected with it and get News Feed updates. There is no limit
to how many people can like a Page. Page admins can share posts under the
Page’s name. Page posts appear in the feeds of people who like the Page and
their friends (Facebook.com, 2013.)
Notifications: It is basically the popup messages which appear right top of
the Facebook page to inform about most recent activity affecting your profile.
Most common examples are if some friends comment on your photo or share
something on his wall then you will get notification about that activity. A user
can control the notification through notification settings options.
“Great way to keep in touch with friends. So whenever someone messages
me or comments my status I get a notification. And when I do get a
notification, I go check it and maybe answer to it. So I am kind of all the
time on Facebook but still I don't just sit and scroll or read Facebook
statuses for hours. I'm there if something happens (notifications).”

23
Notification is one of the unique features of Facebook which is directly
connected with human curiosity nature. It might be difficult for curious Facebook
users to hold themselves without checking newly received notifications.
2.6 Social Capital
The concept of social capital describes the benefits individuals derive from their
social relationships and interactions: resources such as emotional support,
exposure to diverse ideas, and access to non-redundant information (Ellison et
al., 2010). The term social capital has been used in several fields with the
variety of definitions. For this reason there is no set or commonly agreed upon
definition of social capital. Different disciplines have different definitions and
scholars have from the variety of definitions according to their needs (Robison
et al. 2002). In other words social capital is a phenomena, it occurs when
individual or group interact with the society. Simply name of resources (values,
norms, geography, language, culture, network of relationship, status and
contacts) which an individual or a group is seeking to earn and expand through
his capacity (knowledge, wisdom, power).
Usually social capital is referred to a positive collection of resources. According
to Adler & Kwon (2002) social capital is a collection of healthy social outcomes
such as better public health, lower crime rates and decreasing psychological
problems of the society. But it may also be seen in negative purposes like
decreasing law and order situation in the society. According to Ellison et al
(2007) when social capital declines, a community experiences the decline of
participation in social activities, increased social disorder and potentially more
distrust among community members. Healthy social capital is a significant need
of society. From last decade internet and particularly online social network sites
gain the popularity to increase social capital fast.

24
2.7 Internet and Social Capital
Recent researches have revealed that internet is not only useful tool to increase
social capital but also cause for decreasing it. It depends how users interact
with internet as well as development in technologies. Because changing
technologies over internet and modern devices can effect on process of gaining
social capital (fukyama 2001). As Quan-Haase & Wellman (2012) mentioned
“The internet leads to new forms of social capital that cannot be easily captured
with existing forms of measurement. Thus, to assess the full impact of the
Internet on social capital, researchers need to develop new forms of
measurement that complement existing ones” (p.9). According to Nie (2001)
internet usage is affecting face to face meetings resulting vanishing individual’s
social capital. The Internet may be diverting people from real community to
virtual communities and virtual ties may be less strong than offline ties to “foster
complex friendship, provide intangible resources such as emotional support,
and provide tangible material aid” (Wellman et al., 2001). On the other side of
the mirror some researchers have argued that use of internet is not only
increasing social capital but also maintains existing social ties (Bargh &
McKenna, 2004). Those who observed the deep influence of internet on
everyday life argue it increases online and offline communication, more
interaction with friends and enhance face to face communication (Wellman et
al., 2001). Wellman et al., (2001) discovered that parties are experiencing new
means of communications which is adding and replacing physical interaction
into virtual interaction. Now it can be seen how these new means of
communications (Online social networks, messengers) are influencing the
social lives and shaping the communities.
2.8 Online Social Networks and Social Capital
Online social networks sites (OSNs) are multidimensional technologies build to
fasten the communication among the people from distances. With the invention

25
of web 2.0 technology, a new era of online social networking tools and services
started which include weblogs, social network sites, forums and instant
messaging (Kevin et al., 2013). These new technologies updates of OSNs
influencing maintenance and development of social capital. Social network sites
not only attracted millions of users but also grabbing the attention of academic
researchers (Boyd and Ellison 2007). Real world face to face communications
dependent on distance and other sources might cost but most prominent OSNs
are free from these restrictions (Facebook, twitter, MySpace etc.). As we have
discussed social capital increases when individual interact with society so OSNs
useful tools to provide this opportunity. Use of OSNs could strengthen the weak
ties among people they could form and maintain, because the technology is
suitable to supplement such ties cheaply and easily. According to Kevin et al.,
(2013) “Online social network tools might be useful to individuals who generally
struggle to form and maintain both strong and weak ties”. Huge success of the
OSNs and more and more participation of the students generating the questions
for the educators, are the students obtaining healthy social capital or not? Much
research has been done on this issue and findings are controversial. It can be
assumed all the study related activities on OSNs are healthy, and non-study
related activities are unhealthy social capital for students.
2.9 Facebook and Social Capital
The increasing popularity of OSNs particularly Facebook (FB) brings a notable
change in our daily lives and the way we interact with society. It allows people
to uphold current relationships at the same time encourage building new
relationships. Facebook provide social capital that we lake and It can be
positive or negative. A user updated his status revealing about achievements
may receive supportive feedback on the other hand posting daily activities on
the wall raising privacy issues. We will focus more on positive social capital.
Ellison et al., (2007) stated that “definitely there is a positive relationship
between certain kinds of Facebook use and the maintenance and creation of

26
social capital” (p.1161). Facebook can also bring people closer with common
interests and beliefs causing to stimulate the generation of social capital. It is
playing important role to diminish the demographic boundaries particularly
among the distance relations. As one of the participant commented:
“Facebook has become a daily routine for me especially because most of
my closest friends live in other cities or even other countries than where I
live, and thanks to Facebook I can have more contact with them - and
especially make short comments about daily life - than what I'd have if we
always had to send separate emails, SMS messages or call each other”
Facebook is a dynamic online social network site with various interactive
features which not only attract the students but also facilitating them to bridge
and bond new connections. Apparently “Facebook is playing an important role
in the process by which students form and maintain social capital” (Ellison et al.,
2007). It is also an influencing phenomenon among the university students
playing vital role in the users’ lives and on their academic performances.
2.10 University Students and Social Capital
It would be useful to mention a form of academic social capital focusing on
academic life of the University students. According to Bourdieu and Wacquant
(1992), social capital is ‘‘the sum of the resources, actual or virtual, that accrue
to an individual or a group by virtue of possessing a durable network of more or
less institutionalized relationships of mutual acquaintance and recognition’’
(p.14). University students have the accumulation of resources like courses
materials, lectures, exams, friends, groups and extra curriculum activities etc.
Now it is students own choice how they interact with these resources to gain
social capital effectively.
The concept of social capital has several dimensions but in this study I will
discuss only two dimensions to grip the sound knowledge according to current
subject needs, individual and institutional. According to Ellison, Steinfield and

27
Lampe (2006) Individuals social capital “allow individuals to benefit in a variety
of ways like draw on resources from other members of the network and to
leverage connections from multiple social contexts” (p.7). Individual social
capital presents the personal aspects of an individual in the society such as
attitude, values, belief and traditions. Person earns his social capital under the
influences of culture, language, geography, statues, norms and belief.
Individuals draw resources from other members of the networks to which he or
she belongs and these resources can take the form of useful information,
personal relationships, or the capacity to organize groups (Paxton, 1999). When
individual interact with the society, intentionally or unintentionally he start
receiving social capital. It can be in the form of information, knowledge, norms,
emotional support or some kind of financial benefits. Institutional social capital
refers to a network of individuals assembled to achieve social capital which can
be in the form of money, information, contacts and some goal. For achieving
specific purposes institutions enrich their resources with manpower,
infrastructure, knowledge and expertise which are called internal social capital
of an institution. Coleman (1998) categorize this concept into three categories;
physical capital is wholly tangible, being embodied in observable material form;
human capital is less tangible, being embodied in the skills and knowledge
acquired by an individual; social capital is even less tangible, for it is embodied
in the relations among persons. Physical capital and human capital facilitate
productive activity, and social capital does so as well.
In this study individual social capital referred to student’s social capital (studies,
extra curriculum activities etc.) which he is earning under the institution’s
(University) rules and regulations to reach the specific goal. Institutional
(University) social capital primarily is knowledge which institution tends to
provide its individuals (students). How much a student engages in study related
activities causing his/her social capital increases and non-study related
activities resulting decline in social capital gaining process. This study will also
explore the contribution of Facebook for increasing or decreasing social capital

28
through our research findings. Particularly Facebook is communication tool and
social capital is primarily affected by the more or less communication among the
peoples. So that kind of study might lead this research to new findings.
2.11 Facebook use and Current Research
Due to huge popularity of online social network sites around the globe now
researchers are exploring the phenomena with enthusiasm. Particularly
Facebook invasion upon the students are now becoming the big challenge for
educator and experts how to deal with. For example, a recent article by
Kirschner and Karpinski (2010) concluded that use of Facebook negatively
affects GPA and study time spent per week.
In another related study, Zhong, Hardin, and Sun (2011) studied the effect of
personality traits on the use of Facebook. They both found that users with less
understanding of technology use Facebook less while those with high
information and technology innovativeness like to spend more time on
Facebook. Some other researchers have found positive or almost null
connection between grade earned by students and Facebook (Capano, Deris, &
Desjardins, 2010; Hargittai & Hsieh, 2010).
For further literature review, I have chosen five articles that studied Facebook
usage and students’ social capital. Recently, several issues have been
highlighted about Facebook use and Facebook role of cultivating students’
social capital in scholarly articles, newspapers, books, and blogs. The rapid
increase in Facebook use over the last several years also brings the rise in time
spent online. (Shannon 2011.) Moreover researchers focus is Facebook and its
different impacts but they also strengthen their studies with social capital, self-
esteem, identity creation and life satisfaction.
Ellison, Steinfeld and Lampe (2007) conducted the studies on Facebook use
and bridging, bonding, maintaining social capital and online offline relationships.
The sample of 286 undergraduates at a Michigan State University in the USA

29
has been taken 98 were males, 188 females and the mean age = 20.1. Most of
the participants were Facebook users (94%) of the whole sample. Field of study
was not mentioned data has been collected in April 2006 through questionnaire
survey. Almost all the Facebook users carrying their profile name from the high
school time and revealed reconnecting with high school relation is strong
motivation to use Facebook. Facebook intensity was measured using a FB
intensity scale which collected data regarding time spent on Facebook. They
found the user spend time on Facebook is between 10 and 30 min on average
in each day and having between 150 and 200 friends added in their profile.
Mainly study dealt with bridging, bonding and maintaining social capital and also
paid attention on self-esteem and life satisfaction in MSU. Authors found the
positive relationship between Facebook use and creation and maintenance of
social capital.
Three researchers Valenzuela, Park, & Kee (2009) have studied the correlation
between Facebook, its groups and the effect of on the student’s social capital. A
primary contribution of this research “lies in the conceptualization of Facebook
use and social capital”. The measure of intensity of Facebook use developed by
(Ellison et al 2007) has been used in this study. The relationship with Facebook
use and social capital was not found large. Random sampling method technique
has been used and in total = 2603 students with FB account has been selected
out of 40,360. Participants mean age were 20.71% from an undergraduate
university and a commuter college in the Texas. The survey has been in
conducted between Novembers to December, 2007. Positive relationship has
been found between Facebook use and increase in student’s social capital.
Instead of mention the average Facebook use time authors mentioned majority
of the students 34.9% have spent their time between 30 minutes to 1 hour each
day on Facebook activities. As compare to old user young users are more
involved in Facebook use. Female students 63% have been reported to have
more Facebook account than male students 37% of total sample. Significance

30
of the study was strong correlation between Facebook use and the social and
political participation to increase social capital.
Joinson (2008) has posed the research with the sample of 241 Users (80 male,
161 female, mean age = 25.97). Major of study is not mentioned and survey
conducted in August 2008. Researcher tries to investigate the relationship
between Facebook usage and gratifications of Facebook use. Independent
variables were the Facebook usage and the dependent variables were the
gratifications of Facebook use. In maintaining relationships Facebook has an
important role and Females maintaining and bonding relationships fast as
compare to their male counterpart through Facebook use. Also female users
reported making their profile more private than males. Results also showed that
for the Facebook users the most important functions are searching for “friends”
and looking friend of friend profiles. As in other findings here also younger users
were more engaged with Facebook use and having greater number of ‘friends’.
Steinfeld, Ellison and Lampe (2008), conducted a research to examine the
connection between intensity of Facebook usage and bridging social capital.
The study has been conducted into two phases from April 2006 to April 2007.
Intensity of Facebook usage was independent variables and questions
concerning social capital and satisfaction with life were dependent variables.
Average time of intensity of Facebook usage is not asked in survey
questionnaire. In Midwestern University 800 students were sent an invitation
survey form online and 92+92=184 students were selected for interviews in both
years. Respondents have reported number of friends on Facebook increased as
results showed 50% increased from 2006 to 2007. Based on the findings a
strong correlation was noticed between Facebook use and a student’s bridging,
bonding social capital. Participants also reported spending more time per day
on Facebook in 2007 as compared to previous year, roughly 21 minutes per day
on average.
Kirschner and Karpinski (2010) have posed the research in fall 2008. The
sample consist of 87 male, 132 female, total 219 students, 102 were

31
undergraduates (mean age = 22.06) and 117 were graduates (mean age =
30.29) in the USA. Most of the participants (72.6%) were from humanities and
social sciences. The major findings of the study are the students who spent
more time on Facebook pay less time on their studies resulting lower GPAs.
Moreover Facebook users reported spending1 to 5 hours per week on their
studies, while non-Facebook user studying 11 to 15 hours per week. Facebook
usage average time is not mentioned. Authors mentioned there is no relation
found either user undergraduate or graduate with Facebook use and high score
in studies. Also it is not dependent on the student’s major field of study.
Above mentioned studies can give guide line to our study and improve our own
research in many different ways. Because our research regards the impact of
Facebook usage on Master Degree students of UEF, these studies contains
several aspects that could be useful in our study. There are many different
angles, techniques, analysis and methods in these researches that can
straighten our path also toward our destination. For instance the most
important, what are the techniques and methods researchers using for data
analysis and producing results. Furthermore the use of a web-based survey,
analyzing dependent and independent variables, bridging bonding maintaining
social capital, use of different statistical scales and presentation of results in
academic way. These apply to our research because it leads us to analyze data
in more scientific ways to ensure the accuracy of results.

32
CHAPTER III
RESEARCH PROCEDURE AND DESIGN
The following chapter explains the procedure of the research conducted on the
Master’s Degree students of University of Eastern Finland. Chapter begins with
quantitative research method and explains all the procedures of the research in
detail. How the data have been collected, in which research methods it is going
to be analyze, what are the tool and functions being used and what is reliability
and validity of the research. Also there is detail explanation of both survey
questionnaires ‘manual’ and ‘electronic form’. In the last there is a brief
introduction of the variables, their importance in this study, variables strength
and their functions. Some of the figures and tables have been drawn to
understand the complicated concepts.
3.1 Quantitative Methods
Usually in the research one of the most basic principles is the partition between
quantitative and qualitative methods (Walliman 2006, 36). The selection of both
research methods, quantitative and qualitative depends on the data collections
and analysis. It is appropriate to select research methods in the beginning of
research. According to Heiberger and Harper 2008, the physical and
psychological energy expended in student interplay with Facebook may be
measurable in both (quantitative and qualitative) of these ways (p.24).
However, it is also considered that neither qualitative nor quantitative methods
are universally better or worse. Simply the selection should be based on the
research questions. Quantitative research allows the researcher to investigate
relationships between variables and generalize real-world settings and it also
can produce the results through the collection of numerical data with the help of
statistical functions (Muijs, 2004).

33
Primarily quantitative research method has been used for this study and the
data has been collected through electronic survey form. Quantitative methods
are usually used, when the research area has already been studied and
previous results or findings are available (Walliman 2006, 23). In the literature it
is pointed out that even in order to verify qualitative research findings among a
larger population, quantitative methods are needed. It is justifiable to investigate
the research topic with the use of quantitative methods.
3.2 Data Analysis and Design
After completion of survey, the data has been downloaded from E-lomake (E-
form). Most of the data was in character form, and then it has been converted
into numerical form and categorized in nominal, ordinal and interval scale data.
Excel 2010 has been used to perform data conversions and statistical analysis.
The demographic information was presented in both numerical and descriptive
formats. Basic frequency analyses were conducted using demographic
information and survey measures. Descriptive statistics is a technique that is
used in this data analysis to determine the mean, mode, median, maximum
value, minimum value, and standard deviation for almost all the demographic
variables. Through the demographic variables, it is easy to describe and
characterize the data and findings. First, all the collected data has been
converted into tables and summaries, then further several statistical functions
has been applied to extract the required results. For visual interpretation of the
results bar charts, column charts and pie charts have been drawn in Excel
2010.
Another technique that has been used for data analysis was comparisons
among findings. For instances comparison between “Facebook users and Non-
Facebook users”, “Male users, Female users”, and time spent on study related
activities and non-study related activities.

34
According to Robert K.Yin (2009, 24) “A research design is the logic that links
the data to be collected (and the conclusions to be drawn) to the initial
questions of study”. A design is used to structure the research, to show how all
of the major parts of the research project -- the samples or groups, measures,
treatments or programs, and methods of assignment -- work together to try to
address the central research questions (Trochim and William 2006). For this
study Cross-sectional research designed has been adopted. Before articulating
the research design, several articles and other study relevant material has been
studied to find out the area of research where researchers have paid less
attention. Most of the researchers have investigated Facebook effects on
student’s academic performance with different research approaches. For
instance (Kirschner & Karpinski, 2010; Pasek et al., 2009) have investigated the
time spent on Facebook was effecting on students’ academic performance and
(Ellison et al., 2007; Valenzuela et al., 2009; Steinfeld et al., 2008) have
explored the role of Facebook in bridging bonding and maintaining social capital
for students. The significance of this study to consider the variables of study
related activities and extra curriculum activities in detail with the usage and
effect of Facebook on student’s academic performance and their daily lives.
Research design is providing convenience to choose a group of respondents for
collection of data and eventually analyze data in summaries to answer the
research questions.
3.3 Pilot Study Survey
Pilot study survey allows researchers to think and view their research
questionnaire from the different point of view. It also allows researchers to
evaluate the quality of answers extracted from the survey questionnaire. In the
beginning of this study before the actual survey has been launched. A pilot
survey has been conducted on 10 Master’s degree students to get the feedback
about the survey questionnaire. The survey has been revised according to
students’ suggestions and comments. Mostly students have given positive

35
feedback and suggested a slit changes in the survey. But a few students have
given their strong opinion to add or modify a couple of questions. For example
“In which campus of UEF you are studying?” has been added and “I particularly
use Facebook to keep in touch with my friends” and “It is good tool to meet now
people and make new friends” has been modified according to feedback. I have
added one more question after the pilot study for the non-Facebook users
“Would you like to start using Facebook in future?”. Pilot study survey data have
not been used in the final results of the survey. Pilot study survey helped
researcher to formulate the questionnaire into categorization and easy to
understand for the participants.
3.4 Participants and Samples
Location of sample: All Master’s degree students have been chosen from the
three campuses (Joensuu, Kuopio, Savonlinna) of the University of Eastern
Finland (UEF) for sending invitation regarding E-form filling. The sample
consists of all the Master degree students from year of registration from 2012
and earlier. It excluded all the staff members and other students those are not
studying in any Master’s degree program in UEF. For most of the Master’s
degree program the ideal time of the completion of degree is two year but four
year time frame has been given to the students to complete their Master’s
degree.
Sample size: Population at the selected university was 3722 and all (N=3722)
students have been selected for data sampling.
Method of Data collection: All participants (N=3722) have been sent email on
their University email address for filling the electronic questionnaire form (E-
form) with short description and information about protecting their privacy
(Appendix A, A.1).

36
Date of data collection: First email has been sent with E-form link in April 15,
2013 with the mentioned dead line for E-form filling date April 28, 2013.
Approximated two weeks’ have been given to students to fill the E-form
(Appendix A, A1). Then the time has been extended for further one week for
more responses and a reminder email has been sent on April 29, 2013 with
mentioned the dead line 5 May, 2013 (Appendix A, A2). Thus approximately two
weeks have been given to fill the form and then one week time has been
extended and sent a reminder to those students who did not fill the E-form.
Response rate achieved: A total of 344 students completed the survey with
response rate of 9.24% of whole amount.
3.5 Data Collection and Processing Tools
The web based survey has been used for this study because it is fast, easy to
manage and most suitable for this research work. A web-based survey is cost-
effective utility and it has ability to store a high return rate of answers as
compared to a mail-in paper survey (Zanutto, 2001). Web-based surveys offer
great flexibility in design, advantage of being fast, inexpensive and can be
conducted in a matter of hours (Neuman, 2006). For this study, I have chosen
E-lomake (Online Electronic form generator) utility provided by the University of
Eastern Finland (UEF). E-lomake online web utility allows the user to create,
manage and publish the survey online. I sent email invitation to the students
(N=3722) with the E-form link and 344 respondent replied. It would have been
extremely difficult and time consuming work to approach all the mentioned
students without the help of E-lomake utility and computer department of UEF.
After completion of the online survey data has been downloaded in Microsoft
Excel 2010 work sheet and categorized in different categories. For analyzing
the data for this study almost all the statistical functions are available in Excel
2010. First challenge was to convert string data type into numerical data type
format. After conversion of data the next step is to categorize data into

37
summaries in table forms and then further functions has been applied according
to the data requirement for analyzing the results in detail. SPSS also has been
used for few data analysis which was not flexible to process in Excel spread
sheet.
3.6 Survey Questions and Design
The focus of this research is to discover participants’ behavior, attitudes and
opinions on Facebook use and impacts. Surveys are beneficial for forming
research questions regarding self-reported beliefs or behaviors (Neuman,
2006). The survey design for this study consists of 22 questions based on five
sections: more detail is available in (Appendix B)
1. Demographic information
2. Student’s involvement in study related activities
3. Student’s involvement in extra curriculum activities
4. Facebook usage and distraction for studies
5. Reasons not have Facebook account
Some of the questions’ aspirations have been taken from previous relevant
research (Shannon 2011 and Andria Moon 2011).
The demographic section includes eight questions about age, gender,
nationality, grade points etc. These all questions are being used as independent
variables for analyzing the results in summaries. In the second section there are
three questions which explore the student’s involvement in study relevant
activities. This section has been designed to know the student’s time
management for studies and also his attitudes towards his/her studies. Section
three is all about student’s involvement in extra curriculum activities which
contains five questions. The focus of this section is to explore the student’s time
management skills in extra curriculum activities. It also includes a multiple

38
choice question about technological devices used to communicate and time
passing activities in loneliness.
From the question (Are you Facebook user? Yes/No) questionnaire divided into
two parts. Participants who answers “Yes” directed to complete section four
which has been designed for Facebook users only and participant who answers
“No” directed to complete section five only which is only for those users who do
not use Facebook or do not have Facebook account. Thus the Facebook users
can see Facebook related questions only and non-Facebook users can see and
fill questions regarding to them.
Figure 3.6: Conceptual map of the survey questionnaire form
The section four is about Facebook use and Facebook impact on study. It
includes four sets of 5-point Likert scale items (1 = strongly disagree to 5 =
strongly agree) designed to measure the extent to which respondents agree or
disagree with statements about intensity of Facebook use and Facebook
Section 1
Section 2
Section 3
Section 4 Section 5

39
impacts on student’s academic performance and academic lives. In the survey
Likert measures, produce information that is inherently statistical in nature
(Groves, 1996). Last section is for those participants who do not use Facebook.
Participant will answers the reasons not to be involved in Facebook use and
does participant has intention to use Facebook in the future or not?
The relationship between Facebook and grades has been main research area
of several recent researchers (Hargittai & Hsieh, 2010; Kirschner & Karpinski,
2010, 2009; Pasek et al., 2009). However, they have not yet explored exactly
the relationship among the use of Facebook, students extra curriculum
activities, student’s academic performance and their study related activities. The
survey form has been designed with such a technique that respondents cannot
feed redundant data in the E-form and also they can fill the form in minimum
frame of time. Consequently researcher did not face much difficulty to
categorize and analyze data for generating results.
3.7 Brief Introduction of Variables
An important step in designing all quantitative research projects is defining or
identifying the variables that will be used, measured, described or controlled
(Steinberg et al., 2010; p.13). Researchers frequently use the terms
"independent variable" and "dependent variable" when describing variables
studied in their research. Only major types of variables are described briefly
here which might influence the research findings more than others. The
demographic variables describe the sample characteristics. These are the basic
variables which most of the studies used to categories their data into main
categories like age, sex, nationality and year of admission. The participants
have chosen the answers from the survey form (questionnaire options) that best
described their choice. The closed answer response options are listed in Table
3.7.1.

40
Table 3.7.1. Explanation of Independent Demographic Variables
Individual Characteristics Question Response
Gender Female, Male
Age Continuous Variable (18-50+)
Year of Registration in Master’s
Degree Program
2006 to 2012
Nationality
Country Name where participant
belong
Master Degree program name Name of the program
Name of Campus Joensuu, Kuopio, Savonlinna
Facebook user? Yes (or) No
Outcome Dependent Variable (DV) is the factor that is observed and measured
to determine the effect of the independent variable. Table 3.7.2 displayed the
outcome variables and with the process of correlating these variable can predict
or find out some useful results. The student participants recorded their high
school GPA, time spent on internet, Facebook etc.
Table 3.7.2. Outcome Variables
Outcome Variable Definition Measures
Grade Point
Average
Cumulative grade point average
in all passed subjects or exams
1 to 5 (1 is lowest and
5 is higher grade)
Facebook
In a typical day time spent on
Facebook
Between 0 to 7 hours
(a student time spent
in a typical day)
Internet for
entertainment
internet for entertainment
Internet use for
academic
internet for academic
Study and
schoolwork
In a typical day time spent on for
doing study or schoolwork

41
Independent Variables (IV) “that are selected or controlled by the researcher, to
determine its relationship to the observed outcome of the research—also called
explanatory, predictor, or manipulated variable” (Steinberg et al., 2010, p.13).
Variable regarding Facebook use and impact have been divided into two
categories and measured by 5 Likert scale.
Table 3.7.3: Independent Variables for Facebook use and impacts
Independent Variables Definition Measures
Facebook has become part of my daily
routine
Student’s
attitude
towards
Facebook
usage 1)Strongly
Disagree
2) Disagree
3)Neutral
4)Agree
5) Strongly
Agree
I lose track of time when I am on Facebook
I have tried to cut down on my Facebook
use
Facebook is now my recent most time
consuming hobby
Sometimes I go on Facebook while I am in
class
It is a good tool to meet new people & make
new friends
Particularly I use Facebook to keep in touch
with my friends
I think I might be addicted to Facebook
I use Facebook for break during my studying
or doing schoolwork
Student’s
opinion about
Facebook
impact on their
academic
performance
The time I spend on Facebook takes away
from studying or schoolwork time
If Facebook did not exist, I would get a lot
more studying and schoolwork done
Facebook distracts me from studying or
doing schoolwork
I would be getting better grades if I spent
less time on Facebook
I am able to control my use of Facebook so
that it does not interfere with studying or
doing schoolwork

42
There has been a considerable amount of research devoted to studying the
relationship between student involvement in activities and student academic
achievement. Although a positive correlation has been shown in many of these
studies, there is still a fierce battle among educators concerning the need for
extracurricular activities. Table below is showing the some of the variables
regarding extracurricular activities.
Table 3.7.4: Extracurricular Activities Variables
Independent Variables Definition Measures
I watch Television programs
Student’s
management
of time spent
on study
related
activities
1 hours to
14 hours
per week
I spend my time playing video games (not
on Facebook)
I spend my time on extracurricular activities
(sports, band, club, meetings, drama and
fraternities).
I spend my time engaging face to face
conversation
I am working as paid employee
I spend time talking & text messaging on
the phone
I spend my time listening music
3.8 Reliability and Validity
According to Muijs (2004) the term reliability is explained, the whole process of
research, as being free of measurement error and helped describe the quality of
the survey tool. The term validity figure out whether the questions on the survey
are appropriate to measures of the variables under research (Muijs, 2004).
Survey questionnaire has been discussed with my thesis supervisor (Paivi
Harinen) for further improvement and refinements. Also some suggestions have
been considered from the pilot study responses. To improve content validity and

43
reliability in the survey, Fowler (2002) has proposed following criteria: 1)
relevance of items, 2) clarity of wording, 3) absence of biased words and
phrases, 4) use of standard English, 5) clarity of instructions, and 6) formatting
(Fowler, 2002). Based on the feedback provided by the supervisor and
students, the survey has been revised before it was administered to the
subjects. Special attention has been given to relevance of survey questionnaire
and clarity of instructions for this research. Before launching the survey
questionnaire, it has been verified that survey was going to fulfill the research
purpose.
3.9 Summary
This research has been conducted at three campuses in the Master’s degree
students of University of Eastern Finland for the purpose of investigating
Facebook impact on student’s academic performance and their social lives.
Quantitative approach has been used for this research work. An electronic form
has been designed to collect the data for this study. An email has been sent to
all the Master degree students (N = 3722) to fill the E-form. Then after two
weeks a reminder email has been sent to bring more participants in the survey.
The response rate achieved was 9.24% (N = 344) out of (N = 3722). Data
collected were self-reported in nature and were analyzed using descriptive
information from the demographic portion of the survey. For data analysis and
processing, Excel 2010 utility has been used. The research questions were
analyzed using a frequency, percentages and comparisons.

44
CHAPTER IV
FACEBOOK IMPACTS AND SOCIAL CAPITAL
Facebook as a social communication tool is related to attitudes and behaviors
of individuals that enhance their social capital. Although the existing literature
shows a link between Facebook use and individual level production of social
capital, it is not clear what specific features of Facebook produce these effects.
In this chapter through the glance of social capital we will try to answer the
research questions. Chapter starts with the demographic information and move
forward by answering research questions one by one.
4.1 General Demographics
In the beginning it is useful to describe demographic information of our research
work to understand our findings more clearly. General demographics are the
basic and necessary information required almost in every detailed research
work especially in the field of social sciences. It helps researchers to categorize
their findings. Table 4.1 is demonstrating the independent variable of the
demographic section of the survey questionnaire. Female respondents are
more (N = 221 64.2%) than male respondents (N = 123, 35.8%). The data
provide by the computer department of the UEF total international students who
are doing their Master’s degree program from year 2012 and earlier are 338
and Finnish nationals are 3384, so the total of both is 3722. International
students who replied are 54 out of 338 and Finnish students are 290 out of
3384 (Appendix C, Q3). I have split the years for Master’s degree registration
into two categories, because usually the given time frame in UEF for completing
Master’s degree program is four years (Appendix C, Q4). Table 4.1 is illustrating
for sample demographics independent variables in detail:

45
Table 4.1: Sample Demographics (Total number of participants = 344)
Independent variable Number N & (Mean)
Age 18 – 50 344 (26.3)
Gender:
Male
Female
123 (35.8%)
221 (64.2%)
UEF campus:
Joensuu
Kuopio
Savonlinna
168 (48.8%)
166 (48.3%)
10 (2.9%)
Nationality:
Finnish
Foreigner
290 (84.3%)
54 (15.7%)
Registration Year:
2009 to 2012
2008 & Earlier
265 (77.0%)
79 (23.0%)
Grade: 1 – 5
Facebook Users
Non Facebook Users
291 (3.55)
53 (3.68)
Facebook Users
Non Facebook Users
291 (84.6%)
53 (15.4%)

46
The study is mainly about the Facebook users but it is also useful to know
opinion of those students who are not interested in Facebook or not using it. As
in Table 4.1 the amount of non-Facebook users are quite less (N = 53, 15.4%)
as compare to Facebook users (N=291, 84.6%). Results are showing 84.6% of
respondents are Facebook users which indicate the popularity of Facebook in
the UEF campuses.
4.2 Research Question One:
Do students involvements in Facebook use have a significant
impact on academic performance (grade point average)?
Two types of statistical techniques have been used to answer the questions.
First is comparison of GPA between Facebook users and non-Facebook users.
Through the comparison grade point average (GPA) of the students, we will
discover weather Facebook users are earning better grade or non-Facebook
users? Second sub-question is to find out the correlation between the variables
(Time spent on Facebook, internet etc.).
4.2.1 Grade Point Average (GPA) comparisons between Facebook and
Non-Facebook Users
Some academic studies have shown the inconsistent results of the relationship
between Facebook use and academic performance of the students. For
instance, in two different studies both researchers have found significant
negative relationships between Facebook use and grades (Boogart, 2006,
Junco R 2011). Some other studies researchers have found null and positive
relationships between Facebook and use and students’ academic performance
(Pasek et al, 2009, Hargittai & Hseih, 2010). Another research studies have
also found no relation between computer use and students’ academic
achievement. Pasek, More, & Hargittai (2009) & Kolek and Saunders (2008)
found no correlation between the grade earned by the students and excessive

47
use of Facebook. Controversial findings weakening the both sides claims and
require more deep and precise research on the issue.
Generally social capital is the accumulation of resources generated through
interactions among people (Coleman, 1994). Students score in their studies is
very important resource in their academic lives. Through the answer of this
question we will see the impact of Facebook use in students’ social capital.
Either Facebook use is causing the decline in social capital (GPAs) or it is
increasing the social capital. It is interesting to know comparisons of GPA
obtained by the Facebook and Non-Facebook users. In this study students have
been asked to mention their average score (GPA) in all the subjects or courses
which they have gone through already. According to the student’s responses a
column chart has been drawn to demonstrate findings. In figure 4.2.1 Grade 1 is
the lowest grade and grade 5 is the highest grade obtained by students in a
subjects. Top of the each column data in percentages is showing the average
number of students those who have obtained GPA in all passed subjects. The
total number of Facebook users are N = 291; mean GPA = 3.55; and total
number of Non-Facebook users are N = 53; mean GPA = 3.68.
Figure 4.2.1: Students’ GPA comparison
Grade 5
Grade 4
Grade 3
Grade 2
Grade 1
7,6 %
48,8 %
36,4 %
6,2 %
1,0 %
9,4 %
52,8 %
34,0 %
3,8 %
0,0 %
Grade Point Average obtained by students
Facebook users Non FB Users

48
Vanden Boogart (2006) discovered that excessive use of Facebook among the
students causing the lower grades. After analyzing the chart it is found that
Non-Facebook users have obtained higher grades than Facebook users
because mean values of the Non-Facebook user are higher in grade 4 and 5
and lower in grade 1 and 2. Also the mean grade points are (3.68) and slightly
higher than Facebook users which shows in mean of the grade point average
(3.55).
Based on the findings as an answer of the first question we can say that those
students who are involved in Facebook users has lower GPA than those who
have not Facebook account. Although it is not very significant difference but still
we can say Facebook is affecting students earning grades. This finding
indicates Facebook is causing the decline of social capital for the students,
lower GPAs as compare to non-Facebook users are an evidence the Facebook
impact of students’ social capital.
4.2.2 Correlations
Correlation is one of the most common and most useful statistics (Trochim,
William, 2006). A study revealed Facebook use for entertainment is strongly
correlated with impacting negatively on academic performance (Kubey, Lavin, &
Barrows, 2001). A correlation matrix was derived to determine the relationships
between the variables. This analysis is conducted to examine one-on-one
relationships. The (r) value represents the correlation strength in this study.
Higher value of (r) present the strong relationship and the opposite way low
values present weak relationship between the variables. It is also important to
look at the sign of the (r) value to see if it is either positive or negative. The (r)
values can range from –1 to +1 and can be either positive or negative. If the (r)
value is higher than 0.8, it means a strong relationship exists and if it is in the
range of 0.4 to 0.7 it is considered moderate relationship. If the value is less
than 0.4 it is considered to be the weak relationship between variables.

49
Social capital is important to students’ communities, especially university
campuses. It has been linked to many positive social and academic outcomes
such as better academic performance. Better academic performance can also
be shown in the form of a student’s strong relation with their studies and faculty.
Low social capital can be linked to students’ weak relation with their faculty and
academic performances. Social capital is thought to be increased when an
individual’s social network is diverse within his or her social life. Moreover
“Researchers have emphasized more on the importance of Internet-based
linkages for the formation of weak ties, which serve as the foundation of
bridging social capital” (Ellison et al., 2007). But we will use the different
technique and that is to explore the relationship between the variable to
measure the social capital. In this question will examine if the time spent on
Facebook is link with time spent other actives or increase of decrease of GPA.
Correlation matrix in Table 4.4.2 illustrates the correlation or relationship among
multiple activities through time spent on these activities. Correlation between
“time spent on Facebook use” and student’s (GPA) is r = -0.1138. Variable “time
spent on Facebook use” is negatively correlated with “average point grade” and
there is no significant effect of time spent on Facebook on student’s average
grade points. Facebook use is not increasing or decreasing students’ social
capital because there is no even weak relationship found between these above
mention two variables.
Table 4.4.2: Correlations between variables
Student’s Time Spent on 1 2 3 4 5
1.Grade Point Average (GPA) 1
2.Study and schoolwork 0,5206 1
3.Internet for study related activities 0,3089 0,0157 1
4.Internet for entertainment -0,1200 -0,1406 -0,0715 1
5.Time spent on Facebook -0,1138 -0,0155 0,0617 0,3755 1

50
Furthermore correlation matrix is not showing any relation of “time spent on
Facebook” with others variables also. So lake of significant relationship
Facebook is not influencing the social capital during their time consumption on
these activities. But we cannot deny the reality that variations between the
variable relations are somehow influencing each other’s.
According to the above mentioned results, we can say that students’
involvement on Facebook use have impact on their academic performance but
not significant impact and in this regard Facebook is causing to decline social
capital. Because in first findings, Facebook users GPA are lower than the Non-
Facebook users but in the second findings there is no relationship exist
between Facebook use “time spent on Facebook” and other variables. So in this
case neither Facebook is decreasing nor increasing social capital.
4.3 Research Question Two:
Do students’ involvements in Facebook use have significant impact on
extracurricular activities (sports, games, listening music, TV etc.)?
Extracurricular activities provide a setting to become involved and to interact
with other students, thus leading to increased learning and enhanced
development. Academic subjects and extracurricular activities supplement each
other and develop intelligent, socially skilled and healthier student. There are so
many possible extra-curricular activities that students can choose especially
those which appeals to them personally it can help to develop skills such as
leadership, sportsmanship, self-discipline, self-confidence, and the ability to
handle competitive situations. Extracurricular activities offer an opportunity to
interact in ways that allow the previously mentioned skills to blossom. The
developmental minded believe that many of these skills would be impossible or
very difficult to develop in a classroom setting. Marsh (1992) stated: According

51
to different theoretical perspectives, extracurricular activity participation may be
posited to (a) divert attention from academic pursuits, as evidenced by its
negative effects on narrowly defined academic goals; (b) have little or no effect
on academic outcomes but contribute to desirable nonacademic outcomes; or
(c) have positive effects on nonacademic outcomes and facilitate academic
growth, perhaps indirectly, as well. (p.553)
So it is clear that extracurricular activities are the students’ resources which we
can call healthy social capital. In this research question of study aimed to find
out the Facebook impact on the student’s extracurricular activities. The answer
has been given through comparison between Facebook users and Non-
Facebook users. We will try to find the answer through time spent per week on
extracurricular activities.
Time Spent per week on extracurricular activities
Most of the recent studies show Facebook as a social capital boosting tool.
University students have the accumulation of resources like courses materials,
lectures, exams, friends, groups and extracurricular activities etc. Now it is
students own choice how they interact with these resources to gain social
capital effectively. Because Facebook is a social networking site, it can facilitate
the communication among the students as results more social activities and
events can be promoted.
Participants have been asked to mention the approximate time spent per week
with their extracurricular activities. The time range was zero (not at all) to 14
hours per week approximately. The purpose of this question is to explore the
students time spending activities in more detail and to explore, are Facebook
users more hunting opportunities in the campus or non-Facebook users to
increase their social capital. I have calculated the average time (time spent per
week) against each mentioned categories in Table 4.3 for Facebook users and
Non-Facebook users.

52
Table 4.3: Time spent per week (Facebook users’ verses Non-Facebook
users)
Extracurricular activities
Facebook
Users
Non-FB
Users
I watch Television programs 4,25% 4,11%
I spend my time playing video games (not on
Facebook)
0,78% 1,92%
I spend my time on extra curriculums activities
(sports, band, club, meetings, drama and
fraternities).
3,81% 2,79%
conversation
4,95% 4,72%
I am working as paid employee 3,95% 4,42%
I spend time talking & text messaging on the
phone
2,25% 1,96%
I spend my time listening music 4,59% 3,02%
Total of mean time 24,58% 22,94%
Minimum = 0 hour (not at all) and Maximum = 14 hours per week
Number of Facebook users = 291; Non-Facebook users = 53
Results are showing that in almost all variables Facebook users are spending
more time on their extracurricular activities than Non-Facebook users. As we
have mentioned in literature review chapter those students who are more
interacting and interested with their academic resources can earn more social
capital. So naturally Facebook users are forming and maintain their social
capital by showing interest in extracurricular activities. Students are least
interested in video games and talking and sending text messages on the
phones in both categories.

53
Based the findings of as an answer of the first question we can say that overall
Facebook users are more interested in most of the extracurricular activities than
Non-Facebook users.
“I think Facebook is an excellent way of keeping in touch with my friends
and planning the day with them. But most handy it is when getting to know
of upcoming events like sports, games, social gatherings, parties and
planning such as well”
Facebook is encouraging the communication among the people, so more
connectivity more awareness of events and more reasons to participate in those
events. Results are showing that Facebook is impacting directly or indirectly on
the students extracurricular activities through its socialization ability and
increasing their social capital.
4.4 Research Question Three:
What are student’s perceptions about Facebook usage and impact on
academic performances?
For answering this question, we can divide this question into two sub questions:
(1) what are the student’s perceptions about Facebook usage? And (2) what are
the student’s perceptions about Facebook impact on academic performance?
These sub questions have been create to analyze the student’s perceptions
about Facebook use and its impact on academic performance in more detail. In
order to understand visually the behavior of students regarding Facebook use,
two bar chart have been drawn to understand the students’ perceptions. By
studying students’ use of Facebook as a communication tool, we aim to trace
how students now incorporate Facebook into their array of everyday activities.

54
4.4.1 What are the Student's Perceptions about Facebook Usage?
This research will be incomplete without investigating the student’s perceptions
about their Facebook usage. It is also feasible to know that, is Facebook
phenomena going to have some kind of impact on students present situation
and future plans in their own opinion and what kind of attitude students have
towards this Facebook issue. This set of questions has been designed to know
the student’s perceptions about Facebook usage. Answers have been
measured by the 5 Likert scale (Strongly Disagree, Disagree, Neutral, Agree,
Strongly Agree) and participant have only one option to choose against each of
the question. To analyze the answers of these questions, we have summarized
the list of six questions into a bar chart. Figure 4.4.1 is a bar chart designed to
visualize the answers of all questions using average measurement method.
Question 1 (I think I might be addicted of Facebook) participant denied the claim
with mostly choosing (strongly disagree = 33,3%) and (disagree = 26,5%) and
in the same way in question 5 (Facebook is now my recent most time
consuming hobby) most of the participants also denied Facebook as most time
consuming hobby. One other study Andria Moon (2011) observations revealed
“Students appear to be checking their Facebook pages habitually. College
students even check Facebook when they should be devoting that time towards
coursework and studying. Facebook is altering many students study habits and
causing a distraction from class work. In some cases, it appears Facebook is
slowly becoming a priority over studying and learning” (p 18). Excessive use of
Facebook can turn from time passing to habit that may affect the academic
performance of students and their everyday life. But according to this study
answers, students’ experiences are positive about Facebook use and there is a
few chances in future that Facebook raise as an addiction or hobby for
university students that it can effects on student’s academic performance.

55
Figure 4.4.1: Students Perception about Facebook usage
Figure 4.4.1: Bar chart is illustrating the results in percentages
Questions number 4 and 5 which show the struggles of students to control their
Facebook use. Most of the students are disagreeing or strongly disagree that
have some kind of struggling position with Facebook use. All the students are
mostly disagreeing with the above all statements but surprisingly in the last
question in figure 4.4.1 (Facebook has become part of my daily routine) almost
80% students are agreeing or strongly agreeing with the statement which
indicate the deep role and popularity of Facebook in students’ academic and
social lives.
After analysis of all the results it seems to be student’s perception towards the
Facebook use is quite favorable regarding its use. Generally UEF students do
not consider Facebook as a big threat that they need to take some kind of strict
action for controlling the Facebook use. Furthermore, the question is not so
much whether experiences are supporting the Facebook use or not? But the
mystery is that how can students best manage Facebook presence in their lives
and studies. After all, the use of Facebook and other social networks have
become so integrated into students’ lives, it is almost a prerequisite. It might be
8,6 %
27,1 %
29,2 %
47,4 %
42,3 %
33,3 %
4,8 %
30,6 %
31,6 %
33,0 %
15,1 %
26,5 %
6,9 %
16,8 %
13,4 %
8,2 %
7,6 %
15,5 %
35,4 %
20,3 %
20,6 %
6,9 %
29,9 %
19,6 %
44,3 %
5,2 %
5,2 %
4,5 %
5,2 %
5,2 %
6. Facebook has become part of my daily routine
5. I lose track of time when I am on Facebook
4. I have tried to cut down my Facebook use
3. FB is now my recent most time consuming hobby
2. Sometimes I go on Facebook while I am in class
1. I think I might be addicted to Facebook
Relative Frequency of Student's Perceptions about
Facebook Usage
Strongly Disagree Disagree Neutral Agree Strongly Agree

56
difficult for regular users to just shut it off these social networks, but they can
find its proper place in between textbooks and dormitory rooms.
4.4.2 What are the students’ perceptions about Facebook impact on
academic performance?
This set of questions is describing students’ perceptions about Facebook impact
on academic performances. Answers have been measured by the 5 Likert scale
(Strongly Disagree, Disagree, Neutral, Agree, Strongly Agree) and participant
have only one option to choose each of the question. Figure 4.4.2 is a bar chart
designed to simplify the answers of all questions using mean measurement
method.
Question 1 (I control my use of Facebook, that it does not impact on studying)
most of the participants are agree (40,9%) or strongly agree (35,4 %) which
indicates most of students have full or partial control on their Facebook use.
Interestingly in question 6 (I use Facebook as break during my studying or
schoolwork) most of the participants are also agree (47,1%) or Strongly Agree
(18,2 %) which shows that students are using Facebook as tool of
entertainment and relaxation during their study hours and they claim to have
good control on their Facebook use.
“I believe fb is good tool for socialization if you use it right. You can meet
people there and arrange meetings and easily discuss with others what to
do when you'll see. You can share information related your studies if you
like (groups). Of course there is also the element of entertainment point of
view”
In question 2 (I would have better grades if I spent less time on Facebook)
participants are strongly disagree (42,3%) or disagree (39,9%) and students do
not think Facebook as a cause of low GPA. Questions 3 and 4 have almost
same results and most of the students are in favored that Facebook do not
distract them from studying and existence of Facebook also does not bother

57
their studies. If we compare question 3 with question 6, so it will be more clear
why Facebook is not distracting much from the studying. In question 5 (The time
I spend on Facebook takes away my study time) most of the students are
strongly disagree (18,2%) or disagree (32,6%) but on the other side a good
amount of students also agree (26,8%) or strongly agree (9,3%). It shows
Facebook is impacting on almost 36% Facebook users study time.
Figure 4.4.2: Student’s Perceptions about Facebook impacts
Figure 4.4.2: Bar chart is demonstrating the results in percentages
After analyzing all the results we found Facebook as a useful tool for
entertainment and relief during the study time. Students have a good control on
Facebook use and it does not distract students from study much. So the
student’s perceptions about Facebook impacting on their academic
performance are quite positive and they do not think Facebook is much
impacting their academic performance. As we discussed previously, in this
study individual social capital referred to student’s social capital (studies,
coursework etc.) which he is earning under the institution’s (University) rules
and regulations to reach the specific goal. Institutional (University) social capital
primarily is knowledge which institution tends to provide its individuals
10,7 %
18,2 %
27,1 %
26,5 %
42,3 %
2,7 %
11,7 %
32,6 %
39,5 %
33,3 %
39,9 %
9,3 %
12,4 %
13,1 %
16,2 %
13,4 %
10,3 %
11,7 %
47,1 %
26,8 %
13,7 %
23,4 %
4,8 %
40,9 %
18,2 %
9,3 %
3,4 %
3,4 %
2,7 %
35,4 %
6. I use FB for break during my studying or schoolwork
5. The time I spend on Facebook eats study time
4. If Facebook did not exist, I would have study more
3. Facebook distracts me from studying or doing schoolwork
2. I would have better grades if I spent less time on FB
1. I control my use of FB, it does not impact on studying
Relative Frequency of Student's Perceptions about
Facebook Impact on Academic Performance
Strongly Disagree Disagree Neutral Agree Strongly Agree

58
(students). How much a student engages in study related activities causing
his/her social capital increases and non-study related activities resulting decline
in social capital gaining process. So analysis of above mentioned two sub-
question revealed that UEF students perceptions are clearly found that
students’ behavior toward the Facebook is positive and they do not considered
Facebook as an obstacle in their studies or social lives. Facebook is going with
their everyday lives as other activities (schooling, internet, extracurricular
activities, clubbing etc.) are going parallel. Facebook is not decreasing students’
social capital but increasing in the form of fast communication, information
sharing and a tool for relaxation and entertainment during their studies.
4.5 Research Question Four:
What is the contribution of Facebook for formation of students’ social
capital?
Facebook is a social networking tool designed to boost the communication among their
users. It is forming the students’ social capital in various ways. Especially its
availability on many mobile devices allows users to constantly stay in touch with
friends, families and other associates as long as there is access to the Internet.
It gives the opportunity to keep in contact with peoples constantly and
influencing a person social capital.
“It is good way to stay in contact with friends and relatives living far or
near and you don't meet so often. It is also good platform to keep old
friendships alive. I am bit shy to make new friends even I don’t except
friendship until unless I know the person well on Facebook”
In this study two questions have been asked from the participant to analyze the
formation of student’s social capital with Facebook usage. These questions
have been added especially to know how much students are interested for
bridging, bonding and maintaining their social capital by the use of Facebook.
Answers have been measured by the 5 Likert scale (Strongly Disagree,

59
Disagree, Neutral, Agree, Strongly Agree) and participants have only one option
to choose each of the question. Figure 4.5 is a bar chart designed to simplify
the answers of these questions using mean measurement method.
In first question (Facebook is a good tool to meet new people & friends), we
have calculated students responses with percentages. As shown in the results
(mean = 2.56) which shows mostly students are either “strongly disagree” or
“disagree” with the given statement. In edition in figure 4.5 students are mostly
strongly disagree (21,3%) or disagree (33,3%) with the given statement and
20.6% choose to be neutral. Result shows most of the students believed that
Facebook is not a very effective tool to bond social capital in the University
environment among strangers.
Figure 4.5: Facebook bridging and bonding Social Capital
Figure 4.5: Bar chart is illustrating the results in percentages
Facebook is a utility which is very effective for bridging, bonding and
maintaining relations among the existing relations. Our results verify the
statement that Facebook is playing important role to connect peoples. Second
question (I use Facebook to keep in touch with my friends) as shown in the
results mean (4.27) which shows mostly students are either “strongly agree” or
21,3 %
33,3 %
20,6 %
17,2 %
7,6 %
1,4 %
4,1 %
7,6 %
39,5 %
47,4 %
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
Facebook bridging bonding Social Capital
Facebook is a good tool to meet new people & friends
I use Facebook to keep in touch with my friends

60
“agree” with the given statement. Also in the figure 4.5 same findings are
presented in graphical form. It shows that most of the participants are either
strongly agree (47,4%) or agree (39,5%) and very few participants are disagree.
In simple mostly students are agree that they are particularly using Facebook to
keep in touch with their friends which indicate that Facebook is playing vital role
for bridging, bonding and maintain social capital among the known persons.
Thus we can derived the conclusion from our findings that Facebook is very
effective tool for formation (bridging, bonding and maintaining) the students
existing social capital but it is not very effective for most of the participant to
increase social capital (make new friends). Our findings are similar with
previous studies, as one researcher Pempek et al. 2009 has studied
Psychology undergraduates in the USA. His research revealed that students did
not make friends through online activities on Facebook. They used Facebook
mostly for increasing social interaction with friends and families, particularly with
those friends whom they had already friend with offline. Older students are
more actively stay in touch with Facebook friends than younger students.
Females’ students reported making more friends than males.

61
CHAPTER V
DISCUSSIONS
Previous chapter we have dealt with the general findings and major research
questions. In this chapter, the main findings with regard to the research
questions are summarized and general conclusions based on the findings of the
studies presented in this thesis are described. Furthermore, the strengths and
limitations of this study are reflected and suggestions for further research into
higher education are presented. This chapter concludes with recommendations
for further research in higher education for policy makers, teachers, and
students.
5.1 Reasons not to have Facebook Account
Non Facebook users have been asked to choose the appropriate reason from
the given options to express their opinion, not to have Facebook accounts. As
we can see in figure 5.1 most of the students either have security concern
(35%) or they are not interested (34%) in Facebook. The third most chosen
option is “I have no time” (18%). The participant who use other similar services
and those who do not know how to use Facebook are mean (2+2=4) which is
lowest amount of users among the non-Facebook users.

62
Figure 5.1: Non-Facebook users’ responses, not to have Facebook
account
Facebook and security issues have been published in several scholarly articles
and news (Katie 2012). This research finding also confirms that users who have
no Facebook accounts, afraid of security issues regarding Facebook. The
second category of the students who have kind of rebellion attitude towards
Facebook and they do not show interest in Facebook use. The group which is
18% considered Facebook a time consuming tool, so their responses are they
have no time for Facebook. So it is clear in the chart most of the non-Facebook
users have no time for Facebook or they are concerns about their privacy
issues.
5.2 Testing Hypothesis
Mainly the focus of this research was to investigate the students’ involvement in
Facebook use and its impacts on students’ academic performance and their
social lives. First hypothesis of this study is that most of the Master’s degree
students in the University of Eastern Finland are engaged in Facebook use. As
I am not interested
34 %
I have no time
18 %
Dont know how
to use it
2 %
Do not want to put
personal
information online
35 %
I use other similar
services
2 %
Others
9 %
Frequency of reasons, not to have Facebook Account

63
results show that 84.6% students from participants are Facebook users, so it is
verified that most of the UEF Master’s degree students have Facebook
accounts or Facebook users.
In second hypothesis, many Facebook users are victim of distraction during
their academic hours but in our findings there is no such evidence found. Most
of the students use Facebook during their studies as a break and in their
opinion Facebook does not distract them from doing studies or school work.
Because Facebook is such an application that can run in the background of
internet devices so users do not need to engage with Facebook constantly.
Third hypothesis, those students who do not have Facebook account might
have some security prejudice. It is also found most of the Non-Facebook users
have chosen that they do not use Facebook because they do not want to put
their personal information on internet and other big category of the students was
those students who are not interested at all in Facebook use. Fourth
hypothesis, Female students are more Facebook users than male students.
This hypothesis is also verified as result shows the number of female Facebook
users are more 64.2% than male Facebook users 35.8%.
Another hypothesis, those students who are not using Facebook or other online
social network services might earn better grade as compare to Facebook user
or other online social network users. Study found that Non-Facebook users
have better grade point average than Facebook users but the difference is not
very significance. Hypothesis about social capital, we assumed that Facebook
is increasing students’ social capital in the shape of bridging, bonding and
maintaining their relationships with people and studies. Research findings have
proven that Facebook is a good tool for bridging, bonding and maintaining
existing relationships and increasing effectively student’s social capital.
The importance of the technology cannot be denied in modern education
system; especially the different mediums of communication. Our study main top
is surrounding around Facebook that’s why it is necessary to know about

64
Facebook popularity among UEF students. Our last hypothesis, Facebook is the
most popular communication medium among the university students. Students
have been asked the question which communication channel they used the
most, when they contact peoples virtually. Each participant can select only one
option out of five to answer the questions.
Figure 5.2: Most popular communication medium among students
Figure 5.2 is a pie chart illustrating the use of modern communication medium.
Pie chart shows five segments and each segment is presenting the one medium
of communication. Pie chart illustrates clearly that Facebook is the biggest
communication channel among the students of UEF. These results also indicate
that students give the priority to Facebook over the email services for their
everyday communication. In the last surprisingly other social networks services
are only 3% which indicates the huge popularity of the Facebook as compare to
other online social networks.
5.3 Findings of the Study
Our findings correspond to the outcomes of previous research that suggested
extensive use of Facebook among college students. The purpose of the
Facebook
43 %
Messengers
(Skype, Yahoo,
Google etc.)
8 %
Mobile phone
(SMS & Call)
20 %
Email Services
26 %
Other Social
Network Services
3 %
Most popular communication medium among students

65
research was to find out the Facebook effects on student’s academic
performance and their social lives. I have sent 3722 students an email invitation
to fill the E-form and 344 has responded. Only Master’s degree students of
UEF, age range 18 to 50 year of old have been chosen for this study. The
amount of male students who responded were N = 123 and female students N
= 221. There was no significant gender influence on time spent on Facebook in
this sample, contradicting previous findings (Kolek & Saunders, 2008; Park,
Kee, & Valenzuela, 2009).
Also the respondent who has Facebook account were N = 291, and the
respondent who has not Facebook account or do not use Facebook were N =
53. Our data also revealed a significant age difference: Younger students spent
more time on Facebook than older students, agreeing with previous studies
findings (Christofides et al. (2009), Pempek et al. (2009), and Park et al.
(2009)).
Participants have been asked to choose the time range according to the given
categories (Time spent on studying and Time spent on Facebook) to know how
much time they spend on academic purpose and entertainment on Facebook in
a typical day. The data shows students are spending almost four hours in a
typical day for doing their studies with or without using internet and 1.75h for
Facebook usage. So we also find out that most of the students are spending
their more time on “studying or doing schoolwork” as compare to “Facebook
usage” purposes. So this phenomenon has no negative effect on students’
academic performance and their daily lives.
The most significant finding of this research is Facebook impact on student’s
GPA. Based on the findings, students who are involved in Facebook use has
lower GPA than those who have not Facebook account or do not use
Facebook. Although it is not very significant difference but still we can say
Facebook is affecting students average grade point. Also there is a relationship
exist between Facebook use (time spent on Facebook) and study related

66
activities (time spent on doing study or schoolwork online or offline). But these
relationships are weak.
In further findings also Facebook is impacting directly or indirectly on the
students extra curriculum activities. Overall Facebook users are more interested
in most of the extra curriculum activities than Non-Facebook users. The reason
behind that Facebook is providing easy, fast and cheap communication facility
among the students, so they are well connected with each other and can
announce and arrange their events on Facebook with few minutes.
Other most important findings are student’s perceptions towards the Facebook
use is quite favorable regarding its use. Overall UEF students do not consider
Facebook as a big threat that they need to take some kind of strict action for
controlling the Facebook use. Students think Facebook as a useful tool for
entertainment and relief during the study time and they are quite confident to
have good control on Facebook use. According to students own opinions
Facebook does not distract them from study or doing schoolwork much. So the
student’s perceptions about Facebook impacting on their academic
performance are quite positive and they do not think Facebook is much
impacting their academic performance. Facebook is going with their everyday
lives as other activities (schooling, internet, extracurricular activities, clubbing
etc.) are going on.
This study found clearly that Facebook is an effective tool for formation
(bridging, bonding and maintaining) the students existing social capital but it is
not very effective for most of the participant to increase social capital (make
new friends or meet new people) through Facebook.
The most used communication channel among UEF students is Facebook and
the second one is email. Surprisingly other social network service is only 3%
which indicate the huge popularity of the Facebook as compare to other online
social networks. About the Non-Facebook users I found that most of the non-
Facebook users have no time for Facebook or they are concerned about their

67
privacy issues. Also on the response of the question (Would you like to use the
Facebook in future), not even one Non-Facebook participant showed his/her
intention to use Facebook in the future.
5.4 Limitations of the Study
The focus of this study is limited into the use of Facebook and its impact on
students’ academic performance and their social lives. The investigation of this
phenomenon is difficult due to the methodologies involved and definition and
measurement of the variables of interest. Researches struggling with new and
evolving media usually face controversial results, as the changing nature of
Facebook use may itself lead to change its effects on students (Pasek, More,
Hargittai 2009). We should not be content to assume that this study or any other
for that matter provides a definitive answer on the implications of a medium.
Student self-reporting answer regarding the Facebook use and their perceptions
towards Facebook is mainly the topic of this research but it also depends on
students’ true or false opinions and implementing a true experimental design
may not be viable. Internet considered being a back bone of most of the online
social networks. Internet use regarding advantages and disadvantages have
been discussed in several studies but this study pay less attention on internet
use and orbiting around Facebook mainly. The research is exploring the impact
of Facebook, only on Master’s degree students of University of Eastern Finland
and excluding other lower or higher degree programs within the university.
Moreover, a significant limitation of this research was how to measure the time
spent on Facebook. Because Facebook is the utility which is running in the
background as an application in user’s internet devices (computer, laptop,
mobile etc) and students check Facebook if some updates comes.
About Facebook usage: It is not the main point, you just log in and you
leave it running in the background. It does not steal time from other
functions. That´s why it´s similar to listening to music.

68
Actually it is difficult to answer the question that “how much time you spent on
Facebook” for students because they themselves do not know exactly how
much time they spent on Facebook in a typical day. In the last limitation of
study, part time students and questions regarding them have not been given
much attention in the study to investigate the phenomenon. Because the
present study was only comprised of traditional full-time students it is not
possible to evaluate whether part-time or full-time students have more impact
from Facebook.
5.5 Recommendations for Additional Research
Particularly this research is based on quantitative method; it would be
interesting to add a qualitative method to drive the research with both method
approaches. Both methods approach will investigate a statistical analysis as
well as the student’s opinions and behavioral side of the study through
interviews. So the research can explain better the students’ behavior about
Facebook use and impact on academic performance.
This study is conducted only on Master’s degree students of UEF. It will be also
interesting to expand the research and include junior and senior students.
Because the expansion of the study can bring more findings and that would be
more result oriented study to compare the results of the junior and senior
students with the present study that only investigate Master’s degree students.
This type of study could look for changes between upper and lower ranking
students’ attitudes and behaviors towards Facebook use. Due to the different
class ranks, coursework and approaches among students, the new study may
have different results than the present study. A significant difference may be
found between upper and lower ranking students in terms of their Facebook use
and academic performance.
Another recommendation for an additional research study could be to
investigate teenage students behaviors on Facebook, would also be a good

69
contribution into the current literature. For instance, studying high school and
middle school student’s behaviors on Facebook and investigating their
Facebook use and its impact on academic performance. It would also be
exciting to see the differences in University students Facebook habits and
behaviors compared to the younger students.
Availability of the Internet in universities, school, public places, work, airports is
now more common than recent past and with that facility the use of the
Facebook on mobile devices is accessible almost everywhere. With rapidly
increasing use of social media, like Facebook, educationist must work on
solution that how to integrate these services in educational ways that student
can use it positively. Conducting research on the use of Facebook as a tool for
education in the University environment and group work also can be an
appealing future study. University staff and students can use Facebook for
educational purposes and the study can direct the patterns of use. It will be
quite interesting to investigate how professors and teachers are incorporating
Facebook into their classrooms, long distance studies and learning projects.
For Instance, other studies show that Facebook can facilitate informal
communication around classroom activities and Facebook can facilitate
collaboration among learners (Ellison et al., 2007). Most of the students have
integrated the use of social media for purposes such as communication with
their classmates in schools (Smith et al., 2010). In addition, other research
shows that learners use as a social networking site in order to both formal and
informal communication to discuss academic subjects (Wellman B., Salaff J.
and Dimitrova D., et al. 1996). These results show according Ellison et
al. (2007) that Facebook can enable the achievement of educational
goals. Indeed, connecting students through these informal methods, students
can learn through collaborative and time saving environment. Learning more
about Facebook as a resource and educational tool would be a great addition to
the recent literature on Facebook.

70
Appendix A
A.1
PARTICIPANT INVITATION EMAIL
Subject: Impact of Facebook on students’ academic performance
(Research Study Invitation) Non-Facebook users also invited
Hello,
I am Master’s degree student in UEF and I am working on my Master’s thesis.
My study focuses on the impact of Facebook on the students’ academic
performance with the glance of social capital. Please, notice this survey is also
for those user who do not use Facebook.
All Master’s degree students will be asked to fill out the E-form regarding their
use of Facebook and study related activities. This survey will take
approximately 10 minutes to complete. All the information will be collected
without any identification and answers will be used in summaries. This E-form is
open until April 28, 2013. Please fill the form before the given date.
Thank you very much in advance for participating.
Please click the link below to start the survey:
------------------------------------------------------------------------------------------------
If you have any questions or comments about this study, please do not hesitate
to contact the information given below:
Sincerely
Muhammad Kashif
Master’s degree student
Department of Social Sciences
kashif@student.uef.fi

71
A.2
PARTICIPANT INVITATION EMAIL Reminder
Subject: Reminder: Impact of Facebook on students’ academic
performance (Research Study Invitation) Non-Facebook users
also invited
Hello,
I have already sent you email that I am working on my Master’s thesis. My study
focuses on the impact of Facebook on the students’ academic performance.
Please, notice this survey is also for non-Facebook users. I have got less than
10% responses from my previous email that’s why I have extended the time till
May 15, 2013. Those students who did not fill the form yet please fill the form
before the given date. This survey will take approximately 10 minutes to
complete. All the information will be collected without any identification and
answers will be used in summaries. This E-form is open until May 15, 2013.
Thank you very much in advance for participating.
Please click the link below to start the survey:
------------------------------------------------------------------------------------------------
If you have any questions or comments about this study, please do not hesitate
to contact the information given below:
Sincerely
Muhammad Kashif
Master’s degree student
Department of Social Sciences

72
Appendix B
Introduction of research Questions Form
The electronic questionnaire form is designed to explore the involvement of the
Master Degree program students in use of Facebook. We are interested to
discover what effects Facebook have on students’ academic performance and
their social lives. University student will be asked to fill out the information
regarding their use of Facebook and study related and non-study related
activities. This survey will take approximately 10 minutes to complete. No
identification information of any student needed for the research. All the
information will be collected without any identification and answer will be used in
summaries. You have been selected to participate in this survey through
university email addresses repository.
INTERVIEW QUESTIONS
1. What is your Age:______
2. What is your Gender:___________
3. What is your Nationality: ________________
4. What is the name of your Master’s Degree program?
_________________________________
5. When did you start you Master’s degree program in UEF?
YEAR:____________
6. In which campus of UEF you are studying? Joensuu / Kuopio / Savonlinna
7. On a typical day, how much time do you spend studying or doing
schoolwork?
Hours __________

73
8. What is your average grade (in all subjects which you have passed already)
in your degree program? (5 is higher and 1 is lowest)
o Grade 5
o Grade 4
o Grade 3
o Grade 2
o Grade 1
Student’s involvement in study related activities:-
9. On a typical day, how much time do you spend on the Internet for study
related activities?
Hours ________
10. Please evaluate the following statement from your personal point of view.
(Yes/No)
Yes No
I am going to take some extra courses for increasing my knowledge
I usually make a plan or list, what to do daily for my studies
I have clear idea how much studies I am going to cover during every
month
I rarely find myself working on the assignment on the due date
My friends think I am a very punctual student
I am able to manage my course load without any difficulty during the
semester
Student Involvement in extra curriculum activities:-
11. On a typical day, how much time do you spend on the Internet for non-study
activities (for entertainment)?
hours ______

74
12. In which communication channel do you used the most? When you are
contacting or communicating with your friends?
o Facebook
o Messengers (Skype, Yahoo, Google etc.)
o Mobile phone (SMS & Call)
o Email Services
o Other Social Network Services
13. How many hours do you spend on these activities per week approximately?
A = I don’t use at all
B = 1 to 4 hour per week
C = 5 to 8 hour per week
D = 9 to 12 hour per week
E = 13 or more hours per week
A B C D E
I watch Television programs
I spend my time playing video games (not on
Facebook)
I spend my time on extra curriculums activities
(sports, band, club, meetings, drama and fraternities).
I spend my time engaging face to face conversation
I am working as paid employee
I spend time talking & text messaging on the phone
I spend my time listening music
14. Are you a Facebook user? Yes / No

75
Please answer the following questions about your use of
Facebook:
15. On an average day, how much time do you spend on Facebook?
Hours ________
16. Please rate how strongly you agree or disagree with the following
statements about your use of Facebook:
(1)Strongly Disagree, (2) Disagree, (3)Neutral, (4)agree, (5) strongly agree
1 2 3 4 5
Facebook has become part of my daily routine
I lose track of time when I am on Facebook
I have tried to cut down on my Facebook use
Facebook is now my recent most time consuming
hobby
Sometimes I go on Facebook while I am in class
It is a good tool to meet new people & make new
friends
Particularly I use Facebook to keep in touch with my
friends
I think I might be addicted to Facebook
17. Please rate how strongly you agree or disagree with the following
statements about how your use of Facebook impacts you academically:
1 2 3 4 5
I use Facebook for break during my studying or doing
schoolwork

76
The time I spend on Facebook takes away from
studying or schoolwork time
If Facebook did not exist, I would get a lot more
studying and schoolwork done
Facebook distracts me from studying or doing
schoolwork
I would be getting better grades if I spent less time on
Facebook
I am able to control my use of Facebook so that it does
not interfere with studying or doing schoolwork
18. Please comment something about Facebook use
Text Box:
The following questions ask you about your reasons for not
being involved on Facebook.
19. Please indicate the reason(s) you have chosen not to be involved on
Facebook. (Mark all that apply)
o Not Interested
o I have no Time
o Don’t know how to use Facebook
o Don't Want to Put Personal Information Online
o I use other similar services
o Others:__________________
22. Would you like to start using Facebook in future?
Yes / No / Don’t Know

77
Closing Message
Thank you for participating into the survey. Your contribution is greatly valued
and helps us to form the research towards the purpose of the studies. If you
have any questions regarding this study, please do not hesitate to contact us:
Department of Social Sciences (Joensuu)
Päivi Harinen (thesis supervisor)
paivi.harinen@uef.fi
M Kashif
Master degree student

78
Appendix C
Q.1: Student’s Age Table
Age Range Frequency Percentage
18 - 23 73 21,2 %
24 - 29 173 50,3 %
30 - 34 43 12,5 %
35 - 39 24 7,0 %
40 - 44 8 2,3 %
Older 23 6,7 %
Total 344 100,0 %
Q.2: Gender Table
Male Female Total
Frequency 123 221 344
Percentage 35,8 % 64,2 % 100 %
Q.3: Nationality Table
Nationality Frequency Percentage
American 4 1,2 %
Armenian 1 0,3 %
Brazilian 1 0,3 %
United Kingdom 1 0,3 %
Cambodian 1 0,3 %
Canadian 2 0,6 %

79
Czech 2 0,6 %
Estonian 1 0,3 %
Ethiopian 2 0,6 %
Finnish 290 84,3 %
German 2 0,6 %
Ghanaian 5 1,5 %
Hungarian 1 0,3 %
Indian 2 0,6 %
Iranian 4 1,2 %
Kyrgyz 2 0,6 %
Nepali 1 0,3 %
Nigerian 2 0,6 %
Pakistani 8 2,3 %
Romanian 1 0,3 %
Russian 6 1,7 %
Serbian 1 0,3 %
Slovakian 1 0,3 %
Taiwan 2 0,6 %
Ukraine 1 0,3 %
Total 344 100%
Q.4: Year of Registration for Master’s Degree program
Year Frequency Percentage
2012 108 40,8 %
2011 77 29,1 %
2010 46 17,4 %
2009 34 12,8 %
2008 33 12,5 %

80
2007 22 8,3 %
2006 10 3,8 %
Earlier 14 5,3 %
Total 344 100 %
Q.5: Number of Respondents from UEF Campuses
Campus Frequency Percentage
Joensuu 168 48,8 %
Kuopio 166 48,3 %
Savonlinna 10 2,9 %
Total 344 100 %
Q.6: Time spent for study and other activities in a typical day
Time Range
Time for study Time Spent on Internet for
Doing school
work
Study related
activities
Entertainment Facebook
0 – 1 62 147 99 167
2 – 3 110 155 167 105
4 – 5 99 36 64 14
6 – 7 73 6 14 5
Total 344 344 344 291

81
Q.7: Student’s earned Grade
Grades Frequency Percentage
Grade 1 3 0,9 %
Grade 2 20 5,8 %
Grade 3 124 36,0 %
Grade 4 170 49,4 %
Grade 5 27 7,8 %
Total 344 100,0 %
Q.8 Please evaluate the following statement from your personal
point of view
Category Yes No Total
I am going to take some extra courses for
increasing my knowledge
235 109 344
I usually make a plan or list, what to do daily for
my studies
200 144 344
I have clear idea how much studies I am going to
cover during every month
232 112 344
I rarely find myself working on the assignment on
the due date
160 184 344
My friends think I am a very punctual student 226 118 344
I am able to manage my course load without any
difficulty during the semester
247 97 344

82
Q.9: Most popular communication medium among students
Communication Medium Frequency
Facebook 148
Messengers (Skype, Yahoo, Google etc.) 26
Mobile phone (SMS & Call) 68
Email Services 91
Other Social Network Services 11
Total 344
Q.10: Students spending hours per week
Category 1 - 4 5 - 8
9 -
12
13 or
more
Not at
all
I watch Television programs 150 79 40 20 55
I spend my time playing video games
(not on Facebook)
53 15 5 6 265
I spend my time on extra curriculums
activities (sports, band, club,
meetings, drama and fraternities).
151 70 34 14 75
conversation
169 92 45 25 13
I am working as paid employee 37 27 18 69 193
I spend time talking & text messaging
on the phone
252 27 5 3 57
I spend my time listening music 173 71 22 36 42

83
11: Students Facebook Use Perceptions
Category 1 2 3 4 5
Facebook has become part of my daily
routine
25 14 20 103 129
I lose track of time when I am on
Facebook
79 89 49 59 15
I have tried to cut down on my Facebook
use
85 92 39 60 15
Facebook is now my recent most time
consuming hobby
138 96 24 20 13
Sometimes I go on Facebook while I am
in class
123 44 22 87 15
It is a good tool to meet new people &
make new friends
62 97 60 50 22
Particularly I use Facebook to keep in
touch with my friends
4 12 22 115 138
I think I might be addicted to Facebook 97 77 45 57 15
Q.12: Facebook impacts on student’s academic performance:
Category 1 2 3 4 5
I use Facebook for break during my
studying or doing schoolwork
31 34 36 137 53
The time I spend on Facebook takes away
from studying or schoolwork time
53 95 38 78 27
If Facebook did not exist, I would get a lot
more studying and schoolwork done
79 115 47 40 10

84
Facebook distracts me from studying or
doing schoolwork
77 97 39 68 10
I would be getting better grades if I spent
less time on Facebook
123 116 30 14 8
I am able to control my use of Facebook
so that it does not interfere with studying
or doing schoolwork
8 27 34 119 103
Q.13: Student’s Time spent in Loneliness
Category Frequency
Reading Books 189
Sports and Games 209
Facebook 216
Computer Games 52
Internet Surfing 214
Movies & TV 233
Others 91
Q.14: Are you a Facebook User?
Option Frequency Percentage
Yes 291 84,6 %
No 53 15,4 %
Total 344 100 %

85
Q.15: Select the option why do not have Facebook Account?
(Question for Non-Facebook users)
Options Frequency
Not interested 43
No time 23
Don’t know how to use Facebook 2
Don't want to put personal
information online
44
I use other similar services 2
Others 11
Q.16: Will you use Facebook in Future? (Question for Non-Facebook
users)
Options Frequency
Yes 0
No 39
Don't Know 14
Total 53

86
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