Introduction
How the review of the literature section of the article is relevant: This study talks about the problem and its validation based on an in-depth understanding and knowledge of the field subject.
How the review of the literature section of the article is current: There are more than ten resources used in the work, which suggests that in order to confirm some of the theories, the author referred to more authoritative sources or other studies that proved the theories.
The research problem: The current research project examines the influence of media multitasking in the context of students in technology-saturated classrooms and how this is impacting learning and academic performance.
The purpose of the research: This paper was written to understand, through data-driven research, whether media multitasking affects academic performance.
The research questions: Does media multitasking affect academic performance?
The hypothesis: People who frequently multitask in class have lower current college GPAs (Bellur et al., 2015).
Methods/Methodology
The methodology used in this study: For the study, it was chosen to use a quantitative research method. All information was collected through surveys, which in turn were divided into different indicators and influenced the overall analysis.
The research design used in this study: Descriptive study design – in this study, the key was the collection of data and the correct interpretation of them. The essence of the work was to immerse the reader in the heart of the problem and to show how the information was collected and analyzed.
The Research Methods
Sampling method: Participants were then given a unique identification number. After being seated at a computer and answering general demographic questions, participants reported their technology use with specific emphasis on mobile computing using cell phones, social networking behavior, and multitasking. Participants responded to questions concerning checking and participating in Facebook multitasking during homework and while in university classrooms (Bellur et al., 2015).
Data Collection Method: Data were collected via QuestionPro, an online survey-hosting website (Bellur et al., 2015). Participants were asked to turn off and relinquish their cell phones in order to reduce distraction.
Data Analysis Method: All scales were evaluated for acceptable reliability and factor structure. The item quality was assessed with a series of confirmatory factor analyses.
Results/Findings
All collected information has been provided to the reader in several forms for complete clarity of the situation. The entire study was divided into many sections, making it possible to focus on each part of the work separately. The information was shown in the form of descriptive paragraphs and tables.
Conclusions/Discussion
The author’s interpretation of the data: The data suggest that there is a difference between multitasking during class and during homework. Generally, multitasking in class is synchronous, but during homework, it is asynchronous (Bellur et al., 2015).
The stated limitations of the study: The main limitation was the sampling of people. If people conduct the same survey with a different sample of people, the results can change dramatically, which will affect the interpretation of the results.
The suggestions for further research: Future research should examine whether there are any professional or personal activities where people would not continue texting and using social media (Bellur et al., 2015).
Reference
Bellur, S., Nowak, K. L., & Hull, K. S. (2015). Make it our time: In-class multitaskers have lower academic performance. Computers in Human Behavior, 53, 63-70.