Instructions
Please write an APA style Results section for your Survey Study. Make sure to read the information on the ‘How to Analyze your Data’ page and ‘How to Write an APA Style Results Section’ page before you begin.
- State your hypothesis and briefly describe how the data was analyzed (see example).
- Present the descriptive statistics from your categorical and quantitative data in APA style tables.
Quantitative Data: Report the range, mean, SD, median, mode.
Categorical Data: Create a frequency table. This should include the number of participants that selected each response option. - Describe the descriptive statistics in writing and interpret the pattern of results.
- Describe and interpret the pattern of results from your open-ended questions.
- Summarize the results.
Taken together, what do the results show?
Do they appear to support or contradict your hypothesis?Please note: in order to actually determine whether your results support your hypothesis, you would need to use inferential statistics.
Additional Notes
- Include an APA Style Student Title Page.
- Please note: points will be deducted for incorrect use of APA Style!
- Your assignment will pass through Turn It In, so be sure your work is your own.
A sample Method and Results section is provided on the next page.
APA Style Resources
- Title Page SetupLinks to an external site.Links to an external site.
- APA Style: HeadingsLinks to an external site.
- Heading Levels Template: Student Pap.er.Links to an external site.
This sample shows you how to format level 1 and level 2 headings in an APA Style student pap.er.
- Sample Professional Pa.per.Links to an external site.
image1
image2
image3
image4
1
Title Here
First a
n
d Last Name Here
Department of XXX, College Here
Class number here (It is Psyc
0
0
5
): Name of Class here (It is Research Methods in Psychology)
Instructor name here
Date
Results
>Statistical Analysis
To test the hypothesis that levels of stress have increased since the Covid-1
9
pandemic began, the distribution of responses for each variable were evaluated. Descriptive statistics are summarized in tables 1 and 2. Statistical analyses were conducted using excel and Google Forms.
Table1
Descriptive Statistics
Variable
Range
Mean (SD)
Median
Mode
Age
22 (1
8
–
4
0)
2
6
.45 (6.50)
24.5
30
Number of emotional symptoms
6 (2-8)
5 (1.92)
5.5
Number of cognitive symptoms
3 (3-6)
4.05 (1.91)
Table 2
Frequency Table
Variable
%
Sleep
No
change
Somewhat less/more than usual
A lot less/more than usual
7
9
4
35%
45%
2
0%
Appetite
No change
Somewhat less/more than usual
A lot less/more than usual
8
8
4
40%
40%
20%
Subjective Stress Level
No change
Somewhat less/more than usual
A lot less/more than usual
4
5
11
20%
25%
55%
Emotional Symptoms
Anxiety or Fear
Irritability or Anger
Restlessness
Sadness, Grief, or Depression
Guilt
Overwhelmed, Helpless, or Hopeless
Isolated, Lost, or Lonely
Apathy
16
12
7
11
6
12
10
4
80%
60%
35%
55%
30%
60%
50%
20%
Cognitive Symptoms
Memory problems
Difficulty concentrating
Limited attention span
Difficulty making decisions
Slowness in thinking, analyzing, or comprehending
Confusion
9
18
16
8
6
4
45%
90%
80%
40%
30%
20%
Stressors
Working/taking classes from home
Job responsibilities
Unemployment
Relationships
Personal Health
Health of
Other
s
Finances
Societal/political events
Other
16
12
4
8
3
6
8
14
0
80%
60%
20%
40%
15%
30%
40%
70%
0%
Concern about Stress
Yes
No
12
8
60%
40%
Sleep & Appetite Changes
To determine whether sleeping and eating patterns have changed in response to Covid-19, participants were asked to rate the extent to which their sleep and appetite has increased/decreased. 65% of participants reported a change in sleeping patterns with 45% sleeping somewhat more or less than usual and 20% sleeping a lot more or less than usual. Similarly, 40% reported no change in appetite, 40% reported a small increase or decrease in appetite, and 20% reported a big increase or decrease in appetite.
Emotional Symptoms
To determine whether participants have experienced an increase in emotional symptoms since Covid-19, participants were shown a list of symptoms and asked to select all that had started or increased since Covid-19. Both the number of symptoms and the types of symptoms were evaluated. The results show that on average participants have experienced a significant number of emotional symptoms since Covid-19 (
M = 5.00,
SD = 1.92). The majority of participants reported feelings of anxiety or fear (80%), irritability or anger (60%), sadness, grief, or depression (55%), and overwhelmed, helpless, or hopeless (60%).
Cognitive Symptoms
To determine whether participants have experienced an increase in cognitive symptoms of stress since Covid-19, participants were shown a list of symptoms and asked to select all that had started or increased since Covid-19. Both the number of symptoms and the types of symptoms were evaluated. The results show that on average participants have experienced a moderate number of cognitive symptoms since Covid-19 (
M = 4.05,
SD = 1.91). The majority of participants reported difficulty concentrating (90%) and a limited attention span (80%).
Subjective Stress Level
To determine whether people have experienced an increase in their subjective feeling of stress, participants were asked to rate the extent to which their stress level has increased on a scale of 0 to 2. The results suggest that most participants (80%) have experienced an increase in stress and 60% felt concerned about their stress level.
Stressors
To explore why participants have experienced a change in symptoms of stress since Covid-19 began, participants were shown a list of stressors and were asked to select those that they believed had contributed to their change in stress. The results suggest that working from home (60%), taking classes online (80%) and news/social media (90%) have been the primary contributors to stress.
Coping Techniques
Open-ended responses to the question “how do you typically respond to stress?” revealed a variety of healthy coping techniques including exercise, breathing exercises, meditation, journaling, talking to friends. A number of maladaptive emotion-focused coping techniques were also identified such as drinking, smoking, eating, and procrastination.
Summary
Taken together, these results suggest that levels of stress have increased significantly since the Covid-19 pandemic began. Specifically, these results suggest that participants have experienced a change in the amount of sleep they are getting, a moderate change in appetite, and a significant increase in emotional and cognitive symptoms. Working from home, taking classes online, and societal/political events appear to be the primary causes for these changes in stress level.
Running head: TITLE OF YOUR PAPER
APA Project – Survey Research Plan
x
APA Project – Survey Research Plan
Topic:
Effects of social media use on learning
Population:
The research population will be students of age 18-30 from different disciplines. Age is an inclusion criterion because students of this age group are more likely to use social media. Students of the age group between 18-30 would be selected from different facilities, and the purpose of the research would be explained to them.
Conceptual Definitions:
Social media: social media is the use of electronic devices for entertainment purposes. Social media is in the form of multiple applications such as Facebook, Instagram, YouTube, TikTok, etc.
Learning: learning is a process that leads to change, occurs as a result of experience, and improves performance and future learning.
Questions:
a. How many hours do you spend on social media every day?
b. What is the favorite social media platform you use using every day?
c. How often do you post on social media?
d. How many hours do you spend learning every day?
e. What type of pages have you liked on social media platforms?
f. Does social media contribute to learning? What kind of learning?
Variables:
a. Using social media or not
b. For what purpose is social media being used, either for learning or for entertainment?
c. Number of hours spent on learning and social media
Operational Definitions:
Variable 1: using social media or not
Using social media ‘Yes’ or ‘No.’
Variable 2: the purpose of use of social media
Five-point scale from very good to poor.
Variable 3: number of hours spent on learning and social media
Hours per night
Hypothesis:
H1: Excessive use of social media negatively impacts learning.
H2: A balance between learning hours and social media use can improve learning.
H3: People who are using social media for learning purposes are more likely to be successful compared to those who use it for entertainment.
UpdatedversionEffectsofSocialMe
| Are you: | What is your racial identity? | What is your age group? | How many hours do you spend on social media every day? | What is the favorite social media platform you are using everyday? | How often do you post on social media? | How many hours do you spend learning everyday? | What type of pages have you liked on social media platforms? | Does social media contribute to learning? What kind of learning? | What is your parents opinion on you using social media? Do they know that you have social media accounts? | What do you students should do to balance their time between social media and learning time? | ||||||||||||||||||||||||||||||||||||||||||||||||
| 2023/02/09 1:18:09 下午 GMT-8 | Female | White American | 36-45 | 0-2 hours | 2-3 times week | More than 8 hours | Educational | Social media has news content but I wouldn’t consider it to be educational or academic. | I’m 39 years old so I have never asked them about their opinion on social media. | Students should not have their phones with them during study periods. | ||||||||||||||||||||||||||||||||||||||||||||||||
| 2023/02/09 10:28:53 下午 GMT-8 | Asian | 18-25 | 6 or more hours | TikTok | Other | Less than 2 hours | Entertainment | Unsure | Indifferent | |||||||||||||||||||||||||||||||||||||||||||||||||
| 2023/02/10 12:19:24 下午 GMT-8 | Male | 26-35 | 2-4 hours | Other (Includes not posting on social media) | No | They have no opinion and they do know | Make sure to focus on your main goal | |||||||||||||||||||||||||||||||||||||||||||||||||||
| 2023/02/10 12:20:32 下午 GMT-8 | African American | Not sure about it since I already graduated | I am an adult and they dont know | The kids need to spend more time on learning | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 2023/02/10 12:22:16 下午 GMT-8 | Hispanic | I think so, sometimes I can learn stuffs | They have no opinion bcz they use it too, they know I have accounts | Students must follow their schedule in order to success | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 2023/02/10 12:23:22 下午 GMT-8 | Once in a week | Informative | I learned how to cook dishes | They have no opinions Yes they do | Don’t let the social media caused the grade | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| 2023/02/10 12:28:28 下午 GMT-8 | No ideas and they dont know | Study is more important, dont waste your time | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 2023/02/10 12:29:27 下午 GMT-8 | 4-6 hours | Maybe | They dont mind and they know | Finish the work first then relax in social media | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 2023/02/10 12:30:14 下午 GMT-8 | I dont think so | They dont care and they do | As long as it doesnt affect your work its fine | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 2023/02/10 2:19:56 下午 GMT-8 | I don’t see any relationship between these two factors | They wouldn’t mind and they do know I have accounts | The learning time is the priority | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 2023/02/10 2:40:15 下午 GMT-8 | I dont see connections | Yes they know and they are cool with it | The learning is more important because its your future | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 2023/02/10 2:42:05 下午 GMT-8 | Not using social media platforms | I barely use social media so im not sure | I don’t use social media | They need to manage their schedule and find a solution with the main goal | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 2023/02/10 2:43:24 下午 GMT-8 | I learn body building from the TIkTOk and Im not sure if that counts | I am an adult they wouldnt mind, I dont know if they know or not | Students need to study more and spend less time on phone | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 2023/02/10 2:45:35 下午 GMT-8 | The only thing it contributes is to release me from pressure of study | They are fine with it, they do | Finish the work first then relax on social media | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 2023/02/10 2:47:38 下午 GMT-8 | 45+ | The only content I do with social media is to learn camping | I have my own family now, they have nothing to worry | For younger people they need to strive to survive in the future, so don’t watch too much tiktok | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 2023/02/10 2:48:36 下午 GMT-8 | 4-5 times a week | I don’t think so | They don’t have opinions, they do know | They should study more | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 2023/02/10 2:50:03 下午 GMT-8 | Everyday | 6-8 hours | It does, it can teach you what is happening | I am 55 | Students’ only job is to study, so don’t make social media be an issue | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| 2023/02/10 2:52:02 下午 GMT-8 | It supposed to be work if the kids are happy to learn the things they like | I am a mom now and I know my kids have accounts, if they dont stick with phone all day I am okay | Teenagers should work harder on the school instead of posting things | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 2023/02/10 2:54:06 下午 GMT-8 | No it don’t | They don’t mind, Yes they do | Don’t get too tired with the social media, spend your time wisely | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 2023/02/10 2:55:03 下午 GMT-8 | No it doesn’t | My parents don’t have opinions, they don’t know | They should study harder for the future |
Order an Essay Now & Get These Features For Free:
Turnitin Report
Formatting
Title Page
Citation
Outline
