1.Entertainment through Technology James Jeckell Janelle Nye Michelle Kosloski

2. Introduction Entertainment through technology can be accessed virtually anywhere. Large factor in lives of everyone in society. An average person can not go through the day without having some sort of technology influence them. How does this technology affect college students? 3. Introduction Contd. Some of the technology students use on a daily basis include: Internet social networking sites, blogs, online shopping, etc. Cell phones texting and web access iPods Computers/Laptops Todays technology is endless. When used at the appropriate times and for appropriate reasons it can help a college student, but when is it actually harmful to the students grades? 4. Introduction: Background Studies A study done in Washington D.C. about the effects of media through technology on todays young people as opposed to young people 5 years ago: Kaiser Family Foundation, average of 7 hours and 38 minutes/day devoted to using entertainment media. Because of using more form of technology at once (multi- tasking) around 10 hours and 45 minutes/day Over the past 5 years a huge increase in ownership of entertainment media Cell phones went from 39% to 66% iPods went from 18% to 76% About half of heavy media users report getting lower grades as opposed to light users. 5. Introduction: Background Studies contd. Study on the how the students use of technology affects academic relationships: Affects the way students communicate Technology reduces the amount of face-to-face communication with students and their teachers. Study suggests that this reduces the performance of students. Colleges are investing more and more into technology to meet the needs of students 6. Introduction: Background Studies contd. Study on the effects of technology in the classroom: Technology in the classroom puts students in an active learning roll. Puts teachers in the role of facilitator and supporter of students active learning. Causes students to be more motivated. Allows for another level of technological skill to be acquired. 7. Research Hypothesis Does the easy access to entertainment through technology affect the grades of college students? 8. Data Collection Target Audience: Wilkes University business majors Data collected from business administration, accounting, and entrepreneurship majors from all grade levels. Survey Administered to 75 business students in business classes. 9. Data Collection: Survey Samples of some questions M/F GPA Grade level Major Do you always carry technology with you? Average time spent on computer per day? Does technology distract you in class? Classroom technology helps me pay attention more? What classroom technology is most useful to me? 10. Data Summaries The average GPA compared to the time cell phones are used during class: Cell Phone usage in class Average GPA Beginning 18 3.3722 Less than half 17 3.2529 More than half of class 32 3.2759 End 8 3.1625 Total 75 11. 3.3000 3.3000 3.2978 3.1375 0.0000 0.5000 1.0000 1.5000 2.0000 2.5000 3.0000 3.5000 4.0000 Beginning Less than half More than half of class End Average GPA Average GPA GPA has little change compared to when a cell phone is used during class. However, highest average GPAs are shown only when cell phones use is during the beginning of class. 12. Data Summaries Contd GPA compared to hours spent on a computer during the day: Average time on a Computer during the day 1 Hour 22 2 Hours 32 3 Hours 15 4 Hours 6 Total 75 13. 2.50 2.60 2.70 2.80 2.90 3.00 3.10 3.20 3.30 3.40 3.50 3.60 3.70 3.80 3.90 4.00 0 1 2 3 4 S t u d e n t G P A Average hours spent on a computer daily Student GPA Student GPA The highest GPAs come from students that spend 1 hour on the computer daily. 14. Data Summaries Contd. GPA compared to if student has electronic device on them at all times: 15. Most students carry an electronic device with them at all times. However, the highest GPA comes from a student that does not carry an electronic device with them at all times. 16. Probabilities Probability that students agree or strongly agree that their technology distracts them in the classroom: P(agree or strongly agree) = (47/75) + (11/75) = 77% Probability that students prefer to use a cell phone to access the Internet: P(cell phone)= 24/75 = 32% 17. Probabilities Contd. Agree 62% Disagree 23% Strongly Agree 15% Technology Distractions Agree Disagree Strongly Agree 18. Analysis and Interpretation of Hypothesis Test the hypothesis: Students grades can be dramatically affected by entertainment through technology. 19. One-Sample Mean Do most students spend more than 2 hours on the computer? NULL: Most students DO spend more than 2 hours on the computer. ALT: Most students DO NOT spend more than 2 hours on the computer. 20. One-Sample Mean Results HYPOTHESIS TESTS sample mean 2.07 population mean 2 stdev 0.91 sample size 75 Do most students spend more than 2 hours on the computer? NULL: m = 2 Most students DO spendmore than 2 hours on the computer. ALTERNATIVE: m < > 2 Most students DO NOT spend more than2 hours onthe computer. one-tailed or two-tailed? 1 test statistic (obs) 0.64 critical measure 1.67 degrees of freedom 74 |obs| > critical? no p-value 0.26 a-level 0.05 p-value < a-level? no 21. One-Sample Mean Results ACCEPT the null. When asked to pick a range between 1 and 4, most students DO spend more than 2 hours on the computer. Doing non-school related things. Does it have an effect on GPA? 22. Regression Is there a relationship between daily hours spent on the computer and students GPA? NULL: There IS NOT a relationship between daily hours spent on a computer and student GPA. ALT: There IS a relationship between daily hours spent on a computer and student GPA. 23. Regression Results SUMMARYOUTPUT RegressionStatistics Multiple R 0.066890538 CorrelationCoefficient RSquare 0.45% Hoursonacomputerhasa0.45%rate onaffectingGPA AdjustedRSquare -0.009162994 StandardError 0.270914087 WhenGPAiscaculatedbasedononhoursonacomputerdaily,there isa0.27errorrate Observations 75 ANOVA df SS MS F SignificanceF Regression 1 0.024080359 0.024080359 0.328095127 0.56854303 Residual 73 5.357794308 0.073394443 Total 74 5.381874667 Coefficients StandardError tStat P-value Lower95% Upper95% Lower95.0% Upper95.0% Intercept 3.322907692 0.078395002 42.38672863 3.70994E-53 3.16666668 3.479148705 3.16666668 3.479148705 aver.time oncomp.aday -0.019923077 0.034782158 -0.572795886 0.56854303 -0.089243817 0.049397663 -0.089243817 0.049397663 24. Regression Results P-Value = .57 > .05 Accept the Null. There is not a relationship between daily hours spent on the computer and student GPA. The amount of time a student spends on the computer doing non-school related things does not have an effect on the GPA. It may add as an extra distraction, but it is not shown through the GPA. 25. One-Sample Proportion Do most students always have a technological device on them? NULL: Most students ALWAYS have a technological device on them. ALT: Most students DO NOT ALWAYS have a technological device on them. 26. One-Sample Proportion Results . sample proportion 0.76 population proportion 75% std error 0.05 sample size 75 Do most students always have a technological device on them? NULL: p = 75% Most students ALWAYS have a technologicaldevice on them. ALTERNATIVE: p < > 75% Most students DO NOT ALWAYS have a technologicaldevice on them. one-tailed or two-tailed? 2 test statistic (obs) 0.20 critical measure 1.96 obs > critical? no p-value 0.84148 a-level 0.05 p-value < a-level? no HYPOTHESIS TESTS 27. One-Sample Proportion Results ACCEPT the null. Most students ALWAYS have a technological device on them. Cell phone, iPod, laptop, etc. Student may get urges to use during class time. If studying, doing things like texting and browsing the Internet on these devices will diverge concentration and information will take longer to learn or will be harder to retain for some students. 28. Two-Sample Mean Do students that strongly agree that school technology helps them have higher GPAs? NULL: Students that strongly agree school technology helps them DO NOT HAVE higher GPAs. ALT: Students that strongly agree school technology helps them HAVE higher GPAs. 29. Two-Sample Mean Results sample mean 1 3.27 GPAs of strongly agree stdev 1 0.25 pooled sample stdev 0.263 sample size 1 33 std error 0.055 sample mean 2 3.28 other GPAs stdev 2 0.27 Do students that strongly agree school technolgy helps them have higher GPAs? 75 NULL: m1 = m2 Students that strongly agree school technology helps them DO NOT HAVE higher GPAs. ALTERNATIVE: m1 < > m2 Students that strongly agree school technology helps them HAVE higher GPAs. one-tailed or two tailed? 2 enter only 1 or 2 type of test? t test enter only z or t test statistic (obs) -0.16 critical measure 1.983 degrees of freedom 106 |obs| > critical?? no p-value 0.870 a-level 0.050 enter alpha level here p-value < a-level?? no HYPOTHESIS TESTS 30. Two-Sample Mean Results ACCEPT the null. Students that strongly agree school technology helps them DO NOT HAVE higher GPAs than other students who only agree, disagree, or strongly disagree. Technology used in the classroom, such as, power- points, smart boards, privileged computer access, etc. These technologies may help students that strongly agree with them, but does not mean they have higher GPAs. Students could view these things as an extra distraction. 31. Two-Sample Proportion Are GPAs better in students who think PowerPoint is the most helpful classroom technology? NULL: GPAs ARE NOT better when students think PowerPoint is the most helpful classroom technology. ALT: GPAs ARE better when students think PowerPoint is the most helpful classroom technology. 32. Two-Sample Proportion Results x-value sample 1 3.219 x-value sample 2 3.343 for the proportion proportion 1 8.7% proportion 2 8.8% pooled proportion 0.087 sample size 1 37 sample size 2 38 GPA with PowerPoint GPA without PowerPoint std error 0.07 AreGPAsbetter in studentswhothinkPowerPoint isthemost helpfulclassroom technology? NULL: p1 >=p2 GPAsARENOT better whenstudentsthinkPowerPoint isthemost helpfulclassroom technology. ALTERNATIVE: p1 critical?? No p-value 0.49 a-level 0.050 enter alpha level here p-value < a-level?? No HYPOTHESISTESTS 33. Two-Sample Proportion Results ACCEPT the null. GPAs ARE NOT better when students think PowerPoint is the most helpful classroom technology. Chose to compare PowerPoint because it is the most widely used classroom technology. Although it may be helpful to some students because it allows them to focus more, it has no effect on GPA. 34. Reporting Results Our hypothesis: Students grades can be dramatically affected by entertainment through technology. Graphical results: The histogram compared average GPA to the time technological devices are most used in class it showed that GPA has little change compared to when a cell phone is used during class. However, highest average GPAs are shown only when cell phones use is during the beginning of class. The scatter plot compared GPA to the amount of time spent on the computer it showed that the highest GPAs come from students that spend 1 hour on the computer daily. The line graph was used to compare GPA to if a electronic device is on the student at all times it showed that most students carry an electronic device with them at all times. However, the highest GPA comes from a student that does not carry an electronic device with them at all times. Two probabilities were conducted, one showed that 77% of students agree or strongly agree that technology distracts them in class and the other showed that 32% prefer to use a cell phone to access the Internet. 35. Reporting Results Hypothesis testing results: Students do spend more than 2 hours a day on the computer doing non-school related things. There is no relationship between hours spent on the computer doing non-school related things and a students GPA. Most students always have a form of technology on them. Students that strongly agree that school approved technology in the classroom helps them do not have a higher GPA than students who only agree, disagree, or strongly disagree. GPAs are not better in students that find that PowerPoint is the most helpful classroom technology. 36. Conclusion Technology has become such a big part in a students everyday life that the use of it does not have such a big impact on grades as it maybe at one time did. Multi-tasking society Although many students agree that technology in the classroom is very helpful, the outcome from the use of this technology does not necessarily result in a higher GPA. 37. Conclusion Contd. Students may get more distractions from the use of their technologies, but it does not necessarily directly affect grades. Society needs to become even more aware of the influence technology has on students. Constantly keep improving technology in the classrooms to keep students more interested in what is obviously such a big part of their lives. If conducting research related to this topic again, would open up to more than just business majors. Would allow for a more broad view of the way it affects grades. 38. Questions????