ASSIGNMENT 1 BRIEF

Qualification BTEC Level 5 HND Diploma in Computing

Unit number UNIT 13: Computing Research Project

Assignment title Proposing and conducting a research project

Academic Year 2020 - 2021

Unit Tutor Vo Ngoc Mai

Issue date 29 Sep 2020 Submission date 29 Sep 2020

IV name and date

Submission Format:

Format: The submission is in the form of 1 document

You must use font Calibri size 12, set number of the pages and use multiple line spacing at
1.3. Margins must be: left: 1.25 cm; right: 1 cm; top: 1 cm and bottom: 1 cm. The reference
follows Harvard referencing system.
Submission Students are compulsory to submit the assignment in due date and in a way requested by the
Tutors. The form of submission will be a soft copy posted on http://cms.greenwich.edu.vn/
Note: The Assignment must be your own work, and not copied by or from another student or from
books etc. If you use ideas, quotes or data (such as diagrams) from books, journals or other sources, you
must reference your sources, using the Harvard style. Make sure that you know how to reference properly,
and that understand the guidelines on plagiarism. If you do not, you definitely get failed

Unit Learning Outcomes:

LO1 Examine appropriate research methodologies and approaches as part of the research
process
LO2 Conduct and analyse research relevant for a computing research project
LO3 Communicate the outcomes of a research project to identified stakeholders

Assignment Brief and Guidance:

Introduction to theme
Internet of Things
The Internet of Things (IoT) is the term which refers to the ever-growing network of physical objects with
embedded sensors which can connect together via the internet allowing communication to occur

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 between these objects and many other Internet-enabled devices and systems.

The IoT is quickly becoming a necessary aspect of people’s daily lives. Physical items can now sense and
collect data which can be controlled through digital and smart technology. The IoT extends internet
connectivity beyond traditional devices like desktop and laptop computers, smartphones and tablets to a
diverse range of devices that can utilise embedded technology such as security systems, thermostats,
cars, electronic appliances, lights, medical equipment etc. These devices, often called "connected" or
"smart" devices, can talk to other related devices (machine-to-machine (M2M) communication) and act
on the information they get from one another.

Along with the many benefits there is also considerable concern over the IoT which must be overcome in
order to harness the power of this free flow of information. This unit will enable students to explore the
benefits of the IoT, the potential future developments, the most pressing challenges and how to
overcome them.

Choosing a research objective/question

Students are to choose their own research topic for this unit. Strong research projects are those with
clear, well focused and defined objectives. A central skill in selecting a research objective is the ability to
select a suitable and focused research objective. One of the best ways to do this is to put it in the form of
a question. Students should be encouraged by tutors to discuss a variety of topics related to the theme
to generate ideas for a good research objective.

The range of topics discussed could cover the following:

• Underpinning security and privacy issues and resolutions: data mining, data processing (e.g.
GDPR), encryption (e.g. blockchain)
• Smart homes, smart buildings and smart cities etc and their impact on individuals and society.
• The future of IoT e.g. automate manufacturing, medicine and healthcare, virtual world, AI,
machine learning etc.
• The IT infrastructure required to support IoT e.g. 5G, proliferation of sensors, interoperability

You have to set you own research question in the research proposal base on the previous range of topic.
The research question must be specific enough example: the audience of the research (job, age..), kind of
devices(personal devices, household appliances, or combination of some kinds)

Guidance for Students

You should read this information before starting to define and work through your research brief. You
should refer to these instructions as you complete work for this unit.
• Consider the development of a methodical and valid research proposal as the foundation for the project.
• Choose a topic of personal interest in a specialism. The topic chosen should allow a sufficient and
suitable degree of research through the existence of adequate background materials.
• A good project proposal title should meet the following criteria:
○ The proposal is one that has an existing body of literature or source material that can be
reviewed.
○ The proposal extends a current line of learning that will lend itself to further rigorous
exploration.

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 • Decide on appropriate research methods and select an appropriate sample.
• Ensure that your proposal is ethical, reliable and valid. An ethics form must be submitted prior
to completion of research as part of the research proposal.
• Agree your research proposal with your tutor before beginning your research.
• Conduct your research as outlined in the proposal agreed with your tutor.
• Carry out your research, analyse your research findings and draw conclusions. Apply both qualitative
and quantitative research methods to evaluate data collected from primary research.
• Communicate your research outcomes in a manner appropriate to your audience.
• You will be asked to reflect on the success of your research project and evaluate the
problems/issues encountered.
• On the following pages, there is an example of a research project brief.
• You must complete the research project in order to complete your work for this unit.

Computing Research Project Brief

• Define your research problem or question. This can be stated as a research question objectives or
hypothesis.
• Provide a literature review giving the background and conceptualisation of your proposed area of study.
This would provide existing knowledge and benchmarks by which your data can be judged.
• Consider and define your research methodology and research process. Demonstrate understanding of the
pitfalls and limitations of the methods chosen and ethical issues that might arise.
• Draw points (1–3, above) together into a research proposal for agreement with your tutor.
• Conduct your research as outlined in your proposal. Keep track of your findings as you work
• Carry out your research and analyse your findings in relation to your original research question. Draw
conclusions.
• Communicate the outcomes of your research project to the identified audience.
• Reflect on the success of your research project and your performance at the end of the project with the
inclusion of a project evaluation and recommendations.
Report structure
The recommended outputs of the research are two reports. The first report should cover at least the
following sections:

1. Introduction the purpose of the research

Introduce the research’ purpose, main aims and objectives of the project. What the research will do and
don’t
2. Literature review
o Discuss research methodologies: primary research, secondary research, qualitative,
quantitative, scientific method, research processes, population in research…
o Specify which research methods will be used to carried out the research
o Do a secondary research about
▪ Internet of things: wellbeing and related products
▪ Internet of things in your selected topic(for example: the relationship of Internet of
things and Big Data)
o Conclusion, propose initial hypothesis after the literature review and need to confirm in
primary research
3. Primary research
o Design of primary research: which techniques will be used to collect data such as
interview, questionnaire, experiment, the population of the research. All the data collected
in this stage must be supplied in the appendix
4. Analyze the result of the primary research

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 ● Provide the research ‘result with diagrams, numbers
● It should confirm or reject the hypothesis in the literature part
● Provide recommendations for improving the system or future research which could
enhance the results of the current research.
● Suggest the research’s results to some audience(how it is useful for them)
5. Approved project proposal-appendix
6. Approved project plan-appendix
7. Ethical form
8. Other materials which collected while conducting primary research: interview scripts, audio,
experiment notes-appendix

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 Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Examine appropriate research methodologies and approaches as part of

the research process

P1 Produce a research proposal that M1 Evaluate different research LO1 & 2

clearly defines a research question or approaches and methodology and D1 Critically evaluate research
hypothesis supported by a literature make justifications for the choice of methodologies and processes in
review. methods selected based on application to a computing research
philosophical/theoretical frameworks. project to justify chosen research
methods and analysis.
P2 Examine appropriate research
methods and approaches to primary
and secondary research.

LO2 Conduct and analyse research relevant for a computing research

project

P3 Conduct primary and secondary M2 Discuss merits, limitations and

research using appropriate methods pitfalls of approaches to data
for a computing research project that collection and analysis.
consider costs, access and ethical
issues.

P4 Apply appropriate analytical tools,

analyse research findings and data.

LO3 Communicate the outcomes of a research project to identified D2 Communicate critical

stakeholders analysis of the outcomes and
make valid, justified
P5 Communicate research outcomes M3 Coherently and logically recommendations.
in an appropriate manner for the communicate outcomes to the
intended audience. intended audience demonstrating
how outcomes meet set research
objectives.

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Table of Contents
Choosing a research objective/question .............................................................................................. 2

Guidance for Students......................................................................................................................... 2

Computing Research Project Brief ....................................................................................................... 3

I. Introduction .................................................................................................................................... 8

i. Background ................................................................................................................................. 9

ii. Research main aim and objectives ............................................................................................. 10

iii. Scope and limitation .................................................................................................................. 10

II. Literature review........................................................................................................................... 11

i. Secondary Research................................................................................................................... 11

ii. Research Methodology .............................................................................................................. 17

i. Type of Research methodology ...................................................................................................... 17
ii. Primary research vs Secondary research ....................................................................................... 19
iii. Qualitative vs quantitative ............................................................................................................. 20
iv. Scientific method ............................................................................................................................ 21
v. Research process ............................................................................................................................. 23
vi. Population in research. ................................................................................................................... 25
vii. Conclusion, propose the choice of methods selected ............................................................... 25

III. Primary Research....................................................................................................................... 26

i. Design of primary research ........................................................................................................ 26

ii. Introduction to population of the research ................................................................................ 26

iii. Survey result ............................................................................................................................. 27

iv. Summarize (in excel format) ...................................................................................................... 29

IV. Analyze the result of primary research ....................................................................................... 30

i. Descriptive statistics .................................................................................................................. 30

ii. Summarize ................................................................................................................................ 35

V. Report the findings........................................................................................................................ 35

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 i. Summarize key findings. ............................................................................................................ 35

ii. Make suggestion ....................................................................................................................... 36

Bibliography ......................................................................................................................................... 37

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 I. Introduction
Smartphones are playing a huge role in the trend of Internet development and contribute to change
the lives of Vietnamese people. According to Google data published from online behavior study of
“Vietnamese consumers 2014” conducted by TNS Company Currently, the percentage of people
over 16 years old using smartphones in Vietnam has increased by more than 70%. with 2013,
equivalent from 14 to 24 million people. The age group from 16-24 has the rate of use highest
smartphone (58%). This shows that people of school age (students, students) is the largest
smartphone user in Vietnam. Like So does the use of smartphones by students affect the results? or
their learning process is a matter of particular concern.
According to Lusekelo & Juma (2015), a smartphone is a device with of both computers and mobile
phones. It has an operating system and can install applications, act like computers, have the ability
to access the internet and be entertained anywhere such as: take pictures, watch videos, listen to
music, surf the web…Muhammad & Tariq (2013), smartphone smart phone is a mobile phone in
addition to traditional functions such as making calls and send text messages, it is also equipped
with the ability to display pictures, play games, watch video, web surfing, built-in camera, recording,
sending/receiving e-mail… can install applications, social networks. As such, smartphones are more
advanced than conventional mobile phones. In addition to calling and sending text messages,
smartphones are equipped with more advanced functions such as surfing the web, wireless
Internet, watching videos...with large memory along with popular operating systems such as iOS,
Android, Blackberry OS, Windows Phone and can install additional applications.
Lusekelo Kibona, Gervas Mgaya (2015) studied the impact of smartphone use on student academic
performance in Tanzania. The results show that more and more students are addicted to
smartphones and its applications such as Facebook, Twitter… Smartphones have a negative effect
on students' learning outcomes: time spent using phones The more intelligent, the lower the
learning results. In Vietnam, studies on the effects of smartphones on students' academic
performance are rare. Therefore, the topic "The influence of smartphone use on students' learning
outcomes" is a very urgent job.

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 i. Background
Globalization has changed our lives and one of the ways in which it is changing our lives, every day,
is how we communicate; thanks to advancements in Information and Communication Technologies
(ICT). One of the ICT’s which is seeing rapid advancement is Mobile Phone. Mobile phone is popular
since the late 1990s (Meek, 2006) and today, with 7 billion mobile connections worldwide and
unique mobile subscriptions of over 3.5 billion (Twum, 2011), they are very popular with young
people and are commonplace in our educational institutions. These phones are no more just voice
communication tools. Functions like short message service (SMS) or texting have become global
phenomenon. Not many of us keep wallet photos of loved ones. Now we save photos in our mobile
phones, and view them on a touch of the screen.
Mobile phones have become an almost essential part of daily life since their rapid growth in
popularity in the late 1990s, Ling (2004). A nationwide survey conducted in 2010 shows that mobile
phones are the most necessary medium of communication for adolescents. It has virtually affected
the society’s accessibility, security, safety and coordination of business and social activities and has
hence become a part of culture of the whole world. Ling (2004), states that traditional agents of
socialization are families and schools. With the expansion of educational system as a result of the
need for highly skilled workers lead to the school system taking increasing larger responsibilities in
socialization. Surprisingly, research on the influence of mobile phone on our schools today has not
been given much attention. There is the conflicting priority of young people, parents and teachers
in relation to the mobile phone device, with teachers more concerned about issues such as
discipline in the classroom and parents worried about means of contacting their children at every
point in time.
Researchers have discovered that the use of mobile phone in schools is problematic. As Ling and
Helmerson (2000) states, the mobile phone is “at cross purpose with the mission of the school”.
While in school students are supposed to take on their prescribed roles as students with full
concentration on their studies and free from contact with the outside world. However, the mobile
phone gives room to blending students’ roles with other roles thus distracting and disrupting the
students’ academic work(Gergen, 2002; Halpen,2003; & Franzini, 2002). In the past when fixed
telephones were the norm in schools, there were minimum distractions and disruptions but
presently with the invasion of mobile phone and the eagerness of parents to maintain contact with
their wards, the device is becoming part of the classroom. Thus, the mobile phone has the power to

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 undermine the schools’ authority and weaken their control over students as well as affects their
level of academic performances.

ii. Research main aim and objectives

• Find out the influence of mobile phone usage on academic performance among senior
secondary schools students
• Determine the influence of mobile phone usage on academic performance of senior
secondary school students of different ages.
• Find out the influence of mobile phone usage on academic performance among senior
secondary school students of different socio economic status.
• Find out the influence of mobile phone usage on academic performance among male and
female senior secondary school students.
• Determine the influence of the frequency of mobile phone usage on academic performance
among senior secondary school students.
iii. Scope and limitation
Scope:
• Statistics of average mobile phone usage time of students at the University of Greenwich
Vietnam
• Statistics on the purpose of students' smartphone useLearn about the usefulness of a
wearable blood pressure monitor for respondents
• Statistics of academic results of students who use phones a lot with students who use
phones less
• Statistics on the learning outcomes of students who use phones to learn knowledge with
students who use phones to play games or watch movies.
Limitation:
• Survey is only possible for student in Greenwich University
• Students from other universities cannot be surveyed

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 II. Literature review
i. Secondary Research
Smartphones in learning: The history of smartphones can be traced back to the mid-90s with all the
effort to change lives (Lundquist et al., 2014; Alson & Misagal, 2016; Gowthami &
VenkataKrishnaKumar, 2016). The transformation brought about by smartphones also affects
students (Jesse, 2015). Jesse (2015) states that smartphones are becoming a necessity in life.
Modem technology-aided learning is categorised into three points, extending from “conventional
electronic learning (e-learning) to mobile learning (m-learning) to context-aware-ubiquitous-
learning”, which all can be performed on smartphones. These three stages provide a platform
where smartphones can aid students’ learning experience in a developing country. In this regard,
Kibona and Mgaya (2015) suggest that smartphones facilitate easy communication between
students and lecturers in activating learning environment-independent and functional access to
learning contents.
Learning on smartphones can be regarded as m-learning, which involves wireless connection that
allows students access to resources beyond boards. By default, m-learning includes three
components: mobility of learners, mobility of technology, and mobility of learning processes.
Mobility of technology is regarded to mobile nature of hardware and software that allow endless
wireless internet connectivity (Yu, Bamis, Lymberopoulos, Teixeira & Savvides, 2008). The mobility
of learners is seen learners who are “no longer physically attached to one or several learning sites”;
but they can learn on a go and mobile (social media and many more) at the same time. Finally,
advancement of learning is regarded as the “mobility of both the technology and learners” (Yu et
al., 2008). The presence of smartphones and their applications by students revolutionised the
teaching and learning process. However, the more students use smartphone, the more they are
exposed to many positive and negative impacts.
Smartphones in institutions of higher learning: Being able to use smartphones as a learning tool
can be very helpful in cases where access to a computer or laptop is restricted. A smartphone does
not suffer restrictions to an area, and one is free to move from one place to another (Olivier, 2011).
Smartphone technology inescapably evolves students’ behaviours. Students tend to focus more or
rely on their smartphones in relation to their school work or social networking. A survey done by
Course Smart in 2011 shows that students cannot go long without checking their smartphones.
Based on the infographic research. HackCollege.com found that 57% of learners use smartphones,
60% say they are smartphone addicted, 75% sleep next to their smartphones, 88% send messages

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 before they turn to sleep, 97% of owners of smartphones use them for social networking and 40%
use smartphones to read school work (Alexander, 2011). From all indications, the use of
smartphones is a common phenomenon in the education environment. Students, lecturers and
academic institutions in developing countries are gradually adopting m-learning in communicating
with students, staff and others, in delivering learning contents, social media learning name them.
The amount of interest and investment by academic institutions in smartphones for teaching and
learning are proof of a great future ahead.
A number of researches have been conducted to find the effects of mobile phones on the people.
The basic purpose of these researches was to know the effect of Mobile Phone usage on the health,
education and behaviour of people.

Chigona, et.al. (2008), in research paper Uses & Gratifications of mobile internet among South
African students have written, “Most of the gratifications identified can be clustered around the
themes of contribution to identity-formation, maintenance of peergroup networks, and
emancipation from local settings, maintenance of romantic relationships, escape from parental
surveillance, co-ordination of group activities, organization and management of social life, as a
primary contact medium, bonding device for friends and family, personal security, constant
availability and keeping in touch with geographically-distant relations". A few studies have
interestingly compared the use of mobile phones among teenagers to smoking. “Adolescents’ quest
for an individual identity and for peer bonding, functions which used to be fulfilled by habits such as

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 smoking, are now taken over and supplied by the use of Mobile Phones”, written by N. A. Selian
(2004) in article Mobile Phones and Youth: A look at the US student market. According to an article
Do You Pretend to Talk on Your Cellphone to avoid Other People written by Linda Sharps (2011),
“People use mobile phone not only to communicate but also pretend to use cellphone to avoid
other people or in any situation that require them to stand around awkwardly in front of other
people”
Acharya, et.al (2013) in research paper A Study on Some of the Common Health Effects of Cell-
Phones amongst College Students have written “Almost everyone uses cell phones for a greater
part of the day. Headache, irritability/anger, lack of concentration, poor academic performance,
anxiety, eye strain and lack of sleeping are the common effects of mobile phone on the health of
people”. Effects of mobile phones on health and mental health of people is a global concern. Every
day, we are swimming in a sea of electromagnetic radiation (EMR) produced by electrical
appliances, power lines, wiring in buildings, and other technologies that are part of modern life.
Exposure to electromagnetic radiation is growing and becoming a serious health threat
Impact of Mobile Phone Usage on Academic Performance among Secondary School Students in
Taraba State, Nigeria, a research paper by Haruna Rabiu, et. al. (2016), which was published in The
European Scientific Journal (Vol. 12, No. 1) includes the information related to a research which was
conducted among the secondary students to know the penetration of Mobile Phones in their lives.
The finding of this study, revealed that Mobile Phone usage significantly influence academic
performance among male and female senior secondary school students. The author emphasized
that the students, parents and the teachers should be sensitized on the influence of Mobile Phone
usage on the academic performance of students.
Analysis of Mobile Phone Impact on Student Academic Performance in Tertiary Institution by
Soyemi Jumoke, et.al.(2015), published in the International Journal of Emerging Technology and
Advanced Engineering (Vol. 5, No. 1), emphasized on the usage of internet on the Mobile Phones.
This research was conducted to find the correlation between the academic performance and usage
of Mobile Phones by the students of Ogun State in Nigeria. The findings indicated that students are
influenced negatively to a great extent by the Mobile Phone because attention is focused on
chatting, music and others while their academic activities are neglected and left to suffer.
Effects of Mobile Phone use on academic performance of college going young adults in India by
Tripura Sundari (2015), published in the International Journal of of Applied Research (Vol. 9, No. 1)
was also read by the researcher. The research was conducted among the college going students

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 (age 18-25 years) of three cities in Andhra Pradesh. The results shown that rampant use of social
networking, texting and chatting on Mobile Phones result in lower grades and poor academic
performance of students.
The usage and impact of Internet enabled phones on academic concentration among students of
tertiary institutions: A study at the University of Ibadan, Nigeria by Emeka Ezemenaka (2013),
published in the International Journal of Education and Development using Information and
Communication Technology (IJEDICT), (Vol. 9, No. 3) was also read by the researcher. The study was
carried out in order to understand the effects on the student’s academic performance due to the
time channeled to the phone during their class hours. The study showed that the internet enabled
phone usage does not affect the academic performance of the students but distractions by the
usage of phone were notably admitted.
Mobile Phones and Teenagers: Impact, Consequences and Concerns - Parents/Caregivers
Perspectives by Shanthi Vaidyanathan Ravichandran (2009), focussed on understanding the impact
of Mobile Phones from parents/caregivers’ (PACG) perspective. Both survey and extensive
interviews were employed to explore the research question. The survey and interview participants
were parents/caregivers of teenagers. The findings from this study revealed that parent/caregivers’
perceptions on teenagers’ Mobile Phone use are not satisfactory. Every interviewed PACG
expressed concerns on internet via teenagers’ Mobile Phones and a very high number of them
expressed negative impacts outweighing positive purposes of Mobile Phones.
Students’ Cell Phone Addiction and Their Opinions, a research paper by Tessa Jones (2014), which
was published in The Elon Journal of Undergraduate Research in Communication (Vol. 5, No. 1) has
written about the essential role of Mobile Phones in communication across the world and the
drastic changes the way human interact and communicate with one another. This research was
conducted among the students of Elon University between the ages of 18 and 22. Field observations
and a survey were conducted to gauge the level of engagement that Elon University students have
towards their devices, and with each other in face-to-face situation. The findings of the research
proved that the students were addicted to their Mobile Phones.
The Dark Side of Mobile Phones by Naomi S. Baron (2010) was also read by the researcher. The data
for the research was collected using a convenience sample of 18- 24 year-old university students in
Sweden, the US, Italy, Japan and Korea. This research paper not only focused on the role of this
technology but also explain the dark side of Mobile phone usage.

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 The research paper titled as Mobilephone addiction in adolescence: The Test of Mobile Phone
Dependence (TMD) by Chóliz M. (2012) Published in Prog Health Sci (Vol. 2, No. 1) includes the
information related to the physical and psychological motivations behind the use of Mobile Phones
by the adolescents and reasons behind the addiction of this device. A survey was conducted among
2,833 adolescents between 12 and 18 years of age. The study was conducted at 16 schools and high
schools. The main objective of this study was to develop a questionnaire for the diagnosis of mobile
addiction and the results of the present research was focused to know the dependence of
adolescents on Mobile Phones for which Likert scale was used.
Mobile phone to youngsters: Necessity or addiction by Ishfaq Ahmed, Tehmina Fiaz Qazi and
Khadija Aijaz Perji (2011), which was published in African Journal of Business Management (Vol.5,
No. 32), focuses on exploring the pattern of mobile phone usage among the youngsters. The
research was conducted among 500 students of university in Pakistan. The findings of this study
revealed that, majority of respondents have definite priorities between their responsibilities and
commitments and their cell phone usage. Very few are those who always exhibit the extreme
addictive behaviors and the rest is the majority who are not frequently involved in addictive usage
patterns.
Being able to use smartphones as a learning tool can be very helpful in cases where access to a
computer or laptop is restricted. A smartphone does not suffer restrictions to an area, and one is
free to move from one place to another (Olivier, 2011). Smartphone technology inescapably evolves
students’ behaviours. Students tend to focus more or rely on their smartphones in relation to their
school work or social networking. A survey done by Course Smart in 2011 shows that students
cannot go long without checking their smartphones. Based on the infographic research.
HackCollege.com found that 57% of learners use smartphones, 60% say they are smartphone
addicted, 75% sleep next to their smartphones, 88% send messages before they turn to sleep, 97%
of owners of smartphones use them for social networking and 40% use smartphones to read school
work (Alexander, 2011). From all indications, the use of

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 Conclusion: The usage of Mobile phone has been increased tremendously with the advancement of
technology and have both positive and negative aspects. The communication has improved through
new media and social networking sites but its long term usage leads to addictive behavior. Findings
of the present research indicated that the college going students are influenced by Mobile Phones
usage to greater extent and due to this their academic activities are left to suffer. As per the
research findings a significant percentage of students accepted that they have two to three Mobile
Phones, though the purpose of keeping two to three Mobile Phones was not asked but from the
result the importance of this device in the lives of youngsters could be predicted. The situation
seems more real when 28% students accepted that they use their Mobile Phones during their
classes. The addiction of Mobile Phones among the youngsters can be identified from the next
finding that they check their Mobile Phones after every two minutes or five minutes. A significant
percentage of students spend their whole day by using Mobile Phones or 6-9 hours in a day, which
clearly indicates the addiction and overuse of this device. The condition becomes more serious
when the 70% of respondents accepted themselves that Mobile Phone usage distracts them from
their studies. The result of present study clearly shows the Mobile Phone dependence among the
youngsters and proves that the younger generation is addicted to this device.

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 ii. Research Methodology
Research methodology is a way of explaining how a researcher intends to carry out their research. It's a
logical, systematic plan to resolve a research problem. A methodology details a researcher's approach
to the research to ensure reliable, valid results that address their aims and objectives. It encompasses
what data they're going to collect and where from, as well as how it's being collected and analyzed.
A research methodology gives research legitimacy and provides scientifically sound findings. It also
provides a detailed plan that helps to keep researchers on track, making the process smooth, effective
and manageable. A researcher's methodology allows the reader to understand the approach and
methods used to reach conclusions.
Having a sound research methodology in place provides the following benefits:
• Other researchers who want to replicate the research have enough information to do so.
• Researchers who receive criticism can refer to the methodology and explain their approach.
• It can help provide researchers with a specific plan to follow throughout their research.
• The methodology design process helps researchers select the correct methods for the
objectives.
• It allows researchers to document what they intend to achieve with the research from the
outset.
i. Type of Research methodology
Qualitative: Qualitative research involves collecting and analyzing written or spoken words and textual
data. It may also focus on body language or visual elements and help to create a detailed description of
a researcher's observations. Researchers usually gather qualitative data through interviews,
observation and focus groups using a few carefully chosen participants.
This research methodology is subjective and more time-consuming than using quantitative data.
Researchers often use a qualitative methodology when the aims and objectives of the research are
exploratory. For example, when they perform research to understand human perceptions regarding an
event, person or product.

Quantitative: Researchers usually use a quantitative methodology when the objective of the research is
to confirm something. It focuses on collecting, testing and measuring numerical data, usually from a
large sample of participants. They then analyze the data using statistical analysis and comparisons.
Popular methods used to gather quantitative data are:
• Surveys

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 • Questionnaires
• Test
• Databases
• Organizational records
This research methodology is objective and is often quicker as researchers use software programs when
analyzing the data. An example of how researchers could use a quantitative methodology is to measure
the relationship between two variables or test a set of hypotheses.
Mixed-method: This contemporary research methodology combines quantitative and qualitative
approaches to provide additional perspectives, create a richer picture and present multiple findings.
The quantitative methodology provides definitive facts and figures, while the qualitative provides a
human aspect. This methodology can produce interesting results as it presents exact data while also
being exploratory.
Primary research: Primary research refers to research that has involved the collection of original data
specific to a particular research project (Gratton & Jones, 2010). When doing primary research, the
researcher gathers information first-hand rather than relying on available information in databases and
other publications.
This type of research is often carried out with the goal of producing new knowledge, which is why
primary research is also referred to as original research. By doing primary research, researchers aim to
answer questions that haven’t been answered or even asked before. This degree of originality sets
primary research apart from secondary research.
Additionally, original research is crucial for researchers aiming to be published in academic journals,
which currently number over 40,000. The degree of originality of the research is a major criterion for
publication (Callaham, 2002).
Secondary research: While primary research involves active participation from the researcher
themselves, secondary research involves the summary or synthesis of data and literature that has been
organized and published by others. When doing secondary research, researchers use and analyze data
from primary research sources.
Secondary research is widely used in many fields of study and industries, such as legal research and
market research. In the sciences, for instance, one of the most common methods of secondary research
is a systematic review. In a systematic review, scientists review existing literature and studies on a
certain topic through systematic methods, appraising all available studies to synthesize their findings
(Fitchburg State University, 2020). (Imed Bouchrika, 2021)

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 ii. Primary research vs Secondary research
Every research method, traditional or modern, falls into one of two categories: primary research or
secondary research. Primary research is information gathered through self-conducted research
methods, while secondary research is information gathered from previously conducted studies.
Secondary research is usually where most research begins. This is because secondary research may
provide a researcher with a basis of knowledge on what relevant information had already been
compiled by other researchers in the past.
Primary research fills in the subsequent gaps in information that a researcher was not able to gather
through secondary research methods. The goal of primary research is to answer specific questions that
directly pertain to the project at hand. This type of research is extremely valuable, yet, due to its
nature, takes more time to collect than secondary research.

Every market research method, whether it is categorized as a primary or secondary method, has
positive aspects and drawbacks. Generally speaking, secondary research is where most researchers
should begin when opening a new research project. Whether primary research is necessary or not,
secondary research is a valuable step in the market research process.
Secondary research is worthwhile because it is generally more cost-effective than primary research and
it provides a foundation for any project. Evaluating the current landscape of available information
before moving on to primary research methods can save time and money that may be better spent
elsewhere.
The main limitations of secondary research are associated with chance. Depending on the research
questions, there may or may not be information available that provides concrete answers. If there is
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 not enough information from past studies, it may be necessary to funnel time and money into primary
methods of research.
Subsequent primary research, when necessary, should be planned out carefully in advance. The
purpose of primary research is to answer specific questions that accomplish a project’s research goals.
The specific nature of answering questions tailored to individual needs is one reason why primary
research is valuable. Timeline and budget restrictions may be limiting factors for primary research, but
planning ahead is worthwhile for the valuable information that this method can provide.
(MCCROCKLIN, 2018)

iii. Qualitative vs quantitative

When collecting and analyzing data, quantitative research deals with numbers and statistics, while
qualitative research deals with words and meanings. Both are important for gaining different kinds of
knowledge.
Quantitative research is expressed in numbers and graphs. It is used to test or confirm theories and
assumptions. This type of research can be used to establish generalizable facts about a topic.
Common quantitative methods include experiments, observations recorded as numbers, and surveys
with closed-ended questions.
Qualitative research is expressed in words. It is used to understand concepts, thoughts or experiences.
This type of research enables you to gather in-depth insights on topics that are not well understood.
Common qualitative methods include interviews with open-ended questions, observations described in
words, and literature reviews that explore concepts and theories.
Quantitative and qualitative research use different research methods to collect and analyze data, and
they allow you to answer different kinds of research questions.

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 Quantitative and qualitative data can be collected using various methods. It is important to use a data
collection method that will help answer your research question(s).
Many data collection methods can be either qualitative or quantitative. For example, in surveys,
observations or case studies, your data can be represented as numbers (e.g. using rating scales or
counting frequencies) or as words (e.g. with open-ended questions or descriptions of what you
observe).
However, some methods are more commonly used in one type or the other. (Streefkerk, 2022)

iv. Scientific method

The scientific method is the process of objectively establishing facts through testing and
experimentation. The basic process involves making an observation, forming a hypothesis, making a
prediction, conducting an experiment and finally analyzing the results. The principals of the scientific
method can be applied in many areas, including scientific research, business and technology.
The scientific method uses a series of steps to establish facts or create knowledge. The overall process
is well established, but the specifics of each step may change depending on what is being examined
and who is performing it. The scientific method can only answer questions that can be proven or
disproven through testing.
Make an observation or ask a question. The first step is to observe something that you would like to
learn about or ask a question that you would like answered. These can be specific or general. Some
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 examples would be "I observe that our total available network bandwidth drops at noon every
weekday" or "How can we increase our website registration numbers?" Taking the time to establish a
well-defined question will help you in later steps.
Gather background information. This involves doing research into what is already known about the
topic. This can also involve finding if anyone has already asked the same question.
Create a hypothesis. A hypothesis is an explanation for the observation or question. If proven later, it
can become a fact. Some examples would be "Our employees watching online videos during lunch is
using our internet bandwidth" or "Our website visitors don't see our registration form."
Create a prediction and perform a test. Create a testable prediction based on the hypothesis. The test
should establish a noticeable change that can be measured or observed using empirical analysis. It is
also important to control for other variables during the test. Some examples would be "If we block
video-sharing sites, our available bandwidth will not go down significantly during lunch" or "If we make
our registration box bigger, a greater percentage of visitors will register for our website than before
the change."
Analyze the results and draw a conclusion. Use the metrics established before the test see if the
results match the prediction. For example, "After blocking video-sharing sites, our bandwidth
utilization only went down by 10% from before; this is not enough of a change to be the primary cause
of the network congestion" or "After increasing the size of the registration box, the percent of sign-ups
went from 2% of total page views to 5%, showing that making the box larger results in more
registrations."
Share the conclusion or decide what question to ask next: Document the results of your experiment.
By sharing the results with others, you also increase the total body of knowledge available. Your
experiment may have also led to other questions, or if your hypothesis is disproven you may need to
create a new one and test that. For example, "Because user activity is not the cause of excessive
bandwidth use, we now suspect that an automated process is running at noon every day."

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 v. Research process

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 Identify a Research Problem: You identify a research problem by first selecting a general topic that’s
interesting to you and to the interests and specialties of your research advisor. Once identified, you’ll
need to narrow it. For example, if teenage pregnancy is your general topic area, your specific topic
could be a comparison of how teenage pregnancy affects young fathers and mothers differently.
Review the Literature: Find out what’s being asked or what’s already been done in the area by doing
some exploratory reading. Discuss the topic with your advisor to gain additional insights, explore novel
approaches, and begin to develop your research question, purpose statement, and hypothesis(es), if
applicable.
Determine Research Question: A good research question is a question worth asking; one that poses a
problem worth solving. A good question should:
• Be clear. It must be understandable to you and to others.
• Be researchable. It should be capable of developing into a manageable research design, so data
may be collected in relation to it. Extremely abstract terms are unlikely to be suitable.
• Connect with established theory and research. There should be a literature on which you can
draw to illuminate how your research question(s) should be approached.
• Be neither too broad nor too narrow. See Appendix A for a brief explanation of the narrowing
process and how your research question, purpose statement, and hypothesis(es) are
interconnected.
Develop Research Methods: Once you’ve finalized your research question, purpose statement, and
hypothesis(es), you’ll need to write your research proposal—a detailed management plan for your
research project. The proposal is as essential to successful research as an architect’s plans are to the
construction of a building. See Appendix B to view the basic components of a research proposal.
Collect & Analyze Data: In Practical Research–Planning and Design (2005, 8th Edition), Leedy and
Ormrod provide excellent advice for what the researcher does at this stage in the research process.
The researcher now
• Collects data that potentially relate to the problem
• Arranges the data into a logical organizational structure
• Analyzes and interprets the data to determine their meaning
• Determines if the data resolve the research problem or not, and
• Determines if the data support the hypothesis or not.
Document the Work: Because research reports differ by discipline, the most effective way for you to
understand formatting and citations is to examine reports from others in your department or field.

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 The library’s electronic databases provide a wealth of examples illustrating how others in your field
document their research.
Communicate Your Research: Talk with your advisor about potential local, regional, or national
venues to present your findings. And don’t sell yourself short: Consider publishing your research in
related books or journals.
Refine/Expand, Pioneer: Earlier, we emphasized the fact that the research process, rather than being
linear, is recursive—the reason we conceptualized the process as a series of steps within a circle. At
this stage, you may need to revisit your research problem in the context of your findings. You might
also investigate the implications of your work and identify new problems or refine your previous
approach.
Refine/Expand, Pioneer: The process then begins anew . . . and you’ll once again move through the
series of steps in the circle.

vi. Population in research.

A population is the entire group that you want to draw conclusions about. A sample is the specific
group that you will collect data from. The size of the sample is always less than the total size of the
population. In research, a population doesn’t always refer to people. It can mean a group containing
elements of anything you want to study, such as objects, events, organizations, countries, species,
organisms, etc. (Bhandari., 2020)

vii. Conclusion, propose the choice of methods selected

There are many research methods, but I decided to choose primary research. Because Primary
research guarantees that the information collected is up-to-date and relevant, enabling accurate
trends to be revealed. Primary research also allows the person or organization to control ownership
of the data.

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III. Primary Research
i. Design of primary research
Question Answer
How old are you? Fill information
How much time do you spend on your phone per Less than 1 From 1 From 3 More than
day? hour hour to 3 hour to 5 5 hour
hour hour
What do you usually use your phone for? For entertaining For work For study
At what age did you start using your phone? Under 10 years 10-15 years Above 15 years
old old old
Does your academic performance improve when Yes No
using smartphones?
Using mobile phones for entertainment purposes Strongly 1 ~ 5 Strongly agree
more than 3 hours a day will affect students' disagree
learning
Using cell phones for study purposes helps Strongly 1 ~ 5 Strongly agree
students achieve better disagree
Using mobile phones before the age of 10 makes Strongly 1 ~ 5 Strongly agree
students easily distracted from studying disagree
Students today are using phones for Strongly 1 ~ 5 Strongly agree
entertainment too much disagree
Students these days rarely use their phones to Strongly 1 ~ 5 Strongly agree
learn more disagree
Using your phone for entertainment purposes is a Strongly 1 ~ 5 Strongly agree
waste of time disagree

ii. Introduction to population of the research

The survey will be based on results collected from 15-20 students at the University of Greenwich
Vietnam. The surveyed students will be in the age group of 18-25 years old, thereby giving the most
accurate results for the age of students.

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 iii. Survey result

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Page 28
 iv. Summarize (in excel format)

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IV. Analyze the result of primary research
i. Descriptive statistics

Most of the interviewees ranged in age from 19 to 21 years old. This proves that we have done the
right survey with the target audience, which is students at the University of Greenwich.

Most of the interviewees (44.4%) spend more than 5 hours a day using their phones, which is a
huge number. This means that the phone is almost an "inseparable object" of many students.

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 55.6% of students surveyed said that they use their phones mostly for entertainment purposes,
from which it can be inferred that most of the surveyed students spend 5 hours a day using
smartphones for entertainment. Science has also proven that excessive cell phone use poses many
risks to physical as well as mental health. Phones also limit face-to-face communication, cost
money, and make students vulnerable to fraud.

55.6% of students surveyed started using phones at the age of 15, which is a good sign, but still a
small percentage of students interviewed (16.7%) used phones from the previous year 10 age.
According to experts in the world, the most suitable age for children to be exposed to mobile
phones is from 11 to 15 years old, at this time their awareness has gradually been shaped and can
use these devices more effectively.

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 For the question "Does your academic performance improve when using smartphones? ", there are
50% of students surveyed saying that their academic performance is improved when using phones,
that is, those who use phones for study and work, there are 50% of students surveyed do not think
their academic performance is improved by using their phones, that is, people who use their
phones too much for entertainment

Most of the interviewees agreed that using mobile phones for more than 3 hours a day for
entertainment purposes will affect students’ learning.

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 Up to 66.7% completely agree that using mobile phones for studying will help students improve
their academic results.

Up to 61.1% of students interviewed said that using mobile phones before the age of 10 makes
students easily distracted from studying, no students surveyed completely disagree on this issue.

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 Most of the interviewed students said that students these days use cell phones too much for
entertainment (61.1%). But there was also a large number of students interviewed who were
neutral on this issue. (27.8%)

For the question "Students these days rarely use their phones to learn more" Up to (33.3%) of the
students interviewed were neutral on this issue. With the current technological development, most
students probably use their phones to study, to find information and lessons. There are also many
students who agree that nowadays students rarely use their phones to learn new knowledge (50%)

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 To the question "Using your phone for entertainment purposes is a waste of time "There is a large
number of students who disagree with this (38.9%). Using cell phones for entertainment purposes
at a reasonable time during the day will help students relieve stress, but using too much will cause
distractions. distractions and influences on learning.

ii. Summarize
Through the survey, it can be seen that the phone is an indispensable item for students today,
most students spend a large amount of time using the phone, most of which use the phone.
phone for entertainment. Too much use of mobile phones for entertainment will obviously
affect students' learning. Knowing how to properly use the phone and entertain in a moderate
way will help improve student learning outcomes, help students relieve stress after school
hours.
V. Report the findings
i. Summarize key findings.
Through the above survey I discovered that:
+ Most of the students surveyed have a fairly high amount of time using their phones
+ Most of the students interviewed used cell phones for entertainment
+ Excessive use of mobile phones for entertainment affects students' learning
+ Using phones to search and learn more improves student outcomes
+ There is a positive result that most of the students interviewed were using phones when over 15
years old which is an appropriate age.
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 ii. Make suggestion
Through the above study, it can be seen that the use of smartphones by students has benefits if
they know how to use it correctly, and will cause harm to students' learning results if used in the
wrong way. Using the phone with a reasonable frequency from 3 to 5 hours a day, should only
spend about 1 hour for leisure, the rest of the time is used to learn more knowledge and study
will help students improve their results. learning results. Except for students who need to work
through the phone, students should limit the use of phones too much in a day regardless of the
purpose, because phones can affect mental health as well as health. students' eyes.

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