Data Analysis
The following data are collected from 94 high school students using a survey created by myself. A sample of the survey can be viewed here.
Hours spent on tech products daily VS.School marks (fav. subject)
|
None |
Less than 1 |
1~3 |
3~5 |
5+ |
95%+ |
1 (25%) |
0 |
0 |
0 |
3 (9%) |
90%~95% |
1 (25%) |
0 |
7 (30%) |
14 (44%) |
12 (38%) |
80%~89% |
2 (50%) |
2 (66%) |
10 (44%) |
16 (50%) |
14 (44%) |
70%~79% |
0 |
1 (33%) |
6 (26%) |
2 (6%) |
3 (9%) |
60%~69% |
0 |
0 |
0 |
0 |
0 |
Total |
4 |
3 |
23 |
32 |
32 |
In this table, it is shown that students who use 3~5 hours of tech products each day have a better mark in their favourite subject.
Hours spent on tech products daily VS.School marks (overall)
|
None |
Less than 1 |
1~3 |
3~5 |
5+ |
95%+ |
0 |
0 |
0 |
0 |
0 |
90%~95% |
1 (25%) |
0 |
4 (17%) |
1 (3%) |
1 (3%) |
80%~89% |
2 (50%) |
2 (66%) |
9 (39%) |
15 (47%) |
17 (53%) |
70%~79% |
1 (25%) |
0 |
10 (44%) |
16 (50%) |
11 (35%) |
60%~69% |
0 |
1 (33%) |
0 |
0 |
3 (9%) |
Total |
4 |
3 |
23 |
32 |
32 |
Despite of the result of the previous table, students’ overall average is significantly different from the marks of their favourite subjects. In this case, more students tend to get 80s as their number of hours spent on tech product increases, but at the same time there are also more people getting 70s or even 60s. In addition, the number of students who are getting 90%~95% has significantly changed when their hours of usage decreases.
Gaming system usage VS.School marks (fav. subject)
|
Rarely /Never |
Sometimes |
Frequently |
95%+ |
2 (5%) |
1 (3%) |
1 (4%) |
90%~95% |
13 (35%) |
12 (40%) |
9 (33%) |
80%~89% |
18 (48%) |
14 (47%) |
12 (44%) |
70%~79% |
4 (11%) |
3 (10%) |
5 (19%) |
60%~69% |
0 |
0 |
0 |
Total |
37 |
30 |
27 |
In this table, it is shown that students who use gaming systems frequently tend to do worse than the rest, but it also shows that if the time is controlled well, the use of gaming systems may yield a small positive effect on students’ favourite subjects.
Gaming system usage VS.School marks (overall)
|
Rarely /Never |
Sometimes |
Frequently |
95%+ |
0 |
0 |
0 |
90%~95% |
4 (11%) |
2 (7%) |
1 (4%) |
80%~89% |
19 (51%) |
13 (43%) |
12 (44%) |
70%~79% |
13 (35%) |
13 (43%) |
13 (48%) |
60%~69% |
1 (3%) |
2 (7%) |
1 (4%) |
Total |
37 |
30 |
27 |
In the case of overall average, however, the students generally do worse as their time spent on gaming increases. Moreover, studies have shown that too much time with video games may influence negatively on students’ school performance, and it is recommended that students’ time spent on gaming should not exceed 1 hour each day. However, this relationship is restricted to school nights only, there appears to be no relationship between time spent on gaming during weekends and school performance.
TV usage VS.School marks (fav. subject)
|
Rarely /Never |
Sometimes |
Frequently |
95%+ |
2 (12%) |
1 (4%) |
1 (2%) |
90%~95% |
4 (25%) |
10 (42%) |
20 (37%) |
80%~89% |
7 (44%) |
10 (42%) |
27 (50%) |
70%~79% |
3 (19%) |
3 (12%) |
6 (10%) |
60%~69% |
0 |
0 |
0 |
Total |
16 |
24 |
54 |
This table shows that, the more TV students watch, the mark in their favourite subject tends to be more in the 80s (for students who rarely watches TV, their marks are all scattered, whereas for students who frequently watches TV, most of them are getting 80s or even 90s).
TV usage VS.School marks (overall)
|
Rarely /Never |
Sometimes |
Frequently |
95%+ |
0 |
0 |
0 |
90%~95% |
2 (12%) |
3 (13%) |
2 (4%) |
80%~89% |
8 (50%) |
12 (50%) |
25 (46%) |
70%~79% |
6 (38%) |
8 (33%) |
24 (45%) |
60%~69% |
0 |
1 (4%) |
3 (5%) |
Total |
16 |
24 |
54 |
This table once again proves that if the time spent on tech products (in this case, the TV) is properly controlled, then students will tend to do slightly better, even in their overall mark.
Computer usage VS.School marks (fav. subject)
|
Rarely /Never |
Sometimes |
Frequently |
95%+ |
1 (25%) |
0 |
3 (4%) |
90%~95% |
1 (25%) |
1 (14%) |
32 (38%) |
80%~89% |
2 (50%) |
4 (58%) |
38 (46%) |
70%~79% |
0 |
2 (28%) |
10 (12%) |
60%~69% |
0 |
0 |
0 |
Total |
4 |
7 |
83 |
Computer usage VS.School marks (overall)
|
Rarely /Never |
Sometimes |
Frequently |
95%+ |
0 |
0 |
0 |
90%~95% |
1 (25%) |
1 (14%) |
5 (6%) |
80%~89% |
2 (50%) |
4 (58%) |
39 (47%) |
70%~79% |
1 (25%) |
2 (28%) |
35 (42%) |
60%~69% |
0 |
0 |
4 (5%) |
Total |
4 |
7 |
83 |
Because of the difference in the total numbers are too different, therefore nothing can be concluded from these two tables, even though the use of computer seems to have a positive effect on students’ favourite subjects but a negative result overall. However, the use of computers (more specifically, the internet) increases the interaction between students, whether it is someone from the school or from another country. Furthermore, it is suggested that (and proven by many researches as well), interaction among people is an essential part of learning.
Hours spent on tech products daily VS.fav. Subject marks (Math)
|
None |
Less than 1 |
1~3 |
3~5 |
5+ |
95%+ |
0 |
0 |
0 |
0 |
1 |
90%~95% |
0 |
0 |
1 |
2 |
3 |
80%~89% |
0 |
0 |
2 |
3 |
3 |
70%~79% |
0 |
0 |
1 |
2 |
0 |
60%~69% |
0 |
0 |
0 |
0 |
0 |
Total |
0 |
0 |
4 |
7 |
7 |
In this table, it becomes obvious that students who uses tech products more tend to do much better in their math classes (given that math is their favourite subject). In addition, in the results data of the NetDay Speak Up 2005 Survey, most students have rated math as the subject that would be easier to learn and more interesting if copped with technology.
Hours spent on tech products daily VS.fav. Subject marks (Tech)
|
None |
Less than 1 |
1~3 |
3~5 |
5+ |
95%+ |
0 |
0 |
0 |
0 |
1 |
90%~95% |
0 |
0 |
0 |
3 |
3 |
80%~89% |
0 |
0 |
0 |
0 |
3 |
70%~79% |
0 |
0 |
0 |
0 |
0 |
60%~69% |
0 |
0 |
0 |
0 |
0 |
Total |
0 |
0 |
0 |
3 |
7 |
This shows that students who like Tech courses the most use tech products more often than the others. Also, it is apparent that if the time spent on tech products is slightly controlled, students can do better in tech courses. Many researchers have suggested that technology have a great potential of improving students’ school marks, therefore it is reasonable that, in such courses where students are constantly dealing with technology, there are much more students who are getting80s and 90s than those who are getting a lower mark.
Hours spent on tech products daily VS.fav. Subject marks
(English & other writing related courses)
|
None |
Less than 1 |
1~3 |
3~5 |
5+ |
95%+ |
0 |
0 |
0 |
0 |
0 |
90%~95% |
0 |
0 |
1 |
3 |
1 |
80%~89% |
1 |
0 |
1 |
7 |
2 |
70%~79% |
0 |
0 |
1 |
0 |
3 |
60%~69% |
0 |
0 |
0 |
0 |
0 |
Total |
1 |
0 |
3 |
10 |
6 |
In the NetDay Speak Up 2005 Survey, 61% of the students stated that with technology, they make fewer grammar and spelling mistakes. Also in other researches, it is said that the use of technology helps students demonstrate creative thinking and can use technology to communicate together, to support individual learning and contribute to the learning of others. As shown in the table, people who uses tech products 3~5 hours each day tend to do better than the rest.
Hours spent on tech products daily VS.fav. Subject marks (Arts)
|
None |
Less than 1 |
1~3 |
3~5 |
5+ |
95%+ |
1 |
0 |
0 |
0 |
0 |
90%~95% |
0 |
0 |
0 |
4 |
2 |
80%~89% |
1 |
1 |
2 |
0 |
1 |
70%~79% |
0 |
0 |
0 |
0 |
0 |
60%~69% |
0 |
0 |
0 |
0 |
0 |
Total |
2 |
1 |
2 |
4 |
3 |
This table shows that, for students who likes arts tend to do much better if their time spent on tech products is controlled within 3~5 hours.
As for students whose favourite subject is science or gym, time spent on tech products does not seem to have any effect on their marks in these subjects.