How Does Social Media Affect the Mental Health and Daily Functioning of Senior Students

Assessment

Abstract

This IRP investigates how the use of social media affects the daily functioning and mental health of senior students. As social media is so common and is a major part of everyday life, many teenagers report stress levels increasing, changes in mood, and loss of concentration because of their online activity. This research aims to explore these impacts by looking at how often students use social media, how it makes them feel, and how it influences their schoolwork and daily routines. A mix-method approach is utilized, including a small number of interviews to gather qualitative data and an anonymous questionnaire to collect quantitative data. The purpose of this study is to showcase whether social media has a mostly negative, positive, or mixed effect on senior students. By developing an understanding of these effects more clearly, the study targets schools, families, and students to obtain healthier and more balanced social media habits.

Introduction

social media plays a significant role in shaping the mental health and daily functioning of senior students. the way students use social media in their everyday life can influence their emotional wellbeing, academics, and social interactions. this topic is relevant because of the reliance on social media, and the pressure people face with balancing their academics with their online life. For this topic, we will use research methods like questionnaires and interviews also gathering quantative and qualitative data.

The Mthodology Primary Data

Questionnaire: A questionnaire was developed to collect quantitative data on how the use of social media impacts the daily functioning and mental health of senior students. The questions within the questionnaire included multiple-choice, short answers, and click all that apply questions to accurately measure patterns in sleep, concentration, mood, motivation, and daily behavior. Demographic questions such as age, gender, and year level we included so that the process of analyzing and identifying the different trends was more efficient. This IRP focuses specifically on senior students, which led to the decision that only year 10, 11, and 12 were applicable to complete the questionnaire. This ensures that data being collected was both directly relevant to the target group and valid.

The questionnaires were completed both outside the school and inside the school as a case study for broader comparison. Cluster sampling was utilized by both Alyssa and Angel, gathering students according to year level, while systematic sampling was applied by selecting the 5^th student on the school attendance role. 

Assessment Requirements Brief Summary

The assessment required students to complete an Independent Research Project (IRP) examining the impact of social media on the daily functioning and mental health of senior students. The key purpose of the task was to investigate whether social media has a negative, positive, or mixed influence on students’ emotional wellbeing, academic performance, and daily routines.

Key pointers covered in the assessment included:

• A clear research focus on senior students (Years 10, 11, and 12)
• An abstract outlining the aim, significance, and methods of the research
• An introduction explaining the relevance of social media in students’ lives
• Use of primary data collection methods
• Application of both quantitative and qualitative research methods
• Explanation and justification of sampling techniques

• Ethical and relevant data collection aligned with the target group

The assessment required students to demonstrate research planning, data collection, analysis readiness, and an understanding of how social issues affect young people.

Academic Mentor’s Step-by-Step Approach

The academic mentor guided the student through the assessment in a structured, step-by-step manner, ensuring clarity and alignment with assessment criteria.

Step 1: Understanding the Research Focus

The mentor first helped the student clearly define the research topic how social media affects senior students’ mental health and daily functioning. Emphasis was placed on narrowing the scope to senior students to ensure relevance and manageability.

Step 2: Developing the Abstract

The mentor explained the purpose of an abstract and guided the student to:

• Clearly state the research aim
• Identify the problem being investigated
• Mention the mixed-methods approach
• Highlight the intended audience (schools, families, students)

This ensured the abstract acted as a concise summary of the entire project.

Step 3: Structuring the Introduction

The mentor assisted the student in writing an introduction that:

• Established the importance of social media in modern student life
• Linked social media use to mental health, academics, and daily routines
• Explained why the topic is relevant today
• Introduced the research methods used (questionnaires and interviews)

This helped the student build strong context and justification for the study.

Step 4: Designing the Methodology (Primary Data)

The mentor guided the student in developing a clear and appropriate methodology section:

• Explained the difference between quantitative and qualitative data
• Assisted in designing a questionnaire with varied question types
• Ensured questions focused on sleep, mood, concentration, motivation, and behavior
• Included relevant demographic questions for better data analysis

Step 5: Sampling Techniques and Data Collection

The mentor helped the student understand and apply correct sampling methods:

• Cluster sampling based on year level
• Systematic sampling using every 5th student on the attendance roll
• Justification for selecting only Years 10–12
• Use of both in-school and out-of-school data collection for broader comparison

This step ensured the research design was logical, ethical, and reliable.

Outcome Achieved

Through this guided approach, the student successfully:

• Produced a well-structured IRP with clear research focus
• Applied mixed research methods appropriately
• Demonstrated understanding of sampling strategies
• Collected relevant and targeted primary data
• Prepared a strong foundation for later analysis and discussion

Learning Objectives Covered

The assessment and mentoring process covered the following learning objectives:

• Understanding real-world social issues affecting students
• Applying qualitative and quantitative research methods
• Developing academic research writing skills
• Designing effective questionnaires
• Using appropriate sampling techniques
• Improving critical thinking and analytical planning
• Enhancing research communication and structure

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