Date of Award
8-2022
Access Control
Open Access
Degree Name
International Graduate Program for Educators - M. S. in Multidisciplinary studies
Department
International Graduate Program for Educators
Advisor
Dr. Joan Della Valle
Abstract
The purpose of this study is to explore the relationship between perceived social media usage, academic achievement in reading, and anxiety. This study looked at a second grade classroom in ASFM consisting of 21 bilingual Mexican students, 11 boys and 10 girls. Perceived social media usage was measured using a survey, academic reading achievement was measured using Fountas and Pinell reading levels and anxiety was measured using the Children’s Test Anxiety Scale (CTAS) by Wren and Benson (2004). Each variable was then analyzed on its own through the use of descriptive statistics and bar graphs; then, each dependent variable was compared against the independent variable using a t-test and scatter-plot. This study found that there is a positive moderate correlation between perceived social media usage and academic achievement in reading; as perceived social media usage increases so does the likelihood of higher reading scores. Additionally this study found a weak positive correlation between perceived social media usage and test anxiety scores; as perceived social media usage increases the likelihood of higher test anxiety scores increases as well.
Recommended Citation
Villarreal Hinojosa, Mercedes; Elizondo Marcos, Viviana; and Julian Quintanilla, Maria A., "SOCIAL MEDIA, ANXIETY, AND READING ACHIEVEMENT IN ELEMENTARY STUDENTS" (2022). International Graduate Program for Educators Master's Projects. 3.
https://digitalcommons.buffalostate.edu/igpe_project/3
