Budgeting in Healthcare: Student's Report, York University

This report examines the impact of mobile phone usage on academic success within the context of healthcare budgeting, specifically focusing on students at York University. The study employs questionnaires and focus groups to gather data on students' mobile phone habits, including usage frequency, purposes, and perceived effects on academic performance. The research aims to determine the correlation between mobile phone use and student's perceived academic success. The methodology involves a survey and questionnaire-based data collection approach, followed by data analysis using statistical tools like SPSS to determine the relationship between phone use and student outcomes. The findings will be reported to the York College management and professors. The report concludes with recommendations to enhance student success based on the research's outcomes, suggesting strategies to manage mobile phone usage effectively.

Running head: FINANCING 1
Budgeting in Healthcare
Student’s name
University affiliation
Author’s note

FINANCING 2
Population purpose and scope.
In education research and assessment within higher education, the term academic success
has been the most used constructs. To ensure accurate results for the research, the data will be
collected to premises near schools. For reliability, university students will make the best sample
to be researched (Putwain, Sander, & Larkin, 2013). The reason is that they are mature to
provide credible and accurate results. In this case, the research will be done from York
University. Since the generation of mobile phones and technology, student’s performance on the
campus has deteriorated. As such, the assessment is meant to inquire about how mobile phone
usage has increased or impacted on the reduced education performance (York, Gibson, &
Rankin, 2015). For future research, the study gives a series of recommendations for researchers
to improve their studies. As such, the research will incorporate the following questionnaires.
Measures
1. For what purposes do you use your mobile phone for? Research? Chatting with
friends? Using social media? Explain.
2. How often do you use your mobile phones at home or school? Can you mention
in hours if possible?
3. Are the outcomes of using your phone at home positive or negative? Explain.
4. Are the outcomes of using your mobile phone at school positive or negative?
Explain.
5. How does using mobile phones either at home or at school impact on your
success?
6. Can you state the number of hours you use your phone on a weekly basis?

FINANCING 3
7. In the last month, how often have you used your mobile phone? Could you state
the number of hours?
8. Has it been useful for the last month using your phone in terms of academics?
9. Do you feel there is an impact on your academic success concerning the use of
mobile phones?
Using questionnaires would be appropriate since York College incorporates many
students. Also, focus groups will be integrated into the research with people
discussing the academic impact which phones have led to their success.
Data collection methods
The tenacity of this research is to determine the instruments used to measure
academic success. Additionally, the selected tool is mobile phones, and the study discusses how
it influences the success of an individual with selected participants being the York college
students (York, Gibson, & Rankin, 2015). While the study will involve careful observation of
student’s performances, an appropriate sampling strategy should be put in place. Data collection
tools would involve focus groups, survey, and questionnaires (Young-Jones, Burt, Dixon, &
Hawthorne, 2013). Also, the list of questionnaires has been provided for the study in the
materials section. Using the questionnaires will allow easy analysis using statistical tools.
Alternatively, a survey will be conducted within the context, which will allow the respondents to
answer available question candidly with valid views (Reyes et al., 2012). To collect data from
the students, the researcher will visit York College, and direct assessment will be done. It will be
a one-on-one process which will be untimed. Interviews and surveys will use voice recording
upon approval by the involved party. Interviews will take 10 to 20 minutes.
Analysis plan

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For consistency and competence purposes, the interviews by students will be processed
for analysis. Data analysis will then be conducted to obtain how efficient mobile phones impact
on academic success. In addition, it will consist of the advantages and disadvantages of using the
mobile phone while studying. By quantitate and analytical findings, there are certain features of
messages which were portrayed by the students (Reyes et al., 2012). Eventually, this will be
compared to the prevalent literature which was obtained from the research. Eventually, statistical
tools such as SPSS will be used to determine the median, deviation, mean, and the sum among
other components. Eventually, the data will be tabulated and integrated.
Reporting and identifying program focus.
The information obtained will be reported to the York college management center. Also,
the professors will be reported the same (Putwain, Sander, & Larkin, 2013). This will be limited
to mobile phone usage among students and how it affects their success in their academics. In any
case, the results turn out to be negative; students would be advised in ways they can limit phone
usage to enhance their academic success. On the other hand, positive results would mean the
institution will have to adopt ways in which they can advise students to use their mobile gadgets
to obtain success in their studies.

FINANCING 5
References
Putwain, D., Sander, P., & Larkin, D., (2013). Academic self‐efficacy in study‐related skills and
behaviors: Relations with learning‐related emotions and academic
success. British Journal of Educational Psychology, 83(4), 633-650.
Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom
emotional climate, student engagement, and academic achievement. Journal of
educational psychology, 104(3), 700.
Young-Jones, A. D., Burt, T. D., Dixon, S., & Hawthorne, M. J. (2013). Academic advising:
does it really impact student success? Quality Assurance in Education, 21(1), 7-
19.
York, T. T., Gibson, C., & Rankin, S. (2015). Defining and Measuring Academic
Success. Practical Assessment, Research & Evaluation, 20.