Original:  &  All scientific processes begin with a description based on observation.
Revised:  & Goodwin, 2016). Additionally, such training would ensure the integrity of all primary data collected remain intact thus guaranteeing a good research process and outcome. Procedures The research process will follow a defined procedure entailing data collection, then compilation and encoding, before analysis. The first process would be setting up questionnaires that will elicit the right responses from the participants without influencing or biasing them. These questionnaires need to be designed in a manner that is straight-forward but effective in data collection. Considering that the participants’ demographic ranges from the middle-class students to older teachers and parents, an effective questionnaire design is critical. Ideally, the Likert Penta scale is an ideal method of eliciting responses in an unbiased manner while quantifying complicated human behaviour. Once the questionnaires are designed, they must administer in a free and efficient manner to prevent unwanted responses based on ineffective data collection processes. All questionnaires will be administered by selected members of the public who are neither parents nor staff in the learning institutions involved. Participants are instructed not to tamper with the questionnaire paper in any manner or alter the questions. Additionally, they must complete the questions contained therein without bias or interference from the research personnel or outsiders. After administration of the questionnaires, they will be collected, counted, and encoded to enable both quantitative and qualitative processes to analyse their contents along the forecasted outcomes hinted at in the hypothetical framework. These processes will rely on SPSS and NVIVO software suites. Projected Results Suggested Analysis In any research process involving social media, it is inherently difficult to understand the real motivation behind the users, their choices, or roles in these digital platforms. Human behaviour is difficult to study due to such variance and lack of quantifiable monitoring markers. However, once the research data has been collected, a qualitative approach would be to compare the psychological markers for negative and positive behavioural and social changes with existent peer-reviewed literature findings. Several scholars have matched social, behavioural, and psychological changes associated with negative issues such as depression, anxiety, suicide, and low self-esteem observed with extensive immersion in the social media space. Concurrently, several scholars also report several positive outcomes of using social media such as boosts in self-confidence and reduced depression tendences due to socialization after respondents used social media for a significant time period (Barry et al., 2017). These reports vary, but they feature significantly across the demographic ages of 12 and 45, in both genders, and especially among students in learning environments. Quantitative research findings also report both positive and adverse effects of using social media in the psychological domain within learning environments for all stakeholders involved. Therefore, this research process will likely complement these findings regardless of the methodology chosen and applied. More students than teaching/non-teaching staff will be more influenced by social media. Parents to younger students will be more likely to be influence by social media based on psychological markers due to the emotional desire to connect with their children than those whose children are older. Explanation of Anticipated Results The nature of this research process makes gauging anticipated results relatively difficult due to the flexibility of human behaviour and uniqueness of psychology. Some bodies of knowledge support the notion that increasingly high usage of social media has a direct link with incremental risks of loneliness, depression disorders, self-harm, suicide, and anxiety. Social media use also has positive psychological outcomes such as boosting self-confidence and therapeutic interaction, but these gains are directly dependent on the social media influences and attached content. How these dynamics fluctuate among the three main participant groups depends on their age, gender, and other complicated factors. Indeed, the anticipations based on the existing literature and generalized considerations will include an observation of students being more active on social media platforms than either their instructors or parents. Additionally, these children will be more active in terms of using multiple social medial platforms for various reasons other than just social connection and sharing, which is most likely the reason their parents and instructors would be on these platforms. Interestingly, the parents of younger students in the learning environment are most likely to be active due to younger age and the desire to connect with their children more intimately. Older parents will likely be on a single or two platforms due to fear or missing out, and for social and professional reasons. Instructors will be on these platforms due to the need to monitor their students’ activities, and complement their teaching processes. More specifically, the increased presence of students to social media use compared to their parents and instructors predisposes them to more negative than positive psychological aspects. However, the fact that parents and teachers are adults means they also have negative influences psychologically meaning social media as a requirement for certain generalised aspects such as anxiety and depression does not necessarily revolve around student populations. However, all participants whose social media activities are normalized will reap some degree of psychological positivity from these platforms. How the learning environment stakeholders leverage the findings of this research process to complement their academic and psychological welfare will vary, and depend on educational policy and available resources. All scientific processes begin with a description based on observation.
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