Why do final year university students still use Google as a first research point?

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Acknowledgement

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

DECLARATION

I, [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

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Abstract

Although the use of search engines to find secondary sources, is currently a common practice for final year student of marketing, recent studies show that online searching often leads students to materials, in whole or in part, unsuitable for academic purposes. Accordingly, this project aims to a specialized search engine, Google Scholar use will be qualitative differences in the sources you choose the second language (L2) students, leading to research based job in the first year of English for academic purposes (EAP) training. The participants in this study (N = 27) were required to attempt an annotated bibliography of ten sources from print and electronic media, on their field of research. Students should indicate how these resources were located (such as Google, Google Scholar, the university library catalog electronic resources and traditional search print media). Three independent reviewers who were given no information about the search mechanisms used to evaluate, any electronic sources (N = 72) with CLOCK, analytical assessment scale site [Stapleton, P., and Helms-Park, R. (2006). Evaluation of Web-based sources in the course of the EAP: the introduction of several characteristic instruments for feedback and evaluation (English for Specific Purposes, 25 (4), 438-455). Mann-Whitney comparisons revealed no significant differences between the sources obtained through Google Scholar and a catalog of university libraries in electronic resources (determined at p = 0.05). On the other hand, there are significant differences between Google Scholar and Google sources as well as between electronic resources by library and Google in key areas such as academic rigor and Objectivity.

Table of Contents

CHAPTER # 1: INTRODUCTION7

Background of Study7

Problem Statement8

Aims and Objective9

Rationale for this study9

Research Question10

Significance of Study11

CHAPTER # 2: LITERATURE REVIEW14

Search engines and organize information on academic sites16

Search engines and information organization, access and retrieval17

Academic sites and search engines17

Navigation systems and information organizing18

Students ranking in Google's trust too much19

CHAPTER # 3: METHODOLOGY22

Participants22

Instruments22

Procedure23

Rating Process23

CHAPTER # 4: FINDINGS25

Librarians' Use of Google27

Academic Research vs. Library Instruction29

Faculty Influence31

CHAPTER # 5: DISCUSSION AND CONCLUSION34

Acceptable instrument of research36

Faculty influence37

Logistical problems39

Study limitations and possibilities era40

Conclusion43

REFERENCES45

APPENDIX52

Appendix A. Participants' programs of study52

Appendix B. Descriptive bibliography assignment53

Appendix C. Website acceptability tiered checklist (WATCH)55

Chapter # 1: Introduction

Background of Study

Using Google as a research tool among final year students of marketing and students of other fields is widespread. Anecdotal reports from librarians, teachers and students themselves confirmed this fact, as a series of studies for students behaviors.1 Search anecdotal observations also show that both teachers and librarians, to contradict answers to this reality. Faculty with students the use of ...