“A STUDY ON STUDENT PERCEPTION ABOUT SCIENCE BEHIND SOCIAL MEDIA

PLATFORMS”

(A Project Report Submitted in Partial fulfillment of Requirements for the award of degree of Master of
Business Administration in JNTU Hyderabad)

Submitted by

AKHIL PATEL
HT NO: 23R01E0065
Under the guidance of
Dr. G. Sai Rekha
Associate professor

DEPARTMENT OF MBA
CMR INSTITUTE OF TECHNOLOGY

UGC Autonomous

(Approved by AICTE, Permanently Affiliated to JNTUH, Hyderabad, NBA Accredited and NAAC with “A” grade)

Kandlakoya (V), Medchal Road, Hyderabad – 501401 MBA

2023-25 Batch

1
 Index
1 Introduction Page no’s
2 Review Of literature
3 Research Methodology
4 About the Topic
5 Overview of the Topic
6 Chi square
7 Conclusions & Suggestions
Bibliography
Attachments of Questionnaires

2
 INTRODUCTION

Today’s students can be described as digital natives or members of the Net Generation; they

were born in the digital age and have been interacting with digital technology from an early age.

The world has been changed rapidly by the evolution of technology; this has resulted in the use

of technology as the best medium to explore the wide area of knowledge. The evolution of

internet technology has led to its use as the best medium for communication. New developments

in the technological world have made the internet an innovative way for individuals and families

to communicate. Social media networks have created a phenomenon on the internet that has

gained popularity over the last decade. People use social media sites such as Facebook, Twitter,

Hike and MySpace to create and sustain relationships with others. These social media sites let

those who use them create personal profiles while connecting with other users of the sites. Users

can upload photographs, post what they are doing at any given time, and send personal or public

messages to whomever they choose (Chitra & Malarvizhi, 2018; Pooranam & Nandhini, 2018).

Mahalakshmi & Devi (2018); Malarvizhi & Devi (2018), students are the majority of the users of

the internet. They use it for personal and curricular activities. Most of the schools and colleges

have an internet enabled computer facility for their students. Besides the Net-Generation,

students are one group that is eager to know the technological advancements and the latest

trends. They accept these changes with an open mind.

3
 REVIEW OF LITERATURE

Miller et al., (2010)

conducted a survey among students, about the use of social networking sites and the appropriateness of the content that
they post. The responses indicate that students routinely post content that is not appropriate for all audiences, especially
potential employers. Considering how extensively the press has covered the negative impacts of inappropriate posting, the
fact that students know of continuing the practice is surprising. Richard Almgren & Dmitry Sobolev (2020).
Won Kim & Sang-WonLee (2009)
rightly pointed out that today the college students use numerous Social Networking Sites, to stay connected
with their friends, discover new “friends” and to share users created contents, such as photos, videos, blogs and
etc. In order to explore factors affecting college students’ motive for using Social Networking Sites.
Coyle & Vaughn (2008)
in their study, examined the literature on Social Networking Sites and conducted a survey on how college
students are engaged in social networking. They found that the main purpose of using Social Networking Sites
is to keep in touch with friends. They also indicate that these are used for merely trivial communication with
friends. These sites are simply a new form of communication that is evolving over time with the aid of
technology

Social networking sites which were introduced in less than a decade ago have drawn large numbers of users
especially students. Recent studies carried out by some researchers reported that 80% to 90% of are actively
involved with at least a particular social media. Boyd reported that teenagers and students embraced social
media so as to interact with peers, for information sharing, re-formulate their personalities thereby getting their
social lives off the ground. Most students in India are spending quality time on social networking sites even
though social media is regarded by critics as posing challenges to the learners such as safety and security
concerns, antisocial behavior, unproductive behavior, misuse of tools during instructional and so on. This study
is therefore aimed to investigate the perception of students towards the use of Social Networking Sites
RESEARCH METHODOLOGY

STATEMENT OF THE PROBLEM:

The purpose of the study is to explore the needs of Student Perception about science behind social media platforms.

4
NEED OF THE STUDY:

To understand the students perception about science behind the social media usage And comparatively it shows any

effect on education system.

SCOPE OF THE STUDY:

The study was conducted for a period of three months. The study was focused only on students who are having

accounts in social media platforms like Facebook, Twitter, Instagram etc.

PERIOD OF STUDY: 3 months

TYPE OF RESEARCH: Exploratory

OBJECTIVE OF THE STUDY:

The main objectives of the study are:

a) To examine the factors behind the attraction of social networking sites.

b) To study the purpose of using Social networking sites by the students.

c) To investigate the student's attitude towards Social Networking Sites.

d) To find the students awareness of social networking Sites.

e) To find average time spent on social networks by students

f) To find out the most popular social networking site among students.

RESEARCH DESIGN:

Research Design: -To analyze the student’s perception towards Social Networking Sites

Descriptive research design was used. Primary data was collected with the help of a close-ended

questionnaire.

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b) Sample Design: -Our target population involves the student users of Social Networking Sites.

The total number of 67 respondents was taken as the sample size from the entire population for

the district. Proportionate random sampling method was applied for choosing 67 respondents.

c) Tools: - The statistical tools used are a simple percentage and ranking technique.

SAMPLE: 67 Students

Gender no

Female 45

Male 22

Total 67

SAMPLE DESIGN: Simple random and non-probability sample used for collecting the data

DATA COLLECTION METHODS

PRIMARY DATA: A questionnaire was drafter to collect the data from the students. A google form was created and

shared to their mails and what’s app group

SECONDARY DATA: Secondary data was collected from articles published in international journals, syllabus

prescribed books and from internet services.

DATA COLLECTION TOOLS: Questionnaire consist of close ended questions. It is divided into Three parts

1. Demographic questions

2. Student Perception
6
 3. Evolution of usage of Social media Platforms

STATISTICAL TOOLS USED: Analysis was done is SPSS package

 Mean

 Percentages

 Correlation

About The Topic

7
 INTRODUCTION TO THE TOPIC

Social Media Media (plural of medium) is another word that has many definitions and I will

argue that it has two distinct meanings relevant for teaching and learning, both of which are

different from definitions of technology. The word ‘medium’ comes from the Latin, meaning in

the middle (a median) and also that which intermediates or interprets. Media require an active act

of creation of content and/or communication, and someone who receives and understands the

communication, as well as the technologies that carry the medium. Kaplan and Haenlin (2010)

define social media as follows: A group of Internet-based applications that build on the

ideological and technological foundations of Web 2.0 and that allow the creation and exchange

of user-generated content. It is a medium for social interaction as a super-set beyond social

communication enabled by ubiquitously accessible and scalable communication techniques.

(p.63) Social media can include text, audio, video, images, podcasts, and other multimedia

communications. In today’s social space social media is undoubtedly one of the most powerful

origins of information and news, and constant updates aided by platforms like Twitter, Facebook,

and Wikis. (Ralph and Ralph, 2013. P.451). Social media then, includes the various online

technology tools that enable people to communicate easily via the internet and to share

information and resources.

Social Media in Education In recent years, social technologies have been widely used by students

on a daily basis. Although it was perceived as a type of technology used mainly for social and

entertainment purposes, it has gradually been adapted for use in education(Top, 2012). There are

many free and inexpensive applications available in app stores that provide potential

opportunities to the academic world. The use of these applications helps to create social-media-

focused culture that is influencing how people communicate, teach, and learn (Mao, 2014). Lau

8
(2012) reported that online social networks help initiate learning activities among students.

Students who use online social networks can develop their knowledge based on extensive

communications and knowledge sharing from the social network sites. Mao (2014) investigated

high school students’ affordances for social media, their attitudes and beliefs about these new

technologies, and related obstacles and issues in using social media. Findings indicated that

students show positive attitudes and beliefs about social media use in education. Specifically,

students believed they could improve their learning when using social media and also enjoy

using social media for an assignment or their own learning after school. However, some students

thought that social media created distraction and was time consuming. Social and Emotional Impact:
Excessive screen time, cyberbullying, and the pressure to maintain a digital presence can negatively impact mental

health and social interaction. Striking a healthy balance between online and offline experiences is crucial.

Ethical Considerations: Issues like data privacy, artificial intelligence bias, and the potential for technology to

dehumanize learning raise ethical concerns that students need to understand and address.

Therefore, understanding students’ attitudes and expectations regarding utilizing social media

technologies to support learning could help instructors gain better vision of how these digital

natives are using such tools for learning purposes. In overall, educators are aware of social

media’s benefits and high adoption rates (Moran, Seaman and Tinti-Kane, 2011)

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 CHI SQUARE
Problem 1:

male female total

Gender 22 45 67

Q: Do you have any idea about Prompt Engineering?

yes no total
male 16 38
female 14 8 22
total 36 24 60

Hypothesis of the study

H1: Gender has significant effect on duration of using social media

H2: Gender has significant effect on frequency of hours spend on social media

H3: Gender has significant effect on purpose of attraction towards social media

Step 2:
Calculation of chi square

Observed
expected frequency(E)
frequency(O) O-E (O-E) ²/E
5 6 -1 0.16667
7 9.5 -2.5 0.65789
14 14 0 0
11 9 2 0.4444
13 11.5 1.5 0.19565
7 6 1 0.16667
12 9.5 2.5 0.65789
14 14 0 0
7 9 -2 0.44444
10 11.5 -1.5 0.19565

Step 3:
Level of significance is 5%
10
i.e. 0.05

Step 4:
From table 1 the calculated value of chi square at 5% significance level and DF=4 is 2.929 and
table value is 9.488. the calculated value comes under the acceptance region of normality curve
therefore the null hypothesis that the Gender doesn’t has significant effect on duration of using
social media is accepted and alternate hypothesis that the Gender has significant effect on
duration of using social media is not accepted. So there is no difference seen in male and
female students for how long they are using social media. The descriptive analysis in figure 1
shows there is difference in duration of using social media between male and female but
statistical analysis proved that the difference is not significant.

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 Step 5:
calculation of chi square table value Tabulated value is 9.488

Step 6:
Conclusion
Tabulated value > Calculated value
If calculated value is less than Tabulated value, we accept H₀
i.e. both male and female have equal ideaFrom table 1 the calculated value of chi square at 5%
significance level and DF=4 is 2.929 and table value is 9.488. the calculated value comes under the
acceptance region of normality curve therefore the null hypothesis that the Gender doesn’t has
significant effect on duration of using social media is accepted and alternate hypothesis that the Gender
has significant effect on duration of using social media is not accepted. So there is no difference seen
in male and female students for how long they are using social media. The descriptive analysis in figure
1 shows there is difference in duration of using social media between male and female but statistical
analysis proved that the difference is not significant.

CONCLUSION

On the basis of primary data collection its being proved that gender don’t have any effect on the duration of

using social media therefore both male and female students using social media since long time. There is no difference

exist in male and female on time spend on social media both the gender equally using social media the majority of

respondents using social media (62% ) 5-10 hours in a day. Students were using social media for many purposes like

blogging, chatting, jobs, Expending social circle and Gaming purpose majority of respondents 53% was using for chatting

and gaming purpose chi square result shows that there is no difference exist between male and female students for purpose

of using social media very few students 20% was using social media for expanding social circle. Table 4 describe the

opinion of students towards social media and shows that majority of respondents thought that social media will

not

keep information secure (46%) so they don’t want to share personal information on social media. 56% respondents

think

12
that social media is the best way to get attached with various social club so we can use social media to develop social

reach

but 27% were disagree with the statement. 84% students were agree with the statement that sharing personal information

is

risky on social media. 57% think that using social media is just a wastage of time but 31% in favor of using social media.

61% respondents agree that by using social media they couldn’t physically interact with the people but 23% disagree

with the statement and 16% cannot say anything therefore we can conclude that social media is a fast medium to

interact with people and help to interact with the peoples in the society so it will help the students to develop them

socially in spite of that students were thinking that using social media for a long duration is just a wastage of time

and it is not reliable for sharing personal information on social media, It also proved from the study that the purpose of

visiting social media is just limited towards Chatting with friends and gaming so it is used as entertainment medium not

advisable to used as a job searchbengine and for blogging.

SUGGESTIONS

To truly grasp the impact of technology's relentless evolution on students, we must dive beyond cold surveys and

statistics. We need to tap into the vibrant tapestry of their perceptions, woven from experiences, fears, and

aspirations. Imagine engaging them in open conversations, where their voices paint vivid pictures of learning ignited

by virtual worlds, social connections forged across continents, and anxieties sparked by information overload and

ethical dilemmas. Let's explore how they envision technology shaping their educational landscapes, listening to their

hopes for personalized learning journeys and their concerns about digital divides and privacy pitfalls. By amplifying

their diverse perspectives, we can bridge the gap between tech's cold logic and the human heart of education,

ensuring that technology not only evolves, but truly serves the students shaping our future. So, let's unlock the door

to their perceptions, embrace the messy, dynamic conversation, and together build a tech-infused world that

empowers, inspires, and protects the next generation.

Recommendations

 In the light of the findings of this study, the following recommendations are made:

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  1. Students should be educated on the influence of Social media on their academic performance.

 2. Students should be monitored by teachers and parents on how they use these sites.

 3. Teachers should ensure they use the social media as a tool to improve the academic performance of

students in schools.

Suggestions for Further Studies

 This study serves as a basis for further research study on Social media and the academic performance of students.

 Similar studies should be conducted in other states of the federation so as to bring about improvement in the

academic performance of students through the use of Social media.

 networks and to create more pages for research and academic activities, thereby avoiding distraction which leads

to deviation from their academic works.

BIBILOGRAPHY

A.C. Karpinski, 2009. “A

description of Facebook
use and academic
performance among
undergraduate and
graduate students,”

14
paper presented at the
Annual Meeting of the
 American Educational Research Association, San Diego, Calif.

 Alexander, J. and Salas, G. 2008. Technology for institutional enrollment, communication,band student

success. New Directions for Student Services, 124, 103-116.

 Andreas M., Haenlein Michael (2010). "Users of the world, unite! The challenges and opportunities

of social media". Business Horizons 53 (1). p. 61. doi:10.1016/[Link].2009.09.003.

 Amos Alunyo Bello (2012) Effects of Social Networking on Nigerian youths/Students

[Link]/26022012/Sundayobserver/[Link]. (Retrieved 12/072012).

 Annie Ward, Howard W. Stoker, Mildred Murray-Ward (1996), Achievement and Ability Tests -

Definition of the Domain. Educational Measurement, 2, University Press of America, pp. 2–5, ISBN 978-0-

7618-0385-0 Asemah, E.S and Edegoh, L.O.N. (2012). Social media and insecurity in Nigeria: a critical

appraisal.

 Being a paper presented at the 15th National Conference of African Council for Communication

Education, which took place at the conference Hall of Federal University of Technology, Minna, Nigeria.

 Barker, V. (2009). Older adolescents’ motivations for social network site use: The influence of gender,

group identity, and collective self-esteem. Cyber Psychology and ehavior, 12, 209-213.

 Bonds-Raacke, J. and Raacke, J. 2008. MySpace and facebook: Applying the uses and gratifications

theory to exploring friend-networking sites. CyberPsychology and Behavior, 11, 169-174.

 Bowen, G. (2008). Preventing school dropout: The eco-interactional developmental model of school

success. The Prevention Researcher, 16, 3-8. Retrieved from [Link]

 Bryant, J.A., Sanders-Jackson, A., and Smallwood, A. (2006). IMing, text messaging, and adolescent social

networks. Journal of Computer-Mediated Communication, 11, 10. Retrieved from:

[Link]

 Boyd, D. 2007. Why youth (heart) social network sites: The role of networked publics in

 teenage social life. MacArthur Foundation Series on Digital Learning-Youth,

15
  Identity, and Digital Media Volume. Cambridge, MA: MIT Press. 1-26

JOURNAL REFERENCES

 Jim Euchner (2021): Is the Evolution of Technology Inevitable. Research Technology Management

(VOLUME 64 2021)

 Richard Almgren and Dmitry Soboleva (2020): Evolution of Technology and Technology Governance

Journal of Open Innovation: Technology, Market, and Complexity

Volume 6, Issue 2, June 2020, 22

 Raja Nazim Abdullah, Junaidah Abdul Mutai, Ganeri (2019): Students’ perception towards modern

technology as teaching Aids

Asian Journal of Assessment in Teaching and Learning Vol 9, Issue 2, 2019 (37-42)

ISSN2232-1926/EISSN 2600-870X

 Tal Soffer and Michael Henderson (2022): Students' use of technology and their perceptions of its

usefulness in higher education: International comparison

WILEY Journal of Computer learning

Received: 29 April 2021 Revised: 6 March 2022 Accepted: 3 April 2022

DOI: 10.1111/jcal.12678

WEB SITES:

 [Link]
 [Link]
338064085_Students'_Perception_Towards_Modern_Technology_as_Teaching_Aids

QUESTIONNAIRE

Demographic questions:

Q: Choose your Gender?

16
 i) Male

ii) Female

Q: Choose your Qualification?

i. Degree

ii. PG

iii. Others

Q: choose your income

i. 0-10000

ii. 10000-30000

iii. 30000- above

Q: choose your Age?

i) 20 - 30

ii) 30 - 40

iii) 40 - 50

iv) 50 & above

Q: Choose the type of Profession?

i) Private

ii) Government

iii) Business

Student Perception

17
 Q: What sort of impact does Technology create on students?

i) Positive impact

ii) Neutral

iii) Negative impact

Q: How satisfied are you with the Evolution of Technology

i) Satisfied

ii) Not Satisfied

Q: How would rate the overall effectiveness of Evolution of Technology

i) Worst
ii) Bad
iii) Average
iv) Good
v) Excellent

Evolution of Technology

Q: Why India has less than 2% efficient coders

i) Lack of basic Data structure

ii) By Harding the subject
iii) Lack of basic Algorithms

Q: Do you know about Metaverse

i. Yes

ii. No

Q: Will Technology replace the employees and manpower

18
 i. Yes

ii. No

Q: Do you have any idea about Prompt Engineering

i. Yes
ii. No

Q: Can AI be the only solution in future for quick productivity

i. Yes
ii. No

Q: Can Gamifying Education could be possible

i. Yes
ii. No

Q: Can India build Global Product like ChatGPT

i. Yes
ii. No

Q: Gender
Male 22
Female 45
Total 67

40

35 female
37%
30

25

20

15

10 male
63%
5

0
male female
male female

INTERPRETATION: The above graph shows the gender respondents. The female percentage is 37 % and
Male percentage is 63 %

Q: Age
18-25 43
25-40 17
Above 45 0

19
 50

45
25-40
40 28%

35

30

25

20

15

10
18-25
5 72%

0
18-25 25-40 above 45
18-25 25-40 above 45

INTERPRETATION: The above graph shows the Age respondents. The age between 18-25 have 72 % and the
age between 25-40 have 28 % and above 45 have 0 %

Q: OCCUPATION
Govt employee 1

Public employee 6
Student 53

Govt employee
60 2% Public employee
10%

50

40

30

20

10
Student
88%
0
Govt employee Public employee Student Govt employee Public employee Student

INTERPRETATION: The above graph shows the distribution of respondents by occupation. It reveals that
students make up the largest group, accounting for 88% of the sample. Government employees represent a
significantly smaller portion at 2%, while public employees comprise 10%.
Q: QUALIFICATION
Inter 9
UG 24
PG 27

20
 Inter
15%

30

25
PG
45%
20
Inter
UG
15 PG

10

UG
5 40%

0
Inter UG PG

INTERPRETATION: The above graph displays the distribution of respondents' educational qualifications. It
reveals that 45% hold postgraduate degrees, 40% have undergraduate degrees, and 15% are intermediate
students.
Q: Marital status
Married 6

Unmarried 54

60 Married
10%

50

40

30

20

10
Unmarried Married Unmarried
90%
0
Married Unmarried

INTERPRETATION: The above graph illustrates the distribution of respondents based on their marital status.
It shows that 90% of the respondents are unmarried, while only 10% are married.

Q: INCOME
10k -20k 35
20k-40k 24
Above 40k 1

21
40 Above 40k
2%

35

30

25 20k-40k
40%

20

15
10k -20k
58%
10

0
10k -20k 20k-40k Above 40k 10k -20k 20k-40k Above 40k

INTERPRETATION: The above graph shows the distribution of respondent’s income, revealing that 58% fall
within the 10k-20k range, 40% earn between 20k and 40k, and only 2% have an income exceeding 40k

Q Will Technology replace the employees and manpower

Yes 41
No 19

45

40
No
32%
35

30

25

20

15

10 Yes
68%
5

0
Yes No Yes No

INTERPRETATION: The above graph shows the distribution of respondents Will Technology replace the
employees and manpower the yes percentage is 68% and no percentage 32%

Q: Do you have any idea about Prompt Engineering

Yes 37

No 23

22
 Chart Title
40

35 No
38%
30

25

20
Yes
62%
15

10

Yes No
0
Yes No

INTERPRETATION: The above graph reveals that 62% of respondents have an understanding of Prompt
Engineering, while 38% are unfamiliar with the concept

23
Q: What sort of impact does Technology create on students
Positive impact 32
Negative impact 17
Neutral 11

Neutral
Sort of Impact 18%

35

30

25

20
Positive impact
53%
15

Negative impact
10 28%

0
Positive impact Negative impact Neutral Positive impact Negative impact Neutral

INTERPRETATION: The above graph reveals about the sort of impact does Technology create on students’
positive impact 54 % and negative impact 28 % and the neutral 18 %

Q: Can AI be the only solution in future for quick productivity

Yes 32
No 28

33

32

31

No
30 47%

29 Yes
53%
28

27

26
Yes No

INTERPRETATION: This graph showcases respondents’ opinions on whether AI will be the primary driver of
future productivity gains. It reveals that 53% believe AI will play a significant role, while 47% hold a different
view.

24
Q: Can Gamifying Education could be possible
Yes 34

No 26

40

35

30
No
25 43%

20

Yes
15 57%

10

0
Yes No Yes No

INTERPRETATION: The graph above indicates that 57% of students believe gamifying education is possible,
while 43% remain unsure or unconvinced

Q: Can India build Global Product like ChatGPT

Yes 43
No 17

50
No
45 28%

40

35

30

25

20

15

10
Yes
5 72%

0
Yes No
Yes No

INTERPRETATION: The graph shows that 43% of respondents believe India can build a global product like ChatGPT,
while 17% do not.

25
Q: Why India has less than 2% efficient coders
Lack of basic Data structure 20
Lack of basic Algorithms 22
By Harding the subject 18

Efficient of Coders Efficient of Coders

Lack of basic Data structure
By Harding the subject 33%
25 30%

20

15

10

5 Lack of basic Algorithms

37%

0
Lack of basic Data structure Lack of basic Algorithms By Harding the subject Lack of basic Data structure Lack of basic Algorithms By Harding the subject

INTERPRETATION: The above graph highlights a concerning trend in India's coding landscape: less than 2%
of coders are considered efficient. The graph attributes this to three primary factors: a lack of basic data
structure knowledge 33%, lack of algorithms understanding 37%, and the perception of coding as a difficult
subject 30%.

Q: Do you know about Metaverse

Yes 41
No 19

Metaverse Metaverse
45

40 No
32%
35

30

25

20

15

10 Yes
68%
5

0
Yes No Yes No

INTERPRETATION: The graph illustrates the awareness of the Metaverse among respondents. Specifically,
68% report familiarity with the concept, while the remaining 32% indicate being unfamiliar

26
Q: How satisfied are you with the Evolution of Technology
Satisfied 38
Not Satisfied 22

Evolution of Techonlogy Evolution of Techonlogy

40

35

30 Not Satisfied
37%
25

20
Satisfied
15 63%

10

0
Satisfied Not Satisfied Satisfied Not Satisfied

INTERPRETATION: The graph reveals a majority 63%of respondents expressing satisfaction with the
evolution of technology, while a notable minority 37% hold a less positive view.

27
Q: How would rate the overall effectiveness of Evolution of Technology
Good 34
Average 24
Bad 2

Effectiveness of Evolution of Technology

40

35

30

25

20

15

10

0
Good Average Bad

Effectiveness of Evolution of Technology

Bad
3%

Average
40%

Good
57%

Good Average Bad

INTERPRETATION: The above graph represents the overall effectiveness of the evolution of technology,
categorizing responses into three groups: 57% rate it as good, 40% as average, and 3% as bad.

28
29