Research Project

On
BUSINESS RESEARCH METHODS

Title of the research project:

“Whether the extensive use of the Social Media has any significant
impact on the Academics & day to day work efficacy”.

SUBMITTED TO:

Dr. TANAYA NAYAK (Assistant Professor, DoMS, NIT Silchar)

SUBMITTED BY:

LOKESH KUMAR SINHA

ROLL NO.: 2050117
MBA BATCH 2020-22
DoMS, NIT SILCHAR
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 Declaration

To Whom it may Concern

This is to certify that this research project report on “Whether the extensive use of the Social Media has any
significant impact on the Academics & day to day work efficacy”, is a unique work, true the best of my
knowledge. This is to affirm that this project report has been created by individual efforts, keeping in mind
about the context of plagiarism. Although, some part(s) of various literatures/reports has been cited for
reference, the same has been mentioned in the ‘citation’ section of this report, but I confirm that no part of
this project report has been plagiarized or has been reproduced directly from any of the literature that had
been published earlier.

I am aware that at any point of time it is found that any part of this project has been directly reproduced,
then the research project is liable to be rejected and may invite action leading to the degree certificate being
withheld.

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 ACKNOWLEDGEMENT

This Research project is an outcome of valuable insights & facts that I was able to gather from various sources,
some of which include research journals, e-books & the study materials provided to us by our concerned
faculty. Besides, the various other research papers that were published earlier on the related research topics
were of immense help in concluding this research.

It’s my immense pleasure to express my sense of gratitude to our teacher, Dr. Tanaya Nayak, for permitting
me to go ahead with this Research project on “Whether the extensive use of the Social Media has any
significant impact on the Academics & day to day work efficacy”, which is a part of our course curriculum
for the subject “Business Research Methods” & also thank her for all the valuable suggestions.

I am also grateful to my parents & friends for their encouragement & help, that has helped me get along with
this Research Project.

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 ABSTRACT

Internet as we know is need of the time. It has immense benefits & with all great things comes certain
advantages. Internet in this Covid pandemic has become a boon for the Online education. But the internet is
flooded with myriad websites and social media platforms & apps that an individual can access. These apps
and websites are often found to be addictive in nature and affects the academic performance of the students,
whether they are in school or Under Graduate or Post Graduate.

The following research project, “Whether the extensive use of the Social Media has any significant impact
on the Academics & day to day work efficacy”, is to assess whether there is any significant impact of the use
of social media on the academic performance of the students & their day-to-day work efficacy or not. This
has been a sought-after topic, as the effect of social media on minds of people is considered to be significant.

The data collection has been done through an online questionnaire using Google Forms. For the purpose of
Data Analysis, the SPSS software has been used. Data analysis includes the data descriptives, correlation, T-
test, regression, Frequency tables, charts & graphs, Means comparison, etc. The reliability of the questionnaire
was tested through the Cronbach Alpha method and was found out to be about 73%.

The research findings are based upon the thorough analysis of the data that has been collected through the
online questionnaire. From the data analysis we found that the correlations between the factors such as “Time
spent each day on social media”, “sense of addiction among individuals” & “impact on the daily work
efficacy (academics)” were found to be significant.

Based upon the research findings, we can conclude that, “Extensive use of the Social media has significant
impact on the academics of a student & the day-to-day work efficacy of any individual”.

Keywords: Internet, Social media, Academic performance, daily work efficacy.

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 CONTENTS
Index Page no.
• List of Illustration & figures 06
• Chapter 1: Introduction 07-08
➢ Introduction to the topic 07
➢ Problem statement 07
➢ Research Gap 07
➢ Research Questions 07
➢ Research Objectives 07
➢ Hypothesis 08
➢ Scope of Research 08
• Chapter 2: Literature Review 09-12
➢ Definition of study variables 09
a. Dependent variables 09
b. Independent variables 09
➢ Table for literature review 09
• Chapter 3: Research methodology 13-15
➢ Research Design 13
➢ Sampling Design 13
➢ Data Collection techniques 13
a. Primary data 13
i. Questionnaire 13
b. Secondary data 14
➢ Data Analysis Techniques 14
a. Pie charts 14
b. Bar graphs 14
c. Mean & standard deviation 14
d. T-test 15
e. One-way ANOVA 15
f. Chi-square test 15
g. Correlation 15
h. Regression 15
i. Reliability 15
• Chapter 4: Data Analysis 16-23
➢ Reliability testing table 16
➢ Demographics 16
➢ Mean & standard deviation 16
➢ Bar graphs & pie charts 17
➢ Hypothesis testing 19
a. T-test 19
b. Correlations 21
c. Chi-square test 21
d. One-way ANOVA 23
e. Regression Analysis 23
• Chapter 5: Conclusion 24-25
• References & bibliography 26-27
• Appendix 28-29
➢ Questionnaire 28

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 List of illustrations & Figures

• 2.2 Table for Literature review

• 4.1.1 Case processing Summary
• 4.1.2 Reliability Statistics
• 4.3.1 Table for Descriptive Statistics
• 4.3.2 Table for Report on mean comparison for Time spent per day based on Gender
• Figure 4.4.1 Mode of accessing Social media
• Figure 4.4.2 Frequently used Social Media Apps/websites
• Figure 4.4.3 Purpose of using Social Media
• Figure 4.4.4 Current level of Education of respondents or whether employed
• Figure 4.4.5 Bar graph for “Time spent per day”
• Figure 4.4.6 Bar graph for “Age of respondents”
• 4.5.1.1 Table for Paired samples test
• 4.5.1.2 Table for Group Statistics (for time spent per day Group 2 & 3)
• 4.5.1.3 Table for Independent Samples test
• 4.5.1.4 Table for Group Statistics (for time spent per day Group 1 & 2)
• 4.5.1.5 Table for Independent Samples test
• 4.5.2.1 Table for Correlations
• 4.5.3.1Table for Crosstabs (Time spent per day*Level of impact on individuals)
• 4.5.3.2 Table for Chi-square test (Time spent per day*Level of impact on individuals)
• 4.5.3.3 Table for Crosstabs (Time spent per day*Sense of Addiction)
• 4.5.3.4 Table for Chi-square test (Time spent per day*Sense of Addiction)
• 4.5.4.1 Table for One-way ANOVA
• 4.5.5.1Table for model summary of Regression analysis
• 4.5.5.2 Table for ANOVA through Regression Analysis
• 4.5.5.3 Table for Coefficients of Regression analysis

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Chapter 1: INTRODUCTION

1.1 Introduction to the topic: Internet as we know is need of the time. It has immense benefits & with all
great things comes certain advantages. Internet in this Covid pandemic has become a boon for the Online
education. But the internet is flooded with myriad websites and social media platforms & apps that an
individual can access. Internet provides a rich source of useful information too and thus is also being
utilized for academic purposes. Social networking however, tends to get the better of the advantages &
creates a sense addiction in the individual’s mind.
The following study on “Whether the extensive use of the Social Media has any significant impact on
the Academics & day to day work efficacy”, is to assess that how much does the social media impact the
academic performance of a student whether they are a school going children or a college student. Also,
this research project takes into account, the impact of the social media on the day-to-day work efficacy of
working professionals who have recently been employed and are still on a transit phase from their
education life to the life as an employee.
This has been a sought-after topic for researchers for quite a long time now, and has led to various
conclusions regarding the impact of social media on individuals. In this Covid pandemic situation, when
social media has become a bare necessity, we shall see whether the assumptions regarding the research is
correct or not.
1.2 Problem statement: Analyzing the level of impact of the use of social media on the academics, we
consider certain factors, such as, ‘Purpose of using the social media’, which will simply help to understand
that what is an individual’s need to reach out to the social media tools. To understand ‘how the individuals
access the social media & interact’; ‘whether they feel addicted towards social media’, etc. Thus, the sole
objective of the research is to find out the ill-effects of the use of social media among students & employees
who have recently joined their organization.
1.3 Research gap: Although, the impact of social media is a topic on which a lot of study has been done,
however these studies were conducted mostly on a particular group of individuals sharing some common
activities. Substantial research study has not been done on the “Impact of Using Social media on
individuals who have recently been employed (freshers) & are still in that transition phase from their life
as a student to their life as an employee”.
1.4 Research Questions:
a. How much time does students spend on Social media?
b. Are they getting addicted to it?
c. Are they feeling any impact of using social media on their daily life?
d. Whether they can continue daily life without access to the Social media?
1.5 Research Objectives: The objective of this research project is to find whether the Use of Social Media
has any significant impact on the academic or not. The research project is oriented towards establishing a

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 relation between the Use of Social Media & Impact on the Academic, if any. Also, this study intends to
find that how much time does an individual spend on Social media & does this time spent on the social
media platforms has anything to do with the level of addiction among the students.
Besides these, the study will also try to find out the purpose of using social media, if it is only being used
for entertainment purposes by the students or whether they effectively use it for their educational purposes
as well.
1.6 Hypothesis: Hypothesis as we know are a set of statements in which we assume a particular event or
occurrence before conducting any data analysis and try to find out whether our assumption was correct or
was it incorrect. A hypothesis comprises of a Null hypothesis statement & an Alternative hypothesis
statement. If our assumption is correct, then we accept the Null hypothesis, else we accept the Alternative
hypothesis.
Pair 1:
Null Hypothesis: Social media has significant impact on the academic activities of students
Alternative Hypothesis: Social media does not have any significant impact on the academic activities.

Pair 2:
Null hypothesis: Time spent on social media has is directly related to the sense of addiction among
individuals.
Alternative hypothesis: Time spent on social media has no direct relation with the sense of addiction
among individuals.

Pair 3:
Null Hypothesis: Lack of access to the social media makes an individual very uncomfortable in their
daily life.
Alternative hypothesis: Lack of access to social media does not make an individual uncomfortable in
their daily life.
1.7 Scope of the Research: This research study is focused primarily on the students. It includes all the
students who are currently reading in schools (preferably in their teenage), such that they must be aware
and should be capable of answering the questionnaire. Other than that, the college students in their Under
Graduate and their Post Graduate studies have been included in to this study. Besides these, all those
students who have recently completed their studies and have joined any organization, are also under the
scope of this research study. This research intends to find the level of impact of social media on academics
and also upon those individuals who are in a transition phase between their life as a student and their life
as an employee.

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Chapter 2: Literature Review

2.1 Definition of study variables:

2.1.1 Dependent variables: Variables whose values depend on the values of other variables are called
dependent variables. These are calculated and obtained on the basis of other variables. The dependent variables
considered in this research are:

a) Level of impact: This variable is dependent on the amount of time spent by each individual on the social
media each day. It will help to assess the impact on the individuals with the responses being in the form of a
Likert scale from “Strongly Disagree” to “Strongly agree” on a scale of 1 to 5.

b) Sense of addiction: This is another dependent variable which too is dependent on the time spent per day
by individuals on social media. Sense of addiction is an important variable in our study as it is directly
associated with the behaviors of any individual towards the Social media platforms.

c) Level of comfort of individuals without access to Social Media: This variable is dependent on the time
spent on social media and at the same time, also interrelated with the sense of addiction among individuals
towards social media.

2.1.2 Independent Variables:

a) Time spent each day on Social Media: This is an independent variable that is most the decisive in this
research study as all the dependent variables are being governed by this one independent variable. This
Independent variable has a range of 3 to 6 hours divided into three groups of 1, 2 & 3. Where, <3 hours =1, 3-
6 hours = 2 & >3 hours = 3.

b) Age: The intended respondents for this research are from school going students in their teenage to the
doctorate (PhD) students. Therefore, variance in age is expected and is supposed to be in the range of 14-35
years. This independent factor is also helpful in comparing the means of certain variables.

2.2 Table for Literature review:

S.no Authors Year Journal Title of Paper Objective Sample Size & Data Findings
Data collection
name analysis
method
tool

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1. Mark 2010 Hispanic How social Media Can Benefits of 1000+ & through Social media
Blankenship Outlook and Should impact social media to one- on-one has been useful
higher education students questionnaire in pursuing
higher
IMPACT OF education
2. 2013 International SOCIAL MEDIA ON To explore the 100 students; SPSS Social media
Rithika M., Sara Journal of STUDENT’S consequences offline does impact
Selvaraj Logistics & ACADEMIC of social questionnaire academic
PERFORMANCE networking performance
Supply Chain
Management sites in

Perspectives education
system.
The Impact of Social
3. Journal of Media on College Well-being of 1000, Offline Tableau Impact can be
2013 Students college questionnaire & Public negative as
Jeanna College &
students who one- on-one well as
Mastrodicasa, Character
use social interview positive
Paul Metellus
Impact of Social media
4. 2016 International Media of Student’s 132 students,
Zahid Amin, SPSS
Journal of Academic To determine
through online
Ahmad Mansoor, Social media
Business and Performance the nature of
mailing
Syed Rabeet does impact on
Management impact of
questionnaire
Hussain & Faisal social media on the Academic
Invention
Hashmat academics performance
5. The Impact of Social
2016 Inductive
Global Journal of 10 participants
Media on Student Whether social analysis Social media
HUMAN- conveniently
Raymond Owusu Academic Life in media through has significant
SOCIAL sampled &
Boateng & Afua Higher Education contributes in grouping contribution in
SCIENCE: G interviewed for 2
Amankwaa development data in to development
Linguistics & weeks
of Higher themes & of Higher
Education
education or sub-themes Education
The Impact of Social not
Media use on
6. JOURNAL OF 80 random SAP
Academic In what ways
INFORMATION students, through analysis Social media
Performance among does social
SYSTEMS offline has a negative
Waleed Mugahed media impact
RESEARCH university students: A impact on the
Al-Rahmi &Mohd questionnaire
on academic
AND Pilot Study academic
Shahizan Othman performance
INNOVATION performance
Impact of social media
usage on student’s Descriptive
2015 Science Direct academic Significant
7. To assess the 108 respondents statistics,
Esam Alwagait, performance in Saudi Impact of negative
through online web scatter plot,
Basit Shahzad, social media
Arabia usage on -based regression impact on the
Sophia Alim student’s academic
questionnaire analysis, etc.
academic
The Impact of Social performance
performance in
Media and Social Saudi Arabia
Networks on
International
Education and
Waqas Tariq, Journal of
Students of Pakistan Impact of 150+ through
8. Madiha 2012 Social Media
Computer Social media direct in-person
Mehboob, M. has significant
Science issues on students in questionnaire
Asfandyar Khan impact on the
Pakistan’s
& Fasee Ullah school
schools
students

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9. K.Ganesha 2017 Online Journal of A STUDY ON Impact of 100 students, SAP Significant
Moorthy, Multidisciplinary IMPACT OF social media on questionnaire analysis impact was
C.AnuPriya, subjects SOCIAL MEDIA ON student through Social found that tend
Dr.M.Rifaya STUDENT’s community of media to ruin the
Meera COMMUNITY Thoothukudi studies
city

10. Shabnoor 2016 International Assessing the 100 youngsters SAS Social media
Social Media its
Siddiqui & Journal of negative & through online has both
Impact with Positive
Tajinder Singh Computer positive impact questionnaire positive &
and Negative Aspects
Applications of Social media negative
Technology and on youngsters impact on
\ Research youngsters

11. Sim Monica - 2014 The Annals of Impact of 127 students, Descriptive Vocabulary of
THE IMPACT OF
Ariana, Pop the University of Facebook on offline analysis students
SOCIAL MEDIA ON
Anamaria – Oradea the Vocabulary questionnaire using SAP improved
VOCABULARY
Mirabela development when they
LEARNING CASE
STUDY:FACEBOOK of individuals were exposed
to Facebook

12. Voyce Li 2017 International Social Media in Use of social 150+ students, R Studio Social media
Journal of English Language media learning online has helped
Learning and Teaching and among questionnaire students in
Teaching Learning students their learning
methodology

13. Mahmoud 2015 Scientific The Impact of Social Assessing 200 students, ANOVA & Significant
Maqableh, Lama Research Media Networks Impact of T-test in impact of SNS
Rajab, Walaa Publishing Websites Usage on various social SPSS use per week
Quteshat & others Students’ Academic media apps on on the
Performance students student’s
academic
performance

14. Gilbert M. 2018 International THE IMPACT OF Impact on 71 students through Descriptive Impact was
Talaue, Ali Journal of SOCIAL MEDIA ON academic survey analytics & both positive
AlSaad, Naif Advanced ACADEMIC performance questionnaire using Solvin’s & negative
AlRushaidan, Information PERFORMANCE OF google forms formula
Alwaleed Technology SELECTED
AlHugail & Saad COLLEGE
AlFahhad STUDENTS

15. Mohammed 2019 International The Relation Between Analyzing the 250+ respondents PLS-SEM Relation was
Habes, Said A. Conference on Social Media and relationship through Online found to be
Salloum, Advanced Students’ Academic between social survey Significant
Mahmoud Intelligent Performance in media and
Alghizzawi & Systems and Jordan: YouTube students’
Chaker Mhamdi Informatics Perspective academic
performance in
Jordan

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16. Eoin Whelan, 2020 Science Direct Applying the SOBC To establish 182 students, one- PLS-SEM Overload
paradigm to explain
Stoney Brooks & the overload on- one interview effect was
how social media
A K M Najmul overload affects effects of relevant on the
academic
Islam social media on academic
performance
academic performance
performance of students

Social Media Identifying

17. Jeffrey Mingle, 2015 Library 526 students, SPSS Poor
Network Participation
Philosophy & social media through offline performance in
Dr. Musah Adams and Academic
Performance in Senior network sites
Practice questionnaire academics &
High Schools in
Ghana and their usage late
among submission of
students assignments

18. 2020 The Online EFFECTS OF To learn about 1000 students ESMAPS Student who
Dr. R. Sivakumar
Journal of SOCIAL MEDIA ON the social through a survey used social
Distance ACADEMIC media's impact questionnaire media for
Education and e- PERFORMANCE OF on school educational
Learning THE STUDENTS students' purpose, had
academic better
performance performance
than
counterparts

19. 2019 Science Direct Internet addiction and To determine 402 students Young’s test Academic
Sherley Diaz academic
the association through self- and normal performance is
Cardenas, performance in dental
student between reporting logistic not associated
Katherine Arrieta
Internet questionnaire regression with Internet
Vergara &
addiction (IA) analysis Addiction
Miguel
and academic
Simancas-
performance in
Pallares
dental students
at the
University of
Cartagena.

IMPACT OF To analyse the 6000+ students

20. ANJUGU 2013 STUDY OF SPSS Academic
SOCIAL MEDIA
STUDENTS OF ON THE impact of through offline activities
JESSICA
STUDENT’s social media on questionnaire
NDAKU UNIVERSITY suffer a lot due
ACADEMIC
OF ABUJA PERFORMANCE the student’s to access to
academic Social media.
performance

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Chapter 3: Research Methodology

3.1 Research Design:

Research design is a framework of the research work being carried out. It acts as a blue print for guiding the
researcher through the project. It is of three types, namely Exploratory research, Descriptive research & Causal
Research.

Here, in this study “Whether the extensive use of the Social Media has any significant impact on the
Academics & day to day work efficacy” we are trying to establish a cause & effect relationship between the
Use of Social Media & its impact on the academics. Hence, this research uses the “Causal” Research design.

3.2 Sampling Design:

The population of this research project includes all the students from the age of 14 years (teenagers) reading
in schools to the students pursuing under graduate or post graduate or even doctorate degrees. Also, the
intended population includes the individuals who have recently started working in any organization.

Out of this population, a sample of 104 respondents has been obtained. These responses were taken through
an Online Questionnaire that was floated via Google Forms. Since, the target respondents were free to fill
up the Google Form at their own will & as per their liking, therefore, the sampling was absolutely random.
The respondents are random & unique. Hence, the Sampling design employed in the research is “Simple
Random sampling”.

3.3 Data Collection techniques:

3.3.1 Primary data: Primary data has been obtained through an Online Questionnaire that was floated through
Google Forms. Google forms has been chosen as the method for data collection as it is user friendly & has
certain in-built features for automatic analysis of the responses. Overall, 104 responses were collected
comprising of individuals from various level of education.

3.3.1.1 Questionnaire: The questionnaire comprises of 13 questions that will help to assess the thoughts of
individuals regarding the use of social media. It is designed to ascertain important facts regarding the
behaviour of individuals towards the Social media, i.e. how they spend their time in these social media
platforms.

The questionnaire starts with the question describing and taking stake of the habits of the individuals related
to accessing the Social Media apps and websites. Further, it enquires about the “Level of impact” as they feel
on individual terms & the “Sense of addiction/inclination” towards social media. The questionnaire ends with
the personal details of the respondent.

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Few important questions from the Questionnaire:

I. How do you access the Social Media? (Nominal)

II. Which Social Apps/websites do you use frequently? (Nominal)
III. What is your purpose for using social media? (Nominal)
IV. How many hours do you typically spend on social media, each day? (Ordinal)
V. Do you feel a sense of addiction towards social media? (Likert scale, 1 to 5)
VI. Do you feel that your studies/work efficacy gets impacted because of social media? (Likert scale)

3.3.2 Secondary data: The secondary data was mostly collected from the web-based resources. Reviewed
literature was the major source of secondary data. As many as 20 literatures have been reviewed and required
secondary data has been collected. These data are mostly used as reference only, because these data in no way,
can be utilized for data analysis presently.

3.4 Data Analysis techniques:

3.4.1 Pie Charts:

A pie chart is statistical graph which is circular in nature, depicting various elements or variables in terms of
“slices”. Each slice of the circular graph depicts one element, with the number of entries in that particular
element and also represents it in terms of percentage (out of 100%). In that way, a Pie chart is very helpful in
representing any statistical data in terms of percentage share of each entries of data elements.

The arc length of each slice on a pie chart is the numeric equivalent of each data element. This is one of the
most commonly used statistical graphs used for data analysis.

3.4.2 Bar Graphs:

Bar graphs or bar charts, as the name suggests, comprises of Vertical or sometimes Horizontal bars that
represents the frequency of occurrence of various data elements in a data set. These are rectangular in nature
and the height or length of the bars, depicts the proportional values that they represent. These are another
common form of statistical representation of the data set & are helpful in depicting the comparative analysis
between discrete categories of data.

3.4.3 Mean & Standard deviation:

“Mean” in simplest form, means the average of all the data entries of a data set. It is an important mathematical
analysis and yet a very basic one. It gives an idea of the central tendency of the data set, alongside median &
mode. This statistical analysis is quite important in functions such as data analysis, Financial functions,
portfolio management, etc. At the same time, it is that simple that it is used by school and college students
too.

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“Standard deviation” is another important function of mathematics & statistics that is used for data analysis.
It gives a measure to ascertain the level of “Deviation” or dispersion of the various data entries from one
another, in a data set. It is a key statistical tool to represent the skewness of a data, because it helps to know
how much aligned or deviated a data element is from the mean or center of the data set. It is expected that the
standard deviation of data should be as low as possible.

3.4.4 T-test: T- test is very useful in determining the difference between the means of two groups that may
be interrelated with each other in terms of their features. T-test is one of the important tests performed to
determine the inference out of a hypothesis test. There are various types of T-test, namely, One sample T-test,
two sample T-test, Independent Sample T-test, etc.

3.4.5 Correlation: Correlation as the name suggests, is a statistical analysis method that is used to establish
correlations between different data sets. It is very difficult to manually analyze whether the data sets are related
to one another or not. Correlation does exactly that & helps to determine the level of correlation between the
given data sets. Correlation can be either positive or negative and must lie between -1.0 & +1.0.

3.4.6 One-way ANOVA: The term “ANOVA” stands for Analysis of Variance. It is a very important
parametric test as it is helpful in determining the variance in between the various groups of data which may
be or may not be interrelated with each other. This is yet another parametric test that is very useful in
conducting the hypothesis testing within the research study. One-way ANOVA is used to compare means
between groups, whether there is any significant relation between the means or not.

where µ = group mean and k = number of groups.

3.4.7 Chi-square Test: Another important statistical test used in testing the hypothesis. In case of Chi-square
test, the aim is to determine the deviation of the expected frequencies from the actual frequencies of various
data elements of the data set. It helps to determine the frequency distribution of the data set being studied.

3.4.8 Regression: Regression analysis is a statistical method to establish the relation between one or more
dependent variable with an independent variable. The regression maybe positive or negative which is
represented by a regression line, which in turn is represented mathematically by an equation “Y=mX+c”. It is
the best way to establish cause & effect relationship between variables.

3.4.9 Reliability Test: Reliability test is done to check whether the research study is doing exactly what it has
been intended to do. The level of reliability tells whether the research is testing & analysing the correct
parameters or not. This test in SPSS can be done through Cronbach’s alpha where, the value of alpha(α) must
be between 0.65 & 0.8. Below that value, the test is not reliable, and above that level, the research is again
questionable.

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Chapter 4: Data Analysis

4.1 Reliability table:

Table 4.1.1 Case Processing Summary

N %
Cases Valid 104 100.0

Excluded 0 0.0

Total 104 100.0

Table 4.1.2 Reliability Statistics

Cronbach’s
Alpha Based
Cronbach’s On
Alpha Standardized items N of Items
.738 .703 4

Interpretation: From the reliability test table, we have obtained the value of Cronbach’s alpha to be 0.738 &
the standardized value to be α = 0.703. Therefore, the value of the reliability of the test is within the
specified range, thus signifying that the research survey is reliable.

4.2 Demographics: The total number of respondents are 104 comprising of school students as well as
the Under graduate & post graduate students. Some respondents are those who have recently completed their
studies and have recently started working. Out of the 104 respondents, 73 are male & 31 are female
respondents. 61 respondents are either in their UG or PG studies, 28 are school students & 15 are those
who have recently started working.

4.3 Mean & Standard deviation:

Table 4.3.1 Descriptive Statistics

N Range Minimum Maximum Mean Std. Deviation Variance

Time spent per day 104 2 1 3 1.43 .587 .345

Sense of Addiction 104 4.0 1.0 5.0 3.183 1.2209 1.491
Level of Impact on
104 4.0 1.0 5.0 3.163 1.3446 1.808
Individuals
Comfortable/Uncomfortable
104 4.0 1.0 5.0 3.192 1.2701 1.613
without social media access
AGE 104 15.0 17.0 32.0 24.192 2.3937 5.730
Valid N (listwise) 104

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 Table 4.3.2 Report
Time spent per day

GENDER Mean N Std. Deviation

Female 1.45 31 .568

Male 1.42 73 .599
Total 1.43 104 .587

From the descriptives table, we have obtained the mean for “Time spent per day” to be 1.43, signifying
that the respondents typically spend 3-6 hours on social media each day. From the mean data of “Sense
of addiction”, “impact on individuals” & “Comfortable/Uncomfortable without social media access” is above
3, which tells us that the respondents have fairly agreed to these three parameters. However, the standard
deviation is also significant in all the three parameters.

4.4 Bar graphs & pie charts:

Q1. How do you access the Social Media?

55 respondents access Social media through Mobile & 49 access through both Mobile & Laptop/desktop.

Mobile

Both Mobile &

laptop
47%
53%

Figure 4.4.1

Q2. Which social Apps/websites do you use frequently?

9% Facebook/instagram
8%
37%
Twitter
Youtube
40% 6%
Gaming Apps
Others

Figure 4.4.2

From the pie chart it is clearly evident that YouTube & Facebook/Instagram are the two most
accessed websites/apps by the respondents contributing 40% & 37% respectively.

Page | 17
Q3. Purpose of using Social Media?

Entertainment Educational purpose Office work others

Figure 4.4.3

52% of the respondents use the Social media for Entertainment purpose & 39% access for
Educational purposes.

Q4. What level of education are you currently pursuing Or Are you Employed?

14%
UG/PG
School
27% 59%
Employed

Figure 4.4.4

61 respondents are in their UG or PG course, 28 are school students & 15 respondents have recently
started working with their organization.

Q5. How many hours do you typically spend on social media, each day?

Fig 4.4.5
Page | 18
Q6. Age of the respondents:

Fig 4.4.6

The age of respondents varies from 17 years and 32 years.

4.5 Hypothesis testing:

4.5.1 T-test:

4.5.1.1 Paired sample T-test:

Table 4.5.1.1 Paired Samples Test

Paired Differences

95% Confidence Interval

Std. Std. Error of the Difference Sig. (2-

Mean Deviation Mean Lower Upper t df tailed)

Pair Time spent per day - Level

-1.7308 1.3015 .1276 -1.9839 -1.4777 -13.562 103 .000
1 of Impact on Individuals
Pair Time spent per day -
2 Comfortable/Uncomfortable
-1.7596 1.4581 .1430 -2.0432 -1.4760 -12.307 103 .000
without social media
access
Pair Time spent per day - AGE -
2.5713 .2521 -23.2597 -22.2596 -90.267 103 .000
3 22.7596

From the paired sample T-test, there is a clear indication that the factors like “Age”, “Level of impact on
individuals” & “Comfortable/Uncomfortable without media access” have significant relation with the
“Time spent per day” by the individuals.

4.5.1.2 Independent sample T-test:

Page | 19
 Table 4.5.1.2 Group Statistics

Time spent per Std. Std. Error

day N Mean Deviation Mean

Level of Impact on 2 35 3.486 1.2455 .2105

Individuals 3 5 4.400 .8944 .4000

Table 4.5.1.3 Independent Samples Test

Levene's Test
for Equality of
Variances t-test for Equality of Means

95% Confidence
Interval of the

Sig. (2- Mean Std. Error Difference

F Sig. t df tailed) Difference Difference Lower Upper

Level of Impact on Equal

-
Individuals variances .872 .356 38 .123 -.9143 .5801 -2.0886 .2600
1.576
assumed

Equal
-
variances not 6.465 .086 -.9143 .4520 -2.0013 .1728
2.023
assumed
The Independent sample T-test data has a significance level of 0.123 for the entry “2 = 3-6 hours of time spent
per day” & a significance level of 0.086 for entry “3 = >6 hours of time spent per day”, both of which are
greater than the 95% (0.05) confidence level. Therefore, the relation is not significant when these categories
of time spent each day are taken independently.

Table 4.5.1.4 Group Statistics

Time spent per Std. Std. Error
day N Mean Deviation Mean

Level of Impact on 1 64 2.891 1.3466 .1683

Individuals 2 35 3.486 1.2455 .2105

Table 4.5.1.5 Independent Samples Test

Levene's Test for
Equality of
Variances t-test for Equality of Means

95% Confidence
Interval of the

Sig. (2- Mean Std. Error Difference

F Sig. t df tailed) Difference Difference Lower Upper

Level of Impact Equal variances -

.594 .443 97 .033 -.5951 .2758 -1.1425 -.0476
on Individuals assumed 2.157
Equal variances -
74.854 .030 -.5951 .2695 -1.1321 -.0581
not assumed 2.208

Page | 20
The independent T-test for the above pair of entries “1= <3 hours of time spent each day” & “2 = 3-6 hours
of time spent each day” have significance level of 0.033 & 0.030 respectively, both of which are significant
as they are less than the 95% (0.05) confidence level. This is evident from this T-test that the respondents
typically spend 2 to 6 hours per day on social media & the impact is significant.

4.5.2 Correlation

Table 4.5.2.1 Correlations

Comfortable/Unc
omfortable
Time spent per Sense of Level of Impact without social
day Addiction on Individuals media access

Time spent per day Pearson Correlation 1 .390** .291** -.113

Sig. (2-tailed) .000 .003 .255

N 104 104 104 104

Sense of Addiction Pearson Correlation .390** 1 .567** -.148
Sig. (2-tailed) .000 .000 .134
N 104 104 104 104
Level of Impact on Individuals Pearson Correlation .291** .567** 1 -.047
Sig. (2-tailed) .003 .000 .636
N 104 104 104 104
Comfortable/Uncomfortable Pearson Correlation -.113 -.148 -.047 1
without social media access Sig. (2-tailed) .255 .134 .636

N 104 104 104 104

**. Correlation is significant at the 0.01 level (2-tailed).

There is significant level of correlation between “Time spent per day” & “Sense of addiction”. Also, the
correlation between “Time spent per day” & “level of impact on individuals” is significant at 99% level of
confidence. Besides these the factors “Sense of addiction & “level of impact on individuals” also correlated
and the correlation is high.

4.5.3 Pearson’s Chi-square test:

Time spent per day * Level of Impact on Individuals

Table 4.5.3.1 Crosstab
Count

Level of Impact on Individuals

1.0 2.0 3.0 4.0 5.0 Total

Time spent per day 1 14 11 15 16 8 64

2 4 4 4 17 6 35
3 0 0 1 1 3 5
Total 18 15 20 34 17 104

Page | 21
 Table 4.5.3.2 Chi-Square Tests

Asymp. Sig. (2-

Value df sided)

Pearson Chi-Square 30.982a 8 .000

Likelihood Ratio 30.456 8 .000
Linear-by-Linear Association 15.639 1 .000
N of Valid Cases 104

a. 6 cells (40.0%) have expected count less than 5. The minimum

expected count is .58.
From the value of Pearson Chi-square test, it is very clear that the factors “Time spent per day” &
“Level of Impact on individuals” are strongly related with a strong linear-by-linear association.

Time spent per day * Sense of Addiction

Table 4.5.3.3 Crosstab

Sense of Addiction
1.0 2.0 3.0 4.0 5.0 Total

Time spent per day 1 12 13 18 16 5 64

2 0 4 10 15 6 35

3 0 1 0 0 4 5
Total 12 18 28 31 15 104

Table 4.5.3.4 Chi-Square Tests

Asymp. Sig. (2-

Value df sided)

Pearson Chi-Square 30.982a 8 .000

Likelihood Ratio 30.456 8 .000
Linear-by-Linear Association 15.639 1 .000
N of Valid Cases 104

a. 6 cells (40.0%) have expected count less than 5. The minimum

expected count is .58.
From the value of Pearson Chi-square test, it is very clear that the factors “Time spent per day” &
“Sense of Addiction” are strongly related with a strong linear-by-linear association.

Therefore. the three factors are interrelated to each other.

Page | 22
4.5.4 One-way ANOVA:

Table 4.5.4.1 ANOVA

Sum of Squares df Mean Square F Sig.

Sense of Addiction Between Groups 23.334 2 11.667 9.051 .000

Within Groups 130.195 101 1.289

Total 153.529 103

Level of Impact on Between Groups 16.044 2 8.022 4.761 .011
Individuals Within Groups 170.177 101 1.685
Total 186.221 103
AGE Between Groups 38.334 2 19.167 3.508 .034

Within Groups 551.820 101 5.464

Total 590.154 103

From the above ANOVA table, can be clearly seen that there is significant variance in the means in between
and among the groups of “Sense of addiction” & “Level of impact of individuals” with “AGE” being
taken as a reference variable. The relations are significant for 95% (0.05) level of confidence.

4.5.5 Regression:

Table 4.5.5.1 Model Summary

Adjusted R Std. Error of

Model R R Square Square the Estimate

1 .291a .084 .076 1.2928

Table 4.5.5.2 ANOVA

Sum of Mean
Model Squares df Square F Sig.

1 Regression 15.735 1 15.735 9.414 .003b

Residual 170.486 102 1.671

Total 186.221 103

a. Dependent Variable: Level of Impact on Individuals

b. Predictors: (Constant), Time spent per day
Table 4.5.5.3 Coefficients

Unstandardized Standardized 99.0% Confidence Interval for

Coefficients Coefficients B

Model B Std. Error Beta t Sig. Lower Bound Upper Bound

1 (Constant) 2.210 .336 6.585 .000 1.329 3.091

Time spent per day .665 .217 .291 3.068 .003 .096 1.235

a. Dependent Variable: Level of Impact on Individuals

The value of R squared is very less which suggests that “time spent per day” is not the only factor to be
considered. There are other significant factors as well, like “Sense of addiction” & “Age” that are to be
considered as well. The analysis hence explains only 8.4% of the variations in the model.

Page | 23
Chapter 5 Conclusion:

5.1 Findings of the Study:

Pair 1:
𝐻0 : Social media has significant impact on the academic activities of students
𝐻1 : Social media does not have any significant impact on the academic activities.
Findings: From the various tests conducted on the data sample, such as Independent T-test, paired sample
T-test, One-way ANOVA, the correlations between the factors such as “time spent per day”, “sense of
addiction” & “Age”, we find that all the test are significant for 95% (0.05) level of confidence. Also, the
Pearson’s Chi-square test is significant for 99% (0.01) level of confidence. Therefore, we accept the Null
Hypothesis (𝑯𝟎 ).
Pair 2:
𝐻0 : Time spent on social media has is directly related to the sense of addiction among individuals.
𝐻1 : Time spent on social media has no direct relation with the sense of addiction among individuals.
Findings: From the test of Correlation, the value of correlation coefficient between “time spent per day”
& “sense of addiction” is 0.390 & the test is significant for 95% level of confidence. The One-way
ANOVA table values are also significant. Besides, from the Chi-square table, the linear-by-linear
association between these two factors is 15.639 & Likelihood ratio is 30.456, with the test being
significant. Therefore, we accept the Null Hypothesis (𝑯𝟎 ).
Pair 3:
𝐻0 : Lack of access to the social media makes an individual very uncomfortable in their daily life.
𝐻1 : Lack of access to social media does not make an individual uncomfortable in their daily life.
Findings: The Correlation test gives a negative value for the relation between “Time spent per day” &
“comfortable/uncomfortable without access to social media”. Therefore, there is no correlation between
the two. Also, the one-way ANOVA does not have significant result for the given pair of factors with
“Age” taken as reference. In other words, an individual continues to live comfortably even without access
to the Social media. Therefore, we accept the alternative hypothesis (𝑯𝟏 ).
5.2 Suggestions:
The Regression analysis of the following research study gives a very low value of R-squared. The reason
is that, only “Time spent per day” has been analyzed as a factor. But there are other factors that must be
taken into account while conducting the Regression analysis. These factors are the “sense of addiction”
among individuals, “Level of impact” on individuals as assessed by themselves & certain other factors
like “Age group” of respondents & “purpose for accessing the Social media”. These suggestions should
be considered for the above research study.

Page | 24
 5.3 Conclusions:

Three Hypothesis were considered for the above Research study out of which two Hypothesis proved to be
correct & one was false. The two hypothesis that proved right were actually the most important pair of
Hypothesis to be considered. All the tests performed for data analysis through the SPSS software, were
significant, thus establishing significant relationship between the different pairs of factors that were considered
for the study.

On the basis of the above research study and data analysis we may conclude that, “extensive use of the Social
Media has significant impact on the Academics & day to day work efficacy”. However, it is important to
keep in mind that the purpose of using social media too, is a crucial factor. If the individual is Social Media
for his/her benefit only, then the impact could be totally different. On the basis of this research study, We
conclude that “extensive use of the Social Media has significant impact on the Academics & day to day
work efficacy”.

5.4 Limitations:

Every Research study has certain limitations and so does this research study as well. In this research study one
of the biggest limitations is the fact that “Purpose of using Social Media” can significantly change the course
of the study & can also lead to a change in the final conclusion of the Report. The other limitation can be the
sample size being studied, In case, the sample size of the respondents are increased, it can lead to a deviation
from the present conclusion of the report and can change the conclusion altogether. This is because, we have
to admit the fact that Social Media is both boon as well as bane. It all depends on the way an individual chooses
to make use of the Social Media.

5.5 Future Scope:

The research study aims to find any significant relation between usage of Social Media & it’s effect on the
individual. The study concluded that the impact is negative. However, this impact may change with greater
number of respondents under the research study. Therefore, the future researchers may consider to take
“purpose of using Social Media” as the prime factor of their study rather than considering “Time spent per
day” as the prime factor. Also, this study aimed to find that how much does the habit of using Social Media
affects those who have recently started working. However, the sample comprises of only 15 such respondents
who have started working recently. Therefore, the researchers in future may consider to study this very aspect
as a whole new research topic altogether.

Page | 25
 References & Bibliography

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performance. International Journal of Logistics & Supply Chain Management Perspectives, 2(4), 636-
640.
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social media on academic performance of selected college students. International Journal of Advanced
Information Technology, 8(4/5), 27-35.
• Mastrodicasa, J., & Metellus, P. (2013). The impact of social media on college students. Journal of
College and Character, 14(1), 21-30.
• Amin, Z., Mansoor, A., Hussain, S. R., & Hashmat, F. (2016). Impact of social media of student’s
academic performance. International Journal of Business and Management Invention, 5(4), 22-29.
• Boateng, R., & Amankwaa, A. (2016). The impact of social media on student academic life in higher
education. Global Journal of Human-Social Science, 16(4), 1-8.
• Al-Rahmi, W., & Othman, M. (2013). The impact of social media use on academic performance among
university students: A pilot study. Journal of information systems research and innovation, 4(12), 1-
10.
• Alwagait, E., Shahzad, B., & Alim, S. (2015). Impact of social media usage on students academic
performance in Saudi Arabia. Computers in Human Behavior, 51, 1092-1097.
• Tariq, W., Mehboob, M., Khan, M. A., & Ullah, F. (2012). The impact of social media and social
networks on education and students of Pakistan. International Journal of Computer Science Issues
(IJCSI), 9(4), 407.
• Maqableh, M., Rajab, L., Quteshat, W., Masa’deh, R. E. M., Khatib, T., & Karajeh, H. (2015). The
impact of social media networks websites usage on students’ academic performance.
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social media and students’ academic performance in Jordan: YouTube perspective. In International
Conference on Advanced Intelligent Systems and Informatics (pp. 382-392). Springer, Cham.
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• Ndaku, A. J. (2013). Impact of social media on students’ academic performance. A study of students
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 APPENDIX

Questionnaire:

BRM Mini Project

Research Project by LOKESH KUMAR SINHA (DoMS, NIT SILCHAR)

1. How do you access the Social Media? (MCQ)

• Desktop/Laptop
• Mobile
• Both
2. Which Social Apps/websites do you use frequently? (Checkboxes)
• Facebook/Instagram
• Twitter
• YouTube
• Gaming apps & websites
• Others
3. What is your purpose for using Social Media? (Checkboxes)
• Entertainment & leisure
• Educational purposes
• Related to Office work
• Others
4. Do you more friends/companions/acquaintance on Social media than in real world? (MCQ)
• Yes
• No
• Maybe
5. What Level of education are you currently pursuing or are you employed? (MCQ)
• School
• UG/PG
• Doctorate
• Employed
6. How many hours do you typically spend on Social Media, each day? (MCQ)
• <3 hours
• 3-6 hours
• >6 hours

Page | 28
7. Do you feel a sense addiction towards Social Media? (Linear Scale)

1 2 3 4 5

Disagree ο ο ο ο ο Agree

1 = Strongly disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree

8. Do you feel that your study/work efficacy gets impacted because of Social Media? (Linear Scale)
1 2 3 4 5
Disagree ο ο ο ο ο Agree

1 = Strongly disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree

9. Do you continue using Social Media during days of Exam/Interview/office meetings? (MCQ)
• Yes
• No
10. How comfortable/uncomfortable your life would be without Access to Social Media? (Linear Scale)

1 2 3 4 5

Uncomfortable ο ο ο ο ο Comfortable

1 = Very uncomfortable, 2 = Uncomfortable, 3 = Neutral, 4 = comfortable, 5 = Very comfortable

11. What is your Age?

__________________
12. Your Gender:
• Female
• Male
• Prefer not to say
13. Your Name:
___________________

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