MANAGEMENT EDUCATION AND RESEARCH INSTITUTE

AFFILIATED TO GURU GOBIND SINGH INDRAPRASTHA

UNIVERSITY SECTOR 16-C, DWARKA, NEW DELHI

RESEARCH METHODOLOGY LAB PRACTICAL FILE

Name – Daksh Bhatia
Roll No. - 03715101720
Course – BBA 4th semester (1st shift)
Section – A
Submitted to – Dr. Saranleenkaur
 DECLARATION

I hereby declare that the following documented project file on

“RESEARCH METHODOLOGY” is an original and authentic work done
by me for the partial fulfillment of Bachelor of Business Administration
(general) degree program.

I hereby declare that all the endeavor put in the fulfillment of the task is
genuine and original to the best of my knowledge & I have not
submitted it earlier elsewhere.

Daksh.bhatia
BBA – SECTION A
SEMESTER – 4th
SHIFT – 1st
 ACKNOWLEDGEMENT

As I write this acknowledgement, I must mention that this is not just a

formal acknowledgement but also a sincere note of thanks and also
regard from my side. I feel a deep sense of gratitude and affection for
those who helped and guided me in this project.
It gives me an immense pleasure to express my gratitude to Dr.
SARANLEEN KAUR for sharing her expertise and providing valuable
guidance from time to time. She played pioneer role in the completion of
my project and kept an anxious eye on my work. I shall always be
indebted to her for providing me with all the relevant material, guidance
and advice in accomplishing this project report. She guided me so that I
track on the right path.
In the end, I dedicate this effort of mine to those persons who are light of
our life: my family and my friends who have been behind every successful
endeavor in my life.
 INDEX

S NO. TOPICS SIGN.

1. INTRODUCTION TO RESEARCH
2. RESEARCH METHODS
3. RESEARCH TYPES
4. RESEARCH METHODOLOGY
5. INTRODUCTION TO SPSS
1) OVERVIEW OF SPSS
2) FUNCTION OF SPSS
3) BENEFIT OF SPSS
4) LIMITATIONS OF SPSS

6. SCREENSHOT & DESCRIPTION

1) OPENING OF SPSS
2) DETAILS OF VIEW
3) PREPRATION OF QUESTIONNAIRE
4) DATA COLLECTION
5) CODING OF DATA
6) TABULATION OF DATA
7) EDITING OF DATA

7. INTRODUCTION TO YOUR TOPIC

8. OBJECTIVE OF RESEARCH
9. ANALYSIS OF DATA

10. ANNEXURES 1
 CHAPTER-1
Introduction to Research Methodology
1 Introduction to Research

Definition: Research is defined as careful consideration of study regarding a particular

concern or problem using scientific methods. According to the American sociologist
Earl Robert Babbie, “research is a systematic inquiry to describe, explain, predict, and
control the observed phenomenon. It involves inductive and deductive methods.”

Inductive research methods analyse an observed event, while deductive methods

verify the observed event. Inductive approaches are associated with qualitative
research,and deductive methods are more commonly associated with quantitative
analysis.

Research is conducted with a purpose to:

 Identify potential and new customers

 Understand existing customers
 Set pragmatic goals
 Develop productive market strategies
 Address business challenges
 Put together a business expansion plan
 Identify new business opportunities
 2 Research Methods

Research methods are broadly

classified
as Qualitative and Quantitative.

Both methods have distinctive properties and data collection methods.

Qualitative methods

Qualitative research is a method that collects data using conversational methods,

usually open-ended questions. The responses collected are essentially non-numerical.
This method helps a researcher understand what participants think and why they
think in a particular way.

Types of qualitative methods include:

1. One-to-one Interview
2. Focus Groups
3. Ethnographic studies
4. Text Analysis
5. Case Study

Quantitative methods

Quantitative methods deal with numbers and measurable forms. It uses a systematic
way of investigating events or data. It answers questions to justify relationships with
measurable variables to either explain, predict, or control a phenomenon.

Types of quantitative methods include:

1. Survey research
2. Descriptive research
3. Correlational research
 3 Research Types

The basic types of research are as follows –

I. Descriptive Research: The major purpose of this research is description of the

state of affairs, as it exists at present.
II. Analytical Research: In this research, the researcher has to use facts or
information already available, and analyse these to make a critical evaluation of
the material
III. Applied Research: It aims at finding a solution for an immediate problem facing a
society or an industrial/ business organization.
IV. Fundamental Research: It mainly concerned with generalizations and with the
formulation of a theory.
V. Quantitative Research: It is based on the measurement of quantity or amount. It
is applicable to phenomena that can be expressed in terms of quantity.
VI. Qualitative Research: It is concerned with the qualitative phenomenon, i.e.,
phenomena relating to or involving quality or kind.
VII. Conceptual Research: It is related to some abstract ideas or theory.

VIII. Empirical Research: It is data- based research, coming with conclusions, which
are capable of being verified by the observation and experiment
IX. Diagnostic Research: Such a research fallow case -study method or in-depth
approaches to reach the basic casual relation.
X. Exploratory Research: The objective of this research is the development of
hypothesis rather than their testing.
4 Research Methodology

Research methodology simply refers to the practical “how” of any given piece of
research. More specifically, it’s about how a researcher systematically designs a
study to ensure valid and reliable results that address the research aims and
objectives.
For example, how did the researcher go about deciding:
 What data to collect (and what data to ignore)
 Who to collect it from (in research, this is called “sampling design”)
 How to collect it (this is called “data collection methods”)
 How to analyse it (this is called “data analysis methods”) 
In a dissertation, thesis, academic journal article (or pretty much any formal piece of
research), you’ll find a research methodology chapter (or section) which covers the
aspects mentioned above. Importantly, a good methodology chapter in a dissertation
or thesis explains not just what methodological choices were made, but also
explains why they were made.

In other words, the methodology chapter should justify the design choices, by showing
that the chosen methods and techniques are the best fit for the research aims and
objectives, and will provide valid and reliable results. A good research methodology
provides scientifically sound findings, whereas a poor methodology doesn’t.
 INTRODUCTION TO RESEARCH METHODOLOGY LAB
An Introduction Meaning of Research may be very broadly defined as systematic gathering of data and
information and its analysis for advancement of knowledge in any subject.
Research attempts to find answer intellectual and practical questions through application of systematic methods.
According to Clifford Woody research comprises defining and redefining problems, formulating hypothesis or
suggested solutions; collecting, organizing and evaluating data; making deductions and reaching conclusions; and
at last carefully testing the conclusions to determine whether they fit the formulating hypothesis. D. Steiner and
M. Stephenson in the Encyclopedia of Social Sciences define research as “the manipulation of things, concepts or
symbols for the purpose of generalizing to extend, correct or verify knowledge, whether that knowledge aids in
construction of theory or in the practice of an art.”
Research is, thus, an original contribution to the existing stock of knowledge making for its advancement. It is the
pursuit of truth with the help of study, observation, comparison and experiment.
In short, the search for knowledge through objective and systematic method of finding solution to a problem is
research. The systematic approach concerning generalization and the formulation of a theory is also research.

2.1 Hardware Requirements

Operating System: MS Windows 2003, XP, Vista, Windows 7, Windows 8 32 and 64 bit version for XP, Vista,
Windows 7 (Home Premium) and Windows 8 (Home Premium) is also available.
Hardware: Intel or Intel-compatible Pentium 4 class processor or above
Memory: 4GB RAM or more.
Web browser: Internet Explorer version 9 or higher, Mozilla Firefox 6 or higher.

2.2 Software Requirements

System Requirements for IBM SPSS Statistics 26 Windows: Operating system: o Windows 7 (SP 1), Windows 8,
Windows 10 (32-Bit-or 64-Bit-Version each) Configuration: o Processor with 2GHz or higher. o 4 GB RAM or
more, for 64-bit clients at least 8 GB. o 4 GB free hard disk space. Display: o 1024*768 or higher.
Mac: Operating system: o MacOS Sierra 10.12 and higher Configuration: o Processor with 1,6 GHz or higher. o 8
GB RAM or more. o 4 GB free hard disk space. Display: o 1024*768 or higher.
 INTRODUCTION TO SPSS

Overview
SPSS Statistics is a software package used for interactive or batched, statistical analysis.
Long produced by SPSS Inc., it was acquired by IBM in 2009. The current versions (2015)
are named IBM SPSS Statistics.
The Software name originally stood for statistical package for the social sciences (SPSS),
reflecting the original market, although the software is now popular in other fields as well,
including the health sciences and marketing.
SPSS is a Windows based program that can be used to perform data entry and analysis and
to create tables and graphs. SPSS is capable of handling large amounts of data and can
perform all of the analyses covered in the text and much more SPSS is the acronym of
Statistical Package for the Social Science.
SPSS is one of the most popular statistical packages which can perform highly complex
data manipulation and analysis with simple instructions. SPSS is a widely used program for
statistical analysis in social science. It is also used by market researchers, health
researchers, survey companies, government, education researchers, marketing
organizations, data miners, and others. The original SPSS manual (Nie, Bent & Hull, has
been described as one of "sociology's most influential books" for allowing ordinary
researchers to do their own statistical analysis. In addition to statistical analysis, data
management (case selection, file reshaping, creating derived data) and data
documentation (a metadata dictionary is stored in the data file) are features of the base
software
Statistics included in the base software:
• Descriptive statistics: Cross tabulation, Frequencies, Descriptive, Explore, Descriptive
Ratio Statistics
• Prediction for numerical outcomes: Linear regression
• Prediction for identifying groups: Factor analysis, cluster analysis (twostep, Kmeans,
hierarchical), discriminant
• Geo spatial analysis, simulation
• R extension (GUI), Python

Functions of SPSS:
SPSS offers four programs that assist researchers with their complex data analysis need:-

• STATISTICS PROGRAM: It furnishes a plethora of basic statistical functions like frequencies and cross tabulations.

• MODELLER PROGRAM: It enables researchers to build and validate predictive models using advanced statistical
procedures.

• TEXT ANALYSIS FOR SURVEYS: It helps survey administrators uncover powerful insights.

• VISUALISATION DESIGNER: It allows researchers to use their data to create a wide variety of visuals like density
charts and radial box plots very easily.

Benefits of SPSS:
• SPSS is an extremely powerful tool for manipulating and deciphering survey data.
• It makes the process of pulling, manipulating and analyzing data clean and easy.
• It provides countless opportunities for statistical analysis.

Limitations of SPSS:
• The major limitation of SPSS is that a very large data set cannot be analyzed.

• A researcher often gets large data sets in some fields, like insurance where the
researcher generally uses SAAS or R instead of SPSS to analyze data program.
SCREENSHOTS & DESCRIPTION OF SPSS

SCREENSHOTS & DESCRIPTION OF SPSS Opening of SPSS There are two ways to open SPSS. The first way is quite
simple if the SPSS icon is already on your desktop all you have to do is double click the icon: 1. START – PROGRAM –
SPSS 2. On double clicking of icon the SPSS will open Alternatively you can open SPSS through the start button on
your computer (if you're running Windows). If the SPSS icon is not on your desktop you must go through your
computer's Start button. Click “Start” → “All programs” → “SPSS Inc.” Details of Menu The Data Editor window has
two views that can be selected from the lower left-hand side of the screen. Data View is where you see the data you
are using. Variable View is where you can specify the format of your data when you are creating a file or where you
can check the format of a pre-existing file. The data in the Data Editor is saved in a file with the extension. Many of
the tasks you want to perform with SPSS start with menu selections. Each window in SPSS has its own menu bar
with menu selections appropriate for that window type. The Data Editor window, for example, has the following
menu with its associated toolbar SPSS Menus and Icons Now, let’s review the menus and icons. Review the options
listed under each menu on the Menu Bar by clicking them one at a time. Follow along with the below descriptions. •
FILE includes all of the options you typically use in other programs, such as open, save, exit. Notice, that you can
open or create new files of multiple types as illustrated to the right. • EDIT includes the typical cut, copy, and paste
commands, and allows you to specify various options for displaying data and output. Click on Options, and you will
see the dialog box to the left. You can use this to format the data, output, charts, etc. These choices are rather
overwhelming, and you can simply take the default options for now. The author of your text (me) was too dumb to
even know these options could easily be set. • VIEW allows you to select which toolbars you want to show, select
font size, add or remove the gridlines that separate each piece of data, and to select whether or not to display your
raw data or the data labels. • DATA allows you to select several options ranging from displaying data that is sorted
by a specific variable to selecting certain cases for subsequent analyses. • TRANSFORM includes several options to
change current variables. For example, you can change continuous variables to categorical variables, change scores
into rank scores, add a constant to variables, etc. • ANALYZE includes all of the commands to carry out statistical
analyses and to calculate descriptive statistics. Much of this book will focus on using commands located in this
menu. • GRAPHS include the commands to create various types of graphs including box plots, histograms, line
graphs, and bar charts. • UTILITIES allow you to list file information which is a list of all variables, there labels,
values, locations in the data file, and type. • WINDOW can be used to select which window you want to view (i.e.,
Data Editor, Output Viewer, or Syntax). Since we have a data file and an output file open, let’s try this. Select
Window/Data Editor. Then select Window/SPSS Viewer • HELP has many useful options including a link to the SPSS
homepage, a statistics coach, and a syntax guide. Using topics, you can use the index option to type in any key word
and get a list of options, or you can view the categories and subcategories available under contents. This is an
excellent tool and can be used to troubleshoot most problems. The Icons directly under the Menu bar provide
shortcuts to many common commands that are available in specific menus. Take a moment to review these as well.
Place your cursor over the Icons for a few seconds, and a description of the underlying command will appear. For
example, this icon is the shortcut for Save. Review the others yourself. Details of View There are two types of views
in the SPSS: • Variable View • Data View Variable View - Variable View is where we see additional information about
our data Understanding SPSS variable types and formats allows you to get things done fast and reliably. Getting a
grip on types and formats is not hard if you ignore the very confusing information under variable view. The Variable
View tab is another tab in the Data Editor window in addition to the Data View tab, which was discussed in the last
chapter. Again, you can select between the tabs at the bottom left corner of the Data Editor Window: In Variable
View, the rows correspond to variables, not cases. This view does not show raw data but rather metadata,
information/settings/characteristics of the variables included in the data set. The metadata of two variables The
columns provide information about the various characteristics of the variables. The "name" column with part of the
"type" column: There are 10 metadata columns total. Each explained: Column Meaning Name The variable's name.
Older versions of SPSS were limited to 8 character names. New versions of SPSS are not, but lengthy descriptions
better belong in the Label column. Type The data type of the variable. There are 8 options: Numeric, Comma, Dot,
Scientific notation, Date, Dollar, Custom currency, and String. Most variables that beginning users will encounter will
be either Numeric or String. Numeric variables are numbers that either map to a value (e.g., 1=Catholic) or are the
value of interest (height=73 inches). String numbers are text and can only be treated as such. As a result, very few
manipulations can be performed on them. Width This column indicates the number of characters available for the
variable values. Decimals This column allows you to control the number of numerals after the decimal place. Label
This column allows you to provide a more extensive description of the variable. Values This column allows you to
provide a key for what the numbers of a numeric variable may represent (e.g., 1=Catholic, 2=Protestant). Missing
This column allows you to indicate which values mean missing. Values marked as missing are excluded from
analyses in SPSS. Columns This column indicates the total number of columns a variable's values may have. Align
This column indicates the alignment of the variable in the Data View, viz., Left, Right, or Centre. Measure This last
column indicates the level of measurement of the variable, viz., Nominal, Ordinal, or Scale. SPSS has 2 variable
types: 1) Numeric variables contain only numbers and are suitable for numeric calculations such as addition and
multiplication. 2) String variables may contain letters, numbers and other characters. You can't do calculations on
string variables -even if they contain only numbers. There are no other variable types in SPSS than string and
numeric. However, numeric variables have several different formats that are often confused with variable types.
The only way to change a string variable to numeric or reversely is ALTER TYPE. However, there's several ways to
make a numeric copy of a string variable or reversely. We'll get to those in a minute. Level or Scale of Measure
mainstream statistics recognises four levels or scales of measure. These are 1) Nominal 2) Ordinal 3) Interval 4)
Ratio (combined with interval as scale in SPSS) These are in order from most name-like to most number-like. Each
level has its own characteristics and association with a set of permissible statistical procedures. Below, the level will
be characterised and associated with one or more measures of central tendency, viz., mode, mean, and median. 1)
Nominal Data- A nominal scale is a scale that classifies values of a variable into categories. These categories have
names, or possibly numbers, associated with them. It is used to categorize events or objects into discrete categories
for further analysis. The Nominal level of measure is used for categorical data, where each value has each been
assigned to a discrete category. For instance, eye colour of participants in a study might be nominally (from Latin no
men for name) categorised into groups as: brown, blue, green, others. Examples of Nominal Scale:- a) Gender
(male/female) b) Marital status (married/unmarried or widowed/divorced) c) State of residence 2) Ordinal Data-The
Ordinal level of measure is used for data which form discrete categories and can be naturally ranked on some scale.
This ranking is a weak ordering of the data in that two values may share the same rank: the relative rank of a and b
is a < b or a > b or a = b Examples of Ordinal Scale:- a) Socio- economic status b) Customer satisfaction ratings(on a
scale of 0-10) c) Rank in a class test(1st, 2nd or 3rd) The central tendency in ordinal data may be represented by the
mode (defined above) and by the median, the value that divides the data into equal halves. This is the middle value
when the cases are odd-numbered. Else, the median is usually taken to be the arithmetic mean (see below) of the
two middle values. The differences between the rank levels of this scale cannot be measured or compared: while
we know that, of ordinal data points a, b

SCREENSHOTS & DESCRIPTION

 Opening of SPSS

1. WE HAVE TO OPEN SPSS

2. OPENING OF SPSS

3. CHOOSING THE FILE IN SPSS

4. BLANK SHEET OF SPSS OPENED

5. SELECT THE VARIABLE TYPE

6. IT SHOW THE BLANK VALUE AND LABEL SPACE WHERE WE HAVE TO FILL

7. ADD THE 1 VALUES AND LABEL

8. SHOWING THE 1 RESULT

9. ENTERING THE 2 VALUE

10. ENTERING THE 2 LABEL

11. SHOWING THE 2 RESULT

12. SELECT THE RIGHT ON ALIGN

13. SELECT THE SCALE IN MEASURE

14. SELECT INPUT IN ROLE

15. SHOW THE BLANK PAGE ON SPSS

 DETAILS OF MENU
STEP 1 - This is data view which consists of 12 icons. First is File. File contains different options.

STEP 2 - Second is Edit which have several options under it.

STEP 3- View is the third type where there are multiple options.

STEP 4- Data is the forth type under the same.

STEP 5- The Transform is fifth type.

STEP 6- The sixth icon is Analyze.

STEP 7- Direct Marketing is the seventh type of all.

STEP 8- Graphs is the eighth step.

STEP 9- Utilities is the ninth step and also contains sub-parts in it.

STEP 10- The last is Add-ons.

STEP 11- The second last step is Window.

STEP 12- The last step is Help.

2.5 MEASURES OF SCALES
Types of scales
We use a scale to make the measurements of a variable, and the characteristics of the scale determine the
characteristics of the data we collect and, in turn, how we describe our data. Generally speaking, there are
four measurement scales: nominal, ordinal, ratio and interval. Nominal and ordinal variables are often called
“categorical” or “qualitative”, whereas ratio and interval variables are often referred as “continuous” or
“qualitative “.

In SPSS both ratio as well as interval are considered in same category as SCALE.

TYPE TYPE

NOMINAL Categorical/ qualitative

ORDINAL Categorical/ qualitative

RATIO Continuous/ quantitative

INTERVAL Continuous / quantitative

It should also be noted that a nominal variable with only two categories/values is called “dichotomous” (or
“binary, or “dummy”) whereas a nominal variable with more than two categories is called “polytomous”.
 DIFFERENCE BETWEEN THE SCALES

These scales differ in three important ways: hierarchy, distance and zero point.

What does “arrange/order the values hierarchically” mean? If we take gender as an example, it is not
reasonable to say that “Man” is less or more than “Woman”. As another example, we can take ethnicity: it is
not reasonable to see “Danish” as less or more than “Finnish”. For variables such as self-rated health, on the
other hand, it is possible to say that “Excellent health” is better than “Good health”. Moreover, it is possible
to say that the grade “A” is better than the grade “B”.

What does “distance” mean? If we take income as an example, we know that 1000 dollars are twice as much
as 500 dollars, and 2000 dollars are twice as much as 1000 dollars. The same logic applies to variables such
as age: it is the same distance between 2 years and 4 years as between 6 years and 8 years. Thus, having the
same distance between the values means that the differences between two values are the same regardless
of which part of the scale you are looking at.

What does “absolute zero point” mean? Basically, it means that the scale cannot have negative values. It is
possible for the temperature to be minus 10 degrees Celsius, but is not possible to have less than zero years
of schooling or having less than zero days of unemployment.

SCALE VALUES EXAMPLES

Nominal Order values: NO Yes/ No questions

Same distance: NO Gender
Absolute zero Point: Not Applicable Ethnicity

Ordinal Order values: YES Attitude questions

Same distance: NO Self-rated health
Absolute zero Point: Not Applicable Educational level

Nominal Order values: YES Age

Same distance: YES Income
Absolute zero Point: YES School marks

Interval Order values: YES Temperature (Celsius)

Same distance: YES

Absolute zero Point: NO
 A nominal variable is hence a variable for which the values cannot be ranked, and we do not have the
same distance between the values, e.g. gender or questions that can be answered with yes or no. Ordinal
variables are similar, but here the values can be ranked, such as for selfrated health: “Excellent is better
than “Good”; “Good” is better than “Fair”; and “Fair” is better than “Poor”. However, for ordinal scales we
do not have the same distance between the values: the “amount” of better health is not necessarily the
same between “Poor” and “Fair” as between “Good” and “Excellent”. The ratio scale is similar to the ordinal
scale, but here we do have the same distance between the values: for examples, we know that 10 years of
schooling is twice as much as 5 years of schooling. The interval scale is similar to the ratio scale, but here we
also have an absolute zero point.

TYPES OF VALUES
It is possible to distinguish between two types of values: discrete and continuous. Discrete values can only
assume “whole” values, such as “Man”, “Women”, “Green”, “Car”, and “House”. Continuous values can
assume any value along a scale, such as “3.5 years”, “58.3 seconds”, and “163.5 centimetres”. Note,
however, that continuous variables (i.e. on a ratio or interval scale) do not necessarily have continuous
values. For example, number of cars is a ratio variable but it has discrete values: while the average number
of cars in a population may be 0.8, it is not correct (although many do) to say that any given individual in a
population has
0.8 (since car is a WHOLE value).
NAME TYPE

Discrete Whole value

Continuous Any value

3. DESCRIPTIVE STATISTICS
3.1 FREQUENCIES TABLES

This function is used primarily for categorical variables (i.e. nominal/ordinal) but can be used for any type of
variable; the concern is that the table becomes too lengthy if there are many categories/values in the
variable. The Frequencies function does not only allow us to create a frequency table, it is also possible to
produce a variety of statistics.

TYPES OF STATISTICS
FREQUENCY The absolute number of observations within each category

MEAN The average value

MEDIAN The value in the absolute middle

MODE The most frequently occurring value

SUM Sum of all the values

STD. DEVIATION Standard deviation

VARIANCE Variance

RANGE The difference between the minimum value and the maximum
value

MINIMUM Minimum (smallest) observed value

MAXIMUM Maximum (largest) observed value

SKEWNESS Skewness and standard error of skewness

KURTOSIS Kurtosis and standard error of kurtosis

 PREPARATION OF QUESTIONNAIRE
1. State the information required- This will depend upon the nature of the problem, the
purpose of the study and hypothesis framed. The target audience must be concentrated on.
2. State the kind of interviewing technique- interviewing method can be telephone, mails,
personal interview or electronic interview. Telephonic interview can be computer assisted.
Personal interview can be conducted at respondent’s place or at mall or shopping place. Mail
interview can take the form of mail panel. Electronic interview takes place either through
electronic mails or through the internet.
3. Decide the matter/content of individual questions- There are two deciding factors for this -
a. Is the question significant? - Observe contribution of each question. Does the question
contribute for the objective of the study?
b. Is there a need for several questions or a single question? - Several questions are asked in
the following cases:

 When there is a need for cross-checking.

 When the answers are ambiguous
 When people are hesitant to give correct information.

3. Overcome the respondents’ inability and unwillingness to answer- The respondents

may be unable to answer the questions because of following reasons-
 The respondent may not be fully informed
 The respondent may not remember
 He may be unable to express or articulate

The respondent may be unwilling to answer due to-

 There may be sensitive information which may cause embarrassment or harm
therespondent’s image.
 The respondent may not be familiar with the genuine purpose
 The question may appear to be irrelevant to the respondent
 The respondent will not be willing to reveal traits like aggressiveness (For
instance - if he is asked “Do you hit your wife, sister”, etc.)

To overcome the respondent’s unwillingness to answer:

 Place the sensitive topics at the end of the questionnaire
 Preface the question with a statement
 Use the third person technique (For example - Mark needed a job badly and
heused wrong means to get it - Is it right?? Different people will have
different opinions depending upon the situation)
  Categorize the responses rather than asking a specific response
figure (For example - Group for income levels 0-25000, 25000-
50000, and 50000 and above)
Decide on the structure of the question- Questions can be of two types:

A. Structured questions- These specify the set of response alternatives and the
response format. These can be classified into multiple choice questions (having
various response categories), dichotomous questions (having only 2 response
categories such as “Yes” or “No”) and scales (discussed already).
B. Unstructured questions- These are also known as open-ended question. No
alternatives are suggested and the respondents are free to answer these questions in
any way they like.
Determine the question language/phrasing- If the questions are poorly worded,
then either the respondents will refuse to answer the question or they may give
incorrect answers. Thus, the words of the question should be carefully chosen.
Ordinary and unambiguous words should be used. Avoid implicit assumptions,
generalizations and implicit alternatives. Avoid biased questions. Define the issue
in terms of who the questionnaire is being addressed to, what information is
required, when is the information required, why the question is being asked, etc.
Properly arrange the questions- To determine the order of the question, take
decisions on aspects like opening questions (simple, interesting questions should
be used as opening questionsto gain co-operation and confidence of respondents),
type of information (Basic information relates to the research issue, classification
information relates to social and demographic characteristics, and identification
information relates to personal information such as name, address, contact number
of respondents), difficult questions (complex, embarrassing, dull and sensitive
questions could be difficult), effect on subsequent questions, logical sequence, etc.
Recognize the form and layout of the questionnaire- This is very essential for
self- administered questionnaire. The questions should be numbered and
precoded. The layout should be such that it appears to be neat and orderly, and
not clattered.
Reproduce the questionnaire- Paper quality should be good. Questionnaire
should appear to be professional. The required space for the answers to the
question should be sufficient. The font type and size should be appropriate.
Vertical response questions should be used, for example:
Pre-test the questionnaire- The questionnaire should be pre-tested on a small
number ofrespondents to identify the likely problems and to eliminate them. Each
and every dimension of the questionnaire should be pre-tested. The sample
respondents should be similar to the target respondents of the survey.
Finalize the questionnaire- Check the final draft questionnaire. Ask yourself how
much will the information obtained from each question contribute to the study.
Make sure that irrelevant questions are not asked. Obtain feedback of the
respondents on the questionnaire
 Data Collection Using SPSS

Q GENDER

1=MALE

2=FEMALE

3=OTHERS

Q HOW MANY TOTAL HOURS DO YOU SPEND DAILY ON SOCIAL MEDIA APPLICATIONS

1=HALF HOUR A DAY

2=1 HOUR A DAY

3=AROUND 1 AND A HALF HOURS A DAY

4=MORE THEN 2 HOURS

Q HOW MUCH TOTAL FOLLOWERS DO YOU HAVE ON DIFFERENT SOCIAL MEDIA APPLICATIONS

1=LESS THAN 500

2=AROUND 1000

3=MORE THEN 2000

4=MORE THEN 5000

HOW OFTEN DO YOU USE THESE DIFFERENT SOCIAL MEDIA SITES(FACEBOOK)

1=ALWAYS

2=VERY OTFEN

3=SOMETIMES

4=RARELY

INSTAGRAM

1=ALWAYS

2=VERY OTFEN
3=SOMETIMES

4=RARELY

LINKEDIN

1=ALWAYS

2=VERY OTFEN

3=SOMETIMES

4=RARELY
SNAPCHAT

1=ALWAYS

2=VERY OTFEN

3=SOMETIMES

4=RARELY

WHATSAPP

1=ALWAYS
2=VERY OTFEN

3=SOMETIMES

4=RARELY

WILL YOU RECOMMEND YOUR FRIEND WHOL IS NOT ON SOCIAL MEDIATO JOIN IT

1=ALWAYS

2=VERY OTFEN

3=SOMETIMES

4=RARELY
HOW MANY SOCIAL MEDIA ACCOUNTS DO YOU HAVE

1=1

2=2

3=34=MORE THEN 5

ON WHICH DEVICE YOU PREFER TO USE SOCIAL MEDIA

1=MOBLILE PHONE
2=LAPTOP

3=COMPUTER

4=TABLET

AT WHAT TIME YOU’RE MOST ACTIVE ON SOCIAL MEDIA

1=DURING MORNING

2=IN AFTERNOON

TO COMMUNICATE YOUR FRIEND THROUGH TEXT WHICH APP DO YOU USE MOSTLY

1=WHATSAP
2=INSTAGRAM

3=SNAPCHAT

4=FB MESSENGER

FROM HOW LONG YOU HAVE BEEN USING SOCIAL MEDIA

1=FROM LAST 6 MONTHS

2=FROM LAST 2 YEARS

3=MORE THEN 3 YEARS

4=MORE THEN 5 YEARS

ON WHICH SOCIAL MEDIA PLATFORM YOU HAVE MOST FRIENDS

1=SNAPCHAT

2=INSTAGRAM

3=WHATSAPP

4=FACEBOOK

5=LINKEDIN

6=OPTION 6

HAVE YOU EARNED ANYTHING FROM SOCIAL MEDIA

1=YES

2=NO

IF YOU HAVE EARNED THEN HOW MUCH

1=AROUND 5000

2=MORE THEN 10000

3=NEARLY 50 THOUSAND

4=MORE THEN 1 LAKH

DO YOU THINK AFTER COMING OF SOCIAL MEDIA YOU HAVE REDUCED YOUR PHYSICAL
ACTIVITIES

1=YES

2=N
1 Hypothesis testing
Quantitative research is commonly about examining relationships between variables.

Assuming that all is done correctly, data analysis will give us the direction of the relationship
(i.e.is the relationship negative or positive) and the effect size (i.e. how strong the
relationship is). These are the two most important outcome of data analysis, but it is not
uncommon that research inquiry instead focuses on a third point: STATISTICAL
SIGNIFICANCE. Statistical significance can be seen as an indicator of the reliability of the
results – although that is important indeed, it is not what exclusively should guide which
findings we focus on and which we discard.
PRIORITY LIST

1.DIRECTION Is the relationship positive or negative?

2.EFFECT SIZE Is the relationship strong or weak?

3.STATISTICAL SIGNIFICANCE Is the relationship reliable?

4.PRACTICAL IMPORTANCE Is the relationship relevant?

HYPOTHESES
NULL HYPOTHESIS (Ho) There is no difference

ALTERNATIVE HYPOTHESIS(H1) There is a difference

There is no “law” saying that the null hypothesis is always “no difference” and the alternative
hypothesis is always “difference”. However, for the null hypothesis, precedence is commonly
given to the “simpler” (or more “conservative” or “normative”) hypothesis.

OUTCOMES
There are two possible outcomes of hypothesis testing:
OUTCOMES OF HYPOTHESIS TESTING

Reject Ho in favour of H1 Suggests that the alternative hypothesis may be true (but it
does not prove it)

Do not reject Ho Suggests that there is not sufficient evidence against Ho in

favour of H1 (but it does not prove that the null hypothesis is
true)

ERRORS
There are two types of error that may occur in hypothesis testing: a type I error occurs when
the null hypothesis is rejected although it is true whereas a type II error occurs when the null
hypothesis is not rejected although it is false.

TYPE I AND TYPE II

ERROR
 CONCLUSION

Reject Ho in favour of Do not reject Ho

H1

TRUTH Ho Type 1 error Right decision

H1 Right decision Type II error

Type I errors are generally considered to be more serious that type II errors. Type II errors
are often due to small sample sizes.

STATISTICAL HYPOTHESIS
TESTING
Conducting a statistical hypothesis test is easy to do in statistical software such as SPSS.
These tests give us a probability value (p-value) that can help us decide whether or not the
null hypothesis should be rejected.

4.2 P-Values
The probability value – or p-value-help us decide whether or not the null hypothesis
should be rejected. There are some common misunderstandings about p- values:

THE P- VALUE IS NOT

….. the probability that the null hypothesis is true

….. the probability that the alternative hypothesis is false

….. the probability of the occurrence of a type I error (falsely rejecting Ho)

….. the probability that replicating the experiment would yield the same conclusion

….an indicator of the size of the effect or importance of the finding

……. the probability that the finding is a fluke

 Using the p-value to make this decision, it must first be decided what probability
value we find acceptable. This is often referred to “the significance level”. If the p-
value is below this level, it means that we can reject the null hypothesis in favour of
the alternative hypothesis, and if the p-value is above this level, it means that we
cannot reject the null hypothesis. The smaller the p-value, the more convincing is
the rejection of the null hypothesis.

SIGNIFICANCE LEVELS
The significance level is set by the individual researcher – it that sense, it is quite arbitrary –
but there are some levels that are widely used.

SIGNIFICANCE
LEVELS

p< 0.05 Statistically significance at the 5% level *

P<0.01 Statistically significance at the 1% level **

P<0.001 Statistically significance at the 0.1% level ***

It should be noted that p<0.10 – statistical significance at the 10 % level – is also a commonly
used significance level in some filed of research.

It should be noted that the p-value is affected by the sample size, which means that a smaller
sample size often translates to a larger p-value, conversely large sample size makes it easier to find
small p-values. In other words, the size of the sample influences the chances of rejecting the null
hypothesis
Frequencies

DESCRIPTIVE STATISTICS
3.1 FREQUENCIES TABLES

This function is used primarily for categorical variables (i.e. nominal/ordinal) but can be used
for any type of variable; the concern is that the table becomes too lengthy if there are many
categories/values in the variable. The Frequencies function does not only allow us to create a
frequency table, it is also possible to produce a variety of statistics.

TYPES OF STATISTICS
FREQUENCY The absolute number of observations within each category

MEAN The average value

MEDIAN The value in the absolute middle

MODE The most frequently occurring value

SUM Sum of all the values

STD. DEVIATION Standard deviation

VARIANCE Variance

RANGE The difference between the minimum value and the maximum
value

MINIMUM Minimum (smallest) observed value

MAXIMUM Maximum (largest) observed value

SKEWNESS Skewness and standard error of skewness

KURTOSIS Kurtosis and standard error of kurtosis

STEPS FOR FREQENCY TABLE:
1) GO to menu bar select analyse/ statistics /frequencies.

2) a new dialog box called frequencies will be open on the screen. Transfer the
variables to other side of the box.

3) Click on the option statistics and tick the option.

 4) Now click on continue and then press OK for the output.

OUTPUT OF FREQUENCY TABLE:

Frequency Table

How many total hours do you spend daily on social media applications
Frequency Percent Valid Percent Cumulative
Percent

1 1.4 1.4 1.4

1 hour a day 11 15.3 15.3 16.7
Around 1 and a half hours a
Valid 12 16.7 16.7 33.3
day
More then 2 hours 48 66.7 66.7 100.0
Total 72 100.0 100.0
 How much total followers do you have on diffrent social media applications
Frequency Percent Valid Percent Cumulative
Percent

3 4.2 4.2 4.2

Around 1000 12 16.7 16.7 20.8
Less then 500 48 66.7 66.7 87.5
Valid
More then 2000 2 2.8 2.8 90.3
More then 5000 7 9.7 9.7 100.0
Total 72 100.0 100.0
 How often do you use these diffrent social media sites [Facebook ]

Frequency Percent Valid Percent Cumulative

Percent

7 9.7 9.7 9.7

Always 4 5.6 5.6 15.3
Rarely 30 41.7 41.7 56.9
Valid
Sometimes 24 33.3 33.3 90.3
Very often 7 9.7 9.7 100.0
Total 72 100.0 100.0
 How often do you use these diffrent social media sites [Twitter ]

Frequency Percent Valid Percent Cumulative

Percent

11 15.3 15.3 15.3

Always 6 8.3 8.3 23.6
Rarely 26 36.1 36.1 59.7
Valid
Sometimes 14 19.4 19.4 79.2
Very often 15 20.8 20.8 100.0
Total 72 100.0 100.0
 How often do you use these diffrent social media sites [Instagram ]
Frequency Percent Valid Percent Cumulative
Percent

3 4.2 4.2 4.2

Always 55 76.4 76.4 80.6
Rarely 1 1.4 1.4 81.9
Valid
Sometimes 2 2.8 2.8 84.7
Very often 11 15.3 15.3 100.0
Total 72 100.0 100.0
 How often do you use these diffrent social media sites [Linkedin]

Frequency Percent Valid Percent Cumulative

Percent

10 13.9 13.9 13.9

Always 5 6.9 6.9 20.8
Rarely 24 33.3 33.3 54.2
Valid
Sometimes 24 33.3 33.3 87.5
Very often 9 12.5 12.5 100.0
Total 72 100.0 100.0
How often do you use these diffrent social media sites [Snapchat ]
 Frequency Percent Valid Percent Cumulative
Percent

5 6.9 6.9 6.9

Always 29 40.3 40.3 47.2
Rarely 6 8.3 8.3 55.6
Valid
Sometimes 16 22.2 22.2 77.8
Very often 16 22.2 22.2 100.0
Total 72 100.0 100.0
 How often do you use these diffrent social media sites [Whatsap]
Frequency Percent Valid Percent Cumulative
Percent

2 2.8 2.8 2.8

Always 51 70.8 70.8 73.6
Rarely 1 1.4 1.4 75.0
Valid
Sometimes 4 5.6 5.6 80.6
Very often 14 19.4 19.4 100.0
Total 72 100.0 100.0
 Will you recommend your freind who is not on social media to join it ?
Frequency Percent Valid Percent Cumulative
Percent

1 1.4 1.4 1.4

No 19 26.4 26.4 27.8
Valid
Yes 52 72.2 72.2 100.0
Total 72 100.0 100.0
 How many social media accounts do you have

Frequency Percent Valid Percent Cumulative

Percent

1 1.4 1.4 1.4

1. 20 27.8 27.8 29.2
2. 13 18.1 18.1 47.2
Valid
3. 27 37.5 37.5 84.7
More then 5 11 15.3 15.3 100.0
Total 72 100.0 100.0
 On which device you prefer to use social media
Frequency Percent Valid Percent Cumulative
Percent

2 2.8 2.8 2.8

Computer 1 1.4 1.4 4.2
Valid Mobile phone 67 93.1 93.1 97.2
Tablet 2 2.8 2.8 100.0
Total 72 100.0 100.0
 At what time you're most active on social media
Frequency Percent Valid Percent Cumulative
Percent

2 2.8 2.8 2.8

During morning 6 8.3 8.3 11.1
Valid
Evening 20 27.8 27.8 38.9
In afternoon 7 9.7 9.7 48.6
 Night time 37 51.4 51.4 100.0
Total 72 100.0 100.0

To communicate your freind through text which app you use mostly
Frequency Percent Valid Percent Cumulative
Percent

2 2.8 2.8 2.8

Instagram 18 25.0 25.0 27.8
Valid Snapchat 2 2.8 2.8 30.6
Whatsap 50 69.4 69.4 100.0
Total 72 100.0 100.0
 From how long you have been using social media
Frequency Percent Valid Percent Cumulative
Percent

2 2.8 2.8 2.8

From last 2 years 13 18.1 18.1 20.8
Valid More then 3 years 17 23.6 23.6 44.4
More then 5 years 40 55.6 55.6 100.0
Total 72 100.0 100.0
 On which social media platform you have most freinds

Frequency Percent Valid Percent Cumulative

Percent

2 2.8 2.8 2.8

Facebook 8 11.1 11.1 13.9
Valid Instagram 40 55.6 55.6 69.4
Option 6 3 4.2 4.2 73.6
Snapchat 4 5.6 5.6 79.2
 Whatsap 15 20.8 20.8 100.0
Total 72 100.0 100.0

Have you earned anything from social media ?

Frequency Percent Valid Percent Cumulative
Percent

2 2.8 2.8 2.8

Valid
No 56 77.8 77.8 80.6
 Yes 14 19.4 19.4 100.0
Total 72 100.0 100.0

What are you doing currently

Frequency Percent Valid Percent Cumulative
Percent

1 1.4 1.4 1.4

Job 10 13.9 13.9 15.3
Post graduation 3 4.2 4.2 19.4
Valid
Schooling 7 9.7 9.7 29.2
Undergraduation 51 70.8 70.8 100.0
Total 72 100.0 100.0
 If you have earned then how much?
Frequency Percent Valid Percent Cumulative
Percent

52 72.2 72.2 72.2

Around 5000 10 13.9 13.9 86.1
More then 1 lakh 7 9.7 9.7 95.8
Valid
More then 10000 2 2.8 2.8 98.6
Nearly 50 thousand 1 1.4 1.4 100.0
Total 72 100.0 100.0
 Do you think that after coming of social media you have reduced your
physical activities?

Frequency Percent Valid Percent Cumulative

Percent

2 2.8 2.8 2.8

No 24 33.3 33.3 36.1
Valid
Yes 46 63.9 63.9 100.0
Total 72 100.0 100.0
 Are you in favor of using social media sites by children ?
Frequency Percent Valid Percent Cumulative
Percent

3 4.2 4.2 4.2

No 52 72.2 72.2 76.4
Valid
Yes 17 23.6 23.6 100.0
Total 72 100.0 100.0
 How often do you post pictures on social media?
Frequency Percent Valid Percent Cumulative
Percent

2 2.8 2.8 2.8

Daily 4 5.6 5.6 8.3
Never 3 4.2 4.2 12.5
Valid
Rarely 34 47.2 47.2 59.7
Sometimes 29 40.3 40.3 100.0
Total 72 100.0 100.0
 CHI-SQUARE

NUMBER OF VARIABLES TWO

SCALE OF VARIABLES CATEGORICAL (NOMINAL/ORDINAL)

There are two different forms of the chi-square test: a) The multidimensional chi-square test,
and b) The goodness of Fit chi-square test.

The multidimensional chi-square test assesses whether there is a relationship between two
categorical variables. For example, you want to see if young women smoke more than young
men. The variable gender has two categories (men and women) and, in this particular case,
the variable smoking consists of the categories: no smoking, occasional smoking and
frequent smoking.

ASSUMPTIONS

First, you have to check your data to see that the assumptions behind the chi-square test
hold.
If your data “passes” these assumptions, you will have a valid result.
TWO OR MORE UNRELATED Both variables should be categorical (i.e.,
nominal or ordinal) and consist of two or
CATEGORIES IN BOTH VARIABLES
more group. Unrelated means that the
groups
should be mutually excluded: no individual
can be in more than one of the groups. For
example, low vs medium vs high, poor vs
good vs excellent health; and so on.

Case Processing Summary

Cases
Valid Missing Total

N Percent N Percent N Percent

Gender * How many total

hours do you spend daily on 72 100.0% 0 0.0% 72 100.0%
social media applications
 Gender * How many total hours do you spend daily on social media applications Crosstabulation
Count
How many total hours do you spend daily on social media applications Total
1 hour a day Around 1 and a More then 2
half hours a day hours

1 0 0 1 2
Gender Male 0 9 8 31 48
Female 0 2 4 16 22
Total 1 11 12 48 72

Chi-Square Tests
Value df Asymp. Sig. (2-
sided)

Pearson Chi-Square 36.835a 6 .000

Likelihood Ratio 9.714 6 .137
N of Valid Cases 72

a. 8 cells (66.7%) have expected count less than 5. The minimum

expected count is .03.
 Introduction
Social media has exploded as a category of online discourse
wherpeople create content, share it, bookmark it and network at a
prodigious rate. Because of its ease of use, speed and reach, social
media is fast changing the public discourse in society and setting
trends and agenda in topics that range from the environment and
politics to technology and the entertainment industry(Asur and
Huberman, 2010). In the last ten years, the online world has changed
dramatically, thanks to the invention of social media, young men and
women now exchange ideas, feelings, personal information, pictures
and videos at a truly astonishing rate. Seventy-three percent of wired
American teens now use social media websites (Oberst, 2010). Martn,
(2008) & Lusk, (2010) share the same concept of social media. To
them social media is the use of Facebook, Blogs, Twitter, My Space
and LinkedIn for the purpose of communication, sharing photos as
well as videos. However for the purpose of this study social media is
captured within the use of internet through Facebook, Whatsap,
Twitter, Skype, MySpace as well as Yahoo Messenger for
communication sharing of ideas, sharing of photos and videos by
users. The increased use of Social Networking Websites has become
an international phenomenon in the past several years. What started
out as a hobby for some computer literate people has become a
social norm and way of life for people from all over the world (Boyd.
2007). Teenagers and young adults have especially embraced these
sites as a way to connect with their peers, share information, reinvent
their personalities, and showcase their social lives (Boyd, 2007). In the
past years, social media websites have become common; giving
young people a new way to interact with each other and
communicate with the world. Social networking became popular
between 2004 and 2006, after Facebook and MySpace were created.
Facebook, for example has over 500 million members and it is still
growing and approximately 85% of undergraduate students are
Facebook users (Schneider, 2009). These numbers are expected to
grow since Facebook users will continue to grow. And this is not only
true for Facebook, numbers for YouTube users closely follow as well
(University of New Hampshire, 2009). Social networking websites
provide tools by which people can communicate, share information,
and create new relationships. With the popularity of social
networking websites on the rise, our social interaction is affected in
multiple ways as we adapt to our increasingly technological world.
The way web users interact and talk to each other has changed and
continues to change. These users now socialize through the internet
and it takes away from the person socialization that has been around
forever. Social networking websites have affected our social
interaction by changing the way we interact face-to-face, how we
receive information, and the dynamics of our social groups and
friendships (Asur and Huberman, 2010).
 OBJECTIVES OF RESEARCH

 To examine the impact of social media on

academic performance among the

students.

 ii. To identify the benefits obtained from

using the social media.

 iii. To ascertain what students use social

media sites for

 REVIEW OF LITERATUREANNEXURE

According to Junco al et (2010), social media are a collection of internet websites, services, and
practices that support collaboration, community building, participation, and sharing”. The growing
dimension of the use of social media among the youth of today cannot be over emphasized. Over
the years, social networking among second cycle students has become more and more popular. It is
a way to make connection not only on campus, but with friends outside of school. Social networking
is a way that helps many people feels as though they belong to a community. Due to the increased
popularity of it, economists and professors are questioning whether grades of students are not being
affected by how much time is spend on these sites (Choney, 2010). According to Lenhart et al.,
(2010), about 57% of social network users are 18-29 years old and have a personal profile on
multiple social media websites. In a study by Pempek, Yermolayeva, and Calvert (2009), the amount
of time spent daily on social network sites varied greatly. However, an analysis of the data indicated
most participants spent approximately thirty minutes a day socializing, mostly during the evening
hours between 9p.m to 12a.m students spent an average of forty seven minutes a day on Facebook.
More than 50% of college students go on a social networking sites several times a day (Sheldon,
2008). Quan-Haase and Young (2010), found that 82% of college students reported logging into
Facebook several times a day. Younger students tended

to use Facebook more frequently than older students to keep in touch with friends from high school
or from their hometown (Pempek et al., 2009) Many researchers such as Choney (2010), San Miguel
(2009) and Enriquez (2010) studies on students’ use of the social media sites revealed a negative
effect of the use of social media sites on students’ academic performance. Nielsen Media Research
study conducted in June 2010 stated that almost 25% of students’ time on the internet is spent on
social networking sites (Jacobsen & Forste 2011).The American Educational Research Association
conducted a research and declared at its annual conference in San Diego California (2009), that
social media users study less and generate lower grade (Abaleta et al, 2014). San Miguel (2009),
focused on the relationship between time spent on Facebook and the academic performance of
students. The overall findings indicated “more time on Facebook equals slightly lower grades”. In his
study, the average facebook user had a GPA of 3.0 to 3.5, while the non facebook user had a GPA of
3.5 - 4.0. Also, the average facebook user study for 1 – 5 hours per week, while the non facebook
user would study 11 – 15 hours per week Enriquez (2010), revealed that students who multi-task
between social networking sites and home work are likely to have 20% lower grades than a student
who does not have a social networking site. He believes that even running a social networking site
on the background on a student’s PC while studying or doing homework could lower a student’s
grade. He believes that “the problem is that most people have Facebook or other social networking
sites, their e-mails and may be instant messaging constantly running in the background while they
are carrying out their tasks” Choney (2010), in looking at the time spend on facebook and its effect
on academic performance said a user of Facebook has an average “GPA of 3.06, while non users
have an average GPA of 3.82”. Furthermore, a study conducted by Karpinski and Duberstein (2009),
of Ohio Dominican university on college students who use social network have significantly lower
grade point averages (GPAs) than those who do not. They also mentioned that among various
unique distractions of every single generation, Facebook remains a major distraction of current
generation. According to Khan (2009), facebook users often time experience poor performance
academically. Similarly, Englander et al., (2010), posit that social media is negatively associated with
academic performance of student and is a lot more momentous than its advantages. Internet
addiction consequently gave rise to internet usage within the last couple decades. Nalwa and Anand
(2008), recommended that addicted users prefer using internet setting back their personal and
responsibilities which ultimately leads to poor academic performance. According to Kubey et al.,
(2010), impairment of educational performance and internet dependency are correlated by utilizing
synchronous communication programme including internet sites and forums. Jocabsen and Forste
(2011), found a negative relationship between the use of various media, including mobile phones,
and self-reported GPA among first year university students in the United States. In Taiwan, Yen at el.
(2009), identified an association between mobile phone use and respondents and report that
respondents have allowed phone use to interfere with their academic activities. Similarly, Hong et al.
(2012), reported that daily use of mobile phones is correlated with self-reported measure of
academic difficulty among a sample of Taiwanese university students. In a survey of Spanish high
school students Sanchez-Martinz and Otero (2009), found a correlation between “intensive” mobile
phone use and school failure. However, other studies like Ahmed and Qazi (2011), Hanqittai and
Hsich (2010), Pasek and Hanqittai (2009), conducted on the same topic revealed no correlation
between social media and students’ academic performance. A study conducted at Whittemore
school of Business and Economic on one thousand, one hundred and twenty seven students
revealed that there is no correlation between how much time is spent on social networking sites and
grades (Martin, 2009). Again, University of New Hampshire (2010) study also revealed that students’
use of social media sites do not affect grades. A recent survey showed that approximately ninety
percent of teens in the United States have Internet access, and about seventy-five percent of these
teens use the Internet more than once per day (Kist, 2008). This study also showed that
approximately half of all teens who have Internet access are also members of social networking
sites, and use the Internet to make plans and socialize with friends (Kist, 2008). In September 2005,
out of the total adult internet users (18-29 years) 16% were using social networking site but this
percentage increased to 86% in May, 2010 (www.marketingcharts.com).
Q HOW MANY TOTAL HOURS DO YOU SPEND DAILY ON SOCIAL MEDIA APPLICATIONS

1HALF HOUR A DAY

21 HOUR A DAY

3AROUND 1 AND A HALF HOURS A DAY

4MORE THEN 2 HOURS

Q HOW MUCH TOTAL FOLLOWERS DO YOU HAVE ON DIFFERENT SOCIAL MEDIA APPLICATIONS

1=LESS THAN 500

2=AROUND 1000

3=MORE THEN 2000

4=MORE THEN 5000

HOW OFTEN DO YOU USE THESE DIFFERENT SOCIAL MEDIA SITES(FACEBOOK)

1ALWAYS

2VERY OTFEN

3SOMETIMES

4RARELY

INSTAGRAM

1ALWAYS

2VERY OTFEN

3SOMETIMES

4RARELY
LINKEDIN

ALWAYS

VERY OTFEN

SOMETIMES

RARELY

SNAPCHAT

ALWAYS

VERY OTFEN

SOMETIMES

RARELY

WHATSAPP

ALWAYS

VERY OTFEN

SOMETIMES

RARELY

WILL YOU RECOMMEND YOUR FRIEND WHOL IS NOT ON SOCIAL MEDIATO JOIN IT

ALWAYS

VERY OTFEN

SOMETIMES

RARELY
HOW MANY SOCIAL MEDIA ACCOUNTS DO YOU HAVE

MORE THEN 5

ON WHICH DEVICE YOU PREFER TO USE SOCIAL MEDIA

MOBLILE PHONE

2LAPTOP

3COMPUTER

4TABLET

AT WHAT TIME YOU’RE MOST ACTIVE ON SOCIAL MEDIA

1DURING MORNING

2IN AFTERNOON

TO COMMUNICATE YOUR FRIEND THROUGH TEXT WHICH APP DO YOU USE MOSTLY

1WHATSAP

2INSTAGRAM

3SNAPCHAT

4FB MESSENGER

FROM HOW LONG YOU HAVE BEEN USING SOCIAL MEDIA

1FROM LAST 6 MONTHS

2FROM LAST 2 YEARS

3MORE THEN 3 YEARS

4MORE THEN 5 YEARS

ON WHICH SOCIAL MEDIA PLATFORM YOU HAVE MOST FRIENDS

1SNAPCHAT

2INSTAGRAM
3WHATSAPP

4FACEBOOK

5LINKEDIN

6OPTION 6

HAVE YOU EARNED ANYTHING FROM SOCIAL MEDIA

1YES

2NO

IF YOU HAVE EARNED THEN HOW MUCH

1AROUND 5000

2MORE THEN 10000

3NEARLY 50 THOUSAND

4MORE THEN 1 LAKH

DO YOU THINK AFTER COMING OF SOCIAL MEDIA YOU HAVE REDUCED YOUR PHYSICAL

ACTIVITIES

1YES

2No

REFERENCES
 REFERENCES
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