CONTENT

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 CONTENT

CHAPTER TITLE PAGE NO

A STUDY ON CONSUMER SATISFACTION

TOWARDS BAJAJ PULSAR

I INTRODUCTION 6

OBJECTIVES OF STUDY 8

PERCENTAGE ANALYSIS 10

II REVIEW OF LITERATURE 16

III PRODUCT PROFILE 20

IV ANALYSIS AND INTERPRETATIONS OF 36

DATA
V FINDINGS AND INFERENCE 64

CONCLUSION 68

BIBLIOGRAPHY 69

APPENDIX 70

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LIST OF TABLES

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 LIST OF TABLES

S.NO DESCRIPTIONS PAGE NO

1 Table showing the Age category of the respondents 36

2 Table showing the marital status of the respondents 37

3 Table showing the educational qualification of the 38

respondents
4 Table showing the gender of the respondents 39

5 Table showing the currently used networking site 40

6 Table showing the mostly use the networking of the 41

respondents
7 Table showing the sites even if you don’t contribute of the 42
respondents
8 table showing the member of social network of the 43
respondents
9 table showing the using of social network of the respondents 44

10 Table showing the hour spend on social network of the 45

respondents
11 table snowing the friends in social network of the respondent 46

12 table showing the speak most in social network of the 47

respondents
13 Table showing the safeguard during the social network of the 48
respondent
14 Table showing the visit the social network of the respondents 49

15 Table showing the using a online social network of the 50

respondents

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 CHAPTER 1

INTRODUCTION

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STUDY ON STUDENT PERCEPTION TOWARDS SOCIAL MEDIA
RESPONSIBILITY
CHAPTER.1

INTRODUCTION

Social Media are computer-mediated technologies that allow the creating and sharing of
information, ideas, career interests and other forms of expression via virtual communities and
networks. The variety of stand-alone and built-in social media services currently available
introduces challenges of definition. However, there are some common features.

1. Social media are interactive Web 2.0 Internet-based application.

2. User-generated content, such as text posts or comments, digital photos or videos, and
data generated through all online interactions, are the lifeblood of social media.
3. Users create service-specific profiles for the website or app that are designed and
maintained by the social media organization.
4. Social media facilitate the development of online social networks by connecting a user's
profile with those of other individuals and/or groups.

Social media use web-based and mobile technologies on smart phones and tablet computers to
create highly interactive platforms through which individuals, communities and organizations
can share, co-create, discuss, and modify user-generated content or pre-made content posted
online. They introduce substantial and pervasive changes to communication between businesses,
organizations, communities and individuals. Social media changes the way individuals and
large organizations communicate. These changes are the focus of the emerging field of techno
self studies. In America, a survey reported that 84 percent of adolescents in America have a
Face book account

Social media differ from paper-based or traditional electronic media such as TV broadcasting in
many ways, including quality, reach, frequency, usability, immediacy, and permanence. Social
media operate in a dialogic transmission system. This is in contrast to traditional media which
operates under a monologists transmission model (one source too many receivers), such as a
paper newspaper which is delivered to many subscribers. Some of the most popular social
media websites are Face book (and its associated Face book Messenger), WhatsApp, Tumbler,
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Instagram, Twitter, Baidu Tieba, Pinterest, LinkedIn, Gab, Google+, YouTube, Viber, Snapchat,
Weibo and We Chat. These social media websites have more than 100,000,000 registered users.

Observers have noted a range of positive and negative impacts from social media use. Social
media can help to improve individuals' sense of connectedness with real and/or online
communities and social media can be an effective communications (or marketing) tool for
corporations, entrepreneurs, nonprofit organizations, including advocacy groups and political
parties and governments. At the same time, concerns have been raised about possible links
between heavy social media use and depression, and even the issues of cyber bullying, online
harassment and "trolling". Currently, about half of young adults have been cyber bullied and of
those, 20 percent said that they have been cyber bullied on a regular basis. Another survey was
carried out among 7th grade students in America which is known as the Precaution Process
Adoption Model. According to this study 69 percent of 7th grade students claim to have
experienced cyber bullying and they also said that it is worse than face to face bullying.
According to Nielsen, Internet users continue to spend more time on social media sites than on
any other type of site. At the same time, the total time spent on social media sites in the U.S.
across PCs as well as on mobile devices increased by 99 percent to 121 billion minutes in July
2012 compared to 66 billion minutes in July 2011. For content contributors, the benefits of
participating in social media have gone beyond simply social sharing to building reputation and
bringing in career opportunities and monetary income.

Over 60% of 13 to 17-year-olds have at least one profile on social media, with many spending
more than two hours a day on social networking site

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OBJECTIVES OF THE STUDY

1 The general purpose of the study is to find out the place of the use of social
networking sites by undergraduate students.

2 To study the difference of option among male and female management students to use
of social media

3 To study the difference purposes of using social media.

4 Social networking sites are fast becoming very popular and networking sites are
modern interactive communication channels through which people connect to one another,
share ideas, experience, pictures, messages, and information.

5. To identify required skills for effective use of social networking tool among students

SCOPE of the Study

 This study is limited to the use of networking sites by students.
 It covers the extent of the use of social networking sites by the undergraduate students,
categories of social networking sites, benefits of using social networking sites, purposes
of using social
 Networking sites and dangers involved in the use of social networking sites.

Research Method
This study used a quantitative research design based on a survey method through questionnaires.
The survey method employed in this research because it is an efficient way of collecting
information from a large number of respondents. Besides that, this method is easy to administer
and cheaper to conduct.
This study used both primary and secondary sources of data. The secondary data were from the
literature review described above. The primary data were collected through questionnaires
ministered to randomly selected respondents representing a sample of university Students from
various academic disciplines .The research team designed and fine-tuned the survey instrument,

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and conducted a workshop to obtain the opinion of administrators, instructors and students on
which topics to include

Sample size
It comprises of 100 respondents from Coimbatore city spread across various socio
demographic profiles.

SAMPLING TECHIQUES
Sampling techniques adopted for the study is simple random sampling for the collection of
primary data through questionnaire.

SOURCE OF DATA
The primary data has been conducted through the questionnaire from the students. The
questionnaire is designed in a systematic manner covering adequate and relevant questions
which is useful to study.

STATISTICAL TOOLS
The purposes of the data analysis and interpretation phase is to transform the data collection
into credible evidence about the development of the intervention and its performance by using
data preparation to organizing, describing and interpret the data for analysis.
 Percentage analysis
 Chi-square analysis

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PERCENTAGE ANALYSIS
This method is using to compare two or more series of data to describe the relationship or
the distribution of two or more series of data, Percentage analysis is done to find out the
percentage of the response given by the respondent. The data that was collected is shown using
a pie diagram.

Percentage = no. of respondents X 100

Total no. of respondents

CHI-SQUARE ANALYSIS
Chi-square test is the non- parametric test of significant difference between the observed
distribution of data and categories and the expected distribution based on the null hypothesis.
This test is one of the simplest and most widely used non-parametric tests in statistical work.
This symbol in the Greek letter Chi. This test was first used by Karl in 1900.

The Benefits of Using Social Networking Sites

Social networking sites can be a great way to make connections with people with related
interests and goals, like a virtual meeting place where friends hang out. There is evidence of a
broad range of benefits to student or users associated with the use of Social networking sites.
These are just some of the several positive things that have contributed to social networking
popularity among scholars because they can discuss different topics, share information and
exchange files and pictures. However, from the study carried out by Konetes and Mc Keague
(2011) came up with certain revelations about the uses of the social networking sites especially,
Face book, the research reported that, ‘‘students are using Face book and other channels to
Develop their identities, beliefs and stances on various issues such as politics, religion, and
work, as well as to pioneer and develop intimate relationships.’’ In support of the benefits that
social networks have on interactions among students and teachers, Wikipedia document that
Social networks focused on supporting relations between teachers and students are now used
for learning, educators, profession development, and content. Ming for teachers, learn central,

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Teacher-street and other sites are being built to foster relationships That educational blogs,
portfolios, formats and ado communities, as well as communication such as communication
such as chats, discussion threats,. These sites also have content sharing and rating features.

CHAPTER SCHEME
 Chapter 1 deals with Introduction and design of the study.
 Chapter 2 deals with Review of Literature.
 Chapter 3 deals with Profile of the product.
 Chapter 4 deals with Analysis & Interpretation of data.
 Chapter 5 deals with findings and suggestions of the study.
 Chapter 6 deals with conclusion.

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 For the purpose of this study, student engagement will be defined as the time
and effort students devote to academic and co-curricular activities thatmay be linked to
the expectations of the university (Kuk, 2009).

Within the literature various definitions will be presented but for the
purpose of this study, the researcher has listed major terms along with theircomplete
definitions:

Facebook. An online social network site established in 2004 where individuals

share pictures, personal information, and joins friends (Hew,2011).

Instagram. An online photo-sharing service that enables users to take pictures

with their mobile devices, add a variety of filters, and post theirpictures to a
stream (Junco, 2014).

Social media. A web service that allows users to sustain a profile within a
enclosed system; electronic tool that provides users with ability to publish,share,
and access information (Murthy, 2013).

SnapChat. A mobile photo- and video-messaging application that allowsusers to set a limit
on how long a recipient can view a photo or video before it is deleted from the from the
mobile device. A unique feature of SnapChat is the ability to doodle and add text to picture
and video, whichgives users the ability to easily create memes (Junco, 2014).

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 Student Engagement. Student engagement represents the time and effortstudents
devote to activities that are empirically linked to desired outcomes of college and
what institutions do to induce students to participate in these activities (Kuh,
2009).

Twitter. A micro-blogging service that is limited to 140 characters. It provides a

platform for connections of information to be made through the use of hashtags
(Murthy, 2013).

Conceptual Framework

This action research study will refer to selected applicable theories toground the
study. Chickering and Gamson (1987) identified the following indicators of engagement
called the:

Seven Principles for Good Practice in Undergraduate Education. These

principles include student-faculty contact, cooperation among students, active
learning, prompt feedback, time on task, high expectations, and respect for
diverse talents and ways of learning.

Chickering and Gamson (1987) identified the Seven Vectors of StudentDevelopment

within his development theory.

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(1) developing competence;

(2) managing emotions;

(3) moving through autonomy toward interdependence;

(4) developing mature interpersonalrelationships;

(5) establishing identity;

(6) developing purpose;

(7) developing integrity.

By examining the impact of social media on student engagement, the researcher

explored the developing competences as the participants communicated and responded
to the researcher as part of their interpersonal competence. Intellectual, physical, and
interpersonal competences developed throughout the college experience can be noted
through using critical thinking skills, involvement, and communications. Many of these
communications for college students occur through social media. Also within student
development, students learn and develop their ability to manage their emotions and
reactions.From course discussions to social settings, students manage their emotions and
reactions at different levels and in different ways. As students gain their independence
and become more self-sufficient, they come to find that they do need others as they
gravitate towards interdependence. Students form new relationships and begin making
decisions about the specific activities and eventsthey will attend, they will be moving
from autonomy to interdependence.

Students will not only be establishing an actual identity but students will also bemaking
decisions about their virtual identity and social networking presence.

Their purpose will become more focused as they find meaning in their interests and
relationships that support those interests.

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 CHAPTER 2
REVIEW OF LITERATUTE

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 CHAPTER.2

Review of Literature

Keol Lim and Ellen B Meier (2012) in their study clearly highlighted how and why Korean
students use Social Networking Sites and what are the advantages they find by using Social
Networking Sites. The study as such begins with the explanation of how the number of
international students getting admission in U S universities has increased. It also refers to
psychological experiences of international students such as disorientation, nostalgic depressive
reactions, and feelings of isolation, alienation and powerlessness. However, international
students may have limited ways to cope with stress, which could lead to stress depression.
Hence these limitations make it hard for international students to acclimatize themselves new
circumstances.

Keol and Meier (2012) mainly constrained themselves for only two research questions: How do
these international students use Social Networking Sites? And how do these international
students perceive the impact of Social Networking Sites on their affective and academic
adaptation? This research was conducted in the United States with Asian international students,
all from Korea, who were not raised in a western culture. Respondents in the study used Social
Networking Sites in various ways and the tools played an important role in their adaptation to a
new life in the United States. Findings of the study clearly showed that the respondents
benefitted from their use of social networking sites and that the interactions helped to decrease
their anxiety in the new culture by providing them with a means of connecting to their parents
and friends in Korea. At the end it also stressed on the need of more research to identify the
potential of Social Networking Sites in contributing to the affective and cognitive adaptation
for international students including the connection between Internet use and academic
achievement.
In a study entitled “Social capital as Face book; differentiating uses and users”

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Moira Burke and Cameron Marlow (2011) discuss extensively about the perspective to look at
the uses of Social Networking Sites. It says though usage of Social Networking Sites is
Often treated as a monolithic activity, in which all time is equally social and its impact the
same for all users. The study primarily examines how Face book affects social capital
depending upon: types of site activities, contrasting one-on-one communication, broadcasts to
wider
Audiences and passive consumption of social news, and individual differences among users,
including social communication skill and self-esteem. In this study (2011) a survey was
conducted using 415 Face book users, which revealed that receiving messages from friends is
Associated with increase in bridging social capital. The major goal of the study was to observe
how different uses of a large Social Networking Site influence different types of user’s social
capital. Social capital is the actual or potential resources which are linked to a durable network
of
More or less institutionalized relationships of mutual acquaintance or cognition. The study
states that college students are motivated by social information-seeking, using Social
Networking Sites to learn about people they have met offline, and expressive information
sharking,
Feeling greater to bridge social capital.

Bicen and Cavus (2010) evaluated the usage of Social Networking Sites among students in the
department of computer education instructional technology and found which social networking
sites are the most preferred by students. The study revealed that use and sharing of knowledge
on Internet is made an integral part of college students’ lives. Results show that Live Spaces
and Face book are the commonly used sites by the students.

Lack, Beck and Hoover (2009) investigated the usage of Social Networking Sites by
undergraduate psychology major. They found that majority of students using Face book and
their account information have publicly accessibility and some user profiles have content of a
Questionable nature on their publicly viewable accounts. They suggest that formal education
must be presided to students regarding the usage of these sites.

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Coyle and Vaughn (2008) in their study examined the literature on Social Networking Sites and
conducted a survey on how college students are engaged in social networking. They found that
the main purpose of using Social Networking Sites is to keep in touch with friends. They also
indicate that these are used for merely trivial communication with friends. These sites are
simply new form of communication that is evolving over time with the aid of technology.

Importance of Student Engagement

There are many perspectives of why it is important to study student engagement.

When students are engaged, faculty and students can both benefit. These students will
make connections with materials that have learned previously and with the new material
they are being exposed to. These students will also increase their communication and
leadership skills as active learners.

Their independence will also flourish as they find meaning and value in theirstudies.

Research has shown that student engagement fluctuates more within a campus community than
it does among campus to campus comparisons. Thereare also some identifiers of students that
could make them more susceptible tobeing less engaged than their peers. Examples of these
identifiers are first-generation, male, commuter, or transfer college students (Buckley, Bridges,
& Hayek, 2006). This is an important point to consider. College and university campuses are
quite different from one to the next. There are also as many difference in the student body. In
reviewing studies and information of student engagement, it is essential to remember that
student engagement can vary more within a campus itself than in comparison with other
campuses. Therefore, what works for one campus and student body, may not be feasible to
even contemplate for another campu

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 CHAPTER 3
PRODUCT PROFILE

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 CHAPTER.3

PRODUCT PROFILE

History

The roots of social media stretch far deeper than you might imagine. Although it seems like a
new trend, sites like Face book are the natural outcome of many centuries of social media
development
.

 Social Media Before 1900

The earliest methods of communicating across great distances used written correspondence
delivered by hand from one person to another. In other words, letters. The earliest form of
postal service dates back to 550 B.C., and this primitive delivery system would become more
widespread and streamlined in future centuries.
In 1792, the telegraph was invented. This allowed messages to be delivered over a long
distance far faster than a horse and rider could carry them. Although telegraph messages were
short, they were a revolutionary way to convey news and information.
Although no longer popular outside of drive-through banking, the pneumatic post, developed in
1865, created another way for letters to be delivered quickly between recipients. A pneumatic
post utilizes underground pressurized air tubes to carry capsules from one area to another.

Two important discoveries happened in the last decade of the 1800s:

The telephone in 1890 and the radio in 1891.Both technologies are still in use today, although
the modern versions are much more sophisticated than their predecessors. Telephone lines and
radio signals enabled people to communicate across great distances instantaneously, something
that mankind had never experienced before.

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 TYPE OF SOCIAL MEDIA

Face book is an American for-profit corporation and online social media and social networking
service based in Menlo Park, California. The Face book website was launched on February 4,
2004, by Mark Zuckerberg, along with fellow Harvard College students and roommates,
Eduardo Saverin, Andrew McCollum, Dustin Moskovitz, and Chris Hughes.

The founders had initially limited the website's membership to Harvard students; however, later
they expanded it to higher education institutions in the Boston area, the Ivy League schools,
and Stanford University. Face book gradually added support for students at various other
universities, and eventually to high school students as well. Since 2006, anyone age 13 and
older has been allowed to become a registered user of Face book, though variations exist in the
minimum age requirement, depending on applicable local laws The Face book name comes
from the face book directories often given to United States university students

WhatsApp Messenger is a freeware, cross-platform and end-to-end encrypted instant

messaging application for smart phones. It uses the Internet to make voice calls, one to one
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video calls; send text messages, images, GIF, videos, documents, user location, audio files,
phone contacts and voice notes[10][11] to other users using standard cellular mobile numbers. It
also incorporates a feature called Status, which allows users to upload photos and videos to a
24-hours-lifetime feed that, by default, are visible to all contacts; similar to Snapchat, Face
book and Instagram Stories.

WhatsApp Inc., based in Mountain View, California, was acquired by Face book in February
2014 for approximately US$19.3 billion. By February 2016, WhatsApp had a user base of over
one billion, making it the most popular messaging application at the time.

YouTube is an American video-sharing website headquartered in San Bruno, California. The

service was created by three former PayPal employees—Chad Hurley, Steve Chen, and Jawed
Karim—in February 2005. Google bought the site in November 2006 for US$1.65 billion;[4]
YouTube now operates as one of Google's subsidiaries. The site allows users to upload, view,
rate, share, add to favorites, report and comment on videos, subscribe to other users, and it
makes use of Web M, H.264/MPEG-4 AVC, and Adobe Flash Video technology to display a
wide variety of user-generated and corporate media videos. Available content includes video
clips, TV show clips, music videos, short and documentary films, audio recordings, movie
trailers and other content such as video blogging, short original videos, and educational videos.

Most of the content on YouTube has been uploaded by individuals, but media corporations
including CBS, the BBC, Vevo, and Hulu offer some of their material via YouTube as part of
the YouTube partnership program. Unregistered users can only watch videos on the site, while
registered users are permitted to upload an unlimited number of videos and add comments to
videos. Videos deemed potentially offensive are available only to registered users affirming

22
themselves to be at least 18 years old. In December 2016, the website was ranked as the second
most popular site by Alexa Internet, a web traffic analysis company.

Google was founded in 1996 by Larry Page and Sergey Brin while they were Ph.D. students at
Stanford University, in California. Together, they own about 14 percent of its shares and
control 56 percent of the stockholder voting power through super voting stock. They
incorporated Google as a privately held company on September 4, 1998. An initial public
offering (IPO) took place on August 19, 2004, and Google moved to its new headquarters in
Mountain View, California, nicknamed the Google plus

In August 2015, Google announced plans to reorganize its various interests as a conglomerate
called Alphabet Inc. Google, Alphabet's leading subsidiary, will continue to be the umbrella
company for Alphabet's Internet interests. Upon completion of the restructure, Sundar Pichai
became CEO of Google, replacing Larry Page, who became CEO of Alphabet.

Rapid growth since incorporation has triggered a chain of products, acquisitions, and
partnerships beyond Google's core search engine (Google Search). It offers services designed
for work and productivity (Google Docs, Sheets and Slides), email (Gmail/Inbox), scheduling
and time management (Google Calendar), cloud storage (Google Drive), social networking
(Google+), instant messaging and video chat (Google Allo/Duo/Hangouts), language
translation (Google Translate), mapping and turn-by-turn navigation (Google Maps), video
sharing (YouTube), note taking (Google Keep), and photo organizing and editing (Google
Photos). The company leads the development of the Android mobile operating system, the
Google Chrome web browser, and Chrome OS, a lightweight operating system based on the
Chrome browser. Google has moved increasingly into hardware; from 2010 to 2015, it
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partnered with major electronics manufacturers in the production of its Nexus devices,[11] and in
October 2016, it launched multiple hardware products (including the Google Pixel smart phone,
Home smart speaker, Wi-Fi mesh wireless router, and Daydream View virtual reality headset).
The new hardware chief, Rick Osterloh, stated: "a lot of the innovation that we want to do now
ends up requiring controlling the end-to-end user experience"

LinkedIn (/ˌliŋkt.ˈɪn/) is a business and employment-oriented social networking service that

operates via websites. Founded on December 28, 2002, and launched on May 5, 2003, it is
mainly used for professional networking, including employers posting jobs and job seekers
posting their CVs. As of 2015, most of the site's revenue came from selling access to
information about its users to recruiters and sales professionals. As of September 2016,
LinkedIn has more than 467 million accounts, out of which more than 106 million are active.
LinkedIn allows users (workers and employers) to create profiles and "connections" to each
other in an online social network which may represent real-world professional relationships.
Users can invite anyone (whether a site user or not) to become a connection. The "gated-access
approach" (where contact with any professional requires either an existing relationship, or the
intervention of a contact of theirs) is intended to build trust among the service's users. LinkedIn
participated in the EU's International Safe Harbor Privacy Principles.

The site has an Alexa Internet ranking as the 20th most popular website (October 2016). [4]
According to the New York Times, US high school students are now creating LinkedIn profiles
to include with their college applications. Based in the United States, the site is, as of 2013,
available in 24 languages, including Arabic, Chinese, English, French, German, Italian,
Portuguese, Spanish, Dutch, Swedish, Danish, Romanian, Russian, Turkish, Japanese, Czech,
24
Polish, Korean, Indonesian, Malay, and Tagalong. LinkedIn filed for an initial public offering
in January 2011 and traded its first shares on May 19, 2011, under the NYSE symbol "LNKD".

On June 13, 2016, Microsoft announced plans to acquire LinkedIn for $26.2 billion. The
acquisition was completed on December 8, 2016. The transaction resulted in the payment of
approximately $26.4 billion in cash merger consideration.

Twitter (/ˈtwɪtər/) is an online news and social networking service where users post and
interact with messages, "tweets," restricted to 140 characters. Registered users can post tweets,
but those who are unregistered can only read them. Users access Twitter through its website
interface, SMS or a mobile device app. Twitter Inc. is based in San Francisco, California,
United States, and has more than 25 offices around the world.

Twitter was created in March 2006 by Jack Dorsey, Noah Glass, Biz Stone, and Evan Williams
and launched in July, whereby the service rapidly gained worldwide popularity. In 2012, more
than 100 million users posted 340 million tweets a day, and the service handled an average of
1.6 billion search queries per day. In 2013, it was one of the ten most-visited websites and has
been described as "the SMS of the Internet". As of 2016, Twitter had more than 319 million
monthly active users. On the day of the 2016 U.S. presidential election, Twitter proved to be
25
the largest source of breaking news, with 40 million tweets sent by 10 p.m. (Eastern Time) that
day.

The app is available on Android, i Phone, BlackBerry, Windows Phone, and Symbian phones.
Web-based OS X and Windows clients also exist; these however require the user to have the
app installed on a supported mobile phone for authentication, and neither message roaming nor
'Moments' are provided.

We Chat provides text messaging, hold-to-talk voice messaging, broadcast (one-to-many)

messaging, video conferencing, video games, sharing of photographs and videos, and location
sharing.[17][18] It can exchange contacts with people nearby via Bluetooth, as well as providing
various features for contacting people at random if desired to the next to integration with social
networking services such as those run by Face book and Ten cent QQ. Photographs may also be
embellished with filters and captions, and a machine translation service is available.

In China, users who have provided bank account information may use the app to pay bills,
order goods and services, transfer money to other users, and pay in stores if the stores have We
chat payment option. Vetted third parties, known as "official accounts", offer these services by
developing lightweight "apps within the app".

26
Higher Education Technology Integration

Technology has had a place in classrooms for quite some time. In 1910, a
Catalogue of Educational Motion Pictures was published by George Kleine and made
available to school libraries through a rental program. However, most school did not
have the financial means to rent these movies much less provide the equipment needed
to show them. The first noted movie shown in 1910 was in Rochester, New York. By
1917, Chicago had implemented a visual arts department in their school district. By 1931,
there were film and media departments in twenty-five states. “Classroom use of films
became a symbol of progressive teaching approaches” (Cuban, 1986). Of the information
available, itseems that motion films were not used frequently for various reasons

Also in 1920, the Radio Division of the U.S. Department of Commerce implemented
educational radio stations to provide classroom teaching via the radio. BY 1945, many school
districts and state departments were providing radioprograms to assist teachers with instruction.
The equipment for broadcasting a radio show was much affordable and accessible that the
motion film equipment but many schools still could not afford the equipment and/or could not
work the radio programming scheduled times within their school schedules (Cuban, 1986).

Instructional television entered the scene from 1954-1983. The Ford Foundation
invested money for instructional education for educational advancement. Through their
funding, over $20 million in 250 school systems and 50 colleges by 1961. Instructional
television was used to teach an entire class, supplement class content, or aid in the
teaching (Cuban, 1986).

In the early 1980s, machines later known as computer were being used in
exclusive classrooms. During the 1990s, computers could be found in almost every
school district even if they only had a limited quantity for district use. By 2000, the
student to computer ratio was 5 to 1 with a 1 to 1 ration being strongly encouraged by
school districts in 2010.

27
In the 1950s and 1960s, large computers were being used for administrative positions at some
research institutions. Many faculty members began using computer in the 1960s due to
approval of research grants they had applied for. Individual faculty members started using
computers to more easily process data and by 1992 massive amounts of material and
information were available through the world wide web. By 1996 over 50 percent of freshman
students had access to computers on their college campuses and 25 percent of those freshmen
had acquired their own computers (Smith, 2006). Video simulations and smartboards were
introduced into classrooms and labs. The majority of students and faculty today have various
forms of devices used for student learning and social interactions. Some faculty members have
already incorporated social media into their classrooms while others are either feeling the
pressure to make changes or they have decided not to build social media in theircurriculum.
Adding social media would require the professor to ensure that they understand the media
application, how to use it from an instructor and students perspective, and possibly some basic
troubleshooting.

Social Media Use Among College Students

Junco and Cole-Avent (2008) note that current students are more wired and connected
through the internet than any other generation has been. The researchers have also
found that there are differences among the college students. Females access the internet
and social media applications mostly for communication purposes. Males access the
internet and social media applicationsmostly for research and playing games. Junco and
Cole-Avent also discover that students do distinguish between the real world and
virtual as it pertains to communication. The advances in technology will continue to
occur and collegestudents will come to expect technology to be incorporated into their
course work and college experience. This study identified differences in how females
and males use the internet once it is accessed.

28
Instructors should either facilitate this training or attend the training. It is important that an
instructor understands how the social media tools are used and displayed from a student
perspective. Faculty members would also need to regularly check all applications that they
implement because information would be uploaded in various formats. This can be viewed as
a downside for instructorsbecause they may have trouble fitting this into their already busy
schedules and routines. However, if these tools lead to increased student learning and
engagement, then the benefit will be worth incorporating these regular checkpoints. As this
practice continues to emerge, we will learn from those who are using social media in their
classes and the influence it is having on student learning (Kelly, 2003). Since this is still a
fairly new practice and research is growing but currently limited, we will learn what works
well and what does not seem to work well, from those who integrate social media into their
courses. As more research claims that student engagement can be increased through using
social media, there will also be more instructional and supplemental materials to enhance the
use of social media which will prove to be helpful to instructors

29
In research conducted by Junco (2011), the relationship between Facebook and student
engagement was studied. There were 2,368 participantswho completed surveys from a four-
year, public college. A selection of the survey results are listed below:

Students reported spending a mean of 750.75 (SD 642.24) minutes(or 12.5 h)

per week preparing for class and spending, on average,

298.50 (SD 438.32) minutes (or 5 h) per week participating in co- curricular
activities.Students in this sample spent a substantial amount oftime on Facebook.
Students:

 Spent a mean of 101.09 min (SD 99.16) on the site per day

 Spent a mean of 74.97 min (SD 86.82) on the site “yesterday”

 Checked Facebook a mean of 5.75 (SD 6.78) times per day

 Checked Facebook a mean of 4.8 (SD 6.71) times “yesterday.”

(Junco, 2011, p. 166).

These results gave an estimate of the time spent by the participants in preparing
and studying for class per week versus how much time they spent on Facebook on a
daily basis. The results for this particular study showed that there was no relationship
between the time spent on Facebook and time spent

30
However, the study did determine that there is a positive relationship between the time
spent on Facebook and the time spent participating in co- curricular activities. This is
consistent with similar research that has found that those who utilize social networking
websites were more involved on campus andhad more real-world connections than those
who do not use social networking websites (Junco, 2011).

In a 2013 study Junco research inequalities of Facebook use among college

students. The survey was sent to students through their university email. The study
yielded responses from 2,368 students from a four-year, public institute. The respondents
were 64% female and 89% self-identified as Caucasian. The study did not find a
relationship with the time spent on Facebook and the respondents’ gender, race, or
highest level of education for their parent. The results showed that females were more
probable to post and tag photos and comment on others’ posts. African Americans
reportedly would not be as prone to inquire with friends. A positive relationship was
found between the level of parent’s education and the student posting videos, sending
messages, and creating events. This same group had a negative relationship when it came
to updating their status. (Junco, 2013b). There was a limitation in this study pertaining to
the race of the participants. The demographics were somewhat representative of the
university surveyed; however, the African American responding percentage was low at
5% (Junco, 2013b).

Bartow (2014) examined the outcome of five teachers who used social media as
part of their classroom instruction. Bartow does note that many schoolsdo not allow access
social media applications. Observation notes and detailed interviews provided an
understanding of the affect of incorporating social media. An initial hesitation can occur
with implementing social media because the instructor may not feel as versed as their
students in the use and features.

31
 However, the study showed that communications and interactions with the instructor
increased while using social media. Through social media such as Edmodo (an online
collaboration tool), student participants were more on-task because of reminders and they
had access to more information at one time because the teacher could provide students
with a large amount of information at one time. The instructors can also place various
resource links and supplemental materials within the content of a social media site. As
students work though the course content and social media application, they can be a
source of information for instructors to learn more efficient and effective ways toutilize
social media tools. Some instructors felt that they had less control when implementing
social media. Interestingly, the study discovered that some instructors had more control
than without social media. Social media use provides evidence of sharing and
participation of these tools instead of relying ona student’s own admission or other forms
of determining if the student has performed the task (Bartow, 2014).

There are numerous social media applications and tools and ways in which they can be
incorporated in a classroom. Technology continues to change and advance. These tools can
increase communication and give the more instructors more flexibility with their curriculum.
Conversely, requiring social media usage would mean selecting the appropriate tool,
providing equal access to all students, and continuous review of its use and implementation
(Bartow, 2014).

Though Facebook has been used in numerous studies due to it popularity,Twitter

has become a contender to Facebook. To have full access to a person onFacebook, you
must be friends with each other. With Twitter you can follow someone or they can follow
you without you following each other. This has an appeal because others do not have as
much access to personal information such as photos. Subsequently followers and non-
followers of a Twitter account can view a historical timeline of tweets. Twitter is not
focused on friends like Facebook, Twitter is a micro-blogging service. Twitter is also
limited to 140 characters and can make connections with others and keywords through
the useof hashtags (Murthy, 2013).

32
Davis (2010) noted that as some schools considered using social networking as part of
their curriculum, there were concerns that arose. As schools required social networking
sites to be accessed from the campus, they contemplated how they would address privacy
and security issues. Another issueis that students regularly change the social networking
tool they use. Davis discussed a principal who created a Twitter account to interact with
students and parents. At the time, only 8% of the teenagers were using Twitter. The
primary purpose of the principal’s Twitter account transitioned into a way for him to
communicate with other educators. An instructional technologist that Davis interviewed
stated that he viewed Twitter as a massive conference where you can access information
anytime during the day. Due to changes in student usageand popularity and advances in
technology, the type of social media tool incorporated will need to be carefully chosen.
Current statistics and a survey of the potential participants will need to be retrieved
before make a definitive decision. As a common practice, this would need to be re-
evaluated periodically to ensure that it is a tool that will be useful and effective.

Cotten (2008) discussed the significance of examining the social impact of

technology on the well-being of college students. Previous research has found evidence
of less depression and loneliness when participants interacted with others. In situations
where high gaming or shopping occur, those respondents reported an increase in
depression. Due to the low level of research of social impact and well-being of
technology, educators must at least acknowledge that the outcome is unknown. Another
area that needs to be considered is addiction with social media and/or cell phone use.
Some claim that the problem lies in self-regulation and not with an actual addition. With
the increase in cell phones used by young adults and the variety of technology tools,
further research needs to beconducted to understand the influence (Cotten, 2008).

Since most students are already using Facebook and Twitter on some level, they
do not have to learn how to use a new learning tool completely. For example, if students
are asked to use Blackboard, they will need to learn how toaccess information, how to
read and post information, and how to navigate between the various pages for
discussions, assignment, and documents.

33
In a study by Kirschner and Karpinski (2010), they examined the relationship between
Facebook and the student participants’ academic performance. Students completed a survey
that consisted of open and closed questions about their demographics, studying and
involvement activities, and computer and Facebook usage. The researchers found that those
who utilized Facebook did not spend as much time studying and had lower averages than the
participants who did not utilize Facebook. The daily usage of the internet was thesame whether
the participant was accessing Facebook or not. It was discovered that classification and major
field of student did not have an effect on the participants’ use of Facebook, their academic
average, or the amount of study time (Kirschner & Karpinski, 2010). This study discovered
fascinating data in the time spent on the internet. The amount of time that was spent on the
internet was reportedly the same for participants who were using Facebook as those whowere
not. It would be of value to know what parts of the internet those students were accessing.
Whether this time was spent on searching for study materials or accessing other social media
tools, the study showed that they had higher academic averages and studied more. If their
internet usage was documented, a future study could identify if this routine led to higher
averages and more time spent studying for another participant group.

Junco, Heibergert, and Loken (2010) note that research findings have found connections
between student engagement and technology. However, further research needs to be conducted
that focuses on relationships among theuse of social media and student engagement. In a study
conducted by Junco, Heibergert, & Loken, the purpose was to examine the possible
relationship between the use of social media, specifically Twitter, and any effect its use had
towards student engagement and learning.

Since students have changed so much over the past couple of decades, we must
attempt to understand these changes in order to engage students. Moststudents today have
been exposed to a digital world throughout their lives.

34
 CHAPTER.4

DATA ANALYSIS AND INTEPRETATION

35
 CHAPTER.4

DATA ANALYSIS AND INTEPRETATION

TABLE NO.4.1.1

Table showing the Age category of the respondents

Age No of response Percentage

16-20 37 0.37
20-25 40 0.4
25-35 16 0.16

Above 9 0.09

INTREPRETATION

From the above exhibits indicates that 36% of the respondents belong to the age group of16-20,
39% of the respondents belong to the age group of 20-25, 16% of the respondents belong to the
age group of 25-35, 9% of the respondents belong to the age group of above

36
 TABLE NO.4.1.2

Table showing the marital status of the respondents

Marital No of response Percentage

status

single 81 0.81

Married 19 0.19

INTERPRETATION

It is clear from the exhibit tables 81% of the respondents are married and 19% of the
respondents are single.

37
 TABLE NO.4.1.3

Table showing the educational qualification of the respondents

Educational No of Percentage
qualification Respons
e
School level 10 0.1

Undergraduate 73 0.73

Post graduate 15 0.15

Professional 4 0.04

INTREPRETATION

From the above exhibits indicates that 10% of the respondents belong to the educational
qualification of school level, 71% of the respondents belong to the educational qualification of
under graduate, 15% of the respondents belong to the educational qualification of post graduate,
4% of the respondents belong to the educational qualification of professional.

38
 TABLE NO.4.1.4

Table showing the gender of the respondents

GENDER No of response Percentage

Male 52 0.52

Female 48 0.48

INTERPERETATION

The above table exhibits that 52% of the respondents are female and 48% of the
respondents are male.

39
 TABLE NO.4.1.5

Table showing the currently used networking site

Currently used No of response Percentage

networkingsite
Face book 63 0.63
My space 16 0.16
Twitter 10 0.1
LinkedIn 10 0.1

INTREPRETATION

From the above exhibits indicates that 10% of the respondents currently used networking for
LinkedIn, 10 % of the respondents currently used networking for twitter, 16% of the respondents
currently used networking for my space, 64% of the respondents currently used networking for
face book.

40
 TABLE NO.4.1.6

Table showing the mostly use the networking of the respondents

Mostly used No of Percentage

networking for response
Keeping in touch 53 0.53
with friends
Making new 31 0.31
friends
Time wasting 6 0.06

Local events 10 0.1

information

INTREPRETATION

From the above exhibits indicates that 10% of the respondents mostly used sites for local
events information, 6 % of the respondents mostly used sites for time wasting, 31% of the
respondents mostly used sites for making new friends, 53% of the respondents mostly used sites
for keeping in touch with friends.

41
 TABLE NO.4.1.7

Table showing the sites even if you don’t contribute of the respondents

You don’t contribute No of response Percentage

You tube 50 0.5

Flicker 12 0.12

Wikipedia 26 0.26

Other site 12 0.12

INTREPRETATION

From the above exhibits indicates that 12% of the respondents don’t contribute the networking
sites for Flicker, 26 % of the respondents don’t contribute the networking sites for Wikipedia,
12% of the respondents don’t contribute the networking sites for other site, 50% of the
respondents don’t contribute the networking sites for you tu

42
 TABLE NO.4.1.8

table showing the member of social network of the respondents

Member of social No of response Percentage

network

Face book 61 0.61

Hi 5 15 0.15

LinkedIn 19 0.19

Bebo 4 0.04
INTREPRETATION

From the above exhibits indicates that 139% of the respondents having a member of social
network for HI-5, 50 % of the respondents having a member of social network for LinkedIn,
11% of the respondents having a member of social network for Bebo, 61% of the respondents
having a member of social network for face book.

43
 TABLE NO.4.1.9

table showing the using of social network of the respondents

Using of social No of response Percentage

network

1-6 month 13 0.13

6-12 months 21 0.21

1-2 years 29 0.29

2-4 years 37 0.37
INTREPRETATION

From the above exhibits indicates that 37% of the respondents using of social network for2-4
years,13% of the respondents using social network for 1-6 month, 21% of the respondents using
social network for 6-12 months, 29% of the respondents using social networking for 1-2 years.

44
 TABLE .NO.4.1.10

Table showing the hour spend on social network of the respondents

Hour spend on No of Percentage

social network response
6-10 32 0.32

11-20 24 0.24

21-30 29 0.29

31-40 13 0.13
INTREPRETATION

From the above exhibits indicates that 33% of the respondents spending 6-10 hours on social
networking, 24% of the respondents spending 11-20 hours on social networking, 30% of the
respondents spending 21-30 hours on social networking, 13% of the respondents spending 31-40
hoursonsocialnetworking

45
.

TABLE NO.4.1.11

table snowing the friends in social network of the respondent

Friends in No of response Percentage

social network

11-50 15 0.15

101-250 18 0.18

250+ 24 0.24
More 42 0.42
INTREPRETATION

From the above exhibits indicates that 18% of the respondents having 11-50 friends in social
network, 15% of the respondents having 101-250 friends in social network, 24% of the
respondents having 101-250 + friends in social network, 43% of the respondents having more
friends in social network.

46
 TABLE NO.4.1.12

table showing the speak most in social network of the respondents

Speak most in social No of response Percentage

network
Close friends 46 0.46

Co- workers 22 0.22

Family 21 0.21
People live far away 10 0.1

INTREPRETATION

From the above exhibits indicates that 21% of the respondents speak most to the family
person in social network, 22 % of the respondents speak most to the co- workers in social
network, 47% of the respondents speak most to the close friends in social network, 10% of the
respondents speak most to the people that live far away in social network.

47
 TABLE NO.4.13

Table showing the safeguard during the social network of the respondent

Safeguard No of response Percentage

Financial 24 0.24
information
Gossip between 30 0.3
friends
Intimate secrets 22 0.22

Life style relate 22 0.22

INTREPRETATION

From the above exhibits indicates that 25% of the respondents will safeguard the financial
information, 22 % of the respondents will safeguard the intimate secrets, 22% of the respondents
will safeguard the life style related, 31% of the respondents will safeguard the Gossip between
friends.

48
 TABLE NO.4.1.14

Table showing the visit the social network of the respondents

Visit the social No of Percentage

network response
Everyday 43 0.43
Twice a week 29 0.29

Once a week 25 0.25

Once a month 2 0.02

INTREPRETATION

From the above exhibits indicates that 25% of the respondents will visit the social network for
once a week, 29 % of the respondents will visit the social network for twice a week, 44% of the
respondents will visit the social network for everyday, 2% of the respondents will visit the social
network for once a month.

49
 TABLE NO.4.1.15

Table showing the time spend on social network per day of the respondents

Per day time spend No of response Percentage

2 hours 28 0.28
2-4 hours 25 0.25
5-6 hours 21 0.21
6 hours 24 0.24
INTREPRETATION

From the above exhibits indicates that 29% of the respondents spend per day time for 2hours,
26 % of the respondents spend per day time for 2-4 hours, 21% of the respondents spend per day
time for 5-6 hours, 24% of the respondents spend per day time for 6 hours.

50
 TABLE NO.4.1.16

table showing the sites attracts you most of the respondents

Sites attracts you most No of response Percentage

Face Book 53 0.53

Orkut 4 0.04

LinkedIn 26 0.26

My Space 14 0.14

INTREPRETATION

From the above exhibits indicates that 55% of the respondents the sites attracts you most in
face book, 27 % of the respondents the sites attracts you most in LinkedIn, 14% of the
respondents the sites attracts you most in my space, 4% of the respondents the sites attracts you
most in Orkut.

51
 TABLE NO.4.1.17

table showing the job portals of the respondents

Job Portals No of response Percentage

Naukn.com 19 0.19
Monster.com 37 0.37

Timesjob.com 34 0.34
Shine.com 4 0.04

INTREPRETATION

From the above exhibits indicates that 20% of the respondents job portals for naukn.com,
40 % of the respondents job portals for monster.com, 36% of the respondents job portals for
timesjob.com,4 % of the respondents job portals for shine.com.

52
 TABLE NO.4.1.18

Table showing the job portals of the respondent

Job Portals Provides No of response Percentage

Yes 64 0.64

No 9 0.09

Don’t Know 27 0.27

INTREPRETATION

From the above exhibit, it is indicated that 64% of the respondents agree to job portals
provides, 9 % of the respondents disagree to job portals provides, and the remaining 27% of the
respondents don’t know about job portals provides.

53
 TABLE NO.4.1.19

Table showing the choice best describes of the respondents

Choices describes No of response Percentage

I need to go to school 19 0.19

and get my degree
Make a lot of money 33 0.33
working from home
I would love to find a 28 0.28
new games to play
I’d like to earn extra 17 0.17
money by taking
surveys online

INTREPRETATION

From the above exhibit, it is indicated that 20% of the respondents need to go to school and
get my degree, 34 % of the respondents make a lot of money working from home, 29% of the
respondents would love to find a new games to play, 17% of the respondents like to earn extra
money by taking surveys online.

54
 TABLE NO.4.1.20

Table showing the using a online social network of the respondents

Use a online social No of response Percentage

network
To find information 43 0.43

To play games 28 0.28

To make new friends 10 0.1
To keep in touch with 19 0.19
friends and family
INTREPRETATION

From the above exhibit, it is indicated that 43% of the respondents to find a information, 28 %
of the respondents to play games ,10% of the respondents to make new friends,19% of the
respondents to keep in touch with friends and family.

55
 TABLE NO.4.1.21

table showing the affect your social life

Affect your social life No of Percentage

response
Does not have an effect on 28 0.28
face to face communication
Somewhat has an effect on 50 0.5
face to face communication
Replace most face to face 22 0.22
communication

INTREPRETATION

From the above exhibit, it is indicated that 28% of the respondents does not an effect face to face communication, 50% of the
respondents somewhat has an effect on face to face communication,22% of the respondents replace most face to face communicat

56
 .

TABLE NO.4.1.22

Table showing the important of social network of the respondents

Important of social network No of response Percentage

Strongly agree 46 0.46

Agree 37 0.37

Fair 15 0.15
Disagree 2 0.02

INTREPRETATION

From the above exhibit, it is indicated that 46% of the respondents strongly agree the
important of social network, 37 % of the respondents agree the important of social network ,15%
of the respondents fair the important of social network,2% of the respondents disagree the
importantofsocialnetwork

57
 TABLE NO.4.1.23

table showing the technology for leaning in schools/college of the respondents

Technology for learning No of Percentage

in schools/college response
Strongly agree 38 0.38

Agree 36 0.36
Fair 20 0.2

Disagree 4 0.04

INTREPRETATION

From the above exhibit, it is indicated that 39% of the respondents strongly agree that
technology for learning in schools/college, 37% of the respondents agree that technology foe
learning in schools/college, 20% of the respondents fair that technology for learning in
schools/college, 4% of the respondents disagree that technology for learning in schools/college.

58
 TABLE NO.4.1.24

Table showing the privacy policies are effective the social network of the respondents

Privacy policies are effective No of response Percentage

Strongly agree 39 0.39

Agree 31 0.31
Fair 27 0.27
Disagree 3 0.03

INTREPRETATION

From the above exhibit, it is indicated that 39% of the respondents strongly agree that
privacy policies are effective, 31% of the respondents agree that privacy policies are effective,
27% of the respondents fair that privacy policies are effective,3% of the respondents disagree
that privacy policies are effective.

59
 CHI-SQUARE ANALYSIS

A chi-square or x2 test is any statistical hypothesis test in which the sampling distribution of the
test statistic is a chi-square distribution when the null hypothesis is true. Chi-square is a
statistical test commonly used to compare observed data with data they expect to obtain
according to a specific hypothesis.

Chi-square (E) = (O-E)2

EXPECTED VALUE= ROW TOTAL*COLUMN TOTAL

GRAND TOTAL

CHI-SQUARE ANALUSIS ON THE RELATION BETWEEN GENDER AND FRIENDS

IN SOCIAL NETWORK

HYPOTHESIS

(H0): There is no significant relationship between the gender and friends in social network to
make purchase of social media responsibility.

(H1): There is a significant relationship between the gender and friends in social network to
make purchase of social media responsibility.

60
 TABLE.4.2.1

Gender and Friends in Social Network

Chi-square Degree of Significant Value Table value Hypothesis

Freedom
0.0071 3 0.05 0.352 null

INTERPRETATION

The result of the chi-square test reveals that the calculated chi-square value (0.0071) is less
than the table chi-square value (0.352) at 5% level of significance and therefore, the relationship
between Gender and Friends in social network is not significant. Thus the hypothesis is that the
relationship between the two factors does not hold good. Hence the null hypothesis is accepted.

61
 TABLE.4.2.2

Marital status and spend time on social network

Chi-square Degree of Significant Value Table value Hypothesis

Freedom
3.86 3 0.05 0.352 alternate

INTERPRETATION

The result of the chi-square test reveals that the calculated chi-square value (3.86) is more than
the table chi-square value (0.352) at 5% level of significance and therefore, the relationship
between marital status and spend time on social network is significant. Thus the hypothesis is
that the relationships between the two factors are good. Hence the alternate hypothesis is
accepted.

TABLE.4.2.3

Educational qualification and using social networking

Chi-square Degree of Significant Value Table value Hypothesis

Freedom
0.0722 9 0.05 3.325 null

INTERPRETATION:

The result of the chi-square test reveals that the calculated chi-square value (0.0722) is less
than the table chi-square value (3.325) at 5% level of significance and therefore, the relationship
between Educational qualifications is not significant. Thus the hypothesis is that the relationships
between the two factors does not hold good. Hence the null hypothesis is accepted.

62
 CHAPTER.5

FINDINGS AND SUGGESTIONS

63
 CHAPTER.5

FINDINGS AND SUGGESTIONS

FINDINGS:

The objective of the study was to analyze the student perception towards social media
responsibility. The study has been carefully analyzed using the techniques of percentage analysis,
and the chi-square analysis. The final chapter is an attempt to summarize the finding of the study
based on which few suggestions have been made.

PERCENTAGE ANALYSIS

 Majority [40%] of the respondents are belonging to the age category of 20-25.
 Majority [52%] of the respondents are male.
 Majority [81%] of the respondents are single.
 Majority [73%] of the respondents are under graduate.
 Majority [63%] of the respondents are currently use social network for face book.
 Majority [53%] of the respondents are keeping in touch with friends.
 Majority [50%] of the respondents are don’t contribute you tube.
 Majority [61%] of the respondents are in the member of face book.
 Majority [37%] of the respondents are using social network for 2-4 years.
 Majority [32%] of the respondents are spending 6-10 hours a week.
 Majority [42%] of the respondents are having more than 250+ friends in social network.
 Majority [46%] of the respondents are speaking most to close friends.
 Majority [24%] of the respondents are financial information.
 Majority [43%] of the respondents are visit the social media every day.
 Majority [28%] of the respondents are spending 2 hours per day.
 Majority [53%] of the respondents are attracting by face book.
 Majority [37%] of the respondents are using monster.com for job portals.
 Majority [64%] of the respondents are saying for learning opportunities.

64
  Majority [33%] of the respondents are make a lot of money working from home.
 Majority [43%] of the respondents are to find the information.
 Majority [50%] of the respondents are somewhat has an effect on face to face
communication.
 Majority [46%] of the respondents are strongly agreed the important of social network.
 Majority [38%] of the respondents are strongly agreed the technology for leaning in
schools/college.
 Majority [39%] of the respondents are strongly agreed that privacy policies are effective
in social network.

CHI-SQUARE ANALYSIS

 The factor such as gender and friends in social network indicates that there is no
significant relationship.
 The factor such as marital status and spend time on social network has significant
relationship.
 The factor such as education qualification and using social network indicates that
there is no significant relationship.

65
 SUGGESTIONS

The following suggestion was given by the respondents during the data
collection phase ofthe study.

 Using social network is good but there is some limit.

 Social media is more transparent is knowing the happening around the world.
 The networking strategy should sufficiently, flexible to allow it to
adopt to newdevelopment and to determine what work and what
does not work
 Do not make disparaging remarks about patients, employers or co-
workers, even if theyare not identified
 Remember that standards of professionalism are the same online as
if any other circumstance.

66
CONCLUSION

67
CONCLUSION

The overall findings in this study showed that students highly accept
social networking tools to be a main platform of e-learning to use it as well.
It is obvious that social networking tools have the ability to be the preferable
tool for student’s communication and interaction. Overall, it was evident that
the students need more interactive learning environment that allows them to
have greater chances to manage and control their online learning
environment. The lecturers’ role based in these findings is to guide students
and to be their consultant and advisor throughout their learning process.
Additionally, it is important for students to be aware of current needs and
interest related to their learning environment for better knowledge
acquisition and academic chievement.

68
ANNEXURE

69
 QUESTIONNAIRE

1. Name

2. Age:

 Below 20
 20-40o 40-60
 above 60
3. Occupation:

 Student
 businessmen o
 working professional o
 others
4. Income:

 Less than 5000

 5001-1000
 10001-15000
 above 15000

5 .Educational qualification:

schooling a
under graduate o
post graduate
6 Are you aware of various series of pulsar motorcycle do you own?

Yes o
no
7 If yes mention the series which you are aware?

150cc

180cc

200cc

220cc

70
 8 If no mention a reason? Dunawareness o not interested.

9 What was the source of information for the purchase of Bajaj Pulsar?

Family

Friends

Media

Dealers

10 How long are you using Bajaj Pulsar?

below I year

1-3year

3-6year

71
72