Impact of Social Networking Sites on Academic Performance of Students

SIGNIFICANCE OF THE STUDY:-

This study aims to explain the importance of the proper usage of social networking sites. It aims to point out particularly adverse effects it poses to student’s daily lives. These sites evidently have a lot of positive effects, but they also have their share of negative impact. In order to provide much help, this study would like to give enlightenment to the said phenomena. We would like to provide, through this research, information about the impact of these sites to student that would hopefully lead to a realization of their own standing in terms of SNS addiction. We also would like to give a certain form of guidance to those who are delved in situations aforementioned. Lastly, we would like to provide evidences that would solidify the support on controlling the usage of social networking sites, thus reducing the risk of assimilating such addicting activities.

 DEFINITION OF KEY TERMS:-

In order to understand clearly the subject matter, we define the following key concepts: social networking sites, and academic performance, as they are essential to fully comprehend the issue in focus.

•  SOCIAL NETWORKING SITES:

“Social networking sites are social network services that focus on building online communities of people who share interests and/or activities,or who are interested in exploring the interests and activities of others.’’

• ACADEMIC PERFORMANCE:

“Academic performance refers to how students deal with their studies and how they cope with or accomplish different tasks given to them by their teachers.”

THE NATURE OF SOCIAL NETWORKING SITES AND LOW ACADEMIC PERFORMANCES:-

Social networking sites as web-based services that allow individuals to: (1) construct a public or semi-public profile within a bounded system, (2) articulate a list of other users with whom they share a connection, and (3) view and traverse their list of connections and those made by others within the system.

For the past years, social networking has been very popular for people worldwide. Social networking is a great form of entertainment. It is like going to a new school, on your first day you have no friends but as days pass you will meet new friends and eventually you will form groups or circle of friends. At first, you don’t have much interest in your new school but when you begin to learn and enjoy more about your school, you will be happy to spend much of your time in school with your friends, teachers and etc. It is open for all kinds of people, all ages, and all races. A purpose of social networking is we meet people, maybe people we met before like old classmates or schoolmate or new people from different races and countries, we just have same interests with.

For teens in this generation, social networking has become sort of an “addiction”. A teenager has a Facebook account. She opens her account daily to check new updates. She spends hours checking new updates until she realizes she has more important things to do like school works she has missed doing because of signing in into a social network service. This is an example of a teen being addicted to such social networks. To prove social networking can be an addiction, the researchers made a survey to test whether social networking could be a hindrance to a good performance in school. The survey made got answers that yes, some people are willing to spend more time being online on these social network services than to spend time studying and working up on school works. This is sad to hear because with all the advantages social networking can give, there are also disadvantages, like this, that can be or give bad effects to people who use them.

On the point of academic performance or excellence, Tuckman (1975) posited that, performance is used to label the observable manifestation of knowledge, skills, concepts, and understanding and ideas. Thereby, performance is the application of a learning product that at the end of the process provides mastery. It is the acquisition of particular grades on examinations indicates candidate’s ability, mastery of the content, skills in applying learned knowledge to particular situations. A student’s success is generally judged on examination performance. Success on examinations is a crucial indicator that a student has benefited from a course of study (Wiseman, 1961).

In educational institutions, success is measured by academic performance, or how well a student meets standards set out by local government and the institution itself. As career competition grows ever fiercer in the working world, the importance of students doing well in school has caught the attention of parents, legislators and government education departments alike. Therefore, when the term “low” is used with the term “academic performance”, it is the inability to acquire particular grades on examinations that indicates the individual’s mastery of the content, and skills in applying learned knowledge to specific circumstances.

CHAPTER: 2

REVIEW OF RELATED LITERATURE

Transition in behavior has led the youth to explore new patterns of information and perform multitasking. Though, this multitasking has to affect the time utility and distribution in both positive and negative ways. One significant effect of these channels is on the student’s academic performance and several empirical studies have reported that the excessive unproductive time spent on social networking sites have affect the students grades. (Facebook and Academic Performance)

Similarly, a preliminary analysis of the “Effects of Facebook usage” by undergraduate students at Lulea University of Technology in Sweden. The research model used for this study tests the perceived affect of self regulation, trust and personality traits on student achievements. The research model suggests the negative mediating affects of the Social Networking Sites such as Facebook, Twitter and Skype etc. The concluding remarks are that, a decrease occurs in the student’s academic performance but a positive effect on the satisfaction with life. (Impact of SNS usage on Students Academic Achievements)

Similarly, SNS do affect one’s academic performance adversely. It causes the gradual drop in the grades of the students directly. It affects the student’s academic performance if he/she invests his/her time in SNS instead in his studies. Time wasting is a major issue in this regard. SNS are highly addictive to those people who cannot control themselves into constantly using these sites, prioritize entertainment over work and gives to much attention to social acceptance and affiliation. The situation is that if a student gives too much time to SNS, there is an ultimately decrease in its academic performance. (SNS affects one’s academic performance adversely)

According to recent studies, Facebook has negative effect on the academic performance. The Britain School study which was about the Facebook and its effect. Testing was done for a period of three months, the first two months access to Facebook was denied and the third month access to Facebook was allowed. In this study, it was noticed slight decline of grades, but what is even more important is lack of concentration and poor knowledge acceptance. The problem does not occur only in case when students were actually logged on to Facebook and didn’t pay attention to what teacher says. The problem is in the fact that current event on the Facebook divert them also in the time when they are not connected to it. The students do not concentrate on their studies because their concentration is divided into study and Facebook both. The test showed that the use of social networks in school has a negative impact on grades.

(https://ezinearticles.com/?Facebook-Has-a-Negative-Impact-on-the-Concentration-of-Students&id=5692798 )

Similarly, FACEBOOK users may feel socially successful in e-world but they are more likely to perform poorly in exams, according to new research into the academic impact of the social networking website. Mostly students spend a lot of time on these sites during exams instead of on preparation for their exams. The Karpinski research shows that students who used Facebook had a “significantly” lower grade point average – than those who did not use the site. The majority of students who use Facebook every day are underachieving by as much as an entire grade compared with those who shun the site. Researchers have discovered how students who spend their time accumulating friends, gossiping and poking others on the site may devote as little as one hour a week to their academic work. Karpinski says she isn’t surprised by her findings but clarifies that the study does not suggest that Facebook directly causes lower grades, merely that there’s some relationship between the two factors. May be Facebook users are just prone to interruption.

(https://www.timesonline.co.uk/tol/news/uk/education/article6078321.ece)

Same as mentioned above, Social networking site like Facebook becomes an issue as people relates this with academic performance. Many researchers are working to explore the correlation between social networking sites and academic performance. Those students, who use Facebook and twitter, have shorter span of attention in classrooms. Such sites create many problems for teachers because abbreviations commonly used on sites such as Twitter and Facebook are also making it into coursework, essays and experiment write-ups. The study conducted with 500 teachers reveals many interesting fact. Teacher believed that these sites shaping student’s attitude. The report concludes that the children with the poorest grades at school are the ones who spent most time on social networking. Unfortunately, 58 per cent of teachers believe mobile phones and computers are responsible for children being unable to spell as well as previous generations. And 54 per cent say children can’t write as well as they should because they are more used to keyboards and touch pads. It is obvious that if children are spending hours at night on social media than teachers will see the negative results of poor concentration.

(https://www.telegraph.co.uk/education/educationnews/8142721/Social-networking-teachers-blame-Facebook-and-Twitter-for-pupils-poor-grades.html)

Similarly, Researchers focused on the relationship between time spend on facebook and the academic performance of students. The overall findings indicated more time on facebook equals slightly lower grades. The average facebook users have a GPA of 3-3.5 while the non-facebook users have a GPA of 3.5-4. Also the average facebook user studied for 1-5 hour per week while non-facebook would studied 11-15 hour per week. Researcher revealed that who multi-task between SNS and homework are likely to have 20% lower grades than a student who doesn`t have a SNS in visual range. Students who work tends to use SNS less than those students who are more activities based within campus.

( https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2254235/.)

Same as mentioned above, prior studies have examined the relationship between Facebook use and college grade point average (GPA). For instance, previous studies used non-continuous measures of time spent on Facebook and self-reported GPA. This paper fills a gap in the literature by using a large sample of college students to examine the relationship among multiple measures of frequency of Facebook use, participation in Facebook activities, and time spent preparing for class and actual overall GPA. Linear regression analysis revealed that time spent on Facebook was strongly and significantly negatively related to overall GPA, while only weakly related to time spent preparing for class. Furthermore, using Facebook for collecting and sharing information was positively predictive of the outcome variables while using Facebook for socializing was negatively predictive.

(journal homepage: www.elsevier.com/locate/comphumbeh )

Similarly, Facebook is a source of education for student. Almost 75% of student respondents said that they would like to have online collaboration for class. Social media is a source for students to prove themselves in the society. SNS user students have much more good communication skills than their peers. Some negative effects are also there. Students try to do multitasking by simultaneously opening their assignments and entertainment sites and they ultimately loose grades. According to the survey, 25% college students showed depression signs in their status updates.

( https://mashable.com/2011/04/27/facebook-effect-students/)

Similarly, A study was presented at the annual meeting of the American Education Research Association on April 16, surveyed 219 undergraduate and graduate students and found that GPAs of Facebook users typically ranged a full grade point lower than those of nonusers — 3.0 to 3.5 for users versus 3.5 to 4.0 for their non-networking peers. It also found that 79% of Facebook members did not believe there was any link between their GPA and their networking habits. Oxford University neuroscientist Susan Greenfield expressed that social networks like Facebook, Twitter and Yahoo etc are “infantilizing the brain into the state of small children” by shortening the attention span and providing constant instant satisfaction. It is in the hands of students, in consultation with their parents, to define preferences and decide how to spend their time.

(https://www.time.com/time/business/article/0,8599,1891111,00.html#ixzz1umHlCJ1e))

Similarly, the emphasis of this review will be upon empirical findings rather than opinion or theoretical explanations. Review is organized into three sections that cover the major topics of current research: (a) students’ Facebook usage profile or extent of Facebook use (e.g., time students spend on Facebook each day, students’ motives for using Facebook,as well as various factors that may affect these usage profiles) (b) the effects of Facebook use (e.g. effects of Facebook self-disclosure on teacher credibility, effects of Facebook use on student social presence and discussion, and effects of Facebook on students’ academic performance) and (c) students’ attitudes toward Facebook. The conclusions overall suggest that Facebook thus far has very little educational use, that students use Facebook mainly to keep in touch with known individuals, and that students tend to disclose more personal information about themselves on Facebook.

(Students’ and teachers’ use of Facebook By: Khe Foon Hew National Institute of Education, Singapore)

Same as mentioned above, social networking among college students has become more and more popular. Facebook has over 500 million members and it is still growing. Approximately 85% of undergraduate students are Facebook users. 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 studied for 1-5 hours per week, while the non-Facebook user would student 11-15 hours per week. Many researchers are aware that Facebook is not the only thing that could possibly be taking away study time. However, 55% of those surveyed “access their pages several times a day or at least once a day for a long period of time”. This time has to eat away at study time. Social networking is here to stay. As demonstrated above, its use has an impact on how students interact with others, and on grades.

(https://www.asbbs.org/files/2011/ASBBS2011v1/PDF/S/StollakM.pdf)

Similarly, SNSs are currently the most popular online activity. With the number of users on Facebook surpassing 500 million, the impact of social networking sites on society is beginning to attract many people’s attention. Every week undergraduates spend multiple hours on Facebook, from updating their status to posting a funny picture they took yesterday. This habit has forced some to put limits on their Facebook usage. It is amazing what students will do in order to prevent themselves from going on time demanding websites like Facebook. In the United Kingdom, an employment website polled a group of employees and found that 6% spent more than an hour on social networking sites every day. It first looks an insignificant amount, but according to MyJobGroup.co.uk this small fraction accounts for more than 22 billion dollars’ worth in lost time. At Cal’s internet usage limitation is mostly related to campus funding, but it is not too far to say that one day colleges or universities may endorse rules to ban excessive use of Facebook and other networking sites to improve student performance.

(Social Networking and Student Performance)

Similarly, students are a main class of Facebook users who spend long hours on the social network, which has worried parents and educational authorities about their academic performance. The students themselves argue that their presence on Facebook, as a leisure activity, does not hinder their academic efforts, though some evidence suggests that their grades decline after they join Facebook. The results show that students’ presence on and cognitive absorption in Facebook do not immediately threaten their academic performance but gradually drops it. A student’s interest in school and his performance goal orientation represent strong determinants of academic achievement.

(Impacts of Facebook Hedonic Usage on Students’ Academic Achievement)

Unlike to the above mentioned situations, this study implies the investigation of relationship between SNSs usage and educational performance of the student users. A sample of one thousand students was selected from different universities of Pakistan. In first step of Multistage Sampling Technique, simple random sampling technique was used to select 6 universities i.e. 2 from private sector and 4 from public sector. To form clusters, these universities were further divided and each cluster consisted of four faculties i.e. faculty of social sciences, faculty of engineering, faculty of business/management sciences and faculty of natural sciences. Simple random sampling was done at last stage of multistage sampling. Personally administrated questionnaires were used as data collection tool and 73% students responded back. Conclusion drawn is that student manage their time efficiently and fulfill their study requirements effectively, hence use of SNSs does not have an adverse impact on their academic performance.

(A look out for academic impacts of SNSs: A student based perspective)

Likewise, Parents know that computers are important for their children’s school work, but may worry that the attraction of social networking pulls students away from studies. Those students who are heavily engaged with social networking sites, those students do just academic discussion as well, those students are less interested with other activities. The professor of University of New Hampshire Chuck Martin, said that the College students have grown up with social networks. The research shows that there is no correlation between the amount of time students spend using social media and their grades. The study indicates that social media is being integrated with rather than interfering with students’ academic lives. SNSs are now simply part of how students interact with each other with no apparent impact on grades. Sixty-three percent of heavy users received high grades, compared to 65 percent of light users. Researchers found similar results with lower grades. While 37 percent of heavy users of social media received what were defined as lower grades, 35 percent of light users received fell into that same category.

(Social Networking does not Harm Student Performance: By Lucy Belnora)

Similarly, this study provides that the social networking sites like FaceBook, Twitter etc can play a vital role to increase the engagement of students and increase the desired grades which can be helpful in future. This study provides the evidence that students and faculty members were highly related to increase the learning process through communication and connection. It helps to share the new ideas between the students and faculty who gives the different suggestions that how to develop the new ideas. So this study gives the evidence that social networking sites have the positive effects on students. It helps for active learning, co-ordination among students, emphasizing on task and respecting diversity.

(https://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2010.00387.x/full)

Same as mentioned above, a 2011 study found that the social networking sites effects the students. It seems that only large amounts of time spent on Facebook produce the greatest effect on outcome measures such as GPA and time spent studying. This study also tell that there is no strong link between students and study those who use the facebook. Ninety-two percent of students said that spending at least some time on Facebook. Facebook users in this sample spent a substantial amount of time on Facebook, tell that by a mean of 106 minutes on the site per day. So 106 minutes spend on the facebook slightly effects on the student grades. It is definitely a distraction during class but Study says it depends on the person whether how much time spend on the Facebook. Sharing links and checking to see what friends are up to are positive predictors of GPAs, the study found. Checking to see what friends are up to may be related to the construct of student engagement leading to greater academic gains. (https://www.dailytargum.com/news/facebook-slightly-affects-student-grades-study-says/article_75cdde4a-4584-11e1-84aa-001a4)

Similarly, a study was sought to determine the feasibility of using a social networking site, specifically Facebook, as a study supporter for a biology content course for elementary education majors at a comprehensive Midwestern university. One hundred and ten students were surveyed as to their current social network usage and their possible use of such sites in an educational setting. While initial survey results proved favorable, there were considerable comments regarding aspects of privacy, and possible distractions using such social networking sites for school work.

(Exploring the Potential Perceptions of Social Networking Systems in University Courses)

Likewise, It is away to connect the people not only in the campus but with friends outside the colleges and universities. Smart phones increase the usage of social networking sites because in smart phones facebook application are amended and also Wi-Fi technology. In 2009 27 per cent students buy the smart phones but in 2010 49 per cent students buy the smart phones because they want to online every time. In that particular topic lot of studies made some study give the evidence that there is no correlation between the usage of social networking sites and student grades. It is also uses for the education purpose. Northwestern university recently conducted the research and their conclusion that SNS no effect on student grades.

(https://asbbs.org/files/2011/ASBBS2011v1/PDF/S/StollakM.pdf)

THEORETICAL FRAMEWORK:

A theoretical framework is the foundation of Hypothetic-Deductive research, as it is the basis of the hypothesis that you will develop. A theoretical framework represents your beliefs on how certain phenomena, variables or concepts are related to each other i.e. a model and an explanation of why you believe that these variables are associated with each other i.e. a theory.

The process of building a theoretical framework includes three basic features:

• Introducing definitions of concepts or variables in your model.
• Developing a conceptual model that provides a descriptive representation of your theory.
• Coming up with a theory that provides an explanation for relationships between the variables in your model.

A conceptual model helps you to structure your discussion of the literature. A conceptual model describes how the concepts in your model are related to each other. A good model is based on a sound theory. A theory or a clear explanation for the relationships in your model is the last component of the theoretical framework. A theory attempts to explain the relationships between the variables in your model.

SCHEMATIC DIAGRAM OF THEORETICAL FRAMEWORK:

Following is the schematic diagram of independent and dependent variables which we found after the review of the literature:

In the above diagram, social networking sites is independent variable and student academic performance is dependent variable. Now, we define our independent and dependent variables:

SOCIAL NETWORKING SITES:

“Social networking sites are social network services that focus on building online communities of people who share interests and/or activities, or who are interested in exploring the interests and activities of others.’’

 ACADEMIC PERFORMANCE:

“Academic performance refers to how students deal with their studies and how they cope with or accomplish different tasks given to them by their teachers.”

HYPOTHESIS-DEVELOPMENT:

Now, we develop null and alternative hypothesis according to situation:

Null hypothesis Ho:

“Greater the usage of social networking sites, lower the academic performance of student.”

Alternate hypothesis Ha:

“Greater the usage of social networking sites, higher the academic performance of student.”

CHAPTER: 3

RESEARCH METHODOLOGY

TYPE OF STUDY:-

A considerable amount of work has been done in this field and several articles are available on the internet and magazines about the social networking sites. So first we carried out a literature survey of the available data for collection of secondary information. We followed it by a descriptive research design in order to understand the problem and carry out the research in a lucid manner.

TARGET POPULATION:-

The target population for this research was defined as the students who form the major chunk of users of these social networking sites. This was done to have a better insight into the research as the target population was one of the most avid users of these sites and could provide exceptional responses. Even the understanding of the questionnaire was easy for them as they were familiar with the sites and are quite clear about the reasons they use it for and the various problems that they now face because of the effects of using these social networking sites. The extent of the survey was limited to the University.

SAMPLING FRAME:-

It can be defined as all the users of social networking sites in the vicinity. Once the sampling frame was decided, simple random sampling method was used to select the respondents. In the person assisted survey, almost everyone in the sampling frame had an equal chance of being selected and we got the responses filled through those people who were readily and willingly accepting to fill it.

DATA COLLECTION METHOD:-

After secondary data collection through data collection over the internet, a primary research was carried out through a questionnaire. The questionnaire was well structured and the responses were sought from the respondents. The nature of the questions was such that it avoided ambiguous responses from the respondents and it also helped in quick analysis of the data collected.

SURVEY:

The responses were collected by personal questioning. The responses were taken from the students in the Institute area from departments like MANAGEMENT SCIENCES, CHEMICAL ENGINEERING, ELECTRICAL ENGINEERING, COMPUTER SCIENCE, ARCHITECTURE, MATHEMATICS and PHYSICS DEPARTMENT. The responses are gathered in a standardized way, so questionnaires are more objective, certainly more so than interviews.

After the respondents were questioned, by analyzing the data following information was collected:

FREQUENCIES:

Gender
		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	Male	20	66.7	66.7	66.7
	Female	10	33.3	33.3	100.0
	Total	30	100.0	100.0

The questionnaire was filled from 30 respondents. All were the students of University. Out of these 30 random respondents 20 were male and 10 were female.

Discipline
		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	Chemical Engineering	2	6.7	6.7	6.7
	Telecommunication Engineering	10	33.3	33.3	40.0
	Computer Science	4	13.3	13.3	53.3
	Computer Enginnering	6	20.0	20.0	73.3
	BBA	5	16.7	16.7	90.0
	MBA	1	3.3	3.3	93.3
	Electrical Engineering	2	6.7	6.7	100.0

The questionnaire was randomly asked from respondents of different departments namely Chemical, Telecom, Computer and Electrical Engineering, Computer Sciences, BBA and MBA.

Semester
		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	second	2	6.7	6.7	6.7
	third	11	36.7	36.7	43.3
	fourth	1	3.3	3.3	46.7
	fifth	10	33.3	33.3	80.0
	sixth	6	20.0	20.0	100.0
	Total	30	100.0	100.0

Respondents were of different disciplines and of different semester. This allowed us to have a wide grip on our research topic.

Social Networking Sites Accounts
		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	yes	30	100.0	100.0	100.0

All of the respondents had social networking sites accounts. Respondents, having no social networking sites accounts were discarded because they were not eligible to answer our questions.

No. of actively used sites
		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	4 and above	12	40.0	40.0	40.0
	3	4	13.3	13.3	53.3
	2	9	30.0	30.0	83.3
	1	5	16.7	16.7	100.0
	Total	30	100.0	100.0

Further, respondents were asked to tell that how many accounts they actively use. Majority of respondents had more than 4 SNS accounts. After that, many had 2 accounts and least number of respondents had 3 actively used Social Networking Sites accounts.

Preferred Site
		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	Facebook	18	60.0	60.0	60.0
	Twitter	1	3.3	3.3	63.3
	Youtube	7	23.3	23.3	86.7
	Others	4	13.3	13.3	100.0
	Total	30	100.0	100.0

Facebook was the most commonly used Social Networking Site. After that, YouTube was the most commonly used site for the purpose of communication, entertainment, infotainment and education.

Hours spent per week
		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	15 and Above	9	30.0	30.0	30.0
	10-14	5	16.7	16.7	46.7
	6-9	6	20.0	20.0	66.7
	3-5	10	33.3	33.3	100.0
	Total	30	100.0	100.0

Time spent on a Social Networking Site by our respondents was majorly 3 – 5 hours. Many of the respondents spend 15 or above hours per week on these sites.

Purpose of usage of SNS
		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	To communicate with friends	19	63.3	63.3	63.3
	For group Discussion	3	10.0	10.0	73.3
	For study Purpose	3	10.0	10.0	83.3
	To make new Friends	4	13.3	13.3	96.7
	To find old Friends	1	3.3	3.3	100.0
	Total	30	100.0	100.0

Purpose of usage was our major point. Maximum number of respondents used these sites to communicate with friends and very few of used just to find their old friends.

Usage enhance learning skills
		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	Yes	23	76.7	76.7	76.7
	No	3	10.0	10.0	86.7
	Neutral	4	13.3	13.3	100.0
	Total	30	100.0	100.0

When the respondents were inquired that do the use of social networking sites enhance their learning skills or not then maximum number of respondents answered that yes, the usage of these sites improved their learning skills because they get up to date information from these sites.

Contribution in academic activities
		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	High	2	6.7	6.7	6.7
	Moderate	23	76.7	76.7	83.3
	Low	5	16.7	16.7	100.0
	Total	30	100.0	100.0

Majority of the respondents were of the view that the networking sites do not substantially contribute towards their academic activities. While some other said that these sites have very low contribution towards their academic performance.

Effect on results
		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	Increase	16	53.3	53.3	53.3
	Decrease	13	43.3	43.3	96.7
	3	1	3.3	3.3	100.0
	Total	30	100.0	100.0

With the increase in the use of social networking sites, many respondents were of the view that their academic performance increased or got better with the use of these sites.

Percentage change in CGPA
		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	Stagrent	7	23.3	23.3	23.3
	0%- 10%	11	36.7	36.7	60.0
	11%-20%	7	23.3	23.3	83.3
	21%-30%	2	6.7	6.7	90.0
	31% and above	3	10.0	10.0	100.0
	Total	30	100.0	100.0

Majority of respondents were of the view that their CGPA was very slightly affected with the increase in the use of these Social networking Sites. Out of these 30 respondents, 7 were of the view that their CGPA is affected by these sites while 7 other said that their CGPA is not affected by these sites.

CORRELATION:

The relation between discipline and gender is positively related and the significance level for these two levels is high. Relation between semester and gender is low with a value of 0.288 and their relation is not so significant. Actively used sites and gender is negatively correlated with a high significance level of 0.914. Semester and discipline are very less correlated although they have a positive correlation with a low significance level of 0.132. With the increase in the number of semester, actively used SNS accounts decrease. Actively used SNS accounts are reversely related with discipline. And the significance of these variables is very high. Preferred site and gender are not so related variables, although they have high level of significance. Discipline and preferred site are negatively correlated with a high significance level of 0.67. Semester and preferred site are also negatively correlated. With the increase in no. of semester, preference changes. No. of actively used SNS do not depends on the preferred site. Also, their correlation is not much significant. Correlation between hours spent per week with gender, discipline, no, of actively used sites and preferred site is position and not much significant. Correlation between purpose of usage of SNS with discipline and semester is positively related and so significant. Relation between purposes of usage of SNS with gender, no. of actively used sites preferred site and hours spent per week is negatively correlated and much more significant. Increase in learning skills increase our capabilities but the increase in no. of actively used sites, preferred site and hours spent per week decrease our learning skills as explained in detail in the above project.

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