Impact of Social Media

Impact of the Use of Social Media on Students’ Academic Performance and
Behavior Change
Abstract: The purpose of this research study is to examine the impact of social media on
students’ academic performance as well as their behavior change. A structural questionnaire
was constructed to elicit information from 345 randomly selected students of Mawlana
Bhashani Science and Technology University (MBSTU), Tangail, Bangladesh. The descriptive
statistics of frequency counts and percentage were used to analyze the demographic data and
educational information while inferential statistics (Chi-square) were used in testing the
research hypotheses. A quantitative analysis multiple linear regression model was applied to
depict the influence of popular social media on students’ academic achievement. Research
findings showed that a large number of respondents experienced negative effects such as late
submission of assignment, less study time and poor academic performance due to the heavy
participation on social media networks. A portion of the students gave positive feedback about
the involvement with the terrorist and militant activities and the tendency to the predisposition
with the political issues due to social media. The report concludes by suggesting strategies for
increasing collaborative and interactive learning opportunities through the incorporation of
social media applications in academic activities and social behavior.
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CONTENTS
Title Page Number
Abstract I
Contents II-IV
List of Tables V
List of Figures VI
Chapter One Introduction 1-4
1.1 Introduction 1
1.2 Background of the study 2
1.3 Problem statement 3
1.4 Objectives of the study 3
1.5 Justification of the study 4
1.6 Scope of the study 4
1.7 Limitation of the study 4
Chapter Two Literature Review 5-16
2.1 Introduction 5
2.2 History of social media 5
2.2.1 Social media before 1900 5
2.2.2 Social media in the 20th century 6
2.2.3 Social media today 7
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2.3 Present statistics of active users of social media 8
Chapter Three Research Methodology 17-24
3.1 Introduction 17
3.2 Methodology 17
3.3 Study design 17
3.4 Study periods 17
3.5 Choice of methodology 18
3.6 Target population 18
3.7 Sampling technique and sample size determination 18
3.7.1 Sampling technique 18
3.7.2 Sample size 19
3.8 Questionnaire design 19
3.9 Conceptual framework 19
3.10 Data analysis tools 20
3.11 Methods 20
3.11.1 Hypothesis testing 20
3.11.2 Chi-square test 21
3.11.3 Multiple regression analysis 21
3.11.4 Validity and reliability 22
3.11.5 Test of Multicollinearity 22
3.11.6 Heteroscedasticity checking 23
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3.11.7 Normality test 23
3.11.8 Coefficient of determination 23
3.11.9 F-test 24
3.11.10 t-test 24
Chapter Four Results and discussion 25-45
4.1 Introduction 25
4.2 Basic information of the respondents 25
4.2.1 Respondents' age distribution 25
4.2.2 Gender distribution of the respondents 26
4.2.3 Categories of the respondents' residents 26
4.2.4 Respondents' family income 27
4.3 Educational information of the respondents 27
4.3.1 Faculty of the respondents 28
4.3.2 Studying year of the students 29
4.3.3 Average study rime 29
4.3.4 Students' academic results 30
4.4 Respondents' choice of social media 30
4.4.1 Students' favorite social media 31
4.4.2 Students' favorite talking social media 31
4.4.3 Students' common activities on computer 32
4.4.4 Relationship between time spending on social and 32

students' academic results
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4.4.5 Comparison of gender and academic results of the students 33
4.5 Measures of associations 34
4.5.1 Association between students' and academic results 35
4.5.2 Association between gender and academic results 35
4.5.3 Association between students' average study time and 36

academic results
4.5.4 Association between gender and choice of social media 37
4.6 Multiple regression analysis 38
4.6.1 Validity and reliability testing 38
4.6.2 Classical assumption of multiple regression model 39
4.6.3 Results of regression model 41
4.7 Statements expressing opinions of the respondents about social 43

media
4.7.1 Benefits of social media 43
4.7.2 Negative effects of social media 44
4.7.3 Political influence 44
4.7.4 Terrorist and militant activities 45
Chapter Five Conclusion and Recommendation 46-47
5.1 Conclusion 46
5.2 Recommendation 47
Chapter Six References 48-51
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List of tables 25-43
Table 1 Basic information of the respondents 25
Table 2 Educational information of the respondents 28
Table 3 Choice of social media 30
Table 4 Average time used on social media by the students 32
Table 5 Comparison between gender and academic results 34
Table 6 Reliability statistics 39
Table 7 Multicollinearity testing 39
Table 8 Model summary 41
Table 9 Regression coefficients 41
Table 10 F-test 42
Table 11 t-test 43
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List of figures 26-45
Figure 1 Respondents' age distribution 26
Figure 2 Gender of the respondents 26
Figure 3 Residents of the respondents 27
Figure 4 Respondents' family income (TK. Per Month) 27
Figure 5 Faculty name of the respondents 28
Figure 6 Current studying years of the respondents 29
Figure 7 Average study time of the respondents 29
Figure 8 Respondents' academic results (CGPA) 30
Figure 9 Respondents favorite social media 31
Figure 10 Respondents favorite talking social media 31
Figure 11 Respondents common activities on computer 32
Figure 12 Comparison of average time spending on social media 33

according to the gender
Figure 13 Comparison of academic result according to gender 33
Figure 14 Comparison between gender and academic results 34
Figure 15 Heteroscedasticity testing 40
Figure 16 Normality test 40
Figure 17 Social media having political influence 44
Figure 18 Social media having effects on getting involved in terrorist 45

and militant activities
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Chapter One
Introduction
1.1 Introduction
Social media is defined as forms of electronic communication (such as websites) through which
people creates online communication to share information, ideas, personal messages etc. Social
media has become very popular and important to all ages of people. It contains several channels
like audios/videos callings, blogging, communicating, texting, sharing contents all over the
world and so many characteristics. At present social media is becoming a prominent parts of
life for many youth today. The uses of social media are increasing rapidly all over the world.
In recent years, people are shifting from watching television and listening to radios to use social
media. Thus the social media is impacting on human being living styles and on society
especially on the students. In spite of having many positive aspects, there are many risks that
come with the use of sites such as less study time, poor academic performance due to the heavy
participation on social media networks and decadence of social behavior etc. In order to make
the right choices about social media we must explore the current scenario by doing the research
on the topic thoroughly.
Technology has changed the definition of social media. Technology has brought a new era in
the way of communication. Now a day’s people are introduced with various types of social
media such as Facebook, Twitter, WhatsApp, LinkedIn and so on. These are helping one to
communicate with another instead of long distance. Thus technology is not only making people
advanced, but also making them social. People from different stages are getting the benefits
from the social media. Specially, students from schools, colleges and universities are being
interested to get connected with various social media through smartphone, computer and other
technologically improved electronic devices. People are divided into two categories; in favor
of and against the concept on the impact of social media among the students. Lin et al. (2011)
focusing on a study conducted primarily on the Facebook outcomes, which are used by
international students in the USA. The researchers found that Facebook usage contributed to
students‟ ability to participate socially and culturally in their new environment. On the other
hand, Malaney (2005), found that 8.9% of students in 200 and 4.4% in 2003, reported that their
grades had suffered as a result of too much time spent on the Internet as well as on social media
networks.
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The aim of this project is to explore whether the popular social media positively or the
negatively affect the academic performance and behavior change of students of MBSTU.
The ways of life of the students are being changed by new information and communication
technology. The experiences of using social media of Bangladeshi students is very new and the
spread of social media and information and communication technology affect so much to their
ways of life. The students come to university from college level where they are not given so
much facilities to use smartphones computers and internet. But in university level they get these
facilities without any restrictions, so there have the chances either use of technology to good
or bad, depending on the users and on the environment. These may be utilized effectively and
properly in the purposes of learning, knowing as well as increasing the knowledge.
1.2 Background to the study
It is unavoidable to ignore the fact that now a days social network plays an essential role in
anyone`s life especially for the students. The students spend more times on popular social
media sites beside their academic activities. Social media sites may have a positive or negative
impact on academic performance. Social media help the students and any other user updated
with what is happening around the world, help the students to stay connected and interact with
each other even if they are many miles apart. This strengthens their relationship even if they
finished study and moved to different locations they stay connected and update one another.
In addition, social media sites have provided a platform whereby the students can create groups
and pages based on their common discipline and end up building connections and opportunities
for their respective careers by updating various topics to discuss. Students who have been
interviewed they say that social media has become their lifestyle and it makes their lives easier
and efficient. The first and main advantage of the social media is connectivity. People from
anywhere can connect with anyone. Regardless of the location and religion. The beauty of
social media is that one can connect with anyone to learn and share thoughts. In the past, the
communicating and free sharing of thoughts among people were restricted by long distance,
nationality and/or religion. But now, even these barriers cannot stop the flow of information
and knowledge. The new world of social networking allows free sharing of thoughts. Online
social networks are created by websites such as Facebook, which has emerged as a giant in this
social world. These social media uses are increasing rapidly by the students of different
educational institutions especially University students. Now a days, different social media are
including some extra features for entertainment of the users. It is therefore the aim of this study
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to find the impact of these social Medias on student’s academic performance and their
behavioral change.
1.3 Problem statement
The main aim of this study is to investigate the impacts of social media on the university
student’s academic performance and their behavior change. Modern technology has many
positive aspects but in the same time, it may become hazardous for the users. It is therefore,
the study is conducted, for the university students, how they feel and think the effects of social
media on their academic performance and their behavior change. There have been a lot of
debates on different aspects and impact of social media on society and specifically, its effect
on education. Some of these studies found a drop in students’ grades and academic
performance, and lack of time for studies as consequences of social media network
participation (Banquil et al, 2009; Kirschner and Karpinski, 2010; Ndaku, 2013). On the other
hand, Pasek et al. (2006) “stated that a site-specific culture can both 6 positively and negatively
affect the building of social capital and found that Facebook usage is not positively associated
with lower grades of students and rather Facebook users scored higher grades”.
1.4 Objectives of the study
i. To find out popular social media sites and their usage among students.
ii. To ascertain the average time spent by the students on social Medias.
iii. To explore the effects of social media participation on the student’s academic
performance.
iv. To show whether social media influence university students to get involve with political
issues.
v. To obtain whether social media are responsible to let the students engage with the
terrorism and militant activities.
1.5 Justification of the study
It is hoped that the findings of this study will fill the gap of lack of sufficient information on
the effects of social media on the academic performance and behavior change of university
students. The findings of this study may also be useful to the policy makers in various sectors
of the government. For instance, in the educational sector curriculum developers will be
informed when developing curriculum for the students. In the health ministry, it will help
doctors especially those dealing with counseling of the students to know which tools to use to
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effectively communicate to the others. The results of the study are likely to influence further
scholarly research by other researchers who may be interested in this field of knowledge and
initiate appropriate subsidence.
1.6 Scope of the study
The study wants to find out the impacts of social media student’s academic performance and
on behavior change. While the study recognizes that new interactive technologies and factors
have impacts on the students, and as such this study will limit itself only to students of MBSTU.
1.7 Limitation of the study
The study is limited by time and financial resources and as result the research will have to
source for more financial resources and use alternative means. Since few similar studies have
been done especially in institutions of higher learning, there is limited empirical literature on
the area of impacts of social media on academic performance and behavior change. Another
expected limitation is that the students might fail to give correct information on the basis of
offensive of their privacy.
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Chapter Two
Literature Review
2.1 Introduction
Literature reviews are secondary resource as did not report any new or creative experiment
work. Mostly literatures reviews are linked with academic-oriented literature, consisting
thesis or fellow-reviewed article, it mostly takes a research proposal and results paragraph.
Its major objective is to locate the recent study in the body of literature and to give reference
of a specific reader. It is combining of researches in near every educational area. It relies on
a research question, calculation, select and analyze all high quality research suggestions
related to the question. Analysis is a system that can be used for statistical methods, which
efficiently link the information used on all chosen studies to develop effective outcomes.
2.2 History of social media
Nowadays, one can no longer imagine how to catch up with friends and contacts without
social networking. Social networking helped us become closer to our friends, even when
they are a thousand miles away. Through the World Wide Web (WWW), we are able to
connect with people from around the world, making it easy to keep in touch with friends
and family. Social networking now is a billion dollar industry, but we can barely remember
when it didn’t exist.
2.2.1 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.
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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.
2.2.2 Social Media in the 20th Century
Technology began to change very rapidly in the 20th Century. After the first super
computers were created in the 1940s, scientists and engineers began to develop ways to
create networks between those computers, and this would later lead to the birth of the
Internet. The earliest forms of the Internet, such as CompuServe, were developed in the
1960s. Primitive forms of email were also developed during this time. By the 70s,
networking technology had improved, and 1979’s UseNet allowed users to communicate
through a virtual newsletter. By the 1980s, home computers were becoming more common
and social media was becoming more sophisticated. Internet relay chats, or IRCs, were first
used in 1988 and continued to be popular well into the 1990’s.
The first recognizable social media site, Six Degrees, was created in 1997. It enabled users
to upload a profile and make friends with other users. In 1999, the first blogging sites
became popular, creating a social media sensation that’s still popular today.
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2.2.3 Social Media Today
After the invention of blogging, social media began to explode in popularity. Sites like
MySpace and LinkedIn gained prominence in the early 2000s, and sites like Photobucket
and Flickr facilitated online photo sharing. YouTube came out in 2005, creating an entirely
new way for people to communicate and share with each other across great distances. By
2006, Facebook and Twitter both became available to users throughout the world. These
sites remain some of the most popular social networks on the Internet. Other sites like
Tumblr, Spotify, Foursquare and Pinterest began popping up to fill specific social
networking niches.
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Today, there is a tremendous variety of social networking sites, and many of them can be
linked to allow cross-posting. This creates an environment where users can reach the
maximum number of people without sacrificing the intimacy of person-to-person
communication. We can only speculate about what the future of social networking may look
in the next decade or even 100 years from now, but it seems clear that it will exist in some
form for as long as humans are alive.
2.3 Present Statistics Of active users of Social Medias
Published on February 23, 2017 by Robert Allen (http://www.smartinsights.com/social-media-

marketing/social-media-strategy/new-global-social-media-research/attachment/top-social-network-sites-
by-number-of-active-users-2017/)
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In Pakistan twelve-year school is fall in Category of 3 stages: Primary level, Secondary
level and Higher level school. It contains5 years of a student to graduate through Primary
level, 3 years for Secondary level and 2 years for higher level school. Bachelor's degree is
of 4 years and after that2 years of Master's degree. Basically this study is about how social
Media networks effects the performance of students that how their grade points affected
through using such networks. Some most commonly used social Medias are Facebook,
Skype, twitter, YouTube, Google. In different countries a large number of researchers have
been work on this issue to evaluate this increasing trend among students. Most of the studies
presented the results in against Social Media and argued that it has negative results for
student and younger generation. According to this study social media has emerging positive
effect on the students and causes for their high results grade. These studies also argued that
students spent most of their time on such activates and easily completed their home
assignments and Projects. Students having age group of 23 were notice to like more to use
text messaging and web calling instant messaging by a significant margin.
An annual survey of ECAR made a collection of data and chooses undergraduates of 100
universities and colleges in USA. According to their statistics usage of social networking
in not much changed for young students. In a survey of 2007, in older students there is a
dramatic increase of social networking. As in 2007, up to 90.1 % of students having age
group of 18-24 year-olds used sites of social networking and in 2010; this ratio had
increased by three points only. As compare to age group of 25-29 year-olds students,
increase in social networking in that time period increased by 38 points as from 57.6 % to
85.7 %. In contrast Twitter, also, promotes social networking among students. It can be
used to increase communication skills and thinking among them.
Domizi (2013) a seminar is conducted in graduate students in which they were told to use
Twitter and weekly post tweets in order to extend discussions of classroom. After that
Students used Twitter account to connect with their content and with other students. In
Addition, students having remarks about twitter is that „twitter is useful personally and
professionally” Junco, Heibergert, and Lokenet al (2011) a study is conducted on 132
students in order to examine the relationship of social media and engagement of students
with it& social media and grades of students. To examine this relationship the students are
divided into two groups, one group use twitter and the other group did not use twitter
account. It was used to make discussions about study material, organize the study groups
in a manner, also post the announcements of class, and remain in touch with class fellows.
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Junco and his coworkers (2011) surprised that the students of Twitter group achieve greater
GPAs and higher scores than the other group. J.S Examine by online mailing questionnaires
to respondents that the Person having smart phones are the most frequent users of social
networking sites and have easy access to these sites, more over it showed that junior and
senior student are more interesting to use twitter, LinkedIn and read blogs. twitter and
LinkedIn having more rating by older students to communicate and shared information and
material with their friends and the younger are frequent user of Facebook for their different
activities while usage of such media have no negative effect on students grades.
Shambare, R et al. (2012) Conduct a study on Social networking habits among students
their study indicates that such Medias most commonly used by Youngers and Facebook is
most widely using by a large number of communities and have multiple effects on student's
life. The high speed and quickly approach to internet and the development of smart phone
technology are most important drivers behind the adoption and connectivity with social
networking websites and conclude that SNS enhance their knowledge level. Ahmad,
(2011)their study showed that social networking sites have number of advantages for their
users, it enable the community to keep in touch with their peers and relink with old ones
and help to find new friends according to your interest from all around the and a large
number of persons are linking with these networks. Hence the network of social media is
growing globally.
Heeter (2006) a study at University of Michigan State give information about technology
use in higher education, particularly in relation to faculty. This survey interprets teaching
and learning habits for staff member’s online, students that are graduate and undergraduate
are also included. About 65 % of faculty and students both read blogs but here faculty for
personal information was more likely read them. Students post for both educational and
personal proposes. Faculty used online photo sharing programs more than students such as
Flicker, but about 50 % of both groups used it. Students used Facebook 70 percent while
faculty used less than 10 percent of either Facebook or MySpace. Students send text
message more likely.
Lenhart (2009), for online users most popular is social networking a group age of 25 years
old students and that ratio decreased for each succeeding group 10 % or for adults is less
over 55. In November 2011, A paper is released which stated that 66 % of “adults” use
different types of social media which is MySpace, Facebook, and percent use Twitter. Kim
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et al. (2009) roles of international students are supported through internet and social network
sides. Specially, for particular international students which are using their internet for
building new relationships, also for study, and the other students using the internet in their
host country. To develop new relationships with students they also utilized technologies
from their entertainer country. Rather than focus on build and maintain relationships,
primary goal of students‟ was to meet academic needs this researchers major focus on using
Internet as a whole Lin et al. (2011) focusing on a study conducted primarily on the
Facebook outcomes, which are used by international students in the USA. The researchers
found that Facebook usage contributed to students‟ ability to participate socially and
culturally in their new environment. It is founded in a survey that out of the international
students, 46 % of students point out a social media site. The social support is expanded by
social networking. New students are allowed to adjust in successful academic study.
Junco et al (2011) it is founded that when Facebook Groups allow the students to do political
or public engagement, rather than using social networking websites for social contribution,
students are using these sites for public involvement. This perception is carry by Junco
study, where it was originated that students use Facebook for cause other than to socialize.
Information collecting and Information sharing activities make up a time to spend on
Facebook as student. Students which use Facebook more for data sharing and collecting
activities get high grades than those who used it for socializing This evidence suggest that
students use Facebook for study activities however it is positive or not.
According to Boyd & Ellison (2007), “Social networking sites are web-based services that
allow individuals to construct a public or semi-public profile within a bounded system,
articulate a list of other users with whom they share a connection, and view and traverse
their list of connections and those made by others within the system”. Helou and Rahim
(2010), also defined onlinesocial networks (OSNs) “as virtual communities which allow
people to connect and interact with each other on a particular subject or to just ‘‘hang out”
together online. Social media sites around the globe provide users with a number of options
to interact with each other through entertainment, chats, gossips, and games”. Through these
social network platforms students are able to meet to interact with each other on various
topics and interests. Davis et al (2012), refer to social media technology (SMT) as “web-
based and mobile applications that allow individuals and organizations to create, engage,
and share new user- generated or existing content in digital environments through multi-
way communication”. Popular social network platforms on mobile and web applications
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include Facebook, Twitter, YouTube, Whatsapp, Instagram, snap chat, Google Plus etc.
These platforms have specific roles, functions and modes of communication although their
functions are mostly related. This relates to the definition by Kaplan and Haenlein (2010),
who defined Social media as “a group of Internet-based applications that build on the
ideological and technological foundations of Web 2.0, and that allow the creation and
exchange of user-generated content”.
Ayiah and Kumah (2011), summed up the definition of social network as a web platform
where people from different settings can connect and interact with each other. Rather social
network sites (SNS) promote interactions among students and teachers (Ahmed & Qazi,
2011). Earlier studies, such as examined the general usability of social media among young
students in higher level of education. Similarly, examined the use of social media and
maintain that, the appropriation of social technologies is not an easy and straightforward
process. At higher level of education more complex academic tasks are handled and the new
generation of students is perceived to understand that social media and social technologies
are influential to learning. A number of earlier studies have shown evidence that efforts are
required in order to start using social media in order to influence educational activities.
However, the whole process of adopting a particular social media has not received adequate
attention from researchers.
According to Boyd & Ellison (2007), “Social networking sites are web-based services that
allow individuals to construct a public or semi-public profile within a bounded system,
articulate a list of other users with whom they share a connection, and view and traverse
their list of connections and those made by others within the system”. Helou and Rahim
(2010), also defined online social networks (OSNs) “as virtual communities which allow
people to connect and interact with each other on a particular subject or to just ‘‘hang out”
together online. Social media sites around the globe provide users with a number of options
to interact with each other through entertainment, chats, gossips, and games”. Through
these social network platforms students are able to meet to interact with each other on
various topics and interests.
Educational Use of Social Networks Social networks have become an integral part of
student social life. These networks have become important as they serve as platforms for
users to interact and relate with their peers. Social networks are now been seen as learning
platforms or communities that could be utilized to enhance student engagement and
performance. A number of researchers have found several positive outcomes in online
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community engagement among students and their peers. A study by Tiene (2000), showed
that “written communication on cyberspace enables students to take part in discussions at
a time convenient to them and articulate their ideas in more carefully thought-out and
structured ways.
In support of Tiene’s (2000) findings, Deng and Tavares (2013) also concluded that “Web-
based discussions can contribute to the development of students’ reflective ability and
critical thinking skills. Also, compared to face-to-face (F2F) interaction, students are more
willing to voice their views or even disagreement and are more attuned to others’ opinions
in online discussions”. According to Apeanti and Danso (2014), students believed that it
would be fun for their lecturers to use social media. Also, their grades would be better if
they could contact lecturers through social media and lecturers should hold lecture hours
on social media. This was revealed in their study among students of the University of
Education, Winneba. A number of researchers have outlined a number of student benefits
in relation to education as a result of social network participation.
Yunus et al. (2012), indicates that students gained more vocabulary and improved their
writing skills as a result of their participation on social networks such as Facebook and
Twitter. Asad, Mamun and Clement (2012) stated the exchange of assignments, resources
and discussions on academic work and other issues on social networks among students.
According to Salvation and Adzharuddin (2014), students are able to formulate group
discussions to exchange ideas and communicate to their teachers as well as appeal to their
friends about assignments on SNSs. They indicated that teachers share course related
materials with their students and create student groups to collaborate on projects and
communicate with their fellow lecturers from other universities through SNSs, thus
facilitating teaching and learning process and the enhancement of academic performance.
English and Duncan-Howell (2008), also used Facebook as a tool to enhance peer support
among business education students during their training programmer and detected that
students’ exchanges were mostly of the affective type facilitating group cohesiveness
through encouragement and support. Social Networks and Academic performance there
have been mixed reactions from academics and researchers with regard to the impact of
social networks and how they affect academic performance. Studies have found that the
participation of students and young people on social networks may have both positive and
negative impact on their studies and for that matter their academic performance.
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Tuckman (1975) defined performance as “the apparent demonstration of understanding,
concepts, skills, ideas and knowledge of a person and proposed that grades clearly depict
the performance of a student”. Hence, their academic performance must be managed
efficiently keeping in view all the factors that can positively or negatively affect their
educational performance. According to Mehmood and Tawir (2013), the use of
technologies such as social media networks and the Internet is one of the most important
factors that can influence educational performance of students positively or adversely”.
A study conducted by Roberts and Foehr (2008), in the United Studies about student
extracurricular activity, rather suggested that new media, such as Facebook, Twitter etc.
replace or enhance other leisure activities, but do not take away time from the youth. In
other words, they were of the view that the time spent by students on social network sites
is the same time that normally use for extracurricular activities and therefore do not take
away their productive time for studies.
Negussie and Ketema (2014), study in Ethiopia also indicated that there is no significant
relationship between times spent on social networks such as Facebook with students’ grade
point average (GPA). This was also consistent with a study by Ahmed and Qazi (2011)
who conducted a study in Pakistan among six universities. They discovered that there no
much difference between times spent on social media networks and students’ academic
performance.
Conversely, a number of researchers and studies have also found a negative impact that
social network participation has on students’ academic performance. In the study of
Kirschner and Karpinski (2010), they found a “significant negative relationship between
Facebook use and academic performance. Facebook users reported lower mean GPAs and
also reported spending fewer hours per week studying on average than Facebook nonusers.
A majority of students claimed to use Facebook accounts at least once day”.
Malaney (2005), found that 8.9% of students in 2000, and 4.4% in 2003, reported that their
grades had suffered as a result of too much time spent on the Internet as well as on social
media networks. Using social media by University students is certainly a fascinating
portion of research for educationists and social scientists. Maintain that in the available
literature there are beneficial designs and styles of employing it at school level. It describes
the introduction of contents and focuses on how to share, interact, and collaborate and
socialize by its use. There appear different top reasons to justify using social media in
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greater education. It usage was confirmed by preserve setup it’s familiar with enhance study
encounters of students by provision of e-support services on their behalf. It's familiar with
facilitate communication among and between students in virtual cities. Amongst others, the
Facebook appears being most likely probably the most favorite was suggested as a means
of communication for reaching students. Internet sites focus heavily on building online
metropolitan areas certain to along with common interests or activities. Therefore give them
tools that help them to make this happen. Within the portion of collaborative learning, the
internet sites handled the large problem elevated by teachers within the recent period. For
instance, insufficiencies in humanitarian aspect and recognized to it teaching lacks spirit.
However, Websites have assisted to solve a few individuals’ problems, with the aid of
interactive affiliate by getting a person, making the participation within the human consider
the academic process something important. That introduced with an increase to attract
people toward collaborative learning and many researchers within the aspects of social
sciences undertaking studies to look at this phenomenon and to clarify the actual reason
behind the attraction educated about internet sites.
Page | 22
Chapter Three
Research Methodology
3.1 Introduction
Research methodology refers to the approach by which data is extracted to be clearly
understood. The main objective of this report is to explore the impact of social media on
student’s academic performance and behavior change of the students of MBSTU. The
performance of student will be measure through their grade points. This chapter will therefore
discuss the following: research design, target population, sampling strategy, data collection
instruments and process and analysis of the data. Thus the study design was set with following
considerations.
3.2 Methodology
There are two general approaches in the social sciences: quantitative and qualitative research.
The differences between quantitative and qualitative research on the basis of the operational
specificity of concepts, hypotheses and methods of observation. It is better to suppose of them
as representing relative points on a scale. In this study there is a mixing of both approaches
with a greater partial towards the qualitative method.
3.3 Study design
A research design is the set of methods and procedures used in collecting and analyzing
measures of the variables specified in the research study. The design of a study defines the
study type (descriptive, correlational, semi-experimental, experimental, review, meta-analytic)
and sub-type (descriptive-longitudinal case study), research problem, hypotheses, independent
and dependent variables, experimental design, and, if applicable, data collection methods and
a statistical analysis plan. Research design is the framework that has been created to find
answers to research questions. The report was a combination of descriptive, cross-sectional and
hypothetical study.
3.4 Study Periods
20th October 2016 to 31st January 2017.
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3.5 Choice of Methodology
The use of the descriptive methodology for this study allows the researcher to gather data
directly from the students in their natural environment for the purpose of studying their
academic performance, attitudes, views and comments about their day to day interactions and
with social media. The researcher is afforded the opportunity to view phenomena through the
eyes of their subjects in appropriate social contexts through in-depth questions. The explorative
nature of the research necessitates that the participant's knowledge, views, understandings,
interpretations, experiences and interactions are considered in order to construct situational
knowledge of the impacts of social media on behavior change, attitude and perceptions.
3.6 Target Population
Mugenda et al (2003) explain that a population is a group of individuals or objects that have
the same form of characteristics. They are the totality of cases that conform to certain
specifications, which defines the elements that are included or excluded in the target group.
The target population for this study includes 3400 students of MBSTU.
3.7 Sampling Technique and Sample size determination
A sample is a smaller number or the population that is used to make conclusions regarding the
whole population. Its purpose is to estimate unknown characteristics of the population.
Sampling is a scientific process of selecting a part from a statistical population and may also
embrace the derivation of estimates and any inferences derived from them for the population.
The process of sampling takes into account various issues and will depend on the organization
type, purpose, complexity, time constraints and previous research in the area.
3.7.1 Sampling Technique
There are two types of sampling techniques applied by the researchers. These are, (a)
Probability There sampling and (b) Non-probability sampling. A probability sampling is one,
in which the researcher chooses subjects randomly to be part of a sample. A non-probability
sampling is a non-random method of sampling, in which the selection procedure of the
population elements remains entirely on the direction of the persons who sample. In this study,
the probability sampling: simple random sampling technique was applied.
3.7.2 Sample size
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The sample size was determined by using the following formulae suggested by M. Nurul Islam
(2005).
n0 n0 z2 pq
n  ; n0  2
n  1 n d2
1 0 1 0
N N
Where, n= sample size,
p= population proportion
d= margin pf error
N= Population size
z  1.96 (For 95% confidence level)

2
Using the above formula, the size of the sample of this study was 345 which was selected by using
random number table.
3.8 Questionnaire design
All the data are collected by schedule method where all the questions were close ended. Some
questions were designed in five-point Likert scale (1 for strongly disagree to 5 strongly agree).
3.9 Conceptual framework
This study purpose for a brief discussion on the contents in the suggested framework for The
Impact of Social media use on Academic Performance among university students at MBSTU.
However, this research finds that social media integration relates to the students' academic
performance, the variables observed to be used of social media, in this study are: Average
Study Time (Hours per day), Time spent on Facebook, Time spent on YouTube and Time spent
on WhatsApp.
Average Study Time
Time Spent on Facebook

Academic
Time Spent on YouTube Time Spent on Performance
Social Medias
Time spent on WhatsApp
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3.10 Data analysis tools
The entire analysis of the study is done statistical package named SPSS (Statistical Package for
Social Science) for windows (Version 20) SPSS can take data from almost any type of the file
and use them to generate tabulated reports charts and plots of distributions and trends,
descriptive statistics and complex analysis. Survey data is input in the SPSS for windows
format. Hence, it is found to be much easier to read the data through this software. Different
variables are computed as well as recorded with it. Some firsthand analyses such as frequencies,
tests are performed through this software. Microsoft Excel (2013) is used to create graphs.
Microsoft Word (2013) is used to prepare all the outputs that are presented in this study.
3.11 Methods
3.11.1 Hypothesis testing
Hypothesis testing is an act in statistics whereby an analyst tests an assumption regarding a

population parameter. The methodology employed by the analyst depends on the nature of the
data used and the reason for the analysis. Hypothesis testing is used to infer the result of a
hypothesis performed on sample data from a larger population.
Null hypothesis (H0)
A null hypothesis is a type of hypothesis used in statistics that proposes that no statistical
significance exists in a set of given observations. The null hypothesis attempts to show that no
variation exists between variables or that a single variable is no different than its mean. It is
presumed to be true until statistical evidence nullifies it for an alternative hypothesis.
Alternative hypothesis (H1)
The alternative hypothesis is the hypothesis used in hypothesis testing that is contrary to the
null hypothesis. It is usually taken to be that the observations are the result of a real effect.
3.11.2 Chi-square test
The chi-square test is used to determine whether there is a significant association between two
categorical variables. If there is significant association between two variables, then contingency
Page | 26
coefficient is used measure the strength of association. For all the r × c tables, the Pearson chi-
square is calculated as follows,
(f ij - E ij ) 2
χ  
2
~ χ 2 (r 1) (c1)
i j E ij
Where, (r-1) (c-1) degree of freedom.
3.11.3 Multiple regression analysis
Regression analysis is a statistical technique that serves as a basis for studying the dependence
of one variable called dependent variable, on one or more other variables, called explanatory
variables (M. Nurul Islam, 2005). In this study multiple regression analysis is used. Multiple
regression analysis is the process of calculating a coefficient of multiple determination and
regression equation using two or more independent variables and one dependent variable. The
model of multiple regression analysis used in this research can be formulated as shown below,
y    1 x1   2 x2   3 x3  ......   i xi   i
Dependent variable: y=Academic performance
Independent variables: xi ; i=1,2 ……………….
 i  Random error term
Assumptions of multiple linear regression model

i. Independence: The data of any particular subject are independent of the data of all other
subjects.
ii. Normality: in the population, the data on the dependent variable are normally
distributed for each of the possible combinations of the level of the X variables; each
of the variables is normally distributed.
iii. Homoscedasticity: In the population, the variances of the dependent variable for each
of the possible combinations of the levels of the X variables are equal.
iv. Linearity: In the population, the relation between the dependent variable and the
independent variable is linear when all the other independent variables are held
constant.
Page | 27
3.11.4 Validity and Reliability
Reliability
Test reliability refers to the degree to which a test is consistent and stable in measuring what it
is intended to measure. Most simply put, a test is reliable if it is consistent within itself and
across time.
Validity
Test validity refers to the degree to which the test actually measures what it claims to measure.
Test validity is also the extent to which inferences, conclusions, and decisions made on the
basis of test scores are appropriate and meaningful.
The Relationship of Reliability and Validity
Test validity is requisite to test reliability. If a test is not valid, then reliability is moot. In other
words, if a test is not valid there is no point in discussing reliability because test validity is
required before reliability can be considered in any meaningful way. Likewise, if as test is not
reliable it is also not valid.
3.11.5 Test of Multicollinearity
In statistics, Multicollinearity is a phenomenon in which two or more predictor variables in a

multiple regression model are highly correlated, meaning that one can be linearly predicted
from the others with a substantial degree of accuracy. In this situation the coefficient estimates
of the multiple regression may change erratically in response to small changes in the model or
the data. Multicollinearity does not reduce the predictive power or reliability of the model as a
whole, at least within the sample data set; it only affects calculations regarding individual
predictors. That is, a multiple regression model with correlated predictors can indicate how
well the entire bundle of predictors predicts the outcome variable, but it may not give valid
results about any individual predictor, or about which predictors are redundant with respect to
others. Multicollinearity is detected by Variance Inflation Factors (VIF).
3.11.6 Heteroscedasticity checking
Heteroscedasticity is raised when the standard deviations of a variable, monitored over a

specific amount of time, are not constant. The existence of heteroscedasticity is a major concern
in the application of regression analysis, including the analysis of variance, as it can invalidate
statistical tests of significance that assume that the modelling errors are uncorrelated and
uniform—hence that their variances do not vary with the effects being modeled. For instance,
Page | 28
while the ordinary least squares estimator is still unbiased in the presence of heteroscedasticity,
it is inefficient because the true variance and covariance are underestimated.
3.11.7 Normality Test
Normality tests are used to determine if a data set is well-modeled by a normal distribution and
to compute how likely it is for a random variable underlying the data set to be normally
distributed. If the residuals are not normally distributed, then the dependent variable or at least
one explanatory variable may have the wrong functional form, or important variables may be
missing, etc. and the residuals should not be used in Z tests or in any other tests derived from
the normal distribution, such as t tests, F tests and chi-squared tests. There are several methods
of normality test, here normal probability plot is used.
3.11.8 Coefficient of Determination
The coefficient of determination (R2) is a measure of the proportion of variance of a predicted

outcome. With a value of 0 to 1, the coefficient of determination is calculated as the square of
the correlation coefficient (R) between the sample and predicted data. The coefficient of
determination shows how well a regression model fits the data. Its value represents the
percentage of variation that can be explained by the regression equation. A value of 1 means
every point on the regression line fits the data; a value of 0.5 means only half of the variation
is explained by the regression. The coefficient of determination is also commonly used to show
how accurately a regression model can predict future outcomes.
3.11.9 F-test
F-test is used to determine the whole effect of all independent variables to dependent variable.
This test is done by comparing the p-value with level of significance. P-value is the exact level
of significance and level of significance is the probability of rejecting the null hypothesis in a
statistical test when it is true. If the p-value is less than the level of significance (α) then it is
concluded that the effect of the independent variables on the dependent variable is significant.
3.11.10 t-test
The t-test is used to determine wheatear there are the partial effect of each independent variable
to the dependent variable.
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Chapter Four
Result and Discussion
4.1 Introduction
This chapter dealt with data analysis, presentation and its interpretation. The results of the study
were presented and discussed in relation to the research question outlined in chapter one. Data
was keyed in to the program under specific category from which analysis was run to obtain
descriptive statistics in the form of frequencies and percentages. SPSS was used to arrive
reliability among multiple measures of variables of the study by the use of Cronbach‘s alpha
coefficient. To establish the nature of relationship between stated variables, scatter plots were
employed and regressions were done to determine the influence and relationship between
variables under investigation.
4.2 Basic information of the respondents
Table 1: Basic information of the respondents

Variables Categories Frequency Percent (%)
18-20 150 44.2
Age 21-23 140 41.3
24-26 49 14.5
Female 152 44.2
Gender
Male 192 55.8
Hall 200 58.8
Residents when campus
Mess 116 34.1
is opened
Others 24 7.1
<10000 134 41.1
10000-30000 151 46.3
Guardian’s Income
30000-50000 25 7.7
>50000 16 4.9
4.2.1 Respondent’s age distribution

The study was conducted to know the age distribution of the respondents. Majority (44.2%) of
the students were between 18-20 years old. The other 41.3% respondents were between 21-23
years and 14.5% were between 24-26 years old shown in Figure 1. The study looked after
including respondents that were at different ages and therefore are likely to be at different
stages of their experiences of using social media.
Page | 30
44.2%
Percentage Frequencies 41.3%
14.5%
18-20 21-23 24-26

Ages
Figure 1: Respondents’ age distribution.
4.2.2 Gender distribution of the respondents
Figure 2 represents the gender distribution of the students. The male students formed the
majority of respondents in MBSTU. Out of the 345 respondents 56% were male and the other
44% respondents were female.
Female
Male 44%
56%
Figure-2 Gender of the respondents.
4.2.3 Categories of the Respondents’ residents
The study revealed that majority (58.8%) of the respondents were from different halls of the
University. The other 34.1% students were from different messes outside the campus area and
7.1% respondents were from the other places shown in Figure 3. This analysis managed to find
out whether the different facilities in halls or the lacking of facilities in messes had any effects
on the academic results of the respondents.
Page | 31
58.8%
Percentage frequencies
34.1%
7.1%
Hall Mess Others

Residents when campus is opned
Figure 3: Residents of the respondents.
4.2.4 Respondents’ family income
The figure 4 shows that majority (46.3%) respondents were from middle class family and near
5% respondents were from upper class family. The other, 41.1% students were from lower
class family where their family income were less than 10000 (TK. per Month).
46.3%
41.1%
Percentage Frequecies
7.7% 4.9%
<10000 10000-30000 30000-50000 >50000

Guardians income (TK. per Month)
Figure 4: Respondents’ family income (Tk. per Month).
4.3 Educational information of the respondents
Respondents’ educational information were gathered into four variables named faculty, year,
study time and CGPA (Cumulative Grade Point Average). The students’ educational
information was listed in Table 2.
Page | 32
Table 2: Educational information of the respondents
Percent
Variables Categories Frequency
(%)
Science Faculty 111 32.3
Engineering Faculty 60 17.4
Faculty Business Administration 30 8.7
Bachelor of Social Science 27 7.8
Life Science Faculty 116 33.7
1st Year 82 24.7
2nd Year 93 28
Year 3rd Year 74 22.3
4th Year 48 14.5
MS 35 10.5
<2 157 47.4
2-4 98 29.6
Study Time
4-6 47 14.2
>6 29 8.8
<3.00 56 16.8
3.00-3.25 51 15.3
CGPA 3.25-3.50 108 32.3
3.50-3.75 109 32.6
>3.75 10 3
4.3.1 Faculty of the respondents
Figure 5 represents the distribution of the respondents’ faculty in the University. The majority
(34%) of the students were from the life science faculty and lowest number of students (7%)
were from the faculty of bachelor of business administration. The other 32%, 17% and 8%
Page | 33
respondents were from the faculty of bachelor of social science, engineering and science
faculty respectively.
Life Science
Science Faculty
Faculty
32%
34%
Beachelor of
Social Science Enginearing
Business
8% Faculty
Administrsion
9% 17%
Figure 5: Faculty name of the respondents.
4.3.2 Studying year of the students
Information were collected from the respondents to know their current studying years. Figure
6 shows the most (28.0%) of students were from 2nd year and the lowest (10.5%) students were
from MS degree of different faculties of the University. The other 24.70% were from 1st year,
22.30% were from 3rd year and 14.50% respondents were from 4th year.
28.00%
24.70%
22.30%
Percentage Frequencies
14.50%
10.50%
1st Year 2nd Year 3rd Year 4th Year MS

Studying Year
Figure 6: Current studying year of the respondents.
4.3.3 Average study time
The respondents were interrogated about their academic and non-academic study time. The
Figure 7 represents that the maximum (47.4%) of the respondents studied less than 2 hours per
day. The other 8.80% respondents replied that they studied more than 6 hours on an average
Page | 34
per day. They rest 29.6% and 14.2% respondents answered they studied 2-4 hours and 4-6
hours per day respectively.
47.40%
29.60%
14.20%
8.80%
<2 2-4 4-6 >6

Average study time
Figure 7: Average Study Time of the respondents.
4.3.4 Students’ academic results
The descriptive statistics represents the percentage frequencies of respondents according to

their academic results shown in Figure 8. About 33% respondents stated that their academic
results (CGPA) were between 3.50-3.75 and 32.3% respondents’ CGPA were between 3.25-
3.50. The other 16.8% respondents’ CGPA were below 3.00 and 3.0% respondents’ CGPA
were above 3.75. The rest (15.30%) of the respondents’ CGPA were between 3.00 and 3.25.
32.30% 32.60%
16.80%
15.30%
3.00%
<3.00 3.00-3.25 3.25-3.50 3.50-3.75 >3.75

Respondents CGPA
Figure 8: Respondents’ academic results (CGPA).
Page | 35
4.4 Respondent’s choice of social media
A frequency distribution was constructed to view the participation of the usage of each social
media. Table-3 incorporated the students’ choice of social media.
Table 3: Choice of social media
Variables Categories Frequency Percent (%)
Favorite Social media Facebook 244 72.4
Twitter 7 2.1
Instagram 15 4.5
LinkedIn 5 1.5
YouTube 66 19.6
Favorite Talking Social media WhatsApp 34 10.9
Imo 43 13.7
Viber 11 3.5
Skype 15 4.8
Messenger 210 67.1
4.4.1 Students’ favorite social media
The respondents were asked about their most favorite social media. The findings of this
analysis are described in Figure 9 below. The majority respondents preferred Facebook
(72.4%) and YouTube (19.6%) to Instagram, LinkedIn and Twitter. This analysis was revealed
to find out the effect of social networking sides on respondents’ academic performance.
Youtube 19.6%
LinkedIn 1.5%
Social media
Instragram 4.5%
Twitter 2.1%
Facebook 72.4%
Page | 36
Figure 9: Respondent’s favorite social media.
4.4.2 Students’ favorite talking social media
Figure 10 describes below that, the highest (67%) respondents’ most favorite talking social
media was messenger. Minimum (3%) number of the students liked Viber. The analysis of was
stated to find out the favorite talking social media as a factor affecting respondents academic
results.
WhatsApp
11%
Imo
14%
Viber
3%
Messenger
67% Skype
5%
Figure 10: Respondents’ favorite talking social media.
4.4.3 Students’ Common activities on computer
The respondents were asked about their common activities they were connected on when they
logged into a computer. Figure 11 shows respondents’ answers. 12.5% respondents said that
they played games on the computer most of the time, 58.3% said they used computer for
academic purpose and another 29.2% respondents said that they used their computers for
watching videos.
Page | 37
58.3%
Frrequencies percentage 29.2%
12.5%
GAMING ACADEMIC PURPOSE WATCHING VIDEOS

Common activities on computer
Figure 11: Respondent’s common activities on computer
4.4.4 Relationship between time spending on social media and students’ academic results
Table 4: Average time used on social media by the students
Gender Male Female
Social Media Frequency Mean SD Frequency Mean SD
Time spend on Facebook 181 141.26 10.83 137 146.08 9.55
Time spend on YouTube 138 116.02 8.68 98 104.75 7.22
Time spend on Twitter 6 75.00 6.83 5 38.33 4.19
Time spend on Instagram 9 72.00 5.38 10 6.67 2.00
Time spend on LinkedIn 4 62.50 1.32 2 35.00 7.32
Time spend on WhatsApp 29 89.63 8.83 27 65.69 4.75
Time spend on Imo 50 87.44 9.02 39 51.50 5.17
Time spend on Viber 12 57.00 4.25 5 39.58 3.93
Time spend on Skype 9 73.75 5.08 8 43.89 3.57
Average academic results 145 3.32 0.297 189 3.37 .321
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Male Female
160
140
120
100
80
60
40
20
0
Facebook YouTube Twitter Instagram LinkedIn WhatsApp Imo Viber Skype
Figure 12: Comparison of average time spending on social media according to the gender.
Male Female
3.37
Students' academic results
3.32
Academic results
Gender
Figure13: comparison of academic result according to the gender.
The findings shown in Figure 12 expresses that the female respondents spend comparatively
less time on social media than the male respondents. Consequently average academic result of
the female respondents is better than the male respondents as the outcome shown in Figure 13.
4.4.5 Comparison of gender and academic results of the students
Here cross tabulation is conducted for seeing the comparison between genders with respect to
their academic results (CGPA).
Page | 39
Table 5: Comparison between gender and Academic results
<3.00 3.00-3.25 3.25-3.50 3.50-3.75 >3.75 Total

Total
N % N % N % N % N % N %
Female 16 28.57% 25 49.02% 56 51.85% 42 38.53% 6 60.00% 145 43.41%
Male 40 71.43% 26 50.98% 52 48.15% 67 61.47% 4 40.00% 189 56.59%
Total 56 100.00% 51 100.00% 108 100.00% 109 100.00% 10 100.00% 334 100.00%
Female Male
38.62%
35.45%
Percentage frequencies
27.51% 28.97%
21.16%
17.24%
13.76%
11.03%
4.14%
2.12%
<3.00 3.00-3.25 3.25-3.50 3.50-3.75 >3.75

Academic results
Figure 14: Comparison between gender and academic results
The above Figure 14 shows that 21.16% males’ academic results were less than 3.00 where
only 11.03% were female. The other 38.62% females’ academic results was between 3.25-3.50
while male were 27.51%. For the highest academic results, greater than 3.75, female were
4.14% and male were 2.12%. The rest 28.97% female’s and 35.45% males’ academic results
were between 3.50 and 3.75.
4.5 Measures of associations

The study was conducted with a view to measure the association among different categorical
phenomenon. The chi-square test is used to determine whether there is a significant association
between two categorical variables. If there is significant association between two variables,
then contingency coefficient is used measure the strength of association.
Page | 40
4.5.1 Association between students’ residents and academic results
H0: There is no association between students’ residents and academic results
H1: Students’ residents and academic results are associated
Chi-Square Tests
Value df Asymp. Sig. (2-
sided)
Pearson Chi-Square 32.609a 8 .000

Likelihood Ratio 31.080 8 .000
Linear-by-Linear Association 3.839 1 .050
N of Valid Cases 331
a. 0 cells (0.0%) have expected count less than 5. The minimum expected count is .73.
Symmetric Measures
Value Approx. Sig.
Phi .344 .000
Nominal by Nominal Cramer's V .332 .000
Contingency Coefficient .399 .000

a. Not assuming the null hypothesis.

b. Using the asymptotic standard error assuming the null hypothesis.
The chi-square statistic is 32.609 and the p-value is 0.00(<0.05). That means there is sufficient
evidence to reject the null hypothesis at 5% level of significance. Therefore, it can be concluded
that residents when campus is opened and academic results are associated. The contingency
coefficient is 39.9% that means there is moderately strong relationship between residents and
academic results.
4.5.2 Association between gender and academic results

H0: There is no association between gender and academic results
H1: Gender and academic results are associated
Page | 41
Chi-Square Tests

sided)

a. 0 cells (0.0%) have expected count less than 5. The minimum expected count is
14.34.
Symmetric Measures
Value Approx. Sig.
Phi .281 .027


that gender and academic results are associated. The contingency coefficient is 37.8% that
means there is moderately positive relationship between residents and academic results.
4.5.3 Association between students’ average study time and academic results
H0: There is no association between students’ average study time and academic results
H1: Students’ average study time and academic results are associated
Chi-Square Tests

sided)

a. 0 cells (0.0%) have expected count less than 5. The minimum expected count is
5.89.
Page | 42
Symmetric Measures
Value Approx. Sig.
Phi .475 .000


that average study time and academic results are associated. The contingency coefficient is
55.1% that means there is moderately strong relationship between average study (hour/day)
time and academic results.
4.5.4 Association between gender and choice of social media

H0: There is no association between gender and choice of social media
H1: Gender and choice of social media are associated
Chi-Square Tests

sided)

a. 0 cells (0.0%) have expected count less than 5. The minimum expected count is 12.15.
Symmetric Measures
Value Approx. Sig.
Phi .307 .000


Page | 43
that gender and choice of social Medias are associated. The contingency coefficient is 29.3%
that means there is moderately positive relationship between gender and choice of social media
shown in symmetric measures table.
4.6 Multiple Regression analysis
The model of multiple regression analysis used in this research can be formulated as shown
below,
y    1 x1  2 x2  3 x3  4 x4  
Dependent variable: y=Academic performance
Independent variables: x1 =Average Study Time (Hours per day)
x2 = Time spent on Facebook (Hours per day)
x3 = Time spent on YouTube (Hours per day)
x4 = Time spent on WhatsApp (Hours per day)
  Random Error term

The regression analysis is conducted to determine effect of the independent variables on the
dependent variables. Here, 𝑥2 , 𝑥3 and 𝑥4 represent the variables symbolizing the time spending
on Facebook, YouTube and WhatsApp respectively. Descriptive statistics of social media
revealed that, these are the most popularly used social networking websites to the university
students.
4.6.1Validity and reliability testing

Validity testing
The instrument is valid if the value of variable is positive and more than 0.3 (r > 0.3). The result
of average study time (X1) is 0.655, time spent on Facebook (X2) is 0.434, time spent on
YouTube (X3) is 0.370 and time spent on WhatsApp (X4) is 0.306. It means that all the
indicators are valid.
Page | 44
Reliability testing
The level of reliability of the measurement indicator from the output, Cronbach‘s alpha
coefficient was 0.648 as shown on the following Table 9. According to Brown (2006) further
contends that a reliability index of a minimum of 0.6 is satisfactory for any research analysis.
Therefore, the measurement instruments used for this research are reliable.
Table 6: Reliability Statistics

Cronbach's Alpha N of Items
.648 5
4.6.2 Classical assumption of multiple linear regression model
Test of Multicollinearity
Table 7: Multicollinearity testing

Model Collinearity Statistics
Tolerance VIF
Average Study Time (hours/day) .544 1.839
Time spend on Facebook .491 2.038

1
Time spend on YouTube .725 1.379
Time spend on WhatsApp .490 2.041
a. Dependent Variable: Academic results
Table 9 above shows that the Tolerance of average study time is 0.544, Time spent on Facebook
is 0.691, Time spent on YouTube is 0.657 and Time spent on WhatsApp is 0.428 meaning the
tolerance value of each variable is more than 0.2. The VIF value of Time spent on Facebook is
1.448, Time spent on YouTube is 1.523, and Time spent on WhatsApp is 1.077 meaning the
VIF value of each variable is less than 10. Since all the tolerance value is more than 0.2 and
VIF value is less than 10 of each independent variable, so this research is free from
Multicollinearity.
Page | 45
Heteroscedasticity
Figure 15: Heteroscedasticity testing

The above Figure 15 shows that the pattern of points is spreading. The points are spreading
above and below of zero point in ordinate. This is proved that there is no heteroscedasticity in
this regression.
Normality Test
Figure 16: Normality test
The Normal p-p plot, Figure 16 shows that the data are spreading near the diagonal line and
follow the direction of diagonal line. Therefore, the normality test is completed.
Page | 46
4.6.3 Results of the regression model
Coefficient of Determination (R2)
Table 8: Model Summary
Model R R Square Adjusted R Square Std. Error of the

Estimate
1 .765a .585 .553 .34699
a. Predictors: (Constant), Average Study Time (hours/day), , Time spend on Facebook,

Time spend on YouTube, Time spend on WhatsApp
The coefficient of correlation (R) measures if there is significant relationship between the three
independent variables with dependent variable, the value of R is 0.627 which proved that the
relationship among variable independents and dependent is strong. The (R2) measures how far
the ability of a model in explaining variation of dependent variable. The value coefficient of
determination (R2) implies that 58.5% of the variation in academic results are explained by the
variations in the average study time; time spend on Facebook, YouTube and WhatsApp. The
observed R2 suggests that the multiple regression line fit the data reasonably. The other 41.4%
variations not explained by the repressors are considered as for other explanatory variables that
are not considered in this study.
Regression coefficients
The Regression Coefficients are the constants in the regression equation that tells about the
change in the value of dependent variable corresponding to the unit change in the independent
variable.
Table 9: Regression Coefficients
Model Unstandardized Standardized t Sig.

Coefficients Coefficients
B Std. Error Beta
(Constant) 2.797 .036 22.682 .000
Average Study Time .645 .020 .215 .470 .000
Time spend on Facebook -.314 .001 -.004 -.019 .047
Time spend on YouTube -.043 .001 .236 1.254 .050

Time spend on WhatsApp -.014 .002 .060 .263 .083
Page | 47
The calculation is conducted by using SPSS (Statistical Package for Social Science) software.
The result in the above table, the multiple regressions equation can be defined as,
^
𝑦= 2.797 + 0.645𝑥1 − 0.314𝑥2 − 0.043𝑥3 − 0.014𝑥4
According to the fitted model, if the influences of the independent variables are not considered
then the average CGPA is 2.797. The equation also shows that, there is positive influence of
average study time(X1); negative influence of time spent on Facebook (X2), time spent on
YouTube (X3) and time spent on WhatsApp (X4). That indicates that the average academic
results increase for spending more time on study and academic results decrease for spending
more time on social media.
F-test
Table 10: F-test

Model Sum of df Mean Square F Sig.
Squares
Regression 2.529 5 .506 6.525 .000b
1 Residual 11.939 154 .078
Total 14.468 159

b. Predictors: (Constant), Average Study Time (hours/day), Time spend on Facebook,
Time spend on YouTube, Time spend on WhatsApp
The Table 10 shows that the p-value is 0.00(<0.05). Therefore, there is sufficient evident to
reject the null hypothesis at 5% level of significant. It means that the average study time, time
spend on Facebook, YouTube and WhatsApp significantly affect the student’s academic
performance.
t-test
The t-test is used to determine wheatear there are the partial effect of each independent variable
to the dependent variable.
Page | 48
Table 11: t-test
Model t Sig.
(Constant) 22.682 .000

Average Study Time .470 .000
Time spend on Facebook -.019 .047
Time spend on YouTube 1.254 .050
Time spend on WhatsApp .263 .083
Table 11 shows that, the average study time; time spend on Facebook and YouTube have
partially significant effects on student’s academic performance. But the partial effect of time
spend on WhatsApp is insignificant.
4.7 Statements expressing opinions of the respondents about social media
The respondents were asked why they use social media and what the benefits of social media
are. Respondents’ opinion were as follows,
4.7.1 Benefits of social media
The descriptive statistics table shows the mean of the statements “Use the internet for doing
the assignment” and “For doing class activities” were 3.3037 and 3.2069 respectively. That
means the respondents were undecided for these benefits of social media. Again the mean of
the statements “For connecting friends and family”, “Save cost in communicating with people”,
“To get information faster”, and “Increase knowledge” were 3.71, 3.82, 4.13 and 3.89
respectively. That implies that the respondents are agree about these statements.
Page | 49
4.7.2 Negative Effects of Social media
The above table represents the mean of Increase Cyber Crime, Hamper Study, Affect Being
Anti-social and Waste of Time were 3.74, 3.59, 3.65 and 3.66 respectively. That implies that
the respondents were agree about these effects of social media. The mean of Accidentally
Introduced to Pornography was 3.11, that means respondents were undecided about this
statements.
4.7.3 Political Influence
The development of a country depends much on how strongly stable the political situation
predominates in the country. The respondents were asked if there any effect of social media on
the political influence. 39% respondents were agree that social media have political influence
where 24% respondents were disagree. The other 27% respondents were undecided about this.
These results are shown in Figure 17.
Not Decided
27%
Disagree
22%
Agree
30%
Strongly Disagree
12%
Strongly Agree
9%
Figure 17: Social media having political influence
Page | 50
4.7.4 Terrorist and Militants activities
Now a days, terrorism and militants problem seems not just more lethal and more common, but
more widespread. The death toll in recent weeks speaks for itself: 22 people dead in
Bangladesh, 49 gone in the United States, 44 gone in Turkey, 292 gone in Iraq, then another
37, another 12, yet another 12. As a rough representation of the global threat of terrorism nearly
15 years after the 9/11 attacks—nearly 15 years after George W. Bush declared that his “war
on terror” would “not end until every terrorist group of global reach has been found, stopped,
and defeated”—the findings are extremely disheartening. War, they suggest, has only brought
more terror.
The respondents were asked if there are any effects of social media on getting involved in
terrorist and militant activities. Their opinions were as shown in Figure 18.
Not Decided
21%
Agree
Disagree
39%
12%
Strongly Disagree
15%
Strongly Agree
13%
Figure 18: Social Media having effect on getting involved in terrorist and militant activities.
The Figure 18 shows that 52% respondents were positive that social media have effect on
getting involved in terrorist and militant activities where 27% respondents were disagree. The
other 21% respondents were undecided about this.
Page | 51
Chapter Five
Conclusion and Recommendation
5.1 Conclusion
The primary objective of the research undertaken was to throw light on how effectively the
usage of social networking sites has affected the students by evaluating both the positive and
negative aspects. Social media serve to students’ purpose of connecting them with people all
across the globe by not hampering their working hours and schedules. Despite the several
benefits that come with the participation of the students on social media networks, its misuse
could badly affect the academic performance. The findings of this study showed that, there is
positive consequence of average study time and negative impact of time spending on various
social networking websites on students’ academic performance. It indicates that, the
educational performance increases by giving more time on study and decreases for spending
more time on social networking websites. Some anti-social blogs influence students’ outlook
to take inappropriate actions. The outcome of this report also gave a positive view that, social
websites encourage students to get involved in the political violence as well as to be engaged
with the terrorist and militant activities. Above all, in the era of globalization and technology,
a single day can’t be thought without using social networking sites, but should be used in a
limited and positive way without getting addicted.
5.2 Recommendation
Based on the findings and conclusions of this study, the following recommendations are made,
 The teachers may encourage the students to minimize time wastage on chatting and
other irrelevant engagements which are not of major importance by counselling about
the negative influence of social media.
 Bangladesh Telecommunication Regulatory Commission (BTRC) and parents should
monitor activities of the students on social media in order to protect them pornographic
and other unwarranted materials.
 The use of LinkedIn should be increased because the site gives the facilities of linking
employers with potential employees, provides a place for individuals to post resumes
and offers referrals and for employers to post current job openings.
Page | 52
Chapter Six
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Impact of the Use of Social Media on Students’ Academic Performance and

Title Page Number

Chapter One Introduction 1-4

1.2 Background of the study 2

1.3 Problem statement 3

1.4 Objectives of the study 3

1.5 Justification of the study 4

1.6 Scope of the study 4

1.7 Limitation of the study 4

Chapter Two Literature Review 5-16

2.2 History of social media 5

2.2.1 Social media before 1900 5

2.2.2 Social media in the 20th century 6

2.2.3 Social media today 7

Chapter Three Research Methodology 17-24

3.3 Study design 17

3.4 Study periods 17

3.5 Choice of methodology 18

3.6 Target population 18

3.7 Sampling technique and sample size determination 18

3.7.1 Sampling technique 18

3.7.2 Sample size 19

3.8 Questionnaire design 19

3.9 Conceptual framework 19

3.10 Data analysis tools 20

3.11.1 Hypothesis testing 20

3.11.2 Chi-square test 21

3.11.3 Multiple regression analysis 21

3.11.4 Validity and reliability 22

3.11.5 Test of Multicollinearity 22

3.11.6 Heteroscedasticity checking 23

3.11.8 Coefficient of determination 23

Chapter Four Results and discussion 25-45

4.2 Basic information of the respondents 25

4.2.1 Respondents' age distribution 25

4.2.2 Gender distribution of the respondents 26

4.2.3 Categories of the respondents' residents 26

4.2.4 Respondents' family income 27

4.3 Educational information of the respondents 27

4.3.1 Faculty of the respondents 28

4.3.2 Studying year of the students 29

4.3.3 Average study rime 29

4.3.4 Students' academic results 30

4.4 Respondents' choice of social media 30

4.4.1 Students' favorite social media 31

4.4.2 Students' favorite talking social media 31

4.4.3 Students' common activities on computer 32

4.4.4 Relationship between time spending on social and 32

4.5 Measures of associations 34

4.5.1 Association between students' and academic results 35

4.5.2 Association between gender and academic results 35

4.5.3 Association between students' average study time and 36

4.5.4 Association between gender and choice of social media 37

4.6 Multiple regression analysis 38

4.6.1 Validity and reliability testing 38

4.6.2 Classical assumption of multiple regression model 39

4.6.3 Results of regression model 41

4.7 Statements expressing opinions of the respondents about social 43

4.7.1 Benefits of social media 43

4.7.2 Negative effects of social media 44

4.7.3 Political influence 44

4.7.4 Terrorist and militant activities 45

Chapter Five Conclusion and Recommendation 46-47