Final Thesis

Chapter: 01
INTRODUCTION
In the recent few years the world has experienced a fast transformation into being
a global digital village. In this view, the online social media sites have emerged as
big players in this transformation. People increasingly use social media sites such
as Facebook, Twitter, Skype, various blogs and LinkedIn to connect, to share
information and knowledge, to create contents and to communicate with each
other. In this view the emergence of online social media sites, have recently
helped Pakistani community in bringing changes in the society. Increasingly,
people are now freely and transparently participating in the discussion of the
country’s development including education. Its importance comes in the light that
the World has now changed drastically because of virtual communication and
participation and growth is tremendous.
Due to continuous growth of user generated content and the subsequent ability to
share and even collaborate online, the social media sites have emerged to be of
great importance. The importance is not only in information sharing but also in
different educational processes. Definitely, this study will focus on finding out the
importance of the use of the social media sites for students in education.
1.1 BACKGROUND OF THE STUDY
The world is today celebrating the improvements in communication technology

which has broadened the scope of communication through Information and
Communication Technologies (ICTs). Modern Technology in communication no
doubt has turned the entire world into a “Global village”. But as it is, technology
like two sides of a coin, bring with it both negative and positive sides. It helps
people to be better informed, enlightened, and keeping abreast with world
developments. Technology exposes mankind to a better way of doing things.
Social media sites include: Twitter, Face book, WhatsAap, Skype and Google
talk. These social media sites are used by most people to interact with old and new
friends, physical or internet friends (Asemah and Edegoh, 2012). The world has
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been changed rapidly by the evolution of technology; this has resulted into the use
of technology as the best medium to explore the wide area of knowledge.
The evolution of internet technology has led to its use as the best medium for
communication. Whereby, two-third of the world’s internet population visits
social media or blogging sites, thus serving as a communication and connection
tool. Social media sites are online Communities of Internet users who want to
communicate with other users about areas of mutual interest, whether from a
personal, business or academic perspective (William, Boyd, Densten, Chin,
Diamond & Morgenthaler 2009). The millions of social media sites have
transformed the thought of global village into a reality whereby billions of people
communicate through social media sites. Numerous benefits have been obtained
through distant communication through the use of social media sites.
The Internet World and its accompanied technology have grown in way that the
changes experienced in the past few years have taken a very interesting pattern
socially. Most of the companies and investors are willing to pour in their resources
while on the other hand the media has reported a lot about the social media sites
and its growth. The users and their respective contents have formed a great deal of
attention and thus revolutionize the whole internet, and the social media sites. This
has led to overwhelming sharing of contents across the globe, at a faster pace not
experienced before in the universe. Various discussions are going on globally,
involving even the professionals on the importance and use of the social media
sites. The use is not only in business, but also education and accompanied
pedagogy.
On the other hand, the communities have not yet realized the great potential lying
in the social media sites in terms of education. Despite the publications and
studies done elsewhere including America and Europe still much has not been
done in the developing World and particularly in Pakistan. The study will focus on
the importance of use of social media sites for students in education, so as to
identify the potentials of the social media sites in education.
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1.2 STATEMENT OF THE PROBLEM
Enhancement of the education dissemination and improvements of the

pedagogical approach in Pakistan is inevitable. This is due to the fact that, there is
a big growth of Information and Communication Technology (ICT) and wider
penetration of the internet in the country. Students need the sophisticated and
easier means to communicate, create, share and collaborate on theircontents,
information and studies.
The statement of the problem is that to find out the importance of social media
sites for students in educational activities. Either the students use the social media
sites for their academic purposes such as uploading assignments, enhancing
research skills and learning presentation techniques, and to know the satisfaction
of students because of social media sites, whether they use at the University or at
home. Whether the social media sites are the factors behind positive outcomes for
students in education and to know the views of research students that to what
extent social media sites are productive in learning good research skills.
1.3 PURPOSE OF THE STUDY
The general purpose of the research is to initiate a comprehensive analysis of how

online social networking can be fully utilized in information and knowledge
sharing in Pakistan, and how Pakistanis and especially students can use these
modern resources in their educational activities.
The main purpose of the study is to know the importance of social media sites for
students in education and also to find out the opinion and attitude of the
respondents towards the importance of social media sites. I also try to explore that
how social media sites are helpful and productive. Further, I try to explore the
positive aspects of social media sites.
1.4 SCOPE OF THE STUDY
The focus of this research work is to primarily study the Importance of social
media sites for university students in education. The study comprised students
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often departments of Sheikh Taimoor New Academic Block, University of
Peshawar.
1.5 SIGNIFICANCE OF THE STUDY
This study is significant to the teachers, parents, students and researchers.This

study will help the teachers of the educational institutions to know the importance
of social media sites for students in education, so as to assist them to enlighten and
create awareness to the students on the possible use of social media sites in their
educational activities. The study is of significant to parents in the sense that they
will know the possible advantages of these social media sites for their children.
The study will enable the students of the other levels so that they will be aware
that, apart from the social and educational benefits of the social media/networking
site, using the sites more than necessary will pose possible dangers to their health.
It will be relevant in assisting students in understanding the diversity of social
media. The study will help other researchers with more information on the
importance of social media sites for students in educational activities. The study
will also help researchers with more information on the Influence of social media
on student’s academic performance. It will provide relevance material for students
and other researchers undertaking similar research.
1.6 RESEARCH OBSERVATION
Students give importance to social media sites in their educational activities.
1.7 RESEARCH QUESTION
The research question formulated for this study is given as under:
 Why do students give importance to social media sites in their educational

activities?
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1.8 OBJECTIVES OF THE STUDY
The following research objectives will be followed in this study:-
 To know how students can improve their research skills through social
media sites.
 To identify how social media sites are important for students in order to
explore and share knowledge.
 To identify how students can learn from teachers through social media
sites.
 To identify how social media sites provide platform for students in order to
share information with their friends and relatives.
 To identify how social media site are useful for students in career
counseling.
 To know how social media sites are helpful for students in finding jobs.
 To know for what purpose students build online communities on social
media sites.
 To identify how students can improve their communication and analytical
skills through social media sites.
1.9 LIMITATIONS OF THE STUDY
This study had encountered several limitations which are given as under:
 First, there was no personal interview conducted, higher response rate

could have been anticipated if personal interviews were included but with
time constraint this has not been possible. Reminders and close follow up
has been done to ensure higher response rate with questionnaire.
 Selection of the population was based on the easiness of accessibility to
the researcher and to those who were most likely to respond to the
questionnaire. Time constraints have as well as been the limiting factor
into sampling.
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 In addition, the study was conducted and data were taken from only one
block of The University of Peshawar, although these results may not seem
generalizable beyond this block (Sheikh Taimoor New Academic Block),
the institution has indicators that it is not different from other academic
blocks. The future sample fort the similar study should be drawn from
various blocks for concrete results and findings.
1.10 OPERATIONAL DEFINITIONS OF THE KEY TERMS
As words may mean differently in different contexts, the following definitions are
given as the words used as intended to be understood for the purpose of this study.
 Internet: The global computer networks providing a variety of

information and communication facilities, consisting of interconnected
networks using standard communication protocols.
 Social Media: They are forms of electronic communication which
facilitate interactive base on certain interests. Social media include web
and mobile technology. The definition of social media is “the relationships
that exist between network of people” (Walter & Riviera, 2004).
 Social Networking Sites: A website where people put information about
them and can send to others.
 Social Networks: Social network is a social structure made of individuals
or organizations called ‘nodes’, which are tied up by one or more specific
types of interdependency, such as friendship, kinship, financial exchange,
dislikes or relationships of beliefs, knowledge or prestige
 Social Networking: The use of internet to make information about
yourself available to other people especially people you share an interest
with to send messages to them.
 Media: The collective communication tools that are used to share store
and deliver information and data.
 Academic: It is concerned with Studying from books as opposed by a
practical work.
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 Students: Someone who is Studying at a University or School. Someone
who is very interested in a particular subject.
 Computer: A computer is a machine that receives or stores or processes
data quickly according to a stored program.
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Chapter: 02
LITERATURE REVIEW
2.1 INTRODUCTION
Online social networking is increasingly the subject of scholarly research.

Scholars in many fields have begun to investigate the various aspects social
networking services and the importance of social media sites for students in
education. Many studies have been conducted around the world to investigate how
these sites may play into issues of identity, privacy, social capital, youth culture
and education. An attempt has been made in this chapter to review studies and
articles related to the topic. The review of literature allows us to study the trend of
similar studies conducted in the same field. This will give a proper direction to the
work and enable integration of the past research leading to the expansion of
knowledge and to identify the importance and impacts of the Web 2.0 technology,
Social Media Sites, Social Networking and their relevance to students in
education.
It reviews some of the numerous works done by scholars and researchers, findings
from other studies and gatherings from journals, books, proceedings, academic
literature and websites pertaining to social networking sites, web 2.0 technologies
and relation of education and which are directly related to this research work. In
doing so, this chapter examines and reviews the following areas.
 History of the Internet

 Introduction to Web 2.0 Technology
 History of the Social Media
 Definition and Types of Social Media
 Basics of Social Networking
 Social Media Sites and Associated Characteristics
 Potentials of Social Networks and Web 2.0 in Education
 Social Networking and Education
 Social Media Sites and University Students
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 Impacts of Social Media Sites on Students
 Advantages of Social Media Sites for Students in education.
 Social Networking in Pakistan
2.2 HISTORY OF THE INTERNET
There are conflicting versions about the origin of the internet but the common
story is that the internet is a product of a cold war. (Hafner and Lyon, 1996,
p.116). Its origin is traced back to 1957, when the Soviet Union launched ‘Sputnik
1 into space, as a reaction to this, in 1958, the United State founded the Advanced
Research Project Agency (ARPA), a special agency under the department of
defense whose mission was to develop a long term highly innovative and hazard
research projects (Cartoni and Tarding, 2006, p.26).
In 1962, the air force wanting to maintain the military’s ability to transfer
information around the country even if a given area was destroyed in an enemy’s
attack, commissioned leading computer scientist to do so. ARPANET, the first
prototype of the internet, was developed by the ARPA department and saw the
light in 1969 when four (4) of United States Universities (University of California
Los Angeles, University of California Santa Barbara, Stanford Research Institute
Polo Atto, and University of Utah) were connected by network of computers
(Lorenzo and Stefano,2010).
Leonard Klein rock of UCLA successfully developed the first computer Network
through “packet switching” to the concept of “distributed network”, two
fundamental concurrent inventions in the field of computer science, packet
switching is a process that allows division of messages into packets and sending
them to their destination following different routes, once they arrive at their
destination, they are all recomposed into the original message. Paul in 1960
developed the concept of distributed network funded by United States Air force at
the research and development corporation (RAND) which is aimed at developing
a telecommunication network which can stand a nuclear war. (Paul, 1964, p.220-
223).
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The growth of ARPANET accelerated in the second half of the 1980s, through
computer protocol (Tcp/lp) Transmission control protocol/Internet protocol which
was adopted by ARPANET (Vinton, 1969 UCLA) in 1983 and is still the core of
internet. ‘The transition of Tcp/lp was perhaps the most important event that will
take place in the invention of the internet. After the installation of Tcp, the
network could branch everyone’ (Hafner and Lyon, 1998, p.249).In the same year,
after the end of ARPANETs experimental phase, the network was split into two;
A civilian network for the computer research community (ARPA internet) and
military network (MILNET). In 1980, ARPANET was replaced by NSFANET
created by
National Science Foundation and in 1990, ARPANET was officially

decommissioned and the commercial use of the internet was allowed in 1991,
(Berners-Lee, 2000, p.223).
In 1995, the internet was just one networking system among many others such as
Usenet, Fido net, Mintel, AT$T, but with advent of the web, the internet became
by far the most important networking system. That led to what is now known as
internet, a global network of interconnected computers that communicate freely,
share and exchange information (Paul, 2010). The younger a person, the greater
the likelihood he or she has access to the internet (Kim, 2004).
2.3 INTRODUCTION TO WEB 2.0 TECHNOLOGIES
Web 2.0 is the cumulative platform of web applications that assist users into
information sharing, collaboration and wider interaction on the World Wide Web.
Tim O’Reilly (2004) triggered critics with his O’Reilly Media Web 2.0
conference as the term was related and ambiguous. He stresses it by comparing it
with many other important concepts, and that Web 2.0 doesn’t have a hard
boundary but rather, a gravitational core. He went further by describing that Web
2.0 can be visualized as a set of principles and practices that tie together veritable
solar systems of sites that demonstrate some or all of those principles, at a varying
distance from that core.
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According to Tim O’Really, Web 2.0 is the business revolution in the computer
industry caused by the move to tie internet as platform, and an attempt to
understand the rules for success on that new platform. Chief among those rules is
this: Build applications that harness network effects to get better the more people
use them.
“A true Web 2.0 application is one that gets better the more people use it. Google
gets smarter every time someone makes a link on the web; Google gets smarter
every time someone makes a search. It gets smarter every time someone clicks on
an ad. And it immediately acts on that information to improve the experience for
everyone else.” (Tim O’Really)
Some of the scholars view the Web 2.0 as the upgrade from the Web 1.0, and that
it might also have been just a catch phrase. During brain storming conference
session between O’reilly and the MediLive International was discussed when Web
2.0 concept emerged for the first time.
According to Krishnamurthy and Cormode (2008), the difference between Web

1.0 and Web 2.0 lies on the fact that in Web 1.0 the content creators were very
few and users act as the consumers of content while in Web 2.0 the creators of
content are the participants themselves. Collaboration and interaction are the main
foundations of the Web2.0. Hoegg et al, (2006) pointed out the main focus of the
Web 2.0 environment lies on the tools and services that allow the contents to be
collaboratively created, managed and shared. Thus it is the process whereby the
user is responsible for the content and the service providers give technical services
that in turn will realize the achievement of the objective and the vision.
Web 2.0 has a number of features although the most popular one is the Blogs and
the RSS technology that has led to new and effective way of sharing contents
among the wider and dispersed audience. This has been possible due to capability
of the RSS to allow one to link a page, subscribe to it, and further get notification
whenever the page is changed. The Web 2.0 is as well as capable of social
bookmarking and tagging, whereas with tagging the content can be categorized by
users (example of folksonomies). In social bookmarking, the content on any
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webpage can be immediately shared among the social networking sites in the Web
2.0 community.
However you define Web 2.0, most agree that it’s woven from a fabric of
technologies designed to ease collaboration and break down information silos,
whether they’re individual Web Sites, portals, or business intelligence systems.
(infoworld.com, 2007)
Hoegg et al, described the services on Web 2.0 to fall under three categories
named platforms, online collaboration tools and community services. Community
services unite users through a common objective, while platforms offer the media
for users to express themselves and on the other hand the online collaboration
tools improve processes by making information accessible from every location.
2.4 HISTORY OF THE SOCIAL MEDIA
Early 1990s, chat rooms and bulletin boards were forms of Social Media in a way,
they help people to connect with others and share interest. A little cater; dating
sites hooked those looking for partners and class mates. Communication allows
people to connect with people they had known in high school and colleges and
enable them to meet others.
In the early 20s, a site called Friendster was set up where people invited their
friends and their friends also invited others. The site was popular for a while, but
suffered from technical difficulties and fake profiles and began to lose members.
In 1999, MySpace took over but became popular in 2003. Its roots are a bit muddy
because it received financial and logistical support from another company called
the E-Universe and most of the early users were employers of e-universe but Tom
Anderson and Chris DE Wolfe are given credit for much of the innovation and
success of the site, which built up to one hundred and fifteen million users
worldwide. Members post BIOS, photos, blogs, video and other things that strike
their fancy. (Retrieved November 7th 2012)www.mudconnect.com.
Some Television Programmers’ had started producing programmers’ to air on

MySpace in 2005; Rupert Murdoclis News Corporation (parent of fox
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broadcasting) bought MySpace for five hundred and eighty million dollars ($580).
A competitor to MySpace is face book which started in about 2004 by Mark
Zuckerberg while he was a student at Harvard and grew rapidly in 2007. At first,
face book was solely for college and high school students but Mark opened it to
everyone and like MySpace, it encourages all types of member postings. There are
also smaller social media sites like 2go, YouTube, and blackberry chat for people
to have access to. (Retrieved November 7th 2012)www.google.com.
2.5 DEFINITION AND TYPES OF SOCIAL MEDIA
“Social media refers tothe means of interaction among people inwhich they create,
share, exchange and comment among themselves in different networks.”
Andreas and Michael (2000) are of the opinion that social media is a group of
internet based application that builds on the ideological foundation and allows the
creation and exchange of users–generated content. Social media has become one
of the major channel of chatting through platforms such as 2go, BB chat, blogger
and wiki a. There has beenan increase in the mobile social media which has
creatednew opportunity forbrowsing. (Retrieved 3rdDecember 2012).
(www.census.gov).
The internet usage effect of social media, in views of Nielson, (2012) is that,
internet users continue to spend more time on the social mediathan any site. The
total time spent on social media across mobile devices increased by 37%, 121
billion minutes in July 2012 compared to 88 billion minutes in July 2011.
On the basis of use among the youth generally and particularly among university
students, following are the forms and types of social media sites:
 Facebook
 Twitter
 YouTube
 LinkedIn
 Skype
 WhatsAap
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 Blogs
 Orkut
 My Space
 Searching Engines
2.6 BASICS OF SOCIAL NETWORKING
Wellman (1997) defined social networking sites as the set of people or rather
other social entities such as organizations connected by a set of socially
meaningful relationships. For example, Facebook is currently the fastest growing
commercial social networking site in the world, with more than 350 million
subscribers/active user profiles worldwide in 2010. Twitter had claimed to have
175 million registered users in 2011 and is still adding 15 million users per month,
while LinkedIn claimed to have 100 million active users globally by 2011 and 20
million users in Europe alone by 2010 (Social Media Statics, 2011). It is said that
Americans spend more than twice as much time on social networks than any other
online activity; 36% of time spent is on social networks, blogs, personal email and
instant messaging (Nielsen, 2010).
Social Networking sites are believed to be the most popular with prominent
activities within the Web 2.0 platform. The social networking sites are considered
to provide a platform for social relations whereby people share activities, ideas,
events and interests.
According to Boyd and Ellison, (2007) the social networking sites are the 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. The nature and nomenclature of these connections may
vary from site to site.
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2.7 SOCIAL MEDIA SITES AND ITS CHARACTERISTICS
Online social networks are based on users as opposed to content like in other
regular websites. In that view the users are united online based on their interests,
activities and common views or goals. Some other things that may bring together
audiences from all around the globe are the religious matters, common language,
and nationality, sexual or racial interests.
Users are the core of the social networking sites in a way that without them there
would be empty forums, chat room and even applications. Users are the one who
direct and provide dynamics in network. Interaction is another exciting
characteristic of social networks where by connecting to one another and have fun
with friends is a priority. Social networks thrive on relationships in a way that
more relationships in a network then more profound is the network and more
strong it becomes.
“Social networking websites provide rich information about the person and his
network, which can be utilized for various business and educational purposes.
Someof the main characteristics of social networking sites are:
 They act as a resource for advertisers to promote their brands through

word-of-mouth to targeted customers.
 They provide a base for a new teacher-student relationship with more
interactive sessions online.
 They promote the use of embedded advertisements in online videos.
 They provide a platform for new artists and graduates to show their
profile.” (Ateeq Ahmad, 2011).
2.8 POTENTIALS OF SOCIAL NETWORKS AND WEB 2.0 IN

EDUCATION
The web 2.0 applications have been gradually noted to have potentials and
educational impact in the same way as the formal Information Communication
Technology applications used in formal settings. They form an important means
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of education dissemination and knowledge impact as part of eLearning
applications.
The social networked learning connects learners in the virtual space enabling them
to interact and to collaborate as they execute learning activities, and through their
participation they actively engage in the learning process and experience flexible
environments for communication, global information sharing, personalized
learning and independent learning in respect to time and place (Munguatosha et al,
2011). Donmus (2010) insists in not ignoring the students complaints on lack of
communication, personalized content and following a strict curriculum associated
with many learning systems and thus there should be an emphasis to provide an
informal learning to students by adopting social networks to existing learning
implementations.
2.9 SOCIAL NETWORKINGAND EDUCATION
Due to the fact that many students are using social media/networking sites,
teachers on the other hand have started adjusting themselves in this pattern by
using it as the tool for communication with their students. Teachers and lecturers
involve themselves in creating chat rooms, online groups and forums for the sake
of academic discussions, posts assignments, tests and quizzes as well as assisting
with homework.
“The National School Boards Association reports that almost 60 percent of

students who use social networking talk about education topics online, and more
than 50 percent talk specifically about schoolwork. Yet the vast majority of school
districts have stringent rules against nearly all forms of social networking during
the school day — even though students and parents report few problem behaviors
online.” (US National School Board Association) 96% of the young people
surveyed by the US National School Boards Association to explore into the online
behaviors of US 9 to 17 years old reported to be using some form of social
networking technology. The findings indicated that education-related topics are
the most common, with 60% talking about education-related topics and 50%
discussing their schoolwork. What is clear is that young people regard social
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networking services as just another part of their social and often school-related
activities. (National School Boards Association, 2007).
New forms of relationships and communication have influenced the way people
learn and this has been enhanced by the access to the web and greater innovation
of the web 2.0 technology and applications. The participants are creators of
knowledge and seekers of engaging personal experiences (McLoughlin and Lee,
2008). Personalization and socialization have been sited to be the major potential
in the web 2.0 technologies andthe driving factor in social networking attributed
by the transparency and ability to create awareness (Dalsgaard, C). With online
social networks, people can share and pass knowledge and information to each
other, expand their collective knowledge and relationships to the new heights.
Education has expanded past local resources and bring information from vast
library of knowledge (Horton, M., 2010). According to ScienceDaily (June
20,2008), the researchers at the University of Minnesota came with discovery out
of social networking/media sites and went further in suggesting the necessity of
the enrichment of emerging ideas about what it means to be a good digital citizen
and leader through the use of the online social networks.
Despite the application of formal pedagogical practices used in the education

sector and especially in universities, we cannot ignore the contributions of
informal learning. Young people have now more choices over what, how, and
with whom they learn in a wide range of settings: classrooms, after school
programs, home-school, formal online learning programs, and web-enabled spaces
that dominate popular culture (Greenhow, 2011).
Through social networking, students have transparency among each other and
socialization on the other hand, leading to collaboration on their works,
productions and ideas. Things like notes, literatures, assignments and other related
information are shared. Anyone among the friends or rather participants can have
access and view, modify or develop a content found on other’s profile or personal
pages. The collaborative web is rich in applications that can facilitate knowledge
sharing, interaction, collaboration and communication, and the collaborative web
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therefore supports social networked learning in which learners use personal tools
for self-directed and problem based learning (Munguatoshaetal, 2011).
Due to ubiquitous computing and demand-driven learning, the need for expansion
of pedagogy in order to make learners be active participants and co-producers of
content rather than be consumers, also be able to look at learning processes
participatory and social, supportive of personal life goals and needs (McLoughlin,
2008). Many people are enthusiastic and have been taking part in producing self-
developed contents and share them by means of online dissemination using blogs
and even using distribution of digital files in the form of audio and video
popularly known as pod-casting.
Although there is a tremendous interest in associating social networking sites with

educational prosperity but yet the literature is limited.
2.10 SOCIAL MEDIA SITES AND UNIVERSITY STUDENTS
University Students have integrated part of their life style with social networks.
Social media have virtually turned to communal set up where students/youths
interact and share information, store and keep their relationships updated, on daily
basis, which constant use is thought to affect their academic work. (Ammari,
2004). There is however, a rapid increase also in the use of internet technology for
relevant academic and classroom processes by both the teachers and their
students. (Bonds, Raacke and Raacke, 2008). Students in higher institutions adopt
different types of social media communication as the utmost medium to interact,
keep in touch or relate with their family and friends. According to Flad (2008)
social media sites like Facebook and MySpace are among the more popular sites
that students mostly spend their time in.
According to Atwong (2008) and Hugstad (2007), the internet technology

enhances and improves learning and expertise, provides updated learning
materials, affords universal perspective including strong, business connection,
enhanced job-market skills such as communication, team leadership and team-
building. According to Veen and Vrakking (2008), children born in the 1980s and
1990s who are the present day students are described as “Welcome to the
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NetGeneration”. The researcher said that the majority of these students spend their
time, swimming in the ocean of “social media diet”, accumulating jobs with the
overtime, enjoying different types of entertainment, social interaction with all
sorts of electronic media technology. Beastal (2008), also called these
youths/students “Homo Zappiens” because they are the first people to test any
new released technology, and they were born in the pull of technology with yearly
technology advancement, enjoying social media where they text more than they
discuss on phone.
2.11 IMPACTS OF SOCIAL MEDIA SITES ON STUDENTS
Today’s world is a global village. Everyone is connected to one another in this

vast network generated by the Internet. As said by Marshall McLuhan, a
philosopher of communication theory, “The new electronic independence re-
creates the world in the image of a global village.” This electronic independence is
inherently dependent upon the Internet. It illuminates the lives of thousands of
people by spreading knowledge internationally, thereby making us global citizens.
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. So how do these networks affect our education? How do they influence the
lives of students?
Humans are social animals. We always like to remain in some group or another,
and we prefer to follow what this group does. All of our traditions and cultures are
the product of this group-oriented facet of human nature. A well-known American
psychologist, Abraham Maslow, stated in his “Theory of Motivation” that the
social need of human beings is the third most important requirement after our
physical and safety needs — the third tier in his hierarchy of needs. Even our self-
esteem comes after this social dependence. This is the main reason billions of
people use social networking to stay connected, make friends and satisfy their
social needs.
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As of 2015, the world’s largest social networking company, Facebook, has 1.49
billion active users, and the number of users is increasing every year. One of the
most interesting things to look at is the increasing number of student users on such
social networking sites. As per the survey conducted by Pew Research Center, 72
percent of high school and 78 percent of college students spend time on Facebook,
Twitter, Instagram, etc. These numbers indicate how much the student community
is involved in this virtual world of social networking.
Actually, many reasons exist that explain why students love to spend time
socializing. Firstly, social networks provide them the freedom to do whatever they
want — to upload what they want and talk to whom they want. They like to make
new friends and comment on the lives of different people. Students can create
other online identities that the real world does not allow. The freedom it gives
them to act just by sitting in front of a computer enthralls them, and they then
demand for more freedom. Never before has it been so easy for young minds to
create a digital image of their actions through such a spontaneous medium.
But this has a darker side that has gained the attention of many parents, and even
eminent psychologists, all over the world. One of the biggest problems is the
identity crisis constant social networking produces. As said by Professor S. Shyam
Sunder, a renowned researcher at Penn State, “The types of actions users take and
the kinds of information they are adding to their profiles are a reflection of their
identities.”
Many psychologists are worried about the identity crisis that our present
generation may face today. The lives of people, especially students, are largely
influenced by what is posted by other people on their profiles. The habits that
students learn are decided more by what their friends do and less by the teachings
of parents or professors.
Our students have become prone to frequent fluctuations in mood and self-control.
If one of a student’s friends posted about his or her present relationship with
someone, then other friends are pressed to do the same thing. Actions that attract
more public attention hold more value, even despite some of them being immoral
or illegal. We even see that many students are worried about their looks, and so
20
they always try to upload nicer pictures than their friends. A recent survey has
stated that whenever someone uploads a profile picture, it immediately affects the
moods of friends. It often produces stress, anxiety or fear about their identities as
people. Consistently thinking in this way can sometimes lead to depression.
The most important things in a student’s life are studying, learning good habits
and gaining knowledge to become a person with moral character. But today, as we
see in various studies, this optimal learning process is seriously jeopardized by
students becoming entrapped by the ploys of social networking. Students neglect
their studies by spending time on social networking websites rather than studying
or interacting with people in person. Actively and frequently participating in
social networking can negatively affect their grades or hamper their journeys to
their future careers.
Getting too involved in social media can lead to an addiction that inculcates bad
habits. Students prefer to chat with friends for hours, and this leads to a waste of
time that could have been used for studying, playing or learning new skills. It is
often said that a long-term friendship or relationship is developed when people
meet each other, spend time and share their experiences. But this virtual way of
communicating with each other does not lead to a natural, friendly experience and
hence cannot produce a healthy relationship with those friends. Also, these
relationships tend to terminate easily due to a lack of personal contact.
The system generates a competition to make as many new friends as possible and
the so-called “social quotient” of a person is decided by how many friends they
have and not on how good-natured and congenial the person really is. Often,
students who are not old enough to accurately analyze the world “like” or
comment on social or political issues, and this leads sometimes to serious
controversies.
Considering all of the above pros and cons, it is necessary to develop certain
regulations over the use of such social networking sites, especially for high school
and college students. But still, students should get the choice to spend time
socializing in an effective way. It should not hamper their school or college
performance, and it should be kept in mind that social networking sites create
21
virtual worlds that drastically differ from reality. Students should develop the
cognitive and intuitive ability to analyze how much time they want to spend on
social media. It is left up to the students to decide what really matters in their life
and how much of this virtual life translates to real life. (Abhishek Karadkar,
September 13, 2015).
2.12 ADVANTAGES OF SOCIAL MEDIA SITES FOR

STUDENTS IN EDUCATION
A lot of criticism has been leveled at social media and the effect it has on the way
students process and retain information, as well as how distracting it can be.
However, social media offers plenty of opportunities for learning and interactivity,
and if you take a moment to think about it, it’s not too hard to see how students
benefit from using social media. As younger generations use such technology in
the classroom, they remake the educational landscape.
Students are experiencing the world through more than just books and
assignments; they are learning and adapting to the world using a relatively new
form of communication. In a world where connections are important, graduates
are coming into the workplace with a lot to offer.http://www.edudemic.com/how-
students-benefit-from-using-social-media/
There are many advantages of using social media in education. One the most
important is to encourage interaction between students. This is especially helpful
in college environments where having students create a bond with the institution
can increase retention rates.
Now that we have some background data let’s move on and take a quick look at
some of the advantages of social media for students in education.
 Social Media can increase student collaboration. Students become friends

with their classmates on social media and are more likely to collaborate on
projects. This can lead to higher retention rates as students become more
connected to the institution.
22
 Faculty can use social media as a way to get students to participate. Many
students are naturally shy in person, and many may not speak up in a
classroom, but that may not be the case on social media. Today’s students
grew up on social media and for many it is the natural way to interact.
Faculty can ask questions on social media such as Twitter and students can
answer those questions, by including a specific hash tag. This not only
allows the faculty to find the student answers but also allows other
students to see what others are answering and create a dialog. Many
learning management systems incorporate a discussion board to
accomplish this same educational pedagogy but are just as useful if not
more by using a social media platform.
 Social Media can be useful for team projects. Many colleges stress the
importance of the soft skill of working in groups. Social Media sites can be
helpful to increase this ability as the students can hold meetings in real
time and work on their projects. This increases the likely hood that they
will also spend time together working on projects and may not have to
make time to meet in person all the time as the project progresses. Having
teams work together using social media only strengthens advantage one
and two in your educational activities.
 Social media can provide a richer experience for resources. Videos,
resource websites, and tutorials can be shared very easily with the entire
classroom at the click of the button. This eliminates the need for students
to copy website links from a handout and have the risk of mistyping. It is
much easier just to click a link than to type it.
 Video Conferencing in the Classroom is also a significant benefit. Using
social networking sites such as Google Plus will allow the use of Google
Hangouts. These sort of resources can be used to setup class sessions
where everyone can collaborate through video in real time. Google
Hangouts can also be saved for future reference, in case one of the students
has a conflict and can not make the meeting.
https://www.academiaapps.com/advantages-social-media-education/
23
2.13 SOCIAL NETWORKING IN PAKISTAN
Despite the fact that the growth of Social Networking Sites (SNS) including
Facebook, LinkedIn and MySpace take a rising trend among today’s university
students, the same is observed among the normal citizens and laymen in
worldwide. This is contributed by the expansion of social dimension of internet.
There is in Pakistan, a huge improvement in the Internet access and its subsequent
use, and contribution to the online social networking are very high compared to
ten years back.
Social media has been gaining vast popularity among the masses in Pakistan
mainly due to Face book, Twitter, Skype, Instagram etc. The introduction of
mobile broadband coupled with the influx of affordable smartphones had a
catalytic effect on the use of social media in Pakistan. People turn towards social
media to voice their opinions, experiences, suggestions and feedback on any topic
or constituent of the society.
Among the most popular social platforms, Facebook leads the way with more than
3 billion connections per day. It is by far the most popular social media platform
in Pakistan as more than 17.2 million user accounts are estimated to be from
Pakistan. Twitter is also fast becoming the preferred social media portal with more
than 280 million connections per day.
24
Social media is not just a communication platform but it has become a symbol of
online presence for companies and individuals alike. It has become a must for
every business, celebrity, institute, media outlet, general public and even the
Government to create and operate accounts on popular social media sites / apps.
Public engagement and open interaction with the masses is the new trend in the
Government circles around the world. The Federal and state Governments, various
regulatory authorities, military public relations, civil governments, and political
parties make use of the Twitter and Facebook to make announcements, deliver
messages and get first hand public feedback.
Pakistan has also been actively engaged in using social media such as ISPR’s
official Twitter updates, political parties’ campaigns through social media, Punjab
Food Authority (PFA), posts about inspections at various food outlets, DCO
Rawalpindi’s regular updates about governance matters of the city, etc. The use of
social media in Pakistan has some inherent barriers and challenges to face that
require collaborative efforts from all the stakeholders.
Low internet penetration, lack of local content and language barriers are some of
the general problems that also affect the social media adoption in Pakistan. On top
of all, it is becoming a constant nuisance for the Government to deal with the
rising complaints of managing content, controlling illegal access, keeping up with
the new trends and deal with the social, cultural and religious apprehensions on
the social media.https://propakistani.pk/2016/01/26/state-of-social-media-in-
pakistan-in-2016/
25
Chapter 03
RESEARCH DESIGN
3.1 INTRODUCTION
This chapter presents the method and procedure that was applied in this study. It
was organized under the following sub headings: Research Design, Universe of
the Study, Population of the Study, Sample Size, Sampling Technique, Research
Instrument, Validity of the Instrument, Tool for Data Collection, Method of Data
Analysis, Confidentiality and Duration of the Study.
3.2 RESEARCH DESIGN
It is a term used to describe a number of decisions which needto be taken

regarding the collection of data before they are collected. It provides guidelines
which direct the researcher towards solving the research problem and may vary
depending on the nature of the problem being studied.
It is used for the purpose of obtaining data to enable the investigator test
hypothesis or answer research question by providing procedural outline for
conducting research. It is therefore, an outline or scheme that serves as a useful
guide to the researcher in his efforts to generate data for his study. The research
design therefore, adopted the survey method in data collection. It is used to obtain
the peoples opinion through questionnaire.
3.3 UNIVERSE OF THE STUDY
The study was limited to the University of Peshawar and for my own
convenience; I selected “The Sheikh Taimoor Academic Block” which is also
known as New Academic Block and from which I took respondents including
both male and female. The Sheikh Taimoor Academic Block comprises of
fourteen (14) departments offering master degree. From these fourteen
departments, I selected only ten (10) departments through lottery method.
3.4 POPULATION OF THE STUDY
26
The population of this study is defined as all students who are stakeholders in the
online social networks and who give importance to social media sites in their
educational activities. The population included final year students of ten (10)
departments of “The Sheikh Taimoor Academic Block” which is also known as
New Academic Block.
The population in this research is the full time graduate students (final year
students of ten (10) selected departments) of New Academic Block of University
of Peshawar in 2016 session. Based on the date obtained from ten departments,
the total population comprised four hundred and twenty five (425) students for
academic session 2016.
The population of the study comprises of students from the following departments
at the University of Peshawar.
Department of International Relations…….……………….95
Department of Gender Studies……………………..………15
Department of Regional Studies………………………........11
Department of Sociology…………………………………...50
Department of Social Anthropology………………………..23
Department of Archaeology………………………………...17
Department of Social Work………………………………....45
Department of Geography…………………………………..50
Department of Library Sciences………………………….....57
Department of Islamiyat…………………………………….62
Therefore, the total population of students of ten departments of New Academic

Block at University of Peshawar for the 2016 academic session is 425.
27
3.5 SAMPLE SIZE
Sample is a portion of a population selected for the study. It is a small group of

elements or subjects drawn from a definite procedure of a specified population.
The sample size for this case was sixty four (64) and it was calculated by Sample
Size Calculator, using Confidence Level of 70%, Margin of Error 6%, Total
Population of 425 and Response Distribution of 50%.
3.6 SAMPLING PROCEDURE/TECHNIQUE
Sampling technique is specifying how elements are drawn from the population.
The total sample size of 64, means 64 students were chosen by the researcher
using Proportionate Sampling from ten departments. I used Proportionate
Sampling because the total number of students (or ratio) in each class was
different. There were no predefined qualifications in terms of age, gender, course,
shift; the only qualification was being a master (final year) student and using
social media sites.
3.7 RESEARCH INSTRUMENT
The research instrument used in the study was the questionnaire. A questionnaire
is a list of questions to be answered by a respondent to get their views about a
subject. It is preceded by a covering letter, introducing the researcher, explaining
the purpose of the research and soliciting assistance in providing the required
information. The questionnaire was divided into two sections (A and B). Section
A was for the collection of information on personal data of respondents, while
Section B consisted of objectives and questions that elicited responses from the
respondents with response options.
3.8 VALIDITY OF THE INSTRUMENT
The designed questionnaire was submitted to the supervisor for vetting, correction
and approval before distributing it to the respondents.
28
3.9 TOOL FOR DATA COLLECTION
Data was collected using the questionnaire as a tool for data collection, because all
the respondents were educated and they were able to understand and fill the
questionnaire very easily. For the purpose of collection of data, the researcher
administered face to face to the respondents in the selected departments. A total
of 64 copies of the questionnaire were distributed to elicit responses from the
students and retrieved all filled in copies on the spot by the researcher. This
represented a response rate of 100%.
3.10 METHOD FOR DATA ANALYSIS
Responses from the questionnaire were analyzed using the descriptive statistics of
frequency and percentage. Simple tables, frequency and percentages were adopted
in the presentation and analysis of the data generated for the study. These
statistical tools were used because they were suitable means of breaking down and
analyzing the generated data.
3.11 CONFIDENTIALITY
All the data acquired had been dealt with high level of confidentiality and the
participants were assured of the anonymity. Thus the data shared will as well as be
anonymously.
3.12 DELIMITATION OF THE STUDY
Out of thousands of the University of Peshawar students, only 64 were used to

conduct the survey. The invitations done were 64 and all 64 were returned as
usable responses. The coverage of the study was limited to only students and
leaving away the lecturers as the sample for the study. Thus only student
respondents were included.
This study considers every aspect of student online social activities that has an
importance in the educational processes.
3.13 DURATION OF THE STUDY
The total duration of my study was eight (08) months.
29
Chapter 04
TABULATION AND DATA ANALYSIS
This chapter is concerned with the presentation, interpretation and analysis of data
gathered through the use of questionnaire distributed to the respondents. Data is
presented in the form of tables and pie charts. Simple percentage and frequency
method is employed to arrive at the results and findings of the data which is
shown by tables and pie charts.
Table 01: Gender status of the respondents.
Gender status Frequency (f) Percentage (%)

Male 41 64.06
Female 23 35.93
Total 64 100%
Gender Status
35.93%
Male
Female
64.06%
Explanation:
The above table and pie chart show that 41 being (64.06%) respondents were
male, while 23 being (35.93%) respondents were female.
30
Table 02: Age Group of the respondents.
Age group Frequency (f) Percentage (%)

<20 02 3.12
21-24 54 84.37
25-39 08 12.5
40 and above 00 00.00
Total 64 100%
Age Group
0% 3.12%
12.5%
<20
21-24
25-39
40 and above
84.37%
Explanation:
The above table and pie chart show that 02 being (1.56%) respondents were less
than 20 years of age, 54 being (84.37%) respondents were between 21 to 24 years
of age and 08 being (12.5%) respondents were between 25 to 39 years of age.
31
Table 03: Course of study of the respondents.
Course of Study Frequency (f) Percentage (%)

Sociology 12 18.75
Social work 09 14.06
Social Anthropology 06 9.37
Archaeology 05 7.81
Gender Studies 04 6.25
Geography 04 6.25
International Relations 10 15.62
Islamiyat 05 7.81
Regional Studies 04 6.25.
Library Sciences 05 7.81
Total 64 100%
Course of the Study

Sociology
8% Social work
6% 19%
Social Anthropology
8%
Archaeology
14% Gender Studies

16% Geography
International Relations
9%
6% Islamiyat
6% 8%
Regional Studies
Explanation:
The above table and pie charts how that 12 being (18.75%) respondents were
belonged to sociology, 09 being (14.06%) respondents were belonged to social
work, 06 being (9.37%) respondents were belonged to social anthropology, 05
being (7.81%) respondents were belonged to archaeology, 04 being (6.25%)
respondents were belonged to gender studies, 04 being (6.25%) respondents were
belonged to geography, 10 being (15.62%) respondents were belonged to
international relations, 05 being (7.81%) respondents were belonged to Islamiyat,
04 being (6.25%) respondents were belonged to regional studies and 05 being
(7.81%) respondents were belonged to library sciences.
32
Table 04: Residential status of the respondents.
Residence Frequency (f) Percentage (%)

On campus 31 48.43
Off campus 33 51.56
Total 64 100%
Residential Status
48% On campus
52% Off campus
Explanation:
The above table and pie chart show that 31 being (48.43%) respondents were
boarders and 33 being (51.56%) respondents were day scholars.
33
Table 05: Respondents’ access to internet facility.
Internet Access Frequency (f) Percentage (%)

At home 23 35.93
At University lab 21 32.81
Via cell phone 15 23.43
At internet cafe 05 7.81
Total 64 100%
Access to the Internet
8%
36% At home
23%
At University lab
Via cell phone
At internet cafe
33%
Explanation:
The above table and pie chart show that 23 being (35.93%) respondents have
access to internet at their homes, 21 being (32.81%) respondents have access to
internet at University lab, 15 being (23.43%) respondents have access to internet
via cell phone and 05 being (7.81%) respondents have access to internet at
internet cafe.
34
Table 06: Use of social media sites by the respondents.
Social Media Sites Frequency (f) Percentage (%)

LinkedIn 12 18.75
Face book 38 59.37
Twitter 02 3.12
WhatsAap 09 14.06
Various Blogs 01 1.56
Skype 01 1.56
YouTube 01 1.56
Total 64 100%
Use of Social Media Sites

1% 2%2%
LinkedIn
19%
14% Face book
3% Twitter
What’s up
Various Blogs
Skype
59% YouTube
Explanation:
The above table and pie chart show that 12 being (18.75%) respondents use
LinkedIn, 38 being (59.37%) respondents use Facebook, 02 being (3.12%)
respondents use twitter, 09 being (14.06%) respondents use various blogs, 01
being (1.56%) respondents use various blogs, 01 being (1.56%) respondents use
Skype and 01 being (1.56%) respondents use YouTube.
35
Table 07: Purpose of use of social media sites by the respondents.
Purpose Of Use Frequency (f) Percentage (%)

Academics 11 17. 18
NEWS/Awareness 18 28.12
Connecting with friends 27 42. 18
Finding jobs 07 10.93
Business Purposes 01 1.56
Total 64 100%
Purpose of the Use

2%
11% 17%
Academics
NEWS/Awareness
Connecting with friends
28% Finding jobs
42%
Business Purposes
Explanation:
The above table and pie chart show that 11 being (17.18%) respondents use social
media site for academic purposes, 18 being (28.12%) respondents use social
media site for the purpose of NEWS/awareness, 27 being (42.18%) respondents
use social media site for the purpose of connecting with their friends, 07 being
(10.93%) respondents use social media site for the purpose of finding jobs and 01
being (1.56%) respondents use social media site for business purposes.
36
Table 08: Use of social media sites by the respondents in academics.
Academic Use Frequency (f) Percentage (%)

Sharing course material 21 32.81
Uploading assignments 15 23.43
A discussion space 20 31.25
Tutorial space 08 12.5
Total 64 100%
Social Media Use in Academics
13%
33% Sharing course material

Uploading assignments
31% A discussion space
Tutorial space
23%
Explanation:
The above table and pie chart indicate that 21 being (32.81%) respondents use
social media sites in academics for the purpose of sharing course material, 15
being (23.43%) respondents use social media sites in academics for the purpose of
uploading assignments, 20 being (31.25%)respondents use social media sites in
academics for the purpose of academic discussion and 08 being (12.5%)
respondents use social media sites in academics for tutorial purposes.
37
Table 09: Respondents’ opinion over efficiency of bandwidth.
Respondents’ opinion Frequency (f) Percentage (%)

Yes 64 100
No 00 00
Total 64 100%
Opinion over Efficiency of Bandwidth

0%
Yes
No
100%
Explanation:
The above table and pie chartshow that 64 being (100%) respondents are of the
opinion that bandwidth are working efficiently.
38
Table 10: Flexibility of Internet in Peshawar and surrounding areas.
Flexibility of Internet Frequency (f) Percentage (%)

Widely accessible 14 21.87
Fairly accessible 50 78.12
Poor 00 00.00
Very poor 00 00.00
Total 64 100%
Flexibility of the Internet

0% 0%
22%
Widely accessible
Fairly accessible
Poor
Very poor
78%
Explanation:
The above table and pie chart show that 14 being (21.87%) respondents said that
internet is widely accessible in Peshawar and surrounding areas, while 50 being
(78.12%) respondents said that internet is fairly accessible.
39
Table 11: Time spend on social media sides by the respondents.
Time Frequency (f) Percentage (%)

02 to 03 hours per day 14 21.87
04 to 08 hours per day 21 32.81
05 hours per week 15 23.43
10 hours per month 14 21.87
Total 64 100%
Time Spend on Social Media Sites
22% 22%
02 to 03 hours per day
04 to 08 hours per day
05 hours per week
23% 10 hours per month
33%
Explanation:
The above table and pie chart show that 14 being (21.87%) respondents spend two
to three hours per day on social media sites, 21 being (32.81%) respondents spend
four to eight hours per day,15 being (23.43%) respondents spend five hours per
week and 14 being (21.87%) respondents spend ten hours per month.
40
Objective 01: To know how students can improve their research skills
through social media sites.
Table 12: Social media site for improving skills.
Social Media Sites Frequency (f) Percentage(%)

LinkedIn 21 32.81
Face book 21 32.81
Twitter 09 14.06
WhatsAap 00 00.00
Skype 00 00.00
YouTube 02 03.12
Total 64 100%
Social Media Sites for Improving Skills

0% 3%
LinkedIn
17% Face book
33%
0% Twitter
What’s up
14%
Various Blogs
Skype
33% YouTube
Explanation:
LinkedIn for improving their research skills, 21 being (32.81%) respondents use
facebook, 09 being (14.06%) respondents use twitter, 11 being (17.18%)
respondents use various blogs and 02 being (3.12%) respondents use YouTube.
41
Table 13: Skills improved through social media sites.
Type of Skills Frequency (f) Percentage (%)

Typing Skills 05 07.81
Speaking Skills 14 21.87
Reading Skills 22 34.37
Exploring Skills 22 34.37
Analytical Skills 00 00.00
Research Skills 01 1.56
Total 64 100%
Improvement in Skills
0% 2%
8%
Typing Skills
34%
Speaking Skills
22%
Reading Skills
Exploring Skills
Analytical Skills
Research Skills
34%
Explanation:
The above table and pie chart indicate that 05 being (07.81%) respondents can
improve their typing skills, 14 being ( 21.87%) respondents can improve their
speaking skills, 22 being (34.37%) respondents can improve their reading skills,
22 being (34.37%) respondents can improve their exploring skills and 01 being
(1.56%) respondents can improve their research skills.
42
Table 14: Resources available to enhance research skills.
Resources Available Frequency (f) Percentage (%)

Consulting Professional 28 43.75
Consulting Teachers 23 35.93
Consulting Seniors 11 17.18
Consulting Private People 02 3.12
Total 64 100%
Resources Available to Enhance Skills

3%
17%
Consulting Professional
44%
Consulting Teachers
Consulting Seniors
Consulting Private People
36%
Explanation:
The above table and pie chart show that 28 being (43.75%) respondents consult
professionals, 23 being (35.93%) respondents consult teachers, 11 being
(17.18%) respondents consult seniors and 02 being (3.12%) respondents private
people.
43
Table 15: Usefulness of social media sites for improving research skills.
Usefulness Frequency(f) Percentage (%)

To Some Extent 13 20.31
To Larger Extent 27 42.18
To Normal Extant 24 37.5
Total 64 100%
Usefullness of Social Media Sites
20%
38%
To Some Extent
To Larger Extent
To Normal Extant
42%
Explanation:
The above table and pie chart indicate that 13 being (20.31%) respondents said
that social media sites are useful to some extent, 27 being (42.18%) respondents
said that social media sites are useful to larger extent and 24 being (37.5%)
respondents said that social media sites are useful to normal extent.
44
Table 16: Satisfaction of respondents regarding enhancing research skills.
Status of Satisfaction Frequency(f) Percentage (%)

Yes 57 89.06
No 07 10.93
Total 64 100%
Status of Satisfaction
11%
Yes
No
89%
Explanation:
The above table and pie chart show that 57being (89.06%) respondents are
satisfied, while 07being (10.93%) respondents are not satisfied regarding
enhancing their research skills through socialmedia sites.
45
Table 17: Time spend by the respondents to improve research skills.

Two hour per day 36 56.25
Three days per week 13 20.31
Whole week 07 10.93
Two weeks per month 08 12.5
Total 64 100%
Time Spend for Improving Research

Skills
13%
Two hour per day
11%
Three days per week
56% Whole week

20%
Two weeks per month
Explanation:
The above table and pie chart show that 36 being (56.25%) respondents spend
two hours per day, 13 being (20.31%) respondents spend three days per week,
07 being (10.93%) respondents spend whole week and 08 being (12.5%)
respondents spend two weeks per month.
46
Objective 02: To identify how social media sites are important for students in
order to improve and share knowledge.
Table 18: Social media sites to explore and share knowledge.
Social Media Sites Frequency (f) Percentage (%)

LinkedIn 18 28.12
Face book 25 39.06
Twitter 09 14.06
WhatsAap 00 00.00
Skype 00 00.00
YouTube 03 04.68
Total 64 100%
Social Media Sites to Improve

Knowledge
0%
5%
LinkedIn
14% Face book
28%
0% Twitter
14% What’s up
Various Blogs
Skype
39%
YouTube
Explanation:
LinkedIn in order to share and explore knowledge, 25 being (39.06%)
respondents use Face book, 09 being (14.06%) respondents use Twitter, 09 being
(14.06%) respondents use various blogs and 03 being (04.68%) respondents use
YouTube.
47
Table 19: Type of knowledge respondents share and explore.
Type of Knowledge Frequency (f) Percentage (%)

General knowledge 19 29.68
Religious Knowledge 04 6.24
Subject based knowledge 07 10.93
All of the above 34 53.12
Total 64 100%
Type of Knowledge Shared and Explored
30%
General knowledge
Religious Knowledge
53% Subject based knowledge

6% All of the above
11%
Explanation:
The above table and pie chart show that 19 being (29.68%) respondents share and
explore general knowledge, 04 being (6.24%) respondents share and explore
religious knowledge, 07 being (10.93%) respondents share and explore subject
based knowledge and 34 being (53.12%) respondents share and explore all type
of knowledge.
48
Table 20: Sharing of information with the people by the respondents.
Status of People Frequency (f) Percentage (%)

Professionals 09 14.06
Teachers 09 14.06
Friends 43 67.18
Private People 03 4.06
Total 64 100%
Sharing of Information with the

People
5%
14%
Professionals
14% Teachers
Friends
67% Private People
Explanation:
The above table and pie chart indicate that 09 being (14.06%) respondents share
information with the professionals, 09 being (14.06%) respondents share
information with the teachers, 43 being (67.18%) respondents share information
with their friends and 03 being (4.06%) respondents share information with
private people.
49
Table 21: Usefulness of social media sites to share and explore knowledge.
Status of Usefulness Frequency (f) Percentage (%)

Yes 62 96.87
No 02 3.12
Total 64 100%
Usefullness of Social Media Sites to

Share and Exlore Knowledge
3%
Yes
No
97%
Explanation:
social media sites are useful in sharing and exploring knowledge, while 02 being
(3.12%) respondents said that social media sites are not useful in sharing and
exploring knowledge.
50
Table 22: Satisfaction of respondents regarding response of the people.
Status of Response Frequency (f) Percentage (%)

Yes 60 93.75
No 04 6.25
Total 64 100%
Satisfection Regarding Response of

the People
6%
Yes
No
94%
Explanation:
The above table and pie chart show that 60 being (93.75%) respondents are
satisfied with the response of the people on social media sites, while 04 being
(6.25%) respondents are not satisfied with the response of the people.
51
Objective 03: To identify how students can learn from teachers through
social media sites.
Table 23: Fields for learning in order to learn from the teachers.
Fields Frequency (f) Percentage (%)

Educational 48 75.00
Personal experiences 12 18.75
Social life 04 6.25
Total 64 100%
Fields to Learn from the Teachers
6%
19%
Educational
Personal experiences
Social life
75%
Explanation:
The above table and pie chart show that 48 being (75.00%) respondents learn from
teachers in field of education, 12 being (18.75%) respondents learn from personal
experiences of the teachers and 04 being (6.25%) respondents learn from teacher’s
social life.
52
Table 24: Social media sites for students to learn from teachers.
Social media sites Frequency (f) Percentage (%)

LinkedIn 19 29.68
Face book 27 42.18
Twitter 10 15.62
WhatsAap 00 00.00
Skype 00 00.00
YouTube 04 6.25
Total 64 100%
Social Media Sites to Learn from the

Teachers
0%
LinkedIn
0% 6%
6% Face book
30%
Twitter
16%
What’s up
Various Blogs
Skype
42%
YouTube
Explanation:
LinkedIn in order to learn from teachers, 27 being (42.18%) respondents use Face
book, 10 being (15.62%) respondents use Twitter, 04 being (6.25%) respondents
use various blogs and 04 being (6.25%) respondents use YouTube.
53
Table 25: Respondents’ opinion about productivity of social media sites for
learning.

Yes 50 78.12
No 14 21.87
Total 64 100%
Opinion Regarding Productivity of

Social Media Sites
22%
Yes
No
78%
Explanation:
social media sites are productive in order to learn from teachers, while 14 being
(21.87%) respondents said that social media sites are not productive in order to
learn from teachers.
54
Table 26: Respondents’ opinion regarding teacher’s feedback.

Yes 53 82.81
No 11 17.18
Total 64 100%
Opinion Regarding Teacher's

Feedback
17%
Yes
No
83%
Explanation:
The above table and pie chart show that 53 being (82.81%) respondents saidthat
theyget good feedback from the teachers, while 11 being (17.18%) respondents
saidthat theydon’t get good feedback from the teachers.
55
Table 27: Respondents’ opinion regarding affects of social media sites on
relationship of teachers and students.
Respondents’ Opinion Frequency (f) Percentage (%)

Yes 60 93.75
No 04 6.25
Total 64 100%
Opinion Regarding Relationship of

Teachers and Students
6%
Yes
No
94%
Explanation:
social media sites make good impacts on the relationship of teachers and students,
while 04 being (6.25%) respondents said that social media sites do not make good
impacts on the relationship of teachers and students.
56
Table 28: Time spend by the respondents with the teachers in order to gain
knowledge.

Two days per week 34 53.12
Whole week 13 20.31
Three weeks per month 05 7.81
Whole month 12 18.75
Total 64 100%
Time Spend with the Teachers
19%
Two days per week
8% Whole week
53% Three weeks per month

Whole month
20%
Explanation:
days per week in order to gain knowledge from the teachers, 13 being (20.31%)
respondents spend whole week, 05 being (7.81%) respondents spend three weeks
per month and 12 being (18.75%) respondents spend whole month.
57
Table 29: Respondents’ opinion over video related sites for the purpose of
learning.

Yes 46 71.87
No 18 28.12
Total 64 100%
Opinion Regarding Video Related

Sites for the Purpose of Learning
28%
Yes
No
72%
Explanation:
video related sites are much better in order to learn from teachers, while 18 being
(28.12%) respondents said that video related sites are not better in order to learn
from teachers.
58
Objective 04: To identify how social media sites provide platform for
students in order to share information with their friends and relatives:
Table 30: Social media sites for the purpose of sharing information.

LinkedIn 06 9.37
Face book 37 57.81
Twitter 09 14.06
WhatsAap 00 00.00
Skype 00 00.00
YouTube 06 9.37
Total 64 100%
Social Media Sites for the Purpose of

Sharing Knowledge
0% LinkedIn
9% 10%
Face book
9%
0%
Twitter
14% What’s up
Various Blogs
58%
Skype
YouTube
Explanation:
LinkedIn for the purpose of sharing information, 37 being (57.81%) respondents
use Face book, 09 being (14.06%) respondents use twitter, 06 being (9.37%)
59
Table 31: Type of information share through social media sites.
Type of Information Frequency (f) Percentage (%)

Course related information 16 25.00
General information 23 35.93
Personal information 05 7.81
All of the above 20 31.25
Total 64 100%
Type of Information Shared
Course related
25% information
31%
General information
Personal information
8% All of the above

36%
Explanation:
The above table and pie chart show that 16 being (25.00%) respondents share
course related information, 23 being (35.93%) respondents share general
information, 05 being (7.81%) respondents share personal information and 20
being (31.25%) respondents share all type of information.
60
Table 32: Time spend by the respondents to share information.

Two hours per day 38 59.37
Three days per week 10 15.62
Whole week 10 15.63
Whole month 06 9.37
Total 64 100%
Time Spend to Share Information
9%
16%
Two hours per day
Three days per week
Whole week
59%
16% Whole month
Explanation:
The above table and pie chart show that 38 being (59.37%) respondents spend
two hours per day in order to share information with their friends and relatives,
10 being (15.62%) respondents spend threedays per week, 10 being (15.63%)
respondents spend whole week and o6 being (9.37%) respondents spend whole
month.
61
Table 33: Respondents’ opinion over productivity of social media sites to
share information.

Yes 59 92.18
No 05 7.81
Total 64 100%
Opinion over Productivity of Social

Media Sites to Share Information
8%
Yes
No
92%
Explanation:
social media sites are productive in order to share information with their friend
and relatives, while 05 being (7.81%) respondents said that social media sites are
not productive in order to share information with their friend and relatives.
62
Table 34: Information shared by the respondents with the people.

Teachers 05 7.81
Classmates 02 3.12
Relatives 00 00.00
Friends 47 73.43
Total 64 100%
Sharing of Information with the

People
16% Professionals
8% Teachers
3% Classmates
0%
Relatives
73%
Friends
Explanation:
The above table and pie chart show that 10 being (15.62%) respondents share
information with professionals, 05 being (7.81%) respondents share information
with teachers, 02 being (3.12%) respondents share information with classmates
and 47 being (73.43%) respondents share information with their friends.
63
Table 35: Respondents’ opinion over ways created by the social media sites.

Yes 64 100
No 00 00
Total 64 100%
Opinion Regarding Ways Created by

the Social Media Sites
0%
Yes
No
100%
Explanation:
The above table and pie chart show that 64 being (100%) respondents said that
social media sites create different ways in order to share information with their
friends and relatives.
64
Objective 05: To identify how social media site are useful for students in
career counseling.
Table 36: Respondents’ opinion over consulting a career counselor.
R.O (f) (%) if yes
Impacts (f) (%)

Yes 38 59.37 Positive 35 92.10
No 26 40.62 Negative 03 7.89
Total 64 100% Total 38 100%
Opinion over Impacts made by

Consulting a Career the Career
Counselor Counselling
8%
41% Yes Positive

59% No 92% Negative
Denotation:
 R.O:It stands for Respondents’ Opinion.

 (f): It stands for frequency.
 (%): It stands for percentage.
Explanation:The first part of the table and pie chart show that 38 being (59.37%)
respondents have consulted a career counselor for the purpose of career
counseling through social media sites, while 26 being (40.62%) respondents have
never consulted a career counselor for the purpose of career counseling.
The second part of the table and pie chart show that 35 being (92.10%)
respondents said consulting a career counselor on social media sites made positive
65
impacts, while 03 being (7.89%) respondents said consulting a career counselor
on social media sites made negative impacts.
Table 37: Social media sites for career counseling.

LinkedIn 20 31.25
Face book 23 35.93
Twitter 11 17.18
WhatsAap 00 00
Skype 00 00
YouTube 01 1.57
Total 64 100%
Social Media Sites for the Purpose of

Career Counselling
0% 2%
LinkedIn
0% 14% Face book
31%
Twitter
17% What’s up
Various Blogs
Skype
36%
YouTube
Explanation:
LinkedIn for the purpose of career counseling, 23 being (35.93%) respondents use
face book, 11 being (17.18%) respondents use twitter, 09 being (14.06%)
66
Table 38: People who guide respondents in career counseling.
Status of people Frequency (f) Percentage (%)

Teachers 10 15.62
Seniors 12 18.75
Relatives 11 17.18
Total 64 100%
People who Guide in Career

Counselling
17%
Professionals
48% Teachers
19%
Seniors
Relatives
16%
Explanation:
The above table and pie chart show that 31being (48.43%) respondent consult
professionals for the purpose of career counseling, 10 being (15.62%) respondent
consult teachers, 12 being (18.75%) respondents consult seniors and 11being
(17.18%) respondent consult relatives.
67
Table 39: Respondents’ opinion over social media sites as economical for the
purpose of career counseling.

Yes 52 81.25
No 12 18.75
Total 64 100%
Opinion over Social Media Sites as

Economical
19%
Yes
No
81%
Explanation:
social media sites are economical for the purpose of career counseling, while 12
being (18.75%) said that social media sites are not economical for the purpose of
career counseling.
68
Objective 06: To know how social media sites are helpful for students in
finding jobs.
Table 40: Respondents’ opinion over social media sites for finding jobs.
R.O (f) (%) If Yes

Yes 57 89.06 M (f) (%)
Adv 46 80.70
No 07 10.93 C. M 04 7.01
O. P 01 1.75
Total 64 100% F&R 06 10.52
Total 57 100%
Opinion over Social Mediums on Social

Media Sites for Finding Media Sites for Finding
Jobs Jobs
11% 10%
2%
Adv
7%
Yes C. M
No 81% O. P
89%
F&R
Denotation:
 R.O: It stands for respondents’ opinion.

 (%): It stands for percentage.
 M: It stands for mediums.
 Adv: It stands for advertisements.
 C.M: It stands for consult a company manager.
 O.P: It stands for other professional.
 F & R: It stands for Friends and relatives
69
Explanation:
The first part of the table and pie chart show that 57 being (89.06%) respondents
are of the opinion that they can find jobs through social media sites, while 07
being (10.93%) respondents are of the opinion that they can’t find jobs through
social media sites.
The second part of the table and pie chart show that 46 being (80.70%)
respondents find jobs through advertisements on social media sites, 04 being
(7.01%) respondents find jobs through consultinga company manager, 01 being
(1.75%) respondents find jobs through other professionals and 06 being (10.52%)
respondents find jobs through friends and relatives.
70
Table 41: Response of the employers to students when applying for a job.
Response Frequency (f) Percentage (%)

Positive 56 87.5
Negative 08 12.5
Total 64 100%
Respose to Students by the

Employers
13%
Positive
Negative
87%
Explanation:
they usually get positive response from the employers of the company when
applying from a job, while 08 being (12.5%) respondents said that they usually get
negative response.
71
Table 42: Usefulness of social media sites for respondents in finding jobs.

LinkedIn 23 35.93
Face book 20 31.25
Twitter 10 15.62
WhatsAap 04 06.25
Skype 00 00.00
YouTube 02 3.12
Total 64 100%
Usefulness of Socia Media Sites in

Finding Jobs
0% 3%
LinkedIn
8%
Face book
6%
36% Twitter
16% What’s up
Various Blogs
Skype
31%
YouTube
Explanation:
The above table and pie chart show that 23 being (35.93%) respondents find
LinkedIn useful in finding jobs, 20 being (31.25%) respondents find facebook
useful, 10 being (15.62%) respondents find twitter, 04 being (06.25%)
respondents find what’s up, 05 being (7.81%) respondents find various blogs and
02 being (3.12%) respondents find YouTube.
72
Table 43: Respondents’ opinion over on social media sites to finding jobs.

Agree 54 84.37
Disagree 10 15.62
Total 64 100%
Opinion over Relying on Social

Media Sites in Finding Jobs
16%
Agree
Disagree
84%
Explanation:
The above table and pie chart show that 54 being (84.37%) respondents agree
with the fact that students rely on social media sites to find jobs, while 10 being
(15.62%) respondents don’t agree with the fact that students rely on social media
sites to find jobs.
73
Objective 07: To know for what purpose students build online communities
on social media sites.
Table 44: Respondents’ opinion over building online communities.

Agree 57 89.06
Disagree 07 10.93
Total 64 100%
Opinion over Building Online

Communities
11%
Agree
Disagree
89%
Explanation:
The above table and pie chart show that 57 being (89.06%) respondents are agree
with the opinion that students should build online communities, while 07 being
(10.93%) respondents are not agree with the opinion.
74
Table 45: Respondents’ opinion over participation in online communities.
R.O (f) (%) If yes

I (f) (%)
Yes 46 71.87
P.I 46 100
No 16 28.12
N.I 00 00
Total 64 100%
Total 46 100%
Opinion Regarding Impacts made by

Participation in Online Online Communities
Communities 0%
28% P.I
Yes
N.I
72% No
100%
Denotation:
 R.O: It stands for Respondents’ opinion.

 (%) It stands for percentage.
 I: It stands for impacts.
 P.I: It stands for positive impacts.
 N.I: It stands for negative impacts.
Explanation:
The first part of the above table and pie chart show that 46 being (71.87%)
respondents are of the opinion that students should participate in online
communities, while 16 being (28.12%) respondents are of the opinion that
students should not participate in online communities.
75
The second part of the above table and pie chart show that 46 being (100%)
respondents said that online have made positive impacts on students.
Table 46: Purpose of building online communities by the respondents.
Purpose of Communities Frequency (f) Percentage (%)

Discussion 16 25.00
Awareness 19 29.68
Know each other 09 14.06
Sharing information 20 31.25
Total 64 100%
Purpose of Making Online

Communities
25% Discussion
31%
Awareness
Know each other
Sharing information
14% 30%
Explanation:
The above table and pie chart show that 16 being (25.00%) respondents build
online communities for the purpose of discussion, 19 being (29.68%) respondents
build online communities for the purpose of awareness, 09 being (14.06%)
respondents build online communities for the purpose of knowing each other and
20 being (31.25%) respondents build online communities for the purpose of
sharing information.
76
Table 47: Social media sites for building online communities.

LinkedIn 09 14.06
Face book 41 64.06
Twitter 09 14.06
WhatsAap 03 4.68
Skype 00 00.00
YouTube 01 1.56
Total 64 100%
Social Media Sites for Online

Communities
1% 2% 0%
5%
LinkedIn
14%
Face book
14%
Twitter
What’s up
Various Blogs
Skype
64%
YouTube
Explanation:
The above table and pie chart show that 09 being (14.06%) respondents build
online communities on LinkedIn, 41 being (64.06%) respondents build online
communities on Face book, 09 being (14.06%) respondents build online
communities on twitter, 03 being (4.68%) respondents build online communities
on what’s up, 01 being (1.56%) respondents build online communities on various
blogs and 01 being (1.56%) respondents build online communities on YouTube.
77
Table 48: Time spend by the respondents on online communities.

Three hours per week 32 50.00
Whole week 14 21.87
Two weeks per month 12 18.75
Whole month 06 9.37
Total 64 100%
Time Spend on Online Communities
9%
Three hours per
week
Whole week
19%
50%
Two weeks per
month
22% Whole month
Explanation:The above table and pie chart show that 32 being (50.00%)
respondents spend three hours per week on online communities, 14 being
(21.87%) respondents spend whole week, 12 being (18.75%) respondents spend
two weeks per month and 06 being (9.37%) respondents spend whole month
78
Objective 08: To identify how students can improve their communication and
analytical skills through social media sites.
Table 49: Social media site for improving communication and analytical
skills.

LinkedIn 07 10.93
Face book 40 62.5
Twitter 00 00.00
WhatsAap 04 6.25
Skype 00 00.00
YouTube 13 20.31
Total 64 100%
Social Media Sites for Improving

Analytical and Communication Skills
LinkedIn
11%
20% Face book
0%
Twitter
0%
6% What’s up
0%
Various Blogs
63% Skype
YouTube
Explanation:
The above table and pie chart show that 07 being (10.93%) respondents can
improve their communication and analytical skills by using LinkedIn, 40 being
(62.5%) respondents by using Facebook, 04 being (6.25%) respondents by using
what’s up and 13 being (20.31%) respondents by using YouTube.
79
Table 50: Respondents’ opinion over productivity of social media site to
enhance communication skills.
R.O (f) (%) If agree

Agree 58 90.62 C.S (f) (%)
T.S O8 13.79
Disagree 06 9.37 R.S 27 46.55
W.S 12 20.68
Total 64 100% S.S 11 18.96
Total 58 100%
Opinion over Opinion over

Produtivity of Analytical Skills
Social Media Sites
0% 9% 19% 14%
T.S
R.S
Agree 21% W.S
91% Disagree 46%
S.S
Denotation:
 R.O: It stands for Respondents’ opinion.

 (%) It stands for percentage.
 C.S: It stands for communication skills.
 T.S: It stands for typing skills.
 R.S: It stands for reading skills.
 W.S: It stands for writing skills.
 S.S: It stands for speaking skills.
80
Explanation:
The first part of the above table and pie chart show that 58 being (90.62%)
respondents were in favor of social media sites to enhance communication skills,
while 06 being (9.37%) respondents were not in favor of social media sites to
enhance communication skills.
The second part of the above table and pie chart show that 08 being (13.79%)
respondents can enhance their typing skills through social media sites, 27 being
(46.55%) respondents can enhance their reading skills, 12being (20.68%)
respondents can enhance their writing skills and 11 being (18.96%) respondents
can enhance their typing skills.
81
Table 51: Time spend by the respondent for enhancing communication and
analytical skills.

Two hours per day 39 60.93
Five days per week 06 9.37
Whole week 08 12.5
All the time 11 17.18
Total 64 100%
Time Spend for Enhancing

Communication Skills
17%
Two hours per day
Five days per week
13%
Whole week
61%
9% All the time
Explanation:
hours per day in order to enhance their communication and analytical skills, 06
being (9.37%) respondents spend five days per week, 08 being (12.5%)
respondents spend whole week and 11 being (17.18%) respondents spend all the
time.
82
Table 52: People who can help in enhancing the communication skills.

Professional 17 26.56
Teacher 02 3.12
Friends 34 53.12
Relatives 07 10.93
Parents 02 3.12
Total 64 100%
Enhancement of Analytical Skills by

the Help of other People
3.12%
11.93% Professional
26.56% Teacher
Friends
3.12% Relatives
53.12%
Parents
Explanation:
The above table and pie chart show that 17 being (26.56%) respondents can
enhance their communication skills through interaction with professionals, 02
being (3.12%) respondents through interaction with teachers, 34 being (53.12%)
respondents through interaction with their friends, 07 being (10.93%) respondents
through interaction with their relatives and 02 being (3.12%) respondents through
interaction with their parents.
83
Chapter: 05
MAJOR FINDINGS
5.1 INTRODUCTION
Based on the data collected (respondents were master, final year students of ten
departments of Sheikh Taimoor Academic Block, University of Peshawar)
interpreted and analysis, following are the major findings:
5.2 MAJOR FINDINGS
 Table 01: It shows that 41 being (64.06%) respondents were male students of
the university.
 Table 02: It signifies that 54 being (84.37%) respondents were between 21 to
24 years of age.
 Table 03: It represents that 12 being (18.75%) respondents were belonged to
sociology department.
 Table 04: It expresses that 33 being (51.56%) respondents were day scholars.
 Table 05: It shows that 23 being (35.93%) respondents have access to internet
at their homes.
 Table 06: It signifies that 38 being (59.37%) respondents use Facebook as a
social media site.
 Table 07: It represents that 27 being (42.18%) respondents use social media
site for the purpose of connecting with their friends and relatives.
 Table 08: It expresses that 21 being (32.81%) respondents use social media
sites in academics for the purpose of sharing course material
 Table 09: It shows that 64 being (100%) respondents are of the opinion that
bandwidth is working efficiently.
 Table 10: It signifies that 50 being (78.12%) respondents said that internet is
fairly accessible in Peshawar and surrounding areas.
 Table 11: It represents that 21 being (32.81%) respondents spend four to eight
hours per day on social media sites.
84
Objective 01: To know how students can improve their research skills
through social media sites.
 Table 12: It expresses that22 being (34.37%) respondents use facebook in

order to improve their skills.
 Table 13: It shows that 23 being (35.93%) respondents can improve their
reading skills through social media sites.
 Table 14: It signifies that 28 being (43.75%) respondents consult
professionals in order to enhance their research skills.
 Table 15: It represents that27 being (42.18%) respondents said that social
media sites are useful to larger extent in order to improve their research skills.
 Table 16: It expresses that 57 being (89.06%) respondents were satisfied from
social media sites for enhancing their research skills.
 Table 17: It shows that 36 being (56.25%) respondents spend two hours per
day in order to improve their research skills.
Objective 02: To identify how social media sites are important for students in
order to explore and share knowledge.
 Table 18: It signifies that 25 being (39.06%) respondents use Face book order
to share and explore knowledge.
 Table 19: It represents that 34 being (53.12%) respondents share and explore
all type of knowledge.
 Table 20: It expresses that 43 being (67.18%) respondents share information
with their friends.
 Table 21: It shows that 62 being (96.87%) respondents said that social media
sites are useful in sharing and exploring knowledge.
 Table 22: It signifies that 60 being (93.75%) respondents were satisfied with
the response of the people on social media sites.
Objective 03:To identify how students can learn from teachers through social
media sites.
 Table 23: It represents that 48being (75.00%) respondents learn from teachers
in the field of education.
85
 Table 24: It expresses that 27 being (42.18%) respondents use Facebook in
order to learn from teachers.
sites are productive in order to learn from teachers.
 Table 26: It signifies that 53 being (82.81%) respondents said that they get
good feedback from the teachers through social media sites.
 Table 27: It represents that 60 being (93.75%) respondents said that social
media sites have made good impacts on the relationship of teachers and
students
 Table 28: It expresses that 34 being (53.12%) respondents spend two days per
week in order to gain knowledge from the teachers.
 Table 29: It shows that 46 being (71.87%) respondents said that video related
sites are much better in order to learn from teachers.
Objective 04:To identify how social media sites provide platform for students
in order to share information with their friends and relatives.
 Table 30: It signifies that 37 being (57.81%) respondents use Facebook for
the purpose of sharing information.
 Table 31: It represents that 23 being (35.93%) respondents share general
information through social media sites.
 Table 32: It expresses that 38 being (59.37%) respondents spend two hours
per day in order to share information with their friends and relatives.
sites are productive in order to share information with their friend and
relatives.
 Table 34: It signifies that 47 being (73.43%) respondents share information
with their friends.
 Table 35: It represents that 64 being (100%) respondents said that social
media sites create different ways in order to share information with their
friends and relatives.
86
Objective 05:To identify how social media site are useful for students in
career counseling.
 Table 36: The first part expresses that 38 being (59.37%) respondents have
consulted career counselors for the purpose of career counseling through
social media sites and the second part shows that 35 being (92.10%)
respondents said consulting a career counselor on social media sites made
positive impacts.
 Table 37: It signifies that 23 being (35.93%) respondents use facebook for the
purpose of career counseling.
 Table 38: It represents that 31 being (48.43%) respondent consult
professionals for the purpose of career counseling.
 Table 39: It expresses that 52 being (81.25%) respondents said that social
media sites are economical for the purpose of career counseling.
Objective 06: To know how social media sites are helpful for students in
finding jobs.
 Table 40: The first part shows that 57 being (89.06%) respondents are of the
opinion that they can find jobs through social media sites and the second part
signifies that 46 being (80.70%) respondents find jobs through advertisements
 Table 41: It represents that 56 being (87.5%) respondents said that they
usually get positive response from the employers of the company when
applying from a job.
 Table 42: It expresses that 23 being (35.93%) respondents find LinkedIn
useful in finding jobs.
 Table 43: It shows that 54 being (84.37%) respondents agree with the fact that
students rely on social media sites to find jobs.
Objective 07:To know for what purpose students build online communities
 Table 44: It signifies that 57 being (89.06%) respondents are agreed with the
opinion that students should build online communities on social media sites.
87
 Table 45: The first part represents that 46 being (71.87%) respondents are of
the opinion that students should participate in online communities andthe
second part expresses that 46 being (100%) respondents said that online
communities have made positive impacts on students.
 Table 46: It shows that 20 being (31.25%) respondents build online
communities for the purpose of sharing information.
 Table 47: It signifies that41 being (64.06%) respondents build online
communities on Facebook.
 Table 48: It represents that 32 being (50.00%) respondents spend three hours
per week for the purpose of participation in online communities.
Objective 08:To identify how students can improve their communication and
analytical skills through social media sites.
 Table 49: It expresses that 40 being (62.5%) respondents can improve their
communication and analytical skills by using Facebook.
 Table 50: The first part shows that 58 being (90.62%) respondents were in
favor of social media sites to enhance their communication and analytical
skills and thesecond part signifies that 27 being (46.55%) respondents can
enhance their reading skills through social media sites.
 Table 51: It represents that 39 being (60.93%) respondents spend two hours
per day in order to enhance their communication and analytical skills.
 Table 52: It expresses that 34 being (53.12%) respondents through interaction
with their friends on social media sites can improve their communication and
analytical skills.
88
Chapter: 06
CONCLUSION AND RECOMMONDATIONS

6.1 INTRODUCTION
In this chapter, summary of the study, conclusion, recommendations, suggestions,

references and questionnaire are presented.
6.2 SUMMARY OF THE STUDY
This study investigated the importance of social media sites for students in
education at the Sheikh Taimoor Academic Block, University of Peshawar. The
descriptive surveyresearch design was adopted in the study. A sample of sixty
four (64) respondents was selected from a population of 425 full-time final year
students at master’s level in the selected departments using confidence level of
70% and margin of error 6%. A simple random sampling technique (lottery
method) was used for the selection of the departments, whereas 64 respondents
were chosen by the researcher using Proportionate Sampling Technique from
theselected department at The Sheikh Taimoor Academic Block, University of
Peshawar. All participants were students at the above mentioned block of the
University of Peshawarpursuing various courses. A self-designedquestionnaire
was submitted to the supervisor for vetting, correction and approval before
distributing it to the respondents. The research instrument was validated and found
to be reliable. It was personally administered by the researcher. The instrument for
data collection composed of fifty six (56) questions. The usable rate of returned
responses was 100% of the anticipated responses. The data collected were then
tabulated and analyzed with the use of descriptive statistics of frequency and
percentage.
The study revealed that, the online social media sites are fully utilized by the
university students for their educational purposes. The results obtained showed
that a greater number of students at the University of Peshawar areaware of the
social media and have access to various social networking sites. They are often
onlinein various social networking activities.In addition, there is a significant
importance to student’susages of social media network by gender.
89
Furthermore, the report provides recommendations on how social media sites can
be fully utilized by the students for their educational purposes.
6.3 CONCLUSION
This study has demonstrated that the students of The Sheikh Taimoor Academic
Block, University of Peshawar are aware of the social media sites and have access
to them. The online social media sites are fully utilized by the university students
for their educational purposes. Findings also indicated that they are influenced to a
great extent by the social media sites positively because they have benefits and
can be used appropriately. For instance, students can form online communities in
order to plan for a project,enhance communication skills, have group discussions
about researchand class material, or use the social media sites as a way to keep in
contact when a student who has been absent needs to be updated on current
academic information.
6.4 RECOMMONDATIONS
In the light of the findings and conclusion of this study, the following
recommendations are made:
 Students should be educated about the importance of social media sites
for improving their communication and research skills.
 Teachers should ensure they use the social media sites as tools to
improve the academic performance of students in schools.
 Social Networking Sites should be expanded and new pages should be
created to enhance academic activities and avoid setbacks in the
students’ academic performance.
6.5 SUGGESTIONS FOR FURTHER STUDIES
This study serves as a basis for further research study on Social media sites and
their importance to students in education.
Similar studies should be conducted in other academic blocks of the university, so

as to bring about improvement in the academic activities of the students through
the use of social media sites and to create more pages for research and academic
activities.
90
REFERENCES
Ahmad, A. (February, 2011). A Short Description of Social Networking Websites

and It’s Uses. International Journal of Advanced Computer Science and
Applications, Vol. 2(2).
Ammari. (2004). Benefits and Barriers to Implementing Computer Use in Qatari

Elementary School as Perceived by Female Teachers: An Exploratory Study.
(Unpublished PhD Thesis) Ohio University.
Beastall. (2008). Enchanting a disenchanted child: Revolutionizing the means of

Education using Information and Communication Technology and E-learning.
British Journal of Sociology of Education, 27(1), 97–110.
Bonds, Raacke, & Raacke. (2008). MySpace and facebook: Applying the uses and
gratifications theory to exploring friend-networking sites. Cyber Psychology and
Behavior, 11, 169-174.
Boyd, D. (2007). Why Youth (Heart) Social Network Sites: The Role of
Networked Publics in Teenage Social Life. Mac Arthur Foundation Series on
Digital Learning – Youth, Identity, and Digital Media Volume (ed. David
Buckingham). Cambridge, M.A: MIT Press.
Donmus, V. (2010). The Use of Social Networks in Educational Computer—game

Based Foreign Language Learning. Procedia Social and Behavioral Sciences, 9,
1497 - 1503.
Flad. (2008). Understanding the Facebook Generation: A Study of the

Relationship Between Online Social Networking and Academic and Social
Integration and Intentions to Enroll: (Unpublished PhD dissertation) University
of Kansas Retrieved 29/07/2012 from
http://proquest.umi.com.eserv.uum.edu.my/pqdweb?index
Greenhow, C. (2011). Online Social Networks and Learning. On the Horizon,

Vol. 191(1).
91
Hugstad . (2007). Me. Myspace and I: Parenting The Net Generation Palgrave
Macmillan, NewYork. Chicago.
http://www.edudemic.com/how-students-benefit-from-using-social-media/
https://www.academiaapps.com/advantages-social-media-education/
https://propakistani.pk/2016/01/26/state-of-social-media-in-pakistan-in-2016/
McLoughlin, C., & Lee, M.J.(2008). The Three Ps of Pedagogy for the Networked
Society: Personalization, Participation, and Productivity. International Journal of
Teaching and Learning in Higher Education, Vol. 20(1).
Munguatosha, G.M., Muyinda, P.B., &Lubega, J.T. (2011).A Social Networked

Learning Adoption Model for Higher Education Institutions in Developing
Countries. On the Horizon, Vol. 19(4).
McLoughlin, C., & Lee, M.J. (2008). The Three Ps of Pedagogy for the
Networked Society: Personalization, Participation, and Productivity. International
Journal of Teaching and Learning in Higher Education, Vol. 20(1).
Veen,&Vrakking. (2008). Homo Zappiens: Growing up in a Digital Age Network

Continuum Education, London.
Wellman, B. (1997). Culture of the Internet. An Electronic Group Is Virtually A

Social Network New Jersey: Lawrence Erlbaum Associates.
Williams, Boyd, Densten, Chin, Diamond, & Morgenthaler.(2009). “Social

Networking Privacy Behaviors and Risks”, In Proceeding of CSIS Research Day,
Seidenberg School of CSIS, Pace University, USA.
92
QUESTIONNAIRE
I, (Mr. Naeem Ullah Baig) am the student of M.A final, Social Anthropology.
This questionnaire is designed for an academic research study on the topic “The
Importance of Social Media Sites for Students in Education” This research study
is the partial requirement for the award of Master of Arts in Social Anthropology.
SECTION A:
GENERAL QUESTIONS
1. Please choose your gender.

a) Male
b) Female
2. Please select your age group.
a) <20
b) 21-24
c) 25-39
d) 40 and above
3. What is your course of Study?
a) Sociology
b) Social work
c) Gender studies
d) Geography
e) International Relations
f) Archaeology
g) Anthropology
h) Islamyat
i) Library Science
j) Regional Studies
4. Please select your Residence.
a) On Campus
b) Off Campus
93
5. From where do you access internet?
a) At home
b) At the university
c) Via cell phone at the internet café
d) At the internet café
6. Which of the following social networking sites do your use? (multiple

answers are allowed) ?
a) Linked in
b) Face book
c) Twitter
d) WhatsAap
e) Various blogs
f) Skype
g) YouTube
7. What is the main purpose of your social media use?
a) Academic
b) News/Awareness
c) Connecting with friends
d) Finding Jobs
e) Business Purposes
8. In terms of academics, what exactly do you use social media site for?
a) Sharing course material
b) Uploading assignments
c) A discussion space for academic matters
d) Tutorial space
9. Are you satisfied with the efficiency of bandwidth?
a) Yes
b) No
10. How much flexible internet is in Peshawar and its surrounding areas?
a) Widely accessible
b) Fairly accessible
c) Poor
d) Very poor
94
11. How much time do you spend on social media sites?
a) 2 to 3 hours per day
b) 4 to 8 hours per day
c) 5 hours per week
d) 10 hours per month
95
SECTION B:
OBJECTIVES RELATED QUESTIONS
Objective 01: To know how students can improve their research skills by
usingsocial media sites.
12. Which is the best social media site for improving research skills?
a) LinkedIn
b) Face book
c) Twitter
d) WhatsAap
e) Various Blogs
f) Skype
g) YouTube
13. What type of skills can you improve by using social media sites?
a) Typing sills
b) Speaking skills
c) Reading skills
d) Exploring sills
e) Analytical skills
f) Research skills
14. By using social media sites, which one of the following given options is
useful in order to enhance your skills?
a) By consulting professional
b) By consulting teachers
c) By consulting students (senior)
d) By consulting private people
15. To what extant social media is useful?
a) To some extant
b) To a larger extant
c) To a normal extant
96
16. Are you satisfied with the social media sites in order to enhance your
research skills?
a) Yes
b) No
17. How much time do you spend on social media sites in order to improve your
research skills?
a) Two hours per day
b) Three days per week
c) Whole week
d) Two weeks per month
Objective 02: To indentify how social media is important for students in

order to explore and share knowledge.
18. Which is the best social media site in order to explore and share knowledge?
a) LinkedIn
b) Face book
c) Twitters
d) WhatsAap
e) Various Blogs
f) Skype
g) YouTube
19. What type of knowledge do you explore and share by using social media
sites?
a) General knowledge
b) Religious knowledge
c) Subject based knowledge
d) All of the above
20. By using social media sites whom you share information with?
a) Professionals
b) Teachers
c) Friends
d) Private people
97
21. Are social media sites useful in order to explore and share knowledge?
a) Yes
b) No.
22. Are you satisfied with the response of the people with whom you share
knowledge?
a) Yes
b) No
Objective 03: To indentify how students can learn from teachers with the
help of social media sites.
23. Which one of the following fields is useful for students where they can learn
from teachers by using social media sites?
a) Educational field
b) Personal experiences
c) By their social life
24. Which one of the following is the best social media site through which
students can learn from teachers?
a) LinkedIn
b) Face book
c) Twitter
d) WhatsAap
e) Various Blogs
f) Skype
g) YouTube
25. Do you think social media sites are productive in order to learn from
teachers?
a) Yes
b) No
26. Do you think by using social media sites teachers can give you good
feedback?
a) Yes
b) No
98
27. Do you think social media sites can affect relationship between teachers and
students?
a) Yes
b) No
28. How much time do you spend on social media sites in order to gain
knowledge from teachers?
a) Two days per week
b) Whole week
c) Three weeks per month
d) Whole month
29. Do you think video related sites of social media are much better in order to
learn from teachers?
a) Yes
b) No
Objective 04: To indentify how social media sites provide platform for
students in order to share information with their friends and relatives.
30. Which is the best social media site in order to share information?
a) LinkedIn
b) Face book
c) Twitter
d) WhatsAap
e) Various Blogs
f) Skype
g) YouTube
31. What type of data and information do you share by using social media sites?
a) Course related information
b) General information
c) Personal information
d) All of the above
99
32. How much time do you spend on social media sites in order to share
information?
b) Three days per week
c) Whole week
d) Whole month
33. Do you think social media sites are productive in order to share information?
a) Yes
b) No
34. With whom you mostly share information?
a) Professionals
b) Teachers
c) Classmates
d) Relatives
e) Friends
35. Do you think social media sites have created ways in order to share
information?
a) Yes
b) No
Objective 05: To indentify how social media sites are useful for students in
career counseling.
36. Have you ever consulted a career counselor through social media?
a) Yes
b) No
37. If yes, then what were the impacts of consulting a careers counselor though
social media sites?
a) Positive impacts
b) Negative impacts
38. Which are of the following is useful for you in careers counseling?
a) LinkedIn
b) Twitter
c) Face book
100
d) WhatsAap
e) Various blogs
f) Skype
g) YouTube
39. For the purpose career counseling, from whom you get guidance though
social media sites.
a) Professionals
b) Teachers
c) Seniors
d) Relatives
40. Do you think you can save your time and money for the purpose of careers
counseling by using social media sites?
a) Yes
b) No.
Objective 06: To indentify how social media sites are helpful for students in
finding jobs.
41. Do you think you can find a job with the help of social media sites?
a) Yes
b) No
42. If yes, which one is the best tool for finding a job?
a) By advertisements
b) Consult a company manager
c) Consult other professional
d) Consult friends and relatives
43. What kind of response do you get though social media when applying for a
job?
a) Positive response
b) Negative response
44. Which one of the following is useful in finding a job?
a) LinkedIn
b) Face book
c) Twitter
101
d) WhatsAap
e) Various Blogs
f) Skype
g) YouTube
45. Do you agree with the fact that people and particularly students rely on
social media sites to find jobs?
a) Agree
b) Disagree
Objective 07: To know for what purpose students build online communities
46. Do you agree that students should build online communities?

a) Agree
b) Disagree
47. Do you participate in online communities?
a) Yes
b) No
48. If yes, what are the impacts of online communities?
a) Positive impacts
b) Negative impacts
49. What is the purpose of building online communities?
a) For discussion
b) For awareness
c) Get to know each other
d) Sharing information
50. Which one of the following is the best site for making online communities?
a) LinkedIn
b) Face book
c) Twitter
d) WhatsAap
e) Various Blogs
f) Skype
g) YouTube
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51. How much time do you spend on online communicates?
a) Three hours per week
b) Whole week
c) Two weeks per month
d) Whole month
Objective 08: To indentify how students can improve their communication

and analytical skills by using social media sites.
52. Which one of the following sites is productive in order to improve your
communication and analytical skills?
a) LinkedIn
b) Face book
c) Twitter
d) WhatsAap
e) Various Blogs
f) Skype
g) YouTube
53. Do you agree with the fact that social media sites are productive in
enhancing the communication skills?
a) Agree
b) Disagree
54. If agree, what type of communication skills can you enhance through social
media sites?
a) Typing skills
b) Reading skills
c) Writing skills
d) Speaking skills
55. How much time do you spend on social media sites for enhancing your
communication skills?
b) Five days per week
c) Whole week
d) Stay connected all the time
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56. In order to enhance your communication skills with whom you interact?
a) Professionals
b) Teachers
c) Friends
d) Relatives
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Chapter: 01

1.1 BACKGROUND OF THE STUDY

The world is today celebrating the improvements in communication technology

Enhancement of the education dissemination and improvements of the

1.3 PURPOSE OF THE STUDY

The general purpose of the research is to initiate a comprehensive analysis of how

1.4 SCOPE OF THE STUDY

1.5 SIGNIFICANCE OF THE STUDY

This study is significant to the teachers, parents, students and researchers.This

1.6 RESEARCH OBSERVATION

Students give importance to social media sites in their educational activities.

1.7 RESEARCH QUESTION

The research question formulated for this study is given as under:

 Why do students give importance to social media sites in their educational

The following research objectives will be followed in this study:-

1.9 LIMITATIONS OF THE STUDY

 First, there was no personal interview conducted, higher response rate

1.10 OPERATIONAL DEFINITIONS OF THE KEY TERMS

 Internet: The global computer networks providing a variety of

Online social networking is increasingly the subject of scholarly research.

 History of the Internet

2.2 HISTORY OF THE INTERNET

National Science Foundation and in 1990, ARPANET was officially

2.3 INTRODUCTION TO WEB 2.0 TECHNOLOGIES

According to Krishnamurthy and Cormode (2008), the difference between Web

2.4 HISTORY OF THE SOCIAL MEDIA

Some Television Programmers’ had started producing programmers’ to air on

2.5 DEFINITION AND TYPES OF SOCIAL MEDIA

2.6 BASICS OF SOCIAL NETWORKING

 They act as a resource for advertisers to promote their brands through

2.8 POTENTIALS OF SOCIAL NETWORKS AND WEB 2.0 IN

2.9 SOCIAL NETWORKINGAND EDUCATION

“The National School Boards Association reports that almost 60 percent of

Despite the application of formal pedagogical practices used in the education

Although there is a tremendous interest in associating social networking sites with

2.10 SOCIAL MEDIA SITES AND UNIVERSITY STUDENTS

According to Atwong (2008) and Hugstad (2007), the internet technology

2.11 IMPACTS OF SOCIAL MEDIA SITES ON STUDENTS

Today’s world is a global village. Everyone is connected to one another in this

2.12 ADVANTAGES OF SOCIAL MEDIA SITES FOR

 Social Media can increase student collaboration. Students become friends

3.2 RESEARCH DESIGN

It is a term used to describe a number of decisions which needto be taken

3.3 UNIVERSE OF THE STUDY

3.4 POPULATION OF THE STUDY

Department of International Relations…….……………….95

Department of Gender Studies……………………..………15

Department of Regional Studies………………………........11

Department of Social Anthropology………………………..23

Department of Social Work………………………………....45

Department of Library Sciences………………………….....57

Therefore, the total population of students of ten departments of New Academic

Sample is a portion of a population selected for the study. It is a small group of

3.6 SAMPLING PROCEDURE/TECHNIQUE

3.7 RESEARCH INSTRUMENT

3.8 VALIDITY OF THE INSTRUMENT

3.10 METHOD FOR DATA ANALYSIS

3.12 DELIMITATION OF THE STUDY

Out of thousands of the University of Peshawar students, only 64 were used to

3.13 DURATION OF THE STUDY

The total duration of my study was eight (08) months.

TABULATION AND DATA ANALYSIS

Table 01: Gender status of the respondents.