This thesis explores the impact of social networking sites on students at the University of Vocational Technology. A survey of 50 students revealed that while social media usage is prevalent among this demographic, a significant number perceive its effects to be negative on academic performance, particularly among younger users. The study highlights the importance of understanding social media's implications for student engagement and communication in educational contexts.

1. USE OF SOCIAL NETWORKS AND ITS EFFECTS ON
STUDENTS OF UNIVERSITY OF VOCATIONAL
TECHNOLOGY
A thesis submitted to
The University of Vocational Technology
In partial fulfillment of
The requirements for the degree of
Bachelor of Technology (Multimedia and Web Technology)
by
Group – 03 (Multimedia and Web Technology)
Approved by
Mrs. B.M.T.D. Jayasekara
February 2015

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DECLARATION
We certify that this thesis does not, to the best of our knowledge and belief:
(i) Incorporate without acknowledgment any material previously submitted for
a degree or diploma in any institution of higher education;
(ii) Contain any material previously published or written by another person
except where due reference is made in the text; or
(iii) Contain any defamatory material.
We also grant permission for the Library at University of Vocational Technology to
make duplicate copies of our thesis as required.
• D.C. Ranaweera MMW/13/B1/22
• K.K.M. Kodituwakku MMW/13/B1/14
• R.R.Sampath MMW/13/B1/24
• A.B.B.S. Kumari MMW/13/B1/15
• M.G.S.J. Perera MMW/13/B1/21
• B.P.P.Kusalasiri MMW/13/B1/17
Date:

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TABLE OF CONTENTS
Acknowledgements
Abstract
Chapter 1: Introduction
Chapter 2: Conceptual Framework
Chapter 3: Review of Related Literature
Chapter 4: Research Design, Methodology
Chapter 5: Data Presentation and Analysis
Chapter 6: Research Finding
Chapter 7: Suggestion and Recommendation
Chapter 8: Summary
Chapter 9: Limitations
Chapter 10: References
Appendixes
Appendix A: Questionnaire

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ACKNOWLEDGEMENTS
In the first place we would like to gratefully acknowledge the encouragement
and supervision of Mrs. B.M.T.D. Jayasekara, as Principal Supervisor of this study.
Her belief in and support of this project has made this very long and arduous work a
tremendously rewarding experience. Thank you for your advice and guidance from
the very early stage of this research as well as giving us extraordinary experiences
throughout the work. Thank you for the gift of learning.
We would also like to acknowledge various personnel who have guided and
supported us toward the completion of this task.

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ABSTRACT
As social media sites continue to grow in popularity, it is our premise that
technology is a vital part in today’s student success equation. This study examined the
usage and implications of social networking sites(SNS) among Univotec students. A
survey was administered to a random sample of 50 students on SNS use, perceptions
of SNS communications, and awareness of the impacts of SNS in academic
performance and personal development. Data were collected from a random sample of
students at University of Vocational Technology in Rathmalana, during the second
semester of 2014. This descriptive, exploratory research study drew a random sample
of males and females (N=50), covering all subject streams, who were administered a
student perception questionnaire on how social media affects UNIVOTEC students.
Thirty-Two percent of the participants were following Multimedia and Web
Technology. Twenty-Five percent of participants were following Network
Technology and another Twenty-Five percent of participants were following Software
Technology. Ten percent of participants were following Mechatronic and
Manufacturing Technology wile Eight percent of participants were following
Building Construction Services. Results revealed that female students spent more time
on SNSs than male students. In general, for both males and females, the time spent on
SNS decreased as the age of the respondent increased. The results of the survey
questionnaire indicate that 45% of the sample admitted that they spent 6-8 hours per
day checking social media sites, while 23% spent more than 8 hours; 20% spent 2-4
hours and only 12% spent less than 2 hours on this task. Results indicate while most
college students use social media and spend many hours checking social media sites,
there was a negative aspect to college students’ use of social media.
As for respondents’ perception of the influence of SNS usage on their
academic performance, significant differences were found in terms of age. A greater
number of younger students reported negative perception of the effect of SNSs on
their academic performance. Results also revealed that there were significant
relationships between users’ class rank and field of study, and the influence of SNS.
Data also revealed that students’ perceptions of the influence of SNS were consistent
with the actual effects as revealed by the findings.

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CHAPTER 1: INTRODUCTION
University students are a unique population. Occupying a middle ground
between childhood and adulthood, between work and leisure, university students have
been at the forefront of social change since the end of World War II. They were
among the first to use the Internet for communication, recreation and file sharing, and
the first to have regular broadband Internet access. Internet use first became
widespread on universities in the 1990s, and in many ways the Internet is a direct
outcome of university-based research. Yahoo!, Napster, Facebook and many other
Internet tools were created by university students, and, while the vast majority of
college students are simply Internet users, as a group they can be considered pioneers.
New developments in the technological world have made the internet an
innovative way for individuals and families to communicate. Social media networks
have created a phenomenon on the internet that has gained popularity over the last
decade. People use social media sites such as Facebook, Twitter, and MySpace to
create and sustain relationships with others (Boyd & Ellison, 2007). These social
media sites let those who use them create personal profiles, while connecting with
other users of the sites. Users can upload photographs, post what they are doing at any
given time, and send personal or public messages to whomever they choose. In this
“information age,” social media sites seem to be growing in popularity rapidly,
especially among young adults (Pempek, Yermolayeva, & Calvert, 2008).
Lenhart, Purcell, Smith, and Zickuhr (2010) found that 72% of all college
students have a social media profile with 45% of college students using a social media
site at least once a day. Many of these young adults use social media networks to
communicate with family, friends, and even strangers. Social media sites have created
new and non-personal ways for people to interact with others and young adults have
taken advantage of this technological trend. The purpose of this study was to examine
the negative and positive impact of social media on a university student.

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Significance of Study
This field of study is important because sociability is an underlying theme in
using forms of social media. Since this social media phenomenon is continuing to
grow at a fast pace, it is important to understand the effects it has on personal
communication. Social media networks offer a straightforward way to converse with
peers and get peer feedback, as well, which may influence a young adult’s self-
esteem. For example, Facebook is used primarily by students to maintain relationships
with individuals they are acquainted with who live near and far. Facebook makes it
simpler to communicate with multiple people at one time. Social media may also
make it easier for users to monitor activities of people they have not seen in a while as
well as reconnecting with new and old friends.
Research Questions
1. What is the extent of usage of social media among UNIVOTEC students?
2. Is there a relationship between extent of usage of social media and Education?
3. The effect of social media on UNVOTEC students.
The goal of this study was to learn about the Internet’s impact on college students’
daily lives, and to determine the impact of that use on their academic and social
routines. To meet those goals, the researchers distributed a Questionnaire to a random
sample of UNIVOTEC students.
Objectives
The objectives of the paper is to determine following in order to assist to
derive outcome of the research problem.
a. To find the students awareness of social networks.
b. To find for what purposes the students are using social networks.
c. To find effects of social networks on studies of the students.
d. To find Student’s ideas on how social networks can be used positively
for education purposes.
e. To find average time spent on social networks by UNIVOTEC students
f. To find average expenditure spend by students on sustenance in social
network

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CHAPTER 2: CONCEPTUAL FRAMEWORK
The basic Conceptual framework which was followed throughout the project is drawn
below.
Social media has changed lots of former procedures in this modern era like
expanding the capacity to the area of teaching and learning. This research work seeks
to identify the ideas of university of vocational technology on how advantageous
social media is to them, their awareness on social media, effects of social networks on
studies of the students and their usage patterns. The research findings and
recommendations could be adopted and implemented to benefit the area of teaching
and learning in the University. Study of three previous works done in this area is
briefly discussed below with the proposed frameworks.

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CHAPTER 3: REVIEW OF RELATED LITERATURE
Firstly, Hwee (n.d.) proposed a framework generalizing his findings found as
results of studying only one secondary school in the whole of Singapore and
generalize the finding. The author identified key factors of trust, comfort level,
command of language, attitude towards work and image, as additional factors that
would influence the adoption of Social Networks. The school which the research was
based on is the first primary future school that was set up under
the FutureSchools@Singapore program in 2008. The school's core mission is to seek
innovative teaching approaches that leverage on technologies to better engage the new
generation of young learners. The engaged the students in a key pedagogical approach
used by the school for the learning of languages and media literacy skills.
The completed student projects,activities were published in the school network
and the Internet, via blog sites, so that peers and parents could view and also provide
their comments and words of encouragement. Teachers facilitated students to learn
with ICT - production and collaboration. All students from the Primary 4 level classes
participated in an online questionnaire survey on their frequency of usage for: (1)
ICT, (2) learning management system, (3) blogs, (4) online games and applets, and
(5) online social networking tools (e.g., chats, MSN and forum) in school for the
learning of English and mathematics. The frequency of use is based on a Likert-scale
of 1 to 7 as stated below.

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Venkatesh et al. (2003) combined eight technology acceptance models to
propose a framework known as the Unified Theory of Acceptance and Use of
Technology (UTAUT). This model encompasses the factors performance expectancy,
expectancy effort, social influence, facilitating conditions and behavioural intention
and gender, age, voluntaries, experience were used to measure the influences on the
factors. It identified the lack of key contextual factors when it comes to the use and
implementation of social networks. However Indicators such as policy and culture and
financial support were not discussed in the work of Venkatesh et al. (2003).
The work presented by Monguatosha et al.(2011) discusses budgeting and
accountability in addition to the existing factors on the upper mentioned UTAUT
model. The Technology Acceptance Model (TAM) was used in the proposition made
by Monguatosha et al.(2011). But the researchers didn’t expand their research on
implementation and maintenance of ICT infrastructures, cultural influences, policies
on the adoption of technology and social network usage on education.
Stella Wen Tian of the University of Science & Technology of China (Suzhou
Campus) and Angela Yan Yu, Douglas Vogel and Ron Chi-Wai Kwok of City
University of Hong Kong suggested that Online social networking sites, such as
Facebook, can help students become academically and socially integrated as well as
improving learning outcomes. The researchers explain that Facebook usage is around
90% across campuses and many educational institutions. Students reported that it
could enhance and maintain friendships, build social networks/establish virtual
relationships , diminish barriers to making friends, follow peer trends, share photos,
for fun and leisure and to keep in touch with family. In terms of learning, students
reported that Facebook allowed them to connect with the faculty and other students in
term of friendship/social relationship, provide comments to peers/share knowledge,
share feelings with peers, join Groups established for subjects, collaboration:
notification, discussion, course schedule, project management calendar and to use
educational applications for organizing learning activities.

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The following figure indicates statistics regarding social media usage based on a
research that carried in USA using adult internet users as the population.

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CHAPTER 4: RESEARCH DESIGN, METHODOLOGY
Population:
It was selected the Year 1 ,2 ,3 undergraduates from the university of
vocational technology as the population. This population has 240 students. So we
selected 40 students as the sample by applying random sampling method. This sample
covered all the faculties selecting a similar number of students.
Data Collection Methods:
Observation and interviews is the best method to get the most accurate data for
our research. But practically it was difficult. So it was decided to distribute a
questionnaire to gather the data. Before the distribution of the printed question forms,
we explained the objectives of the research and the importance of accurate data. We
assumed that there may be an 80% accuracy in the data that collected.

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CHAPTER 5: DATA PRESENTATION AND ANALYSIS
For the analysis we used the data in 40 questionnaires. It was used some tables
to summarize the data (tabulating method). Later we used a computer based
spreadsheets to sort and filter the data what it was in the tables. These computer based
tables were used to display the analysis results as graphs and charts for further
verifications. To measure the central tendency it was used the Mean as one of the
measuring tool. Based on the mean value it was calculated some percentage values of
the findings.
Furthermore it was used the Mode of data to get the conclusions. The most
occurred answers lead to fixed the research objectives in a well-balanced platform.
Sometimes it was the Median that formed the answer for some of our curios.
As this wasn’t very mathematical we did not use the normal curve approach
methodologies to finalize our findings. Other than that most of the central tendency
measuring tools was used in our research analysis phase.
How Social Media is Used in UNIVOTEC
Following graph represents the social media usage of the students in UNIVOTEC.
The data was gathered from questionnaires using a sample of 40 participants out of
240 population
representing all the full
time degree programs.

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Based on the results we can assure that multimedia students use social media
other due to fact that they are much more exposed to the computer and internet and
they are interactively participating for social media events.
Least users are building services technology students, since their work does not relate
with social media.
Considering the following question we asked in our questionnaire, we can
assure that most students have a personal computer, laptop or smart phone to surf net.
Based on the sample it is 92.5
Do you have personal Computer or Laptop
Frequenc
y
Percent Valid
Percent
Cumulative
Percent
Valid
Yes 37 92.5 92.5 92.5
No 3 7.5 7.5 100.0
Total 40 100.0 100.0
About 72.5% from the sample uses more than one social network. Only 22.5% use
just Facebook.
What social media you use
Frequency Percent Valid Percent Cumulative
Percent
Valid
Facebook 9 22.5 22.5 22.5
ALL 2 5.0 5.0 27.5
More than one 29 72.5 72.5 100.0
Total 40 100.0 100.0

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According to the research sample more than 75% use social media less than or equal 3
hours.50% of students use less than 1 hour.
Most of Students use social networks during 8.00pm to 12.00am. Because this time
period happens to be the free time of the day and also most service providers allow
low cost data bundle allocated for this time slot.
At what time period
Frequenc
y
Percent Valid
Percent
Cumulative
Percent
Valid
8.00 am to 12.00
pm
5 12.5 12.5 12.5
12.00 pm to 4.00
pm
3 7.5 7.5 20.0
4.00pm to 8.00 pm 9 22.5 22.5 42.5
8.00pm to 12.00
am
21 52.5 52.5 95.0
More than one 2 5.0 5.0 100.0
Total 40 100.0 100.0

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Most of Students use social networks not only the for the education purposes.
Majority use for more than one purposes.
For what purposes do you use social media?
Frequenc
y
Percent Valid
Percent
Cumulative
Percent
Valid
Chat with friend 3 7.5 7.5 7.5
Educational
purpose
7 17.5 17.5 25.0
More than one 30 75.0 75.0 100.0
Total 40 100.0 100.0
For the question that we asked “Do you believe that you’re addicted to social media”,
45% of students gave positive answers which indicate that they believe that they are
addicted to social media.

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Do you believe you are addicted to social media
Frequency Percent Valid Percent Cumulative
Percent
Valid
Yes 18 45.0 45.0 45.0
No 21 52.5 52.5 97.5
No
idea
1 2.5 2.5 100.0
Total 40 100.0 100.0
Statistics shows 52.5% believe that social media can be used efficiently and
effectively for teaching and learning purposes.
Do you think studies are affected by your use of social
media?
Frequen
cy
Percent Valid
Percent
Cumulati
ve
Percent
Valid
Yes 21 52.5 52.5 52.5
No 10 25.0 25.0 77.5
Not sure 9 22.5 22.5 100.0
Total 40 100.0 100.0
Therefore we can emphasize that majority of the students use social media
productively and they are furnished with positive attitudes.
Finally we can say other students also can be motivated to use social media on a
productive manner.

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CHAPTER 6: RESEARCH FINDING
Social media usage categorized by the degree course
In the data analysis it was evident that undergraduates of ICT based degrees
such as Multimedia & web Technology, Software Technology and Network
Technology use Social media in a higher percentage than other undergraduates of
Building services, manufacturing or mechatronics degrees. Because of their course
structure ICT undergraduates work with Social media and online tools more than
others.
Social networks usage through personal computer, laptop or smart phone
Students who use their own personal computer, laptop ,tablets or smart phones
to access social media is 92.5%.This indicates that the majority of the students have
their own technology facilities to access internet and social media. This indicator
depicts that many students are exposed to internet and social media through
technology.
Most used social media network
Since determining how social media can be of effective use in education it is
important to identify what is the most used social media by students so with that
information it is possible to create an effective learning method where majority of
students can participate. The research shows that the majority of students use
Facebook as a social media.22.5% of students only use Facebook while 27.5% of
students use all the social networks which we considered (Facebook,
Twitter,Linkedin) in the research.
Time of social media usage
According to the research sample more than 75% use social media less than or equal 3
hours.50% of students use less than 1 hour.This factor depicts that the majority of
students use considerably time on social networks.This time can be converted to an
valuable learning experience through the help of social media.

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Most of Students use social networks during 8.00pm to 12.00am because this time
slot happened to be their free time of day schedule. This factor is important when
planning real time learning experiences.
Addiction to social media
45% of students gave positive answers which indicate that they believe that they are
addicted to social media.
Student purposes for using social media
In generally social media usage can be categorized in two as social, entertainment
purposes and educational purposes. Tertiary education students use information
technology tools for several purposes such as connecting to friends, family, reading
news, event notification, entertainment, etc.
As a matter of fact it was clear through the research that undergraduate students use
social media for both upper mentioned purposes. Even though Some educators feel
that social networking is innately disruptive to the education process the research
depicts that majority of students already use social media for educational
purposes.52.5% students believe that their studies are affected by the use of social
media in a positive way. Majority of students believe that the social media networks
can be used for educational purposes and it will be a success.
Upon data collection from the University students of Vocational Technology the
study came up that, factors such as financial status of students, exposure to
technology, popularity of social media among students, freedom to use social media
networks and attitudes regarding the social media were influencing the adoption of
social networking for teaching.

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CHAPTER 7: SUGGESTION AND RECOMMENDATION
Development and Improvement of usage of Social media networks for
educational purposes within university
Primary recommendation is usage of Social media networks for educational
purposes should be improved within the university. There can be various
methodological approaches which can be used. Study groups, Communities, forums
take priority. If real time learning experience such as online discussions is proposed
the ideal time would be the evening to night because many students are free to use
social media at that time slot. Learning and teaching activities should be encouraged
since most of the university students have access to internet through their own
computers, laptops or smart phones. It is evident that Facebook is the most used and
popular social network among students so it is a suggestion that the activities based on
Facebook social media me be highly successful with better student participation.
Students and academic staff need to be trained on how to use Social network
Technologies effectively on studies. The University authority should therefore,
organize seminars and workshops that will enhance the knowledge base on how to use
social media for teaching and learning. A committee or responsible authority should
be designated to measure the progress of the use of the technology. Materials can be
shared through social media, expressing ideas, exchanging knowledge, participate in
discussions will be a highly valued learning experience
Improvement of ICT Infrastructure within University
Other suggestions are the speed of the internet should be enhanced, with a
better network infrastructure so that the students get more exposed to social network
technologies in general. Enhancing ICT infrastructure will influence students and
lecturers to use more social media based learning activities’ highly technical, modern
learning activities may increase student positive attitudes towards learning. It will be
an interesting opportunity for student as well as lecturers to be more exposed to social
network technologies. Hotspots should be created on campus where students can
cluster around and use.

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Since most students prefer their own laptops or smart phones to access internet
University authorities need to consider an effective mechanism on how to make
laptops available for all of their students. When students have laptops to use, it will
encourage them to have a strong affiliation with the technology.

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CHAPTER 8: SUMMARY
This study examined the usage and implications of social networking sites
among UNIVOTEC students. Results found that female college students spent more
time on SNSs than male students. In general, for both males and females, the time
spent on SNS decreased as the age of the respondent increased. As for respondents’
perception of the influence of SNS usage on their academic performance, significant
differences were found in terms of age. A greater number of younger students
reported negative perception of the effect of SNSs on their academic performance.
Results also revealed that there were significant relationships between users’
class rank and field of study, and the influence of SNS. Data also revealed that
students’ perceptions of the influence of SNS were consistent with the actual effects
as revealed by the findings.
This research was based on a random sample and thereby limiting the ability to
generalize the results to the larger population. Future research with a random sample
could focus on additional dimensions of SNS usage and students’ extracurricular
activities, work schedules, and their interrelationships. This research has explored the
issue of social networks and its implications in terms of only a few variables. Future
research could focus on a much wider spectrum of dimensions relating SNS usage and
its implications for the lives of all demographics.
In today digital social media networks highly effect for the human behaviors
and activities. According to a new eMarketer report, in 2013, nearly one in four
people worldwide use social networks. The number of social network users around
the world will rise from 1.47 billion in 2012 to 1.73 billion this year, an 18% increase.
By 2017, the global social network audience will total 2.55 billion.
The findings of this study suggested that almost all UNIVOTEC students were
using some form of social networking website. This is significant since Lenhart et al.
(2010) found that 71% of young adults have a Facebook account. The current study
indicated that Facebook and e-mail were the social network websites of choice, with
99% of college students using Facebook and 90% using e-mail. These findings
concurred with research by Lenhart et al. (2010) which found that Facebook is the
most popular form of social media.

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Participants in this study indicated that the websites they update the most was
Facebook and Twitter. As found in research done by Sheldon (2008) and Quan-Haase
and Young (2010), majority of college students visited their social networking sites
several times a day, and this shows that the extent of usage of social media sites is
frequent. Several reasons were given as to why college students were using social
networking websites. The most important reason given was to communicate with
family and friends. Entertainment and boredom were also prominent reasons for use
social networking sites. These findings are supported by Sheldon (2008) who found
that students use Facebook and other websites to pass time, be entertained, and
maintain existing relationships with others. It seemed that college students were using
social media sites to communicate with others as well as to occupy free time when
they were bored.
Communicating with friends and family on social media sites was very
common among students in the current study. However, with friends and family living
all over the world and having busy lives, communicating via a computer was a more
convenient option. Students used a variety of ways to communicate with friends and
family on social networking sites. Wall posts and status updates were the most
common ways to communicate, but students sent private messages and posted
photographs as well. Probably, posting wall posts and status updates was easier and
faster to communicate than sending private messages or posting photographs.
Participants in this study reported communicating with friends and family on social
media websites several times in a week.
Data also revealed that some students are addicted to social media sites, but
they are not aware of the fact. They accept it as usual behavior of students. E –
Learning and M-learning are used for present distance learning activities. Use for
those learning and teaching methods through social media can be an effective way of
using with a low cost method. Addiction can become useful if used for those reasons.
Research also revealed that the students access the social media most of the
time during lecture time, while they are in class. This may have affected their studies
even though they do not believe so. It was found that social media can be used
constructively to upgrade the education of students from this research.

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CHAPTER 9: LIMITATIONS
 Use of Random Sampling
 Relied on self-reporting
 Sample size
 Use of one institute
 Time

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CHAPTER 10: REFERENCES
 Facebook. (2011). Facebook.com Statistics. Retrieved from
http://www.facebook.com/press/info.php?statistics
 Foregger, S. K. (2008). Uses and gratifications of facebook.com Doctoral
dissertation,Michigan State University
 Gerlich, R. N., Browning, L., & Westermann, L. (2010, November). The social
media affinity scale: implications for education. Contemporary Issues in
Education Research, 3(11), 35-41. Retrieved November 28, 2011
 http://www.pewinternet.org/fact-sheets/social-networking-fact-sheet/
 http://www.edudemic.com/social-media-in-education/
 www.scientificjournals.org/Journals2011/articles/1508.pdf
 www.unh.edu/news/.../UNHsocialmedia.pdf
 www.canberra.edu.au/.../Feeling-Better-Connecte.
 mds.marshall.edu
 www.webology.org/2010/v7n2/a79.html
 www.aabri.com/manuscripts/
 scholarsarchive.jwu.edu

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