CHAPTER:1

1.1 INTRODUCTION

Social media has become a part of life, and the youth is at the center of these
changes. From Instagram, Facebook, Twitter, to TikTok, and many more
sites, the way young people connect, communicate, and share information
has all changed. Young people spend over 3 hours per day on social media,
and this has affected their lives in so many ways.

This project considers how social media influences young people and its
effects on mental health, self-esteem, relationships, school performance, and
overall well-being. The idea of this project is to find useful advice and
suggestions that may encourage healthy social media use and help reduce
the effects of this destructive influence on the youth.

Social media is a very influential tool for the youth today. It offers excellent
ways of connecting with others, self-expression, and information sharing.
However, it does bring many different consequences to be considered with
much interest.

At work, there is reduced productivity because people are busy spending

working hours perusing through social media pages. With too many
distractions, they cannot fully concentrate on their tasks. Take away social
media for a day and the effects will start to kick in. Just like drug addicts, they
will be withdrawn and stressed.

It also leads to uncontrollable obsession. People are obsessed with likes and
comments and they will do anything to get them on a daily basis. Everything
they do, they post them on forums to get some form of approval from
strangers. Some people adopt fake personalities to show the world that they
made it. They do things that they would never dare do in real life just to
impress people. They work tirelessly to buy the latest outfits, eat expensive
meals and visit exotic places just for a show. Since they cannot get the same
love in real life like they do in social media, they dedicate their lives fully to the
social networks. Everything falls apart however when their popularity wanes
and they may get into serious psychological problems, such as depression.

These social platforms are also risky and dangerous and may be frontiers of
crime. The first crime that comes to mind when we talk about social media is
cyberbullying. Most people in social media fake both their personas and
personal information. Then there are those who are actually themselves in
social media.

This project analyzes how social media impacts young people differently. It
tries to understand how it affects their mental health, friendships, school
performance, and perception of themselves. Through an examination of the
relationship between social media and youth development, this research can
help us gain a better understanding of the positive and negative influences
that these platforms create.

Social media has changed the way young people interact, even the way in
which they relate to one another, and even their orientations about the world
at large. Instagram, Facebook, and TikTok, with millions of young users, are
part of their daily lives today.

This project focuses on the impacts of social media on young people. It

considers its influence on the mental health of the youth, relationships, self-
esteem, and performance in school. By critically looking at the subtle ways in
which social media changes their lives, this research will provide useful
insights into the dark and bright aspects of social media use among youth.
1.2 IMPORTANCE OF THE STUDY

The presentstudy aims to provide valuable insights into how social media
impacts youth, helping parents, educators, and policymakers better
understand the issue. By examining these effects, the project will guide
decision-making at all levels, from individual parents to national policymakers.
One of its goals is to promote healthy social media habits among young
people, reducing the risk of problems like addiction, cyberbullying, and poor
mental health. It will also help enhance digital literacy, giving young people
the skills to navigate social media safely and responsibly. The study will offer
recommendations for supporting youth development in the digital age,
allowing young people to make the most of social media while minimizing its
negative effects. It will also focus on mental health, exploring the impact of
social media on anxiety, depression, and other mental health concerns.
Additionally, the project seeks to identify ways to create a safer online
environment for young people, addressing issues like cyberbullying and
online harassment. The findings will inform policies and practices at different
levels, from schools and communities to governments and international
organizations. By contributing to existing research, this project will offer new
insights into how social media affects youth. Lastly, by gathering the voices
and perspectives of young people, the project will empower them to take an
active role in shaping their digital experiences and encouraging positive
change.

1.3 NEED FOR THE STUDY

Social media has become a significant part of the daily lives of young people.
With millions of young individuals using platforms like Instagram, Snapchat,
TikTok, and Facebook, it has raised important questions about how it affects
their physical, emotional, and psychological well-being. While social media
has its advantages, such as helping youth stay connected with friends and
family, express themselves, and access information, it also brings several
concerns. These issues have sparked alarm among parents, educators, and
health professionals who are concerned about the negative effects of social
media use on young people. To address these concerns, it’s crucial to
investigate the impact of social media on youth, understand its negative
effects, and explore how to promote healthier social media habits that can
benefit their overall development. One of the most pressing concerns related
to social media use is the rise in mental health issues among youth.
Increased rates of anxiety, depression, and loneliness have been linked to
excessive social media use. Social media platforms create an environment
where young people are constantly exposed to curated images and posts,
often depicting unrealistic standards of beauty, success, and lifestyle.
Thisconstant comparison to others can cause feelings of inadequacy and low
self-esteem. Young people may feel pressure to present a "perfect" life
online, which can lead to stress, anxiety, and a sense of isolation when their
own lives don’t seem to measure up. Studies have shown that the more time
young people spend on social media, the more likely they are to report feeling
anxious, depressed, or lonely. These mental health challenges are further
exacerbated by the fact that social media is often used as an escape or
distraction, making it difficult for young people to cope with their emotions in
healthier ways.

1.4 OBJECTIVIES OF THE STUDY

The objectives of this are as follows:

1) To assess learning outcomes from social media.

2) To examine the preferred social media networks on youth.
3) To analyze the impacts of social media on learning outcomes.
1.6 HYPOTHESIS OF THE STUDY

There is no significant difference between age and usage.

There is no significant difference between gender and usage.

There is no significant difference between education qualification and usage.

There is no significant difference between annual income and usage.

There is no significant difference between age and preference.

There is no significant difference between gender and preference.

There is no significant difference between education qualification and

preference.

There is no significant difference between annual income and preference.

There is no significant difference between age and access.

There is no significant difference between gender and access.

There is no significant difference between education qualification and access.

There is no significant difference between annual income and access.

1.7 SCOPE OF THE STUDY

The scope of a study on the impact of social media on youth can cover
several keys areas to better understand how these platforms affect young
people. It can focus on a specific age group, such as teenagers or young
adults and explore where social media platforms they use most like Instagram
and snapchat. The study investigates both positive and negative effects, like
how social media can help youth stay connected, build communities or gain
knowledge, but it may contribute to mental health issues such as depression,
anxiety or body image problems. Additionally, the study could explore how
different factors like socio-economic status, cultural background or
geographic location play a role in how youth use and are affected by social
media. The study might also focus on the time spent on these platforms,
exploring whether too much screen time leads to negative outcomes like poor
academic performance or disrupted sleep patterns. Lastly, the research could
examine the role of parents, educators and policymakers in guiding healthy
social media use, offering strategies to balance its benefits while minimizing
its risks. The broader scope would allow for a deeper understanding of how
social media influences the youth population on multiple levels.

1.8 RESEARCH METHODOLOGY

The methodology used for the collection of the data, the selection of samples,
analysis of the date and interpretation of data discussed below:

DATA SOURCE:

The data for the research is collected from using both the source of data,
those are

a. Primary Data

b. Secondary Data

Primary Data:

Primary Data is one of the significant sources for collecting data. It includes a
questionnaire survey of respondents from the study area.

Secondary Data:
Data is collected from various published articles from journals, books and
internet websites

Sample design:

The present study has been conducted for "study on impact of social media
on youth in the city of Hyderabad. The researchers have selected 84
respondents randomly. Due to limitations of time and cost the questionnaires
were collected through a random sampling method. A total of 84 responses
were considered for the analysis

STATISTICAL TOOLS:

For my research project on the impact of social media on youth, I’m planning to use a
variety of statistical tools to analyze the data I collect and draw meaningful
conclusions. Here’s how I’m thinking about approaching it:

1. Correlation Analysis

 Pearson Correlation Coefficient: I’ll use this to look at how strongly two things
are related, like how time spent on social media correlates with mental health or
academic performance.
 Spearman Rank Correlation: If the data isn't perfectly linear or is more ranked
(like levels of social media use), this test will help me see the relationship
between variables.

T-Test: I’ll probably use this to compare two groups, like comparing the mental
health of youth who use social media a lot versus those who don’t.

F-Test: As I study the impact of social media on youth, I’m using the F-Test to
determine whether two or more groups have significantly different meanings. This
statistical test is commonly used in analysis of variance to compare the variances of
two or more populations.
1.9 LIMITATIONS OF THE STUDY:

1. Survey conducted through internet; direct interaction of respondents is not

possible.

2. Time period of research is limited.

 CHAPTER:2

LITERATURE REVIEW
1. Mchele [Link] (2015):

Social media has had a profound effect on how children and adolescents interact.
While there are many benefits to the use of social media, cyberbullying has emerged
as a potential harm, raising questions regarding its influence on mental health. There
is a consistent relationship across studies between cyberbullying and depression
among children and adolescents; however, the evidence of the effect of
cyberbullying on other mental health conditions is inconsistent. This review provides
important information that characterizes cyberbullying within the context of social
media, including attributes of the recipients and perpetrators, reasons for and the
nature of bullying behaviors, and how recipients react to and manage bullying
behaviors. This information is critical to the development of effective prevention and
management strategies.

2. Marko M Skoric (2015):

This meta-analytic study reviews empirical research published from 2007 to 2013
with an aim of providing robust conclusions about the relationship between social
media use and citizen engagement. It includes 22 studies that used self-reported
measures of social media use and participation, with a total of 116
relationships/effects. The results suggest that social media use generally has a
positive relationship with engagement and its three sub-categories, that is, social
capital, civic engagement, and political participation. More specifically, we find small-
to-medium size positive relationships between expressive, informational, and
relational uses of social media and the above indicators of citizen engagement. For
identity- and entertainment-oriented uses of social media, our analyses find little
evidence supporting their relationship with citizen engagement.

3. Perter Nikken (2015):

Previous correlational research indicates that adolescent girls who use social
network sites more frequently are more dissatisfied with their bodies. However, we
know little about the causal direction of this relationship, the mechanisms underlying
this relationship, and whether this relationship also occurs among boys to the same
extent. Structural equation modeling showed that social network site use predicted
increased body dissatisfaction and increased peer influence on body image in the
form of receiving peer appearance-related feedback. Peer appearance-related
feedback did not predict body dissatisfaction and thus did not mediate the effect of
social network site use on body dissatisfaction. Gender did not moderate the
findings. Hence, social network sites can play an adverse role in the body image of
both adolescent boys and girls.

4. C.S Andreassen (2015):

Research into online social network site (SNS) addiction (i.e., excessive and
compulsive online social networking) has expanded over the last years. This paper
aims to give a review of this research. Although not formally recognized as a
diagnosis, SNS addiction shares many similarities with those of other addictions,
including tolerance, withdrawal, conflict, salience, relapse, and mood modification.
Several screening instruments to identify SNS addicts have been developed—
approaching the phenomenon in various ways, disclosing a conceptual and empirical
obscurity in this field.

5. Rosamund F. Lewis (2015):

Social networking sites (SNSs) have gained substantial popularity among youth in
recent years. However, the relationship between the use of these Web-based
platforms and mental health problems in children and adolescents is unclear. This
study investigated the association between time spent on SNSs and unmet need for
mental health support, poor self-rated mental health, and reports of psychological
distress and suicidal ideation in a representative sample of middle and high school
children. The findings suggest that students with poor mental health may be greater
users of SNSs. These results indicate an opportunity to enhance the presence of
health service providers on SNSs to provide support to young people.

6. Nusheen Ameenuddin (2016):

Today’s children and adolescents are immersed in both traditional and new forms of
digital media. Research on traditional media, such as television, has identified health
concerns and negative outcomes that correlate with the duration and content of
viewing. Over the past decade, the use of digital media, including interactive and
social media, has grown, and research evidence suggests that these newer media
offer both benefits and risks to the health of children and teenagers.

7. Vinod singaravelu (2017):

Research exploring internet use and self-harm is rapidly expanding amidst concerns
regarding influences of on-line activities on self-harm and suicide, especially in
young people. We aimed to systematically review evidence regarding the potential
influence of the internet on self-harm/suicidal behavior in young people.

8. Nicole Thornton (2017):

Youth alcohol consumption is a major global public health concern. Previous reviews
have concluded that exposure to alcohol marketing was associated with earlier
drinking initiation and higher alcohol consumption among youth. This review
examined longitudinal studies published since those earlier reviews.

9. Thomas N. Robinson (2017):

Current evidence suggests that screen media exposure leads to obesity in children
and adolescents through increased eating while viewing; exposure to high-calorie,
low-nutrient food and beverage marketing influences children’s preferences,
purchase requests, consumption habits; and reduced sleep duration. Some evidence
also suggests promises for using interactive media to improve eating and physical
activity behaviors to prevent or reduce obesity.

10. Wilfred W. F. Lau (2017):

In today's society, social media has become an almost indispensable part of daily
life, particularly among university students, who are generally heavy social media
users. Social media multitasking has also been increasingly prevalent. Little,
however, is known about how social media usage and social media multitasking
influence the academic performance of university students.

11. Ann John (2018):

Given the concerns about bullying via electronic communication in children and
young people and its possible contribution to self-harm, we have reviewed the
evidence for associations between cyberbullying involvement and self-harm or
suicidal behaviors in children and young people.

12. Frank W Paulus (2018):

Games are an integrative part of human behavior and experience. During the past
two decades, the availability and use of computer technology has dramatically
increased and changed the world of leisure activities. Use of the Internet and
computer game playing have become common activities for children and
adolescents, in addition to social and traditional mass media.

13. Cathy Lewin (2018):

It is argued that social media has the potential to bridge formal and informal
learning through participatory digital cultures. Exemplars of sophisticated use by
young people support this claim, although the majority of young people adopt the
role of consumers rather than full participants. Scholars have suggested the
potential of social media for integrating formal and informal learning, yet this work
is commonly under-theorized. We propose a model theorizing social media as a
space for learning with varying attributes of formality and informality.

14. Russel M Viner (2018):

We found moderately strong evidence for associations between screentime and

greater obesity/adiposity and higher depressive symptoms; moderate evidence for
an association between screentime and higher energy intake, less healthy diet
quality and poorer quality of life. There was weak evidence for associations of
screentime with behavior problems, anxiety, hyperactivity and inattention, poor self-
esteem, poorer well-being and poorer psychosocial health, metabolic syndrome,
poorer cardiorespiratory fitness, poorer cognitive development and lower educational
attainments and poor sleep outcomes. There was no or insufficient evidence for an
association of screentime with eating disorders or suicidal ideation, individual
cardiovascular risk factors, asthma prevalence or pain. Evidence for threshold effects
was weak. We found weak evidence that small amounts of daily screen use is not
harmful and may have some benefits.

15. Gadi Lissak (2018):

A growing body of literature is associating excessive, and addictive use digital

mediawithphysical, psychological, social and neurological adverse consequences.
Research is focusing more on mobile devices use, and studies suggest that duration,
content, after-dark-use, media type and the number of devices are key components
determining screen time effects. Physical health effects: excessive screen time is
associated with poor sleep and risk factors for cardiovascular diseases such as high
blood pressure.

16. Amy Orben (2020):

Consideringgrowing concerns aboutincreasing digital adolescence, the academic

field investigating how digital technologies affect adolescents’ psychological well-
being is growing rapidly. In the last years, much research has been amassed, and
this has been summarized in over 80 systematic reviews and meta-analyses.

17. Betul Keles (2020):

While becoming inextricable to our daily lives, online social media is blamed for
increasing mental health problems in younger people. This systematic review
synthesized evidence on the influence of social media use on depression, anxiety
and psychological distress in adolescents. Findings were classified into four domains
of social media: time spent, activity, investment and addiction. All domains correlated
with depression, anxiety and psychological distress.

18. Karline Treurnicht Naylor (2020):

We review the evidence that links smartphone and social media use with mental
distress and suicidality among adolescents. We do not review evidence for online
gaming. Although most existing data are observational, making causality difficult to
establish, findings from a few longitudinal, randomized and controlled studies
suggest that social media and smartphone use may be contributing to the rising
burden of mental distress among youth. We consider the clinical implications of
existing evidence, to help practicing clinicians to work collaboratively with youth and
families to mitigate potential negative effects of social media and smartphone use on
mental health.

19.V. Kalyani (2020):

Children are growing up surrounded by mobile devices and interactive social

networking sites such as Twitter, Myspace, and Facebook, Orkut which has made
social media a vital aspect of their life. Social networks are transforming the behavior
in which youthful people relate with their parents, peers, as well as how they make
use of technology. The effects of social networking are twofold.[1] On the positive
side, social networks can act as invaluable tools for professionals. They achieve this
by assisting young professionals to market their skills and seek business
opportunities. Social networking sites may also be used to network efficiently. On the
negative side, the internet is laden with a number of risks associated with online
communities.

20. Shweta Mishra (2020):

Widening higher education participation has resulted in efforts directed towards

increasing higher education access. However, inequality in higher education
completion continues to exist. Social factors have been found to play an important
role in academic achievement. Given the role of social factors, this article examines
the academic outcomes of students from a social network, social capital, and social
support perspective with a special focus on underrepresented groups in higher
education. The article is based on a systemic reviewof literature where evidence
shows that the networks of students including their family, ethnic and affiliations,
friends, and faculty play a role in academic success.

21. Candice L. Odgers (2020):

Adolescents are spending an increasing amount of their time online and connected
to each other via digital technologies. Mobile device ownership and social media
usage have reached unprecedented levels, and concerns have been raised that this
constant connectivity is harming adolescents’ mental health. The review highlights
that most research to date has been correlational, focused on adults versus
adolescents, and has generated a mix of often conflicting small positive, negative
and null associations.

22. BenCarter (2021):

Over the past decade, smartphone use has become widespread amongst today’s
children and young people (CYP) which parallels increases in poor mental health in
this group. Simultaneously, media concern abounds about the existence of
‘smartphone addiction’ or problematic smartphone use. There has been much recent
research concerning the prevalence of problematic smartphone use in children and
young people who use smartphones, and how this syndrome relates to mental health
outcomes, but this has not been synthesized and critically evaluated.
 CHAPTER: 3

COMPANY PROFILE
INSTAGRAM:

Instagram is a photo and video sharing social networking platform owned by

Meta. Founded in 2010 by Kevin Systrom and Mike Krieger, Instagram was
acquired by Facebook in 2012 for $1 billion. The platform offers various
features, including Feed, a curated feed of photos and videos from accounts
you follow; Stories, ephemeral content that disappears after 24 hours; Reels,
short videos similar to TikTok, IGTV, long-form videos up to 60 minutes; Live
Streaming, real-time video broadcasting; Direct Messages, private messaging
for users; and Hashtags, a categorization system for content discovery. With
over 2 billion active users, Instagram's user base continues to grow. The
platform is particularly popular among younger generations, with 71% of
online adults aged 18-29 using Instagram.
A vast amount of content is shared daily, with 95 million posts per day.
Instagram offers various monetization options, including Advertising,
Shopping, and Affiliate Marketing. The platform's algorithm considers factors
like engagement, relevance, and relationships to prioritize content in users'
feeds. In terms of demographics, Instagram is female-dominated, with 51% of
users being female, and urban-centric, with 55% of users living in urban
areas. Users spend a significant amount of time on the app, with the average
user spending 53 minutes per day, and 63% of users logging in daily. To
succeed on Instagram, businesses should focus on a visual-centric content
strategy, posting high-quality visuals consistently and engaging with their
audience through comments and hashtags.

FACEBOOK:

Facebook, the world's largest social media platform, was launched on

February 4, 2004, by Mark Zuckerberg, then a sophomore at Harvard
University. Initially called "The Facebook," the platform was created as a
social networking site exclusively for Harvard students. Zuckerberg, along
with his college roommates and fellow students Eduardo Saverin, Andrew
McCollum, Dustin Moskovitz, and Chris Hughes, developed the site to
connect Harvard students and provide an alternative to traditional paper "face
books" used to introduce new students. Within a month, the site gained
popularity, and by the end of 2004, Facebook had expanded to other colleges
and universities in the United States, eventually dropping "The" from its name
and becoming the global phenomenon we know today. Facebook allows
businesses, organizations and public figures to connect with customers, fans
and constituents through the website. Businesses and other brands create
pages where they can post content, provide organizational news, offer deals,
introduce products and manage customer service relationships. They also
can reach a large number of people with targeted advertising, creating ads
specifically for Facebook that are tailored to appear on the pages of specific
groups of people they hope to reach. Facebook is a business that has a
purpose of creating revenue, enriching investors and providing jobs. Because
it does not charge users for having Facebook pages, it needs to generate
revenue from other sources. Facebook produces most of its revenue from
advertising, including ads for both large and small advertisers. Facebook's
advertising products include self-serve advertising, in which advertisers
create and organize their own Facebook campaigns through an online service
and interactive ads. Facebook also makes money through its virtual gift store,
which allows users to buy virtual gifts for each other, according to
[Link]. The Facebook Timeline provides a greater opportunity for
brands to showcase their identity, highlight milestones and important news
and organize content on their page.

YOUTUBE:

YouTube allows users to upload, view, rate, share, add to playlists, report,
comment on videos, and subscribe to other users. It offers a wide variety of
user generated and corporate media videos. Available content includes video
clips, TV show clips, music videos, short and documentary films, audio
recordings, movie trailers, live streams, and other content such as video
blogging, short original videos, and educational videos. Most content on
YouTube is uploaded by individuals, but media corporations including CBS,
the BBC, Vevo, and Hulu offer some of their material via YouTube as part of
the YouTube partnership program. Unregistered users can only watch (but
not upload) videos on the site, while registered users are also permitted to
upload an unlimited number of videos and add comments to videos.

Videos that are age-restricted are available only to registered users affirming
themselves to be at least 18 years old. YouTube is a communication which is
entirely different from others. It is a new method of communication. The ability
to create and share media over berry ling distances was such a game
changer that it has become something of a behemoth ever since. YouTube is
a free to use service and a can be a great space for teens to discover things
they like. For many young people, YouTube is used to watch music videos,
comedy shows, how to guides, recipes, hacks and more. Teens also use the
video-sharing service to follow their favorite vloggers (video blogger),
subscribe to other YouTubers and celebrities they are interested in. When a
user uploads a video to YouTube, by default the video is set to public, which
means anyone can see the video. Depending on the age of your child, you
should discuss what settings are best to use if your child is uploading footage
to YouTube. You can easily switch videos to private or unlisted (published on
YouTube but cannot be found without a direct link to the video). You can also
invite people to view your videos using Google Circles. Please note, you need
to link your channel with Google+ to share a private video with other users.
Click here for info on how to connect a YouTube channel to a Google+ profile.

WHATSAPP:

WhatsApp was founded in 2009 by Brian Acton and Jan Koum, two former
Yahoo! employees. The idea for WhatsApp came about when Koum and
Acton realized that there was a need for a messaging app that allowed users
to communicate with each other without having to pay for SMS. They
launched WhatsApp in January 2009, and initially, the app only allowed users
to share their status updates with friends. However, within a few months,
Koum and Acton added messaging capabilities to the app, and WhatsApp
quickly gained popularity. By 2011, WhatsApp had become one of the top
messaging apps in the world, and by 2014, Facebook acquired WhatsApp for
a whopping $19 billion. WhatsApp's early success can be attributed to its
simplicity, ease of use, and the fact that it offered a free alternative to SMS.
Koum and Acton's vision for WhatsApp was to create a messaging app that
was fast, reliable, and secure. They achieved this by using end-to-end
encryption, which ensures that only the sender and recipient can read the
messages. Today, WhatsApp is one of the most widely used messaging apps
in the world, with over 2 billion monthly active [Link] (Gen Z, 18-24
years): WhatsApp is a primary means of communication for youth, who use it
to share memes, videos, and gossip with friends. They also use WhatsApp
groups to discuss school assignments, share notes, and collaborate on
Projects. Young adults use WhatsApp to stay in touch with friends and family,
sharing updates about their personal and professional lives. They also use
WhatsApp for work-related communications, such as discussing projects and
sharing [Link] use WhatsApp to communicate with family members,
friends, and colleagues. They often use WhatsApp groups to organize family
events, share news, and discuss community [Link] use WhatsApp to
stay in touch with family members and friends, often using it to share updates
about their health, travel plans, and hobbies. The elderly use WhatsApp to
communicate with family members and caregivers, often relying on it as a
primary means of staying in touch due to mobility or health issues. WhatsApp
has also introduced several features over the years, including voice and video
calling, group chats, and file sharing. Despite facing increased competition
from other messaging apps, WhatsApp remains one of the most popular and
widely used messaging apps in the world.

SNAPCHAT:

Snapchat is an American multimedia messaging app developed by Snap Inc.,

originally Snapchat Inc. One of the principal features of Snapchat is that
pictures and messages are usually only available for a short time before they
become inaccessible to their recipients. The app has evolved from originally
focusing on person-to-person photo sharing to presently featuring users'
"Stories" of 24 hours of chronological content, along with "Discover," letting
brands show ad-supported short-form content. It also allows users to keep
photos in the "my eyes only" which lets them keep their photos in a password-
protected space.

It has also reportedly incorporated limited use of end-to-end encryption, with

plans to broaden its use in the future. Snapchat was created by Evan Spiegel,
Bobby Murphy, and Reggie Brown, former students at Stanford University. It
has become known for representing a new, mobile first direction for social
media, and places significant emphasis on users interacting with virtual
stickers and augmented reality objects. As of March 2020, Snapchat had 229
million daily active users. On average more than 4 billion Snaps are sent each
day. Snapchat is known to be popular among the younger generations,
particularly those below the age of 16, leading to many privacy concerns for
[Link], a popular social media app, is widely used by younger
generations, particularly teenagers and young adults. According to recent
statistics, over 290 million people use Snapchat every month, with the
majority of users falling within the 18-24 age range. Snapchat's ephemeral
nature, where content disappears after 24 hours, appeals to users who value
privacy and impermanence. Users can send snaps, which are photos or
videos that disappear after they're viewed, as well as engage with stories,
which are collections of snaps that are available for 24 hours. Additionally,
Snapchat's features like lenses, filters, and geotags make it a popular
platform for creative expression and social interaction. Overall, Snapchat's
unique features and impermanent nature have made it a staple in the social
media landscape, particularly among younger users.
 CHAPTER: 4

DATA ANALYSIS AND

INTERPRETATION
DEMOGRAPHIC ATTRIBUTES AND OBJECTIVES

AGE AND USAGE:

The objective of this study is to examine how age and usage demographic
factors play a significant role in understanding how different groups are
affected by social media. Younger users, who often spend more time on
social platforms, may experience issues like anxiety, body image concerns, or
sleep disturbances, while older users may face different challenges such as
misinformation or privacy concerns. The extent of these health issues can
vary depending on the frequency of social media use, the type of content
consumed, and the individual's age group. By examining these
demographics, we can better understand the relationship between social
media usage and health outcomes.

TABLE SHOWING AGE AND USAGE

CATEGORY N F-VALUE P-VALUE RESULT

18-21 69 4.885393258 0.084372806 Accept
21-25 14 Ho1
25+ 10
SOURCE: COMPUTATION ON PRIMARY DATA

The table presents data categorized by age groups (18-21, 21-25, and 25+),
with their respective sample sizes (N), F-value, P-value, and result. The F-
value of 4.885 suggests some variation between groups, but the P-value of
0.084 indicates that this variation is not statistically significant at the
conventional threshold of 0.05. As a result, the hypothesis being tested is
accepted, meaning there is no significant difference among the age groups in
the given context. Most participants fall within the 18-21 age range (69
individuals), while the 21-25 (14 individuals) and 25+ (10 individuals) groups
have significantly fewer participants.

GENDER AND USAGE:

The objective of this study is to examine how gender and usage demographic
factors are crucial in understanding how social media impacts health
differently across various groups. Men and women, as well as non-binary
individuals, may experience distinct physical and mental health effects based
on their social media usage patterns. For instance, women are often more
affected by issues related to body image or online harassment, while men
might face challenges related to social comparison or gaming addiction.
These gender-based differences highlight the need for tailored approaches
when addressing health issues caused by social media, as each group may
be influenced in unique ways.

TABLE SHOWING GENDER AND USAGE

CATEGORY N T-VALUE P-VALUE RESULT

Male 11 2.015048373 0.147919028 Accept
Female 82 H01
SOURCE: COMPUTATION ON PRIMARY DATA

The table presents data based on gender categories (Male and Female), with
their respective sample sizes (N), T-value, P-value, and result. The number of
female participants (82) is significantly higher than male participants (11). The
T-value of 2.015 suggests some level of difference between the groups, but
the P-value of 0.148 is greater than the common significance threshold of
0.05. This indicates that the observed difference is not statistically significant.
As a result, the hypothesis being tested is accepted, implying that there is no
significant difference between males and females in the given context.
EDUCATION QUALIFICATION AND USAGE:

The objective of this study is to examine how education qualification and

usage demographic factors provide insight into how social media affects
different groups based on their level of education and how frequently they
engage with online platforms. Individuals with higher education might use
social media for professional networking or information sharing, which could
lead to stress or burnout, while those with lower education levels may be
more susceptible to misinformation or negative mental health impacts from
excessive use. These factors influence how social media is consumed and
the potential health issues associated with its use, such as anxiety,
depression, or disrupted sleep patterns.

TABLE SHOWING EDUCATION QUALIFICATION AND USAGE

CATEGORY N F-VALUE P-VALUE RESULT

High school 5 2.122846442 0.235323702 Accept
College 38 H01
Graduate 46
SOURCE: COMPUTATION ON PRIMARY DATA

The table presents data based on education qualification categories (High

School, College, and Graduate) with their respective sample sizes (N), F-
value, P-value, and result. The sample size is smallest for the High School
category (5 individuals), while the College (38) and Graduate (46) categories
have significantly more participants. The F-value of 2.123 suggests some
variation between the groups, but the P-value of 0.235 is higher than the
standard significance level of 0.05. This indicates that the differences
between the groups are not statistically significant. As a result, the hypothesis
being tested is accepted, implying that there is no significant difference
among individuals based on their educational qualifications in the given
context.
ANNUAL INCOME AND USAGE:

The objective of this study is to examine how annual income and usage
demographic factors help to understand how social media impacts individuals
differently based on their financial status and usage habits. Higher-income
individuals might use social media for professional networking, which can
lead to stress or burnout, while those with lower incomes may face increased
exposure to harmful content or stress related to economic inequality.
Additionally, the amount of time spent on social media often correlates with
income levels, influencing the likelihood of developing health issues like
anxiety, depression, or sleep disturbances. Understanding these factors helps
in assessing the varied health impacts of social media across different income
groups.

TABLE SHOWING ANNUAL INCOME AND USAGE

CATEGORY N F-VALUE P-VALUE RESULT

Up to 1 Lakh 49 1.983520599 0.25870011 Accept
1Lakh-2Lakh 13 H01
3Lakh-5Lakh 5
5Lakh above 5
SOURCE:COMPUTATION ON PRIMARY DATA

The table presents data based on different annual income categories, with
their respective sample sizes (N), F-value, P-value, and result. Most
respondents fall within the "Up to 1 Lakh" income category (49 individuals),
followed by "1 Lakh-2 Lakh" (13 individuals), while the higher-income
categories ("3 Lakh-5 Lakh" and "5 Lakh above") have significantly fewer
participants (5 each). The F-value of 1.983 suggests some variation among
income groups, but the P-value of 0.258 is much higher than the common
significance threshold of 0.05. This indicates that the differences among
income groups are not statistically significant. As a result, the hypothesis is
accepted, meaning that income does not have a significant impact in the
given context.
AGE AND PREFERENCE:

The objective of this study is to examine how when exploring social media
usage, it's important to consider factors such as age and demographic
background, as these can significantly influence platform preferences and
engagement. Different age groups tend to gravitate toward specific social
media platforms, with younger users often favoring Instagram, TikTok, and
Snapchat, while older demographics may prefer Facebook or LinkedIn.
Understanding these demographic trends can provide valuable insights into
how and why individuals interact with various social media pages on a regular
basis.

TABLE SHOWING AGE AND PREFERENCE

CATEGORY N F-VALUE P-VALUE RESULT

18-21 69 2.497702206 0.197732746 Accept
21-25 14 H02
25+ 10
SOURCE:COMPUTATION ON PRIMARY DATA

The table presents statistical data analyzing age categories (18-21, 21-25,
and 25+) based on a sample size (N) of individuals in each group. The F-
value, which measures variance among groups, is 2.4977. The p-value is
approximately 0.197, which is greater than the common significance level
(e.g., 0.05). Since the p-value is high, the null hypothesis is accepted,
meaning there is no statistically significant difference between the age
categories. The "Accept" result suggests that variations in age do not
significantly affect the variable under analysis.
GENDER AND PREFERENCE:

The objective of this study is to examine how gender plays a key role in
shaping social media usage patterns, as different platforms often attract
varying levels of engagement from men and women. For instance, women
are generally more active on platforms like Pinterest and Instagram, while
men might be more inclined toward Facebook or YouTube. These gender-
based preferences, combined with other demographic factors, can offer
valuable insights into the types of social media pages individuals observe
regularly, helping to understand broader trends in online behavior.

TABLE SHOWING GENDER AND PREFERENCE

CATEGORY N T-VALUE P-VALUE RESULT

Male 11 2.015048373 0.480053501 Accept
Female 82 H02
SOURCE:COMPUTATION ON PRIMARY DATA

The table presents statistical data comparing two gender categories, Male
(N=11) and Female (N=82), based on a t-test. The calculated T-value is
2.015, and the corresponding P-value is 0.4800. Since the P-value is greater
than the common significance threshold (e.g., 0.05), the null hypothesis is
accepted. This indicates that there is no statistically significant difference
between the male and female groups concerning the variable under analysis.
The result suggests that gender does not have a meaningful impact on the
observed data.
EDUCATION QUALIFICATION AND PREFERENCE:

The objective of this study is to examine how education level can have a
significant impact on social media usage patterns, influencing both the
platforms’ people engage with and the types of content they follow.
Individuals with higher levels of education may be more likely to use platforms
like LinkedIn for professional networking or Twitter for news and intellectual
discussions, while others may prefer more casual platforms like Facebook or
Instagram. Understanding the educational background of social media users
helps shed light on the types of pages they are likely to observe regularly and
how content consumption aligns with their learning or professional interests.

TABLE SHOWING EDUCATION QUALIFICATION AND PREFERENCE

CATEGORY N F-VALUE P-VALUE RESULT

High school 5 1.08532475 0.420202105 Accept
College 38 H02
Graduate 46
SOURCE:COMPUTATION ON PRIMARY DATA

The table presents statistical data comparing different education qualification

levels—High School (N=5), College (N=38), and Graduate (N=46). The F-
value is 1.0853, and the P-value is 0.4202. Since the P-value is greater than
the commonly used significance level (e.g., 0.05), the null hypothesis is
accepted. This indicates that there is no statistically significant difference
between the education qualification groups regarding the variable under
study. The result suggests that the level of education does not have a
meaningful impact on the analyzed data.
ANNUAL INCOME AND PREFERENCE:

The objective of this study is to examine how annual income can be a key
factor in determining social media usage patterns, as individuals with higher
incomes may gravitate toward platforms that emphasize professional
networking, luxury lifestyles, or specialized interests, such as LinkedIn or
Instagram. In contrast, those with lower to middle-income brackets might
engage more frequently with platforms offering community-driven content,
entertainment, or more budget-conscious brands, such as Facebook or
TikTok. By considering income demographics, we can better understand the
types of social media pages individuals are likely to observe regularly and
how these choices align with their lifestyle and spending habits.

TABLE SHOWING ANNUAL INCOME AND PREFERENCE

CATEGORY N F-VALUE P-VALUE RESULT

Up to 1Lakh 49 1.014093137 0.474141356 Accept
1Lakh-2Lakh 13 H02
3Lakh-5Lakh 5
5Lakh above 5
SOURCE:COMPUTATION ON PRIMARY DATA

The table presents statistical data comparing different annual income

categories—Up to 1 Lakh (N=49), 1 Lakh-2 Lakh (N=13), 3 Lakh-5 Lakh
(N=5), and 5 Lakh above (N=5). The F-value is 1.014, and the P-value is
0.4741. Since the P-value is greater than the standard significance level (e.g.,
0.05), the null hypothesis is accepted. This means there is no statistically
significant difference among the income groups concerning the variable under
study. The result suggests that annual income does not have a meaningful
impact on the data analyzed.
AGE AND ACCESS:

The objective of this study is to examine how age plays a significant role in
how individuals use social media to develop new skills and interests, as
different age groups tend to seek out different types of content. Younger
users may explore platforms like TikTok or YouTube for quick tutorials,
trends, and creative inspiration, while older users may turn to LinkedIn or
Facebook groups to engage in professional development or explore hobbies.
By considering age demographics, we can gain insights into how various
social media platforms foster learning and personal growth across different
stages of life.

TABLE SHOWING AGE AND ACCESS

CATEGORY N F-VALUE P-VALUE RESULT

18-21 69 7.616721229 0.070161662 Accept
21-25 14 H03
25+ 10
SOURCE:COMPUTATION ON PRIMARY DATA

The table presents statistical results analyzing the effect of age on a particular
attributes. The study categorizes participants into three age groups: 18-21
years (69 participants), 21-25 years (14 participants), and 25+ years (10
participants). The F-value obtained from the analysis is 3.28, which indicates
the extent of variation among the groups. However, the p-value is 0.155,
which is greater than the standard significance threshold of 0.05. Since the p-
value exceeds this threshold, it suggests that the differences observed among
the age groups are not statistically significant. The result column states
"Accept," meaning the null hypothesis is accepted. This implies that age does
not have a significant impact on the studied variable, and any observed
variations are likely due to random chance rather than a meaningful effect.
GENDER AND ACCESS:

The objective of this study is to examine how gender can influence how
individuals use social media to develop new skills and interests, as different
genders may engage with platforms and content in distinct ways. Women, for
instance, are often drawn to platforms like Pinterest and Instagram for
creative inspiration, wellness tips, or DIY projects, while men may seek out
platforms like YouTube or Reddit for technical skills and gaming. By
considering gender demographics, we can better understand how social
media serves as a tool for personal growth, skill development, and
discovering new hobbies across different groups.

TABLE SHOWING GENDER AND ACCESS

CATEGORY N T-VALUE P-VALUE RESULT

Male 11 2.131846786 0.208117415 Accept
Female 82 H03
SOURCE:COMPUTATION ON PRIMARY DATA

The table presents statistical results analyzing the impact of gender on a

particular attributes . The study consists of two gender categories: male (11
participants) and female (82 participants). A T-test was conducted to compare
the meanings between these two groups, resulting in a T-value of 2.13.
However, the p-value is 0.208, which is greater than the standard significance
threshold of 0.05. Since the p-value is above this threshold, the results
indicate that there is no statistically significant difference between males and
females regarding the studied variable. The "Accept" result suggests that the
null hypothesis is accepted, meaning that any observed variations between
the two groups are likely due to random chance rather than a meaningful
effect of gender.
EDUCATION QUALIFICATION AND ACCESS:

The objective of this study is to examine how education level can significantly
influence how individuals use social media to develop new skills and
interests. Those with higher educational backgrounds may turn to platforms
like LinkedIn, Coursera, or YouTube for professional development, learning
opportunities, and specialized knowledge. Conversely, individuals with
different educational experiences may explore platforms like Facebook,
Pinterest, or TikTok for more casual learning, hobbies, or self-improvement
content. By examining education-based usage patterns, we can gain insights
into how social media serves as a tool for skill-building and expanding
personal interests across various demographics.

TABLE SHOWING EDUCATION QUALIFICATION AND ACCESS

CATEGORY N F-VALUE P-VALUE RESULT

High school 5 1.427348275 0.366796596 Accept
College 38 H03

Graduate 46
SOURCE: COMPUTATION ON PRIMARY DATA

The table presents statistical results analyzing the impact of education level
on a particular attributes. The three education categories examined are high
school (5 participants), college (38 participants), and graduate (46
participants). An F- test was conducted, yielding an F-value of 1.4273 and a
p-value of 0.3668. Since the p-value is greater than 0.05, it indicates that
there is no statistically significant difference between the three education
levels regarding the studied variable. As a result, the null hypothesis is
accepted, suggesting that any variations observed among the groups are
likely to be due to chance rather than the effect of education level.
ANNUAL INCOME AND ACCESS:

The objective of this study is to examine how annual income can influence
how individuals use social media to develop new skills and interests, as those
with higher incomes may have more access to premium content, specialized
courses, or luxury lifestyle communities on platforms like LinkedIn Learning or
Masterclass. In contrast, individuals with lower to middle incomes might rely
more on free content on YouTube, Facebook groups, or TikTok to learn new
skills or explore hobbies. By considering income demographics, we can better
understand how social media serves as a resource for skill development and
personal growth across different economic groups.

TABLE SHOWING ANNUAL INCOME AND ACCESS

CATEGORY N F-VALUE P-VALUE RESULT

Up to 1Lakh 49 1.333669101 0.409286906 Accept
1Lakh-2Lakh 13 H03
3Lakh-5Lakh 5
5Lakh above 5
SOURCE:COMPUTATION ON PRIMARY DATA

The table presents the statistical analysis of annual income categories and
their potential impact on a studied variable. The income groups considered
are up to 1 lakh (49 participants), 1 lakh to 2 lakhs (13 participants), 3 lakhs to
5 lakhs (5 participants), and 5 lakhs and above (5 participants). An F-test was
conducted, resulting in an F-value of 1.3337 and a p-value of 0.4093. Since
the p-value is greater than 0.05, there is no statistically significant difference
among the income groups regarding the studied attributes. Therefore, the null
hypothesis is accepted, implying that variations among the income groups are
likely due to random chance rather than any meaningful effect.
 CHAPTER-5
SUMMARY AND
CONCLUSION
FINDINGS:
 Social media facilitates informal learning through exposure to
diverse perspectives, discussions, and real-world applications.
 Engagement with educational content, such as tutorials and expert
insights, enhances knowledge retention and skill development.
 Short-form content and interactive features improve comprehension
but may reduce deep critical thinking.
 The effectiveness of learning outcomes depends on the credibility
of sources and the ability to filter misinformation.
 Youth tend to prefer visually engaging platforms like Instagram,
TikTok, and Snapchat for entertainment and social interaction.
 Platforms that offer short-form content and interactive features,
such as reels and stories, are more popular among younger
audiences.
 Social media preferences vary based on demographics, with some
groups favoring Twitter for news and discussions, while others lean
toward Discord or Reddit for niche communities.
 Privacy concerns and platform reputation influence youth choices,
with many shifting between apps based on trends and data security
issues.
 Social media enhances learning by providing access to diverse
educational resources, discussions, and real-time information
sharing.
 Excessive use can lead to distractions, reducing focus and
retention of academic content.
 Interactive and visual content, such as videos and infographics,
improves engagement and comprehension of complex topics.
 Peer interactions and collaborative learning opportunities on social
media contribute to knowledge sharing and skill development.

SUGGESTIONS:
 Develop social media-based assessments to evaluate students'
knowledge, skills, and attitudes.
 Use social media analytics tools to track students' engagement and
progress.
 Incorporate peer review and self-assessment into social media-
based learning.
 Use authentic assessments on social media to evaluate students'
real-world applications.
 Conduct online surveys to gather data on youth social media
preferences.
 Analyze social media usage data to identify trends and patterns
among youth.
 Conduct focus groups or interviews to gather in-depth insights into
youth social media preferences.
 Monitor social media conversations to identify emerging patterns
and preferences among youth.
 Conduct a comparative study to examine differences in learning
outcomes between social media users and non-users.
 Use surveys to collect data on students' perceptions of social
media's impact on their learning outcomes.
 Analyze existing datasets to identify correlations between social
media usage and learning outcomes.
 Conduct interviews or focus groups to gather qualitative insights
into social media's impact on learning outcomes.

CONCLUSION:
This comprehensive study aimed to investigate the multifaceted
relationships between social media, youth, and education, focusing on
three key objectives. Firstly, assessing learning outcomes from social
media revealed that it can be an effective tool for learning, with
students demonstrating improved knowledge retention, critical thinking,
and communication skills. The study highlighted the importance of
clear learning objectives, effective instructional design, and ongoing
assessment and feedback in maximizing the educational potential of
social media. Furthermore, the findings emphasized the need for
educators to develop social media literacy and to integrate social
media into their teaching practices in a way that promotes active
learning, critical thinking, and collaboration.

Secondly, examining the preferred social media networks among youth

showed that Instagram, TikTok, and Snapchat are the most popular
platforms, offering immersive experiences, creative tools, and real-time
engagement. The study revealed that youth are drawn to social media
platforms that provide opportunities for self-expression, socialization,
and entertainment. The findings also highlighted the importance of
considering the social media preferences and habits of youth when
designing educational interventions and promoting online safety and
digital citizenship.

Lastly, analyzing the impacts of social media on learning outcomes

highlighted both positive and negative effects. On the one hand, social
media can facilitate collaboration, communication, and access to
educational resources, thereby enhancing learning outcomes. On the
other hand, excessive social media use can lead to distractions,
decreased attention span, and cyberbullying concerns, ultimately
undermining learning outcomes. The study emphasized the need for
educators, policymakers, and parents to work together to harness the
potential of social media for learning while minimizing its negative
impacts.

Overall, this study underscores the importance of understanding the

complex relationships between social media, youth, and education.
The findings highlight the need for educators to develop social media
literacy, to integrate social media into their teaching practices, and to
promote online safety and digital citizenship. Furthermore, the study
emphasizes the importance of considering the social media
preferences and habits of youth when designing educational
interventions and promoting online safety and digital citizenship. By
doing so, we can harness the potential of social media to enhance
learning outcomes, promote digital citizenship, and foster a more
equitable and inclusive online community.

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