final upadhyay alok report.pdf

7/23/2019 FINAL UPADHYAY ALOK REPORT.pdf

1/75

1

INTRODUCTION

Meaning of Media

The term media is derived from Medium, which means carrier or mode. Media denotes an item

specifically designed to reach a large audience or viewers. The term was first used with

the advent of newspapers and magazines. However, with the passage of time, the term

broadened by the inventions of radio, TV, cinemas and Internet.

In the world of today, media has become almost as necessary as food and clothing. It is true

that media is playing an outstanding role in strengthening the society. Its duty is to inform,

educate and entertain the people. It helps us to know current situation around the world. The

media has a strong social and cultural impact upon society. Because of its inherent ability to

reach large number of public, it is widely used to convey message to build public opinion and

awareness.

One of major duties of media today is to inform the people about the latest happening around

them and the world. They cover all aspects of our interest like weather, politics, war,

health, science, fashion, music, etc. People can listen, watch and read latest news whenever

and wherever they want. Media is the overseer of the political system. If it plays its role

honestly, it will be a great force in building the nation. The media focuses in bringing details of

all major political situations, decisions and scenarios. Hence people can better understand their

rights and make better decisions. Because of the power of media is so extensive and huge, it

can be used to educate people with very little cost. Imagine a classroom in every city with

thousands of students being taught by just one teacher. But unfortunately, because of money-

making approach of media and lack of interest by government, very less work is done in

spreading the education.


2/75

2

Various authorities and agencies utilize the power of media to spread informative messages to

public. This may include warning against a storm or epidemic, delay in arrival or departure of

flights and trains, etc.

The media has the power of educating people, the good and the bad. Since it affect the eyes, the

ears and the mind simultaneously nothing can overcome the influence of the media. The media

in the advanced society should perform a noble mission of enlightening people and discourage

sectarian, communal and divisive trends.

It has revolutionised the way people communicate today, it has spawned a new generation of

communication for companies to use yes, social media has already made a big impact in less

than five years of its existence.

Whether one looks at the rise and dominance of Facebook or Twitter in Southeast Asia, Chinas

huge online population and its own unique social media landscape, or Japan and its mobile

internet obsessionsocial media is huge in Asia.

Like the West, social media presents a huge opportunity for schools, universities and other

educational organisations to reach out and connect with students and prospective students.

But how can schools and universities go about using social media in a positive way to help both

students and the educational organisations themselves?

The traditional paradigm in which assignments are given out in class, written on paper (or by

PC) and discussed in a classroom is more flexible than ever before. The internet, and social

media, have revolutionised the way that we communicate with our friends, and even those that

we dont knowor dontyetknow.

This same revolution has a hugely positive potential for the education system to help engage

and develop students.


3/75

3

The Singapore Management University example

One notable example comes from Singapore where Professor Michael Netzely, an expatriated

American, teaches at the Singapore Management University. His course, based around internet

communications, leans heavily on social media. However, rather than teaching from books,

Netzley encourages his students to go out and learn by getting their hands dirty on the likes of

Blogger, Word Press, Twitter, Tumbler, Facebook and other social media platforms.

As well as providing an obvious synergy with the subject of online communications, the

approach allows students greater creativity and freedom to develop their communication skills.

The piece de resistance for Netzley and his students is theDigital Media Asia Wikia website

designed, written and created by the students. The wiki is the only one of its kind in Asia where

social media has rapidly developed a huge following.
https://wiki.smu.edu.sg/digitalmediaasia/Main_Pagehttps://wiki.smu.edu.sg/digitalmediaasia/Main_Page


4/75

4

Mainly Media is imparting education in two ways - formal and informal. In formal education ,

it directly imparts syllabus based education through various formats like audio-visual

programmes, printed articles etc., Apart from this, in informal education, it provides lot of

information to the people on various subjects. In the process, Mass Media contributes largely

towards empowerment of education in the society. The Media play pivotal role in promoting

education in India. It is clear and confirmed that our day to day life is influenced by the

Media. Newspaper, Radio, Television, Cinema, Internet etc., have outgrown themselves from

mass communicator to influence our day to day activities and are leaving deep imprint on our

attitude, conduct and ideologies. Media is a prime resource in achieving the goal in socio-

economic and cultural sectors and also for the development of education. Thus, Media is

providing formal and informal education. Many researchers have confirmed the fact that

Media have really helped the people in getting proper education. For the purposes of this

literature, there is a clear focus on the extent to which social media can be transformative in

the way that people relate to one another. The evidence from other forms of influencing and

campaigning is that this is most effectively done primarily through peoples existing social

relationships. (Alinsky, 1971; Freire, 1970) Although all social media play a part in this, there

is a sense in which social networks have become especially powerful. For the purposes of this

review, therefore, there will be an primary focus on the impact of social networks, with

examples and broader case studies brought in from other social media where appropriate.

Media is currently utilized by public health organizations both as a broadcasting platform to

amplify messages from traditional media sources (e.g., radio, television, print media) and asan

entirely new way of collaborating and co-creating content with target audiences. In the latter

approach, organizations have had to adapt their communications strategies to incorporate user

generated content and feedback. The process of engaging users to co-create content, to rate,


5/75

5

rank and comment on communications, more so than the resulting message, is increasingly

perceived to give a heightened authenticity to messages, improving trust in, and building

users relationships with, organizations. Social media, unlike traditional media campai gns,

provides novel opportunities to embed and interject public health messaging into the daily

online conversations of Canadians. In the future, it will also allow public health

communicators to deliver a range of health promotion messages and self-monitoring tools

through mobile applications, an innovation that will potentially increase the reach to those

without computers, and will allow public health messaging to penetrate the day-to-day health

conversations and activities of Canadians. The adoption of social media by leading public

health organizations reflects a widespread sense that these tools are increasingly necessary to

reach demographics who are abandoning traditional broadcast technologies (e.g., telephones,

television) such as students, or a significant portion of the public who are rapidly transforming

the manner in which they interact with experts.

Media technology is a rapidly growing communication phenomenon that digital natives, the

generation of current 18-29 years old have embraced and revolutionized daily interactions.

Social media technology is defined as web-based and mobile applications that allow

individuals and organizations to create, engage, and share new user-generated or existing

content, in digital environment through multi-way communication (Davis, Deil-Amen, Rios-

Aguilar, & Gonzalez Canche, 2011). Emerging social networking sites such as Facebook and

Twitter allow users to create and maintain relationships with family, friends, coworkers, and

organizations. The always connected generation of digital natives expects constant

communication and instantaneous access to information that social media technology offers to

users. Growing up in such a connected world, digital natives expect the same level of


6/75

6

connectedness from business, organizations, and specifically higher education institutions.

Higher education institutions have within the last 5 years embraced social media technology

in order to maintain a relationship with prospective students of the Millennial generation. It is

important to note that social media technology does not replace the significant of the higher

education institutions webpage or printed publication. This emerging marketing strategy

requires research, planning and set goals in order to become a successful in attracting

prospective students.

Media technology is an emerging communication phenomenon that directly affects and has

changed how people communicate with another. Social media technology is defined as web -

based and mobile applications that allow individuals and organizations to create, engage, and

share new user-generated or existing content, in digital environment through multi-way

communication (Davis, Deil-Amen, RiosAguilar, & Gonzalez Canche, 2011).

The purpose of social media technology is to create and maintain a community of

relationships and initiate a two-way conversation between users in a digital environment.

The last decade has revolutionized how users communicate and has created a digital native

generation: for the always connected generation, multi-tasking, handheld devices and

nearly constant communication are normal (Barnes & Lescault, 2011). The millennial

generation or digital natives ages 18-29 years of age, have only known an always

connected world with cell phones, wireless internet, and social networking sites being staple

daily tools to communicate. It is this always connected and constant communication state of

being that has sparked a social media revolution. Social media has only furthered the

millennial generations need for constant communication and interaction via mobile web

devices.


7/75

7

ROLE OF MEDIA IN COLLEGE ADMISSIONS:

Media technology is a complex set of layers; it is not long before changes emerge and transform

once again how users communicate through social media technology. Before researchers and

users fully understand the capabilities of new technology, changes emerge transforming the

communication tool once again: As each application is experienced, other innovative

technologies rapidly emerge, enabling new utilities for users (Davis et al, 2011). Each social

media application allows users to interact and create a dialogue providing the opportunity to

discover and share new information (Solis, 2008 as cited in Davis et al., 2011). The need for

constant communication is fulfilled for the millennial generation through the plethora of social

media technology available to use. Growing up in such a connected world, digital natives expect

the same level of connectedness from businesses, organizations, and specifically, higher

education institutions. Higher education institutions have jumped on the bandwagon and

embraced social media technology in order to stay connected with the millennial generation of

prospective and current students. However, not all uses of social media sites are effective and

higher education institutions must reassess their strategic plan in order to effectively engage

students in a conversation via media sites.

The wiki provides details of the digital media landscape, including statistics, narrated examples,

info graphics, and interviews with local experts, making it a hugely useful resource for any

company involved in the online industry in the continent.

Already, the wiki has received coverage by top media outlets, such as the New York Times, and

prompted the director of social media for Ogilvy Asia to offer a number of Netzleys students

prestigious internships at the companys regionalheadquarters in Hong Kong.


8/75

8

Taking the Singapore Management University example, what are the key benefits of social

media for students and educational organisations?

Competition for the best and the brightest students creates a need for colleges and universities

to have a comprehensive understanding of the college choice process for students. Many

factors are part of a studentsdecision-making process, including proximity to home, majors

offered, costs, financial aid or scholarships offered, selectivity, environment, and parental

influence


9/75

9

Online portfolio

Using social media to give students hands-one experience can be adapted to fit almost any

course. Rather than written assignments, a blog or creative projectsuch as the Digital Media

Asia Wikican be assigned.

An added benefit for students using social media for course work is that, once published online,

it forms the beginning of an online portfolio visible, and marketable, to future employees.

Building an online portfolio or establishing a hobby such as blogging, or social networking,

helps demonstrate skills and understanding, and network with potentially useful contacts for the

future.


10/75

10

Development of core skills

As the internet continues to remain a key communication channel for companies, so candidates

with strong experience and skills within online channels, such as social media, are sought by

employers. The opportunity to blog and develop these communication skills whilst studying

enables students to stand out and develop key skills which make them more attractive to future

employers.

For example, Asian Correspondents ownSaksith Saiyasom but, the driving force behind the

Siam Voicesblog, has used social media and the Internet to become a noted Thai politics

blogger and popular social media figure in the country, despite the fact that he is still an

undergraduate student based in Hamburg, Germany.
http://c/Users/Hybrid/Desktop/Shayoni/Editorial/twitter.com/Saksithhttp://asiancorrespondent.com/author/siamvoices/http://asiancorrespondent.com/author/siamvoices/http://c/Users/Hybrid/Desktop/Shayoni/Editorial/twitter.com/Saksith


11/75

11

Improved communication

It is well known that young people are the most passionate users of social media. Social media

is a key part of the Internet experience for many who have been using Facebook and Twitter for

years. Online media offers a potentially engaging channel for course communication and

engagement.

SMUs Netzley makes strong use of Twitter, tweeting interesting links to his students and

communicating key topics, reminders of deadlines and engaging with his students by using

hash tags.

Equally, a Facebook group or Google+ circle could be used to channel communication and help

engage students with course work and learning topics.


12/75

12

Recruitment

Competition for university places is hot, both amongst students competing to enter their chosen

university and the education organisations themselves fighting for attention to be the

destination of choice for potential students.

Increasingly educational establishments are utilising social media as part of their

communications in the same way that companies have done over the last few years.

Adverts on Facebook, or regular content on Twitter, can be used to share interesting links,

student information and gain the attention of potential students online. Traditional media still

plays a key role in recruiting new students but equally so does social media, and the

opportunity to personalise a message and content compliments traditional means to help raise

visibility.

And the future

That is just a snapshot of some of the ways that social media can be used to develop areas of

the educational system. The future could see even greater integration of social media with

location-based services, more personalised content to mobile devices and greater usage of

tablet PCs these are just three of the tech trends which could positively impact education

amongst an ocean of possibility.


13/75

13

The Different Types of Media


14/75

14

Daily Newspapers

The 1600-plus daily newspapers - "dailies" - in the United States provide an estimated 113

million individuals with their primary source of news every day. Dailies appear in morning

and/or evening editions seven days a week.

Daily newspapers cover national, state, and local education initiatives; elementary and

secondary school education; and other related topics from many different angles - from writing

a profile on a state education leader to covering a local school board meeting.

The better you understand the various ways dailies can cover a story, the more successful you

will be as a spokesperson and the more likely you will be to generate solid media and

community attention to your program. To take full advantage of the print medium, it is

important to identify the right person to contact on any given story and know when and how to

approach him or her.


15/75

15


16/75

16

Newspaper

Deadlines

Morning Papers Evening Papers

Sunday

Papers

General News

4:00 p.m. the day

before publication

5:30 p.m. the day

before publication

12:00 p.m. the day

before publication

Late-Breaking

News

8:00 p.m. the

day of publication

9:00 p.m. the day of

publication

Major Late-

Breaking News

4:00 p.m. the day

of publication

5:30 p.m. the day of

publication

Features

5:00p.m. the Wed.

before publications

(preprinted)


17/75

17

Who to Contact: The editorial board determines and writes the paper's official position on

various issues. Each weekday, these commentaries are found on the editorial page. In major

papers, a special section of the Sunday paper is often devoted entirely to editorial commentary.

Op-ed/opinion page editors determine which opinion editorials will be published in the paper.

Op-eds usually run on the page opposite the editorials. They are approximately 400-800 words

long. Some smaller dailies have one person who serves as both op-ed and editorial page editor.


18/75

18

Weekly Newspapers

Weekly newspapers (or "weeklies") are usually either suburban papers found in close proximity

to large cities or rural papers that provide isolated areas with a link to the nearest town or

county seat. They may be offered for sale at newsstands, by subscription, or distributed free of

charge.

Weeklies primarily focus on events and issues that are directly tied to the communities they

serve. Most weeklies also offer a calendar of area events. Contact the calendar editor about

upcoming community meetings or other events.

Many weeklies are understaffed and have a limited ability to leave the news room to cover

events, so often the reporters will write stories from press releases or interviews.

Who to Contact: Although the larger weeklies may have a reporter assigned to cover education

issues, most assignments are made by the paper's editor or publisher.

Weekly Newspaper Deadlines: Deadlines vary depending on the size of the paper. Most are

two to three days (or more) before publication.


19/75

19

Wire Services

Wire services, such as the Associated Press (AP) or Reuters, are national or international news

organizations that provide print and broadcast media around the country with up-to-the-minute

news. The information is transmitted directly into the news room through telephone lines,

microwave signals, or other electronic means of delivery.

Wire stories, especially those concerning out-of-town news, are frequently picked up and run

verbatim by print and broadcast outlets. Mid-size and smaller news organizations rely heavily

on the wires for coverage outside of their areas. Every large news organization subscribes to at

least one wire service to keep abreast of news and to back up its own operations. For that

reason, it is critical to be included in wire story coverage. In addition to breaking news, wires

also run general news articles, special features on human interest stories, and columns by well-

known reporters. Here are some tips on how wire services work:

Wire service bureaus are typically located in larger cities, but they frequently use "stringers"

(local reporters) to cover news in other areas.

All publicity materials should go to the nearest wire service bureaus and/or their local "stringer."

Associated Press has radio bureaus that transmit stories to stations regionally and nationally.

Many states have radio networks, too. Consult a local media directory to determine the names

of local news services and the issues they cover.

Wire services, like other types of media, work under deadlines. Larger bureaus are staffed 24

hours a day and have continual deadlines. Week-days during regular business hours, however,

are best for reaching reporters who cover specific beats.


20/75

20

Magazines

Magazines generally offer more comprehensive, in-depth coverage of a subject than

newspapers. Consequently, they also demand longer lead-times. Getting covered in a magazine

usually requires advance planning and a proactive media strategy.

Many magazines have editorial calendars, which provide information about special issues or

features planned for the year. To find out what a magazine has planned, request an editorial

calendar from the magazine's advertising department at the beginning of each year.

Become familiar with the regular features that appear in every issue and think about where and

how a story about your community college's efforts to provide a quality education for all

students might fit into their format. The editors are always looking for information that will be

newsworthy when the magazine is published.

Who to Contact: At smaller magazines, the editor-in-chief makes most of the assignment

decisions. Larger magazines usually have different reporters assigned to cover specific beats

(e.g., politics, national news, education, business). Be sure to include in your list of magazines

those local and regional publications most often read by tourists and residents.

Magazine Deadlines:News magazines (Time, Newsweek, etc.) usually have deadlines a week

in advance for weeklies and a month in advance for monthlies. Other magazines (consumer,

fashion, trade, etc.) have longer deadlines, approximately three to six weeks in advance for

weeklies and two to three months in advance for monthlies.


21/75

21

Television

Think "pictures" when you think of television news. Television is different from all other media

in that it demands visual presentation of your message. To succeed in generating TV coverage

for stories related to the Centennial and community colleges at large, you must be able to

differentiate between print and TV stories. For example, the image of parents and teachers

staging a demonstration in a classroom or students working with innovative technology is more

likely to attract a TV crew than "talking heads" announcing the Centennial at a news

conference. Beyond simply identifying which of your events will be appropriate for TV

coverage, try to devise creative ways to enrich the visual aspects of the story you are trying to

tell. Stage visually appealing events and highlight opportunities for television reporters to show

people in action - teachers and students engaged in creative and engaging lessons, students

volunteering in the community or business leaders mentoring students on your campus. To

maximize your use of television, remember that this medium provides a dual route for

conveying your message - through the spoken word and through images. Consider the backdrop

at a news conference. Encourage participants at your events to wear your college t-shirts and

buttons or carry banners or signs to increase visibility and recognition.

Although air time on TV newscasts is limited, local stations usually have at least three

scheduled news broadcasts a day where you can seek coverage - one at noon, another in the late

afternoon or early evening (between 4:00-6:00 p.m.), and a final report around 10:00-11:00

p.m. Generally, noon and late afternoon broadcasts report "lighter" news - special segments and

human interest stories - while the early evening broadcasts serve as the station's primary

newscasts. The late news is usually a final update of the day's events.


22/75

22

Who to Contact: Typically, you will want to deal with the station's assignment editor or news

desk. Larger stations usually have three assignment editors - one for the noon newscasts, one

for both evening newscasts, and a weekend assignment editor. While few stations have a

specialized education reporter, there are generally several correspondents who cover human-

interest and feature news stories.

Television Deadlines: It is best to give TV stations several days to put together an education

story. Do not call during or immediately before a broadcast unless you have major breaking

news. And remember that TV reporters are busiest in the late afternoon before the evening

newscasts. Because the news is constantly changing and television newscasts cover a limited

number of stories in their half-hour or hour time block, you will find that TV assignment

editors are extremely selective. Breaking news often forces TV stations to change their

schedule of news segments at the last minute.


23/75

23

A SPECIAL NOTE ABOUT CABLE TELEVISION

Local cable television stations are an often overlooked but extremely effective means of

reaching large audiences. Include cable TV in your media efforts whenever possible. And

remember, public access stations have a legal obligation to carry a certain amount of locally

originated programming. In addition to their regularly scheduled public affairs and discussion

programs, many local cable operators will provide their facilities to help you produce news and

entertainment programs on topics of community interest.

Because local cable television stations face a highly competitive market, the size of their

audience is typically smaller. Be sure to publicize appearances with fliers, in newsletters, and

by word of mouth.


24/75

24

Tips for Television Interviews

Television news often utilizes interviews. Interviews can take a number of forms. You can be

interviewed on a television program, be part of a call in talk show, or be caught by cameras as

you step outside your office. In any case, the key to successfully getting your point across is to

be prepared. By knowing the issue about which you are being interviewed, concentrating on

two or three points and by refining your responses and having a concise, quotable statement

ready in advance, you can control the process.

There are a few simple rules to follow when being interviewed on television by a reporter.

Anticipate questions that will be asked, and practice brief, succinct responses. If you panic while

on the air, pause to gather your thoughts. If you happen to make an erroneous statement, refute

it immediately, and restate your case.

Where possible, simplify the questions being posed and avoid complicated, confusing

explanations. Do this by concentrating on two or three points about the topic you are

discussing.

Reinforce and repeat your side of the story. If you are stuck for a response, stall for time by

answering a question with a question or ask the interviewer to rephrase the question. A simple,

short answer can throw the interviewer off base.

Be wary of certain deadly questions. Often, they start with such phrases as , "Isn't it true

that...," or, "How do you justify...," or, "So what you're really saying is..." When you hear

reporters frame questions in this way, they may be trying to put quotes in your mouth.


25/75

25

Learn when a reporter is honestly seeking information and when he or she is trying to

bait you. In the former instance, use the opportunity to educate the reporter; in the latter

instance, stay calm and rephrase the question before answering. Some reporters will try to ask a

series of questions at the same time. Don't panic, and don't try to deal with all of the questions

at once.

Focus your answer on the question you wish to address. Often reporters will state an opinion

or value judgment as a self-evident fact, and then ask a question on that "fact." If you answer

entrapping questions, you may give credibility to the charge or premise on which the question

was based. Rephrase the trap question and use it to lead to the points you want to emphasize.

"Off the record" comments can be dangerous.Never say anything to a reporter you do not

want repeated.

When you appear on television, avoid white clothing that can cause a glare and also glasses,

jewellery, and vibrating prints that are distracting.


26/75

26

Radio

The influence of radio broadcasters in the daily lives of Americans is often grossly

underestimated and occasionally altogether overlooked by even the most experienced media

strategists. Radio is often described as the "captive electronic medium" because it reaches

people while they are doing other things - in their cars, on the way to and from work, in their

homes and offices, even while they exercise with a Walkman.

Radio programming offers a variety of formats for communicating to a number of distinct

audiences. The most common radio-station formats and their primary/target audiences are:

All-News: adults, heaviest listening during morning and afternoon rush hours;

All-Talk: adults (over 40), heaviest listening mid-day and evening;

Easy Listening: adults (over 30);

Middle of the Road (MOR): adults (over 30; slightly younger than easy listening);

Classical: adults (usually higher-income bracket);

Country-Western: adults (over 30);

Religious: adults (slightly older than MOR audience);

Black: black adults (age varies depending on format within category);

Top 40 Rock: youth (18-35);

Soul:black youth (teens to mid-30's); and

Urban: young adults (20+), contemporary music.

Each radio station offers regular and special programming combinations.


27/75

27

News programs provide a vehicle for releasing important and breaking news. Radio newscasts

usually air at least twice every hour, allowing your statement to be edited into many sound bites

for repeated use throughout the day.

Regularly scheduled programs (interviews, talkshows, etc.) provide a public platform to discuss

education reform and your community's efforts to achieve education goals in greater length and

detail than in normal radio newscasts - which are generally very brief.

Call-in shows often serve as the modern equivalent of the town meeting. The most common tend

to focus on issues of controversy and community concern. Although call-in programs can be

unpredictable, they are very popular with the general public in large and small markets, and

extremely influential in determining public opinion.

Public service and public affairs programs are regularly or specially scheduled programs that

usually feature a recognizable host.


28/75

28

Media Ranking

Media rankings provide an opportunity to increase the quantity and calibre of your

applications and can help improve school diversity by reaching additional students and

demographic groups

Rankings help maintain and build institutional position and reputation

Why pursue business school rankings?

Media rankings provide an opportunity to increase the quantity and calibre of your applications

and can help improve school diversity by reaching additional students and demographic groups.


29/75

29

Common questions:

Which rankings should we pursue?

How do we keep up with the methodology changes?

How do we manage the time-consuming and labour intensive data collection process?

How do we coordinate survey information from a wide variety of stakeholders (central

university departments, faculty, alumni, students, etc.)

How can we ensure that we meet the tight deadlines?

How do we analyse and promote the results?

How should we communicate the results to the business school community (students, alumni,

and faculty, university and school administrators, corporate sponsors)?

How we can help:

We can advise which rankings to pursue and take the data collection and promotion of rankings

off your plate to reduce the work load on your internal staff. Determine eligibility for each

ranking and which ones to pursue Project management services

Establish timelines to coordinate different facets of data collection to ensure deliverables are

met on time

Notification to students and alumni of rankings eligibility.

Providing media with student and/or alumni contact details.

School surveys (faculty research publications, class demographics).

Promote your rankings results with key stakeholders

Analyse metrics of results to determine key results to promote (% placement in total ranking,

regional result, strength of school, diversity, faculty research)


30/75

30

The Importance Of Media In The Classroom

As teachers, we have a wealth of information from which to choose for our classrooms. We can

now bring history into the classroom through pictures, music, and other visuals to a degree

never before possible. We can communicate with students from other countries, and we can

take classes from teachers we have never met in places we have never been. We can apply the

physics from the classroom to simulations available to us through the Internet, and we can

develop projects across grade levels and campuses. Students are no longer limited by the walls

of a classroom or the knowledge of a single textbook. The world is available to most

classrooms, even when students do not have their own computers. We can bring the media into

the classroom through visuals, sounds, smells, and tastes. Because our brains rely heavily on

stimulus from the outside for learning, this is just one of the reasons that teaching with media is

brain friendly. In addition, we should bring technology to the classroom because:

Technology is not limited by the classroom walls. Technology does not know or care what the

students socioeconomic status may be, and thus helps to level the playing field for these

students. Technology provides an equal opportunity for everyone to learn. Technology is more

in tune with the way our students learn today. Technology is so much a part of the real world

that to limit its use in the classroom is to limit our students ability to compete in the world.


31/75

31

WHY MEDIA IS BRAIN FRIENDLY

Most researchers define brain-compatible learning as learning that occurs Using modalities that

are most comfortable for the learner. For example, most learners are either visual or

kinaesthetic, thus a brain-friendly environment will lean heavily on teaching methods that

include visuals, models, or hands-on activities. In an environment that is positive and friendly

and incorporates high expectations for everyone. In a classroom that utilizes research-based

methods for teaching and learning. In a classroom that provides a variety of opportunities for

learning. In a classroom that is flexible in terms of time, resources, and structures. For

example, if something is not working, the problem is identified, diagnosed, and fixed rather

than just moving on. If students need more time to learn, more time is given rather than sticking

to a fixed timetable, regardless of the quality of the learning. In a classroom where quality is

important and students are given rubrics or matrices that tell them in advance what is expected.

Media and technology in a classroom where standards are used and where students know the

expectations. The students are provided opportunities to review their work in terms of given

standards so that they know at all times where they stand. When specific feedback is given

consistently and frequently. Just saying Good job is not enough.

We are being encouraged to use brain-based strategies in our classrooms; one of the best ways

to do so is through the use of media in the teaching/learning processes. In this chapter, we will

examine several ways that using media enhances the principles of brain-based learning.


32/75

32

THE EFFECT OF MEDIA ON STUDENT MODALITIES

As I have discussed in most of my books, about 98% of all incoming information to the brain

comes through the senses. Add to that the fact that over 87% of the learners in the classroom

prefer to learn by visual and tactile means, and you have a recipe for failure if the primary

methods of teaching are auditory. In Growing Up Digital (1998), Don Tapscott said that this

Net Generation watches much less television than did its parents. The television is not

interactive, and this generation prefers to be active participants in all that they do. Tapscott

cited a 1997 survey by Teenage Research Unlimited, in which 80% of the teenagers polled said

it is in to beonlineright up there with dating and partying.


33/75

33

THE EFFECT OF MEDIA ON MOTIVATION

According to Jensen (1997), interactive abstract learning that includes the use of various media,

such as CD-ROMs, the Internet, distance learning, or virtual reality, utilizes the categorical

memory and requires little intrinsic motivation. Although traditional forms of education receive

the greatest

The Importance of Media in the Class room amount of the education dollars, they require a

great deal of intrinsic motivation to be effective. Students must struggle to make the traditional

type of learning work, since it is outside the context of its meaning. In addition, students from

inner-city poverty learn in contextusually from storiesand to require them to learn all day

in an environment that is not brain friendly for them helps to set them up for failure. Similarly,

English language learners need visual stimulus to help them to process and store the

information that comes from words. They often do not have the language acquisition skills in

English to store a great deal of dialogue in a way that can be easily retrieved when needed.

Semantic information (i.e., words, facts, and names) is stored in the semantic memory

systemthe least effective of the memory systems of the brain. In order to have meaning to the

learner in terms of retrieval, semantic information must have a connector. Try memorizing a

long list of words and you will see what I mean. The brain was not created for memorizing

meaningless information. If you try to memorize a long list of words, you will probably find

yourself devising a plan to help you, such as creating acronyms or developing a story around

the words to help you memorize them. You are giving the words a context or connection to

help you remember. Contextual learning is stored in the episodic memory system, which is

much better at remembering. Remember, the next time you require students to learn a list of

items, that the more context you can provide, the stronger the recall. Using media in the form of

auditory or visual stimulus can help you do this


34/75

34

THE EFFECT OF MEDIA ON BEHAVIOR MANAGEMENT

If you have read What Every Teacher Should Know About Classroom Management and

Discipline (Tileston, 2004a), you know that most of the discipline problems in the classroom

are caused by such factors as boredom, not understanding there evince of the information, and

incorrect modalities for learning. You also know that over 87% of the students in any given

classroom are visual learners. Students who enter our classrooms have been a part of a

multimedia world since birth. Students today were able to insert videos or DVDs of childrens

programs into the appropriate devices for viewing from the time that they were three years old.

If they want to know something, they search the Internet. It should not be surprising to us that

these same students have difficulty sitting all day in classrooms that rely on low technology,

such as overheads, whiteboards, lectures, and note taking, as the major sources of information

gathering. For the majority of students, who are visual, just hearing the information is not

enough; they need to see it and to experience it. We lament the fact that students do so poorly

in mathematics and yet we teach this subject primarily by lecture and homework (i.e., drill and

practice). If we can find ways to help these students see how the math works and how it is

applied to the real world, we are more likely to have better math students. Media can help us

get there quickly.


35/75

35

THE EFFECT OF MEDIA ON REACHING HIGHER LEVELS OF THOUGHT

There are so many great Websites that encourage and teach higher-level thinking that we do an

injustice to our students if we do not lead them there. Using media is the key to moving

students to higher-level thinking. Our students are already familiar with using the Internet and

many of the software programs required to reach such higher-level thinking skills as creativity,

problem solving, comparison and contrast, and evaluation. We need to lead them to the best of

the best in term of media and to provide feedback as they work. Real world applications, such

as the physics software that explores how to design amusement park rides utilizing g-forces

without damaging the body, are exciting and fun, but they also lead students into problem

solving and decision making. In a study by Harold Wenglinsky (1998) on the impact of media

on learning mathematics among fourth and eighth graders, it was concluded that when

computers are used to perform tasks applying higher-order concepts and when teachers are

proficient in directing students toward productive uses, computers are associated with

significant learning gains.


36/75

36

THE EFFECT OF MEDIA ON REAL-WORLD APPLICATIONS

We know that motivation to learn and to complete tasks is directly related to the students

perception of the relevance of the learning. All learning seems to begin in the self-system of the

brain. This is the system that decides whether or not to engage in the learning. If the task is

judged important, if the probability of success is high, and a positive affect is generated or

associated with the task, the individual will be motivated to engage in the new task (Marzano,

Pickering, & Pollock, 2001). In What Every Teacher Should Know About Learning, Memory,

and the Brain (Tileston, 2004c), I note that one critical question asked by the brain in

determining to what to pay attention to is whether the information is important: Information can

be important to the teacher and to the students, but unless the student believes the information

is important, the self-system will not view it as important. As teachers, we must not only let our

students know the importance of the learning but also how it will be important to our students

personally. Marzano, Pickering, and Pollock (2001) explain it this way, What an individual

considers to be important is probably a function of the extent to which it meets one of two

conditions: it is perceived as instrumental in the attainment of a personal goal. In working with

students from poverty or from the inner city, this is an especially important aspect of the

learning. Probably telling these students that the learning is important because they will need it

for college is not going to provide motivation to learn. While teachers can and do provide real-

world applications to the learning in other ways, the use of media is a great tool to lead students

to real-world examples.


37/75

37

Literature Review

The ubiquity of media is no more apparent than at the university. Media are increasingly visible

in higher education settings as instructors look to technology to mediate and enhance their

instruction as well as promote active learning for students. Many scholars argue for the

purposeful integration of social media as an educational tool. Empirical evidence, however, has

lagged in supporting the claim. Most of the existing research on the utility and effectiveness of

social media in the higher education class is limited to self-reported data (e.g., surveys,

questionnaires) and content analyses. This paper summarizes the scholarly writings as well as

reviews the findings of empirical investigations. Some limitations are discussed, and future

areas of research are proposed.

The purpose of this study was to gain a better understanding of how current internet-based

resources are affecting the college choice process. An explanatory mixed methods design was

used, and the study involved collecting qualitative data after a quantitative phase to explain the

quantitative data in greater depth. An additional study was completed two years later, which

allowed for additional comparison between the two studies. Data were collected via surveys of

students at Lucknow.

Irvine to identify the types of internet-based resources being used by students to investigate

colleges and the impact of each on college choice. Frequency, t-test, and ANOVA tests

revealed students used college search websites less in 2011 than in 2009 and use social media

website more in 2011 than in 2009. The second, qualitative phase of the study was conducted

with students selected because of their answers in the quantitative phase. In this explanatory

follow-up, the qualitative data was sought to explain the quantitative data by providing

additional detail about the student experience of choosing a college.


38/75

38

The results of both the quantitative and qualitative phase were integrated and interpreted to

complete the findings. Implications and future research possibilities are presented.

Understanding how students choose a college is critical for colleges and universities. Students

are the lifeblood of colleges and universities, and student characteristics often define the

distinctiveness of individual campuses (Kinzie et al., 2004, p. 4). Competition for students is

continually increasing, with close to 50% of prospective students applying to five or more

colleges. Additionally, students of high academic ability are more likely to attend selective

institutions as well as out-of state institutions

Social media networking is not just for marketing and product placement it can also champion a

cause, raise awareness of health issues and help educate patients and health care consumers with

accurate and trustworthy information. As described above it also allows health care professionals

and organizations to connect and engage with the community and their colleagues to further their

education. As you are all aware, CME is an on-going requirement of our profession and one of

the roles of professional associations, such as the IFCC, is to promote and design education and

training activities for their members. Traditionally this has involved meetings, seminars,

conferences etc. the main feature of which is that it is education which is generally offered in the

larger cities and in a face to face format and thus is of not much use to our rural, regional and

developing world colleagues due to cost and access. One of the advantages of the internet in

education is that it has allowed us to provide education in an interesting format, where and

when members want or need it and because of this we have seen online education increase from

9% of CME in 2008 to a predicted 50% of CME used by 2016 (9), although that figure is

expected to be much higher primarily due to the exponential expansion in the use of e.g. smart

phones described in the statistics from the Gary Levin blog.


39/75

39

ADVANTAGES OF MEDIA IN EDUCATION

Traditional lecture formats are lectures which involve transmission of content based on

vocabulary and images with, generally, the objective being the passing of standardized tests

thus assuring a minimum critical level of information (i.e. that required to pass the test) before

progression. Thus traditional lecture formats are very similar to Web 1.0 in that it is oneway and

obviates the need for emphasis and clarification as there are generally time constraints on

delivery and/or there is no formal feedback mechanism. Web 2.0 as described above is two way

process and thus a social network can facilitate learning by allowing for prolonged interaction

between the provider of the education and the recipient of the education which has the effect of

reinforcing the information provided before the recipient progresses. For example a blog can be

useful to communicate general aspects on a subject, to deliver supplemental content, and to share

interesting or currently relevant material. A blog can also be used to address specific questions

posed by subscribers in a more expansive manner. Thus, social networking can encourage

consultation patterns within a social network so as to reinforce and cement ideas within the

learning group subscribed whether that is students or members of a vocational or professional

group.


40/75

40

Research has been conducted on how students choose colleges from a variety of perspectives.

Previous studies have focused on what students want from a college website (Christiansen,

Davidson, Roper, Sprinkles, & Thomas, 2003), how students use institutional websites to

inform their choice, the differences between the search and choice stages of the college

selection process, and how historically-under-represented students use a variety of information

sources available to them.

The present report addresses media education-related research conducted in Finland in recent

years: what has been studied and where, what kinds of methods have been used and how much

research has been carried out. This report is based on a literature review on media education-

related academic theses and peer-reviewed articles, mostly published electronically and dating

from 2007 to 2012. The literature review has been produced as a joint project of Foundation for

Cultural Policy Research Cup ore and Finnish Centre for Media Education and Audio visual

Media MEKU. The review was produced as a part of a follow-up project for promoting

national media education (20122013).

No systematic literature review, in the proper sense of the term, on Finnish research related to

media education has been carried out before.. National Development Needs. The sources on

which the review is based have not been limited to academic research, but different kinds of

articles and other types of texts on media education written from a popular perspective have

been included as well. Moreover, the review does not elaborate on themes such as topics of

articles or perspectives on media education. In addition to review, Finnish media education

research has been archived on the website of The Society of Media Education commission. On

the website of the Society of Media Education, publications have been classified by publication

type and subject area.


41/75

41

The present report addresses media education-related research conducted in recent years: what

has been studied and where, how much research has been conducted and what kinds of methods

have been used.. No systematic literature review on media education-related research published

in Finland has been undertaken before. Media education as a research area is quintessentially

inter- and multidisciplinary, and, thus, many different types of research on media and education

can be classified as media education-related research. The subject of media education research

has often been approached from the perspective of what can be called division into tribes,

each tribe representing different research perspectives and emphases. In addition,

conceptualizations of media and education, i.e. how the concepts media and education are

understood in relation to media education and to media education-related research, influence

the way in which the scope of media education research is defined. In this study, an extensive

definition of media education as an interdisciplinary research area is adopted, encompassing

research conducted within disciplines as diverse as social sciences, humanities and the arts.

The data for the literature review on media education-related research was collected from

research and article databases of universities and other institutions of higher learning. The

majority of the literature searches were performed during the autumn of 2012. After defining

the scope of the review, a total of 52 electronic and print dissertations, 80 electronic masters

theses from universities, 3 licentiates theses, 3 masters level theses from universities of

applied sciences, as well as 18 electronically-available refereed academic articles related to

media education were selected for analysis. The data were classified using quantitative and

qualitative methods. The results indicate that, overall, more media education-related research is

being conducted than was originally estimated, in particular when taking into account academic

theses. However, a closer examination reveals that there has been very little empirical research

on media education an such. Overall, the media education-related research publications

examined here were classified.


42/75

42

According to the central research themes into three main categories research that focuses on

media education in itself, research that addresses media. Media culture or media cultural

phenomena and issues from the perspective of development, education and research examining

the educational use of information and communication technology. Only about one-fifth of the

publications addressed media education in itself. In addition, research focusing on media,

media culture or media cultural phenomena and issues was organised according to recurring

research themes

According to Jensen (1997), interactive abstract learning that includes the use of various media,

such as CD-ROMs, the Internet, distance learning, or virtual reality, utilizes the categorical

memory and requires little intrinsic motivation. Although traditional forms of education receive

the greatest. The Importance of Media in the Class room amount of the education dollars, they

require a great deal of intrinsic motivation to be effective. Students must struggle to make the

traditional type of learning work, since it is outside the context of its meaning. In addition,

students from inner-city poverty learn in contextusually from storiesand to require them to

learn all day in an environment that is not brain friendly for them helps to set them up for

failure. Similarly, English language learners need visual stimulus to help them to process and

store the information that comes from words. They often do not have the language acquisition

skills in English to store a great deal of dialogue in a way that can be easily retrieved when

needed. Semantic information (i.e., words, facts, and names) is stored in the semantic memory

systemthe least effective of the memory systems of the brain. In order to have meaning to the

learner in terms of retrieval, semantic information must have a connector. Try memorizing a

long list of words and you will see what I mean. The brain was not created for memorizing

meaningless information. If you try to memorize a long list of words, you will probably find

yourself devising a plan to


43/75

43

Help you, such as creating acronyms or developing a story around the words to help you

memorize them. You are giving the words a context or connection to help you remember.

Contextual learning is stored in the episodic memory system, which is much better at

remembering. Remember, the next time you require students to learn a list of items, that the

more context you can provide, the stronger the recall. Using media in the form of auditory or

visual stimulus can help you do this.

Media is becoming a powerful addition to the health communicators toolkit. Social media is

currently utilized both as broadcasting platform to amplify messages from traditional media

sources (e.g., radio, television, print media) to demographics who are abandoning traditional

broadcast technologies (e.g., telephones, television) and as an entirely new way of

collaborating and co-creating content with target audiences. There is a general belief that the

participatory web, or social media, is rapidly transforming how the public relates to medical

professions and how average citizens seek out and consume medical information (10,16,38).

Leading public health organizations are driven to integrate social media tools into their

communication strategies because of this profound shift in citizens communication behaviours

and new expectations about the degree of openness, transparency and responsiveness of the

communication environment. In addition, many health agencies are following the lead of

corporations and political parties in adopting the comparatively inexpensive range of

infoveillance and dissemination tools in order to monitor, in real-time, health conversations and

to interject their agencys viewpoint in situ and then capitalizing on social medias ability to

leverage social networks for word of mouth advertising. Agencies are also taking advantage

of user-generated feedback and commentary to 24 improve message visibility and a variety of

paid-media tools to spread messages virally through entire platforms of users, potentially

reaching millions of viewers in a relatively short period of time.


44/75

44

Although there is a great deal of interest in social media as a tool of public health

communication, the research evaluating the impact of social media campaigns for public health

is still in its infancy. There are few peer-reviewed studies testing the utility of social media

interventions for desired outcomes (e.g., increased issue-awareness, changes in the publics

health competency, or adoption of desired behaviours), and where there were evaluative

components in original research studies, the results were often confounded by a failure to

isolate the intervention from other communication strategies. It is also unclear how the results

of individual studies could or should be generalized from one health issue to a broader public

health context. Does social media work well for particular outcome categories such as

improved literacy and awareness but not for necessarily for behavioural change? The literature

also provides only limited insight into whether the utility of social media applications varies

among distinct public health objectives: for example, are there differences in the way social

media influence public opinion and action during epidemics as opposed to a long-running

campaign for chronic disease prevention?

There is some evidence that social media tactics can have a positive impact on the reach of

public health messages effectively increasing public awareness, increase knowledge and skill,

and change behaviours. For instance, behavioural-change studies clearly demonstrate the

importance of social connections to support behavioural-change (71). Studies of internet

interventions also show that online networks facilitate the creation and maintenance of such

supportive social connections and facilitate patient activation and empowerment through more

direct participation in managing health issues (71,73). Thus it is highly likely that health-

focused social media communications and information-exchange could have a significant

impact on behaviour relevant to public health, but as yet we have no proof of principle.


45/75

45

CONCEPTUAL FRAMEWORK

A conceptual framework indicates how the researcher views the concept involved in a study,

especially relationships between concepts (Veal, Business research methods, 2005) . The study

is based on impact of s Role of Media ranking for students choice of institution for

management education.

Conceptual Framework

Independent variables Dependent Variable

Factors/Dimensions

Media Ranking

News paper

Information

Media

Internet


46/75

46

Collection Of Constructs

Dimensions/Factors

Researcher has been fund the 4 in dependable factors and one -dependable factor in his

questionnaire which is based on the topic of Role of Media ranking for students choice of

institution for management education. These factors are as follows:-Researcher have make 5

groups of three - three similar questions and made their name to every group on the behaviour

of their questions nature.


47/75

47

Research Items

In this research, there are five variables which are directly related to the topic. Two sections are

categorized in the questionnaire. The descriptive part of the research and is the main part of the

research. It includes all the questions of dependent variable and independent variables. The

items are as follows-

1. Mostly students take help for admission through internet.

2. Internet is more effective than all the media.

3. Help of broadcast media in MBA admission.

4. Internet help for searching related information for admission.

5. Newspaper helps to update information about admission.

6. We are getting update from television about admission information.

7. We are listen educational advertisement on radio.

8. We read newspaper regularly (educational section).

9. In media, education section is most appealing to you.

10. Internet most effective electronic media according to the students.

11. Radio enhances the knowledge about the colleges.

12. Newspaper provides a lot of data about the various educational institutes.

13. Magazine has huge information about the best colleges.

14. All kind of media is necessary for providing information about admission in best colleges.


48/75

48

Generation Of Questionnaire

All indicators are measured on a 5-point Likert-scale, with 1 indicates the strongly disagree,

2 indicates the disagree, 3 indicates the neutral, 4 indicates the agree, 5 indicates the

strongly agree. Lewis (1993) criticized the use of a seven- point Likert scale for its lack of

verbal labeling for points two to six which may cause respondents to overuse the extreme ends

of the scale. Babakus and Mangold (1992) suggested that five-point Likert would reduce the

frustration level of respondents and increase response rate and quality. So, the researcher

uses the 5-point Likert scale. And as per Cooper (2006), Likert scale is the most frequently

used variation of the summated rating scale and it is also simple to construct and likely to

produce a high reliable scale

Reliability test

Scale: ALL VARIABLES

N %

Cases

Valid

109 100.0

Excluded 0 .0

Total 109 100.0

a. List wise deletion based on all variables in the procedure.


49/75

49

Reliability Statistics

Cronbach's Alpha N of Items

.614 17

The value of Cronbachs alpha has come .614. It displays that the reliability of my

questionnaire is much better. It should be more up to .6 or .9. The study can be done on my

questionnaire. Alpha value of my questionnaire is .614 so I am further ready for doing the

research.

Scale Development

The researcher has used Likert scale. A likert scale is a psychometric scale commonly involved

in research that employs questionnaires. It is the most widely used approach to scaling

responses in survey research such that the term is often uses interchangeably with rating scale

or more accurately the likert type scale even though the two are not synonymous.


50/75

50

Collection Of Constructs

Dimensions/Factors

1. Internet

2. Media

3. Newspapers

4. Information

5.

College


51/75

51

Objectives

1.

In what ways does the information gathered from interviews with students. regarding use of

internet or newspaper or magazine.

2.

How did students get information about colleges to help them with their Choice process.

3.

How did different types of media ranking impact the college choice process

4.

How did students describe the primary factors that influenced their college choice?


52/75

52

RESEARCH METHODOLOGY

This chapter explains about the research methodology. It includes research methods used, target

population, sample design and procedure. The research instrument, scale construction, data

collection procedures, reliability test and statistical treatments of data will also be explained in

detail in this chapter. While framing the questionnaire, Researcher tried to list a series of

question, which could elicit the needed information for proposed study. Questions, which were

of no particular value for the study objectives, were not included. I also tried to keep in mind

the respondents understanding capacity, ability to recall the information and his experience

limits. I didnt include those Questions in the questionnaire, which could have raised

misconception and promoted non-cooperation on their part. However in the questionnaire I

used simple words, which were easy to understand, and beyond any doubt. In the same way

ambiguous questions were not included and questions were arranged in a logical order. Raw

data allows the researcher to see the real scenario and then take a decision as per the data

obtained. There are several implications in this statement:

Researcher examine the available information in the form of data to make a decision

Researcher can even get a clear picture of the scenario or potential of as compared to other

studies in the world.

The information can only be gathered by data collection and then analysing the available data.


53/75

53

Therefore, it can be said that the data collection is an important part of the research.

The projected objectives were considered and as per the requirement a market survey was done.


54/75

54

Research Methods Used

The objective of this study is to study the determinants of green products adoption by the

consumers in Utter Pradesh. Descriptive research will be used to describe the characteristics of

the population. The researcher used quantitative survey as the major method to find out the

determinants of green products or consumers intention towards green products in Utter

Pradesh. Quantitative surveys are designed to fit a questionnaire schedule. This is the most

commonly used technique in research.

RESEARCH INSTRUMENTS: A research instrument is what you use to collect the

information in a qualitative field study or observation. It helps you keep track of what you

observe and how to report it. It must be both valid and precise.

Questionnaire is the most common instrument or tool of research for obtaining the data beyond

the physical reach of the observer which, for ex. May be send to individuals who are thousands

of miles away or just around the corner.

Target Population: - According to Keller (2009, p.5), A population is the group of all

items of interest to a statistics practitioner.

According to McDaniel (2001) target population is a total group of people from whom the

researcher may obtain information to meet the research objectives.

The research aims to find the Role of Media ranking for students choice of institution for

management education in Lucknow. So, the target population is the graduate people of

Lucknow.


55/75

55

RESEARCH DESIGN:

A Research design is a plan of action to be carried out in connection with a research project. It

is the conceptual structure within which research is conducted and it constitutes the blue print

for the collection, measurement and analysis of data. It is the specification of methods and

procedures for acquiring the information needed for solving the problem. Decisions regarding

what, where, when, how much, by what means concerning an inquiry or a research study

constitute a research design.

RESEARCH DESIGN: Descriptive research design.

Descriptive Research Design: Descriptive research design is used to describe

characteristics of a population or phenomenon being studied. It does not answer question about

how/when/why the characteristics occurred.

SAMPLE DESIGN

The study was conducted as Descriptive sampling survey method to collect primary and

secondary data.

SAMPLE TECHNIQUE: Random


56/75

56

SAMPLING TECHNIQUES: The sampling technique used here is questionnaire.

A questionnaire is a research instrument consisting of a series of questions and other prompts

for the purpose of gathering information from respondents. Although they are often designed

for statistical analysis of the responses, this is not always the case. The questionnaire was

invented by Galton. Questionnaires have advantages over some other types of surveys in that

they are cheap, do not require as much effort from the questioner as verbal or telephone

surveys, and often have standardized answers that make it simple to compile data. However,

such standardized answers may frustrate users.

Questionnaires are also sharply limited by the fact that respondents must be able to read the

questions and respond to them. Thus, for some demographic groups conducting a survey by

questionnaire may not be practical.

Random Sampling: A random sampling technique was used to collect data from the

respondents. A random sample is a sample selected from a population in such a way that every

member of the population has a equal chance of being selected and the selection of any

individual does not influence the selection of any other.

SAMPLE UNIT: A single section selected to research and gather statistics of the whole. For

example, when studying a group of college students, a single student could be a sampling unit.

SAMPLE SIZE: 110 respondents


57/75

57

Sample Size: Sample size denotes the number of elements selected for the study. For the

present study, 110 respondents were selected at random.

A sample is a set drawn from the population (Keller, 2009, p.5). As the non-probability

sampling is applied, there is no specific method in determining sample size. But, it is not

practical to collect data from the entire target population, so the researcher uses a sample

instead (Field, 2005, p.35). A minimum sample size of 100 to 200 is often recommended

(Comrey, 1973, 1978; Gorsuch, 1983; Gulford, 1954, Hair et al., 1979; Lindeman et al., 1980;

Loo, 1983). The recommendation for a minimum sample size of 100 to 200 observations is

probably based on the argument that a correlation coefficient becomes an adequate estimator

of the population correlation coefficient when sample sizes reach this level (Cited in

Guadgnoli and Velicer, 1988, p. 265).

SAMPLE AREA: Lucknow

SAMPLING PLAN: A sampling plan is a blueprint for how a sampling event or program will

be executed. It should provide all the detail needed to ensure that representative samples are

collected, handled, analysed, and reported in a manner that meets the needs and objectives of

the sampler. Implementing a clearly defined and consistently employed sampling protocol

reduces the chance that the sampling process will be a source of error.

Inappropriate or inconsistent sampling techniques or procedures have an impact on the

accuracy and precision of analytical results. Accuracy is a measure of how closely testing

results reflects the actual sampled.

Precision is a measure of the variability of data associated with a specific sludge quality

parameter. Inaccurate or imprecise analytical data may falsely indicate compliance or violation

of regulatory requirements and result in flawed decision


58/75

58

Collection Of Data

SOURCES OF DATA:

1. Primary Source of Data

Primary data are those collected by the investigator himself for the first time and thus they are

original in character, they are collected for a particular purpose. A well structured questionnaire

was personally administrated to the selected sample to collect the primary data.

2.

Secondary Source of Data

Secondary data are those, which have already been collected by some other persons for their

purpose and published. Secondary data are usually in the shape of finished products. External

Data, was generated from magazines, research books and internet.

Primary Source: In this research, the researcher collected primary data through

questionnaire survey to achieve the specific objectives the researcher collected the data by

distributing hard copy questionnaires and soft copy questionnaire.

Secondary Source: N/A


59/75

59

DATA ANALYSIS AND INTERPRETATION

Presentation of data and critical discussion of results

125 copies of hard copy questionnaires were distributed but 110 were valid to use. Reliability

tests of the questionnaire were also conducted to test the consistency of the questionnaire. The

collected data was then analyzed using SPSS and hypotheses were tested on the basis of

Pearsons Coefficient Correlation. Chapter five discusses about the analysis and results of the

collected data in detail. All the collected data are analyzed and the results are evaluated in this

chapter.

CORRELATIONS

VARIABLES=MEAN1 MEAN2 MEAN3 MEAN4

PRINT=TWOTAIL NOSIG

MISSING=PAIRWISE.


60/75

60

Correlations

INT MDIA NSPR INFO

INT 1

MDIA -.146 1

NSPR .109 .229* 1

INFO .056 .229* -.071 1

*. Correlation is significant at the 0.05 level (2-tailed).

Interpretation

According to the Pearsons correlation table we can easily understand that factor no1 is has

negative correlation with other factor no1 and factor no2 has negative correlation (-0.146) with

factor no1 and factor no3 that is CA&C has positive correlation with factor 1 and 2, factor 4 is

positive correlation with factor 1 positively correlation with factor 2 negative correlation with

factor 3

REGRESSION

MISSING LISTWISE

STATISTICS COEFF OUTS R ANOVA

CRITERIA=PIN (.05) POUT (.10)

NOORIGIN

DEPENDENT MEAN5

METHOD=ENTER MEAN1 MEAN2 MEAN3 MEAN4


61/75

61

Regression

Variables Entered/Removed

Mode

1

Variables

Entered

Variables Removed Method

1

MEAN4,

MEAN1,

MEAN3,

MEAN2b

. Enter

a. Dependent Variable: MEAN5

b. All requested variables entered.


62/75

62

Model Summary

Mode

1

R R Square Adjusted R Square Std. Error of the

Estimate

1

.172a .030 -.008 .7525

a. Predictors: (Constant), MEAN4, MEAN3, MEAN1, MEAN2

ANOVAa

Model Sum of Squares Df Mean Square F Sig.

1

Regression 1.795 4 .449 .792 .533

Residual 58.899 104 .566

Total 60.693 108

a. Dependent Variable: a1

b. Predictors: (Constant), MEAN4, MEAN3, MEAN1, MEAN2


63/75

63

Role of Media ranking for students choice of institution for management education=

- 0 .101* Internet - 0.087 * Media + 0.065*consumers News Paper + 0.140 *imp

Information -0.72*internet and Collages.

Interpretation

The dependent variable that is Role of Media ranking for students choice of institution for

management education is directly related with constant value (3.742) and negatively (.101)

related with independent variable that is INT, negatively (0.87) related with independent variable

that is Media, positively (0.065) related with independent variable News Paper, negatively (-

.072) related with independent variable Information,

Coefficientsa

Model Unstandardized Coefficients Standardized Coefficients t Sig.

B Std. Error Beta

(Constant) 3.742 .486 7.707 .000

MEAN1 -.101 .091 -.109 -1.100 .274

MEAN2 -.087 .091 -.100 -.955 .342

MEAN3 .065 .091 .072 .711 .478

MEAN4 -.072 .098 -.075 -.740 .461

a.

Dependent Variable: a1

Role Of Media Ranking In Education = 3.742- 0 .101* Internet -0.87* Media +0.065*

News Paper - 0.072* Information


64/75

64

Descriptive (demographics)

Descriptive Statistics

N Minimu

m

Maximu

m

Mean Std. Deviation

Gender 110 1 2 1.43 .497

Age 110 1 2 1.12 .326

Living 110 1 2 1.76 .429

Father occupation 110 2 3 2.12 .326

Family income 110 1 4 1.42 .917


65/75

65

ANOVA FOR GENDER

ONE-WAY ANOVA

ANOVA

Sum of Squares Df Mean Square F Sig.

MEAN1

Between Groups .719 1 .719 1.085 .300

Within Groups 70.922 107 .663

MEAN2

Between Groups .704 1 .704 .938 .335


MEAN3

Between Groups .137 1 .137 .195 .660


MEAN4

Between Groups .457 1 .457 .763 .384


Interpretation

According to the table significant value is less than 0.5 of factor (INT,MDIA,INFO) with gender

that mean hypothesis Ho is accepted. And significant value is greater than .5 it shows that

hypothesis Ho is rejected or we can say that hypothesis H1 is accepted Between NSPR and

gender.


66/75

66

Anova Of Age Range

ANOVA

Sum of Squares df Mean Square F Sig.

MEAN1

Between Groups .691 4 .173 .253 .907


MEAN2

Between Groups 4.410 4 1.102 1.497 .208


MEAN3

Between Groups 3.891 4 .973 1.422 .232


MEAN4

Between Groups 1.769 4 .442 .733 .571


Interpretation

According to the table significant value is less than 0.5 of factors (MDIA,NSPR) with age group

that mean hypothesis Ho is accepted. And significant value is greater than .5 it shows that

hypothesis Ho is rejected or we can say that hypothesis H1 is accepted between factors

(INT,INFO) and age.


67/75

67

Anova Of Belonging Area

Interpretation

According to the table significant value is less than 0.5 of factors (INT, INFO) with living that

mean hypothesis Ho is accepted. And significant value is greater than .5 it shows that hypothesis

Ho is rejected or we can say that hypothesis H1 is accepted between factors (MDIA,NSPR) and

living.

ANOVA

Sum of Squares df Mean Square F Sig.

MEAN1

Between Groups .533 1 .533 .802 .372


MEAN2

Between Groups .053 1 .053 .070 .791


MEAN3

Between Groups .005 1 .005 .008 .930


MEAN4

Between Groups .302 1 .302 .503 .480



68/75

68

Anova Of Father Occupation

Interpretation

According to the table significant value is less than 0.5 of factors (MDIA And INFO) with

education that mean hypothesis Ho is accepted. And significant value is greater than .5 it shows

that hypothesis Ho is rejected or we can say that hypothesis H1 is accepted between factors (INT

And NSPR) and education.

ANOVA

Sum of Squares Df Mean Square F Sig.

MEAN1

Between Groups .488 4 .122 .178 .949


MEAN2

Between Groups 2.717 4 .679 .903 .465


MEAN3

Between Groups 1.793 4 .448 .637 .638


MEAN4

Between Groups 2.670 4 .668 1.123 .350



69/75

69

Anova Of Family Income

.

Interpretation

According to the table significant value is less than 0.5 of factors (MDIA) with living that mean

hypothesis Ho is accepted. And significant value is greater than .5 it shows that hypothesis Ho is

rejected or we can say that hypothesis H1 is accepted between factors (INTR, NSPR

final upadhyay alok report.pdf

Documents