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 moneymaking approach of media and lack of interest by government, very less work is done in
spreading the education.
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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 obsession social 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 dont yet know.
This same revolution has a hugely positive potential for the education system to help engage
and develop students.
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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 the Digital Media Asia Wiki a 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.

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 socioeconomic 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,

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 campaigns,
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, RiosAguilar, & 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

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 webbased 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.

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 regional headquarters in Hong Kong.

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 students decision-making process, including proximity to home, majors
offered, costs, financial aid or scholarships offered, selectivity, environment, and parental
influence

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 project such as the Digital Media
Asia Wiki can 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.

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 own Saksith Saiyasom but, the driving force behind the
Siam Voices blog, 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.

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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.

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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.

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The Different Types of Media

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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.

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15

Newspaper

Sunday
Morning Papers

Evening Papers

Deadlines

Papers

4:00 p.m. the day 5:30

p.m.

the

day

General News

12:00 p.m. the day

before publication

before publication
before publication

Late-Breaking

8:00

News

day of publication

Major

p.m.

the 9:00 p.m. the day of

publication

Late- 4:00 p.m. the day 5:30 p.m. the day of

Breaking News

of publication

publication

5:00p.m. the Wed.

Features

before publications
(preprinted)

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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.

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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.

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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 wellknown 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.

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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.

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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.

21

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 humaninterest 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.

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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.

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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.

24

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.

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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.

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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.

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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.

28

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.
ranking

and

which

ones

to

pursue

Determine eligibility for each

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)

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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.

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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.

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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 be onlineright up there with dating and partying.

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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
33

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.

34

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.

35

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 realworld applications to the learning in other ways, the use of media is a great tool to lead students
to real-world examples.

36

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.

37

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.

38

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.

39

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 educationrelated 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.

40

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.
41

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

42

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.
43

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 healthfocused 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.

44

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
Internet

Media
Media Ranking
News paper

Information

45

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.

46

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 follows1. 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.

47

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

109

100.0

Excluded

.0

Total

109

100.0

Valid
Cases

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

48

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.

49

Collection Of Constructs
Dimensions/Factors
1. Internet
2. Media
3. Newspapers
4. Information
5. College

50

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?

51

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.

52

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.

53

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.

54

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

55

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

56

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
57

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

58

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.

59

Correlations
INT

MDIA

NSPR INFO

INT

MDIA

-.146

NSPR

.109

.229*

INFO

.056

.229*

-.071

*. 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
60

Regression
Variables Entered/Removed
Mode

Variables

Entered
MEAN4,

Variables Removed

Method

Enter

MEAN1,
1
MEAN3,
MEAN2b

a. Dependent Variable: MEAN5

b. All requested variables entered.

61

Model Summary

Mode

R Square

Adjusted R Square

Std.

Error

of

the

Estimate
.172a

.030

-.008

.7525

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

ANOVAa
Model

Sum of Squares Df

Mean Square

Sig.

Regression

1.795

.449

.792

.533b

Residual

58.899

104

.566

Total

60.693

108

a. Dependent Variable: a1

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

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Coefficientsa
Model

Unstandardized Coefficients Standardized Coefficients

Sig.

7.707

.000

Std. Error

Beta

(Constant)

3.742

.486

MEAN1

-.101

.091

-.109

-1.100

.274

1MEAN2

-.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

Role of Media ranking for students choice of institution for management education= 3.742
- 0 .101* Internet - 0.087 * Media + 0.065*consumers

News Paper + 0.140 *impact of

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,

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Descriptive Statistics

Minimu Maximu Mean

m

Std. Deviation

Gender

110

1.43

.497

Age

110

1.12

.326

Living

110

1.76

.429

Father occupation

110

2.12

.326

Family income

110

1.42

.917

Descriptive (demographics)

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ANOVA FOR GENDER

ONE-WAY ANOVA
ANOVA

Between Groups
MEAN1 Within Groups

Between Groups
MEAN2 Within Groups

Between Groups
MEAN3 Within Groups

Between Groups
MEAN4 Within Groups

Sum of Squares Df

Mean Square

Sig.

.719

.719

1.085

.300

70.922

107

.663

.704

.704

.938

.335

80.275

107

.750

.137

.137

.195

.660

74.893

107

.700

.457

.457

.763

.384

64.049

107

.599

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
gender.
65

and

Anova Of Age Range

ANOVA

Between Groups
MEAN1 Within Groups

Between Groups
MEAN2 Within Groups

Between Groups
MEAN3 Within Groups

Between Groups
MEAN4 Within Groups

Sum of Squares df

Mean Square

Sig.

.691

.173

.253

.907

70.950

104

.682

4.410

1.102

1.497

.208

76.569

104

.736

3.891

.973

1.422

.232

71.139

104

.684

1.769

.442

.733

.571

62.736

104

.603

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.

66

Anova Of Belonging Area

ANOVA

Between Groups
MEAN1 Within Groups

Between Groups
MEAN2 Within Groups

Between Groups
MEAN3 Within Groups

Between Groups
MEAN4 Within Groups

Sum of Squares df

Mean Square

Sig.

.533

.533

.802

.372

71.108

107

.665

.053

.053

.070

.791

80.925

107

.756

.005

.005

.008

.930

75.024

107

.701

.302

.302

.503

.480

64.204

107

.600

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.

67

Anova Of Father Occupation

ANOVA

Between Groups
MEAN1 Within Groups

Between Groups
MEAN2 Within Groups

Between Groups
MEAN3 Within Groups

Between Groups
MEAN4 Within Groups

Sum of Squares Df

Mean Square

Sig.

.488

.122

.178

.949

71.154

104

.684

2.717

.679

.903

.465

78.262

104

.753

1.793

.448

.637

.638

73.236

104

.704

2.670

.668

1.123

.350

61.835

104

.595

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.

68

Anova Of Family Income

ANOVA

Between Groups
MEAN1 Within Groups

Between Groups
MEAN2 Within Groups

Sum of Squares df

Mean Square

Sig.

1.560

.520

.779

.508

70.081

105

.667

1.889

.630

.836

.477

79.089

105

.753

.264

.088

.123

.946

74.766

105

.712

4.216

1.405

2.447

.068

60.290

105

.574

.
Between Groups
MEAN3 Within Groups

Between Groups
MEAN4 Within Groups

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 And INFO)
and employment status.

69

Findings
Students prefer internet in comparison to magazines and newspapers.
Students found traditional resources and external factors more
influential than internet-based resources
Students do not use a broad variety of internet-based resources
in their college choice process, but use is not stagnant.
The path to determining the right college is different for each
person.
The path to determining the right college is different for each
person.
students describe the primary factors that influenced their college
Choice

70

Recommendations
Students have to go through the internet.
The students evaluate their experience and other student's experiences
Analyse and promote the results
Check the quality of media ranking
Up to date with all technologies

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Suggestions
Colleges should display all things on websites.
Students should give more importance to media like television, internet and mobiles.
The colleges should increase the frequency of displaying advertisement in any media.
Colleges should increase the time duration of display of advertisements related to the
admissions, notices etc.
Colleges should maintain their standard for better ranking.
The rules regulation of the colleges should be rectify.

72

Conclusion
In this way, from the above research we can conducted that roe of media ranking has
influenced the management students to the admission and information .

According to the data available to us ,we say that the media is very affective for students during
the admission 35 out of 100 respondent using the magazines for the purpose of admission in Bschool . 10 out of 100 respondent reading newspapers for the and respondent mission taken inn
B school and 55 out of 100 respondent strongly agree that internet is best suitable medium for
the knowledge about the admission , college etc.

There is a need to increase the use of media ranking for B-school an for the admission . It is
affected to the youth for selecting the best college for them for a better carrier option.

73

References
Books
Cooper, D.R. & Schundler, P.S. (2000).Business Research Methods, 9th ed. Singapore:
McGraw-Hill.
Kothari C.R, Research Methodology methods & techniques, NewAge International (p)
Ltd . publishers, 2nd edition, 18th Feb., (2012).
Cooper, D.R. & Emory, C.W. (1995) Business Research Methods, 5th edition.

Journals
Center for Monitoring Indian Economy (CMIE)
Statistical Outline of India (2001-02), NCAER
National Council of Applied Economic Research (NCAER)
Indian readership survey (IRS)
http://www.upgov.nic.in/upinfo/census01/cen01-1.htm

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Web Reference:www.iosrjournals.org/iosr-jbm/papers/Vol14-issue4/F01443745
http://www.samplequestionnaire.com/mediaranking questionnaire.html
http://www.authorstream.com/Presentation/sunitharatnakaram-13498158estimating-mediaranking-students choice/
http://www.marketingdonut.co.uk/marketing/customercare/understanding-yourcustomers
http://www.eco.uc3m.es/docencia/microeconomia/English/M1.pdf
http://staff.apec.umn.edu/nzeitoun/Ch3-2.pdf

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