adverse effects of mass media on students essay

Essay On Mass Media

500 words essay on mass media.

All kinds of different tools which come in use to help in distributing and circulating information and entertainment to the public come under the term of mass media. In other words, everything including radio, newspapers , cable, television and theatre are parts of mass media. These tools include exchanging opinions and public involvement. Through essay on mass media, we will go through it in detail.

Introduction to Mass Media

In today’s world, mass media embraces internet , cell phones, electronic mail, computers, pagers and satellites. All these new additions function as transmitting information from a single source to multiple receivers.

In other words, they are interactive and work on the person to person formula. Thus, it revolves around the masses i.e. the people. It is true that radio, television, press and cinema are in the spotlight when we talk about mass media.

Nonetheless, the role of pamphlets, books, magazines, posters, billboards, and more also have equal importance if not less. Moreover, the reach of these tools extends to a huge amount of masses living all over the country.

Television, cinema, radio and press are comparatively expensive forms of media which private financial institutions or the Government runs. These tools centre on the idea of mass production and mass distribution.

Therefore, newspapers, television and radio cater to the needs of the mass audience and accommodates their taste. As a result, it will not always be refined or sophisticated. In other words, it displays popular culture.

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The Function of Mass Media

The main function of mass media is to reach out to the masses and provide them with information. In addition to that, it also operates to analyze and observe our surroundings and provide information in the form of news accordingly.

As a result, the masses get constantly updated about not just their own surroundings but also around the world. This way mass media spreads and interprets information. For instance, weather forecasts equip people and farmers to plan ahead.

Similarly, fishermen get updates about the tidal activities from the news. In addition to this, mass media also strives to keep the fabric of our social heritage intact which showcasing our customs, myths and civilization.

Another major product of mass media is advertising. This way people learn about the goods and services in the market. It also spreads social awareness. For instance, anti-smoking campaign, women empowerment, green earth clean earth and more.

Most importantly, with the numerous mediums available in multiple languages, the masses get entertainment in their own language easily. Millions of people get to access a cheap source of relaxation and pass their time. In fact, it also helps to transport momentarily from our ordinary lives to a dream world. Thus, it remains the undisputed leader in reaching out to the masses.

Conclusion of Essay on Mass Media

All in all, while it is an effective tool, we must also keep a check on its consumption. In other words, it has the power to create and destroy. Nonetheless, it is a medium which can bring about a change in the masses. Thus, everyone must utilize and consume it properly.

FAQ on Essay on Mass Media

Question 1: Why is mass media important?

Answer 1: Mass media is essential as it informs, educates and entertains the public. Moreover, it also influences the way we look at the world. In other words, it helps in organizing public opinion.

Question 2: How does mass media affect our lives?

Answer 2: Mass media affects many aspects of human life, which range from the way we vote to our individual views and beliefs. Most importantly, it also helps in debunking false information.

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Media Effects on College Students Today Essay

Introduction, rationale for study, method of study.

In spite of the fact that college students are less vulnerable in terms of being exposed to the negative effects of mass media, these sources of information still have significant impacts on young individuals. Students have access to a variety of media, including social media and mass media that provide them with many advertisements, experts’ and public opinions, credible and falsified information that influence their vision (Campbell, Martin, & Fabos, 2011).

The problem is that college students belong to the category of the most active users of media sources, and they can directly influence young individuals’ choices, behaviors, and perceptions of their appearance among other aspects. Therefore, it is important to study the set research problem with the help of the following question: what media effects on college students are of great importance today? The current research is aimed at analyzing the positive and negative effects of mass media on college students with reference to their importance and outcomes for individuals’ choices, decisions, behaviors, beliefs, and perceptions.

Not all media effects are of similar importance depending on the extent of students’ involvement and interest in media messages. Several years ago, researchers mostly focused on studying the effects of violent representation and advertising on young viewers (Swiatkowski, 2016). However, today more attention is paid to examining the role of social media and binge-watching in influencing college students’ views and behaviors. Certain technological advancements have changed the context of mass media and their effects on college students, accentuating the necessity of studying new trends (Dandamudi & Sathiyaseelan, 2018).

It is important to examine how social media, such as Facebook, Instagram, and YouTube, and watching TV series via digital steaming and Netflix, for example, can affect college students’ choices, behaviors, and decisions.

The problem is that college students have open and unlimited access to social media, and they spend several hours per day reading posts. As a result, messages, images, and advertisements in social media can directly form college students’ visions regarding modern trends in the areas of appearance, fashion, make-up, lifestyle, healthy or unhealthy habits, and others. Furthermore, those college students who prefer watching many episodes of TV series during a certain period of time (binge-watching) and reporting a kind of dependence on television are also vulnerable to be greatly affected by messages in these media (Morgan, 2017).

Therefore, this study is important to be conducted to determine what particular media effects on college students are of great importance with reference to modern tendencies in using social media and binge-watching among others. This information can be used to analyze how media can change or form college students’ visions regarding their choices, goals, lifestyle, image, and relations with other people.

To conduct the research based on a literature review methodology, the following databases have been searched: ProQuest, EBSCOHost, Google Scholar, and Emerald Insight. The keywords used in the search are the following ones: “mass media,” “media effects,” “college students,” and “social media.” As a result, 112 articles mentioning different mass media and published within the past five years were retrieved. Among these articles, 10 secondary sources have been selected to be analyzed and used in this research.

Thus, recent general trends in the use of mass media by college students and associated effects should be discussed with reference to the studies by Saleem, Hanan, Saleem, and Shamshad (2014), Yu (2014), Swiatkowski (2016), and Wahab, Othman, and Muhammad (2017). In these studies, the researchers examined how mass media and advertising influence college students’ views regarding their body images, can provoke body dissatisfaction, provoke violent or unhealthy behaviors, and impact personal choices.

The review of the existing literature on the problem allows for identifying two important trends associated with the topic of mass media effects, such as the use of social media and binge-watching. The effects of such social media as Instagram, Facebook, Twitter, and Snapchat on college students’ choices can be discussed with reference to Alhabash and Ma’s (2017) study. Today, students mostly choose Instagram that influences their views regarding acceptable body images, lifestyles, and career choices.

These ideas are also presented in the works by Park, Song, and Lee (2014) and Davis (2018), who accentuated the risks of objectification, misrepresentation, and stress connected with using social media. The effects of television, Netflix, binge-watching on college students with reference to risks of following observed behavioral patterns are discussed in the studies by Wang, Lin, and Ke (2015), Morgan (2017), Dandamudi, and Sathiyaseelan (2018).

Today, college students have unlimited access to different mass media, including social media, which can significantly influence their perceptions, visions, and behaviors. The researchers are inclined to distinguish between traditional mass media and their effects, including the role of television, magazines, and advertising in forming body perceptions, for example, and new trends. Thus, Instagram, Facebook, YouTube, Twitter, Netflix, Amazon Prime, and other media created the foundation for the development of new tendencies in the media world.

As a result, the effects of mass media on college students have changed, and it is important to research them in detail. The reason is that social media can provoke body dissatisfaction, isolation, problems with socialization, peer pressure among other problems. Furthermore, the unlimited watching of TV series is associated with certain behaviors and personal choices. College students can experience both positive (motivation and self-realization) and negative (dissatisfaction, peer pressure, frustration) effects of mass media that need to be studied.

Alhabash, S., & Ma, M. (2017). A tale of four platforms: Motivations and uses of Facebook, Twitter, Instagram, and Snapchat among college students? Social Media+ Society , 3 (1), 2056305117691544.

Campbell, R., Martin, C. R., & Fabos, B. (2011). Media and culture: An introduction to mass communication (8th ed.). Boston, MA: Bedford/St. Martin’s.

Dandamudi, V. A., & Sathiyaseelan, A. (2018). Binge watching: Why are college students glued to their screens? Journal of Indian Health Psychology, 12 (2), 41-52.

Davis, S. E. (2018). Objectification, sexualization, and misrepresentation: Social media and the college experience. Social Media+ Society , 4 (3), 2056305118786727.

Morgan, J. A. (2017). Cultivating a career: Effects of television binge-watching and character identification on college students’ goal occupations. IU Journal of Undergraduate Research , 3 (1), 48-53.

Park, N., Song, H., & Lee, K. M. (2014). Social networking sites and other media use, acculturation stress, and psychological well-being among East Asian college students in the United States. Computers in Human Behavior , 36 , 138-146.

Saleem, N., Hanan, M. A., Saleem, I., & Shamshad, R. M. (2014). Career selection: Role of parent’s profession, mass media and personal choice. Bulletin of Education and Research , 36 (2), 25-37.

Swiatkowski, P. (2016). Magazine influence on body dissatisfaction: Fashion vs. health? Cogent Social Sciences , 2 (1), 1250702.

Wahab, N. A., Othman, M. S., & Muhammad, N. (2017). The influence of the mass media in the behavior students: A literature study. International Journal of Academic Research in Business and Social Sciences , 7 (8), 166-174.

Wang, F., Lin, S., & Ke, X. (2015). Just entertainment: Effects of TV series about intrigue on young adults. Frontiers in Psychology , 6 , 529.

Yu, U. J. (2014). Deconstructing college students’ perceptions of thin-idealized versus nonidealized media images on body dissatisfaction and advertising effectiveness. Clothing and Textiles Research Journal , 32 (3), 153-169.

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Science News

Social media harms teens’ mental health, mounting evidence shows. what now.

Understanding what is going on in teens’ minds is necessary for targeted policy suggestions

A teen scrolls through social media alone on her phone.

Most teens use social media, often for hours on end. Some social scientists are confident that such use is harming their mental health. Now they want to pinpoint what explains the link.

Carol Yepes/Getty Images

Increasing rigor

Concerns over the effects of social media use in children have been circulating for years, resulting in a massive body of scientific literature. But those mostly correlational studies could not show if teen social media use was harming mental health or if teens with mental health problems were using more social media.

Moreover, the findings from such studies were often inconclusive, or the effects on mental health so small as to be inconsequential. In one study that received considerable media attention, psychologists Amy Orben and Andrew Przybylski combined data from three surveys to see if they could find a link between technology use, including social media, and reduced well-being. The duo gauged the well-being of over 355,000 teenagers by focusing on questions around depression, suicidal thinking and self-esteem.

Digital technology use was associated with a slight decrease in adolescent well-being , Orben, now of the University of Cambridge, and Przybylski, of the University of Oxford, reported in 2019 in Nature Human Behaviour . But the duo downplayed that finding, noting that researchers have observed similar drops in adolescent well-being associated with drinking milk, going to the movies or eating potatoes.

Holes have begun to appear in that narrative thanks to newer, more rigorous studies.

In one longitudinal study, researchers — including Orben and Przybylski — used survey data on social media use and well-being from over 17,400 teens and young adults to look at how individuals’ responses to a question gauging life satisfaction changed between 2011 and 2018. And they dug into how the responses varied by gender, age and time spent on social media.

Social media use was associated with a drop in well-being among teens during certain developmental periods, chiefly puberty and young adulthood, the team reported in 2022 in Nature Communications . That translated to lower well-being scores around ages 11 to 13 for girls and ages 14 to 15 for boys. Both groups also reported a drop in well-being around age 19. Moreover, among the older teens, the team found evidence for the Goldilocks Hypothesis: the idea that both too much and too little time spent on social media can harm mental health.

“There’s hardly any effect if you look over everybody. But if you look at specific age groups, at particularly what [Orben] calls ‘windows of sensitivity’ … you see these clear effects,” says L.J. Shrum, a consumer psychologist at HEC Paris who was not involved with this research. His review of studies related to teen social media use and mental health is forthcoming in the Journal of the Association for Consumer Research.

Cause and effect

That longitudinal study hints at causation, researchers say. But one of the clearest ways to pin down cause and effect is through natural or quasi-experiments. For these in-the-wild experiments, researchers must identify situations where the rollout of a societal “treatment” is staggered across space and time. They can then compare outcomes among members of the group who received the treatment to those still in the queue — the control group.

That was the approach Makarin and his team used in their study of Facebook. The researchers homed in on the staggered rollout of Facebook across 775 college campuses from 2004 to 2006. They combined that rollout data with student responses to the National College Health Assessment, a widely used survey of college students’ mental and physical health.

The team then sought to understand if those survey questions captured diagnosable mental health problems. Specifically, they had roughly 500 undergraduate students respond to questions both in the National College Health Assessment and in validated screening tools for depression and anxiety. They found that mental health scores on the assessment predicted scores on the screenings. That suggested that a drop in well-being on the college survey was a good proxy for a corresponding increase in diagnosable mental health disorders.

Compared with campuses that had not yet gained access to Facebook, college campuses with Facebook experienced a 2 percentage point increase in the number of students who met the diagnostic criteria for anxiety or depression, the team found.

When it comes to showing a causal link between social media use in teens and worse mental health, “that study really is the crown jewel right now,” says Cunningham, who was not involved in that research.

A need for nuance

The social media landscape today is vastly different than the landscape of 20 years ago. Facebook is now optimized for maximum addiction, Shrum says, and other newer platforms, such as Snapchat, Instagram and TikTok, have since copied and built on those features. Paired with the ubiquity of social media in general, the negative effects on mental health may well be larger now.

Moreover, social media research tends to focus on young adults — an easier cohort to study than minors. That needs to change, Cunningham says. “Most of us are worried about our high school kids and younger.”

And so, researchers must pivot accordingly. Crucially, simple comparisons of social media users and nonusers no longer make sense. As Orben and Przybylski’s 2022 work suggested, a teen not on social media might well feel worse than one who briefly logs on.

Researchers must also dig into why, and under what circumstances, social media use can harm mental health, Cunningham says. Explanations for this link abound. For instance, social media is thought to crowd out other activities or increase people’s likelihood of comparing themselves unfavorably with others. But big data studies, with their reliance on existing surveys and statistical analyses, cannot address those deeper questions. “These kinds of papers, there’s nothing you can really ask … to find these plausible mechanisms,” Cunningham says.

One ongoing effort to understand social media use from this more nuanced vantage point is the SMART Schools project out of the University of Birmingham in England. Pedagogical expert Victoria Goodyear and her team are comparing mental and physical health outcomes among children who attend schools that have restricted cell phone use to those attending schools without such a policy. The researchers described the protocol of that study of 30 schools and over 1,000 students in the July BMJ Open.

Goodyear and colleagues are also combining that natural experiment with qualitative research. They met with 36 five-person focus groups each consisting of all students, all parents or all educators at six of those schools. The team hopes to learn how students use their phones during the day, how usage practices make students feel, and what the various parties think of restrictions on cell phone use during the school day.

Talking to teens and those in their orbit is the best way to get at the mechanisms by which social media influences well-being — for better or worse, Goodyear says. Moving beyond big data to this more personal approach, however, takes considerable time and effort. “Social media has increased in pace and momentum very, very quickly,” she says. “And research takes a long time to catch up with that process.”

Until that catch-up occurs, though, researchers cannot dole out much advice. “What guidance could we provide to young people, parents and schools to help maintain the positives of social media use?” Goodyear asks. “There’s not concrete evidence yet.”

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Essay on Adverse Effects of Mass Media

Students are often asked to write an essay on Adverse Effects of Mass Media in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Adverse Effects of Mass Media

Introduction.

Mass media, like television, radio, and the internet, play a significant role in our lives. While they offer numerous benefits, they can also have adverse effects.

False Information

Mass media can spread false information quickly. This can lead to misunderstandings and panic, affecting social harmony.

Unhealthy Lifestyle

Excessive use of mass media promotes a sedentary lifestyle, leading to health issues like obesity.

Influence on Behavior

Violent and aggressive content can influence young minds negatively, promoting undesirable behavior.

While mass media is a powerful tool, it’s important to use it responsibly to minimize its adverse effects.

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10 Lines on Adverse Effects of Mass Media

250 Words Essay on Adverse Effects of Mass Media

Mass media, a powerful tool in modern society, serves as a primary source of information, entertainment, and news. However, it also possesses the potential to negatively impact society, particularly in the context of its influence on public opinion, individual behavior, and cultural norms.

Media Influence on Public Opinion

Mass media often shapes public opinion by selectively presenting information. In an era of sensationalism and ‘clickbait’ journalism, media outlets may prioritize shock value over factual accuracy, leading to a misinformed public and the propagation of fake news.

Impact on Individual Behavior

The media’s portrayal of unrealistic standards of beauty, success, and happiness can lead to self-esteem issues and unhealthy behaviors in individuals. Subliminal messages conveyed through advertisements can influence consumer behavior, potentially encouraging materialism and overconsumption.

Effect on Cultural Norms

Mass media can also perpetuate harmful stereotypes, impacting societal perceptions and cultural norms. It can also lead to a homogenization of cultures, eroding cultural diversity and individuality.

While mass media has undoubtedly brought numerous benefits, such as easy access to information and connectivity, its adverse effects cannot be overlooked. It is crucial for consumers to critically evaluate the media they consume, fostering media literacy to mitigate these adverse effects. The key lies in leveraging the power of mass media positively while minimizing its potential harm to society.

500 Words Essay on Adverse Effects of Mass Media

Mass media, a term encompassing television, radio, newspapers, magazines, and the internet, has become an integral part of modern society. It serves as a source of information, entertainment, and a platform for communication, shaping public opinion and influencing our thoughts, feelings, and actions. However, despite its numerous advantages, mass media also has several adverse effects that need to be addressed.

Perpetuation of Stereotypes

One of the most significant negative impacts of mass media is the perpetuation of stereotypes. Media often portrays people, cultures, or groups in a particular way, which can lead to the formation and reinforcement of stereotypes. For example, women are frequently depicted as overly emotional or submissive, while men are shown as unemotional and dominant. These portrayals can perpetuate gender stereotypes, leading to societal bias and discrimination.

Creation of Unrealistic Standards

Mass media is notorious for creating and promoting unrealistic standards of beauty, success, and happiness. The constant bombardment of images of perfect bodies, luxurious lifestyles, and seemingly flawless relationships can lead to feelings of inadequacy and dissatisfaction among the audience. This can result in mental health issues such as depression, anxiety, and low self-esteem, especially among impressionable teenagers and young adults.

Spread of Misinformation

In the era of digital media, the spread of misinformation has become a significant concern. Fake news and sensationalism can easily go viral, leading to widespread confusion and panic. This can have severe implications, from influencing political elections to causing public health crises, as seen during the COVID-19 pandemic.

Privacy Invasion

With the rise of social media and digital platforms, privacy invasion has become a significant issue. Personal information is often collected and used for targeted advertising, and in some cases, even sold to third parties. Furthermore, the lines between public and private life are increasingly blurred, leading to a culture of surveillance and a loss of privacy.

Decrease in Physical Activity

Mass media, particularly digital media, encourages a sedentary lifestyle. Excessive screen time can lead to decreased physical activity, contributing to various health issues like obesity, heart disease, and diabetes.

While mass media has undeniably transformed the way we communicate and access information, it is crucial to be cognizant of its adverse effects. The perpetuation of stereotypes, creation of unrealistic standards, spread of misinformation, invasion of privacy, and encouragement of a sedentary lifestyle are all significant concerns that need to be addressed. As consumers of media, it is essential to develop critical thinking skills to discern fact from fiction and to resist the influence of harmful stereotypes and standards. As a society, we must also advocate for regulations to protect privacy and encourage responsible media consumption.

That’s it! I hope the essay helped you.

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Analysing the Impact of Social Media on Students’ Academic Performance: A Comparative Study of Extraversion and Introversion Personality

Sourabh sharma.

International Management Institute (IMI), Bhubaneswar, India

Ramesh Behl

Associated data.

Complete data and material is available to support transparency.

The advent of technology in education has seen a revolutionary change in the teaching–learning process. Social media is one such invention which has a major impact on students’ academic performance. This research analyzed the impact of social media on the academic performance of extraversion and introversion personality students. Further, the comparative study between these two personalities will be analysed on education level (postgraduate and undergraduate) and gender (male and female). The research was initiated by identifying the factors of social media impacting students’ academic performance. Thereafter, the scale was developed, validated and tested for reliability in the Indian context. Data were collected from 408 students segregated into 202 males and 206 females. Two hundred and thirty-four students are enrolled in postgraduation courses, whereas 174 are registered in the undergraduate programme. One-way ANOVA has been employed to compare the extraversion and introversion students of different education levels and gender. A significant difference is identified between extraversion and introversion students for the impact of social media on their academic performance.

Introduction

Social Networking Sites (SNS) gained instant popularity just after the invention and expansion of the Internet. Today, these sites are used the most to communicate and spread the message. The population on these social networking sites (SNS) has increased exponentially. Social networking sites (SNS) in general are called social media (Boyd & Ellison, 2008 ). Social media (SM) is used extensively to share content, initiate discussion, promote businesses and gain advantages over traditional media. Technology plays a vital role to make SM more robust by reducing security threats and increasing reliability (Stergiou et al., 2018 ).

As of January 2022, more than 4.95 billion people are using the Internet worldwide, and around 4.62 billion are active SM users (Johnson, 2022 ). In India, the number of Internet users was 680 million by January 2022, and there were 487 million active social media users (Basuray, 2022 ). According to Statista Research Department ( 2022 ), in India, SM is dominated by two social media sites, i.e. YouTube and Facebook. YouTube has 467 million users followed by Facebook with 329 million users.

Although almost all age groups are using SM platforms to interact and communicate with their known community (Whiting & Williams, 2013 ), it has been found that social media sites are more popular among youngsters and specifically among students. They use SM for personal as well as academic activities extensively (Laura et al., 2017 ). Other than SM, from the last two years, several online platforms such as Microsoft Teams, Zoom and Google Meet are preferred to organize any kind of virtual meetings, webinars and online classes. These platforms were used worldwide to share and disseminate knowledge across the defined user community during the pandemic. Social media sites such as Facebook, YouTube, Instagram, WhatsApp and blogs are comparatively more open and used to communicate with public and/or private groups. Earlier these social media platforms were used only to connect with friends and family, but gradually these platforms became one of the essential learning tools for students (Park et al., 2009 ). To enhance the teaching–learning process, these social media sites are explored by all types of learning communities (Dzogbenuku et al., 2019 ). SM when used in academics has both advantages and disadvantages. Social media helps to improve academic performance, but it may also distract the students from studies and indulge them in other non-academic activities (Alshuaibi et al., 2018 ).

Here, it is important to understand that the personality traits of students, their education level and gender are critical constructs to determine academic performance. There are different personality traits of an individual such as openness, conscientiousness, extraversion and introversion, agreeableness and neuroticism (McCrae & Costa, 1987 ). This cross-functional research is an attempt to study the impact of social media on the academic performance of students while using extraversion and introversion personality traits, education levels and gender as moderating variables.

Literature Review

There has been a drastic change in the internet world due to the invention of social media sites in the last ten years. People of all age groups now share their stories, feelings, videos, pictures and all kinds of public stuff on social media platforms exponentially (Asur & Huberman, 2010 ). Youth, particularly from the age group of 16–24, embraced social media sites to connect with their friends and family, exchange information and showcase their social status (Boyd & Ellison, 2008 ). Social media sites have many advantages when used in academics. The fun element of social media sites always helps students to be connected with peers and teachers to gain knowledge (Amin et al., 2016 ). Social media also enhances the communication between teachers and students as this are no ambiguity and miscommunication from social media which eventually improves the academic performance of the students (Oueder & Abousaber, 2018 ).

When social media is used for educational purposes, it may improve academic performance, but some associated challenges also come along with it (Rithika & Selvaraj, 2013 ). If social media is incorporated into academics, students try to also use it for non-academic discussions (Arnold & Paulus, 2010 ). The primary reason for such distraction is its design as it is designed to be a social networking tool (Qiu et al., 2013 ). According to Englander et al. ( 2010 ), the usage of social media in academics has more disadvantages than advantages. Social media severely impacts the academic performance of a student. The addiction to social media is found more among the students of higher studies which ruins the academic excellence of an individual (Nalwa & Anand, 2003 ). Among the social media users, Facebook users’ academic performance was worse than the nonusers or users of any other social media network. Facebook was found to be the major distraction among students (Kirschner & Karpinski, 2010 ). However, other studies report contrary findings and argued that students benefited from chatting (Jain et al., 2012 ), as it improves their vocabulary and writing skills (Yunus & Salehi, 2012 ). Social media can be used either to excel in academics or to devastate academics. It all depends on the way it is used by the students. The good or bad use of social media in academics is the users’ decision because both the options are open to the students (Landry, 2014 ).

Kaplan and Haenlein ( 2010 ) defined social media as user-generated content shared on web 2.0. They have also classified social media into six categories:

Social Networking Sites: Facebook, Twitter, LinkedIn and Instagram are the social networking sites where a user may create their profile and invite their friends to join. Users may communicate with each other by sharing common content.
Blogging Sites: Blogging sites are individual web pages where users may communicate and share their knowledge with the audience.
Content Communities and Groups: YouTube and Slideshare are examples of content communities where people may share media files such as pictures, audio and video and PPT presentations.
Gaming Sites: Users may virtually participate and enjoy the virtual games.
Virtual Worlds: During COVID-19, this type of social media was used the most. In the virtual world, users meet with each other at some decided virtual place and can do the pre-decided things together. For example, the teacher may decide on a virtual place of meeting, and students may connect there and continue their learning.
Collaborative Content Sites: Wikipedia is an example of a collaborative content site. It permits many users to work on the same project. Users have all rights to edit and add the new content to the published project.

Massive open online courses (MOOCs) are in trend since 2020 due to the COVID-19 pandemic (Raja & Kallarakal, 2020 ). MOOCs courses are generally free, and anyone may enrol for them online. Many renowned institutions have their online courses on MOOCs platform which provides a flexible learning opportunity to the students. Students find them useful to enhance their knowledge base and also in career development. Many standalone universities have collaborated with the MOOCs platform and included these courses in their curriculum (Chen, 2013 ).

Security and privacy are the two major concerns associated with social media. Teachers are quite apprehensive in using social media for knowledge sharing due to the same concerns (Fedock et al., 2019 ). It was found that around 72% teachers were reluctant to use social media platforms due to integrity issues and around 63% teachers confirmed that security needs to be tightened before using social media in the classroom (Surface et al., 2014 ). Proper training on security and privacy, to use social media platforms in academics, is needed for students and teachers (Bhatnagar & Pry, 2020 ).

The personality traits of a student also play a significant role in deciding the impact of social media on students’ academic performance. Personality is a dynamic organization which simplifies the way a person behaves in a situation (Phares, 1991 ). Human behaviour has further been described by many renowned researchers. According to Lubinski ( 2000 ), human behaviour may be divided into five factors, i.e. cognitive abilities, personality, social attitudes, psychological interests and psychopathology. These personality traits are very important characteristics of a human being and play a substantial role in work commitment (Macey & Schneider, 2008 ). Goldberg ( 1993 ) elaborated on five dimensions of personality which are commonly known as the Big Five personality traits. The traits are “openness vs. cautious”; “extraversion vs. introversion”; “agreeableness vs. rational”; “conscientiousness vs. careless”; and “neuroticism vs. resilient”.

It has been found that among all personality traits, the “extraversion vs. introversion” personality trait has a greater impact on students’ academic performance (Costa & McCrae, 1999 ). Extrovert students are outgoing, talkative and assertive (Chamorro et al., 2003 ). They are positive thinkers and comfortable working in a crowd. Introvert students are reserved and quiet. They prefer to be isolated and work in silos (Bidjerano & Dai, 2007 ). So, in the present study, we have considered only the “extraversion vs. introversion” personality trait. This study is going to analyse the impact of social media platforms on students’ academic performance by taking the personality trait of extraversion and introversion as moderating variables along with their education level and gender.

Research Gap

Past research by Choney ( 2010 ), Karpinski and Duberstein ( 2009 ), Khan ( 2009 ) and Kubey et al. ( 2001 ) was done mostly in developed countries to analyse the impact of social media on the students’ academic performance, effect of social media on adolescence, and addictiveness of social media in students. There are no published research studies where the impact of social media was studied on students’ academic performance by taking their personality traits, education level and gender all three together into consideration. So, in the present study, the impact of social media will be evaluated on students’ academic performance by taking their personality traits (extraversion and introversion), education level (undergraduate and postgraduate) and gender (male and female) as moderating variables.

Objectives of the Study

Based on the literature review and research gap, the following research objectives have been defined:

To identify the elements of social media impacting student's academic performance and to develop a suitable scale
To test the validity and reliability of the scale
To analyse the impact of social media on students’ academic performance using extraversion and introversion personality trait, education level and gender as moderating variables

Research Methodology

Sampling technique.

Convenience sampling was used for data collection. An online google form was floated to collect the responses from 408 male and female university students of undergraduation and postgraduation streams.

Objective 1 To identify the elements of social media impacting student's academic performance and to develop a suitable scale.

A structured questionnaire was employed to collect the responses from 408 students of undergraduate and postgraduate streams. The questionnaire was segregated into three sections. In section one, demographic details such as gender, age and education stream were defined. Section two contained the author’s self-developed 16-item scale related to the impact of social media on the academic performance of students. The third section had a standardized scale developed by John and Srivastava ( 1999 ) of the Big Five personality model.

Demographics

There were 408 respondents (students) of different education levels consisting of 202 males (49.5%) and 206 females (50.5%). Most of the respondents (87%) were from the age group of 17–25 years. 234 respondents (57.4) were enrolled on postgraduation courses, whereas 174 respondents (42.6) were registered in the undergraduate programme. The result further elaborates that WhatsApp with 88.6% and YouTube with 82.9% are the top two commonly used platforms followed by Instagram with 76.7% and Facebook with 62.3% of students. 65% of students stated that Google doc is a quite useful and important application in academics for document creation and information dissemination.

Validity and Reliability of Scale

Objective 2 Scale validity and reliability.

Exploratory factor analysis (EFA) and Cronbach’s alpha test were used to investigate construct validity and reliability, respectively.

The author’s self-designed scale of ‘social media impacting students’ academic performance’ consisting of 16 items was validated using exploratory factor analysis. The principle component method with varimax rotation was applied to decrease the multicollinearity within the items. The initial eigenvalue was set to be greater than 1.0 (Field, 2005 ). Kaiser–Meyer–Olkin (KMO) with 0.795 and Bartlett’s test of sphericity having significant values of 0.000 demonstrated the appropriateness of using exploratory factor analysis.

The result of exploratory factor analysis and Cronbach’s alpha is shown in Table Table1. 1 . According to Sharma and Behl ( 2020 ), “High loading on the same factor and no substantial cross-loading confirms convergent and discriminant validity respectively”.

Exploratory factor analysis and Cronbach’s alpha for the self-developed scale of “Social media impact on academic performance”

The self-developed scale was segregated into four factors, namely “Accelerating Impact”, “Deteriorating Impact”, “Social Media Prospects” and “Social Media Challenges”.

The first factor, i.e. “Accelerating Impact”, contains items related to positive impact of social media on students’ academic performance. Items in this construct determine the social media contribution in the grade improvement, communication and knowledge sharing. The second factor “Deteriorating Impact” describes the items which have a negative influence of social media on students’ academic performance. Items such as addiction to social media and distraction from studies are an integral part of this factor. “Social Media Prospects” talk about the opportunities created by social media for students’ communities. The last factor “Social Media Challenges” deals with security and privacy issues created by social media sites and the threat of cyberbullying which is rampant in academics.

The personality trait of an individual always influences the social media usage pattern. Therefore, the impact of social media on the academic performance of students may also change with their personality traits. To measure the personality traits, the Big Five personality model was used. This model consists of five personality traits, i.e. “openness vs. cautious”; “extraversion vs. introversion”; “agreeableness vs. rational”; “conscientiousness vs. careless”; and “neuroticism vs. resilient”. To remain focussed on the scope of the study, only a single personality trait, i.e. “extraversion vs. introversion” with 6 items was considered for analysis. A reliability test of this existing scale using Cronbach’s alpha was conducted. Prior to the reliability test, reverse scoring applicable to the associated items was also calculated. Table Table2 2 shows the reliability score, i.e. 0.829.

Cronbach’s alpha test for the scale of extraversion vs. introversion personality traits

Objective 3 To analyse the impact of social media on students’ academic performance using extraversion and introversion personality traits, education level and gender as moderating variables.

The research model shown in Fig. 1 helps in addressing the above objective.

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Social media factors impacting academic performances of extraversion and introversion personality traits of students at different education levels and gender

As mentioned in Fig. 1 , four dependent factors (Accelerating Impact, Deteriorating Impact, Social Media Prospects and Social Media Challenges) were derived from EFA and used for analysing the impact of social media on the academic performance of students having extraversion and introversion personality traits at different education levels and gender.

Students having a greater average score (more than three on a scale of five) for all personality items mentioned in Table Table2 2 are considered to be having extraversion personality or else introversion personality. From the valid dataset of 408 students, 226 students (55.4%) had extraversion personality trait and 182 (44.6%) had introversion personality trait. The one-way ANOVA analysis was employed to determine the impact of social media on academic performance for all three moderators, i.e. personality traits (Extraversion vs. Introversion), education levels (Undergraduate and Postgraduate) and gender (Male and Female). If the sig. value for the result is > = 0.05, we may accept the null hypothesis, i.e. there is no significant difference between extraversion and introversion personality students for the moderators; otherwise, null hypothesis is rejected which means there is a significant difference for the moderators.

Table Table3 3 shows the comparison of the accelerating impact of social media on the academic performance of all students having extraversion and introversion personality traits. It also shows a comparative analysis on education level and gender for these two personality traits of students. In the first comparison of extraversion and introversion students, the sig. value is 0.001, which indicates that there is a significant difference among extraversion and introversion students for the “Accelerating Impact” of social media on academic performance. Here, 3.781 is the mean value for introversion students which is higher than the mean value 3.495 of extraversion students. It clearly specifies that the accelerating impact of social media is more prominent in the students having introversion personality traits. Introversion students experienced social media as the best tool to express thoughts and improve academic grades. The result is also consistent with the previous studies where introvert students are perceived to use social media to improve their academic performance (Amichai-Hamburger et al., 2002 ; Voorn & Kommers, 2013 ). Further at the education level, there was a significant difference in postgraduate as well as undergraduate students for the accelerating impact of social media on the academic performance among students with extraversion and introversion, and introverts seem to get better use of social media. The gender-wise significant difference was also analysed between extraversion and introversion personalities. Female introversion students were found to gain more of an accelerating impact of social media on their academic performance.

One-way ANOVA: determining “Accelerating Impact” among extraversion and introversion personality traits students at different education levels and genders

Significant at the 0.05 level

Like Table Table3, 3 , the first section of Table Table4 4 compares the deteriorating impact of social media on the academic performance of all students having extraversion and introversion personality traits. Here, the sig. value 0.383 indicates no significant difference among extraversion and introversion students for the “Deteriorating Impact” of social media on academic performance. The mean values show the moderating deteriorating impact of social media on the academic performance of extraversion and introversion personality students. Unlimited use of social media due to the addiction is causing a distraction in academic performance, but the overall impact is not on the higher side. Further, at the education level, the sig. values 0.423 and 0.682 of postgraduate and undergraduate students, respectively, show no significant difference between extraversion and introversion students with respect to “Deteriorating Impact of Social Media Sites”. The mean values again represent the moderate impact. Gender-wise, male students have no difference between the two personality traits, but at the same time, female students have a significant difference in the deteriorating impact, and it is more on extroverted female students.

One-way ANOVA: Examining “Deteriorating Impact” among extraversion and introversion personality traits students at different education levels and genders

The significant value, i.e. 0.82, in Table Table5 5 represents no significant difference between extraversion and introversion personality students for the social media prospects. The higher mean value of both personality students indicates that they are utilizing the opportunities of social media in the most appropriate manner. It seems that all the students are using social media for possible employment prospects, gaining knowledge by attending MOOCs courses and transferring knowledge among other classmates. At the education level, postgraduation students have no significant difference between extraversion and introversion for the social media prospects, but at the undergraduate level, there is a significant difference among both the personalities, and by looking at mean values, extroverted students gain more from the social media prospects. Gender-wise comparison of extraversion and introversion personality students found no significant difference in the social media prospects for male as well as female students.

One-way ANOVA: Examining “Social Media Prospects” among extraversion and introversion personality traits students at different education levels and genders

Table Table6 6 shows the comparison of the social media challenges of all students having extraversion and introversion personality traits. It is also doing a comparative analysis on education level and gender for these two personality traits of students. All sig. values in Table Table6 6 represent no significant difference between extraversion and introversion personality students for social media challenges. Even at the education level and gender-wise comparison of the two personalities, no significant difference is derived. The higher mean values indicate that the threat of cyberbullying, security and privacy is the main concern areas for extraversion and introversion personality students. Cyberbullying is seen to be more particularly among female students (Snell & Englander, 2010 ).

One-way ANOVA: Examining “Social Media Challenges” among extraversion and introversion personality traits students at different education levels and genders

The use of social media sites in academics is becoming popular among students and teachers. The improvement or deterioration in academic performance is influenced by the personality traits of an individual. This study has tried to analyse the impact of social media on the academic performance of extraversion and introversion personality students. This study has identified four factors of social media which have an impact on academic performance. These factors are: accelerating impact of social media; deteriorating impact of social media; social media prospects; and social media challenges.

Each of these factors has been used for comparative analysis of students having extraversion and introversion personality traits. Their education level and gender have also been used to understand the detailed impact between these two personality types. In the overall comparison, it has been discovered that both personalities (extraversion and introversion) have a significant difference for only one factor, i.e. “Accelerating Impact of Social Media Sites” where students with introversion benefited the most. At the education level, i.e. postgraduate and undergraduate, there was a significant difference between extraversion and introversion personalities for the first factor which is the accelerating impact of social media. Here, the introversion students were found to benefit in postgraduate as well as undergraduate courses. For the factors of deteriorating impact and social media challenges, there was no significant difference between extraversion and introversion personality type at the different education levels.

Surprisingly, for the first factor, i.e. the accelerating impact of social media, in gender-wise comparison, no significant difference was found between extraversion and introversion male students. Whereas a significant difference was found in female students. The same was the result for the second factor, i.e. deteriorating impact of social media of male and female students. For social media prospects and social media challenges, no significant difference was identified between extraversion and introversion students of any gender.

Findings and Implications

The personality trait of a student plays a vital role in analysing the impact of social media on their academic performance. The present study was designed to find the difference between extraversion and introversion personality types in students for four identified factors of social media and their impact on students’ academic performance. The education level and gender were also added to make it more comprehensive. The implications of this study are useful for institutions, students, teachers and policymakers.

This study will help the institutions to identify the right mix of social media based on the personality, education level and gender of the students. For example, technological challenges are faced by all students. It is important for the institutions to identify the challenges such as cyberbullying, security and privacy issues and accordingly frame the training sessions for all undergraduate and postgraduate students. These training sessions will help students with extraversion and introversion to come out from possible technological hassles and will create a healthy ecosystem (Okereke & Oghenetega, 2014 ).

Students will also benefit from this study as they will be conscious of the possible pros and cons that exist because of social media usage and its association with students’ academic performance. This learning may help students to enhance their academic performance with the right use of social media sites. The in-depth knowledge of all social media platforms and their association with academics should be elucidated to the students so that they may explore the social media opportunities in an optimum manner. Social media challenges also need to be made known to the students to improve upon and overcome with time (Boateng & Amankwaa, 2016 ).

Teachers are required to design the curriculum by understanding the learning style of students with extraversion and introversion personality type. Innovation and customization in teaching style are important for the holistic development of students and to satisfy the urge for academic requirements. Teachers should also guide the students about the adverse impacts of each social media platform, so that these can be minimized. Students should also be guided to reduce the time limit of using social media (Owusu-Acheaw & Larson, 2015 ).

Policymakers are also required to understand the challenges faced by the students while using social media in academics. All possible threats can be managed by defining and implementing transparent and proactive policies. As social media sites are open in nature, security and privacy are the two major concerns. The Government of India should take a strong stand to control all big social media companies so that they may fulfil the necessary compliances related to students’ security and privacy (Kumar & Pradhan, 2018 ).

The overall result of these comparisons gives a better insight and deep understanding of the significant differences between students with extraversion and introversion personality type towards different social media factors and their impact on students’ academic performance. Students’ behaviour according to their education level and gender for extraversion and introversion personalities has also been explored.

Limitation and Future Scope of Research

Due to COVID restrictions, a convenient sampling technique was used for data collection which may create some response biases where the students of introversion personality traits may have intentionally described themselves as extroversion personalities and vice versa. This study also creates scope for future research. In the Big Five personality model, there are four other personality traits which are not considered in the present study. There is an opportunity to also use cross-personality comparisons for the different social media parameters. The other demographic variables such as age and place may also be explored in future research.

Author contributions

All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by Dr. SS and Prof. RB. The first draft of the manuscript was written by Dr. SS, and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.

No funds, grants, or other support was received.

Availability of data and material

Declarations.

The authors declare that they have no conflict of interest.

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.

Verbal informed consent was obtained from the participants.

Verbal consent is obtained for publication

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Contributor Information

Sourabh Sharma, Email: ni.ude.hbimi@hbaruos .

Ramesh Behl, Email: ude.imi@lhebr .

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Essay On Mass Media

Mass Media Essay

500+ words mass media essay.

The current age is termed the era of information. So, mass media is used to spread and share information. Mass media has become more potent after the advancement of digital technology. It is the most influential source of various ideas, news, and opinions. It also provides information about the happenings around the world.

Mass media means tools used in distributing and circulating information and entertainment to the masses. It includes television, the internet, radio, newspaper, and theatre. These modes of communication provide a platform to exchange opinions and public involvement.

In this essay on mass media, we will discuss the function of mass media and its importance to the world.

Introduction to Mass Media

In our society, mass media plays a crucial role. Mass media is a medium that brings news, entertainment, and cultural and educational programs to millions of homes. Mass media is classified into two categories: Print media and electronic media. Print media includes journals, newspapers, magazines, etc., and electronic media consists of the internet, TV, movies, etc. Some primary resources through which we get information are reading newspapers and magazines, listening to the radio and watching TV.

Radio, television, cinema and press are expensive forms of media run by private or government-run institutions. The main focus of these institutions is the idea of mass production and mass distribution. Among all the mass media tools, TV is the most popular. We have many channels to watch various shows, films, sports, plays, and educational and cultural programs.

Compared to other mass media tools, the information published in the newspapers is different. It publishes information about the latest happenings nationally and internationally. Some magazines and newspapers cover news, events, and reports on sports, cultural life, education, fashion, and entertainment for youth.

By watching TV or listening to the radio, you can upgrade your history, literature, and cultural knowledge and even learn foreign languages. Mass media includes cell phones, the internet, computers, pagers, emails, and satellites in today’s world. Information can be sent from a single source to multiple receivers through these mediums.

Other mass media tools such as books, magazines, pamphlets, books, billboards, etc., also have equal significance as the reach of these mediums extends to a massive number of masses.

The Function of Mass Media

Information.

One of the primary functions of mass media is the dissemination of information. Mass media circulates information and opinions about various events and situations to mass audiences. The information we get through multiple mediums of mass media is subjective, objective, secondary and primary. As an audience, we get informative news about the happenings worldwide via mass media. Media broadcast information on TV, radio, newspapers or magazines. Moreover, advertisements are also mainly for information purposes.

Entertainment

The most apparent function of mass media is entertainment. It is a performance that pleases people by making leisure time more enjoyable. Magazines and newspapers, television, radio, and other online mediums offer serials, stories, films, and comics to entertain audiences. Other instances include news, sports, columns, art and fashion. Infotainment means the fusion of entertainment and information, and edutainment is education and fun programs.

Socialisation

Socialisation means the transmission of culture and media works as reflectors of society. Socialisation is a process by which people behave in acceptable ways in their culture or society. Through this process, we learn how to become members of our community or human society in a greater sense. People who read a newspaper or watch television know how people react to matters and what norms and values they perceive on particular events, issues, or situations.

The link between the government and the people

The government utilises the power of mass media to explain, inform, and support its policies and programs.

Conclusion of Essay on Mass Media

All in all, while it is an effective tool, we must also check its consumption. In other words, it has the power to create and destroy. Nonetheless, it is a medium that can bring about a change in the masses. Thus, everyone must utilise and consume it properly.

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Frequently asked Questions on Mass media Essay

Why is mass media important.

Mass media provides information, education and also entertainment. Thus it is considered important and a quick media to share any type of content.

What are two main categories of mass media?

Print media and electronic media are the two main mass media categories. All the other types of media mostly come under these two broad sections.

What types of information can one obtain from such mass media?

History, literature, kowledge on cultural and foreign language, etc are some of the examples that can be obtained from mass media.

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Adverse Effects of Mass Media on Students Essay

Today mass media influence substantially the modern society and the formation of an individual’s identity due to the development of mass media, which reach the mass audience and are able to shape the public opinion. At first glance, the emergence of mass media have a positive impact on society since mass media keep people informed and provide larger opportunities for communication. On the other hand, mass media have rather negative than positive impact because they do not just shape cultural identity or public opinion, but they often promote violence, which undermine the normal development of an individual and may have a negative impact on social behavior and psychology of people.

Modern mass media permanently influence people. In fact, people are constantly exposed to this impact, which they cannot avoid because mass media are everywhere. Moreover, modern mass media are an essential part of the modern culture and they shape cultural identity and views of people. In such a situation, mass media may have a negative impact on the society because of the excessive violence which is depicted in films, news issues and other programs and mass media, including not only visual but also print media as well as radio. The negative impact of violence in media increased substantially in the result of the wider spread and practically permanent impact of media on people. It proves beyond a doubt that violence always exposes the audience to the risk of certain psychological problems and can increase aggressiveness of people. At any rate, the impact of violence in media may be destructive on psychological and moral development of children.

In actuality, the effect of violence is always negative on human psychology because people get used to violence. As a result, they do not perceive violent acts or offenses as something abnormal. Instead, they treat violence and aggressive behavior as a norm. In this respect, “happy” violence may be even more dangerous because it contributes to the positive perception of violence. What is meant here is the fact that people viewing “happy” violence in media do not have any negative emotion. In stark contrast, such violence seems to be funny and amusing. Such a view on violence formed by media results in the growing violence in real life situations, because people lose control over their behavior and they use violence as an effective tool to prove the righteousness of their position, for instance. In this respect, children are particularly vulnerable to the negative effect of the “happy’ violence. The problem is that children cannot distinguish such concepts as good and evil. Therefore, if they are “happy” while watching violence on TV they form a positive attitude to violence, to the extent that they can believe that violence is good. Eventually, they extrapolate their experience of viewing media on the real life that leads to the aggressive and violent behavior of children. Many specialists (Tolson, 149) point out the fact that children attempt to follow the models of behavior they acquire while watching TV or playing video games, etc.

Moreover, nowadays, in addition to traditional media, such as TV, children, as the part of the audience which is the most susceptible to the negative impact of violence in media, have access to Internet, they play video games which may also contain a lot of violent acts. As a result, they acquire wrong or, to put it more precisely, violent models of behavior. At the early age they cannot distinguish between such concepts as good and bad. This is why they imitate the models of behavior they learn from TV, Internet, video games, movies, etc. As a result, the violence in media contributes to violent and aggressive behavior of children and negatively affects the formation of their personality (Barker, 64). However, the impact of violence in media on adults may be also very significant since it also stimulates anti-social behavior of people since the abundance of violence in media changes the perception of violence as abnormal, anti-social act, instead, it is perceived as a norm. In such a situation, the number of those who “blame media violence for societal violence and want to censor violent content to protect children” (Bagdikian, 138) steadily grows.

Thus, taking into consideration all above mentioned, it is possible to conclude that mass media does have a negative impact on society, which is manifested through the excessive violence that is present in mass media. In fact, violence in media is a serious problem, but it only uncovers the full extent to which mass media can have a negative impact on society since they shape the public opinion and identity of the audience that is, a priori, very dangerous because it opens the way to manipulations with public consciousness.

Works cited:

Althusser, L. “Ideology & ideological state apparatuses.” In J. Evans & S. Hall (eds) Visual Culture: The Reader. London, Sage Publications, 1999, pp. 317-323.

Bagdikian, Ben H. The Media Monopoly, Sixth Edition, Beacon Press, 2000.

Barker, C. Cultural Studies: Theory and Practice. 3rd edn., London, Sage, 2008, pp.57-73.

Chomsky, Naom. “What Makes Mainstream Media Mainstream”, Z Magazine, June, 1997.

Klein, Sage N. Advertising and Popular Culture, London: Routeledge, 2000.

Tolson, A. “Popular culture: practice and institution.” In C. MacCabe (ed), High theory/Low culture: Analysing popular television & film. Manchester, Manchester University Press, 1996, pp.146-155.

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Analysing the Impact of Social Media on Students’ Academic Performance: A Comparative Study of Extraversion and Introversion Personality

Ramesh Behl

Introduction

Literature Review

Research Gap

Objectives of the Study

Research Methodology

Demographics

Validity and Reliability of ﻿Scale

Findings and Implications

Limitation and Future Scope of Research

Author contributions

Availability of data and material

Contributor Information

Mass Media Essay

Introduction to Mass Media

The Function of Mass Media

Entertainment

Socialisation

The link between the government and the people

Conclusion of Essay on Mass Media

Frequently asked Questions on Mass media Essay

What are two main categories of mass media?

What types of information can one obtain from such mass media?

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