## 3 Case Study
### Exploratory Data Analysis  
We employ descriptive statistics to show demographic data and trends in this study. The use of WhatsApp and its relation with academic achievement were assessed utilizing a 14-item instrument. A 5-point Likert scale was employed to collect the responses from the students; see Table 3. Furthermore, the 14 items related to addiction were subjected to an FA for determining the instrument's dimensionality and variables that could be utilized for addiction representation. The association between WhatsApp use and academic achievement was investigated based on Spearman correlations between variables. In the present study, 258 students responded; the majority of them are male (58.9%) and the remaining 41.1% are female from first (85.7%), second (12.0%) and third (6%) year courses. Figure 2 shows the distribution of population by background characteristics. Among the 258 students under analysis, 109 are bachelor of business and administration (BBA) students and 149 are master of business and administration (MBA) students. The  
Figure 1: Flow diagram of the methodology for dimension reduction. respondent's age range is 18 to 28 years, with the age groups: (i) 18-20 years old (46.9%); (ii) 21-23 years old (39.1%); (iii) 24-26 years old (12%); and (iv) 26-28 years old (1.9%). Respondents were drawn from four universities in Uttarakhand, India. Most of the students come from UPES (60.1%), IMS (36.7%), DIT (1.6%), and Graphic Era University (1.6%). Thus, because the replies from UPES are in the majority when compared to other universities, we did not divide the responses by university to avoid any bias. Out of the total number of respondents, 143 (55.4%) live off campus and 115 (44.6%) live in a dormitory on campus, away from their home; see Table 4.  
Regarding appropriation, according to the study's findings, 218 out of 258 students (84.7%) reported using WhatsApp during academic pursuits (such as during classes). Most students (198) employed WhatsApp to communicate with their teachers for academic purposes. Among the 258 respondents, 97 have joined three to four academic groups, 96 have joined one to two groups, 46 have joined more than five groups, and 19 have joined \begin{table}
\begin{tabular}{l c c c c c c} \hline \hline
**Variables** & \multicolumn{2}{c}{**Male**} & \multicolumn{2}{c}{**Female**} & \multicolumn{2}{c}{**Total**} \\  & \(n\) & \% & \(n\) & \% & \(N\) & \% \\ \hline Age group & & & & & & \\
18–20 & 77 & 50.7 & 43 & 40.6 & 120 & 46.5 \\
21–23 & 50 & 32.9 & 51 & 48.1 & 101 & 39.1 \\
24–26 & 21 & 13.8 & 9 & 8.5 & 30 & 11.6 \\
26+ & 4 & 2.6 & 3 & 2.8 & 7 & 2.7 \\ GPA & & & & & & \\ Less than 4 & 2 & 1.3 & 1 & 0.9 & 3 & 1.2 \\
4 and above but below 6 & 13 & 8.6 & 7 & 6.6 & 20 & 7.8 \\
6 and above but below 8 & 97 & 63.8 & 54 & 50.9 & 151 & 58.5 \\
8 and above & 40 & 26.3 & 44 & 41.5 & 84 & 32.6 \\ Program & & & & & & \\ BBA & 69 & 45.4 & 40 & 37.7 & 109 & 42.2 \\ MBA & 83 & 54.6 & 66 & 62.3 & 149 & 57.8 \\ Academic year & & & & & & \\
1 st & 133 & 87.5 & 89 & 84 & 222 & 86 \\
2 nd & 16 & 10.5 & 13 & 12.3 & 29 & 11.2 \\
3 rd & 3 & 2 & 4 & 3.8 & 7 & 2.7 \\ On/off campus & & & & & & \\ On campus & 63 & 41.4 & 52 & 49.1 & 115 & 44.6 \\ Off campus & 89 & 58.6 & 54 & 50.9 & 143 & 55.4 \\ \hline \hline \end{tabular}
\end{table} 
Table 4: Demographic information of samples by sex. \begin{table}
\begin{tabular}{l l} \hline \hline
**Item** & **Question** \\ \hline I.1 & I frequently find myself utilizing WhatsApp for longer periods of time than I expect. \\ I.2 & Without WhatsApp, I often find life to be tedious. \\ I.3 & Because of my WhatsApp usage, I frequently neglect my schoolwork. \\ I.4 & When someone stops me while I am on WhatsApp, I become upset. \\ I.5 & It could be several days before I feel the need to utilize WhatsApp. \\ I.6 & When I am on WhatsApp, time flies by and I do not notice it. \\ I.7 & It is difficult for me to fall asleep after using WhatsApp. \\ I.8 & I would be irritated if I had to limit the amount of time I spend on WhatsApp.