## 4 Conclusions, Limitations and Future Research
### Conclusions  
This research established that there is no constructive relation between academic performance and use of WhatsApp by students. However, some past research showed that there is a positive association between academic performance and use of WhatsApp, indicating 57% students used WhatsApp for academic purposes. In [52; 53], 56% students of Maharshi Dayanand University, Haryana, India opened that WhatsApp is beneficial for academic purpose. Thus, service providers can inculcate some features related to academic utilization to make it more effective. We have a big upcoming potential through digital platforms.  
Students employ WhatsApp to disseminate their notes, and they remain in regular touch with their classmates. Hence, WhatsApp service providers should ensure an easy and smooth transfer of notes documents.  
The majority of students spend less than two hours on WhatsApp, and they use it because it is easy, smooth and free to utilize. Mostly students share valuable, relevant information through the app. Then, all stakeholders should add some features for the easy dissemination of data. A similar study on WhatsApp has recently become popular as a result of its features, which include the ability to send real-time messages to an individual or group of friends at the same time as well as its low cost and privacy [54].  
The purpose of the present investigation was to determine the prevalence of WhatsApp usage among Dehradun bachelor and master management students. Factor and disjoint principal component analyses were carried out as part of the multivariate study applied to the WhatsApp Indian data generated for the present work. WhatsApp is simple to employ and communicate with for students. According to our findings, most students employ WhatsApp for academic purposes. WhatsApp's accessibility had no bearing on management students' academic achievement. Students said they utilized WhatsApp for less than two hours per day. According to the findings of our survey, many students exclusively disseminated materials pertaining to their academic topics through the app, which contribute to the easy dissemination of notes. Based on the findings, answering questions on WhatsApp during class is strongly associated with app learning assistance. Nevertheless, more app utilization in class is inversely correlated with the grade point average, which is similar to the study conducted on medicine students in [55]. Such a survey indicated that there is a negative impact on the employment of social media on academic performance. The survey concluded that while students' grade point average has no relationship with the use of WhatsApp, the app can sometimes assist students in their learning and performance. Training for the constructive usage of WhatsApp should be inculcated in the curriculum, which is supported by the investigation carried out in [55]. Additionally, there is a significant relation between students' utilization of WhatsApp during academic activity and the use of WhatsApp to communicate with lecturers. It also provides opportunities to share videos, pictures, class notes, and other academic materials, as also indicated by other authors [52].  
\begin{table}
\begin{tabular}{l l l} \hline \hline
**Latent Dimension** & **Characterization** & **Grouped Items** \\ \hline FACT1/COMP1 & Addicted: High dependency on WhatsApp & I.3, I.9, I.10, I.11, I.12, I.13 \\ FACT2/COMP2 & Socially isolated: Isolation due to the use of WhatsApp & I.1, I.2, I.4, I.5 \\ FACT3/COMP3 & Time pass: Growing use of WhatsApp & I.6, I.7, I.8, I.14 \\ \hline \hline \end{tabular}
\end{table}
Table 10: Summary of dimensional reduction analysis.