A PROJECT REPORT

ON
“TOPIC”

Submitted in partial fulfillment for

the award of the degree of

BACHELOR OF BUSINESS ADMINISTRATION

DEPARTMENT OF BUSINESS ADMINISTRATION
SESSION (2019-2020)

Under the guidance of: Submitted by:

Name of Internal guide NAME- Ankit kumar
Designation Roll No- 0303302
Batch: BBA 2018-21

DAYANAND ACADEMY OF MANAGEMNT STUDIES,

KANPUR
AFFILIATED TO
C.S.J.M UNIVERSITY, KANPUR
Topic : A study on consumer
perception toward s BYJU’S app

 Year: 2017
 Award: World Summit Award
 Category: Learning & Education
 Producer: Byju Raveendran
 Organisation: BYJU’S
 Country: India

BYJU’S is India’s largest education company and the creator of

India’s largest K12 learning app which offers highly adaptive,
engaging and effective learning programs for students in
classes 4-12 (K-12) and competitive exams like JEE, NEET, CAT,
IAS, GRE and GMAT. Launched in 2015, BYJU’S has become the
most loved and preferred education app for students across
age groups. The BYJU’S learning app makes use of original
content, rich animations, interactive simulations and engaging
video lessons from India’s best teachers.
Today, BYJU’S has over 10 million downloads, 500,000 annual
paid subscriptions and sees addition of 40,000 students every
month. With an average time of 40 minutes being spent by a
student on the app every day from 1700+ cities, the BYJU’S
app is making learning enjoyable and effective. Annual renewal
rates are as high as 90%.
Delivering world class learning experience, BYJU’S is making
learning contextual and visual, and not just theoretical. The app
has been designed to adapt to the unique learning style of
every

BYJU’S app was developed by Think and Learn Pvt Ltd,

established by Byju Raveendran in 2011. Raveendran, who was
trained as an engineer, started coaching students to pass
mathematics exams in 2006. In 2011 he founded an
educational company with the help of his students offering
online video-based learning programs for the K-12 segment as
well as competition exams. In 2012 Think and Learn entered
both Deloitte Technology Fast50 India and Deloitte Technology
Fast 500 Asia Pacific ratings and has been present there ever
since
In August 2015, after 4 years of developments, the firm
launched BYJU’S The Learning App. The app was downloaded
by more than 2 million students within the first 3 months since
its launch. In December 2016, the app was among "Best Self
Improvement" apps at Google Play India rating.
In 2017, Think and Learn launched BYJU’S Math App for kids
and BYJU’S Parent Connect app to help parents track their
child’s learning course. BYJU’S app also became a business
case at Harvard Business School. By 2018, it had 15 million
users and 900,000 paid users.

INDUSTRY PROFILE OF BYJU’S APP

M-Learning
 M-learning or mobile learning is "learning across multiple
contexts, through social and content interactions, using
personal electronic devices". A form of distance education, m-
learners use mobile device educational technology at their
convenient time.

M-learning technologies include handheld computers, MP3

players, notebooks, mobile phones and tablets. M-learning
focuses on the mobility of the learner, interacting with portable
technologies. Using mobile tools for creating learning aids and
materials becomes an important part of informal learning.
M-learning is convenient in that it is accessible from virtually
anywhere. Sharing is almost instantaneous among everyone
using the same content, which leads to the reception of instant
feedback and tips. This highly active process has proven to
in1crease exam scores from the fiftieth to the seventieth
percentile, and cut the dropout rate in technical fields by 22
percent. M-learning also brings strong portability by
replacing books and notes with small devices, filled with
tailored learning contents. M-learning has the added benefit of
being cost effective, as the price of digital content on tablets is
falling sharply compared to the traditional media (books, CD
and DVD, etc.). One digital textbook, for instance, costs one-
third to half the price of a paper textbook (AFD, 2012), with
zero marginal cost.
Some of the possibilities offered by this methodology,
according to Fombona, Pascual-Sevillana and González-
Videgaray, are a greater and different access to information,
along with transcendent innovations, such as the increase of
informal and playful activities, iconic virtual, membership of
specific groups, and networks of friendly interaction within new
scales of values.

ORIGIN
Mobile learning is not just about adapting your courseware for
a different delivery medium. The content is different—smaller
in size. It is not just for delivery through a browser but now
also through specialized apps. Learning is more contextual and
heuristic. This because your learners are on the move.

Why would anyone learn on the move? The answer to this is

not so much about the mobility of the medium as much as it is
about the convenience of content delivery. “People learn on
their mobile phones….where they want.” This is learning
without the hassles of the ‘preamble’ to start learning.

It is estimated that around 62% of the workforce is using

mobile devices to perform one or more official tasks through
these devices. Mobile devices provide a level of flexibility not
seen or felt before and hence learners are more than ready to
embrace mobile as the learning delivery device. What is more
astonishing is the fact that the number one request from
learners is to make learning possible through mobile also.

Going mobile is not a strategy based on costs or delivery

mediums. It is driven by a higher order of learning objectives
like increasing course consumption or making learning
ubiquitous. Also, we need to understand the differentiation
between the medium itself and developing content for the
medium. Like technology everywhere, the hardware,
middleware and software aspects of mobile learning are
challenging and mind-boggling enough to deter organizations
from even thinking about it. That, however should not be the
case. The hardware side of this is getting addressed by learners
themselves. Like highlighted before, two-thirds of the learners
are already mobile and many more will be so very soon. The
demand and consumption of mobile devices like smartphones
is increasing in leaps and bounds part because of their utility
value and part because of the natural evolution of technology.

The middleware scenario is getting consolidated in terms of

the platforms. Whether Android has an edge over iOS is only a
question of time and demand. But the one thing that is clear in
all is that they are being developed with the consumer in mind
and hence guaranteed to cause the minimal issues when it
comes to delivering content – any type of content–like gaming,
apps and yes, even learning. So all that is now left is the
software part of learning.

Origin Learning has been first choice of Mobile Content

Developer for Fortune 100 organizations across different
verticals. Through custom content wrapper development
methodologies we develop the optimal content strategy and
reuse for delivery across various mediums including mobile.
Origin can help you in the following ways:

Determine the right ‘way’ to go mobile – design and develop

your mobile learning strategy that will enable you to leverage
existing content courseware and adapt it to this medium
‘Early Mover’ strategy – design a content strategy that
incorporates blended learning as the foundation for your
learning delivery thus planning for a long term on including
mobile as an important component of your delivery mix

‘Right Here Right Now’ – develop bite-sized mobile content

and frameworks to get you started

Mobile Content Development

EVALUATION
Over the past decade, mobile learning has grown
monumentally in educational institutions as well as in
corporate houses around the world. It started with simple text
based short lessons sent over to mobile devices for revision or
a quick recap; now mobile learning is growing in scope and
capability that offer new opportunities for learning that extend
beyond the traditional eLearning or instructor-led classroom.

4 Ways Of Evaluating Mobile Learning

1. Analyzing the learners’ contribution on online

forums.
Learners may assimilate information into their own
experience and development, rather than reproducing
knowledge in a pre-post questionnaire or traditional
test. Practical opportunities of sharing and applying
knowledge should be provided to ascertain the
effectiveness of learning. A very sound way of doing
this is by analyzing the learners’ contribution to the
 topic on online forums. Such forums can be specially
created to encourage the learners’ online contributions.
Evaluation can be conducted on the basis of how many
times the learner has answered a query in the forum.
Or it can also be deduced by analyzing how many
experiences or findings has he or she posted. Peers can
“like” these posts or tag them as useful to fellow
learners. The number of times a learners’ post tagged
or forwarded by his or her peers can also be an
effective measure of learning effectiveness.
2. Measuring how and how much learners use their
mobile devices.
The number of times that a learner logs on to
the Learning Management System (LMS) using the
mobile device or searches for relevant course content
on his handheld device can be a sign that the mobile
learning endeavor is effective. Increased learning time
on the mobile device is a definite sign that learners are
keen on learning on these devices.
3. Analyzing the quality of a text report or
assignment.
The same happens when the course is delivered
through traditional eLearning or even through
classroom sessions. In the case of mobile learning, the
text reports can be written on mobile devices
themselves and submitted online. The textual content
does not have to be extended to present a clear picture
of learning effectiveness. Short descriptive questions
or objective test papers can also be utilized to throw
light upon learning evaluation.
 4. Collecting actual log data, with respective to the
interactivities built within the mobile learning
course. 
For instance, the fact that a learner accesses a particular
section of the course more than one time is an
indicator that the section contains material which
definitely garners his attention or he finds it useful. This
is especially true if the course is fortified with audio-
visuals or even short skill-based games which the
learner wants to experience more and then apply to his
work. Not only does this throw light on the
effectiveness of content, it also reveals what kind of
content most appeals to learners.
ACHIEVEMENT
The first basis for the case for mobile learning lies in the
ubiquity of mobile telephony. There is an old adage of distance
education research which states that ‘It is not technologies
with inherent pedagogical qualities that are successful in
distance education, but technologies that are generally
available to citizens’. A typical example is the 12” laser discs of
the early 1990s. These laser discs had excellent pedagogical
possibilities and excellent courses were developed for them
especially in the field of ESL (English as a Second Language),
but they were not successful because not enough people
owned one. Never in the history of the use of technology in
education has there been a technology that was as available to
citizens as mobile telephony. The statistics are stunning:

 
In July 2005 Ericsson announced that the number of mobile
devices in the world had topped 2 billion for the first time.
They forecast ownership of 3 billion mobile phones as early as
2010 – and this for a world population of somewhat over
6billion. However, the CEO of Ericsson, Carl-Henric Svanberg,
announced on 1February 2008 that there were 3.300.000.000
mobile subscriptions in the world. The penetration of mobile
telephony in nearly every European state today is more than
100%.Recent research on audience characteristics published by
the BBC in Britainshows the ubiquity of mobile devices,
especially in the 16-24 age group, the university age group.
The BBC research in this group characteristic a mobile phone
as a ‘necessity’ and not a ‘luxury’. Thus it can be taken as a
given that all students in all European further and higher
education institutions in all countries in Europe possess one.
The task confronting the field of mobile learning is to harness
this vast availability of wireless technology to education and
training. Its role is to orchestrate the move from the wired
learning environment of today to the wireless virtual learning
environment of tomorrow. The wired learning environment of
today might be presented diagrammatically thus:

CONTENT
1 Australia 8

2 Canada 24
3 Chaina 35

4 India 58

5 Japan 65

6 Republic of korea 104

7 South Africa 115

8 Taiwan 143

9 USA 164

Vision
It's been just a couple of years since the first mobile device hit the
market. Yet, it is already a foregone conclusion that it will become
an indispensable tool for learning in the future. That's why T.H.E.
Journal asked a number of educators to let their imaginations go
wild and conjure up visions of the future of the mobile device in
the classroom

MISSION
In 2013 UNESCO commissioned a series of Working Papers on
Mobile Learning. The aim was to better understand how
mobile technologies can be used to improve educational
access, equity and quality around the world. Collectively and
individually, the papers consolidate lessons learned in different
regions to provide policy-makers, educators and other
stakeholders with a valuable tool for leveraging mobile
technology to enhance learning, both now and in the future.
The excerpt that follows identifies some of the implications for
policy makers and planners.

Technology has changed our world in ways previously

unimaginable. Mobile devices permeate our daily lives,
providing unparalleled access to communication and
information. By the end of 2012, the number of mobile devices
was estimated to exceed the world’s population (Cisco, 2012).

SWOT ANALYSIS
 For over two years now, we have not only just been hearing
about mobile learning but also actively understanding and
working on it. From trying to explain five myths of mobile
learning to assisting customer new to mobile learning, getting
started with mobile learning has been an exciting journey
through which we have seen mobile learning seeing increasing
adoption. This has been possible due to a variety of factors –
better, faster, cheaper smart phones, the advent of tablet
computers, and an increasing awareness of the benefits and
applicability of mobile learning.

STRENGTH
 No more just a buzzword or science fiction.
 Practical, affordable and exciting devices available to
enable learning on mobile.
 Devices getting faster and better, with increasing memory
and storage capacity making it possible for complex
applications to reside on devices.
 One of the most relevant tools (currently) for performance
support.
 Internet connectivity on phones not restricted to wifi
alone. Options like EDGE, 3G, 4G and even WAP exist. SMS and
Voice can also be used for learning tools on mobile.
 Development platforms for mobile are easy-to-use and
do not involve most of the complications associated with
desktop or system software.
 Both ‘Push’ and ‘Pull’ strategies can be mixed for best
results

WEAKNESS
 Myriad number of operating platforms, device types and
variations in supported technologies make it difficult (and at
times impractical) to create a unified solution which works well
across the board.
 Still fast moving in terms of technologies. In addition to
the challenges in Point 1, the technology itself evolves fast
making it challenging to keep up both at consumer’s end and
at the vendor’s end.
 While the development platforms and tools are easy-to-
use, using such tools to design effective learning solutions is
another matter altogether. It requires a skill-set that includes
instructional and media design competencies for mobile
device, and interface & user experience design skills.
 Concerns still revolve around basic device security and
data security. Lack of common standards for mobiles adds to
the confusion.
 Lack of tools to create engaging mobile learning content.
Due to lack of Flash

Opportunities
 One of the best ways to offer quick, real-time on-demand
performance support. More than pushing training on to a
mobile device, designing mobile performance support
solutions would be the greatest opportunity.
 Front end or middle layer for the LMS. I believe this would
be a big opportunity as it allows enterprises to extend a part of
the LMS environment on to the mobile devices thus allowing
an integrated approach. This covers traditional training
components – training schedule, notifications, performance
support – reach out to experts, and even social learning and
collaboration components – friends, sharing content (even
generate content like photo and video quickly using device
capability).

THREATS
 Early stage technology curve.
 Lack of standards for learning on mobile, and even
general use of technology on mobiles.
 Lack of vendor focus. Not many vendors have been able
to innovate and come up with relevant solutions. Vendor
mindsets may still be revolving around LMS, PMS, etc.
 Multiple platforms and varied technical frameworks. Adds
to complexity in terms of design and development. Specially
when the need is to build native apps which can utilize the true
potential of the mobile platform.

PESTEL of m-learning
online education, is exactly what it sounds like: education
served to students by means of the internet and electronic
devices.
Online learning is a The internet has made it easier than ever to
access the world’s knowledge from the comfort of your home,
which opens up a new realm of possibilities called online
learning. Online learning, also known as eLearning or  great
idea in principle — but does it really have potential? In this
article, we analyze the online education industry with the help
of the PESTLE model, which looks at the Political, Economic,
Socio cultural, Technological, Legal, and Environmental factors
at play in this space.

Political

Here’s the single most important Political factor affecting

online learning:

Restricted internet access

In some countries — most notably China — access to the web

is restricted for political reasons. This makes providing an
online learning experience significantly more difficult, since the
learning materials have to be hosted in the appropriate
country and must meet local regulations. Some jurisdictions
have more specific internet regulations, which broadly permit
online education, but prohibit the distribution of certain
materials such as maps (especially of disputed territories).

Economic

Here are two Economic factors at play in online learning:

Affordability of online education

Generally speaking, online education is an affordable

alternative to regular education, since it doesn’t require the
live presence of teaching staff. Also, it’s incredibly easy to
distribute digital materials, since there is zero manufacturing or
shipping cost to account for from copy to copy. As such,
providers of online education can sell their learning materials
at extremely low prices, while still ensuring a healthy profit for
themselves!

High initial cost

Despite being a cheaper alternative to traditional education in

the long term, there is a comparatively high upfront cost
associated with online learning. This is because every student
needs access to an electronic device in order to consume
digital materials. In developed countries, this is hardly a
problem, since many students already own electronic devices
or could easily afford them. In developing countries, the high
cost of laptops and smart phones  may be prohibitive.
Thankfully, the cost of electronic devices is following a sure
downtrend.
 Sociocultural

Here are the Socio cultural factors which impact online

learning:

Lack of human interaction

Despite being an extremely efficient way to learn, online

education has the downside of reducing human
interaction. Students who go to a physical school every
day interact face to face with fellow alumni, school staff, and
various other individuals such as those they meet in their
commute. Those who learn from behind an electronic display
lose this human interaction, which likely plays an important
role in social development and mental health.

MAJOR PLAYER, COMPETETORS

1. IBM Corporation
2. Skill soft
3. Citrix Systems Inc
4. Upside Learning
5. Dell Inc.
6. SAP AG
7. AT&T
8. Promethean
9. Cisco Systems Inc
10. Net dimensions
 COMPANY FROFILE

BYJU’S - The Learning App is the common brand name for

Think and Learn Private Ltd., a Indian Educational technology
(ed tech) and online tutoring firm founded in 2011 by Byju
Ravindran at Bengaluru (India). In March 2019, it was the
world’s most valued edtech company at $5.4 billion (Rs 37,000
crore). Shah Rukh Khan is the brand ambassador for BYJU'S. In
July 2019 BYJU'S assigned Indian cricket team jersey rights.

Type Private

Industry Edtech, distance

education, m-
learning

Founded 2011; 9 years ago

Founder Byju Raveedran

(Founder, CEO)

Headquarters Bengaluru,
Karnataka
,
India

Area served Multinational

Products BYJU’S - The

 Learning App

Revenue ₹5,200 million

(equivalent to
₹5.6 billion,
US$78 million or
€72 million in
2019) (2018)

Total equity $5.4 billion (2019)

Number of 3200 (2019)
employees

Subsidiaries TutorVista, Osmo

Website byjus.com

COMPETETORS of BYJU’S APP

EDUKART
The company was started by Ishan Gupta and Mayank Gupta in
2011.
In May 2013, Edu Kart secured $500,000 in funding from a
consortium of early-stage institutional and angel investors. The
group includes Kima Ventures, Amit Patni and Arihant Patni,
AKM Systems (Shiven Malhotra), Vibhor Mehra and alumni
from Stanford University.
In 2016, Edukart was acquired by Paytm and this deal was said
to involve an employment contract.
EDUCOMP
Educomp Solutions is the largest education technology
company in India. We reach out to over 25000 schools and 14
million learners and educators globally. Educomp Group has 27
offices worldwide including an office each in Canada and Sri
Lanka, two in Singapore, three in the United States and 20 in
India Educomp addresses the key markets of private schools,
government schools, educational content, teacher training,
supplemental education services, pre-schools, professional and
higher education as well as online learning. Educomp is a
publicly traded company on the Bombay Stock Exchange and
National Stock Exchange. Educomp is a leader in several of the
market segments it operates in. It has created and owns the
largest content library for K-12. It is the largest Professional
Development Company, a leading ICT Solutions Company, and
the pioneer in education process outsourcing in India.
Educomp, the only Education Ecosystem Co mpany in India,
has a portfolio of fast growing brands.

TOPPER
Topper TV is India’s only curriculum - led education channel on
Indian Television for classes 1 to 12 with a viewership of over
2.5 lakh. Based on the premise of enhancing the engagement
of the child, programmes on Topper TV accentuate
understanding of concepts and thus the ability to apply for life
through experiential learning. Content has been specifically
created by academic experts for television and covers Physics,
Chemistry, Biology and Math. The episodes have been
designed in a way to ignite minds and enhance learning
experience. High quality videos, produced in-house using Live
Action, In-show Graphics and Animations are presented by
alumni of IIT, IIM and Ivy League colleges.
VISION
BYJU’S vision was to complete learning exprriece that integrate
classes from the best of teachers , assessments and
assignments which are personalized for every student, along
with in depth analysis and recommendations.

Vision Statement
We believe in the power of one-to-one learning that addresses
every child's learning needs, allows students to be holistically
involved in their education and be active, lifelong learners.

MISSION
At BYJU’s, their mission is to help children fall in love with
learning. Their learning products have enabled millions of
students across the globe to take the initiative to learn on their
own.
Mission Statement
Our aim is to become one of the most preferred education
technology platforms across the globe.

SWOT ANALYSIS
A SWOT analysis is a framework that is used to analyze a
company’s competitive positioning in its business environment.
This can be used by BYJU s The Learning App, and will involve
the identification of its internal Strengths (S) and Weaknesses
(W) followed by the identification of the Opportunities (O) and
Threats (T) it faces in its extensivelyrnal business environment.
BYJU s The Learning App is among the leading firms within its
industry, and it needs to retain this position. BYJU s The
Learning App is carefully reviewing its SWOT analysis and using
it to make strategic decisions. For a SWOT analysis to be
conducted of the firm, an interactive process needs to be
undertaken by coordinating among all the departments of the
firm such as finance, marketing, operations, human resource,
logistics, strategic planning, management information systems
etc.
STRENGTHS

1. It has a skilled labour force that is highly qualified,

innovative and diversified.
2. It has a strong presence on social media.
3. BYJU s The Learning App is a brand that has been in the
market for years, and people are aware of it. This makes
its brand awareness high.
4. BYJU s The Learning App has a Strong Distribution
network with a large number of outlets.
5. It has a low-cost structure, which provides it with an
advantage over the competition.
6. It has a strong financial position with positive profits
reported in the past few years. It also has a strong asset
base.
7. It has a skilled labour force that is highly qualified,
innovative and diversified.
 8. It has a strong presence on social media.
9. BYJU s The Learning App is a brand that has been in the
market for years, and people are aware of it. This makes
its brand awareness high.

WEAKNESS

1. A high proportion of property in use by BYJU s The

Learning App is on rent, and rental charges need to be
paid.
2. Low amounts of spending on research and development
as compared to the competition.
3. It has a high employee turnover rate, with low employee
motivation and working morale.
4. It has liquidity problems with low quick ratio; the level of
current assets is less than current liabilities. It also faces
cash flow problems.
5. Lack of legal experience and legal department employees
are not highly qualified.
6. Worker morale is low due to company culture and politics
that have grown in recent years.

OPPORTUNITIES

1. Internet users are increasing around the world. E-

commerce is also growing with the increase in internet
usage.
2. Social media users are increasing worldwide.
3. Household income is increasing and so is the consumer
spending. Inflation in the economy is expected to remain
low.
 4. Growth in environmentally friendly products and services.
Government is offering subsidies on these.
5. Interest rates are low, which provides an investment
opportunity for large projects.
6. Trade barriers have been reduced on the import of goods.
This will reduce the costs incurred on inputs for
production.
7. Regulations have loosened in recent years making it
easier for businesses to carry out their operations.

THREATS

1. There is a threat of new entrants coming into the market.

2. The exchange rate has been devalued.
3. Fuel price has risen in recent years making inputs
expensive.
4. Competition within the industry is increasing.
5. More substitute products are now available.
6. Consumer tastes are changing, and this puts pressure on
companies to constantly change their products to meet
the needs of these customers.
7. Regulations on international trade keep changing, and
this requires compliance by companies if they are to
operate globally.

MARKET SHARE of BYJU’S APP

Bengaluru: Education technology firm Byju’s has raised $150
million in fresh funding led by Qatar Investment Authority, the
Qatar government’s sovereign wealth fund. San Francisco-
based Owl Ventures also participated in the investment round.
The investment values the startup at $5.7 billion, according to
sources. It makes Byju’s the fourth most valuable private
internet company in the country, behind Flipkart (bought by
Walmart), Paytm and Ola, with its valuation steadily rising with
ea ..

Its valuation rose from $3.6 billion at the end of last year to
$5.4 billion in March when it raised $25 million from General
Atlantic. This has made founder Byju Raveendran one of the
most wealthy new-age entrepreneurs, with the promoter group
holding 36% stake in the company at an estimated value of
$1.9 billion.

The Bengaluru-based firm said the fresh funds will support its
plan to expand into international markets and create products
that cater to learners abroad. The company recently launched
its Disney Byju’s Early Learn app in partnership with Disney for
K-3 students aimed at markets such as the United States, UK
and Australia. “Indian edtech firms attracting interest from
eminent investors, demonstrates that India is pioneering the
digital learning space globally,” said Raveendran, the CEO of
Byju’ ..

PESTEL analysis of BYJU’S app

PESTLE analysis is a mnemonic, it stands for – Political,
Economic, Sociological, Technological, Legal and Environmental
analysis. It is basically all the elements of the macro environment
of a business.

The study of this environment helps us the factor that is likely to

affect our business in the near future. And this can help us
prepare for the upcoming changes.

Political Factors
This is actually the degree of government involvement in the
economy. If the government interferes with the economy to any
degree then these factors become of importance.

Such political factors include government policies and laws,

taxation policies, budgets, international trade laws, trade
restrictions, and even environmental laws in place. So any
changes in these or any new legislation in the future will affect
business.

Economic Factors

Almost all changes in the economy of a nation have a significant

impact on the business. Economic factors such as Gross
Domestic Product (GDP), average National Income, inflation
rate. the growth rate of the economy, prevailing interest rates of
the market etc. have a direct effect on the profit of a business.

These economic factors are inclusive of both micro and

macroeconomic factors. Macroeconomic factors relate to the
economy as a whole like the market demand, interest rate,
taxation policies, total expenditure etc. Microeconomics focus
on single households – disposable income, customer choices,
and preferences etc.
Social Factors
These are the s nocial and cultural factors of a demographic.
They include the age, gender ratio, population growth, urban-
rural divide, employment rates, health statistics, preferences etc
of a given population. These are all factors that affect the sale of
the product or service and hence the profit of a business.

Technological Factors

This is actually one of the most important factors of the PESTLE

analysis. It involves the presence and innovation of technology
and the growth of technology in a market.

This advancement of technology can apply in three basic ways –

improvement or the advent of technology in producing the
goods, distributing the goods or in marketing the goods. So the
business must keep up with the evolving technology to stay with
the times.

Environmental Factors
In the last two decades or so, these environmental factors have
gained a lot of importance. Businesses are now more conscious
about the pollution they may cause and their carbon footprint.

They wish for growth but it must be sustainable growth, not at

the cost of the environment. So new environmental laws, Eco-
friendly practices, technology to control pollution etc are all
factors they need to mindful of.
Legal Factors
These factors include any changes in laws and legislation, health
and safety guidelines, guidelines for equality and safety of
women, consumer rights, ethical standards for advertisement
etc.

LITERATURE review

1 Content Development & optimization of ThinkTab A

PROJECT REPORT Submitted in partial fulfilment of the
requirement for the award of the degree of BACHELOR OF
TECHNOLOGY (B.Tech) in Mechanical Engineering by Parth
Vaishnav 120503041 Mechanical Department MANIPAL
UNIVERSITY JAIPUR JAIPUR-303007 RAJASTHAN, INDIA
May/2016

2.  DEPARTMENT OF MECHANICAL ENGINEERING MANIPAL

UNIVERSITY JAIPUR, JAIPUR – 303 007 (RAJASTHAN), INDIA
28.05.2016 CERTIFICATE This is to certify that the project titled
Content Development & optimization of ThinkTab is a record
of the bonafide work done by Parth Vaishnav (120503041)
submitted in partial fulfilment of the requirements for the
award of the Degree of Bachelor of Technology (B.Tech) in
Mechanical Engineering of Manipal University Jaipur, during
the academic year 2014-15. Mr. Shyam Sunder Sharma Project
Guide, Dept of Mechanical Engineering Manipal University
Jaipur Dr. Anand Pandey HOD, Dept of (Name of the Dept.)
Manipal University Jaipur
3.  ACKNOWLEDGEMENTS This is a special note
acknowledging all those who helped me during my project and
internship at “Think and Learn Pvt. Ltd.”. Firstly, I would like to
thank Dr. Anand Pandey, Dept. HOD (Mechanical Engineering)
for letting me carry out the project in the company. I would like
to thank my internal guide Mr. Shyam Sunder Sharma without
whose encouragement I would not have been able to learn all
that I have during my time at T&L. I would also like to specially
thank Mr. Krishna Goutham and Ms. Abirame Periyasami who
have provided me with valuable support, inputs and has
guided me throughout the training, apart from helping me to
conduct tests related to the project. I would also like to express
my gratitude to my external guide Mr. Arunesh Sinha, who
taught me valuable lessons in sales and marketing department.
Lastly, I would like to thank the Department of Mechanical
Engineering for allowing me to explore this line of work and
the Placement department for giving me this opportunity. I
also, extend my gratitude to all the other team members who
have helped me throughout and for making my stay at T&L a
very memorable one.

4.  ABSTARCT The idea of ThinkTab is an innovation in itself as

it allows students all across India and more to gain access to
India’s best teachers at the comfort of their home, just using
the tablet. Especially my work was important as I helped
creating the content fot the ThinkTab. Also, I used optimization
techniques on the data that was provided to find optimum
course and type of tablet at a particular center location. Also,
as the company is a startup, I got to experience how a
company actually works as I worked in sales and marketing, I
got to understand working of different departments such as
logistics, operations, etc. The results that we obtained through
optimization of the data are very much scalable to any recent
data that can be extracted through surveys. Lastly, I got to use
and maintain softwares like leadsquared, to maintain lead
information, and orderhive, to keep track of the orders I
punched and the inventory.

Reddy et al. (2001) concluded a study on students experience

with virtual complex. The objective of this survey study was to
analyze the attitude of the learner towards resource-basesd
learning and to critically examine the effectiveness of resource-
based learning.

The questionnaire that was mainly structured with a few close-

ended (objective type) and open-ended questions was send to
the students of various tele-centers. Out of 1266 learners, 443
(35%) have returned the filled in questionnaires. Around ¾ of
the respondent replied positively. Majority (68%) of them felt
that they could construct their own individual knowledge base;
60% of them liked the flexibility in study routes; 46% improved
their study skills; 29% could think more; 28% found it
interesting and stimulating; 42% enjoyed the independence.
And 29% liked the choice of reading.

However, 25% of the respondent answered in the negative.

They did not very much enjoy resource-based learning
mentioning that they needed more guidance on what to do
and how to do; they also expressed that persuing course
through VC found tiresome and time consuming and feel
drowing in a sea of information.

Chapter 3

Research methodology
Reasearch problem-

As an example, a literature review and a study of previous

experiments, and research, might throw up some vague areas
of interest.
Many scientific researchers look at an area where a previous
researcher generated some interesting results, but never
followed up. It could be an interesting area of research, which
nobody else has fully explored.

A scientist may even review a successful experiment, disagree

with the results, the tests used, or the methodology, and
decide to refine the research process, retesting the hypothesis.
This is called the conceptual definition, and is an overall view of
the problem. A science report will generally begin with an
overview of the previous research and real-world observations.
The researcher will then state how this led to defining a
research problem.
An anthropologist might find references to a relatively
unknown tribe in Papua New Guinea. Through inductive
reasoning, she arrives at the research problem and asks,

Anecdotal evidence showed that violent behavior amongst

children was increasing. Bandura believed that higher levels of
violent adult role models on television, was a contributor to
this rise. This was expanded into a hypothesis, and
operationalization of the variables, and scientific measurement
scale, led to a robust experimental design.

RESEARCH OBJECTIVE

 To understand the consumer’s view/opinions whether

Byju’s application is preferable or not when it comes to
online learning .
 To understand which factors influences consumers to use
BYJU’S online learning application .
 Creating a reaction profile on BYJU’S.

RESEACH DESIGN

Research design is the blueprint of the marketing research

which suggests how to decide research type and data
collection methords according to the objective of the research.
Research methodology for this research is conclusive research.
Conclusive research is used to test specific hypotheses and
examine relationship. Conclusive research has 2 types of
research : Descriptive and casual research. The type of research
that we have used in descriptive research. Descriptive research
is preplanned and structured. It research has two type of data
collection methods; Survey and observation method. We have
used survey method for our research. BY doing descriptive
research we want to understand the perception of consumers
about BYJU’S the online learning application. This research will
provide the factors which influence students to use online
learning application and we are also trying to understand the
reasons and perception for not using online application.

SAMPLING

IN Nonprobabbility sampling technique the chance of selection

of all elements of population are not equal and convenience
Sampling method means sample drawn at the convenience of
the interviewer people tend to make selection at the familiar
location and choose respondent who are like themselves.

SAMPLING SIZE

The sample size of survey is 163.

SAMPLING FRAME

The sample for the research is taken only from KANPUR city
only.
POPULATIN

Population for this study is the target population like, Parents,

students and teachers who look decision while choosing
college or school.

DATA COLLECTION

There are mainly two methods of primary data collection of

survey method and observation method. We have used survey
technique for data collection in our research.

SOURCES OF DATA

PRIMARY DATA

The collection of primary data during the course of doing

experiments in an experimental research but in case we do
research of the descriptive type and perform survey whether
sample survey of census survey. Then we obtain primary data
either through a direct communication with respondent or
questionnaire.

SECONDARY DATA

For this research secondary data was collected through various

resources like, websides, Journals, Magazines, Articles, Books
and Projects reports are the main source of secondary data in
this research.

DATA COLLECTION INSTRUMENTS

For this research choose ‘’Questionnaire” as a tool for primary

data collection and ‘’Internet access’’ for the secondary data
collection. It include; multiple choice Question, Open/close
ended question and Nominal/ordinal/likert scale Question type
question .