The Role of Social Media Use in Academic Performance Among Undergraduate Students

Abstract

This study explores how undergraduate students at an autonomous institution of Mid-West University use social media in relation to their academic performance. With the growing prevalence of social media, concerns have emerged regarding its potential impact on students' academic outcomes. The primary objective of this research is to explore how factors such as the amount of time spent on social media, the frequency of use, and the purpose of use (social interaction, entertainment, or academic purposes) affect academic performance. A total of 60 active undergraduate students participated in the study, with data collected through a structured questionnaire that assessed their social media habits and academic performance. The research is based on a positivist paradigm, with data analyzed using SPSS software and Python programming. The results showed a significant association between hours spent on social media per day and academic performance, and between types of social media and academic performance. No significant relationship was found between the frequency of use or the purpose of use and academic performance. These findings suggest that while social media itself does not inherently harm academic performance, the way students engage with it plays a crucial role. The study calls for further research to better understand these dynamics and develop strategies that minimize distractions while maximizing the potential academic benefits of social media. The findings offer valuable insights for educational institutions and policymakers aiming to enhance student performance through evidence-based interventions.