GROUP 3

Impact of Social Media in Academic Life

Department of Computer Science and Engineering,

American International University-Bangladesh

Abstract—Due to rapid internet and communication technology advancements, social media has
become integral in daily life, allowing people to interact and share information globally. Its
influence has extended to higher education, where students use it for both academic and non-
academic purposes. This study aims to examine social media's impact on students' academic
performance at Khushal Khan Khattak University, Pakistan. Findings reveal varying perceptions
among students, indicating mixed beliefs and attitudes influenced by the academic year and faculty.
Further research and tailored interventions are needed to address students' concerns and
challenges, guiding them in navigating social media's role in academics effectively.

Keywords: social media, student academic life, higher education.

I. INTRODUCTION

Social media has become an integral part of modern life, influencing various aspects of
society, including education. With the widespread adoption of platforms such as Facebook,
Twitter, Instagram, and TikTok, students now have access to a vast array of information and
social connections. However, the impact of social media on academic life remains a topic of
debate and concern. This report aims to explore the effects of social media usage on students'
academic performance, engagement, and well-being through a comprehensive analysis of
secondary data.

A. Statement of the Problem

Social media has both positive and negative impacts on academic life by influencing study
habits, communication with peers and access to educational resources.

B. Significance of the Study

This study holds significant implications for education stakeholders by investigating the
impact of social media on academic life. By understanding how social media affects students'
academic performance, engagement, and well-being, educators, policymakers, and institutions
can develop evidence-based strategies to support student success in the digital age. This research
contributes to broader discussions on the digital age. Additionally, this research contributes to
broader discussions on technology in education and informs proactive measures to harness the
benefits of social media while mitigating potential risks.

C. Scope of the Study

This study focuses on examining the impact of social media on academic life within higher
education institutions. It includes an analysis of secondary data sources to explore the
relationship between social media usage and students' academic performance, engagement, and
well-being. The research investigates social media usage patterns among students, effects on
academic outcomes, and identifies underlying mechanisms influencing these impacts. While the
study provides insights applicable to higher education globally, it does not delve into
primary/secondary education settings, faculty outcomes, or technical aspects of social media
platforms. The temporal scope primarily considers recent literature and empirical studies
published within the last decade.

D. Review of Related Literature

Zahid Amin, Ahmad Mansoor, Syed Rabeet Hussain And Faisal Hashmat (2016) highlighted
the academic outcomes of students who spend a significant amount of time on social media sites.
The report has found mostly positive outcomes, indicating that students who engage with social
media platforms are able to share and generate new ideas related to their studies. Additionally,
they also use these sites for having fun as these social websites are helpful in their academic
work. Use of these interacting social media has become the routine habit of students. They spend
a major part of their time on these sites for entertainment and also concentrate on their studies.
Students are a precious asset to any country. Through these social websites they do their
academic work with enjoyment.

Rithika M. and Sara Selvaraj (2013) reported that Students' fondness for social media
platforms like Facebook, Twitter, YouTube, and Orkut is evident. While addressing academic
progress is crucial to mitigate negative influences of social media on studies, both faculties and
students are increasingly leveraging social networking for learning, extending education beyond
classroom boundaries. However, challenges persist, with many colleges still blocking access to
such sites due to concerns about misinformation and addiction. The rise of fake or misleading
information on social media exacerbates these issues, contributing to societal detachment and
individualistic behaviors among students. As social media usage continues to grow, it is essential
to emphasize responsible and balanced usage, guided by wisdom and rational thinking, to avoid
its detrimental effects on individuals and society.

Raymond Owusu Boateng & Afua Amankwah (2016) stated that students use social media as a
platform for discussions, accessing class schedules, venues, and exchanging information with
peers. Social media enables users to connect, interact, and exchange messages publicly or
privately. The study validates that social media offers students a new way to engage with their
academic environment, allowing them to evaluate and comment on various aspects of campus
life in real-time. Participants recognize social media's significant contribution to their academic
development. While it facilitates multitasking, concerns arise regarding potential inappropriate
behavior in private relationships outside the classroom.
 II. METHODS

A. Source of Data

The data for this study was collected from a secondary source through online platform.
Secondary sources provide valuable insights gathered by previous researchers, institutions, and
organizations, making them ideal for analyzing the impact of social media on students' academic
life.

B. Search Strategy

To ensure comprehensive coverage of relevant literature, a systematic search strategy will be

employed. Keywords related to the topic, such as "social media," "students," "academic
performance," "impact," and variations thereof were used to search academic databases,
scholarly journals, conference proceedings, and reputable websites.

C. Population and Sample

The data which has been used here are on the female students of Khushal Khan Khattak
University, Pakistan. The total female students from different Departments were 150. In that
survey, different questions related to the issue or topic of concern were asked to the students.
The study questions were based on two types of skill: “Yes” or “No”.

D. Statistical Methods

Simple statistical techniques were used to tabulate the results of this study. The secondary data
were analyzed using a percent of response. To compute the percent of response, the number of
responses to each choice was divided by the total number of respondents.

E. Limitations of the Study

The study's reliance on secondary data presents several limitations. Data quality is subject to the
credibility and consistency of the original sources, potentially impacting the reliability of
findings. Accessibility issues could restrict access to comprehensive datasets, posing additional
constraints on the research. Transparent acknowledgment of these limitations is crucial for
maintaining the study's credibility and rigor.

III. RESULTS AND FINDINGS

This section presents the data analysis for the current study, including all the facts and figures
obtained through the collection of data. The data were analyzed using appropriate statistical
methods, and mean percentages were calculated to determine the impact of social media on
students' academic performance. The results of the analysis are presented and interpreted in this
chapter.
Table 1: Comparison of the social media impact on academic performance regarding Faculty wise for the factor of
“Accelerating impact”.
 Arts Faculty natural Social
(%) Sciences (%) Sciences (%)

Yes No Yes No Yes No

1. My grades are improving with the help of study materials shared on social media 94 6 95 5 88 12
platforms

2. For expressing our thoughts, social media platforms are the best means 88 12 64 36 79 21

3. Our teachers share assignments and class activities on social media platforms which 74 26 66 34 57 43
eventually help us in managing our academic Better

4. Academic discussion on public/private group accelerate my understanding of the 72 28 69 31 70 30

topics

Average 82 18 73 27 74 26

Table 1 The table demonstrates the percentage of students from four different faculties,
concerning the factor of "Accelerating Impact". According to the table, 82% of respondents who
were included in the study that considered the factor of "Accelerating impact" believed that
social media had an impact on academic performance and 18% students say that social media has
no impact on student academic performance within the Arts faculty. For the Natural Sciences
faculty, only 26% of respondents believed that social media had an impact on academic
performance, while the remaining 73% of respondents did not. In the case of the Social Sciences
faculty, 74% of respondents believed that social media had an impact on academic performance,
while the remaining 25% of respondents did not.
Table 2: Comparison of the social media impact on academic performance regarding Faculty wise for the factor of
“Social Media prospectus”.

Arts (%) Faculty Social

Natural
Sciences
Sciences (%) (%)

Yes No Yes No Yes No

1. Social media sites increase employment prospectus 78 22 75 25 88 12

2. I use social networking sites (SNS) to Spread and share knowledge with my classmate 72 28 75 25 74 26

3. I use materials obtain from social media sites to complements what has been taught in the 76 24 80 20 51 49
class

Average 75 25 78 22 71 29
Table 2 The table demonstrates the percentage of students from four different faculties,
concerning the factor of " Social Media prospectus ". According to the table, for the Arts faculty,
75% of respondents believed that social media had an impact on academic performance and 24%
respondents say no when the factor of "Accelerating impact" was considered. For the Natural
Sciences faculty, 23% of respondents believed that social media had an impact on academic
performance when this factor was considered, while the remaining 78% of respondents did not.
For the Social Sciences faculty, 71% of respondents believed that social media had an impact on
academic performance when the factor of "Accelerating impact" was considered, while the
remaining 28% of respondents did not.
Table 3: Comparison of the social media impact on academic performance regarding Year wise for the factor of
“Deteriorating Impact”

Arts Faculty natural Sciences Social Sciences

(%) (%) (%)

Yes No Yes No Yes No

1. My academic performance negatively affected due to unlimited use of social 74 26 61 39 63 37

media

2. Distraction from studies is more when social media is added to academics 60 40 75 25 72 28

3. My grades have deteriorated since, I am engaged on those social media 64 34 55 45 51 49

performance

4. Addition to social networking sites, affecting my academics performance 68 32 72 28 35 65

5. I have observed mood seeing and irresponsible 64 36 75 25 61 39

behavior due to social media posts

Average 66 34 67 33 56 44

Table 3 The table demonstrates the percentage of students from four different faculties,
concerning the factor of " Deteriorating Impact”. According to the table, for the Arts faculty,
68% of respondents believed that social media had an impact on academic performance and 33%
said there is no impact on student academic performance when the factor of "Deteriorating
Impact " was considered. For the Natural Sciences faculty, 27% of respondents believed that
social media had an impact on academic performance when this factor was considered, while the
remaining 72% of respondents did not. For the Social Sciences faculty, 74% of respondents
believed that social media had an impact on academic performance when the factor of
"Accelerating impact" was considered, while the remaining 22% of respondents did not.
Figure 1: Graphical representation of the faculty wise student responses about the three factors regarding the social
impact on student academic performance.

IV. CONCLUSIONS AND

RECOMMENDATIONS

A. Conclusions

The results indicate that students from different faculties hold varying perceptions regarding
the impact of social media on academic performance. This suggests a complex relationship
influenced by students' beliefs and attitudes across different contexts and social media factors.
Additionally, perceptions of social media challenges vary among students across different
faculties. For instance, while a significant portion of Arts faculty respondents believe social
media affects academic performance, a smaller percentage of Natural Sciences faculty share this
belief. This suggests that faculty-specific perspectives and academic disciplines may shape
students' views on social media's impact on studies. Overall, the findings highlight the diverse
perceptions among students in different academic contexts, underscoring the need for tailored
interventions and further research to address these concerns. Understanding these perceptions
can enable educational institutions to offer appropriate support and guidance to help students
navigate the opportunities and challenges of social media in their academic pursuits.

B. Recommendations

Based on the findings and conclusions in this study, the following recommendations are made:

1. Conduct further qualitative research to delve into the underlying factors shaping students'
perceptions of social media's impact on academic performance.
2. Tailor interventions to address specific concerns and challenges faced by students across
different academic years and faculties.
3. Offer educational programs and workshops to enhance students' digital literacy skills and
teach effective use of social media for academic purposes.
4. Educate students about the pros and cons of social media and provide strategies to
navigate challenges.
5. Create a supportive environment by promoting open communication channels between
students and academic staff.
6. Emphasize self-regulation and time management skills to help students balance academic
responsibilities and social media usage.

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4. Iqbal, F., Jan, S. U., Anfal, S., & Ibrahim,Z. (Summer 6-1-2023). Impact of Social Media
on Academic Performance of University Female Students of Khushal Khan Khattak
University Pakistan.