The Relationship between Social Media usage and

Academic Performance

Chapter 2: Review of Related Literature

Introduction

The relationship between social media usage and academic performance has garnered
attention in educational research due to the rapid rise in social media use, especially
among adolescents and young adults. While social media platforms provide users with
opportunities for learning and information sharing, concerns about their potential to
distract students from academic tasks have raised questions about the overall impact on
academic achievement. This chapter explores the literature on the role of social media in
education, examining the benefits, drawbacks, and factors influencing the relationship
between social media usage and academic performance.

2.1 Social Media Usage Among Students

2.1.1 Prevalence and Trends

Social media usage has become an almost ubiquitous aspect of student life, with studies
indicating that over 90% of adolescents in many parts of the world engage with platforms
such as Facebook, Instagram, Twitter, and TikTok on a daily basis. The average time spent
on social media platforms by students ranges from 2 to 4 hours per day, with peaks during
non-school hours and weekends (Ellison et al., 2020). Social media serves as a primary
means of communication, entertainment, and sometimes education for students.

2.1.2 Purposes of Social Media Use

Students engage with social media for various reasons, including:

• Communication and Social Interactio: Platforms like Instagram, Telegram, and

Messenger allow students to interact with peers, share experiences, and foster
friendships.
• Entertainment: YouTube, TikTok, and Facebook provide entertainment through
videos, memes, and trends, which can serve as both relaxation and distraction.
• Educational Purposes: Some students use social media for academic activities,
such as accessing educational videos, joining study groups, and seeking help with
assignments. Platforms like YouTube and TikTok have appeared as valuable
resources for tutorials and peer-assisted learning.

2.1.3 Patterns of Use and Effects on Time Management

Research indicates that the way students engage with social media can have a direct
impact on how effectively they manage their time. According to Rosen et al. (2013),
students who multitask between studying and using social media may experience reduced
productivity and academic performance. In contrast, those who compartmentalize their
social media usage and dedicate specific times for academic tasks tend to perform better
in school.
2.2 Social Media and Academic Performance

2.2.1 The Positive Impact of Social Media on Learning

Several studies highlight the potential benefits of social media in supporting education:

• Access to Information: Social media platforms like YouTube and X provide instant
access to vast amounts of educational content, ranging from academic tutorials to
news updates. This accessibility helps students gain supplementary knowledge
outside of traditional classroom settings.
• Collaborative Learning: Online study groups and academic forums on platforms
such as Facebook, and Discord enable collaborative learning. Studies by Tess
(2013) and Wheeler (2015) show that collaborative learning via social media can
lead to improved understanding of academic materials and enhanced problem-
solving skills.
• Engagement with Course Content: social media provides a platform for teachers
and educational institutions to share resources, assignments, and discussions,
fostering engagement with academic material beyond the classroom.

2.2.2 The Negative Impact of Social Media on Academic Performance

Despite the benefits, social media can also have adverse effects on students' academic
performance. Several studies have highlighted concerns, including:

• Distraction and Time Wastage: Students often report using social media during
study sessions or classes, which can distract them from learning. This found a
negative correlation between the time spent on social networking sites and
academic performance, particularly among students who frequently use social
media for non-academic purposes.
 • Sleep Deprivation: Excessive social media use, especially at night, has been linked
to poor sleep quality and sleep deprivation, which negatively affects cognitive
function and academic achievement.

• Social Media Addiction: Research by Andreassen (2016) suggests that students

who develop addictive behaviors toward social media may experience declining
academic performance due to reduced attention to schoolwork and
procrastination.

2.2.3 The Role of Content in Academic Outcomes

The type of content consumed on social media can also play a significant role in shaping
academic outcomes. Educational content, such as academic tutorials, study tips, and
subject-specific videos, can positively influence academic performance. In contrast,
entertainment-focused content, such as memes, music videos, and recreational videos, is
often associated with lower academic engagement.

2.3 Theoretical Perspectives

2.3.1 The Uses and Gratifications Theory

The Uses and Gratifications Theory posits that individuals actively choose and use media
to satisfy specific needs, such as entertainment, social interaction, or information-seeking.
In the context of this study, students' use of social media may reflect their need to
communicate with peers, be entertained, or find educational resources. Understanding
students' motivations for using social media can provide insights into how these platforms
impact their academic performance.

2.3.2 The Cognitive Load Theory

The Cognitive Load Theory suggests that the brain has a limited capacity to process
information (Sweller, 1988). When students engage in multitasking—such as
simultaneously using social media and studying—it increases cognitive load, potentially
reducing the efficiency and effectiveness of learning. Excessive social media use during
study sessions can impair memory retention and concentration, leading to poorer
academic outcomes.

2.3.3 The Theory of Planned Behavior

The Theory of Planned Behavior by Ajzen (1991) postulates that behavior is influenced by
intentions, which are shaped by attitudes, subjective norms, and perceived behavioral
control. In the context of social media usage, students' attitudes toward academic
success, their social environment, and their control over social media habits may affect
their academic performance. Those with stronger academic goals and better self-
regulation skills are more likely to limit social media use during study times, thus
maintaining high academic achievement.

2.4 Empirical Studies on Social Media and Academic Performance

Numerous empirical studies have been conducted on the relationship between social
media usage and academic performance:

• Junco (2012) conducted a study on college students and found that increased
Facebook usage was associated with lower academic performance, but academic
use of social media platforms showed positive effects.
• Ainin et al. (2015) explored the impact of Facebook use on students' academic
performance in Malaysia, revealing that while Facebook facilitated collaboration, it
also contributed to procrastination.
• Mingle & Adams (2015) studied high school students in Ghana and found that
social media distractions contributed to declining academic performance,
especially among students who used these platforms for entertainment purposes
rather than academic engagement.
2.5 Research Gaps

While extensive research has explored social media's impact on academic performance,
gaps remain in understanding how specific patterns of usage (e.g., frequency, content type,
multitasking) contribute to outcomes. Additionally, most studies focus on college
students, with fewer examining the effects on high school students. This study aims to
address these gaps by focusing on the relationship between social media usage and
academic performance among high school students, considering different patterns of use.

Summary

This chapter reviewed the literature on the relationship between social media usage and
academic performance. It highlighted both the positive and negative effects of social
media, including its role in collaborative learning, time management challenges, and
content type influence. Theoretical perspectives such as the Uses and Gratifications
Theory, Cognitive Load Theory, and Theory of Planned Behavior provided a framework for
understanding how social media impacts academic outcomes. The chapter also identified
research gaps that this study seeks to address. The next chapter will detail the research
methodology used to examine these relationships.