The Impact of Social Media on
Academic Performance
Introduction
Over the past decade, social media has become a dominant form of communication,
especially among young adults. Platforms like Instagram, TikTok, Snapchat, and X
(formerly Twitter) are deeply integrated into students’ daily routines. While these
platforms offer benefits such as community building, real-time communication, and
educational content, concerns have arisen about their effects on academic
performance. Numerous studies suggest that excessive or unregulated social media
use may negatively impact students’ concentration, time management, and study
habits. This paper aims to examine the relationship between social media use and
academic performance among university students, exploring both the negative and
positive aspects.
Methodology
This research uses a mixed-methods approach, combining a literature review with
survey data collected from undergraduate students across three universities. A total
of 312 students were surveyed, answering questions about their daily social media
usage (frequency, purpose, and platform), academic habits (study hours, class
attendance), and their Grade Point Average (GPA). Additionally, qualitative
responses were collected to gain insights into students’ perceptions of how social
media affects their academic life. For the literature review, peer-reviewed articles
published between 2015 and 2023 were analyzed to identify trends and patterns
across different cultural and academic contexts.
Results and Discussion
Survey results indicate that over 60% of students spend more than three hours per
day on social media, with a strong correlation between excessive usage and lower
academic performance. Students in this group reported frequent procrastination,
sleep disturbances due to late-night scrolling, and difficulties focusing during
lectures or while studying. These behaviors align with findings from Karpinski and
Duberstein (2009), who highlighted that Facebook users typically had lower GPAs
than non-users.
Students also described “doomscrolling” and the addictive nature of short-form
content (e.g., TikTok) as major distractions. Social comparison, anxiety, and
decreased self-esteem were also reported by some students, particularly those who
spent significant time on image-focused platforms like Instagram.
However, social media was not universally detrimental. Around 25% of respondents
stated that they used platforms such as Reddit, YouTube, and LinkedIn for academic
help, research, and networking. Study-related groups on WhatsApp and Discord
were cited as valuable tools for collaboration and peer support. These students
demonstrated slightly higher engagement in academic discussions and group work,
showing that when used intentionally, social media can support learning outcomes.
Additionally, some educators are integrating social media into coursework—
encouraging students to create content related to course material or participate in
discussions on academic pages—which can enhance motivation and relevance. This
indicates that digital literacy and structured use may mitigate potential harm.
Interestingly, the impact of social media use was found to be moderated by factors
such as self-regulation, digital literacy, and academic discipline. For example,
students in STEM fields tended to use YouTube for educational tutorials, while
humanities students often used Twitter/X for scholarly discourse. Students with
higher self-discipline were better at using social media selectively and avoided
overuse.
Conclusion
The relationship between social media and academic performance is complex and
multifaceted. While excessive and unstructured use can negatively affect academic
outcomes by reducing focus, increasing procrastination, and promoting anxiety,
strategic and educational use can have positive effects, particularly in collaborative
and information-sharing contexts. Rather than vilifying social media, educational
institutions should focus on promoting digital literacy, encouraging mindful usage,
and integrating social media in pedagogically sound ways. Future research should
explore longitudinal impacts and test intervention strategies to help students
balance digital engagement with academic responsibilities.
References
Karpinski, A. C., & Duberstein, A. (2009). A description of Facebook use and
academic performance among undergraduate and graduate students. Computers in
Human Behavior, 25(1), 65–75.
Junco, R. (2012). The relationship between frequency of Facebook use, participation
in Facebook activities, and student engagement. Computers & Education, 58(1),
162–171.
Kirschner, P. A., & Karpinski, A. C. (2010). Facebook® and academic performance.
Computers in Human Behavior, 26(6), 1237–1245.
Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers.
Proceedings of the National Academy of Sciences, 106(37), 15583–15587.
