Impact of Social Media Usage On Academic Achievement of University Students

Abstract

Social media platforms have become deeply embedded in university students’ everyday routines
and study practices. While these platforms offer quick access to information, peer support, and
academic communities, they may also contribute to distraction and loss of focus. This study
investigates the impact of social media usage on the academic achievement of university students
enrolled in Bachelor of Science programs in the Hazara Division of Pakistan. A predictive
correlational research design was used with a sample of 400 students drawn from three public
universities through stratified random sampling. Data were collected using a structured
questionnaire that measured key dimensions of social media usage ease of use, usefulness,
playfulness, and trust on a 4-point Likert scale, while academic achievement was assessed through
students’ Cumulative Grade Point Average (CGPA). Descriptive statistics were used to summarize
students’ perceptions of social media, and multiple regression analysis was conducted to examine
the extent to which social media usage predicts CGPA. Results indicate that students generally
perceive social media as easy to use and useful for academic purposes, but express relatively lower
levels of trust in online content. The regression model was statistically significant yet explained
only a small proportion of variance in CGPA (R² = 0.045). Among the predictors, perceived
usefulness and trust in social media had positive and significant effects on CGPA, whereas ease
of use and playfulness were non-significant. The findings suggest that academically oriented,
trustworthy use of social media can support academic achievement, but social media alone is a
weak predictor of students’ grades. The study highlights the need for digital literacy, selfregulation, and structured academic use of social platforms in higher education.