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, self-regulation, and structured academic use of social platforms in higher education.