EFFECTS OF SOCIAL MEDIA ON UNDERGRADUATE STUDENT'S ACADEMIC PERFORMANCE AT JHANG

http://amresearchreview.com/index.php/Journal/about Volume 3, Issue 9 (2025) Online ISSN Print ISSN . . http://amresearchreview.com/index.php/Journal/about Page 29 EFFECTS OF SOCIAL MEDIA ON UNDERGRADUATE STUDENT’S ACADEMIC PERFORMANCE AT JHANG Rabia Khalid M.Phil. Sociology, University of Jhang, Jhang Email: [email protected] Dr. Amjad Rehman Asghar (Corresponding author) Assistant Professor Department of Sociology, University of Jhang, Jhang Email: [email protected] Prof. Dr. Yasir Nawaz Manj Professor of Sociology, GC Women University, Sialkot Email: [email protected] Muhammad Shahid Amin M.Phil. Sociology, University of Jhang, Jhang Email: [email protected] Technological improvements have led students and young people to dominate the internet, particularly social media. One wonders how they balance using social media and being up to date on study. The impact of media on educational performance can be both positive and negative, and it is important to consider various factors when assessing its influence. Educational programs and content delivered through media can positively influence students' learning experiences. Platforms like educational television programs, online courses, and interactive learning apps can provide supplementary resources that enhance students' understanding of academic subjects. This research analyzed the effects of social media use on educational performance among undergraduate level students in the district Jhang. The present study was conducted in Jhang. District Jhang still has only two educational institutes offering undergraduate and post-graduate degree programs. The researcher chose the University of Jhang (UOJ) conveniently for their research. The target population consisted of undergraduate students at the University of Jhang. The sample consisted of 150 undergraduate students (75 males and 75 females). For the purpose of data collection, a questionnaire was used, and SPSS software was utilized for the analysis of the data. The study revealed several key insights regarding students' use of smartphones and social media. It was found that less than half (47.3%) of the students spent 3-5 hours daily on social media. The most popular social media sites among students were YouTube (92%), WhatsApp (86%), Facebook (76%), Instagram (74.0%), Snapchat (66.7%), TikTok (54.0%), and Twitter (54.0%). A majority (55.3%) of students used social media for educational purposes, and 39.3% found it motivational for recreation and entertainment. Most of the students agreed that social media creates awareness of new trends (3.85±1.06), provides the latest knowledge and information (3.75±1.20), is essential for learning and skill acquisition (3.73±1.12), and http://amresearchreview.com/index.php/Journal/about Volume 3, Issue 9 (2025) Online ISSN Print ISSN . . http://amresearchreview.com/index.php/Journal/about Page 30 facilitates global cultural awareness (3.69±1.11). Students acknowledged some negative impacts of social media, including health issues due to addiction (3.41±1.22), diminished academic performance (3.35±1.21), and deteriorating writing abilities (3.14±1.14). Universities should encourage students to utilize social media for academic purposes while teaching them how to use it responsibly and sensibly. Keywords: Social media, students, time spent, achievement, academic performance Introduction Social media has become a crucial part of students' life in the modern digital era, functioning as a conduit for communication, disseminating information, and providing entertainment. Social media platforms have become widely integrated into the everyday routines of young person‟s due to the widespread use of smartphones and simple internet access (Sun, 2023). Therefore, it conserves different human resources such as money, time, and effort, leading to a remarkable influence on social interactions in their everyday lives (Alnjadatet al., 2019). From an educational standpoint, it is utilized for sharing and gathering knowledge, as well as supervising study and experimentation. It enhances student learning and family connections by enhancing the performance of electronic books through the integration of students using social media tools for collaboration. It enhances students' abilities and enhances communication skills with experts through the use of social media (Nurudeen et al., 2023). The previous few decades have seen rapid technological growth, which has resulted in profound changes to society all around the world. Because of advances in technology, barriers to communication have been greatly removed, and new mediums are continually being developed in order to link audiences all over the world. The use of social networking sites has mushroomed into a global phenomenon that has reached nearly every part of the globe. Students, particularly those in Pakistan, are increasingly using social networking sites, which raises some serious ethical concerns in this day and age of rapid technical growth (Hasnain et al., 2015). Social media may be characterized as online systems that allow users to establish open or semi-open profiles in a limited system, befriend others and explore their webs of connections and those of other users. In the past, communication and free flow of ideas has been limited by distance, nationality and religious boundaries. These barriers have, however, been eliminated with the introduction of digital networking where information sharing is free and unhindered. Apps such as Facebook, Twitter, and WhatsApp have transformed communication around the world and turned to be the giants in social media. Over the past few years, social media usage has risen exponentially not only in the professional working world, but also in academic society. The use of the platforms by students, especially, has become more and more personal and academic (Raut & Patil, 2016). The utilization of Social Networking Sites (SNSs) in an educational environment holds significant importance. According to Rao (2017), social media platforms have been observed to facilitate the acquisition of knowledge and foster collaboration among individuals, particularly in the context of educational learning. This has the potential to establish an eeducational system that effectively facilitates students' engagement in extracurricular activities. In Connolly's (2011) study, the author examines the additional benefit of social media, which involves the establishment of long-lasting relationships with authentic individuals. For example, Facebook has the potential to alleviate the sense of isolation that students often encounter while residing in college or university dormitories. According to http://amresearchreview.com/index.php/Journal/about Volume 3, Issue 9 (2025) Online ISSN Print ISSN . . http://amresearchreview.com/index.php/Journal/about Page 31 Durden (2007), human beings are fundamentally influenced by social norms, and social media platforms possess the capacity to serve as a global means of interpersonal communication. These websites have made it easier to establish new connections and exchange information in different situations (Coyle & Vaughn, 2008). Due to this, social media has proved to be a crucial instrument in stimulating debate on critical issues in society like changes in the environment, political events, emerging trends and cultural values (Asur & Huberman, 2010).An increasing duration of engagement with social media may adversely impact kids' academic performance. Concurrently, some research has shown that pupils' academic performance improves (Amin et al., 2016). Due to its popularity, it is not surprising that social media has changed the lives of people and their social interactions. Social networks such as Facebook, to give an example, have become part of the life of students, and they provide great opportunities in terms of educational communication and collaboration with faculty members. Such platforms are especially common in the Western educational setting, as the students often utilize them to communicate with lecturers and their peers (Sudha & Kavitha, 2016). Academic performance is the capability of a student to effectively achieve the learning goals of their course work and be able to utilize that learning in various real-life situations. Some of the issues that affect the success of a student include the workload of the course, time management capability and attitude to learning. It is also necessary to balance these factors efficiently to receive high academic achievements and be ready to pursue professional activities in the future (Putra et al., 2024). Research on the effects of social media use on educational performance among undergraduate level students in District Jhang is limited, thus highlighting a significant research gap in existing literature. Much research has investigated how social media affects students' academic performance worldwide, there is a dearth of specific research focusing on this issue within the context of District Jhang, Pakistan. Given the universal nature of social media and its increasing integration into daily life, particularly among the younger demographic, understanding its effects on educational performance is crucial. Moreover, District Faisalabad presents a unique socio-cultural environment that may influence how social media is utilized and its subsequent impact on students' academic outcomes. This study investigates the correlation between social media usage and academic achievement among undergraduate students in District Jhang. The goal is to develop strategies and guidelines to help students succeed academically in the modern digital era. Objective To investigate the multifaceted “impact of social media” on “undergraduate students”. To examine the “purposes for which students use social media (e.g., communication, entertainment, information seeking, earnings, or fame)”. To learn about “social media positive and negative effects” on “students' academic Performance”. REVIEW OF LITERATURE Karpinski (2009) said that social media negatively impacts students' academic performance to a much higher extent than the benefits gained from using social media platforms. http://amresearchreview.com/index.php/Journal/about Volume 3, Issue 9 (2025) Online ISSN Print ISSN . . http://amresearchreview.com/index.php/Journal/about Page 32 Individuals worldwide have become more dependent on the internet, resulting in a greater frequency of social media use among students. Users of SNS, i.e. Facebook and WhatsApp often allocate less time to their academics compared to non-users, resulting in poorer GPAs. Wang et al. (2011) concluded that the use of SNS is continuously expanding, and it is our working assumption that technology plays a significant role in the equation for the success of today's students. The findings derived from the survey questionnaire reveal that 45% of the participants acknowledged dedicating 6-8 hours daily to the act of monitoring social media platforms. Additionally, 23% of the respondents reported spending over 8 hours, while 20% allocated 2-4 hours, and a mere 12% devoted less than 2 hours to this particular activity. The study's findings suggest that despite the widespread use of social media among university students and the significant amount of time they spend on social media platforms, there exists a detrimental aspect to their utilization of these platforms. Dhiman (2022) found that a negative association exists between students' utilisation of SNSs and mobile applications and their academic achievement. The study highlights a significant correlation between these variables. He recommended that students be encouraged to employ their mobile devices for academic activities instead of engaging in social media or texting while studying in the library. It is imperative to promote a reduction in children's social media usage and increase their engagement with literary works, such as novels and books. The heightened utilisation of social media among students has been associated with a decline in their academic performance. Hence, it is imperative to promptly acquaint students with the library's assortment of educational resources. Haider (2023) found that students utilized social media networks primarily for educational purposes (65.3%) and information-seeking (63.3%), while a considerable proportion of the students also had some extent purpose of entertainment (78.7) and time passing (62.0). A significant proportion (60.0%) of the participants believed that social media networking platforms offer highly valuable information. He concluded that most students agreed that social media is creating awareness among students of new trends (40.0%) and is a source to get the latest knowledge and information (32.7%). The excessive utilization of social media has been associated with adverse effects, including social media addiction, which has been found to have a detrimental impact on individuals' health (47.3%). Additionally, it has been observed that students' academic performance is negatively affected by their high engagement with social media (37.3%). The study results indicate that university students who utilized social media for up to three hours experienced a favorable influence on their academic performance. It is recommended that students utilize social media in a restricted and productive manner. Masalimovaet al. (2023) examined the impact of SNSa on the academic performance of university students. The peer-reviewed articles for this study were sourced from the SCOPUS database. The analysis included the 22 articles that met the inclusion criteria. Two researchers conducted a content analysis of the articles based on their predetermined analysis criteria. The findings indicated that studies have consistently documented beneficial and statistically significant effects of SNS on academic performance. Nevertheless, certain research has documented the adverse impact of SNS on academic performance. The findings pertaining to the publication year of the examined article demonstrated a progressive rise from 2019 to 2022. The findings additionally indicated that all of the research assessed utilised quantitative data gathering methods, and the majority of participants fell within the range of 100 to 300. Furthermore, the primary data source utilised to assess academic performance was the Grade Points Average, with the majority of the research being carried http://amresearchreview.com/index.php/Journal/about Volume 3, Issue 9 (2025) Online ISSN Print ISSN . . http://amresearchreview.com/index.php/Journal/about Page 33 out in Saudi Arabia. The results of this study provide new insights intocurrent literature and have important implications for academics about the influence of SNSs on academic achievement. Zhang et al. (2024) concluded that there is a variety of social media activities that students engage in regularly, and this could help them to develop. The study showed that using social media had a favourable impact on academic achievement. Collaborative learning profoundly influences the correlation between social media use and academic achievement. The quality of family connection profoundly influences the correlation between social media engagement and academic achievement. Mental well-being significantly impacts the interplay among collaborative learning, family cohesiveness, and academic accomplishment. Methodology The universe of the current study was District Jhang. There were two public educational institutes for undergraduate and postgraduate degree programs, namely University of Jhang and College of Veterinary and Animal Sciences (CVAS). The researcher chose the University of Jhang conveniently for their research. The target population consisted of undergraduate students at the University of Jhang. The sample consisted of 150 undergraduate students (75 males and 75 females). According to Creswell (2012), a sample size of 100 to 200 participants is commonly sufficient for survey research in education when the population is not extremely large and the focus is on general trends rather than highly precise population estimates. Similarly, Gay et al. (2011) suggest that a minimum of 100 participants is generally acceptable for quantitative studies, especially when the goal is to identify significant patterns or relationships. Data were collected through a validated and pre-tested questionnaire. Collected data were analyzed by using descriptive and inferential statistical techniques. Results and Discussion Table 1: Socio-economic characteristics of the respondents Socio-economic indicators Categories f % Gender Male 75 50.0 Female 75 50.0 Total 150 100.0 Age groups 18-20 44 29.3 21-24 87 58.0 25 & above 19 12.7 Total 150 100.0 Residence Rural 90 60.0 Urban 60 40.0 Total 150 100.0 Income Up to 50000 81 54.0 50001-75000 40 26.7 Above 75000 29 19.3 Total 150 100.0 http://amresearchreview.com/index.php/Journal/about Volume 3, Issue 9 (2025) Online ISSN Print ISSN . . http://amresearchreview.com/index.php/Journal/about Page 34 Gender:The use of digital technology that has a significant influence on the lives of students in this era of digitalization may provide a new kind of education. The use of effective tools to support learning can be affected by gender. Kabali et al. (2015) reported that the male students had more use of cell phone as compared to female students. Table 1 reveals that half (50.0%) of the sampled students were males, and another half were females. Mazman and Usluel (2011) reported that female students were spending more time for communication, emotional expression and relationship maintenance. However, male students used social media for entertainment, gaming and information-seeking purpose. Age: According to Table 1, 29.3% of the students were between 18 and 20 years. The majority of students (58.0%) were between the ages of 21-24 years. Respondents aged 25 and older comprised the smallest percentage of the sample (12.7%). Residence: Research studies have shown a significant association between students' residence and the use of social media. This topic has gained considerable attention in recent years as social media platforms have become increasingly popular among the student population (Ojo, 2022). Table 1 further indicates that 60.0 percent of the participants originated from rural family backgrounds, whereas 40.0 percent came from urban backgrounds. Income: Table 1 specifies that over half of the participants (54.0%) had up to Rs. 50000 monthly household income, 26.7 percent had Rs. 50001-75000 monthly household income and 19.3 percent had above Rs. 75000 monthly household income. Table 2:Classification of the participants concerning time spent on social media Time spent on social media (hours) f Percent Mean (hours) Up to 3 45 30.0 4.52 >3-5 71 47.3 >5 34 22.7 Total 150 100.0 Table 2 reflects that 30.0 percent of the respondents were spending up to 3 hours daily on social media networking sites. However, 47.3 percent of the students spent >3-5 hours and 22.7 percent spent above five hours daily on social media networking sites. This means that most of the students spend 3-5 hours on social media. The average duration of social media usage is 4.52 hours. According to Wang et al. (2011), 45% of the participants acknowledged dedicating 6-8 hours daily to the act of monitoring social media platforms. Additionally, 23% of the respondents reported spending over 8 hours, while 20% allocated 2-4 hours, and a mere 12% devoted less than 2 hours to this particular activity. The study's findings suggest that despite the widespread use of social media among university students and the significant amount of time they spend on social media platforms, there exists a detrimental aspect to their utilization of these platforms. http://amresearchreview.com/index.php/Journal/about Volume 3, Issue 9 (2025) Online ISSN Print ISSN . . http://amresearchreview.com/index.php/Journal/about Page 35 Table 3:Classification of the participants concerning their motives for using social media Motives for using social media f Percent Educational 83 55.3 Recreation and entertainment 59 39.3 Chatting or gossiping 47 31.3 Communicate with family and relatives 51 34.0 Communicating with teachers/class fellow 42 28.0 According to the data presented in Table 3, a significant percentage of the students who were sampled (55.3%) utilized social media platforms for educational purposes. Additionally, 39.3% of the participants reported that social media served as a source of motivation for recreational and entertainment purposes. Furthermore, 31.3% of the respondents indicated that the excessive use of social media platforms led to increased chatting or gossip among students. 34.0% and 28.0% of respondents indicated that they utilized social media to communicate with family & relatives, and teachers or classmates, respectively. Table 4:The categorization of individuals based on their perception that social networking plays a significant role in facilitating social interaction Response f Percent To a great extent 101 67.3 To some extent 45 30.0 Not at all 4 2.7 Total 150 100.0 According to Table 4, a significant number of respondents (67.3%) think that social networking is an important aspect of social connection, while 30.0% think it gives some kind of social engagement. Table 5:Participants’ perceptions about the positive impact of social media on academic performance (n = 150) Impact Strongl y disagre e Disagre e Neutra l Agree Strongl y agree Mean S.D . Rank % % % % % Social media is creating awareness among students of new trends 5.33 2.67 23.33 39.33 29.33 3.85 1.0 6 1 Social media is the source to get the latest knowledge and information 8.67 6.67 18.67 32.67 33.33 3.75 1.2 0 2 Social media is essential for youth to get learning and skills 8.67 7.33 8.00 54.67 21.33 3.73 1.1 2 3 Social media is a great facilitator to create awareness among youth to 9.33 2.67 20.00 46.00 22.00 3.69 1.1 1 4 http://amresearchreview.com/index.php/Journal/about Volume 3, Issue 9 (2025) Online ISSN Print ISSN . . http://amresearchreview.com/index.php/Journal/about Page 36 Impact Strongl y disagre e Disagre e Neutra l Agree Strongl y agree Mean S.D . Rank % % % % % develop global cultural Social media have a positive impact on students achievements 8.00 3.33 22.67 44.67 21.33 3.68 1.0 7 5 Students submitted their assignments through social media 7.33 12.00 12.00 49.33 19.33 3.61 1.1 4 6 Social media is a cheap way to connect people all over the world 10.00 6.67 19.33 44.00 20.00 3.57 1.1 4 7 Social media is a basic need of students 13.33 6.00 17.33 46.00 17.33 3.48 1.2 1 8 Scale: 1= strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, 5 = strongly agree The table illustrates the participants' perspectives regarding the positive influence of social media on academic achievement. The results of the study indicate that a significant proportion of the participants expressed agreement with the statements: "social media is creating awareness among students of new trends" (mean = 3.85, standard deviation = 1.06), "social media is the source to get latest knowledge and information" (mean = 3.75, standard deviation = 1.20), "social media is essential for youth to get learning and skills" (mean = 3.73, standard deviation = 1.12), and "social media is a great facilitator to create awareness among youth to develop global cultural" (mean = 3.69, standard deviation = 1.11). The participants ranked these statements as the top four in terms of agreement. The mean values of the aforementioned impacts were found to lie between the responses categorised as 'neutral' and 'agree', with a tendency towards the agree category. However, social media had a positive impact on students‟ achievements (3.68±1.07), Students submitted their assignments through social media (3.61±1.14) and social media is a cheap way to connect people all over the world (3.57±1.13) were ranked as 5th to 7th, respectively. The mean values of these impacts also fell between the „neutral‟ and „agree‟ responses but tended towards the agree category.Nevertheless, social media is a basic need of students (3.48±1.21), which was ranked lowest, and the mean value tended towards the neutral category. Based on the findings of the study, it can be inferred that a significant proportion of the student population holds the view that social media platforms play a crucial role in fostering awareness among students regarding emerging trends, as well as serving as a valuable source of up-to-date knowledge and information. The observation was made that social media plays a crucial role in facilitating the acquisition of knowledge and skills among young individuals. Additionally, it serves as an effective tool for raising awareness among youth, thereby fostering the development of a global cultural understanding. Above discussed results were in line with Latif et al. (2019), who found that social http://amresearchreview.com/index.php/Journal/about Volume 3, Issue 9 (2025) Online ISSN Print ISSN . . http://amresearchreview.com/index.php/Journal/about Page 37 media platforms play a significant role in creating awareness among students about new trends. These platforms provide an accessible and interactive space for students to stay updated and informed. Through social media, students can discover and explore various topics, ideas, and trends in real-time. Social media platforms allow users to share and disseminate information quickly. Students can follow accounts, pages, or groups related to their areas of interest and receive updates about new trends, innovations, and developments in various fields. Table 6:Participants’ perceptions about the negative impact of social media on academic performance(n = 150) Negative impact Strongly disagree Disagree Neutral Agree Strongly agree Mean S.D. Rank % % % % % Social media addiction poses many health issues. 12.00 10.00 16.67 47.33 14.00 3.41 1.22 1 The students' performance suffered because they spent so much time on social media. 8.67 22.00 14.00 36.67 18.67 3.35 1.21 2 Writing abilities among students have suffered because of social media. 10.67 16.67 30.67 32.00 10.00 3.14 1.14 3 Online social networks distract me from my studies. 16.00 20.00 30.67 27.33 6.00 2.87 1.23 4 Students utilize social media even in class. 15.33 22.00 31.33 26.00 5.33 2.84 1.11 5 The use of social media is nothing more than a waste of time. 10.00 32.00 35.33 16.67 6.00 2.77 0.99 6 My academic performance has suffered as a result of my addiction to social media websites. 22.00 26.67 22.00 28.00 1.33 2.60 1.14 7 The above table represents the participants‟ perceptions about the negative impact of social media on students‟ academic performance. It was found that participants had some extent thinking that „social media addiction poses many health issues‟ (3.41±1.22), The students' performance suffered because they spent so much time on social media (3.35±1.21) and writing abilities among students have suffered because of social media (3.14±1.14) were ranked as 1st to 3th, respectively. The mean values of above-discussed impacts fell between the „neutral‟ and „agree‟ responses but tended towards the neutral category. However, Online social networks distract me from my studies (2.87±.123), students utilize social media even in class (2.84±1.11), use of social media is nothing more than a waste of time(2.77±0.99) and academic performance has suffered as a result of their addiction to social media websites (2.60±1.14) were ranked as 4th to 7th,