




































AMERICAN ECONOMIC & SOCIAL REVIEW 10(1) (2022), 1-10 

1 

 

 

    ECONOMIC & SOCIAL REVIEW  

                                                                AESR VOL 10 NO 1 (2022) P-ISSN 2576-1269  E-ISSN 2576-1277 
                                                  

   Available online at https://www.cribfb.com 

                                                                                                                                    Journal homepage: https://www.cribfb.com/journal/index.php/aesr 
                                                                                                                                                                                             Published by CRIBFB, USA 

IMPACT OF SOCIAL MEDIA ON STUDENTS’ ACADEMIC 

PERFORMANCE: A CASE STUDY OF ISLAMIC UNIVERSITY, 

BANGLADESH          

 
Md. Kamal Uddin  (a)1  Md. Nazmul Huda  (b ) Md. Jafor Ali (c)  Md. Shahbub Alam (d)   Abul Bashar Bhuiyan (e) 
 

(a) Assistant Professor, Dept. of Accounting & Information Systems, Islamic University, Kushtia, Bangladesh; E-mail: uddinkamal1983.ku@gmail.com 
(b) Assistant Professor, Dept. of Accounting & Information Systems, Islamic University, Kushtia, Bangladesh; E-mail: nazmuliu07@gmail.com 
(c) Assistant Professor, Dept. of Accounting & Information Systems, Islamic University, Kushtia, Bangladesh; E-mail: jaforkb@gmail.com 
 (d) Assistant Professor, Dept. of Accounting & Information Systems, Islamic University, Kushtia, Bangladesh; E-mail: shahbub.ais07@gmail.com 
(e) Associate Professor, Faculty of Business and Accountancy, University Selangor (Unisel), Shah Alam, Malaysia; E-mail: bashariuk@gmail.com 

 

 
A R T I C L E I N F O 

 
 

Article History: 
 

Received: 1st September 2022 

Accepted: 1st November 2022 

Online Publication: 6th November 2022 

 
Keywords: 

Social Networking Site, iGen, 

Advisory Cell, Academic 

Performance  

 
      JEL Classification Codes:  

 

      C12, C83, C88, I29 

 
A B S T R A C T 

 
Social media is a globally known and widely used means of social communication that has brought 
most people very close in today's world especially the Z generation or iGen who are more familiar and 

attracted to this medium. Among them are university students who mostly prefer to spend time on it and 

as a result, it might have either positive or negative effects on their academic studies. The current study 

aims to investigate the effect of social media on the academic performance of university students in 

Bangladesh. A well-structured questionnaire is used to collect data from 150 students of Islamic 

University, Kushtia, Bangladesh and they are selected based on a convenient sampling procedure. Both 

descriptive and inferential statistics are applied to analyze the data. The study found that 73% of 

students engaged in social media for non-academic purposes and most of them visited the Facebook 
site. The study also found that the majority of the students visit social networking sites at home, and in 

residential halls, while most of them spend time on average more than four hours daily, and mostly from 

6.00 pm to 6.00 am. The study reveals that time spent on social media and excessive usage of social 

media negatively impacts students’ academic performance. The study recommends that parents, 

teachers, and students’ advisor in the university guide and monitor students properly so that they can’t 

misuse social media. 

 
 

© 2022 by the authors. Licensee CRIBFB, USA. This article is an open access article  distributed 
under the terms and conditions of the Creative Commons Attribution (CC BY) license 
(http://creativecommons.org/licenses/by/4.0/). 

                                                                                   

 

INTRODUCTION 

Social media is a great information and communication technology and it becomes popular globally as a tool of social 

communication. This is a platform to share people's ideas, views, and opinions and exchange information with others in a 

global community using various networking sites such as Facebook, WhatsApp, Twitter, YouTube, etc. (Khalid, 2017). 
Users like to access the sites as they are user friendly, easy, and effective (Azizi, Soroush, & Khatony, 2019). Its usage has 

increased exponentially among the youth especially among the iGen or more specifically students who have made social 

media their daily companion (Celestine & Nonyelum, 2018). Social media explores a lot of windows for students to use 

them for learning purposes in acquiring and enriching knowledge, however if they are not carefully utilized, students can 

get addicted and it can have an adverse impact towards their academic performance. Through various social media, and 

networking sites students are getting more privileges in terms of gathering knowledge compared to their predecessors in 

obtaining information (Kolan & Dzandza, 2018). Some of them do not utilize the privileges appropriately and they rather 

spend more time on social media for chatting, gossiping, recreation, or entertainment purposes that negatively impact 

students’ academic performance (Peter, 2015). 

                                                      
1Corresponding author: ORCID ID: 0000-0003-1679-045X 

© 2022 by the authors. Hosting by CRIBFB. Peer review under responsibility of CRIBFB, USA.  

https://doi.org/10.46281/aesr.v10i1.1822 
 

To cite this article: Uddin, M. K., Huda, M. N., Ali, M. J., Alam, M. S., & Bhuiyan, A. B. (2022). IMPACT OF SOCIAL MEDIA ON STUDENTS’ 

ACADEMIC PERFORMANCE: A CASE STUDY OF ISLAMIC UNIVERSITY, BANGLADESH. American Economic & Social Review, 10(1), 1-10. 
https://doi.org/10.46281/aesr.v10i1.1822 

http://creativecommons.org/licenses/by/4.0/)
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http://creativecommons.org/licenses/by/4.0/)
https://doi.org/10.46281/aesr.v10i1.1822
https://doi.org/10.46281/aesr.v10i1.1822
https://orcid.org/0000-0003-1679-045X
https://orcid.org/0000-0002-5501-3218
https://orcid.org/0000-0001-7929-7940
https://orcid.org/0000-0002-4218-2426
https://orcid.org/0000-0003-1763-124X


Uddin et al., American Economic & Social Review 10(1) (2022), 1-10

  

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The issue of social media usage is a common phenomenon among university students. In the present time, students 

heavily keep in touch with modern technology and visit social networking sites to the extent that the excessive usage dually 

influences their academic performance (Talaue, AlSaad, AlRushaidan, AlHugail, & AlFahhad, 2018). Sometimes the 

addiction to social media to some degree causes serious consequences on students' academic life (Kolan & Dzandza, 2018). 

A study conducted by the Institute of Health Economics at University of Dhaka reveals that 88% of students’ academic 

activities are being adversely affected by the excessive usage of social media. The study finds that students who are spending 

too much time on social media are spending less time to their studies (TheDailyStar, 2018). The Director-General of National 

Academy for Educational Management (NAEM) remarks that students are busy for hours and even all night long on mobile 

internet and social media. They don’t want to go to the institutions in next morning. Hossain (2020) opines in Dhaka Tribune, 

an online news portal in Bangladesh that Facebook is one of the distracting form of social media which keep away students 

from assignments and homework. Even in the classroom students are spending time on social media so that they don’t 

understand class lectures properly. It ultimately affects their examination, and eventually ended up with a lower CGPA. 

The trends of social media usage among university students are growing rapidly. This has both positive and 

negative impact on students' academic performance. It is mostly observed that students remain out of the study and become 

addicted to social media. This problem affects their academic performance while at the same time hinder the flourishing of 

talent properly. The continuation of social media addiction causes threats to university students’ academic performance, and 

their future as well as the nation as a whole. Time spent on social media and its usage affects academic activities that 

consequently impact students' academic performance. This is a contemporary issue that needs to be addressed. How does 

the usage of social media affect students' academic performance? In this regard, the current study aims to investigate the 

effect of social media on academic performance of university students in Bangladesh. 

The remaining part of the study covers the literature review, material and methods, results, discussions, and 

conclusions. 

 

LITERATURE REVIEW 

The extant literature regarding social media and its impact on students' academic performance have been focusing largely 

in the western countries and very limited on issues involving students in Bangladesh. Bajpai and Maneesha (2018) state that 

students  extensively used WhatsApp, LinkedIn, Instagram, Snapchat, Google Plus, or YouTube-like social media to connect 

themselves with friends and family, sharing academic information for study purposes, entertaining, or other reasons. Saha 

and Guha (2019) conduct a descriptive study on undergraduate students to investigate how they spend time on social media. 

The study finds that 57% of students spent at least 2 hours or less, and 28% spent 2 to 4 hours daily on average. The study 

reveals that students are busy with Facebook sites updating their status as well as following others' statuses and updates. 

 Kolan and Dzandza (2018) opine that the usage of the social media sites distracts the attention of students from 

studies that consequently affect their academic life. Descriptive analysis of the paper finds that 50.30% of students spent 

more than 2 hours on social networking sites. The study shows that only 17.5% of students use social media for academic 

purposes and 82.5% use it for chatting, watching videos, or downloading pictures. Jahan (2019) analyses the impact of social 

media on academic performance among private university students in Bangladesh through descriptive analysis. The 

descriptive results of the study discloses that 84.7% of students used Facebook and the remaining were on Twitter and 

Instagram. Among the students, 36% spent 0 to 2 hours, 26% more than 2 but less than 3 hours, and 38% more than 3 hours. 

The study also finds that 89% of students use social media for non-academic purports. The study reveals that time spent on 

social media has a negative and significant relationship with academic performance. Sivakumar (2020) conduct a similar 

type of descriptive study on secondary level students in the Cuddalore District. The study reveals that the percentage of 

students using Facebook, and WhatsApp were 44% & 35.6% respectively whereas 39% of students spent up to two hours 

and 49.8% for four hours on the media. The study finds that 80% of the students visit social networking sites for their 

academic purposes. Rahman and Mithun (2021) explore the effect of social media use on the academic performance of the 

students of Bangladesh Agricultural University. The study was confined to descriptive statistics, and graphical presentations. 

The descriptive analysis of the study finds that 94% of students used social media for non-academic activities and the 

remaining is for academic purposes. The study also reveals that most of the students are engaged on Facebook followed by 

YouTube, Instagram, LinkedIn, and Twitter. 

 Othman, Apandi, and Ngah (2017) identified that Facebook, and WhatsApp are the most widely used social media 

by students. The study finds that 46% of students spend 1 to 3 hours, and 20% spend more than four hours on the networking 

sites. The inferential analysis finds that there is no significant relationship between social media usage and academic 

performance. The study observes that social media may negatively impact the students' academic performance if they do 

not use it wisely i.e., sharing and discussing academic issues. Laburi, Navulla, and Yamini (2019) remark that the new 

generations are using social media as a playground. The study finds that the percentage of students who are engaged in 

WhatsApp, Facebook, and LinkedIn are 16%, 9.5%, and 13.5% respectively. The result of the correlation shows that time 

spent on social media is highly associated with the academic performance of students. The paper concludes that the positive 

practices of social media improve students' knowledge of human behavior, and social intelligence; negative practices make 

them indignant, materialistic, addicted to any bad things, and deviated from personal development.  

 Owusu-Acheaw and Larson (2015) conduct a study on the effect of social media usage on academic performance 

among tertiary institutions students. The result of the descriptive analysis disclose that 66.4% and 20% of students used 

Facebook and WhatsApp respectively and spent time on social media on average half an hour to three hours daily through 

smartphones. Moreover, 93.6% of students used social media for chatting and downloading purposes, and only 9.4% spent 

time on academic activities. The inferential analysis i.e., correlation analysis reveals that time spent and social media usages 



Uddin et al., American Economic & Social Review 10(1) (2022), 1-10

  

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have a positive and strong association with academic performance. The study also reveals that time spent on social media 

negatively affects students' academic work. The study recommends that students should engage themselves to substitute 

such hours reading novels, collecting study material or resources, retaining information, and improving the knowledge that 

may assist them academically. 

 Rithika and Selvaraj (2013) state social media like Facebook, Orkut, Twitter, etc., divert students' minds from 

studies. Students are spending time more on social media to connect with classmates, friends, and people by chatting or 

gossiping rather than sharing academic issues. This means losing interest in learning and retaining information. The study 

uses Pearson Chi-square to investigate the effects of social media on students' academic performance and the result reveals 

that social media usage significantly affects academic activities like late submission of assignments, class performance, etc. 

The study also reveals that time spent on social media significantly impact academic performance. Shohrowardhy and 

Hassan (2014) discover that students are visiting social networking sites for a little proportion of academic usage. Students 

are driving more on entertainment needs followed by social needs. There is a moderately significant relationship between 

social media and the academic performance of students (Tamayo & Cruz, 2014). 

 Boateng and Amankwaa (2016) analyzed the impact of social media on student academic life in higher education. 

The study presents that 60% of total respondents regularly visit Facebook, and WhatsApp proportionately. The results of 

the descriptive analysis show that the usage of social media positively affect students' academic life. The study concludes 

that the development of social media is significantly affecting the students' academic life. For this reason, Institutions are 

trying hard to take advantage of social media and using it as a platform to connect with stakeholders like instructors, students, 

and higher authorities for skill development, knowledge construction and collaboration. Oueder and Abousaber (2018) 

analyzed social media usage and its relationship with academic performance among Tabuk University (Saudi Arabia) 

students. Descriptive analysis of the paper reveals that social media plays a vital role in the enhancement of communication 

between students and course teachers that assist in improving students' academic performance positively. 

 Mensah and Nizam (2016) conduct a study on Malaysian Tertiary institutions to examine the impact of the use of 

social media on students' academic performance. Inferential analysis of the study reveals that time appropriateness, people-

friend connection, nature of usage and health addiction are strongly correlated and significantly impact students' academic 

performance while time duration and security/privacy problems are not correlated and significant. The study recommended 

that universities and colleges in Malaysia should take initiative in educating their students on the positive use of social media 

platforms for educational purposes and it eventually results in a positive effect on their academic performance. Oberiri 

(2017) states that social media has brought a huge change to the planet in respect of communication with the means of 

Information and Communication Technology (ICT). Students have adopted new technology with the time. This adoption 

and addiction influence students' academic activities.  

After reviewing the above-related pieces of literature it is found that most of the studies emphasize on descriptive 

approach in investigating the impact of social media usage on the academic performance of students at 

secondary/higher/tertiary levels abroad (Boateng & Amankwaa, 2016; Kolan & Dzandza, 2018; Oberiri, 2017; Owusu-

Acheaw & Larson, 2015; Ravichandran, 2019; Sivakumar, 2020; Talaue et al., 2018; Zewdu, Dadi, Taye, & Gezu, 2017). 

The investigated result in the descriptive approach varies one with another. Very few empirical studies were found abroad 

but it was confined to Pearson Chi-square, correlation or factor analysis (Laburi et al., 2019; Mensah & Nizam, 2016; 

Othman et al., 2017; Shohrowardhy & Hassan, 2014). Some of these studies state that time spending and social media usage 

have a significant association and negative/positive effect on students' academic performance and some others found an 

insignificant association with academic performance.  

Few related works have been done in Bangladesh. But such studies also used descriptive statistics like frequency, 

mean, percentage, tabular and graphical presentation in data analysis (Rahman & Mithun, 2021; Saha & Guha, 2019). The 

studies did not follow or develop any conceptual research model. Hence, it is pertinent to be mentioned that there are some 

limitations or gaps in previous research. To overcome the limitations, the current study is designed both in a descriptive and 

empirical approach to investigate the impact of social media usage on the academic performance of undergraduate and 

graduate students in Bangladesh. 

 

MATERIALS AND METHODS 
This is a quantitative research approach. The present study has been conducted on the students of Islamic University, 

Kushtia, Bangladesh. 150 students were selected on a convenient sampling basis from Eight (08) Faculties of Islamic 

University, Kushtia Bangladesh. The study is based on primary data and it was collected from the undergraduate, and 

postgraduate students through a well-structured questionnaire. The questionnaire contains respondents' demographic profile, 

social media constructs, social media usage, and effects on academic performance.  

Due to the pandemic situation, the questionnaire was set in Google Form and a link was given to the respondents 

for expedient responses. The questionnaire was developed in both close-ended forms with multiple options and with a 5-

point Likert scale from Strongly Disagree to Strongly Agree, whereas, 1= Strongly Disagree, 2= Disagree, 3= Neutral, 4= 

Agree, and 5= Strongly Agree.  

Collected raw data were edited, coded, classified, and tabulated for analyzing purposes. All data were processed 

with the help of the MS Office package and Statistical Package for Social Science (SPSS 24). Data were converted into 

numerical code before feeding into the software. Both descriptive and inferential statistics were applied to analyze the data. 

Descriptive statistics include frequency distribution, percentage, mean, and standard deviation. Inferential statistics include 

Pearson's Correlation Analysis, Multiple Regression Analysis, ANOVA, and F-statistics for the significance. In analyzing 

data, Students' Academic Performance (SAP) is considered a dependent variable. Time Spent, Usages of Social Media and 



Uddin et al., American Economic & Social Review 10(1) (2022), 1-10

  

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Academic Activities i.e., Class Performance (CP), Study Performance (SP) and Course Work (CW) are considered 

independent variables. 

 

Research Model and Hypothesis 

In the current study, it has been conceptualized that the factors like time spent and social media usage's effects on academic 

activities including class performance, study performance, and course work, have a significant relationship with and impact 

on students' academic performance. The following research model has been developed by the researchers to investigate the 

effect of social media on academic performances of university students.  

 

 

 

 

 

 

 

 

 

 

 
Figure 1. Conceptual Research Model 

 

Social Media 

Social media has brought most people very close in today's world. It is a globally known and widely used means of social 

communication. Especially those who are Z generation or iGen are more familiar with this medium. Social media is a web-

based technological application that allows users to share their content and participate in social networking (Leyrer-Jackson 

& Wilson, 2018). It provides an environment that is conducive for interaction among the different levels of users like friends, 

family, teachers, and professionals (Kapoor et al., 2018).  Social media constructs refer to students’ using device, available 

internet pack, their preference to social networking sites like Facebook, Twitter, Instagram, WhatsApp, Skype, and 

LinkedIn, and the browsing location of such sites. 

 

Time Spent on Social Media and Effects on Students' Academic Performance 

Time spent on social media measures the amount of time on average the users/students visit the social networking sites for 

their interactions relating to study or chatting or video downloading etc. It becomes an ever-present part of current life-style. 

Students are scrolling on social media without fixing time in daily life. Laburi et al. (2019) state that time spent on social 

media is highly associated with students' academic performance. Time spent on social media negatively affects students' 

academic performance (Owusu-Acheaw & Larson, 2015; Rithika & Selvaraj, 2013). 

 

H1: There is a relationship between time spent on social media and students' academic performance. 

H2: Time spent on social media has a negative impact on students’ academic performance. 

 

Social Media Usages and its Effects on Academic Activities of Students 

Social media usage refers to online active behaviors that expedite direct interactions among people. Such online behaviors 

include liking/disliking, commenting, sending/receiving messages, and otherwise involving with other users (Verduyn, 

Ybarra, Résibois, Jonides, & Kross, 2017). Students regularly visit social networking sites in their academic life that may 

or may not affect academic activities. It either positively or negatively affects academic results. Kolan and Dzandza (2018) 

state that the usage of the social media sites divert the attention of students from studies that eventually affect their academic 

activities. Academic activities include class performance consisting of routine class as well as special attention in class, 

course works like assignments, class tests; study performances like routine study schedule and time management.   

  

H3: There is a relationship between social media usage's effects on students’ academic activities and academic 

performance. 

 

Social Media Usages Effects on Academic Performance of Students 

Students' success or failure is mostly judged by or relied on their academic performances throughout their academic life. 

The parameter of a judgment of academic performance contains the results of tutorial or in-course tests, results of semester 

final exam, and cumulative average earned grade points during the study period. Students’ engagement in social media is 

significantly or insignificantly associated with academic performance. Social media usage affects students' academic 

performance either positively or negatively. Students who use social media excessively are more likely to perform very 

poorly in their academic work than those who don't. Students who frequently visit social media sites for non-academic 

purposes acquire lower GPA (Grade Point Average) than those who rarely or sometimes visit the platforms (Javaeed, Jeelani, 

Gulab, & Ghauri, 2020; Ravichandran, 2019; Zewdu et al., 2017). 

 

H4: Usages of social media have a negative impact on students’ academic performance. 

H1 

H2 

H3 

Time Spent in Social 

Media (TS) 

Usage Effects in 

Academic Activities  

(CP, SP, CW) 

H4 

Students’ Academic 

Performance (SAP) 

Social Media 

 Facebook  

 Twitter  

 Instagram 

 WhatsApp  

 Skype  

 LinkedIn 



Uddin et al., American Economic & Social Review 10(1) (2022), 1-10

  

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RESULTS 

Respondents’ Demographic Information 

Gender, Age, Faculty, Level of students, and Belonging of Year are considered as the demographical variables of the 

students.  Demographical information is presented in the following tabular form: 

 

Table 1. Demographic information of respondents 

 
Variables/Characteristics Categories   Frequency Percentage 

Gender  
Male  99 66% 

Female 51 34% 

Age  
18-21 63 42% 
22-25 84 56% 

25+ 3 2% 

Faculty 

Business Administration 66 44% 

Science 31 21% 

Engineering and Technology 18 12% 

Biological Science 6 4% 
Social Science 14 9% 

 Arts 9 6% 

Law 3 2% 
Theology and Islamic Studies 3 2% 

Level of students 
Undergraduate 133 89% 

Graduate 17 11% 

Belong of Year  

1st Year 39 26% 
2nd Year 46 31% 

3rd Year 27 18% 

Final Year 21 14% 
Masters 17 11% 

Source: Field Survey 

 

Table 1 represents the demographic information of students who have been selected for the study. Among the 

respondents the higher proportion of participants in the study are male students; half of the respondents' age is between 18-

21 years and the remaining half are above 22 years. Out of the total respondents, 65% are from the faculty of business 

administration & science, and the remaining 35% are from the rest of six faculties of the University. The majority of the 

students are from the undergraduate level, most of them are first year to the third year and a quarter portion from final year 

and masters students who participated in attending the questionnaire of the study.  

 

Social Media Constructs 

Social media constructs are stated in the following tabular form with the interpretation:  

 

Table 2. Social Media Constructs 

 
Characteristics Categories Frequency Percentage 

Kinds of Device 

Computer/Laptop 10 7% 

Smart Phone 130 87% 

Tablet  2 1% 

Above All 8 5% 

Social Network Sites mostly prefer 

Facebook 122 81% 

Twitter 1 1% 

Instagram 1 1% 
WhatsApp 23 15% 

Skype  1 1% 

LinkedIn 2 1% 

Location of browsing 

Hall 48 32% 
Central library 3 2% 

Faculties 6 4% 

Home/Resident 93 62% 

Source: Field Survey 

 

Table 2 represents the constructs of social media. The table shows that 87% of students are using smartphones 

followed by personal computer (PC) and Tab for 7% and 1% respectively. Students mostly prefer to visit Facebook (81%) 

followed by WhatsApp (15%), Instagram (1%), LinkedIn (1%), Twitter (1%) and Skype (1%). 94% of students prefer to 

access social media from home and residential hall, and the rest 6% use social media at their faculty or central library of 

the university.  

 

Assessment of Social Media Usage  

The current study assesses students' social media usages based on their responses. Table 3 presents the evaluation of 

students' social media usage performance and it represents the first research objective of the current study: 

 

  



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Table 3. Assessment of the Students’ Social Media Usage 

 
Variables/Characteristics Categories Frequency Percentage 

Time of Visiting Social Media 

12.00 am – 6.00 am 80 53% 
6.01 am – 12.00 pm 10 7% 

12.01 pm – 6.00 pm 18 12% 

6.01 pm -11.59 pm 42 28% 

Daily Hours Spent on Average 

4 hours plus 38 25% 

4 hours 17 11% 

3 hours 30 20% 
2 hours 29 19% 

1 hour or less 36 24% 

Motives for Using Social Media 

Educational 38 25% 
Recreation and entertainment 24 16% 

Chatting or gossiping 78 52% 

Communicate with family and relatives 7 5% 

Communicating with teachers/class fellow 3 2% 

Source: Field survey 

 

The table above shows that 81% of students choose to visit social media from evening to late at night from 6.00 

pm to 6.00 am. 56% of students spend more than 3 hours daily on average on social media. Among the students, only 27% 

use social media for their academic purposes and 73% for non-academic purposes.  

 

Assessment of the Impact of Social Media on Students’ Academic Performance 

The impact of social media on students’ academic performance is analyzed by applying inferential statistics. Inferential 

statistics include reliability test, Multicollinearity test, Pearson's Correlation analysis, Multiple Regression analysis, and 

ANOVA test to answer the research questions and fulfill the objectives of the study. 

 

Reliability of the Data 

Cronbach's alpha is used to check the reliability of data for the analysis. The overall score in all of the variables is 0.866, 

which is a good indication of the satisfactory reliability of the chosen data. The alpha value of 0.8 or higher is considered 

acceptable in conducting further analysis of data to carry on the study (Cho & Kim, 2015).  

 

Table 4. Reliability Statistics 

 

Cronbach's Alpha Cronbach's Alpha Based on Standardized Items N of Items 

.866 .867 11 

     Source: SPSS Output 

Correlation Analysis 

Table 5 presents the results of the correlation between students' academic activities and their academic performance: 

  

Table 5. Correlations between students’ academic activities and performance 

 

 SAP CP SP CW TS 

SAP Pearson Correlation 1 .513** .535** .663** .126 

Sig. (2-tailed)  .000 .000 .000 .126 

N 150 150 150 150 150 

CP Pearson Correlation .513** 1 .515** .433** -.024 

Sig. (2-tailed) .000  .000 .000 .770 

N 150 150 150 150 150 

SP Pearson Correlation .535** .515** 1 .607** -.012 

Sig. (2-tailed) .000 .000  .000 .886 

N 150 150 150 150 150 

CW Pearson Correlation .663** .433** .607** 1 .154 

Sig. (2-tailed) .000 .000 .000  .061 

N 150 150 150 150 150 

TS Pearson Correlation .126 -.024 -.012 .154 1 

Sig. (2-tailed) .126 .770 .886 .061  

N 150 150 150 150 150 

**. Correlation is significant at the 0.01 level (2-tailed). 

Source: SPSS Output 

The results in table 5 of Pearson's Correlation statistics indicate that course work (.663), study performance (.535) 

and class performances (.513) of the students are significantly correlated with academic performance, whereas time spent 

on social media (.126) is moderately correlated with academic performance.  

 



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7 
 

Multiple Regression Analysis 

Table 6 presents the explanatory power of the regression model used in this study. The dependent variable of the model is 

students' academic performance (SAP) and the independent variables (predictors) are time spent on social media (TS), study 

performance (SP), course performance (CP), and course work (CW). The R square indicates that the independent variables 

explain 51% of the variation in the dependent variables. 

 

Table 6. Model Summary 

 

 

Model R R Square Adjusted R Square 
Std. Error of the 
Estimate 

Durbin-
Watson 

1 .716a .513 .499 .63375 1.776 

a. Predictors: (Constant), TS, SP, CP, CW 

b. Dependent Variable: SAP 

 

Table 7 shows the overall significance of the model and it shows that the regression model is statistically significant 

and fits as the p-value is less than 0.05. 

 

Table 7. Model significance (ANOVA) 

 

Model Sum of Squares Df Mean Square F Sig. 

1 Regression 61.309 4 15.327 38.162 .000b 

Residual 58.237 145 .402   

Total 119.546 149    

Source: SPSS Output 

 

Table 8 represents the coefficients of regression.  In the table, the collinearity statistics shows that the variance 

inflation factor (VIF) value for CP, SP, CW and TS are 1.411, 1.827, 1.709 & 1.046 respectively which is less than 2.5 and 

which means that there is no multicollinearity problem among the variables (Johnston, Jones, & Manley, 2018). 

 

Table 8. Coefficients of Regression 

 

Model 

Unstandardized 

Coefficients 

Standardized 

Coefficients t Sig. 
Collinearity Statistics 

B Std. Error Beta Tolerance VIF 

1 

(Constant) .296 .363  .816 .416   

CP .273 .076 .246 3.580 .000 .709 1.411 

SP .143 .092 .122 1.552 .123 .547 1.827 

CW .465 .074 .473 6.247 .000 .585 1.709 

TS .088 .086 .060 1.017 .311 .956 1.046 

Dependent Variable: SAP 

Source: SPSS Output 

 

The usage of social media affects academic activities positively related to students' academic performance. The 

calculated p-value of CP at the 5% level of significance is .000 which is lower than 0.05 which means it is statistically 

significant. The usage effect of social media on class performance has a positive and significant relationship with students' 

academic performance. The calculated p-value of SP (0.123) is higher than 0.05 at the 5% level of significance. It means 

that it is not statistically significant. Thus, the social media usage effects on study performance have a positive but 

insignificant relationship with students' academic performance. The result of the p-value for CW (0.000) being lower than 

0.05 indicates that the usage of social media in regular coursework has a positive and significant relationship with students' 

academic performance. The calculated p-value of TS (0.311) is higher than 0.05 which means time spent on social media 

has a positive but insignificant relationship with students' academic performance.  

 

One way ANOVA test 

ANOVA test is applied here to test hypotheses 2 & 4 as well as to meet the specific objectives of the study. 

 

Table 9. ANOVA for Time spent negatively impacts academic performance 

 

 Sum of Squares Df Mean Square F Sig. 

Between Groups 18.776 4 4.694 6.757 .000 

Within Groups 100.732 145 .695   

Total 119.508 149    

      Source: SPSS Output 



Uddin et al., American Economic & Social Review 10(1) (2022), 1-10

  

8 
 

The table 9 shows that time spent on social media has a negative impact on students' academic performance. The 

F-statistics calculated value is 6.757 and the p-value is 0.000 which is less than 0.05 at the 5% level of significance. This 

means that the hypothesis is statistically significant. So students are spending more time on social media which negatively 

affects their academic performance.  

  

Table 10. ANOVA for Usage of social media negatively impact on academic performance 

 

 Sum of Squares df Mean Square F Sig. 

Between Groups 130.722 12 10.893 37.480 .000 

Within Groups 39.818 137 .291   

Total 170.540 149    

Source: SPSS Output 

 

Table 10 shows that usage of social media has a negative impact on students' academic performance. The F-

statistics calculated value is 37.480 and the p-value is 0.000 which is less than 0.05 at the 5% level of significance. This 

means that the hypothesis is statistically significant. That is, students' excessive usage of social media has a negative and 

significant effect on academic performance.  

 

DISCUSSIONS 

The majority of students acquire and own smartphones and used Wi-Fi as a means of internet connection. Students are 

addicted to Facebook sites followed by WhatsApp and others. They frequently visit and spend more time on Facebook. 

They prefer to scroll messenger on regular basis chatting with friends and family. Students prefer to access social media 

from home and hall rather than their faculty or the central library of the university. The reason for the higher rate of access 

to social media in the hall and home is because of the free Wi-Fi facilities that they can access.  

Students choose to visit social media from evening to late at night from 6.00 pm to 6.00 am. Two third of the 

students under study spend on average more than three hours and one-third spend two hours or less daily on social media. 

Among the students, only 27% use social media for their academic purposes and 73% for non-academic purposes. This is 

similar to the study of Talaue et al. (2018) and Ravichandran (2019). The results of other studies are much higher than the 

current study where 82% to 94% of students use social media for non-academic purposes and the rest are engaged in 

academic instances (Kolan & Dzandza, 2018; Oberiri, 2017; Owusu-Acheaw & Larson, 2015; Rahman & Mithun, 2021; 

Zewdu et al., 2017). However, the study performed by Sivakumar (2020) found that 80% of students used social media for 

their academic purposes. 

Time spent on social media is positive and moderately correlated with students' academic performance. The 

inferential analysis states that time spent on social media is insignificantly associated with academic performance. The 

current result is similar to Mensah and Nizam (2016) but contradicts with Laburi et al. (2019). The results of one way 

ANOVA test shows that time spent on social media has a negative impact on students' academic performance. If students 

spend more time on social networking sites or social media it negatively impacts their academic results. Hence, the impact 

of students who have engaged less time in social media is that their academic results or performance are far better than those 

who engage more time in social media. This result is consistent with the previous studies (Celestine & Nonyelum, 2018; 

Owusu-Acheaw & Larson, 2015) who also found that time spent on social media negatively affect students' academic 

performance. 

Pearson's Correlation statistics show that the usage related to students' academic performance of social media 

affects academic activities positively. The usage effect of social media on class performance and course work has a positive 

and significant relationship with students' academic performance. The usage of social media never interrupt the students in 

routine classes, made them inattentive to class, failure in the submission of assignment and/or preparing regular course 

work. On the other hand, study performance has a positive but insignificant relationship with students' academic 

performance. This is consistent with the study conducted by Othman et al. (2017) who found that there is no significant 

relationship between social media usage and students’ academic performance. One way ANOVA test results loaded that the 

usage of social media negatively impacts students' academic performance. If students are excessively engaged in or addicted 

to social media it hampers their regular study schedule and time management which negatively impacts their academic 

performance. Students who had less connection in social media achieved higher CGPA than those who had an excessive 

connection. It is similar to the result of Oberiri (2017) but differs from Othman et al. (2017). 

 

CONCLUSIONS  

Social media usage significantly influence academic life of students since most of them have made the media form an 

integral part of their life. They invest valuable time in social media for non-academic purposes despite having the 

opportunity to obtain academic information from it. The current study aims at investigating the impact of social media on 

students' academic performance. The results of the study reveal that the usage of social media significantly impacts students' 

academic activities and is associated with their academic performance. The study finds that students spend more time on 

social media, particularly on Facebook that negatively impacts their academic performance. The study also finds that 

excessive usage of social media badly impacts students' academic results i.e., on the earned grade point average. The study 

recommends that most stakeholders like guardians, teachers, and advisory cell of the university should emphasize on setting 



Uddin et al., American Economic & Social Review 10(1) (2022), 1-10

  

9 
 

up policies to monitor the activities of students concerning the utilization of social media and divert their leisure time on the 

social media for learning purposes. The current study covers only a single public university in Bangladesh that is Islamic 

University, Kushtia. There is a scope for adding more public and private universities with larger number of respondents. 

There is further scope of research in this field on the relationship between students' social media usage and mental health, 

whether it significantly impacts students' academic performance or not, ignored in the present study. 

   

 
Author Contributions: Conceptualization, M.K.U., M.N.H., M.J.A., M.A.S. and A.B.V.; Methodology, M.K.U.; Software, M.K.U.; Validation, M.K.U., 
M.J.A. and A.B. B.; Formal Analysis, M.K.U.; Investigation, M.K.U. and M.N.H.; Resources, M.K.U., M.N.H. and M.S.A.; Data Curation, M.K.U., 

M.N.H., M.J.A., M.A.S., and A.B. B..; Writing – Original Draft Preparation, M.K.U. and M.N.H.; Writing – Review & Editing, M.K.U., M.N.H.; A.B. 

B.; Visualization, M.K.U., M.J.A., and A.B.B.; Supervision, M.K.U. and A.B.B.; Project Administration, M.K.U. and A.B.B.; Funding Acquisition, 
M.K.U., M.N.H., M.J.A., M.A.S. and A.B.B. Authors have read and agreed to the published version of the manuscript. 

Institutional Review Board Statement: Ethical review and approval were waived for this study, due to that the research does not deal with vulnerable 
groups or sensitive issues. 

Funding: The authors received no direct funding for this research. 

Acknowledgement: Not applicable.  

Informed Consent Statement: Informed consent was obtained from all subjects involved in the study. 

Data Availability Statement: The data presented in this study are available on request from the corresponding author. The data are not publicly available 

due to restrictions. 

Conflicts of Interest: The authors declare no conflict of interest.                                                                                                                                                                                                                                   

 

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