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                      American International Journal of Social Science Research; Vol. 5, No. 3; 2020 
                                       ISSN 2576-103X   E-ISSN 2576-1048 

Published by Centre for Research on Islamic Banking & Finance and Business, USA 

 

     7 
 

 

The Effects of Facebook on Students’ Social Life: A Case Study at Mirwais 
Khan Nika Zabul Institute of Higher Education, Zabul 

 
 
 

Abdul Nafi Himat 
English Language and Literature Department  

Education Faculty, Kandahar University, Kandahar, Afghanistan   
E-mail: abdulnafi.himat2017@gmail.com 

 
 
 
Received: May 05, 2020           Accepted: May 25, 2020                       Online Published: June 06, 2020 
 
doi: 10.46281/aijssr.v5i3.593      URL: https://doi.org/10.46281/aijssr.v5i3.593  
 
 
Abstract      
In the world, Facebook is one of the most well-known social networking sites, which is used a lot among students. The purpose 
of this research is to identify the devoted time students’ spend on the usage of Facebook, and its impacts on learners’ socia l life at 
Mirwais Khan Nika Zabul Institute of Higher Education, Zabul, Afghanistan. In this study, the quantitative research method was 
used to collect data from one hundred and fifteen students, and they were selected through a random sample. Likewise, the 
questionnaire was designed based on the literature review then the data was collected from the participants. Similarly, the data was 
analyzed by using IBM 24 version of SPSS and found out the frequency and percentage of the demographic data as well as the 
items. Also, the findings of this research illustrate that learners were devoted from half to one-hour time for using Facebook. 
Moreover, the results assert that learners want to maintain in connection with people, feel fine when they share their ideas on 
Facebook and it had positive effects on students’ social life. 

Keywords: Facebook, Devoted Time, Effects, Social Life, Students  
 
1. Introduction 
In recent decades, many people who live in Afghanistan have access to technology and get benefits from it, especially students who 
study in universities and higher education institutions. Likewise, technology brought many changes in the life of humans in 
Afghanistan; therefore, it has received a considerable attention of them. In general, technology has replaced the way people interact 
and allows the inhabitants of the earth to connect with each other, and make the world as a global village (Boateng & Amankwaa, 
2016; Chowdhury & Saha, 2015). Likewise, the rapid progress of information and communication technologies has brought 
modifications in several educational and technological applications and processes (Lenhart & Madden, 2007; Selwyn, 2007). 
Moreover, this century is known as a digital age, computer and internet have gained an absolutely central importance in the life of 
humans (Kirik, Arslan, Cetinkaya & Mehmet, 2015). Furthermore, internet attract all people because it provides new ways for 
communication with other people (Heiberger & Harper, 2008).  

Likewise, from the beginning of the 21st century, social media is in progress, and it plays a vital role in life because people 
belonging to different age groups use social media. In addition, social media websites have become common, and they give young 
people a new way to interact with each other, also an opportunity to communicate with the world (Schneider, 2010). As well as, 
social media has a prominent role in the life of humans, and the development of communication network is one of the factors that 
lead individuals to use social media (Kirik et al., 2015). Furthermore, social media change quickly the communication setting of 
today’s social world as well as it helps individual to share connections, views, thoughts with unknown friends or enable to share 
their view points with visible well-known friends (Paul, 2017; Boateng et al., 2016; Chowdhury et al., 2015).  

Moreover, the use of social media is being quickly rising during the last few years. It is not only being used by the 
working people, but also there is a heavy increase in the use of social media by the students (Sangwaan, 2019). Therefore, it has 
become an indispensable part of the communication age (Aygul, 2010). In addition, Facebook is very common between college 
learners, even though they use it when they have classes, likewise; Facebook is the most used social network sites by college students 
(Wang, Chen & Liang, 2011). Additionally, the term social media is a collection of applications, namely, Facebook, Twitter, 

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WhatsApp, YouTube, Instagram, Flickr, YouTube, LinkedIn and so on, and these social networking sites connect people to share 
details and alert individuals about any event in the community (Ali, Iqbal & Iqbal, 2016).  

Similarly, on social media Facebook is one of the most heavily social networking sites in all over the world, and through 
the usage of this users can express their selves freely, establish new friendships, relationships, and follow their friends.  Moreover, 
they can engage in dialogues with people or groups they are interested in (Aygul, 2010). In Facebook users can register their selves 
in an account, and can post material about their life also they can create a profile to upload details about their selves and add other 
consumer s as friends. As well as, once registered, they can exchange messages with one others, post updates, share photos and 
videos as well they can also join with others to form groups (Mason, 2017). Therefore, Facebook is the biggest social network 
sites in the world. In addition, in December 2012, it had one billion monthly active users, and the implementation of Facebook 
between pupils increased over time; similarly, it was founded in 4th, February, 2004 by Mark Zuckerberg (Gafni & Deri, 2012; 
Kirkpatrick, 2010; Ellison, Steinfield & Lampe, 2007).  Likewise, at first, the usage of Facebook was limited for students in 
Harvard University, but afterwards, it became accessible to all over the world; similarly, it became the largest social network 
worldwide as well it is now the biggest social networking services based on total active users and its universal reach to everyone 
(Kirkpatrick, 2010; Ellison et al., 2007).  
 
1.1 Problem Statement 
In recent years, students who have access to internet spend most of their time on social media, especially on Facebook. In 
Afghanistan, users of social media limited their usage to a few platforms, namely Facebook and instant messaging platforms (Altai 
Consulting for Interviews, 2017).  Therefore, students who study at Mirwais Khan Nika Zabul Institute of Higher Education, 
Education Faculty devoted most of their time for using Facebook as a social networking site. This problem was also existed in 
South Africa and Ghana as well as in Botswana University (Eke, Omekwu & Jennifer, 2014; Diraditsile & Gamakabadi, 2018). 
According to Wang et al., (2011) many parents of learners are worried about their college students because they spend so much 
time on social media networking sites, especially on Facebook and do not devote enough time for their study. Moreover, this 
phenomenon is an international concern that about 99% of students in America use social networking sites and the time they 
spend is frightening (Johnson, 2013). Moreover, there are very limited studies conducted at Mirwais Khan Nika Zabul Institute 
of Higher Education, Zabul, Afghanistan. As Facebook is the most famous social networking site. Consequently, this study would 
assist with students who study in universities, higher education institutions and with the Ministry of Information and 
Communications Technology of Afghanistan. 
 
1.2 Objectives of the Research 

▪ To identify the devoted time students’, spend on the usage of Facebook at Mirwais Khan Nika Zabul Institute of 
Higher Education. 

▪ To investigate the impacts of Facebook on learners' social life at Mirwais Khan Nika Zabul Institute of Higher 
Education. 
 

1.3. Research Questions 
▪ How much time students’ devoted for the usage to spend on Facebook at Mirwais Khan Nika Zabul Institute of 

Higher Education? 
▪ What are the impacts of Facebook on students' social life at Mirwais Khan Nika Zabul Institute of Higher Education? 

 
2. Literature Review 
2.1 Devoted Time Students Spend on Facebook 
Facebook is almost universally-used among higher education learners, and they consider Facebook as their main social media 
choice, thus spend a great part of their time on its use on their normal day (Ellefsen, 2016). Moreover, Nawafleh, Harfoush, 
Fakhouri, Obiedat & Rababah, (2012) wanted to find the negative effects of Facebook on user social life in Amman. The findings 
of this study asserted that 49% Facebook users used it more than three hours a day, 72% used several hours a day, and they 
couldn’t reduce the using hours. Additionally, students spend a considerable amount of time actively on Facebook. In addition, 
the study of Ellison et al., (2007) showed that college students use Facebook on an average of 10 to 30 minutes daily. Similarly, 
Pempek, Yermolayeva & Calvert, (2009) study revealed that college students spend an average of 27.93 minutes per day during 
weekdays and an average of 28.44 minutes per day during weekends on Facebook.   Also, social networks (Facebook in particular) 
was a part of their daily life. Moreover, Alhazmi & Rahman, (2013) reported that 78.9% of students spend more than one hour 
a day on Facebook. 

2.2 Impacts of Facebook on Students’ Social Life 
A qualitative case study by Akbiyik (2013) in Turkey, to determine the effects of social networks on college undergraduate 
students’ social life. The findings of this study revealed that the use of Facebook helps users to communicate with their friends, 



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and it assists with the consumers to know and learn about their friends. Similarly, pictures or videos shared in the Facebook 
environment by students aid them to start conversation, thus it makes communication easier. This way of communication is 
realized by liking or disliking the posts or by making comments on the shared objects. The findings also asserted that Facebook 
also has negative impacts on students because most of them complain about maintaining reconnection with old friends does not 
make them contend in cases where lifestyles have differentiated. They stated more that they couldn’t feel the same old intimacy 
once lifestyles have changed. As well as, it was annoying for students when their relatives try to control their Facebook behaviors. 
The findings showed that they get friendship requests from people whom they do not like to meet in their real life.  Also, students 
stated that some of their classmates do not talk them in a real life but add them as Facebook friends. Three learners stated that 
they could not trust relationships or conversations in the Facebook environment because this environment is virtual. The findings 
more disclosed that pupils think even though they know the person in real life, they cannot be certain if he is telling the truth when 
they communicate with him in the virtual environment. Furthermore, expressing political views on the Facebook environment has 
a negative effect on learners’ social life and relatives were not desired as Facebook friends by some of the participants. 

Similarly, research by Nawafleh et al., (2012) wanted to find the negative effects of Facebook on user social life in 
Amman. Their findings asserted that Facebook is a well-known website that connects people, socialize, make a connection with 
famous people, make new friends, and build up new relationships. Furthermore, the findings of the study indicated that Facebook 
has negative impacts on users’ social life.  Moreover, research conducted by Tang-Mui & Teng, (2017) findings demonstrate that 
Facebook is the main source of information from personal to global news without verifying its trustworthiness. Facebook is used 
as a tool to communicate with friends and family. Facebook has perceived as a good tool of communication that can bring closeness 
among the family members. The use of Facebook brings positive impact towards family members, with the continuously increasing 
number of local Facebook users, and it will help to build a better and harmonic society. Through the use of Facebook, the 
relationships between family members and communication will be improved and enhanced the level of a united community. 

Likewise, a case study carried out by Chowdhury et al., (2015) on the impact of Facebook on youth generations in 
Kolkata, India. The positive effects asserted that Facebook allow all teenagers as well as Facebook users to communicate with their 
friends. Moreover, learners can build relations with known and unknown friends.  Also, users can maintain their past and new 
bonding of friendship and other relations. Facebook connect students with different cultures, religions. In addition, findings 
revealed that Facebook increases empathy for their existing and old friends, which gives more systematic communications. Similarly, 
the negative impacts showed that most of the users only use Facebook to check their profile or any new update posted on their 
wall. Additionally, the results showed that chatting with friends reduces the importance of writing letters and face to face human 
contacts.  The study further stated that several photos, videos or political shares divert their attention. Mustafa & Hamzah, (2011) 
study asserted that Facebook is used for communication with other friends and as a way to reconnect them to their old friends . 
Furthermore, Facebook improves family communication as it provides a platform for Malaysians to discuss issues that they never 
talk face-to-face. It also had effects on their relationships within the family and between generations. Moreover, Salvation & 
Adzharuddin, (2014) findings revealed that social media had become the most active application which assists students not only 
to socialize with friends as well as to interact with lecturers. 
 
3. Research Methodology 
3.1 Research Design 
This study investigated the impacts of Facebook on students’ social life at Mirwais Khan Nika Zabul Institute of Higher 
Education, Qalat, Zabul, Afghanistan. A quantitative research method was used for this study. According to Aliaga & Gunderson 
(2002) in a quantitative research approach, the researcher is describing a topic through getting data in a numerical form and 
analyzing it with the assist of the mathematical method. This study was based on the strategy of a case study because most scholars 
agree that it is a strategy, but not a particular method (Yin, 1994). Additionally, in a case study the researcher(s) tries/try to find 
responses for ‘what’, ‘why’, and ‘which’ and it refers to research that investigate a few cases in considerable depth which is known 
a case study (Yin, 1994; Gomm, Hammersley & Foster, 2000).  

3.2 Population and Sampling 
In this research, the participants were from Mathematics, Biology, Chemistry, and Physics Departments, Education Faculty. 
Similarly, the sample size was (115) learners’, and they were from all the existed three educational levels freshmen, sophomore, 
and junior as well as they were selected through random sampling method. In a random sample the participants are the 
representative of a larger group. 

3.3 Research Instrument 
In this study, the data was collected through a questionnaire, and it had three parts, the demographic data of the respondents, the 
devoted time students’ spend on the usage of Facebook (5 items), and the impacts of Facebook on students’ social life (7 items).   

 



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3.4 Validity and Reliability of the Questionnaire 
The questionnaire was checked several times, and after receiving comments, it had revised. According to Madan & Kensinger 
(2017) the reliability value among .75 and 1.00 is considered excellent. Likewise, the reliability of the current study’s instrument 
was checked and it was .86 Cronbach's Alpha, which is considered excellent. 

3.5 Data Analysis Procedure 
The data was analyzed by using IBM 24 version of Statistical Package for the Social Sciences (SPSS), and found out the frequency 
and percentage as well as reported in tables.  

4. Findings 
The findings of the study asserted the demographic data, devoted time students’ spend on Facebook, and its impacts on 
students’ social life. 
 
Table 1. Shows the demographic data of the participants  
 

Demographic Data of the Respondents 

    Characteristics Frequency Percentage 

                                                
Gender:                     

Male 112 97.4 

Female 3 2.6 

Level of Education:                                                              
                                                                                          
 
 

Freshmen 38 33.0 

Sophomore 30 26.1 

Junior 47 40.9 

Age:  
 
 

18 years  20 17.4 

Between 19 & 25 87 75.7 

Upper 25 4 3.5 

Upper 27 4 3.5 

Departments of Education 
Faculty: 
 

Biology 41 35.7 

Chemistry 28 24.3 

Mathematics 25 21.7 

Physics 21 18.3 

 
                Table 1. shows the demographic data of the participants in categories of gender, level of education, age, and Education 
Faculty’s Departments. In this study, 115 students participated which many learners were male (97.7%), and surprisingly (2.6%) 
were female. In addition, (33%) freshmen, (26.1%) sophomore, and (40.9) are junior. Similarly, about to the age (17.4%) 18 
years old, (75.7%) between 19 and 25, (3.5%) upper 25, and (3.5%) are upper 27 years old. Moreover, (35.7%) from Biology, 
(24.3%) Chemistry, (21.7%) Mathematics and (18.3) are from Physics Departments. 
 
Research Question 1. How much time students devoted for the usage to spend on Facebook at Mirwais Khan Nika Zabul Institute 
of Higher Education?  
 
Table 2. Show the time students devoted for the usage of Facebook. 
 

Table 2.1 more than three hours 

   Frequency Percentage 

Never   71 61.7 

Rarely   8 7.0 

Sometimes   15 13.0 

Often   13 11.3 

Always   8 7.0 

Total   115 100.0 



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                 Table 2.1 asserts 61.7% never devote time more than three hours in a day, 7% rarely, 13% sometimes, 11.3 often 
while less amount 7% of learners devote more than three hours for using Facebook. 

 
Table 2.2 three hours 

   Frequency Percentage 

Never   58 50.4 

Rarely   18 15.7 

Sometimes   20 17.4 

Often   13 11,3 

Always   6 5.2 

Total   115 100.0 

            
                 Table 2.2 illustrates 50.4% of students never devote three hours for Facebook, 15.7% rarely, 17.4 sometimes, 11.3% 
often. In addition, very less amount of learners 5.2%, devote three hours for Facebook.    
 

Table 2.3 two hours 

   Frequency Percentage 

Never   47 40.9 

Rarely   16 13.9 

Sometimes   20 17.4 

Often   24 20.9 

Always   8 7.0 

Total   115 100.0 

 
                 Table 2.3 reveals 40.9% never devote time two hours, 13.9% rarely, 17.4% sometimes, 20.9% often while less amount 
of learners 7% devote for Facebook.  

Table 2.4 one hour 

   Frequency Percentage 

Never   17 14.8 

Rarely   19 16.5 

Sometimes   24 20.9 

Often   34 29.6 

Always   21 18.3 

Total   115 100.0 

 
                 Table 2.4 highlights 14.8% devote time one hour, 16.5% rarely, 20.9% sometimes, less than half of the participants 
often use 29.6% while 18.3% always. 

Table 2.5 less than one hour 

   Frequency Percentage 

Never   9 7.8 

Rarely   23 20.0 

Sometimes   31 27.0 

Often   28 24.0 

Always   24 20.9 

Total   115 100.0 

 
                 Table 2.5 asserts very a smaller number of students 7.8% never devote time less than one hour for Facebook, 20% 
rarely, 27% sometimes, 24% often while 20.9% always devote their time.  
 



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Research Question 2. What are the impacts of Facebook on students' social life at Mirwais Khan Nika Zabul Institute of 
Higher Education? 
Table 3. show the impacts of Facebook on students’ social life 
 

Table 3. I like to have friends from my relatives on Facebook 

   Frequency Percentage 

Strongly Disagree   9 7.8 

Disagree   5 4.3 

Somehow Agree   19 16.5 

Agree   28 24.3 

Strongly Agree   54 47.0 

Total   115 100.0 

 
                 Table 3.1 demonstrates that 7.8% of students are strongly disagree because they do not like to have friends on 
Facebook from their relatives, very less 4.3% of learners disagree, 16.5% somehow agree, 24.3% agree, but a large number of 
students are 47% strongly agree. 
 

Table. 3.2 Facebook helps me to maintain in connections with people whom I cannot see them in real life 

   Frequency Percentage 

Strongly Disagree   9 7.8 

Disagree   4 3.5 

Somehow Agree   19 16.5 

Agree   34 29.6 

Strongly Agree   49 42.6 

Total   115 100.0 

               
               Table 3.2 indicates 7.8% are strongly disagree because the students reported that Facebook does not assist them in 
maintaining connections with persons whom they cannot see them in their real life; fewer amount of students 3.5% are disagreed 
as well as 16.5% somehow agrees. In addition, 29.6% agrees with the mentioned item, and 42.6% are strongly agreed.  
 

Table. 3.3 I feel good when sharing my opinions on Facebook 

   Frequency Percentage 

Strongly Disagree   10 8.8 

Disagree   4 3.5 

Somehow Agree   23 20.2 

Agree   42 36.6 

Strongly Agree   36 31.6 

Total   115 100.0 

 
                 Table 3.3 reveals 8.8% strongly agree because the students do not feel good when they share ideas, very less amount 
disagree 3.5, and 20.2% are somehow agrees. Moreover, 36% agree, and 31% strongly agrees with. 

 
Table. 3.4 Facebook has effects on my social life 

   Frequency Percentage 

Strongly Disagree   11 9.6 

Disagree   7 6.1 

Somehow Agree   17 14.8 

Agree   40 34.8 

Strongly Agree   40 34.8 

Total   115 100.0 



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                  Table 3.4 shows 9.6% reported that Facebook does not have any impacts on our social life. Similarly, 6.1% are 
disagreed, and 14.8% are somehow agree. Furthermore, 34.8% are agree and strongly agree. 
 
Table. 3.5 When I share photos on Facebook, it assists me to communicate with my friends especially when he/she 
likes/dislikes or share 

   Frequency Percentage 

Strongly Disagree   12 10.4 

Disagree   13 11.3 

Somehow Agree   25 21.7 

Agree   40 34.8 

Strongly Agree   25 21.7 

Total   115 100.0 

 
                    Table 3.5 demonstrates 10.4% are strongly disagree, 11.3% disagrees. In contrast, 21.7% are somehow agree, 34.8% 
of the students are agree because they reported that it is good to communicate with friends when they like/dislike our posted 
images, and 21.7% strongly agrees.  
 

Table. 3.6 I believe in the relationships of my friends on Facebook 

   Frequency Percentage 

Strongly Disagree   14 12.2 

Disagree   13 11.3 

Somehow Agree   38 33.0 

Agree   33 28.7 

Strongly Agree   17 14.8 

Total   115 100.0 

 
                     Table 3.6 asserts 12.2% of students do not believe on the relations of their friends in Facebook, 11.3% disagrees. 
However, 33% somehow agrees. Furthermore, 28.7% are agreed, and 14.8% strongly agrees. 
 

Table. 3.7 Through Facebook I can connect with my friends 

   Frequency Percentage 

Strongly Disagree   13 11.3 

Disagree   11 9.6 

Somehow Agree   24 20.9 

Agree   30 26.1 

Strongly Agree   37 32.2 

Total   115 100.0 

 
                     Table 3.7 highlights 11.3% of the students reported that we couldn’t join with our friends 0n Facebook while 9.6% 
disagrees.  Likewise, 20.9% somehow agreed, 26.1% are agreed, and 32.2% of the participants are strongly agreed. 
 
5. Discussion 
5.1 Devoted Time of Students’ for Facebook at Miwais Khan Nika Zabul Institute of Higher Education 
The findings of this current research demonstrate that students do not use Facebook more than three hours a day, but very less 
amount of them use it. Furthermore, learners do not use Facebook for three hours, but 5.2% always use three hours. It means that 
students do not want to waste their time on the use of Facebook; therefore, they do not allocate much time for Facebook. This 
finding is not in accordance with Ellefsen (2016) that Facebook is almost universally-used among higher education pupils, and 
they consider Facebook as their main social media choices, thus spend a great part of their time on its use in their normal day as 
well as with Nawafleh et al., (2012) wanted to find the negative effects of Facebook on user social life. Their findings asserted 
that 49% of Facebook users used it more than three hours a day, 72% used Facebook several hours a day and they couldn’t reduce 
the using hours. Students, on the other hand, spend a considerable amount of time actively on Facebook. This finding is only in 



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line with this study that college learners use Facebook on an average from 10-30 minutes daily (Ellison et al., 2007) because 
students who study at Mirwais Khan Nika Zabul Institute of Higher Education do not devote much time for the implementation 
of Facebook.  
           According to O’Keeffe & Clark-Pearson (2011) that the American Academy of Pediatrics (AAP) classified the time spend 
on social media into three categories as a high (more than 2 hours), average (30 minutes to 2 hours) and low use (less than 30 
minutes). Additionally, the finding of this study indicates that students of Mirwais Khan Nika Zabul Institute of Higher 
Education, Education Faculty, do not use Facebook two hours, but fewer learners use it. Through these findings, it can be said 
that students devoted time approximately from half-hour to an hour in a day, which is considered as an average use. This finding 
is in line with Pempek et al., (2009) study revealed that college students spend an average of 27.93 minutes per day during 
weekdays and an average of 28.44 minutes per day during weekends on Facebook.  In addition, social networks, especially 
Facebook, was a part of their daily life. Moreover, these studies are in line with that students primarily spend between 10 and 60 
minutes on Facebook per day (Orr, Sisic, Ross, Simmering, Arseneault, & Orr, 2009; Sheldon, 2008; Stern & Taylor, 2007; 
Valenzuela, Park, & Kee, 2009). However, the finding of Alhazmi et al., (2013) is against with that 78.9% of students spend 
more than one hour a day on Facebook. 
 
5.2 Impacts of Facebook on Students’ Social Life at Mirwais Khan Nika Zabul Institute of Higher Education 
The result of this study reveals that students like friends from their relatives on Facebook. From this finding, it can be said that 
students like to have relationship as well interaction among their folks because social media, especially Facebook, is one the 
communication tool that makes communication easier between friends. This finding is in consistent with the researchers Nawafleh 
et al., (2012) to find the negative effects of Facebook on social life in Amman, Irbid, and Jaresh cities. Their study asserted, that 
Facebook is a part of their everyday activity and can't leave it, 45% preferred to communicate with their friends and relatives 
through Facebook rather than direct interaction because they valued indirect interaction, 27% Facebook causes loss of direct 
communication or face-to-face meeting with relatives and friends. As well as, this finding is not in match with a qualitative study 
carried out in Turkey to determine the effects of social networks on college undergraduate students’ social life that express ing 
political views on the Facebook environment has negative effects on learners’ social life and relatives were not desired as Facebook 
friends by some of the participants in the study (Akbiyik, 2013). 
          Besides, another essential finding shows that students reported that Facebook helps them to maintain connections with 
people whom they cannot see them in their real life. This finding is in accordance with a case study on the impact of Facebook as 
a social networking site on youth generations carried out by Chowdhury et al., (2015) their study positive impacts asserted that 
Facebook allow teenagers as well as Facebook seekers to communicate with their friends. In addition, scholars can build relations 
with familiar and unfamiliar friends.  Users can maintain their pervious and new bonding of friendship as well as other relations. 
Also, the finding of this study reveals more that Education Faculty’s students feel fine when they share their opinions on Facebook. 
Through this, it can be inferred that students do not feel bad when they post or share their views on Facebook. This finding is in 
line with Nawafleh et al., (2012) that participants feel much more comfortable and free when share opinions and thoughts through 
Facebook more than direct interaction, and give priority to communicate with friends on Facebook over their social and career 
commitments. In addition, the findings illustrate that Facebook has positive effects on students’ social life. This finding is in line 
with Akbiyik (2013) who conducted a study on college undergraduate students’ social life, Turkey. The findings revealed that 
Facebook has impacts on learners’ social life.  
 
6. Conclusion and Suggestions 
The findings of this study revealed that students spend nearly 30-60 minutes on the use of Facebook. Furthermore, students had 
the enthusiasm to have friends from their relatives in Facebook, and it helped students to maintain in relation with people who 
were far from them in their real life as well felt good when they share their opinions on the wall of Facebook. In addition, it had 
positive impacts on learners’ social life. Likewise, as this study worked on the impacts of Facebook on students’ social life  at 
Mirwais Khan Nika Zabul Institute of Higher Education, Zabul, Afghanistan. As a result, the following suggestions are given for 
further studies to be conducted in this and other contexts: to investigate the current status of using Facebook, the purposes of 
using Facebook, the impacts of Facebook on students’ academic life, learning, behavior, health, and on the academic performance 
of learners.  
 
Acknowledgments 
The researcher strongly acknowledges from all students who participated in this study.  
 
References 
Akbiyik, C. (2013). Effects of Social Networks on Social life of Undergraduate students. Middle Eastern & African Journal of 

Educational Research, 4(6), 4-10. 



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