IMPACT OF SOCIAL MEDIA USAGE ON ACADEMIC PERFORMANCE AND CONCENTRATION LEVEL AMONG UNIVERSITY STUDENTS

Abstract

Social media has become a major part of students’ daily lives, raising concern about students' academic life and focus. This study examined whether social media usage influences academic performance and concentration levels among university and college students. A correlational quantitative design was used. The data was collected from 50 participants aged 18-25 through standardized questionnaires. Social media usage was measured by Bergen Social Media Addiction Scale (BSMAS), academic performance was measured through an academic performance rating scale, and concentration level was measured through a concentration level questionnaire rating scale. The data was analyzed using SPSS, including correlation and regression analysis.

According to the findings, social media use and concentration level had a moderately negative connection (r = −.507, p <.01), showing that students' concentration levels were significantly impacted and that they stated having low levels of concentration. In the meantime, there was not a relationship between academic performance and social media use. Thus, the findings showed that while social media use affects concentration, it has no direct effect on academic achievement.