CHAPTER II

Review of Related Literature and Related Studies

Social media has become a dominant force in daily life, affecting various aspects of

human behavior, including academic performance. According to Junco (2012), social media

platforms like Facebook, Twitter, and Instagram have significantly altered how students interact,

communicate, and even spend their time. The dual nature of social media—both positive and

negative—has spurred debates on its overall influence on students’ academic success. On the one

hand, social media can serve as a tool for collaboration, information sharing, and networking,

which can enhance learning. On the other hand, excessive use can lead to distraction and

procrastination, which may negatively impact academic performance (Junco, 2012).

Studies have shown that students who engage in social media for academic purposes,

such as group discussions or accessing educational resources, may experience a boost in their

grades. However, those who use social media for entertainment and socializing may suffer from

lower academic outcomes due to time spent away from academic tasks (Rosen et al., 2013). As

this evidence suggests, the effect of social media on academic performance is complex and can

vary depending on the individual and the context of use. Furthermore, research by Karpinski

(2013) examined the relationship between social media usage and academic performance in

college students.

The study found that students who used social media for more than two hours a day were

more likely to report lower GPAs compared to those who spent less time on social platforms.

The study attributed this to the tendency of social media to reduce study time and focus, as

students are distracted by the constant influx of notifications, messages, and updates. This
distraction often leads to procrastination, with students putting off assignments or not dedicating

enough time to their studies. The impact of social media on academic performance is particularly

noticeable in students who lack self-discipline or time-management skills, which makes it more

challenging for them to balance social media use with their academic responsibilities (Karpinski,

2013). This highlights the importance of setting boundaries and practicing self-regulation when

using social media to prevent its negative effects on academic outcomes. In contrast, studies by

Greenfield (2017) suggested that social media could have a positive impact on students’

academic performance if used effectively. Greenfield argued that educational platforms like

LinkedIn and academic forums provide opportunities for students to connect with professionals,

professors, and peers, which can foster academic and career advancement. These platforms not

only encourage academic collaboration but also provide students with resources and networking

opportunities that are directly related to their field of study. By engaging with content relevant to

their studies or career aspirations, students can stay motivated and informed, which can enhance

their academic performance (Greenfield, 2017).

In this view, the key to benefiting from social media lies in how students use it—actively

seeking out academic content and avoiding passive engagement with distractions. Thus, social

media’s effect on academic performance is determined by the user’s intent and the platform’s

educational value. Finally, a study by Lepp et al. (2015) explored the effect of mobile phone use,

which often includes social media apps, on students’ GPA. The study concluded that there was a

negative correlation between mobile phone usage and academic performance, especially when

students used their phones for non-academic purposes during study sessions. This supports the

notion that social media, when used excessively, can undermine academic focus. However, Lepp

et al. (2015) also noted that mobile phones could serve as useful tools for learning, offering apps
and resources that assist in studying, time management, and research. The challenge, therefore, is

not the technology itself but how it is used.

The impact of social media on academic performance can be positive or negative

depending on whether it is used for productive or distracting purposes (Lepp et al., 2015). In

conclusion, the relationship between social media usage and academic performance is

multifaceted. While some studies suggest that social media can distract students and lead to

poorer academic outcomes, other research points to its potential to enhance learning and

facilitate academic success when used appropriately. The key to maximizing the benefits of

social media lies in self-regulation, time management, and intentional use of platforms that offer

academic value. Further research is needed to explore this relationship in greater depth and to

identify strategies that can help students leverage social media for academic success without

falling prey to its distractions.

According to Junco al et (2010), social media are a gaggle of internet websites, services,

and practices that support collaboration, community building, participation, and sharing". The

growing dimension of the utilization of social media among the youth of today can't be over

emphasized. Over the years, social networking among second cycle students has become more

and more popular. It is how to form connection not only on campus, but with friends outside of

faculty. Social networking may be a way that helps many of us feels as if they belong to a

community. Due to the increased popularity of it, economists and professors are questioning

whether grades of scholars aren't being suffering from what proportion time is spend on these

sites (Choney, 2010). According to Lenhart et al., (2010), about 57% of social network users are

18-29 years old and have a private profile on multiple social media websites. In a study by

Pempek, Yermolayeva, and Calvert (2009), the quantity of your time spent daily on social network
sites varied greatly. Younger students attended use Facebook more frequently than older students to

stay in-tuned with friends from high school or from their hometown (Pempek et al., 2009). Many

researchers like Choney (2010), San Miguel (2009) and Enriquez (2010) studies on students' use of

the social media sites revealed a negative effect of the use of social media sites on students' academic

performance. Nielsen Media Research study conducted in June 2010 stated that nearly 25% of

students' time on the web is spent on social networking sites (Jacobsen & Forste 2011).

The students using the social media platforms for academic purposes instead of non-

academic purposes, were found significantly greater and positive impact of the use of social media in

their academic performance compared to their counterparts. The study further suggested that if used

by educators and teachers as a tool to ease and improve learning environment, then social media

holds the promise to enhance students’ learning (Sivakumar, 2020). A study of undergraduate level

government college students in Kashmir found that these platforms greatly help students to share

knowledge and information which students had been using as a tool to enhance their learning (both

reading and writing) methods with significant benefit, implying a direct relationship between the two

(Palla& Sheikh 2020). In this way, the study highlighted the importance of incorporating social

media platforms in the pedagogical activities of students.

The American Educational Research Association conducted a search and declared at its

annual conference in San Diego California (2009), that social media users study less and generate

lower grade (Abaleta et al, 2014). San Miguel (2009), focused on the connection between time spent

on Facebook and therefore the academic performance of scholars. V He believes that even running a

social networking site on the background on a student's PC while studying or doing homework could

lower a student's grade. He believes that "the problem is that the majority people have Facebook or

other social networking sites, their e-mails and can be instant messaging constantly running within
the background while they are completing their tasks" Choney (2010), in watching the time spend on

facebook and its effect on academic performance said a user of Facebook has a mean "GPA of three

06, while non users have a mean GPA of three 82". Furthermore, a study conducted by Karpinski and

Duberstein (2009), of Ohio Dominican university on college students who use social network have

significantly lower mark averages (GPAs) than people who don't. They also mentioned that among

various unique distractions of each single generation, Facebook remains a big distraction of current

generation(Kist, 2008). This study also showed that approximately half all teens who have Internet

access also are members of social networking sites, and use the web to form plans and socialize with

friends (Kist, 2008). In September 2005, out of the entire adult internet users (18-29 years) 16% were

using social networking site but this percentage increased to 86% in May, 2010

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