Impact of Social Media Usage on Academic Performance in University students

Impact of Social Media Usage on Academic Performance in University students | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Impact of Social Media Usage on Academic Performance in University students Hanif Abdul Rahman, Ratna Siti Noor Nazirah Hamzad This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8922176/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background The pervasive integration of social media into the daily lives of undergraduate students raises critical questions about its influence on academic outcomes. While these platforms offer potential educational benefits, their predominant use for leisure may detract from academic success. Objectives This study examines the relationship between social media engagement and academic performance among undergraduates, aiming to inform strategies for mitigating negative effects. Methods A cross-sectional online survey was conducted with 85 participants (81% response rate). Data were analysed to compare usage patterns, purposes, and self-reported academic impacts across different class standings. Results WhatsApp and Instagram were the most widely used platforms, with 88.2% of students primarily engaging for leisure and only 49.4% for academic purposes. Notably, 81.2% reported that social media affected their studies, and 77.6% spent more time on these platforms than on academic work. Night-time usage was particularly prevalent among second-class students, suggesting potential disruptions to study routines. Despite uniform usage patterns across academic standings, the findings highlight a pervasive tension between social media use and academic focus. Conclusions The study underscores the need for targeted interventions to promote mindful usage and leverage platforms for educational enrichment. Future research should investigate longitudinal effects and evaluate strategies to balance social media consumption with academic priorities. Educational Psychology Social Media Undergraduate Students Academic Performance Usage Patterns Educational Impact INTRODUCTION The unprecedented proliferation of social media in contemporary society has precipitated what scholars are now calling the great attention crisis of the 21st century. With 4.95 billion active social media users globally—representing nearly 60% of the world’s population (1)—these platforms have evolved from mere communication tools to dominant architects of human behaviour, cognition, and social interaction. Among all demographic groups, university students stand at the epicentre of this digital revolution, exhibiting both the highest rates of engagement and the greatest vulnerability to its detrimental effects (Johnson, 2022 ). The gravity of this situation cannot be overstated: what begins as routine scrolling manifests as academic attrition—a silent but systemic erosion of learning capabilities that threatens to undermine higher education systems worldwide (Sharma & Behl, 2022 ). Emerging research paints an alarming portrait of this crisis. While 97% of university students maintain active social media profiles, a meagre 1% utilize these platforms primarily for educational enhancement (3), time that directly correlates with declining GPAs across multiple studies (Lahiry et al., 2019 ). Neuroscientific findings compound these concerns, demonstrating that excessive social media consumption rewires neural pathways, diminishing users’ ability to sustain deep, analytical thought—the very foundation of academic excellence (Mohamad, 2019 ). The Bruneian context amplifies these risks exponentially. With 69% of the population—and likely an even higher percentage of students—actively engaged on platforms like Instagram and Facebook. The nation faces a perfect storm of digital overexposure. Unlike countries with diversified digital infrastructures, Brunei’s heavy reliance on social media for information dissemination creates an inescapable feedback loop: students are bombarded with distractions while simultaneously lacking alternative academic resources. Preliminary data suggests Bruneian students experience more severe symptoms of social media-induced academic impairment than global averages, including: 40% higher rates of assignment procrastination, 35% greater difficulty concentrating during lectures, 50% increased likelihood of all-night social media use before exams – this represent a public health emergency in the realm of education. This study examines the complex relationship between social media engagement and academic performance among undergraduate students, recognizing the dualistic nature of these digital platforms as both educational tools and potential distractions. While social media offers innovative opportunities for collaborative learning and knowledge sharing, its pervasive use may simultaneously create challenges that negatively affect academic achievement. LITERATURE REVIEW Social media has become ubiquitous, with students representing one of the most active user demographics (Hruska & Maresova, 2020 ). While these platforms offer diverse functionalities, their improper use can significantly impair productivity and academic outcomes. However, only a minority of students utilized social media for educational purposes, with the majority engaging primarily for entertainment, news consumption, and social interaction (Alshwiah & Alaulamie, 2023 ). This pattern of non-academic engagement frequently leads to diminished academic performance, compounded by classroom distractions as students access social media during lectures (Alshwiah & Alaulamie, 2023 ). Further evidence demonstrates that excessive non-educational social media use directly compromises academic focus, resulting in substandard work quality as students allocate insufficient time to academic tasks (Demeke, 2024 ). This behavioral pattern exhibits a clear negative correlation with academic achievement, as evidenced by the inverse relationship between social media addiction and GPA scores (Azizi et al., 2019 ). These findings underscore the necessity for implementing structured usage plans to mitigate social media addiction. Strategic interventions, including time restrictions and purpose-driven engagement protocols, may help students maintain academic focus while benefiting from the positive aspects of social media connectivity. The adverse effects of excessive non-academic social media engagement among university students are consistently demonstrated in empirical evidences. Majority of students primarily utilize social media platforms for non-educational purposes (Chang et al., 2019 ). This behavioral pattern creates a significant opportunity cost, where time allocated to social media displaces essential academic activities, ultimately compromising learning outcomes (Chang et al., 2019 ). The phenomenon extends beyond mere time displacement, manifesting in impaired time management skills and potential addictive behaviours. The productivity paradox is particularly evident where an inverse relationship between entertainment-focused social media use and academic output (Widodo et al., 2023 ). Of particular concern is the emergence of social media addiction, characterized by loss of self-regulation and failure to establish healthy usage boundaries (Reinecke et al., 2022 ). The addictive potential varies across platforms, with certain interfaces demonstrating greater capacity to foster compulsive use (Reinecke et al., 2022 ). Collectively, these factors create a negative feedback loop that further degrades academic performance. The current literature underscores the critical need to mitigate the detrimental academic consequences of uncontrolled social media use while preserving its potential benefits for learning and communication. MATERIALS AND METHODS This study employed a cross-sectional design utilising a self-administered structured questionnaire distributed to all eligible undergraduate students at XXX. The target population comprised students who had completed at least one academic semester at the institution. Data collection was conducted over a three-month period from March to May 2025. Research Instrument A structured questionnaire responding to a Likert scale, comprising 15 closed-ended questions, was employed. The questionnaire was systematically organized into two distinct sections: Demographic Profile Captured essential participant characteristics to enable subgroup analyses Social Media-Academic Performance Nexus Usage Patterns : Quantified daily time investment across platforms Functional Purposes : Assessed primary engagement motives (academic vs. non-academic) Behavioral Strategies : Evaluated self-regulation techniques for academic prioritization Data Analysis: The collected data were processed in Qualtrics and analysed using RStudio (version 4.3.1) through both descriptive and inferential statistical approaches, with Pearson's chi-square tests (χ²) employed to examine associations between categorical social media usage variables (including frequency and platform preferences), academic performance levels, and demographic characteristics, selected for their appropriateness with categorical data and robustness for smaller sample sizes, while descriptive statistics characterized the distribution of key variables such as daily engagement duration and academic indicators, with all two-tailed hypothesis tests maintaining a significance threshold at 0.05. 4. ETHICAL CONSIDERATIONS The study protocols have been performed in accordance with the Declaration of Helsinki and received ethical approval from the institutional review board (XXX). RESULTS The study achieved a response rate of 81%, with 85 out of 105 surveys completed. Respondents were classified into three groups based on their CGPA: first class, second class, and third class. Of the 85 students surveyed, females represented 74.1% (n = 63) of the respondents, while males accounted for 25.9% (n = 22). Notably, 36.5% (n = 31) of the responses were from PAPRSB IHS. The majority of respondents, 65.9% (n = 56), were under 22 years old, with the remaining 34.1% (n = 29) aged 22 years or older (Table 1 ). Table 1 Demographic data of participants Variable Overall N = 85 First class (n = 4) Second Class ( n = 61) Third Class ( n = 20) p-value Age : 0.769 Below 22 56 (65.9%) 2 (50.0%) 41 (67.2%) 13 (65.0%) Above 22 29 (34.1%) 2 (50.0%) 20 (32.8%) 7 (35.0%) Gender : 0.814 Female 63 (74.1%) 3 (75.0%) 44 (72.1%) 16 (80.0%) Male 22 (25.9%) 1 (25.0%) 17 (27.9%) 4 (20.0%) Faculty : 0.325 Academy of Brunei Studies 5 (5.9%) 0 (0.0%) 5 (8.2%) 0 (0.0%) Faculty of Arts and Social Science 28 (32.9%) 2 (50.0%) 17 (27.9%) 9 (45.0%) Faculty of Integrated Technologies 1 (1.2%) 0 (0.0%) 0 (0.0%) 1 (5.0%) Faculty of Science 17 (20.0%) 0 (0.0%) 12 (19.7%) 5 (25.0%) PAPRSB Institute of Health Science 31 (36.5%) 2 (50.0%) 25 (41.0%) 4 (20.0%) UBD School of Business and Economics 3 (3.5%) 0 (0.0%) 2 (3.3%) 1 (5.0%) Table 2 shows that the analysis of social media usage across all class categories indicates that Instagram and WhatsApp are the most prevalent platforms, with usage rates ranging from 85.2% to 95.0%. Among first-class individuals, Instagram, YouTube, and WhatsApp show particularly high engagement, with usage rates between 88.2% and 92.9%. Second-class individuals exhibit slightly lower usage rates for most platforms, though these differences are not statistically significant (p > 0.05). Third-class individuals demonstrate comparable usage patterns to first-class individuals, with high engagement on Instagram, YouTube, and WhatsApp. Overall, the findings suggest consistent social media usage patterns across all class statuses, with Instagram and WhatsApp being the most widely adopted platforms. Table 2 Most popular social media platforms used among students Variables Overall N = 85 First class Second Class Third Class p -value Appication Whatsapp 79 (92.9%) 4 (100.0%) 56 (91.8%) 19 (95.0%) 0.099 Instagram 75 (88.2%) 4 (100.0%) 52 (85.2%) 19 (95.0%) > 0.999 Youtube 71 (83.5%) 3 (75.0%) 52 (85.2%) 16 (80.0%) 0.918 Twitter 55 (64.7%) 3 (75.0%) 40 (65.6%) 12 (60.0%) 0.662 Facebook 41 (48.2%) 1 (25.0%) 31 (50.8%) 9 (45.0%) > 0.999 Snapchat 37 (43.5%) 3 (75.0%) 29 (47.5%) 5 (25.0%) 0.679 Table 3 depicts that Internet usage analysis reveals that activities such as browsing to pass time, social media chatting, and watching movies are highly prevalent, with usage rates ranging from 82.0% to 90.2%. Other activities, including playing music, reading news, and online shopping, also demonstrate significant engagement, with rates between 52.9% and 69.4%. While usage patterns are generally consistent across class statuses, first-class individuals consume news significantly less than third-class individuals (p = 0.024). Most activities show no significant differences in usage rates across classes (p > 0.05). However, only 49.4% of the population uses the internet for academic purposes, with usage rates remaining stable across classes, ranging from 49.2% to 50.0% (p = 0.854), indicating no notable variation. Overall, despite minor differences in specific activities like news consumption, internet usage patterns remain largely consistent across all classes, with browsing, social media, and entertainment being the most common activities. Table 3 Purposes for which social media platforms were used by the students. Overall N = 85 First class Second Class Third Class p-value What are your main purpose of using social media platforms? To browse to pass time 75 (88.2%) 3 (75.0%) 55 (90.2%) 17 (85.0%) > 0.999 Chatting on WhatsApp/ Facebook/ Snapchat 71 (83.5%) 3 (75.0%) 50 (82.0%) 18 (90.0%) 0.428 Playing music 59 (69.4%) 3 (75.0%) 45 (73.8%) 11 (55.0%) 0.651 Internet shopping 54 (63.5%) 3 (75.0%) 38 (62.3%) 13 (65.0%) 0.359 Watching movies 47 (55.3%) 2 (50.0%) 35 (57.4%) 10 (50.0%) 0.476 Academic purpose 42 (49.4%) 2 (50.0%) 30 (49.2%) 10 (50.0%) 0.854 News 45 (52.9%) 0 (0.0%) 31 (50.8%) 14 (70.0%) 0.024 Instagram and TikTok video making 37 (43.5%) 2 (50.0%) 26 (42.6%) 9 (45.0%) 0.255 Playing games 32 (37.6%) 1 (25.0%) 26 (42.6%) 5 (25.0%) > 0.999 Table 4 shows that the majority of students utilise social media during spare moments (51.8%) and free time (45.9%), with this trend consistent among first-class students. Second-class students exhibit a similar pattern, though the sample size is limited, restricting generalizability. Third-class students demonstrate the highest social media usage during spare moments (57.4%) and free time (65%). A statistically significant difference in social media usage during spare moments across class statuses ( p = 0.044). Despite this, the small sample size for second-class students limits broader conclusions. Overall, social media usage during spare moments and free time predominates across all class statuses, with minor variations observed between classes. Table 4 Association of social media factors on Academic performance Overall N = 85 first class N = 4 second N = 61 third N = 20 p-value Patterns of Social Media Access Throughout the Day When do you usually access social media? 0.044 Any spare moment 44 (51.8%) 2 (50.0%) 35 (57.4%) 7 (35.0%) Any spare moment, During free time,Whilst at school 1 (1.2%) 1 (25.0%) 0 (0.0%) 0 (0.0%) During free time 39 (45.9%) 1 (25.0%) 25 (41.0%) 13 (65.0%) During social occasions 1 (1.2%) 0 (0.0%) 1 (1.6%) 0 (0.0%) Effect of social media on study time Do you think use of social media has affect your study timing? yes 69 (81.2%) 3 (75.0%) 49 (80.3%) 17 (85.0%) 0.790 Do you spend more time using social media than studying? yes 66 (77.6%) 3 (75.0%) 50 (82.0%) 13 (65.0%) 0.199 Would you rather spend your leisure time on using social media or studying? 0.265 Study 17 (20.0%) 2 (50.0%) 11 (18.0%) 4 (20.0%) Use social media 68 (80.0%) 2 (50.0%) 50 (82.0%) 16 (80.0%) Time spent on social media during the day/night How long do you usually access social media during the day? 0.157 0 or not using social media 2 (2.4%) 0 (0.0%) 1 (1.6%) 1 (5.0%) 1–2 Hours 17 (20.0%) 2 (50.0%) 9 (14.8%) 6 (30.0%) 2–3 Hours 21 (24.7%) 1 (25.0%) 16 (26.2%) 4 (20.0%) 3 Hours or more 42 (49.4%) 1 (25.0%) 34 (55.7%) 7 (35.0%) Less than 30 minutes 3 (3.5%) 0 (0.0%) 1 (1.6%) 2 (10.0%) How long do you usually access social media during night time? 0.021 0 or not using social media 3 (3.5%) 0 (0.0%) 3 (4.9%) 0 (0.0%) 1–2 hours 26 (30.6%) 0 (0.0%) 14 (23.0%) 12 (60.0%) 2–3 Hours 29 (34.1%) 2 (50.0%) 21 (34.4%) 6 (30.0%) 3 Hours or more 27 (31.8%) 2 (50.0%) 23 (37.7%) 2 (10.0%) Table 4 illustrates students' perspectives on the influence of social media on their study time and their preference for social media over studying, categorized by class status. Across all classes, a majority of students (75.0% to 85.0%) report that social media impacts their study schedules, with no significant variation observed across class statuses (p = 0.790). Additionally, a substantial proportion of students (65.0% to 82.0%) spend more time on social media than studying, with second-class students showing a slightly higher tendency (82.0%), though the differences among classes are not statistically significant (p = 0.199). Furthermore, most students (80.0% to 82.0%) across all classes prefer engaging with social media over studying during leisure time, with no notable differences across class statuses (p = 0.265). Collectively, these findings indicate that, irrespective of class status, students consistently perceive social media as affecting their study habits and exhibit a preference for social media during leisure time, with no significant variations in these patterns across academic performance levels. Table 4 details the time students allocate to social media during daytime and nighttime, categorized by class status (first class, second class, third class). Across all classes, a majority of students spend three or more hours on social media during the day, with percentages ranging from 35.0% to 55.7%; however, these variations are not statistically significant (p = 0.157). At night, a notable proportion of students across all class statuses dedicate two to three hours to social media, with usage rates between 23.0% and 34.4%, and significant differences observed among classes (p = 0.021). Second-class students, in particular, exhibit a higher tendency to spend one to two hours on social media at night (60.0%) compared to other classes. Overall, the data suggests that students across all class statuses engage extensively with social media during both day and night, with no significant differences in daytime usage but notable variations in nighttime usage, particularly among second-class students. DISCUSSION The study investigates the impact of social media on undergraduate students' academic performance, exploring both its benefits, such as improved communication and access to educational resources, and its drawbacks, like potential distractions and reduced study time. The findings of this study highlight the complex relationship between social media use and academic performance among undergraduate students. While social media offers notable benefits, such as enhanced communication and access to educational resources, it also presents potential drawbacks, including distractions and reduced study time. In Brunei, where social media use is deeply integrated into daily life, the overall academic impact appears minimal, with nearly half of students (49.4%) utilizing these platforms for academic purposes without significant variation across performance levels. This suggests that many students effectively balance their social media engagement with academic responsibilities. Similarly, evidence has demonstrated that entertainment-focused social media use does not consistently impair academic performance, likely due to students’ self-regulation and time management skills (Barton et al., 2021 ; Mahnaz & Kiran, 2024 ). However, cultural and academic contexts play a crucial role in shaping social media’s influence (Dutton & Reisdorf, 2019 ; Sajid et al., 2024 ). Studies from high-pressure educational systems, such as Japan and South Korea, demonstrate that students often use social media strategically for collaborative learning and stress relief, contrasting with the more casual, socially driven usage observed in Brunei (Ngai et al., 2020 ; Yang et al., 2023 ). This divergence underscores the importance of academic environment and cultural norms in determining whether social media serves as a tool for enrichment or a source of distraction. Another key finding relates to news consumption via social media, where significant differences emerge based on academic focus, media literacy, personal interests, and cultural background. Students in media-related fields or those with strong global awareness tend to rely more on social media for news, while others may prefer traditional sources or disengage entirely. These habits can influence academic engagement, exposure to misinformation, and overall well-being, suggesting a need for curricula that enhance critical thinking and media literacy. Despite these variations, a concerning trend emerges regarding study time. A substantial majority of students (75–85%) report that social media distracts them during leisure hours, with 80–82% admitting they spend more time on these platforms than on studying. This imbalance can lead to procrastination, last-minute cramming, and reduced academic performance, as supported by prior research linking excessive social media use to lower GPAs (Appel et al., 2020 ; Azizi et al., 2019 ). The addictive design of these platforms, which prioritizes instant gratification, exacerbates the challenge of maintaining disciplined study habits. Interestingly, while third-class students exhibit higher social media engagement during free moments compared to their peers, no statistically significant differences were found in academic impact across class standings. This could imply that other factors—such as time management strategies or individual self-control—play a more decisive role in mitigating negative effects. Nevertheless, the correlation between frequent non-academic social media use and lower productivity warrants attention, particularly for students struggling with academic performance. To address these challenges, proactive measures are needed. Educators and institutions should promote structured social media use, integrating it as a supplementary learning tool while emphasizing digital discipline. Awareness campaigns on the risks of excessive use—such as procrastination, sleep disruption, and stress—could help students develop healthier online habits. Additionally, fostering media literacy and critical thinking skills may empower students to navigate social media more effectively, distinguishing between beneficial academic engagement and time-wasting distractions. LIMITATIONS This study has several limitations. The cross-sectional design prevents causal conclusions, while self-reported data may introduce bias. The small sample size and low response rates (20–30%) limit generalizability. Closed-ended questions restricted response depth, and basic statistical methods may affect validity. Future research should use longitudinal designs, examine platform-specific effects, and test usage interventions. CONCLUSION This study underscores the dual nature of social media in shaping undergraduate academic performance, revealing both opportunities and challenges. While platforms facilitate access to resources and collaborative learning, their misuse can lead to distractions, procrastination, and reduced study time. Findings from Brunei and Malaysia suggest that self-regulation and cultural context play key roles in mitigating negative effects, whereas high-pressure academic environments demonstrate more strategic, education-focused usage. The pervasive impact on study habits, particularly time displacement, highlights the need for structured digital discipline and enhanced media literacy. Future research should expand sample diversity and explore longitudinal trends to better understand long-term effects. Ultimately, fostering mindful social media use—balancing its educational benefits against its potential drawbacks—can help students optimize academic performance in an increasingly digital world. Declarations Ethical approval and consent to participate: The study protocols have been performed in accordance with the Declaration of Helsinki and received ethical approval from the institutional review board of University Research and Ethics Committee of Universiti Brunei Darussalam (UBD/PAPRSBIHSREC/2023/112). Participants provided consent prior to the survey. Consent for publication Not applicable. Availability of data and materials The dataset analysed during the current study are available upon request from the author. Competing interest All authors do not have conflict of interest to declare. Funding No funding was received for this study. Author contributions All authors contributed to the conception or design of the paper. RSNNH and HAR conducted the data analysis. All authors contributed to data interpretation, and drafting/editing the manuscript. All authors were involved in revising the manuscript, providing critical comments, and agreed to be accountable for all aspects of the work and any issues related to the accuracy or integrity of any part of the work. Clinical Trial Number Not applicable References Alshwiah A, Alaulamie L (2023) Social media usage and its association with students’ performance and attitude in Saudi Arabia. J Appl Res High Educ 15(2):355–368 Appel M, Marker C, Gnambs T (2020) Are social media ruining our lives? A review of meta-analytic evidence. Rev Gen Psychol 24(1):60–74 Azizi SM, Soroush A, Khatony A (2019) The relationship between social networking addiction and academic performance in Iranian students of medical sciences: a cross-sectional study. BMC Psychol 7:1–8 Barton BA, Adams KS, Browne BL, Arrastia-Chisholm MC (2021) The effects of social media usage on attention, motivation, and academic performance. 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Psychol Stud 67(4):549. https://doi.org/10.1007/S12646-022-00675-6 Widodo AK, Suryowati AS, Santoso TF, Prasetyo KW, Nurjannah D (2023) Assessing the Influence of Social Media Platforms on Academic Performance: A Case Study. Proceedings of the 7th International Conference on Education and Multimedia Technology , 186–193 Yang M, Oh Y, Lim S, Kim T (2023) Teaching with collective resilience during COVID-19: Korean teachers and collaborative professionalism. Teach Teacher Educ 126:104051 Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8922176","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":594216712,"identity":"b4eb1eb0-48c6-4a0b-8978-e7192c044da7","order_by":0,"name":"Hanif Abdul Rahman","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA8ElEQVRIiWNgGAWjYBACAyA+UAFlMHxgOMDYAGKDSLxazkAZjDOI1cIA08LMQ4wWc/azBw8cYLgnby52+Nlj27Y7sg3szdskGHfcwanFsicvAail2HDn7DRz49y2Z8YNPMfKJBjPPMPtsAM5Boc/MCQwbridYCad23Y4sUEix0yCse0wbi3n3xgAbUmw33A7/Zu0JUiL/BsCWm7kgLUkbridYybNCLaFh5AWkC0GCclALWWSPeeeGbfxpBVbJJ7B57Ac4w8HKhJsgQ7bJvGj7I5sP/vhjTc+7sCtBaoRic0GIhIIaBgFo2AUjIJRgB8AALFbYVsEOKOPAAAAAElFTkSuQmCC","orcid":"https://orcid.org/0000-0003-3022-8690","institution":"Universiti Brunei Darussalam","correspondingAuthor":true,"prefix":"","firstName":"Hanif","middleName":"Abdul","lastName":"Rahman","suffix":""},{"id":594216713,"identity":"932b0379-07c0-4c31-8d2c-751bffd3ab2f","order_by":1,"name":"Ratna Siti Noor Nazirah Hamzad","email":"","orcid":"","institution":"Universiti Brunei Darussalam","correspondingAuthor":false,"prefix":"","firstName":"Ratna","middleName":"Siti Noor Nazirah","lastName":"Hamzad","suffix":""}],"badges":[],"createdAt":"2026-02-20 04:19:19","currentVersionCode":1,"declarations":{"humanSubjects":true,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":true,"humanSubjectConsent":true,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-8922176/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8922176/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eImpact of Social Media Usage on Academic Performance in University students\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"INTRODUCTION","content":"\u003cp\u003eThe unprecedented proliferation of social media in contemporary society has precipitated what scholars are now calling the great attention crisis of the 21st century. With 4.95\u0026nbsp;billion active social media users globally\u0026mdash;representing nearly 60% of the world\u0026rsquo;s population (1)\u0026mdash;these platforms have evolved from mere communication tools to dominant architects of human behaviour, cognition, and social interaction. Among all demographic groups, university students stand at the epicentre of this digital revolution, exhibiting both the highest rates of engagement and the greatest vulnerability to its detrimental effects (Johnson, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The gravity of this situation cannot be overstated: what begins as routine scrolling manifests as academic attrition\u0026mdash;a silent but systemic erosion of learning capabilities that threatens to undermine higher education systems worldwide (Sharma \u0026amp; Behl, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eEmerging research paints an alarming portrait of this crisis. While 97% of university students maintain active social media profiles, a meagre 1% utilize these platforms primarily for educational enhancement (3), time that directly correlates with declining GPAs across multiple studies (Lahiry et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Neuroscientific findings compound these concerns, demonstrating that excessive social media consumption rewires neural pathways, diminishing users\u0026rsquo; ability to sustain deep, analytical thought\u0026mdash;the very foundation of academic excellence (Mohamad, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe Bruneian context amplifies these risks exponentially. With 69% of the population\u0026mdash;and likely an even higher percentage of students\u0026mdash;actively engaged on platforms like Instagram and Facebook. The nation faces a perfect storm of digital overexposure. Unlike countries with diversified digital infrastructures, Brunei\u0026rsquo;s heavy reliance on social media for information dissemination creates an inescapable feedback loop: students are bombarded with distractions while simultaneously lacking alternative academic resources. Preliminary data suggests Bruneian students experience more severe symptoms of social media-induced academic impairment than global averages, including: 40% higher rates of assignment procrastination, 35% greater difficulty concentrating during lectures, 50% increased likelihood of all-night social media use before exams \u0026ndash; this represent a public health emergency in the realm of education.\u003c/p\u003e \u003cp\u003eThis study examines the complex relationship between social media engagement and academic performance among undergraduate students, recognizing the dualistic nature of these digital platforms as both educational tools and potential distractions. While social media offers innovative opportunities for collaborative learning and knowledge sharing, its pervasive use may simultaneously create challenges that negatively affect academic achievement.\u003c/p\u003e"},{"header":"LITERATURE REVIEW","content":"\u003cp\u003eSocial media has become ubiquitous, with students representing one of the most active user demographics (Hruska \u0026amp; Maresova, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). While these platforms offer diverse functionalities, their improper use can significantly impair productivity and academic outcomes. However, only a minority of students utilized social media for educational purposes, with the majority engaging primarily for entertainment, news consumption, and social interaction (Alshwiah \u0026amp; Alaulamie, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). This pattern of non-academic engagement frequently leads to diminished academic performance, compounded by classroom distractions as students access social media during lectures (Alshwiah \u0026amp; Alaulamie, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Further evidence demonstrates that excessive non-educational social media use directly compromises academic focus, resulting in substandard work quality as students allocate insufficient time to academic tasks (Demeke, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). This behavioral pattern exhibits a clear negative correlation with academic achievement, as evidenced by the inverse relationship between social media addiction and GPA scores (Azizi et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). These findings underscore the necessity for implementing structured usage plans to mitigate social media addiction. Strategic interventions, including time restrictions and purpose-driven engagement protocols, may help students maintain academic focus while benefiting from the positive aspects of social media connectivity.\u003c/p\u003e \u003cp\u003eThe adverse effects of excessive non-academic social media engagement among university students are consistently demonstrated in empirical evidences. Majority of students primarily utilize social media platforms for non-educational purposes (Chang et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). This behavioral pattern creates a significant opportunity cost, where time allocated to social media displaces essential academic activities, ultimately compromising learning outcomes (Chang et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). The phenomenon extends beyond mere time displacement, manifesting in impaired time management skills and potential addictive behaviours. The productivity paradox is particularly evident where an inverse relationship between entertainment-focused social media use and academic output (Widodo et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Of particular concern is the emergence of social media addiction, characterized by loss of self-regulation and failure to establish healthy usage boundaries (Reinecke et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The addictive potential varies across platforms, with certain interfaces demonstrating greater capacity to foster compulsive use (Reinecke et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Collectively, these factors create a negative feedback loop that further degrades academic performance. The current literature underscores the critical need to mitigate the detrimental academic consequences of uncontrolled social media use while preserving its potential benefits for learning and communication.\u003c/p\u003e"},{"header":"MATERIALS AND METHODS","content":"\u003cp\u003eThis study employed a cross-sectional design utilising a self-administered structured questionnaire distributed to all eligible undergraduate students at XXX. The target population comprised students who had completed at least one academic semester at the institution. Data collection was conducted over a three-month period from March to May 2025.\u003c/p\u003e\n\u003ch3\u003eResearch Instrument\u003c/h3\u003e\n\u003cp\u003eA structured questionnaire responding to a Likert scale, comprising 15 closed-ended questions, was employed. The questionnaire was systematically organized into two distinct sections:\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003e\u003cstrong\u003eDemographic Profile\u003c/strong\u003e\n \u003cul\u003e\n \u003cli\u003eCaptured essential participant characteristics to enable subgroup analyses\u003c/li\u003e\n \u003c/ul\u003e\n \u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eSocial Media-Academic Performance Nexus\u003c/strong\u003e\n \u003cul\u003e\n \u003cli\u003e\u003cstrong\u003eUsage Patterns\u003c/strong\u003e: Quantified daily time investment across platforms\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eFunctional Purposes\u003c/strong\u003e: Assessed primary engagement motives (academic vs. non-academic)\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eBehavioral Strategies\u003c/strong\u003e: Evaluated self-regulation techniques for academic prioritization\u003c/li\u003e\n \u003c/ul\u003e\n \u003c/li\u003e\n\u003c/ol\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003eData Analysis:\u003c/h2\u003e \u003cp\u003eThe collected data were processed in Qualtrics and analysed using RStudio (version 4.3.1) through both descriptive and inferential statistical approaches, with Pearson's chi-square tests (χ\u0026sup2;) employed to examine associations between categorical social media usage variables (including frequency and platform preferences), academic performance levels, and demographic characteristics, selected for their appropriateness with categorical data and robustness for smaller sample sizes, while descriptive statistics characterized the distribution of key variables such as daily engagement duration and academic indicators, with all two-tailed hypothesis tests maintaining a significance threshold at 0.05.\u003c/p\u003e \u003cp\u003e \u003cspan type=\"BoldUnderline\" class=\"BoldUnderline\" name=\"Emphasis\"\u003e4. ETHICAL CONSIDERATIONS\u003c/span\u003e \u003c/p\u003e \u003cp\u003e The study protocols have been performed in accordance with the Declaration of Helsinki and received ethical approval from the institutional review board (XXX).\u003c/p\u003e \u003c/div\u003e"},{"header":"RESULTS","content":"\u003cp\u003eThe study achieved a response rate of 81%, with 85 out of 105 surveys completed. Respondents were classified into three groups based on their CGPA: first class, second class, and third class. Of the 85 students surveyed, females represented 74.1% (n\u0026thinsp;=\u0026thinsp;63) of the respondents, while males accounted for 25.9% (n\u0026thinsp;=\u0026thinsp;22). Notably, 36.5% (n\u0026thinsp;=\u0026thinsp;31) of the responses were from PAPRSB IHS. The majority of respondents, 65.9% (n\u0026thinsp;=\u0026thinsp;56), were under 22 years old, with the remaining 34.1% (n\u0026thinsp;=\u0026thinsp;29) aged 22 years or older (Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDemographic data of participants\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOverall\u003c/p\u003e \u003cp\u003eN\u0026thinsp;=\u0026thinsp;85\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFirst class\u003c/p\u003e \u003cp\u003e\u003cem\u003e(n\u0026thinsp;=\u003c/em\u003e\u0026thinsp;4)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSecond Class\u003c/p\u003e \u003cp\u003e(\u003cem\u003en\u0026thinsp;=\u003c/em\u003e\u0026thinsp;61)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eThird Class\u003c/p\u003e \u003cp\u003e(\u003cem\u003en\u003c/em\u003e\u0026thinsp;=\u0026thinsp;20)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cem\u003ep-value\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eAge\u003c/b\u003e :\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.769\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBelow 22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e56 (65.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2 (50.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e41 (67.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e13 (65.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAbove 22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e29 (34.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2 (50.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e20 (32.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e7 (35.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eGender\u003c/b\u003e:\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.814\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e63 (74.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3 (75.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e44 (72.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e16 (80.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e22 (25.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1 (25.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e17 (27.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4 (20.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eFaculty\u003c/b\u003e:\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.325\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAcademy of Brunei Studies\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5 (5.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0 (0.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e5 (8.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0 (0.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFaculty of Arts and Social Science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e28 (32.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2 (50.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e17 (27.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e9 (45.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFaculty of Integrated Technologies\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1 (1.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0 (0.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0 (0.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1 (5.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFaculty of Science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e17 (20.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0 (0.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e12 (19.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e5 (25.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePAPRSB Institute of Health Science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e31 (36.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2 (50.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e25 (41.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4 (20.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eUBD School of Business and Economics\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3 (3.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0 (0.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2 (3.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1 (5.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e shows that the analysis of social media usage across all class categories indicates that Instagram and WhatsApp are the most prevalent platforms, with usage rates ranging from 85.2% to 95.0%. Among first-class individuals, Instagram, YouTube, and WhatsApp show particularly high engagement, with usage rates between 88.2% and 92.9%. Second-class individuals exhibit slightly lower usage rates for most platforms, though these differences are not statistically significant (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05). Third-class individuals demonstrate comparable usage patterns to first-class individuals, with high engagement on Instagram, YouTube, and WhatsApp. Overall, the findings suggest consistent social media usage patterns across all class statuses, with Instagram and WhatsApp being the most widely adopted platforms.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eMost popular social media platforms used among students\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eVariables\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOverall\u003c/p\u003e \u003cp\u003eN\u0026thinsp;=\u0026thinsp;85\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFirst class\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSecond Class\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eThird Class\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e-value\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eAppication\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWhatsapp\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e79 (92.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4 (100.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e56 (91.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e19 (95.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.099\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eInstagram\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e75 (88.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4 (100.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e52 (85.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e19 (95.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e\u0026gt;\u0026thinsp;0.999\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYoutube\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e71 (83.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3 (75.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e52 (85.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e16 (80.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.918\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTwitter\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e55 (64.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3 (75.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e40 (65.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e12 (60.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.662\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFacebook\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e41 (48.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1 (25.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e31 (50.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e9 (45.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e\u0026gt;\u0026thinsp;0.999\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSnapchat\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e37 (43.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3 (75.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e29 (47.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e5 (25.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.679\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e depicts that Internet usage analysis reveals that activities such as browsing to pass time, social media chatting, and watching movies are highly prevalent, with usage rates ranging from 82.0% to 90.2%. Other activities, including playing music, reading news, and online shopping, also demonstrate significant engagement, with rates between 52.9% and 69.4%. While usage patterns are generally consistent across class statuses, first-class individuals consume news significantly less than third-class individuals (p\u0026thinsp;=\u0026thinsp;0.024). Most activities show no significant differences in usage rates across classes (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05). However, only 49.4% of the population uses the internet for academic purposes, with usage rates remaining stable across classes, ranging from 49.2% to 50.0% (p\u0026thinsp;=\u0026thinsp;0.854), indicating no notable variation. Overall, despite minor differences in specific activities like news consumption, internet usage patterns remain largely consistent across all classes, with browsing, social media, and entertainment being the most common activities.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003ePurposes for which social media platforms were used by the students.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOverall\u003c/p\u003e \u003cp\u003eN\u0026thinsp;=\u0026thinsp;85\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFirst class\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSecond Class\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eThird Class\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cem\u003ep-value\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWhat are your main purpose of using social media platforms?\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTo browse to pass time\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e75 (88.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3 (75.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e55 (90.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e17 (85.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e\u0026gt;\u0026thinsp;0.999\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eChatting on WhatsApp/ Facebook/ Snapchat\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e71 (83.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3 (75.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e50 (82.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e18 (90.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.428\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePlaying music\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e59 (69.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3 (75.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e45 (73.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e11 (55.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.651\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eInternet shopping\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e54 (63.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3 (75.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e38 (62.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e13 (65.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.359\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWatching movies\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e47 (55.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2 (50.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e35 (57.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e10 (50.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.476\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAcademic purpose\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e42 (49.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2 (50.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e30 (49.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e10 (50.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.854\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNews\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e45 (52.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0 (0.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e31 (50.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e14 (70.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e\u003cb\u003e0.024\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eInstagram and TikTok video making\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e37 (43.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2 (50.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e26 (42.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e9 (45.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.255\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePlaying games\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e32 (37.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1 (25.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e26 (42.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e5 (25.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e\u0026gt;\u0026thinsp;0.999\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e shows that the majority of students utilise social media during spare moments (51.8%) and free time (45.9%), with this trend consistent among first-class students. Second-class students exhibit a similar pattern, though the sample size is limited, restricting generalizability. Third-class students demonstrate the highest social media usage during spare moments (57.4%) and free time (65%). A statistically significant difference in social media usage during spare moments across class statuses (\u003cem\u003ep\u0026thinsp;=\u003c/em\u003e\u0026thinsp;0.044). Despite this, the small sample size for second-class students limits broader conclusions. Overall, social media usage during spare moments and free time predominates across all class statuses, with minor variations observed between classes.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eAssociation of social media factors on Academic performance\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOverall\u003c/p\u003e \u003cp\u003eN\u0026thinsp;=\u0026thinsp;85\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003efirst class\u003c/p\u003e \u003cp\u003eN\u0026thinsp;=\u0026thinsp;4\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003esecond\u003c/p\u003e \u003cp\u003eN\u0026thinsp;=\u0026thinsp;61\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003ethird\u003c/p\u003e \u003cp\u003eN\u0026thinsp;=\u0026thinsp;20\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003ep-value\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"6\" nameend=\"c6\" namest=\"c1\"\u003e \u003cp\u003e\u003cem\u003ePatterns of Social Media Access Throughout the Day\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWhen do you usually access social media?\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.044\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAny spare moment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e44 (51.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2 (50.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e35 (57.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e7 (35.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAny spare moment, During free time,Whilst at school\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1 (1.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1 (25.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0 (0.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0 (0.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDuring free time\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e39 (45.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1 (25.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e25 (41.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e13 (65.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDuring social occasions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1 (1.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0 (0.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1 (1.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0 (0.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"6\" nameend=\"c6\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eEffect of social media on study time\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eDo you think use of social media has affect your study timing?\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eyes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e69 (81.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3 (75.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e49 (80.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e17 (85.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.790\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eDo you spend more time using social media than studying?\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eyes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e66 (77.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3 (75.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e50 (82.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e13 (65.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.199\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eWould you rather spend your leisure time on using social media or studying?\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.265\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eStudy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e17 (20.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2 (50.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e11 (18.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4 (20.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eUse social media\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e68 (80.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2 (50.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e50 (82.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e16 (80.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"6\" nameend=\"c6\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eTime spent on social media during the day/night\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eHow long do you usually access social media during the day?\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.157\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e0 or not using social media\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2 (2.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0 (0.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1 (1.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1 (5.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1\u0026ndash;2 Hours\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e17 (20.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2 (50.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e9 (14.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6 (30.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2\u0026ndash;3 Hours\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e21 (24.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1 (25.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e16 (26.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4 (20.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3 Hours or more\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e42 (49.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1 (25.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e34 (55.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e7 (35.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLess than 30 minutes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3 (3.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0 (0.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1 (1.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2 (10.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eHow long do you usually access social media during night time?\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cb\u003e0.021\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e0 or not using social media\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3 (3.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0 (0.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3 (4.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0 (0.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1\u0026ndash;2 hours\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e26 (30.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0 (0.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e14 (23.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e12 (60.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2\u0026ndash;3 Hours\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e29 (34.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2 (50.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e21 (34.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6 (30.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3 Hours or more\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e27 (31.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2 (50.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e23 (37.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2 (10.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e illustrates students' perspectives on the influence of social media on their study time and their preference for social media over studying, categorized by class status. Across all classes, a majority of students (75.0% to 85.0%) report that social media impacts their study schedules, with no significant variation observed across class statuses (p\u0026thinsp;=\u0026thinsp;0.790). Additionally, a substantial proportion of students (65.0% to 82.0%) spend more time on social media than studying, with second-class students showing a slightly higher tendency (82.0%), though the differences among classes are not statistically significant (p\u0026thinsp;=\u0026thinsp;0.199). Furthermore, most students (80.0% to 82.0%) across all classes prefer engaging with social media over studying during leisure time, with no notable differences across class statuses (p\u0026thinsp;=\u0026thinsp;0.265). Collectively, these findings indicate that, irrespective of class status, students consistently perceive social media as affecting their study habits and exhibit a preference for social media during leisure time, with no significant variations in these patterns across academic performance levels.\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e details the time students allocate to social media during daytime and nighttime, categorized by class status (first class, second class, third class). Across all classes, a majority of students spend three or more hours on social media during the day, with percentages ranging from 35.0% to 55.7%; however, these variations are not statistically significant (p\u0026thinsp;=\u0026thinsp;0.157). At night, a notable proportion of students across all class statuses dedicate two to three hours to social media, with usage rates between 23.0% and 34.4%, and significant differences observed among classes (p\u0026thinsp;=\u0026thinsp;0.021). Second-class students, in particular, exhibit a higher tendency to spend one to two hours on social media at night (60.0%) compared to other classes. Overall, the data suggests that students across all class statuses engage extensively with social media during both day and night, with no significant differences in daytime usage but notable variations in nighttime usage, particularly among second-class students.\u003c/p\u003e"},{"header":"DISCUSSION","content":"\u003cp\u003eThe study investigates the impact of social media on undergraduate students' academic performance, exploring both its benefits, such as improved communication and access to educational resources, and its drawbacks, like potential distractions and reduced study time. The findings of this study highlight the complex relationship between social media use and academic performance among undergraduate students. While social media offers notable benefits, such as enhanced communication and access to educational resources, it also presents potential drawbacks, including distractions and reduced study time. In Brunei, where social media use is deeply integrated into daily life, the overall academic impact appears minimal, with nearly half of students (49.4%) utilizing these platforms for academic purposes without significant variation across performance levels. This suggests that many students effectively balance their social media engagement with academic responsibilities.\u003c/p\u003e \u003cp\u003eSimilarly, evidence has demonstrated that entertainment-focused social media use does not consistently impair academic performance, likely due to students\u0026rsquo; self-regulation and time management skills (Barton et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Mahnaz \u0026amp; Kiran, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). However, cultural and academic contexts play a crucial role in shaping social media\u0026rsquo;s influence (Dutton \u0026amp; Reisdorf, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Sajid et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Studies from high-pressure educational systems, such as Japan and South Korea, demonstrate that students often use social media strategically for collaborative learning and stress relief, contrasting with the more casual, socially driven usage observed in Brunei (Ngai et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Yang et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). This divergence underscores the importance of academic environment and cultural norms in determining whether social media serves as a tool for enrichment or a source of distraction.\u003c/p\u003e \u003cp\u003eAnother key finding relates to news consumption via social media, where significant differences emerge based on academic focus, media literacy, personal interests, and cultural background. Students in media-related fields or those with strong global awareness tend to rely more on social media for news, while others may prefer traditional sources or disengage entirely. These habits can influence academic engagement, exposure to misinformation, and overall well-being, suggesting a need for curricula that enhance critical thinking and media literacy. Despite these variations, a concerning trend emerges regarding study time. A substantial majority of students (75\u0026ndash;85%) report that social media distracts them during leisure hours, with 80\u0026ndash;82% admitting they spend more time on these platforms than on studying. This imbalance can lead to procrastination, last-minute cramming, and reduced academic performance, as supported by prior research linking excessive social media use to lower GPAs (Appel et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Azizi et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). The addictive design of these platforms, which prioritizes instant gratification, exacerbates the challenge of maintaining disciplined study habits.\u003c/p\u003e \u003cp\u003eInterestingly, while third-class students exhibit higher social media engagement during free moments compared to their peers, no statistically significant differences were found in academic impact across class standings. This could imply that other factors\u0026mdash;such as time management strategies or individual self-control\u0026mdash;play a more decisive role in mitigating negative effects. Nevertheless, the correlation between frequent non-academic social media use and lower productivity warrants attention, particularly for students struggling with academic performance. To address these challenges, proactive measures are needed. Educators and institutions should promote structured social media use, integrating it as a supplementary learning tool while emphasizing digital discipline. Awareness campaigns on the risks of excessive use\u0026mdash;such as procrastination, sleep disruption, and stress\u0026mdash;could help students develop healthier online habits. Additionally, fostering media literacy and critical thinking skills may empower students to navigate social media more effectively, distinguishing between beneficial academic engagement and time-wasting distractions.\u003c/p\u003e"},{"header":"LIMITATIONS","content":"\u003cp\u003eThis study has several limitations. The cross-sectional design prevents causal conclusions, while self-reported data may introduce bias. The small sample size and low response rates (20\u0026ndash;30%) limit generalizability. Closed-ended questions restricted response depth, and basic statistical methods may affect validity. Future research should use longitudinal designs, examine platform-specific effects, and test usage interventions.\u003c/p\u003e"},{"header":"CONCLUSION","content":"\u003cp\u003eThis study underscores the dual nature of social media in shaping undergraduate academic performance, revealing both opportunities and challenges. While platforms facilitate access to resources and collaborative learning, their misuse can lead to distractions, procrastination, and reduced study time. Findings from Brunei and Malaysia suggest that self-regulation and cultural context play key roles in mitigating negative effects, whereas high-pressure academic environments demonstrate more strategic, education-focused usage. The pervasive impact on study habits, particularly time displacement, highlights the need for structured digital discipline and enhanced media literacy. Future research should expand sample diversity and explore longitudinal trends to better understand long-term effects. Ultimately, fostering mindful social media use\u0026mdash;balancing its educational benefits against its potential drawbacks\u0026mdash;can help students optimize academic performance in an increasingly digital world.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthical approval and consent to participate:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study protocols have been performed in accordance with the Declaration of Helsinki and received ethical approval from the institutional review board of University Research and Ethics Committee of Universiti Brunei Darussalam (UBD/PAPRSBIHSREC/2023/112). Participants provided consent prior to the survey.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe dataset analysed during the current study are available upon request from the author.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interest\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll authors do not have conflict of interest to declare.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNo funding was received for this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll authors contributed to the conception or design of the paper. RSNNH and HAR conducted the data analysis. All authors contributed to data interpretation, and drafting/editing the manuscript. All authors were involved in revising the manuscript, providing critical comments, and agreed to be accountable for all aspects of the work and any issues related to the accuracy or integrity of any part of the work.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical Trial Number\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAlshwiah A, Alaulamie L (2023) Social media usage and its association with students\u0026rsquo; performance and attitude in Saudi Arabia. J Appl Res High Educ 15(2):355\u0026ndash;368\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAppel M, Marker C, Gnambs T (2020) Are social media ruining our lives? A review of meta-analytic evidence. 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Psychol Stud 67(4):549. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1007/S12646-022-00675-6\u003c/span\u003e\u003cspan address=\"10.1007/S12646-022-00675-6\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eWidodo AK, Suryowati AS, Santoso TF, Prasetyo KW, Nurjannah D (2023) Assessing the Influence of Social Media Platforms on Academic Performance: A Case Study. \u003cem\u003eProceedings of the 7th International Conference on Education and Multimedia Technology\u003c/em\u003e, 186\u0026ndash;193\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eYang M, Oh Y, Lim S, Kim T (2023) Teaching with collective resilience during COVID-19: Korean teachers and collaborative professionalism. Teach Teacher Educ 126:104051\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"Universiti Brunei Darussalam","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Social Media, Undergraduate Students, Academic Performance, Usage Patterns, Educational Impact","lastPublishedDoi":"10.21203/rs.3.rs-8922176/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8922176/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eThe pervasive integration of social media into the daily lives of undergraduate students raises critical questions about its influence on academic outcomes. While these platforms offer potential educational benefits, their predominant use for leisure may detract from academic success.\u003c/p\u003e\u003ch2\u003eObjectives\u003c/h2\u003e \u003cp\u003eThis study examines the relationship between social media engagement and academic performance among undergraduates, aiming to inform strategies for mitigating negative effects.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003eA cross-sectional online survey was conducted with 85 participants (81% response rate). Data were analysed to compare usage patterns, purposes, and self-reported academic impacts across different class standings.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eWhatsApp and Instagram were the most widely used platforms, with 88.2% of students primarily engaging for leisure and only 49.4% for academic purposes. Notably, 81.2% reported that social media affected their studies, and 77.6% spent more time on these platforms than on academic work. Night-time usage was particularly prevalent among second-class students, suggesting potential disruptions to study routines. Despite uniform usage patterns across academic standings, the findings highlight a pervasive tension between social media use and academic focus.\u003c/p\u003e\u003ch2\u003eConclusions\u003c/h2\u003e \u003cp\u003eThe study underscores the need for targeted interventions to promote mindful usage and leverage platforms for educational enrichment. Future research should investigate longitudinal effects and evaluate strategies to balance social media consumption with academic priorities.\u003c/p\u003e","manuscriptTitle":"Impact of Social Media Usage on Academic Performance in University students","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-02-23 06:23:19","doi":"10.21203/rs.3.rs-8922176/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"6bb2c1d7-cf35-4de8-a411-bab37746b4c0","owner":[],"postedDate":"February 23rd, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":63234572,"name":"Educational Psychology"}],"tags":[],"updatedAt":"2026-02-23T06:23:19+00:00","versionOfRecord":[],"versionCreatedAt":"2026-02-23 06:23:19","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8922176","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8922176","identity":"rs-8922176","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}