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Spring 4-1-2018

The Effects of Social Media on the Undergraduate

Students’ Academic Performances
Ahmad Jahed Mushtaq
Alberoni University, [email protected]

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Mushtaq, Ahmad Jahed, "The Effects of Social Media on the Undergraduate Students’ Academic Performances" (2018). Library
Philosophy and Practice (e-journal). 1779.
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 The Effects of Social Media on the Undergraduate Students’ Academic Performances

a*1
Ahmad Jahed Mushtaq, bAbdelmadjid Benraghda

a
Journalism Faculty
Alberoni University, Afghanistan
b
Centre for Modern Languages and Human sciences
University Malaysia Pahang, Malaysia

Abstract

Social Media are growing rapidly among the young generation all over the world. University
age students widely engaged using Social Media. So, they will affect students personal and
professional live. Thus, this study is designed to find out the positive and negative effects of
social media on the academic performances of students in Alberoni University of
Afghanistan. As quantitative approach was adapted to collect the relevant data of study, a
number of 371 survey questionnaires were administered among the undergraduates in nine
faculties of Alberoni University. Subsequently, SPSS software was applied to analyze the
relevant data of the study. It was concluded that in despite of public views concerning the
misuse of social media among students in the society, most of the students were interested to
use social media positively for their educations. The positive impacts of social media among
the undergraduates appeared to be higher as compared to negative impacts. However, results
of ANOVA showed that there are no statistically significant differences between positive and
negative impact of social media and students' academic achievements. Educators and students
can use social media as informational and communicational tools to ease and improve
learning process.

Key words: Social Media, Academic performances, Undergraduates

*
Corresponding author: [email protected].
I. Introduction

The internet is more than just a means of searching information. People have revealed that the
Internet can be used to connect with other people for business or commercial purposes, to
make new friends, or to bring back old friends and long lost relatives. The latest example of
new communication technology usually used by students is social media, also known as
Social Networking Sites. The emergence of social media simplified the process, because they
do not call for advanced internet knowledge or experience and are made up of a wide array of
different formats and topics. This means that anyone can connect through social media
(Sudha and Kavitha, 2016).

The use of social media is being rapidly rising during last few years. It is not only being used
by the working people but also there is heavy increase in the use of social media by the
students or education society (Raut and Patil, 2016). With such broad acceptance, there is no
surprise that social media have affected the way people live and socialize. Social Networking
Sites such as Facebook is one of the latest examples of communication technologies that have
been widely-adopted by students and, subsequently, have the potential to become a valuable
resource to support their educational communications and collaborations with faculty. Social
media are mostly used by students to communicate and exchange ideas with lecturers
specifically in western contexts (Sudha and Kavitha, 2016). Hasnain, Nasreen and Ijaz (2015)
stated that the development of technology and increase in internet usage, social media has
become a part of our daily lives. If social media is used in a positive way, it can help students
and youth to get knowledge that can be used to improve their academic performances.

Furthermore, Neal (2012) stated that the term social media relates to the many easy-to use
services that anybody can use to interact with other people online such as Facebook,
YouTube, Blog, Twitter and so on and so forth. Therefore, using social media easy and
simple services, enable us to create online presence very easily as signing up for Facebook
and Twitter account, subsequently create our own content on the web within minutes. Besides
that, academic achievement is the ability of student to study and remember facts and being
able to communicate his/her knowledge orally or in written form even in an examination
condition (Kpolovie, Joe and Okoto, 2014).

Accordingly, the current study is supposed to be useful, since it is a new in Afghanistan,

among undergraduates in Alberoni University. Because in an academic environment, beside
traditional resources, students also need a new informational technology such as social media.
As said by Sudha and Kavitha (2016) social network sites have attracted considerable
attention among scholars and educators due to the increasing popularity among students and
the potential effect on academic performance. However, the previous studies, which were
conducted in other countries belong to their countries which have many educational,
environmental, religious differences with Afghanistan. Thus, this study conducted the
research objectives and questions as follows:
 1.1 Research objectives
1. To assess the positive effects of social media on the students' academic performances.
2. To assess the negative effects of social media on the students' academic performances.

1.2 Research Questions

1. What are the positive effects of social media on the academic performances of
students?
2. What are the negative effects of social media on the academic performances of
students?

1.3 Research Hypothesis

1. There are no significant differences concerning the positive effects of social media on
the academic performances of students.
2. There are no significant differences concerning the negative effects of social media on
the academic performances of students.

1.4 Significance of the study

This study can be a good academic source for researchers, especially in Afghanistan, where
there is more probably no such literature. This research will be as a trusted academic source
and pave the way for scholars, lecturers and students to know the effects of social media, and
the effects on the undergraduates' academic performances. It will raise the awareness of the
people about either positive and negative impacts of social media on the academic
performances of students in Afghanistan society. It will also encourage students to use social
media beneficially as effective communication tools as well as educational media to improve
their knowledge and skills.

1.5 Limitation of the study

The results of the current study are limited to the Alberoni University students of
Afghanistan, who are studying in the nine faculties of Medical, Engineering, Political
Sciences, Journalism, Islamic Law, Language and Literature, Education, Economic and
agriculture. It is just limited to find the positive and negative impact of social media on the
undergraduates' academic performances.

II. Literature Review

There are many studies performed about the positive and negative effects of social media on
the students' academic performances. For example, Heffner (2016) alleged that the use of
social media can be a good outlet to deal with academic frustrations, especially if the students
are in contact with another student that is having the same problem. Social media lets
students to get connected with other students, which can be very useful because it will allow
them to discuss class matters via social media. Additionally, Adam Mahamat (2014) tried to
obtain students’ perceptions of how their use of social networking sites influences their
academic performances. The researchers performed a preliminary survey of a group of
Malaysian university students. It was found that the majority of respondents agreed that
social networking sites have a positive impact on their academic performances.
Menseh and Nizam (2016) described that social networking have a meaningful effect on the
students' academic performances. They also pointed out about the abnormal use of social
media platforms by students. The study suggested it is useful that universities and colleges in
Malaysia educate their students to use these platforms positively for educational purposes
which will ultimately result in a positive impact on their academic performance. Jha, Jaipuria,
Jha, and Sinha (2016) asserted that students more probably affected by social media. To some
extent, it absolutely affects the lives of college students counting the grades. They added that
social media is attractive as it gives college students another world to make friends, also
provides a good way to release pressure. It was also noted that an approach is required to
balance the relationship between social media and academic study. Consequently, college
students should think more about the balancing of social media and academics.

Additionally, the findings of an investigation conducted by Eke, Omekwu and Odoh (2014)
among undergraduates in Nigeria showed that there are some benefits come from using social
media, which encourages virtual meeting with co-research scholar; self-esteem and well-
being; Research and learning; strengthening interpersonal relationship; read and write web
skills etc. It was also noted that students use social media to communicate with friends,
viewing movies, for discussing national issues like politics, economy and religious matters,
and for academic purposes. Mingle and Adams (2015) stated that there are some students
experienced improvement in their reading skills as a consequence of participation and
involving social media. Also, respondents shared ideas, discussed and shared examination
questions among themselves on social media.

All the same, Mingle and Adams (2015) asserted that majority of respondents experienced
negative effects i.e. poor grammar and spelling, late submission of assignment, less study
time and poor academic performance because of too much use of social media networks.
Moreover, addiction toward using social media among students was high. Eke, Omekwu and
Odoh (2014) described some dangers associated with social networking sites such as E-
crime, Internet addiction, laziness, standard crime like, fraud, murder, kidnapping; immoral
act like, pornography, prostitution, cyber-bullying where identified.

In addition, the outcomes of a survey performed by Roblyer, McDaniel, Herman and Witty
(2010) showed that faculty and students differ somewhat in their current and anticipated uses
of social media such as Facebook. It was noted that there is a significant difference between
the perceived role of this tool as social, rather than educational. Students look like much more
open to the idea of using Facebook instructionally than do faculty. Sudha and Kavitha, (2016)
also stated that most of the faculty members believed that social media have a negative effect
on the students' academic performances compared with positive effects, due to lack of
awareness among the students and faculty members about the appropriate usage of social
media topics of educational interest. In the meantime, the positive effects of social media on
their academic performances appeared to be significantly low.
Moreover, Heffner and Tara (2016) conducted a study among undergraduates at Rowan
University of the USA. The study results described that social media do not have a positive
effect on the students' academic achievements. Because the student GPA decreased as much
as they were engaged in social media. The study suggested the undergraduate students should
manage and monitor their time spent using social media such as Facebook. In another study,
Mushtaq (2015) discovered social media as a factor in the lacking of habits of reading
newspaper among students and it may cause them to lose much advantageous information
consist of the newspaper.
Furthermore, Wang, Chen and Liang (2011) alleged that social networking is absolutely
affecting students’ effectiveness as well as their grades. Therefore, educators need to be
worried about these problems and attempt to find better ways to solve these problems.
Though, framed within an academic context, the concepts outlined here can be used to
investigate the use of communication technology not only at school, but also at home,
workplace, and many other settings, and for a diversity of different viewers like teenagers,
young adults, the elderly, or families.

III. Methodology
The quantitative research design was chosen as the main and substantial method of the study.
In a quantitative method, the researcher collects, analyses and interprets different kinds of
numerical data obtained from a large population (Teddlie and Tashakori, 2009).

3.1 Participants
The respondents of the study were undergraduates of Alberoni University. These respondents
were randomly selected from nine faculties of Medical, Engineering, Political sciences,
Journalism, Islamic law, Language and literature, Education, Economic and Agriculture.
There are more than 7000 students studying in Alberoni University form all over the country.
From among them, 371 students randomly were chosen as the subjects of quantitative data.

3.2 Instruments and data analyses

A survey questionnaire was designed as the instruments of the study. The questionnaire items
include 16 Lickert scale questions. The items of the questionnaire were adapted from the
previous study questionnaires such as Sudha and Kavitha (2016) performed their study
among the undergraduates at Salem University of the USA. In addition, the SPSS software,
specifically, descriptive tests and One Way Analysis of Variance (ANOVA) were employed
to analyse the survey data.

3.3 Respondents profile

The demographic part of questionnaire consists of three items, which are gender, ages and
education years of the respondents. Following explains demographic information of
respondents.
3.3.1 Gender of respondents
Table 3.1 shows the gender of the participants. From the 371 participants took part in the
study, majority 236 (63.6%) of them were male, while 135 (36.4%) were female. It shows the
superiority of male students in the university than the females.

Table 3.1: Gender of respondents

Frequency Percent
Male 236 63.6
Female 135 36.4
Total 371 100.0

3.3.2 Ages of respondents

Table 3.2 shows that majority (50.4%) of the students are 18-20 years, and 169 (45.6%)
students are 21-25 years. The largest groups of students 187 (50.4%) comprised of those in
the age groups of 18- 20 years. The smallest groups of respondents 15 (4%) are 25 and above
years.

Table 3.2: Ages of respondents

Frequency Percent
18- 20 187 50.4
21-25 169 45.5
25-above 15 4
Total 371 100.0

3.3.3 Studying year of respondents

Table 3.3 depicts education years of respondents. According to the table, from 371
respondents, 115 (31.0%) were first-year students and 114 (30.7%) were fourth-year students.
In addition, 87 (23.5%) were third-year students, while 55 (14.8%) were second-year
students.
Table 3.3: Studying years of respondents
Frequency Percent
First year 115 31.0
Second year 55 14.8
Third year 87 23.5
Forth year 114 30.7
Total 371 100.0
3.3.4 Academic achievements of students
Table 3.4 shows that most of (36.7%) students said that their academic achievements are very
good, while least of (33.4%) of them marked their academic achievements medium. Slightly
above twenty-two percent described their academic achievements excellent, while (33.4%)
described their academic achievements good.

Table 3.4: Academic Achievement of Students

Frequency Percent
Excellent 82 22.1
Very good 136 36.7
Good 124 33.4
Medium 29 7.8
Total 371 100.0

IV. Findings
The results of the study come from the survey questionnaires which were distributed among
371 participants in the nine faculties of Alberoni University. Each questionnaire consists of
demographic information and questions related to the positive and negative effects of social
media on the students' academic performances. In addition, questionnaire has13 Lickert Scale
items. Each item, for instance, consists of “Too much, A lot, Medium, Less, Very less and
Never”. The scales range from 1 to 6, as for too much was given (6), while for Never was
assigned (1), and for the rest of scales within two above scales, given values were 4, 3, and 2.
Moreover in order to check the reliability of questionnaire, all questions were entered into the
(SPSS) Social Science Statistical Package. The Cronbach’s Alpha of all items was .756,
which shows a reliable questionnaire.

4.1 Positive effects of social media on the academic performances of students

Students were asked about the positive effects of social media on their academic
performances. Table 4.1 shows the mean and standard deviation for each questionnaire item.
Item 1 relating to the usefulness of social media for university students in terms of being
effective communication tools got highest mean scores (M=4.83, SD=1.21). Also, item 4
concerning the benefit of social media for students to get lecturers and faculty members
announcements got second mean score (M=4.80, SD=1.38). These results illustrate that the
most of students use social media beneficially as to get notices of respective faculties and
communicate effectively with each other. Item 5 about the discussing of assignments with
friends obtained third mean scores (M=4.64, SD=1.39). It will also cause positive effects on
the students' academic achievements. Item 7 concerning the easiness of social media in
academic activities of students got fourth mean scores (M=4.55, SD=1.41). While, item 3
regarding appointments with other experts obtained lowest mean scores (M=3.98, SD=1.54).
These findings imply the usefulness of social media in the students' studies. Subsequently, it
will help them to get academic achievements.
Table 4.1: Positive effect of social media on the academic performances of students
Positive effect of Social Media Mean Std.
Deviation
1. The usage of social media is useful in higher educational 4.83 1.21
institutions, because they are an effective communication
application.
2. Group discussions can be arranged with the experts using 4.47 1.40
social media.
3. An appointment can be fixed with other subject experts 3.98 1.54
through social media.
4. social media site are helpful for the students’ studies because 4.80 1.38
students can receive announcements from lecturers and
faculty.
5. The social media help in the students’ studies because the 4.64 1.39
students can discuss their assignments with friends.
6. Using social media improves the interaction with classmates, 4.42 1.39
lecturers and other subject experts
7. social media facilitate the academic activities and coordinate 4.55 1.41
with others.
* In the above table, mean scores ranged from highest to lowest. The highest mean score
(M=4.83) shows that the students are highly involved in this item rather than others while the
lowest mean score (M=3.98) indicates that the students are less involved in the item.
In order to evaluate the effect of social media on the students' academic performances, the
following hypothesis is generated:

H01: There are no significant differences concerning the positive effects of Social Media on
the students' academic performances.

A one-way between-group analysis of variance was conducted to evaluate the impact of

social media on the students' academic performances. Participants were divided into four
groups according to their academic achievements (Group 1: Excellent; Group 2: Very good;
Group 3: Good and group 4 Medium). There was not statistically significant difference at the
p>0.05 level for four each groups. Despite reaching statistical significance, the actual
difference in mean scores between the groups was quite small. According to the test’s result,
the mean scores for Group 1 (M=4.51, SD=.97) was not significantly different from Group 3
(M=4.48, SD=.96). Also Group (M=4.45, SD= .86) did not differed significantly from Group
4 (M=4.61, SD= .90). Therefore, the null hypothesis was not rejected. It implies the
insignificant effects of social media on the students' academic achievements. However, this
finding might be because of majority of students' academic achievements are very good.
Table 4,2: Descriptive results of social media positive effects on students the academic
achievements
95% Confidence

Std. Deviation
Interval for Mean

Maximum
Minimum
Std. Error
Lower Upper

Mean
N Bound Bound
Excellent 82 4.51 .97 .10 4.29 4.72 1.00 6.00
Very good 136 4.55 .86 .07 4.40 4.70 2.14 6.00
Good 124 4.48 .96 .08 4.31 4.65 1.00 6.00
Medium 29 4.6 .90 .16 4.27 4.95 2.71 6.00

4.2 Negative effects of Social Media on academic performances of students

In order to find the negative effects of social media on the academic performances of
students, 6 items were created in the questionnaire. As depicted in table 4.2; item 3 relating to
the addiction of students to social media, which affects academic performances of students
obtained highest mean scores (M=4.96, SD=1.66). It can be inferred that the extreme use of
social media may negatively affect academic performances of students. In addition, item 4
concerning the losing of study concentration while being informed that it is possible to play
online games through social media got second mean scores (M=4.02, SD=1.63). This finding
also means that being affected to social media and playing online games is a concern for
students and it may cause negative effects. Item 2 about the wasting of time and money also
get third mean scores (M=3.85, SD=1.70). It illustrates that the most of students believed
extreme use of social media is a waste of time and money. While item 6 regarding the phrase
that the "social media are personal and social and cannot be used for education" got lowest
mean score (M=3.27, SD=1.83). It also describes that very less amount of students does not
use social media for education; while most of them believed that the social media are useful
for their studies. So, it will cause students to improve their academic performances. As item 5
(M=3.73, SD=1.54) indicates that a lesser amount of students' academic performances
decreased, while their grades were compared before-and-after involving in social media.
Table 4.3: Negative effect of social media on the academic performance of students
Negative effects of Social media Mean Std.
Deviation
1. These social media influence the academic performance of 3.95 1.67
students negatively, because they distract from the students
studies.
2. Using social media require spending money and are wastage 3.85 1.70
of time and by this way it will affect the students’ academic
life.
3. Addiction to social media is problematic issue that affects 4.96 1.66
the students’ academic life.
4. I find it hard concentrating on study knowing that student 4.02 1.63
can play online games and visit these sites just by logging
into them.
5. I compare the students’ grades before the students become 3.73 1.54
engaged into these social media and after the student became
involved. I see a drop in my academic performance.
6. SNSs are personal/ social-can’t be used for education. 3.27 1.83

For comparing mean differences between negative effect of social media and academic
achievements, the following hypothesis emerged:

H02: There are no significant differences concerning the negative effects of Social Media on
the students' academic performances.

A one-way between-group analysis of variance was conducted to evaluate the negative

impact of social media on the students' academic performances. Participants were divided
into four groups according to their academic achievements (Group 1: Excellent; Group 2:
Very good; Group 3: Good and group 4 Medium). There was not statistically significant
difference at the p>0.05 level for four each groups. Despite reaching statistical significance,
the actual difference in mean scores between the groups was quite small. According to the
test’s result, the mean scores for Group 1 (M=3.78, SD=1.19) was not significantly
different from Group 3 (M=3.72, SD=1.15). Also Group 2 (M=3.83, SD= 1.17) did not
differed significantly from Group 4 (M=3.94, SD= 1.10). Therefore, the null hypothesis
was not rejected. The results imply that social media do not have negative effects of the
academic achievements of students.
Table 4,4: Descriptive results of social media positive effects on students the academic
achievements
95% Confidence

Maximum
Interval for Mean

Minimum
Std. Error
Deviation
Lower Upper

Mean

Std.
N Bound Bound

Excellent 82 3.78 1.19 .13 3.52 4.04 1.00 6.00

Very good 136 3.83 1.17 .10 3.63 4.03 1.00 6.00

Good 124 3.72 1.15 .10 3.52 3.93 1.00 6.00

Medium 29 3.94 1.10 .20 3.52 4.36 1.67 5.83

V. Discussions
This study was designed to evaluate the positive and negative effects of social media on the
academic performances of students. The results of descriptive analysis illustrated that most of
the students believed that social media are very useful tools in their studies. Accordingly, that
can help them to boost university related activities. The respondents described social media
as educational tools in their studies. So, it is expected that social media positively affect
students’ academic performances. The results interestingly describe that undergraduates in
Alberoni University mostly inclined to use social media in a good manner; that is to improve
their knowledge and information. Additionally, social media may enable students to
communicate effectively with their peers to solve their classes’ problems, as they described
social media as effective tools used for communication. Also students use social media to get
their respective lecturers and faculty members’ announcements. Then, social media enable
them to be in touch with classmates and friends in order to improve their communication
skills (Benraghda and Radzuan, 2018) and receive lecturers, faculty and university
announcements which are much more important for them. Raut and Patil (2016) also stated
the use of social media has been made a positive impact on the society. It enables users to
communicate with each other, to create, revise and share new forms of textual, visual and
audio content. It has a vital effect on our live as it helps us a lot in every field of life such as
the political, economic and educational fields.

The findings of the current study regarding the inclination of students toward using social
media positively are in alignment with Sudha and Kavitha's (2016) study carried out among
the university students in the USA. The study outcomes asserted that a lot of faculty
members’ believed that social networking sites are helpful for the students’ studies because
they can discuss their assignments with each other. However, the study described that the
positive impacts of social networking sites on their academic performances is appeared to be
considerably low.
However, the results of ANOVA showed no statistically significant differences concerning
the positive effect of social media on the academic performances of students. This might be
because most of participants rated their academic achievements very good. Also there were
no respondents that have weak academic achievements. So majority of them believed that
social media have positive effect on their academic achievements. Moreover, Adam Mahamat
(2014) disclosed that majority of university students in Malaysia agreed that social
networking sites have a positive impact on the students' academic performances.

This study also found that the negative impact of social media on the academic performances
of students are not as much as compared with their positive effects since most of the
respondents described social media advantageous and beneficial tools in their learning
process. Though, students believed the extreme use of social media affect their study process
as well as it is waste of time and money. Accordingly, this result implies that much more use
of social media may waste their money and time, subsequently cause students to lose
concentration on their studies. So, it is suggested that in order to save money and time avoid
using social media extremely.
The findings of the present study regarding to lack of interest toward negative issues are
opposite to previous research findings. Sudha and Kavitha (2016) found that most of the
faculty members realised that the students are involved in the use of social media for
socializing activities moderately than for academic purposes. Their study results also
described that the majority of faculty members believed that addiction to social networking
sites are a problematic issue which affects the students’ academic performances. Moreover,
most of the faculty members realised that social networking sites had negative impacts on the
students' academic performances compared with positive impacts, due to lack of awareness
among students and faculty members for appropriate use of social networking sites and topics
related to educational interest. Also, Heffner and Tara (2016) discovered that social media
has negative effects on the students' academic performances.

However, the results of the present study about the positive use of social media by students'
may be significant and unique. Because, in general, public has negative image of social
media on their mind and believe that the much more interest of students towards internet and
social media i.e. Facebook are not useful and affect their academic performances negatively.
But findings of the current study showed that social media are not affecting the students'
academic performances negatively, instead they bring information, knowledge, news and
views of world and home to their palm of hand. Similarly, Valenzuela, Park and Kee (2008)
asserted that there are positive relationships between intensity of Facebook use and students’
life satisfaction, social trust, civic engagement, and political participation. However, they
believed that their results should ease the concerns of those who fear that Facebook has often
negative effects on young adults; the positive and significant associations between Facebook
variables and social capital were small, suggesting that online social networks are not the
most effective solution for youth disengagement from civic duty and democracy.

Moreover, there was no statistically significant difference concerning the negative effects of
social media on the students' academic performance. From this result it can be inferred that
social media do not affect students' academic achievements negatively. Therefore, social
media will put a meaningful and positive impacts on the students' achievements. That is also
helpful for them in terms of developing general and professional abilities through using social
media. As Heffner and Tara (2016) stated that social media might be very useful when it
comes to academic issues, i.e. discussion boards among classmate and Facebook page for
school programs. However, an opposite finding revealed by Wang, Chen and Liang (2011).
They stated that social media has negative effects on the students' academic performance.
The students' proficiencies and grades were affected through using social media. The study
suggests instructors to find better ways to solve this problem.

VII. Conclusion
Overall, social media appeared to be a very useful tool for students in their lessons as they
use them to improve their learning process i.e. to communicate effectively with each other,
receive university-related issues and get other necessary information. In other words, social
media seemed to be modern tools of learning for undergraduates in Afghanistan. However,
their negative effects seemed to be very poor as compared to their positive effects as they
described that too much use of social media as a concern, which wastes their time and money.
It is suggested that the lecturers, faculties and others social media users, especially Facebook
pages owners, disseminate advantageous issues which help students in terms of enhancing
their knowledge and information. In addition, no differences were found between students'
academic achievements and their positive and negative social media use.

Acknowledgement
I would like thanks families and friends for their constant encourage and supports. Also,
especial thanks goes to students who participated in the survey eagerly.

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