Based from the results, the obtained percentage of 42.

27% indicates that 38 of the

respondents are 21 – 30 years old. More so, 23.33% or 21 of the respondents are 31 – 40 years
old, 20% or 18 of them are 41-50 years old, and the other 14.44% or 13of them are 51-60 years
old.

It can be gleaned on the table that most of the respondents are aged 21-30 years old.
Meanwhile, the least respondents came from the age group of 51-60 years old.
 Research Title Author and Date Analysis of the Research Conclusion
Published
The Relation Between Time Cemaloğlu, N ve Filiz, As a result of this research it was
Management Skills and S. (2010) determined that the students mostly
Academical Achievement of experience the time planning and their
Potential Teachers time traps experience level is very low,
the most homogeneous evaluation is
made in the time traps and the most
heterogeneous evaluation is made in the
time planning, the academic
achievement of the students is above
average; there is a positive and
meaningful relationship between time
planning and time traps and academic
achievement.
The Relationship between Turgut Karakose (2015) In conclusion, time management is
Medical Students’ Time critical for both individuals and
Management businesses, and it is one of the most
Skills and Academic significant keys to success. Students
Achievement must manage their time wisely and
purposefully in order to succeed in both
their personal lives and their academic
pursuits. In this setting, medical

The Relationship between
Social
Media and Academic
Performance:
Facebook Perspective
Relationships Between
Problem
Behaviors and Academic
Achievement
in Adolescents:
The Unique Role of Attention
Problems
The relationship between
multitasking and academic
performance
students are expected to complete a
rigorous and comprehensive training
program. As a result, medical students
make good use of their time. Students'
academic progress will improve if they
manage their time wisely.
Mahmoud Alghizzawi According to the results, a considerable
(2018) percentage of university students are
addicted to social media, particularly
Facebook, and that strong engagement
in social networks causes students to
lose concentration on academic
assignments and badly affects their
academic outcomes. Furthermore,
students utilize Facebook and social
media as sources of information and
communication, and social media has
become a vital part of their daily life,
with students using it for 4 to 12 hours
each day.
Alvaro Q. Barriga, Attention issues were shown to
Jeffrey W. Doran, moderate the strong links between the
Stephanie B. Newell, aforementioned behavioral behaviors
Elizabeth M. Morrison, and academic underachievement. As a
Victor Barbetti, result, it appears that many behavioral
and Brent Dean Robbin behaviors (both externalizing and
(2002) internalizing) are unrelated to academic
failure. Rather, they are linked to
attention issues, which have a poor
influence on academic performance.
Attention issues have previously been
shown to moderate the association
between aggressive/delinquent
behaviors and underachievement.
Reynol Junco, Shelia R. The findings of this study revealed that
Cotton (2012) multitasking with particular ICTs
(Facebook and text messaging) was
negatively related to total college GPA.
While this conclusion was in line with
previous studies on multitasking,
multitasking while using email, instant
messaging, conversing on the phone, or
looking up material unrelated to class
had no effect on total GPA. This
disparity can be explained by either
technological qualities or qualitative
variations in how students use the
technologies. Facebook and texting are
utilized for social objectives, whereas
emailing and searching are used for
academic ones.
1.
Title: The Relationship Between Cell Phone Use and Academic Performance in a Sample of U.S.
College Students

Author and Date: Andrew Lepp, Jacob E. Barkley, and Aryn C. Karpinski (2015)

https://journals.sagepub.com/doi/pdf/10.1177/2158244015573169

Conclusion:

This research utilized a more holistic measure of cell phone use than previous studies.
The measure accounts for the cell phone have expanded capabilities in the realm of social
networking, gaming, and Internet use. After controlling for SE:SRL, SE:AA, and other important
predictors such as actual high school GPA, this measure of cell phone use was a significant and
negative predictor of college students’ academic performance, objectively measured as
cumulative GPA. Presently, cell phone use is a dominant and defining characteristic of this
generation of college students and often occurs during class time, while completing homework,
and while studying (Smith, Raine, & Zickuhr, 2011; Tindell & Bohlander, 2012). Therefore,
more research is needed to better understand the mechanisms underlying this relationship. Even
so, educators and administrators in higher education may wish to carefully consider policies
regarding cell phone use in the classroom, laboratories, and other settings where learning
occurs. Undoubtedly, the capability of the cell phone to entertain, connect, and inform will
continue its rapid development. As such, cell phones and related devices will only increase in
popularity and use. Therefore, there is a need to better understand how this technology can be
harnessed to make a genuine contribution to student learning. We may discover conditions
where learning is enhanced by having the cell phone on; likewise, we may discover conditions
where learning is enhanced by having it off.

2.
Title: Relationship between Social Media and Academic Performance in Distance Education

Author and Date: CA Pallavi Gupta, Bharti Singh , and Tushar Marwaha (2013)

https://files.eric.ed.gov/fulltext/EJ1053897.pdf
Conclusion:

From the present study it can be inferred that the use of Facebook for academic purposes
does not play any significant role in academic performance. Similarly, a study conducted by
Moran et. al. (2011) shows that a large percentage of faculty members (53%) did not consider
Facebook as suitable social media tool for classroom teaching rather they regarded it to have
“negative” value for use in class. A study conducted by Duvall and Schwartz (2000) “shows that
no significant differences in overall academic performance between technology-adept students
and those without technological skills”.This means that there is a need to conduct further
research to judge which are the most appropriate social media tools for instruction through e-
learning. With a tremendous increase in the number of internet users, per 100 people around the
world from 10.6 to 30.2 from 2002 to 2010 that is around 185% (worldbank.org) there is a large
opportunity to use web 2.0 technologies that can mediate distance learning and make it more
analytical, flexible, interactive, and collaborative for both the teacher and the taught. If social
media tools are used effectively for communication and collaboration for academic purposes it
will eliminate the drawback of learning in isolation in an e-learning mode.