See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/372572505

Impact of Social Media Usage on College Student Academic Performance, Mental

Health, and Productivity

Conference Paper · March 2023

CITATIONS READS

0 130

1 author:

Mahmoud Abdelhamid
University of Sadat City
2 PUBLICATIONS 0 CITATIONS

SEE PROFILE

All content following this page was uploaded by Mahmoud Abdelhamid on 24 July 2023.

The user has requested enhancement of the downloaded file.

Impact of Social Media Usage on College Student Academic Performance,
Mental Health, and Productivity

Mahmoud Abdelhamid
Faculty of pharmacy, University of Sadat City.

Abstract: Social media has become an integral part of our daily routine, especially for college students
who use them for studying, communication, and entertainment. This research paper explores the effects
of social media on college students' academic performance, mental health, and productivity. The study
includes a sample size of 57 college students from different fields who were surveyed about their social
media habits and experiences. The findings suggest that social media can have both positive and
negative impacts, depending on how it is utilized. Social media can be a helpful tool in enhancing
academic performance when used collaboratively and interactively, but it can also lead to distraction
and missed deadlines if not managed effectively. It is, therefore, recommended that universities
implement digital skills training and policies that promote responsible social media usage to mitigate
the negative effects and maximize the benefits of the social media for students.

Keywords: - Social media, Students, Mental health, productivity, Academic performance.

1. Introduction
In a world where social media usage has become a global phenomenon, with over two-thirds of all
internet users utilizing different platforms, it is essential to understand the impact of this technological
shift on young adults. As of 2019, Facebook had amassed a staggering 2.4 billion users worldwide,
cementing its position as the largest social media
platform globally, with YouTube and WhatsApp having
over one billion users each. The rapid adoption of
technology is transforming how we interact with
others, obtain news, and organize political change.
(Ortiz-Ospina and Roser 2023)
Several studies have been conducted to assess the
impact of social media on students’ academic
performance, mental health, and productivity. One
study utilized a descriptive research design to Figure 1 Rise of Social Media: A Look at User Growth on Popular
Platforms from 2004 to 2018
investigate the daily communication of college
students through social media. It found that social networks become an integral part of students' lives
and take up most of their free time, which can have both positive and negative effects on their academic
achievement. (M. Talaue et al. 2018) Another study examined the impact of ICT use and digital skills on
students’ academic performance in three French universities. The results showed that poor investment
in ICT affects students’ results, while innovative and collaborative use of ICTs improves their performance.
A third study focused on the impact of social media on students' academic performance in higher
education universities. (Ben Youssef, Dahmani, and Ragni 2022) It found that while social media,
particularly Facebook, can deepen the recipient's conviction and increase knowledge and trends,
excessive use of these sites can negatively affect students' academic results. These studies highlight the
complex relationship between social media and academic performance and suggest that responsible use
of technology and digital skills training can improve students' outcomes. (Habes et al., n.d.)

2. Background of Participants
The sample characteristics for a survey research study examining the effects of social media on college
students' different life aspects are as follows. The majority of participants were female, representing 72%
of the sample, while males represented 28%. In terms of age, the largest percentage of participants fell
within the 20-21 age group, comprising 50.8% of the sample, followed by the 18-19 age group (30%), and
the 22-23 age group (19.2%). The University of Sadat City was the primary institution attended by
participants, with 63.15% indicating attendance there, followed by Al-Azhar University (24.51%), and
other institutions (12.28%). Regarding educational level, most participants were in L1 (26.3%) or L2
(28.1%), while smaller percentages were in L3 (24.6%), L4 (10.5%), and L5 (8.8%). Pharmacy was the most
commonly studied field, with 26.3% of participants reporting it as their measure, followed by veterinary
medicine (21.1%), computer science (10.5%), commerce (8.8%), and other fields (33.3%). Finally, nearly
half of participants reported not studying in parallel to employment (49.1%), whereas 35.1% only studied
during summer holidays, and 15.8% reported studying alongside employment.
Table 1. Sample characteristics
Variable Variables Distribution (%)

Gender Male 72
Female 28
Age 18-19 30
20-21 50.8
22-23 19.2
University University of Sadat City 63.15
Al-Azhar University 24.51
Other 12.28
Educational level L1 26.3
L2 28.1
L3 24.6
L4 10.5
 L5 8.8

Measure Pharmacy 26.3

veterinary medicine 21.1
Computer science 10.5
Commerce 8.8
Other 33.3
Studying parallel to Yes 15.8
employment Only in summer holidays 35.1
No 49.1

Based on the data collected from our sample of college students, it is evident that the most common
electronic device owned by them is a smartphone. A whopping 57 students own a smartphone, which is
significantly higher than the number of students who own laptops or computers. This highlights the
importance of mobile devices in today's digital age and how they have become an integral part of our
daily routine, especially for college students who use them for studying, communication, and
entertainment.

Figure 2 Electronic Devices Among College Students: Smartphones are the Clear Winner with 57%, followed by Laptops
at 28%, while Tablets and Computers are Less Popular at 14% and 18% respectively.
When it comes to the type of content followed on social media platforms, the majority of the students
are interested in education and sports-related content, as indicated by the high numbers in these
categories. Additionally, the trend of
following sarcastic content is also prevalent Content Students Follow
among college students, as shown by another
category with a high number of followers. education
Interestingly, fewer students follow content sport
related to literature and art, which could 18%
sarcasm
suggest a lack of interest or limited exposure
17% science
to these topics. Overall, this data provides
travel
valuable insights into the preferences and 17%
other
behaviors of college students regarding
news
electronic devices and social media content.

Figure 3 "Exploring Social Media Content Preferences Among College

Students: Education and Sport Tied as Top Choices, Followed by Sarcasm
and Science, While Travel, News, Music, Art, and Literature are Less
Popular."

3.Social media and academic performance

The use of digital technologies, including social media, can have a positive effect on academic
performance by offering various possibilities and means of support. Relevant determinants proposed in
existing literature were examined to assess the impact of social media on student performance. The study
confirmed that the use of social media can improve academic performance, especially when supported
by activities such as collaboration among learners and interactive learning. A high level of digital skills
was found to positively influence student performance, and the work/leisure balance enabled by social
media and mobile Internet significantly improved exam success due to the possibility for teachers to offer
timely help. Online forums, communities of practice, interactive platforms, knowledge sharing, and
online help enhance student interactions and learning outcomes. (Habes et al., n.d.)
Digitizing teaching materials and providing asynchronous forms of learning facilitated the adaptation of
work rhythms and resulted in better exam performance, allowing students to organize their time
effectively. Using social media and other digital innovations can promote certain forms of learning that
result in better academic performance, emphasizing the importance of incorporating technology into
education. (Ben Youssef, Dahmani, and Ragni 2022)
 Table 2. Effects of social media on academic performance.

Variable Variables Distribution (%)

Using social media during Yes 85.9
studying No 14.1
Missed deadlines due to using Yes 47.3
social media No 52.6
Inability to focus Yes 71.9
No 28.1
Social media has a bad effect on Yes 50.8
academic performance No 49.2
Taking a break from social Yes 61.4
media in exam periods No 38.6

The age-old question of whether studying hours have any correlation to academic performance has been
a topic of discussion among educators and students alike. The data collected in this study shed some light
on the matter, revealing some interesting insights that may surprise you. Out of the six categories of
studying habits, the majority of students, 18, studied for 2 to 4 hours per day, followed by 11 students
who studied for 1 to 2 hours per day. Surprisingly, only 10 students studied for more than 4 hours per
day. During exams, 15 students devoted their time to studying, while only one student had other studying
habits. In terms of exam results, the majority of students, 24, scored between 80 to 90%. Meanwhile, 11
students scored above 90%, 16 students scored between 70 to 80%, and six students scored below 70%.
These findings suggest a positive correlation between studying hours and academic performance among
college students.

Studying hours/day. Exam Results

0 to 1 h/day
11% 19%
1 to 2 h/day > 90 %
26% 19%
2 to 4 h/day 80 to 90 %
28%
> 4 h/day 70 to 80 %
18% 32% During Exams < 70 %
42%
Other

Figure 4 "Study Habits Among College Students: Figure 5 "Analyzing Last Term Exam Results: Majority of
Majority Study 2-4 Hours Per Day, With a Significant Students Scored 80-90%, while a Small Percentage Fell Below
Number Reporting Extra Hours During Exams." 70%."
4. Social media and mental health
A systematic review has examined the impact of social media use on adolescent mental health,
specifically incidence of depression, anxiety, and psychological distress. While there is an association
between social media use and mental health problems, the relationship is not necessarily scientifically
valid as socially assumed truths can influence this perception. Researchers investigate correlations rather
than accepting presumed truths. The
relationship is correlational but not
conclusively causative, and the direction
of the relationship remains unclear. Key
findings of studies categorized four
exposure categories to social media: time
spent, activity, investment, and addiction,
all correlated with depression, anxiety,
and psychological distress. While some
studies have investigated mediators and
moderators that may contribute or
exacerbate the proposed relationship,
gaps exist in literature in terms of
methods, study design, and sampling. Figure 6 "Sleep Habits Among College Students: Majority Get 6-8 Hours of Sleep,
While a Small Percentage Get Less Than 6 Hours or More Than 10 Hours."

Causality was unclear due to cross-sectional study designs used in most studies and lack of comparison
groups in cohort studies. Quantitative studies greatly outnumber qualitative studies. Through this
systematic review, researchers hope to address these gaps and highlight the importance of studying the
mental health impact of social media use on adolescents. (Keles, McCrae, and Grealish 2020)

Table 3. Effects of social media on mental health.

Variable Variables Distribution (%)

Result in depression Yes 71.9
No 28.1
Has a bad effect on sleep cycle Yes 77.2
No 22.8
Addiction to social media Yes 61.4
No 36.6
Feeling exhausted & stressed. Yes 66.6
No 33.3
5. Social media and productivity
The use of digital technologies, including social media, can
have a positive effect on productivity by offering various
possibilities and means of support. Research has shown that
the use of social media can improve academic performance,
especially when supported by activities such as collaboration
among learners and interactive learning. A high level of digital
skills was found to positively influence student performance,
and the work/leisure balance enabled by social media and
mobile internet significantly improved exam success due to
the possibility for teachers to offer timely help. Digitizing Figure 7 Top Skills Learned by College Students: Word
Cloud Illustrates Key Abilities, Including Programming,
teaching materials and providing asynchronous forms of PowerPoint, Word Processing, English, and Montage.
learning facilitated the adaptation of work rhythms and
resulted in better exam performance, allowing students to organize their time effectively. Using social
media can promote certain forms of learning that result in better assimilation of taught content.
Recommendations include deep organizational change in universities, addressing digital skills gaps
through appropriate training, and bridging gaps in digital abilities between different age groups.
Limitations include the need to consider the role of higher education governance and incentive policies
and to assess the dynamics of social media use through data analysis. (Ben Youssef, Dahmani, and Ragni
2022)

Table 4. Effects of social media on productivity.

Variable Variables Distribution (%)

Decrease productivity Yes 82.4
No 17.6
Result on delay of tasks. Yes 61.5
No 38.5
Decrease ability to achieve goals. Yes 57.8
No 42.2
Decrease creativity. Yes 66.6
No 33.3
Has a bad effect on time Yes 71.9
management. No 28.9

6. Methods
For this survey research paper, a pilot was conducted on 19 participants to test the feasibility of the study
and refine the survey instrument. Following the pilot, the survey was distributed to a larger sample size
with the aim of recruiting around 400 participants. Participants were informed about the objectives of
the research as well as their privacy rights before consenting to participate. The survey was distributed
via online platforms and resulted in 57 responses, representing a response rate of approximately 10%.
Although the response rate was lower than anticipated, the data collected from the survey will be
analyzed to provide insights into the effects of social media on academic performance, mental health,
and productivity among young adults. Future updates to this research may involve efforts to recruit a
larger sample size. (Sandelowski 1995)

7. Conclusion
In conclusion, this research paper aimed to examine the effects of social media on academic
performance, mental health, and productivity among college students. The findings suggest that the use
of social media can have both positive and negative impacts, depending on how it is utilized. Social media
can be a helpful tool in enhancing academic performance when used collaboratively and interactively,
but it can also lead to distraction and missed deadlines if not managed effectively. Similarly, social media
can have an adverse effect on mental health, resulting in depression, anxiety, and exhaustion if it
becomes addictive or interferes with sleep patterns. Finally, social media can impact productivity by
decreasing time management skills and delaying task completion. It is, therefore, recommended that
universities implement digital skills training and policies that promote responsible social media usage to
mitigate the negative effects and maximize the benefits of social media for students. Future studies
should aim to recruit larger sample sizes and employ more robust research methodologies to provide
further insights into the complex relationship between social media and young adults' well-being.

8. Acknowledgement
I would like to express my heartfelt thanks and appreciation to my professors, Gehan Kandeel and
Mahmoud Samy, for their invaluable guidance, insightful comments, and unwavering support throughout
the course of this research. Their knowledge, expertise, and encouragement have been instrumental in
shaping this project and improving its quality.
I also extend my gratitude to my friend Alaa, who was an integral part of this research team from the
beginning but had to withdraw due to personal issues. Alaa's contributions to this project were
significant, and his dedication and enthusiasm were much appreciated.
Finally, I would like to thank all those who have provided assistance and support during the course of this
research. Without their help and contribution, this study would not have been possible.

9. References
Ben Youssef, Adel, Mounir Dahmani, and Ludovic Ragni. 2022. “ICT Use, Digital Skills and Students’ Academic
Performance: Exploring the Digital Divide.” Information 13 (3): 129.
https://doi.org/10.3390/info13030129.
Habes, Mohammed, Mahmoud Alghizzawi, Rifat Khalaf, and Said A Salloum. n.d. “The Relationship between Social
Media and Academic Performance: Facebook Perspective.”
 Keles, Betul, Niall McCrae, and Annmarie Grealish. 2020. “A Systematic Review: The Influence of Social Media on
Depression, Anxiety and Psychological Distress in Adolescents.” International Journal of Adolescence and
Youth 25 (1): 79–93. https://doi.org/10.1080/02673843.2019.1590851.
Ortiz-Ospina, Esteban, and Max Roser. 2023. “The Rise of Social Media.” Our World in Data, March.
https://ourworldindata.org/rise-of-social-media.
Sandelowski, Margarete. 1995. “Sample Size in Qualitative Research.” Research in Nursing & Health 18 (2): 179–
83. https://doi.org/10.1002/nur.4770180211.

View publication stats