Introduction

The use of social media has become increasingly prevalent in recent years, particularly among

students. Social media provides numerous benefits, such as facilitating communication providing

access to information. However, some people are worried about the impact of social media use on

student academic performance.

Academic performance is a critical factor in determining students' success in their academic

pursuits. Research has shown that various factors, such as study habits, motivation, and family

background, can influence academic performance (Chiu & Wang, 2008; Fredricks, Blumenfeld,

& Paris, 2004; Jeynes, 2007). However, recent studies have suggested that social media use may

also have an impact on academic performance (Kirschner & Karpinski, 2010; Wiley & Sisson,

2013).

The relationship between social media use and academic performance is complex and

multifaceted. On the one hand, social media can provide a platform for students to collaborate and

communicate with their peers, which can enhance their learning experience (Dabbagh &

Kitsantas, 2012; Junco, 2012). On the other hand, excessive social media use can lead to

distractions, decreased attention span, and poor time management, all of which can negatively

impact academic performance (Kirschner & Karpinski, 2010; Wyman, Brown, McCloskey, &

Wyman, 2011).

Given the contradictory findings about the relationship between social media use and

academic performance, it is important to conduct further research in this relationship. This study

aims to provide a comprehensive understanding of the impact of social media use on student

academic performance. Specifically, this study will examine the different ways in which social

media use can affect student academic performance, identify the factors that influence this

relationship, and explore ways to mitigate any negative effects of social media use on academic

performance.
 The significance of this study lies in its ability to provide insights into the role of social media

in shaping student academic performance. The findings of this study can help educators,

policymakers, and parents better understand the impact of social media use on students and make

informed decisions about how to support students in their academic endeavors. By understanding

the complex relationship between social media use and academic performance, we can develop

strategies to promote responsible social media use and support students in achieving their academic

goals.
Theoretical Framework

The impact of social media use on student academic performance is a complex issue that has

been studied from various perspectives. One theoretical framework that can be used to understand

this relationship is the Social Cognitive Theory (SCT) (Bandura, 1986). According to SCT,

people learn and adopt new behaviors based on their observations of others and the perceived

consequences of those behaviors. In the context of social media use, students may observe their

peers using social media excessively and perceive it as a normative behavior, leading them to adopt

similar behaviors. This may result in a decrease in academic performance as students spend more

time on social media and less time on academic activities.

Another theoretical framework that can be used to understand the relationship between social

media use and academic performance is the Self-Determination Theory (SDT) (Deci & Ryan,

2000). SDT posits that people have three innate psychological needs: autonomy, competence, and

relatedness. Social media use can fulfill these needs by providing students with a sense of autonomy

and relatedness, as they can connect with others and express themselves freely. However, excessive

social media use can also undermine students' sense of competence, as they may feel that they are

not achieving their academic goals. This can lead to a decrease in motivation and academic

performance.

Finally, the Social Identity Theory (SIT) (Tajfel & Turner, 1986) can also be used to

understand the relationship between social media use and academic performance. SIT posits that

people derive a sense of identity and belonging from the groups they belong to. Social media can

provide students with a sense of belonging to a larger community, which can be beneficial for their

academic performance. However, if students spend too much time on social media, they may feel a

stronger sense of belonging to their online communities than their academic communities, leading

to a decrease in academic performance.

Conceptual Framework

The impact of social media use on student academic performance is a complex issue that has

been studied from various perspectives. Theoretical frameworks such as Social Cognitive Theory

(SCT), Self-Determination Theory (SDT), and Social Identity Theory (SIT) provide valuable

insights into the relationship between social media use and academic performance. This study will

use a conceptual framework that integrates these theoretical frameworks to understand the impact of

social media use on student academic performance.

According to SCT, people learn and adopt new behaviors based on their observations of

others and the perceived consequences of those behaviors. In the context of social media use,

students may observe their peers using social media excessively and perceive it as a normative

behavior, leading them to adopt similar behaviors. This may result in a decrease in academic

performance as students spend more time on social media and less time on academic activities.

SDT posits that people have three innate psychological needs: autonomy, competence, and

relatedness. Social media use can fulfill these needs by providing students with a sense of autonomy

and relatedness, as they can connect with others and express themselves freely. However, excessive

social media use can also undermine students' sense of competence, as they may feel that they are

not achieving their academic goals. This can lead to a decrease in motivation and academic

performance.

SIT posits that people derive a sense of identity and belonging from the groups they belong

to. Social media can provide students with a sense of belonging to a larger community, which can

be beneficial for their academic performance. However, if students spend too much time on social

media, they may feel a stronger sense of belonging to their online communities than their academic

communities, leading to a decrease in academic performance.

The conceptual framework for this study is shown below:

[Insert Conceptual Framework Diagram Here]

 In this framework, social media use is the independent variable, and academic performance is

the dependent variable. The three theoretical frameworks (SCT, SDT, and SIT) are integrated to

explain the relationship between social media use and academic performance. The framework also

includes the moderating variables of gender, age, and academic background, which may influence

the impact of social media use on academic performance.

This study will use a mixed-methods approach, combining both quantitative and qualitative

data, to investigate the impact of social media use on student academic performance. The study will

collect data through surveys and interviews from a sample of students from a public university in

Malaysia. The survey will include questions on social media use, academic performance, and the

moderating variables. The interviews will provide additional insights into the participants'

experiences with social media use and their perceptions of its impact on their academic

performance.

The study will analyze the data using statistical analysis and thematic analysis. The statistical

analysis will examine the relationship between social media use and academic performance, while

controlling for the moderating variables. The thematic analysis will identify patterns and themes in

the qualitative data, providing a deeper understanding of the participants' experiences and

perceptions.

Overall, this study aims to contribute to the existing literature on the impact of social media

use on student academic performance by providing a comprehensive understanding of the

relationship between these variables. The findings of this study will have implications for educators,

policymakers, and students, providing insights into the best ways to mitigate the negative impacts of

social media use on academic performance.

Statement of the Problem

This study aims to investigate the impact of social media use on student academic

performance. The following research questions will guide the study:

1. How does social media use affect student academic performance?

2. What are the factors that influence the relationship between social media use and academic

performance?

3. How can educators and policymakers mitigate the negative impacts of social media use on

student academic performance?

Hypotheses

Hypothesis 1:

There is a significant negative relationship between the amount of time spent on social media

and student academic performance.

Hypothesis 2:

Students who use social media for academic purposes (e.g., research, collaboration,

communication with teachers) will have better academic performance than those who use social

media for non-academic purposes (e.g., entertainment, socializing).

Hypothesis 3:

The negative impact of social media use on student academic performance is more

pronounced for students who have lower self-regulation skills (i.e., difficulty controlling their

impulses, delaying gratification, and managing their time effectively).

Scope and Delimitation of the Study

Our study will focus on the impact of social media use on student academic performance in a

high school setting. We'll collect data from a sample of high school students and analyze the

relationship between social media use and academic performance.

We'll define social media use as the amount of time students spend on social media platforms,

such as Facebook, Instagram, and Snapchat. We'll define academic performance as the students'

grades in their classes.

We'll use a survey to collect data from students about their social media use and their grades.

We'll also collect data on other factors that might influence how social media use affects students'

grades, such as the amount of time students spend on homework and the support they receive from

their parents.

We'll analyze the data using statistical methods to understand the relationship between social

media use and student academic performance. We'll also look for any patterns or trends in how

social media use affects students' grades.

Our study has some limitations. We'll only be looking at a sample of high school students, so

our findings may not apply to all students. We'll also be relying on self-reported data from students,

which may not always be accurate.

Despite these limitations, our study will provide valuable insights into the impact of social

media use on student academic performance. By understanding how social media use affects

students, we can make recommendations for teachers, parents, and students to help them use social

media in a way that supports academic success.

Definition of Terms

1. Social Media: Social media refers to online platforms or tools that allow users to create,

share, and interact with content, information, or other users. Examples of social media platforms

include Facebook, Twitter, Instagram, Snapchat, and LinkedIn.

2. Social Media Use: Social media use refers to the amount of time spent on social media

platforms and the frequency of use. This can include activities such as posting status updates,

commenting on posts, sharing photos or videos, and messaging friends.

3. Academic Performance: Academic performance refers to a student's level of achievement

in their academic studies. This can include grades, test scores, and overall academic progress.

4. Student: A student is an individual enrolled in an educational institution, typically in

primary, secondary, or post-secondary education.

5. Academic Success: Academic success refers to a student's ability to meet academic

standards and achieve their academic goals. This can include factors such as completing

coursework, passing exams, and graduating from high school or college.

6. Social Media Addiction: Social media addiction refers to excessive and compulsive use of

social media, often to the point where it interferes with daily life and relationships.

7. Cyberbullying: Cyberbullying refers to the use of technology to harass, intimidate, or

threaten someone, often through social media or messaging apps.

8. Online Distractions: Online distractions refer to any online activity that diverts a student's

attention away from their academic work, such as social media, online games, or streaming videos.

9. Parental Involvement: Parental involvement refers to the extent to which parents are

engaged in their child's education and are aware of their child's social media use.

10. Academic Support: Academic support refers to the resources and assistance provided to

students to help them succeed academically, such as tutoring, study groups, and academic advising.