Relationship between Social Media Exposure and Academic Performance Among University Students

Abstract

Social media use has become ubiquitous among university students, raising concerns about its impact on academic performance. This mixed-methods study examined the influence of social media exposure and addiction on the academic achievement of undergraduates at Prince Abubakar Audu University from 2019-2021. The questionnaire instrument was validated with a Cronbach's alpha of 0.741 and testretest reliability of 0.832. Data were collected from 150 students across faculties using quantitative surveys and qualitative interviews. The findings revealed a complex relationship between social media use and academic outcomes. While some respondents reported improved grades through platforms like Wikipedia (mean=3.04) and appreciated the collaboration opportunities (mean=2.91 for WhatsApp knowledge sharing), others expressed concerns about addiction negatively affecting academic work (mean=2.91) and understanding (mean=2.85 for academic forums reducing comprehension rate). Demographic factors like age and level also influenced perspectives. The study recommends implementing digital literacy workshops, integrating social media into curricula for educational purposes, involving parents and teachers, and continually evaluating usage patterns to develop effective intervention strategies. By embracing the potential benefits of social media while mitigating risks through a balanced approach, Prince Abubakar Audu University can guide students toward responsible usage that complements academic success.