INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education  
Influence of Social Media Usage on Academic Performance of  
Students in Adamawa State College of Health Science and  
Technology, Michika  
Minkailu Abubakar Amadu1 ,Dr. Yakubu Suleiman2, Ala Margwa Carlos3, Mohammed Adamu4,  
Ibrahim Adamu Gatugel5, Suleiman Saidu Babale6  
1Health Information Management, Federal University of Health Sciences, Azare  
2Community Health, Adamawa State College of Health Science and Technology, Michika  
3Public Health, Adamawa State College of Health Science and Technology, Michika  
4Health Education and Promotion, Adamawa State College of Health Science and Technology, Michika  
5Department of International Relation, M.Sc Student at ICONIC University, Sokoto  
6Health Information Management, Adamawa State College of Health Science and Technology, Michika  
*Corresponding Author  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0694  
Received: 10 November 2025; Accepted: 20 November 2025; Published: 27 November 2025  
ABSTRACT  
This study investigates the influence of social media usage on the academic performance of students in  
Adamawa State College of Health Science and Technology, Michika. With the proliferation of digital platforms  
among Nigerian students, understanding how these tools impact learning outcomes has become increasingly  
important.  
A sample of 150 students across nine departments, including Pharmacy Technicians, Medical Laboratory  
Technology, Nutrition and Dietetics, and Health Education and Promotion was surveyed using structured  
questionnaires. The study employed descriptive statistics, Pearson Product-Moment Correlation, and  
regression analysis to examine the relationship between social media usage patterns and cumulative grade  
point average (CGPA). Findings revealed that academic-oriented social media usage (e.g., WhatsApp,  
YouTube, and Telegram) positively correlated with higher CGPAs, particularly among students in technical  
departments. In contrast, entertainment-driven usage (e.g., TikTok, Facebook, and Snapchat) showed a  
significant negative correlation with academic performance. Social interaction usage had no statistically  
significant effect. The results underscore the importance of intentional digital engagement and suggest that the  
academic impact of social media depends largely on how students utilize these platforms. The study concludes  
that while social media is a pervasive tool among students, its influence on academic success is shaped by  
purpose and discipline. Recommendations include integrating digital literacy into curricula, promoting  
academic use of social media, and establishing mentorship programs to guide responsible usage.  
Keywords: Social Media, Academic Performance, CGPA, Health Science Students, Nigeria, WhatsApp,  
TikTok, Digital Literacy.  
INTRODUCTION  
In the digital age, social media has emerged as a dominant force shaping communication, learning, and  
lifestyle among students globally. Platforms such as WhatsApp, Facebook, Instagram, TikTok, and Telegram  
have become integral to students’ daily routines, offering both academic opportunities and potential  
distractions. In Nigeria, where mobile internet penetration continues to rise, tertiary students are increasingly  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
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engaging with social media not only for entertainment but also for academic collaboration, peer interaction,  
and access to educational resources.  
Recent studies underscore the dual nature of social media’s impact on academic performance. On one hand, it  
facilitates real-time communication, group discussions, and access to scholarly materials, thereby enhancing  
learning outcomes. On the other hand, excessive and non-academic use of these platforms has been linked to  
reduced concentration, procrastination, and lower academic achievement. For instance, Nwaka-Nwandu et al.  
(2024) found that while social media can support academic engagement, its misuse, especially for  
entertainment and social validation—negatively correlates with students’ performance in Nigerian tertiary  
institutions.  
In Lagos State, Taiwo (2024) conducted a meta-analysis using the PICO framework and concluded that the  
academic impact of social media is highly context-dependent, shaped by students’ intent, institutional support,  
and digital literacy. Similarly, a regional study by Ithy (2024) highlighted that students in Northern Nigeria,  
including Adamawa State, face unique challenges such as limited digital infrastructure and inconsistent  
academic integration of social media tools.  
Given the specialized nature of health science education, which demands high levels of discipline, focus, and  
practical engagement, the influence of social media on students in Adamawa State College of Health Science  
and Technology, Michika, warrants close examination. This study aims to explore how students use social  
media, the extent to which it affects their academic performance, and whether its impact is constructive or  
detrimental within the context of a health-focused academic environment.  
By identifying patterns of usage and correlating them with academic outcomes, the research seeks to provide  
evidence-based recommendations for educators, administrators, and policymakers to harness the benefits of  
social media while mitigating its risks.  
LITERATURE REVIEW  
The relationship between social media usage and academic performance has attracted considerable scholarly  
attention in recent years, particularly in the context of developing countries like Nigeria. Researchers have  
explored both the constructive and detrimental effects of social media on students’ learning outcomes,  
revealing a complex interplay between usage patterns, academic discipline, and institutional context.  
Global Perspectives: Junco (2012) was among the earliest scholars to establish that time spent on social  
media, especially platforms like Facebook negatively correlates with GPA when used for non-academic  
purposes. However, Tess (2013) argued that social media can be pedagogically beneficial when integrated into  
instructional strategies, especially in blended learning environments. More recently, Al-Rahmi et al. (2023)  
emphasized that collaborative learning via social media enhances student engagement and performance,  
provided the platforms are used intentionally for academic purposes.  
Nigerian Context: In Nigeria, the impact of social media on academic performance has been studied across  
various educational levels. Taiwo (2024) conducted a systematic review using the PICO framework to assess  
secondary school students in Lagos State. The study concluded that while social media can support academic  
engagement, its misuse particularly for entertainment leads to reduced academic focus and lower performance  
outcomes.  
Onodugo et al. (2025) examined university students in South-Eastern Nigeria and found that academic use of  
platforms like WhatsApp and Telegram positively influenced performance, while excessive use of TikTok and  
Instagram for leisure activities correlated with academic decline. Their findings suggest that the type of  
platform and the intent behind its use are critical determinants of academic impact.  
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Obasi (2024) focused specifically on TikTok’s influence among tertiary students in Abia State. The study  
revealed that while TikTok fosters creativity and peer bonding, its addictive nature and short-form  
entertainment content often distract students from academic responsibilities. This aligns with broader concerns  
about attention fragmentation and time mismanagement associated with social media overuse.  
Health Science Education: Despite the growing body of literature, few studies have addressed the unique  
context of health science students, whose academic demands include practical training, clinical exposure, and  
intensive theoretical study. The absence of targeted research in institutions like Adamawa State College of  
Health Science and Technology, Michika, represents a critical gap. Given the rigorous nature of health  
education, understanding how social media affects students’ academic performance in this setting is essential  
for developing tailored interventions.  
METHODOLOGY  
This section outlines the research design, population, sampling techniques, instrumentation, data collection  
procedures, and methods of analysis employed in the study. The goal is to ensure transparency, replicability,  
and methodological rigor in examining the influence of social media usage on academic performance among  
students of Adamawa State College of Health Science and Technology, Michika.  
Research Design: The study adopted a descriptive survey design, which is well-suited for investigating  
prevailing patterns, behaviors, and perceptions within a defined population. This design enables the researcher  
to collect data from a sample of students and generalize findings to the larger student body. Given the  
exploratory nature of the research focusing on how students use social media and how this correlates with their  
academic outcomes the descriptive approach provides a robust framework for capturing both quantitative and  
qualitative dimensions of the phenomenon.  
Population of the Study  
The population for this study comprised all full-time students enrolled at Adamawa State College of Health  
Science and Technology, Michika, during the 2024/2025 academic session. The college offers programs in  
various health-related disciplines, including Community Health, Environmental Health, Medical Laboratory  
Technology, and Health Information Management. With an estimated student population of approximately 500,  
the institution provides a diverse academic environment ideal for examining the intersection of digital behavior  
and academic performance.  
Sample Size and Sampling Technique: To ensure statistical validity and representativeness, a sample size of  
150 students was selected using Yamane’s formula for finite populations. This formula allows for the  
determination of an appropriate sample size based on the total population, desired confidence level, and margin  
of error. A stratified random sampling technique was employed to ensure that students from all departments  
and academic levels were proportionally represented. Stratification was based on department and year of study,  
which helped to capture variations in social media usage and academic performance across different academic  
contexts.  
Instrumentation: Data collection was facilitated through a structured questionnaire titled social media and  
Academic Performance Questionnaire (SMAPQ). The instrument was designed to elicit detailed responses  
across four key areas. Section A gathered demographic information such as age, gender, department, and level  
of study. Section B focused on patterns of social media usage, including frequency, preferred platforms, and  
primary purposes (e.g., academic, social, entertainment). Section C explored self-reported academic  
performance, including GPA ranges and study habits. Section D assessed students’ perceptions of how social  
media affects their academic tasks, such as reading, assignment completion, and exam preparation.  
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The questionnaire was adapted from existing instruments used in similar Nigerian studies (e.g., Taiwo, 2024;  
Onodugo et al., 2025) and modified to reflect the unique context of health science education. Items were  
framed in clear, concise language to ensure comprehension and accurate responses.  
Validity and Reliability: To ensure the validity of the instrument, the questionnaire was reviewed by three  
experts, two lecturers in Educational Psychology and one ICT specialist who assessed its content relevance,  
clarity, and alignment with the study objectives. Their feedback informed revisions that enhanced the  
instrument’s precision and contextual fit. A pilot study was conducted with 20 students from a nearby health  
institution to test the reliability of the instrument. Using Cronbach’s Alpha, the internal consistency of the  
questionnaire was calculated at 0.82, indicating a high level of reliability and suitability for full-scale  
deployment.  
Method of Data Collection: Data collection was carried out over a two-week period using a hybrid approach  
that combined physical distribution of printed questionnaires and digital administration via Google Forms. This  
dual method was adopted to accommodate students with varying levels of campus presence and digital access.  
Prior to participation, students were briefed on the purpose of the study and assured of the confidentiality and  
anonymity of their responses. Informed consent was obtained from all participants, and ethical considerations  
including voluntary participation and the right to withdraw, were strictly observed throughout the data  
collection process.  
Validity and Reliability: The instrument used in this study was subjected to expert review to ensure content  
validity. A pilot test was conducted with 20 students from a nearby institution, and the reliability of the  
questionnaire was confirmed using Cronbach’s Alpha, which yielded a coefficient of 0.82. This indicates a  
high level of internal consistency and reliability.  
Method of Data Analysis: Upon completion of data collection, responses were coded and entered into the  
Statistical Package for the Social Sciences (SPSS) version 25 for analysis. Descriptive statistics such as  
frequencies, percentages, means, and standard deviations were used to summarize demographic data and social  
media usage patterns. To examine the relationship between social media usage and academic performance,  
Pearson Product-Moment Correlation was employed. Additionally, linear regression analysis was conducted to  
determine the predictive power of different types of social media usage (academic, social, entertainment) on  
students’ GPA. All statistical tests were conducted at a 0.05 level of significance, ensuring that findings were  
both statistically robust and interpretable.  
RESULTS  
This section presents the findings from the analysis of data collected from 150 students across various  
departments in Adamawa State College of Health Science and Technology, Michika. The results are organized  
into four key areas: demographic characteristics, patterns of social media usage, academic performance  
distribution, and statistical relationships between usage and performance.  
Demographic Characteristics of Respondents: The sample included students from nine academic  
departments, ensuring broad representation across the college’s health science programs. Female students  
accounted for 60% of respondents, while males made up 40%. Most students (68%) were aged between 18 and  
24 years, with the remaining 32% aged 25 to 30 years.  
Table 1: Departmental Distribution of Respondents  
Department  
Frequency  
Percentage (%)  
20  
18  
13.3  
12.0  
Community Health  
Environmental Health  
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15  
17  
18  
16  
14  
17  
15  
10.0  
11.3  
12.0  
10.7  
9.3  
Medical Laboratory Technology  
Health Information Management  
Pharmacy Technicians  
Public Health Technicians  
Reproductive Health  
11.3  
10.0  
Nutrition and Dietetics  
Health Education and Promotion  
This distribution reflects the multidisciplinary nature of the college and provides a solid foundation for  
analyzing how social media usage patterns and academic performance vary across health-related disciplines.  
Patterns of Social Media Usage: The analysis of social media usage among students revealed widespread  
engagement across multiple platforms, with every respondent indicating daily use of at least one. WhatsApp  
emerged as the most dominant platform, followed closely by Facebook and TikTok. Usage patterns varied not  
only by frequency but also by purpose, ranging from academic collaboration to entertainment and social  
interaction. Notably, students in departments such as Pharmacy Technicians and Medical Laboratory  
Technology reported higher academic use, while those in Nutrition and Dietetics and Health Education and  
Promotion leaned more toward creative and advocacy-driven content. The table below summarizes the  
frequency of platform usage and the primary purposes reported by students.  
Table 2: Social Media Usage Patterns  
Platform  
Used  
Frequency of Frequency of Primary Purpose  
Frequency of  
Purpose (n)  
Frequency of  
Purpose (%)  
Use (n)  
Use (%)  
144  
96%  
Academic  
30  
68  
38  
20%  
45%  
25%  
10%  
WhatsApp  
Facebook  
TikTok  
117  
78%  
Entertainment  
Social Interaction  
143  
95%  
15  
10%  
Health Advocacy / 15  
Creative Sharing  
Instagram  
8
5%  
Academic  
Collaboration  
8
5%  
8%  
Telegram  
18  
12%  
News / Public Health 12  
Updates  
Twitter (X)  
72  
33  
48%  
22%  
Educational Videos  
60  
40%  
5%  
YouTube  
Snapchat  
Social Interaction  
8
This table provides a clearer picture of how students engage with different platforms and for what purposes.  
WhatsApp remains the most widely used tool, especially for academic communication, while Facebook and  
TikTok dominate entertainment and social interaction. YouTube shows strong academic utility, particularly  
among students in technical and advocacy-focused departments.  
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Academic Performance Distribution: Students self-reported their current Cumulative Grade Point Average  
(CGPA) on a 5-point scale. Analysis revealed distinct patterns between academic performance and dominant  
social media usage. Students who primarily used social media for academic purposes, such as accessing study  
materials, participating in group discussions, and watching educational videos, tended to report higher CGPAs.  
In contrast, students who engaged more with entertainment-driven content (e.g., TikTok, Facebook, Snapchat)  
showed lower academic performance.  
Departmental trends reinforced this observation. Students in Pharmacy Technicians and Medical Laboratory  
Technology, who reported frequent academic use of WhatsApp and YouTube, had the highest mean CGPA of  
3.6. Meanwhile, students in Nutrition and Dietetics and Health Education and Promotion, who leaned toward  
entertainment and advocacy content on platforms like TikTok and Instagram, had a lower mean CGPA of 2.9.  
Table 3: CGPA Distribution and Dominant Social Media Usage Type  
CGPA Range Frequency (n)  
Percentage (%)  
20.0%  
Dominant Social Media Usage Type  
Academic (WhatsApp, YouTube, Telegram)  
Mixed (Academic + Social)  
30  
52  
45  
23  
4.0 and above  
3.0 – 3.9  
34.7%  
30.0%  
Entertainment (TikTok, Facebook)  
Entertainment / Passive Browsing  
2.0 – 2.9  
15.3%  
Below 2.0  
These findings align with recent studies in Nigeria, such as those by Taiwo (2024) and Shuaibu et al. (2024),  
which confirm that academic-oriented social media use positively influences performance, while entertainment  
driven use can lead to distraction and reduced academic outcomes.  
Statistical Analysis: Statistical analysis was conducted to determine the relationship between different types of  
social media usage and students’ academic performance (CGPA). Using Pearson Product-Moment Correlation,  
the study found a statistically significant positive correlation between academic-oriented social media usage  
and CGPA, with a coefficient of r = +0.46 (p < 0.01). This suggests that students who use platforms like  
WhatsApp, YouTube, and Telegram for academic purposes tend to perform better academically.  
Conversely, a negative correlation was observed between entertainment-driven usage and CGPA, with r = –  
0.39 (p < 0.01). Platforms such as TikTok, Facebook, and Snapchat primarily used for leisure and passive  
browsing were associated with lower academic performance. Social interaction usage (e.g., chatting, sharing  
updates) showed a weak and statistically insignificant correlation with CGPA (r = –0.06, p > 0.05).  
Further analysis using linear regression confirmed these trends. Academic use of social media was a significant  
positive predictor of CGPA (β = +0.42, t = 3.78, p < 0.01), while entertainment use was a significant negative  
predictor (β = –0.33, t = –3.12, p < 0.01). Social interaction had no significant predictive value (β = +0.04, t =  
0.58, p > 0.05).  
These findings were consistent across departments. Students in academically focused programs such as  
Pharmacy Technicians and Medical Laboratory Technology showed stronger GPA outcomes, aligning with  
their higher academic use of social media. In contrast, students in Nutrition and Dietetics and Health Education  
and Promotion, who leaned toward entertainment and advocacy content, had comparatively lower CGPAs.  
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Table 4: Correlation between Social Media Usage and CGPA  
Usage Type  
Correlation Coefficient (r)  
Significance (p)  
< 0.01  
+0.46  
–0.39  
–0.06  
Academic Use  
< 0.01  
Entertainment Use  
Social Interaction  
> 0.05  
Table 5: Regression Analysis Summary  
Predictor Variable  
Academic Use  
Beta (β)  
+0.42  
t-value  
3.78  
Significance (p)  
< 0.01  
–0.33  
–3.12  
0.58  
< 0.01  
Entertainment Use  
Social Interaction  
+0.04  
> 0.05  
DISCUSSION  
The findings of this study provide compelling insights into the nuanced relationship between social media  
usage and academic performance among students of Adamawa State College of Health Science and  
Technology, Michika. The results affirm the central premise of the Uses and Gratifications Theory (UGT) and  
Cognitive Load Theory (CLT), both of which underpin this research.  
The positive correlation between academic-oriented social media usage and CGPA (r = +0.46, p < 0.01)  
supports the UGT’s assertion that individuals actively seek media that fulfil specific needs in this case,  
educational enrichment. Students who utilized platforms such as WhatsApp, YouTube, and Telegram for  
academic collaboration, accessing lecture materials, and engaging in peer discussions demonstrated  
significantly higher academic performance. This was particularly evident in departments like Pharmacy  
Technicians and Medical Laboratory Technology, where the mean CGPA reached 3.6. These students appeared  
to leverage social media as an extension of the classroom, using it to reinforce learning and clarify complex  
concepts.  
Conversely, the negative correlation between entertainment-driven usage and CGPA (r = –0.39, p < 0.01)  
aligns with the Cognitive Load Theory, which posits that excessive or irrelevant cognitive input can impair  
learning. Students who reported high engagement with platforms like TikTok, Facebook, and Snapchat  
primarily for entertainment and passive browsing tended to have lower CGPAs, with a mean of 2.9 or below.  
This trend was most pronounced in departments such as Nutrition and Dietetics and Health Education and  
Promotion, where students often used social media for advocacy and content creation but may have struggled  
to balance these activities with academic demands.  
Interestingly, social interaction usage (e.g., chatting, status updates) showed no significant correlation with  
academic performance (r = –0.06, p > 0.05), suggesting that casual communication does not inherently hinder  
or enhance academic outcomes. This finding may reflect the neutral role of social media as a social connector,  
which neither contributes to nor detracts from academic focus unless it becomes excessive.  
The regression analysis further reinforces these interpretations. Academic use of social media emerged as a  
strong positive predictor of CGPA (β = +0.42, p < 0.01), while entertainment use was a significant negative  
predictor (β = –0.33, p < 0.01). These results underscore the importance of intentionality in digital engagement,  
how students use social media matters more than how often they use it.  
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Overall, the findings validate the theoretical framework and echo the conclusions of recent Nigerian studies  
(e.g., Taiwo, 2024; Onodugo et al., 2025), which emphasize the dual-edged nature of social media in academic  
contexts. When harnessed for learning, social media can be a powerful academic tool. When dominated by  
entertainment and distraction, it can erode focus and performance.  
CONCLUSION  
This study has provided valuable insights into the complex relationship between social media usage and  
academic performance among students across nine departments in Adamawa State College of Health Science  
and Technology, Michika. The findings reveal that while social media is universally accessed by students, the  
purpose and intensity of its use significantly influence academic outcomes.  
Students who engaged with social media primarily for academic purposes, such as accessing educational  
content, collaborating with peers, and supplementing classroom learning demonstrated higher CGPAs and  
more consistent academic performance. This trend was most evident in departments like Pharmacy Technicians  
and Medical Laboratory Technology, where students leveraged platforms such as WhatsApp, YouTube, and  
Telegram for academic enrichment.  
In contrast, students who used social media predominantly for entertainment and passive browsing, especially  
on platforms like TikTok, Facebook, and Snapchat tended to report lower CGPAs. This pattern was more  
pronounced in departments such as Nutrition and Dietetics and Health Education and Promotion, where  
creative and advocacy-driven content sometimes overshadowed academic priorities.  
The statistical analysis confirmed these trends, with academic-oriented usage showing a significant positive  
correlation and predictive value for academic performance, while entertainment-driven usage showed a  
negative impact. Social interaction, though widely practiced, did not significantly affect CGPA.  
In conclusion, social media is neither inherently beneficial nor detrimental to academic success, it is the  
intentionality behind its use that determines its impact. For students in health science disciplines, where  
academic rigor and professional preparation are paramount, cultivating purposeful and disciplined digital  
habits is essential. Institutions and educators must recognize this dynamic and guide students toward more  
productive engagement with digital platforms.  
RECOMMENDATIONS  
Based on the findings of this study, the following recommendations are proposed to enhance the positive  
impact of social media on academic performance and mitigate its potential distractions:  
1. Promote Academic-Oriented Social Media Use: Lecturers and academic advisors should encourage  
students to use platforms like WhatsApp, Telegram, and YouTube for academic collaboration.  
Departmental WhatsApp groups can be formalized for sharing lecture materials, discussing  
assignments, and organizing revision sessions, especially in departments like Pharmacy Technicians  
and Medical Laboratory Technology, where academic use correlates with higher CGPAs.  
2. Integrate Digital Literacy into the Curriculum: The College should introduce digital literacy  
modules that teach students how to balance academic and non-academic social media use. These  
modules can be tailored to departmental needs, for example, Nutrition and Dietetics and Health  
Education and Promotion students can learn how to use Instagram and TikTok for health advocacy  
without compromising study time.  
3. Establish Mentorship and Monitoring Systems: Each department should assign digital mentors,  
preferably senior students or faculty members to guide younger students on responsible social media  
habits. These mentors can help students set boundaries, manage screen time, and prioritize academic  
tasks over entertainment.  
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4. Encourage Use of Educational Platforms: Students should be introduced to structured educational  
platforms such as Coursera, Khan Academy, and Medscape, which offer content aligned with health  
science curricula. These platforms can complement traditional learning and reduce reliance on  
entertainment-based media.  
5. Conduct Periodic Sensitization Campaigns: The College should organize quarterly sensitization  
programs on the academic risks of excessive entertainment use on social media. These campaigns can  
include seminars, posters, and peer-led discussions, targeting departments with lower average CGPAs  
and higher entertainment engagement.  
6. Support Content Creation with Academic Value: Students in departments like Health Education and  
Promotion and Reproductive Health should be encouraged to create educational content on platforms  
like YouTube and Instagram. This not only enhances learning but also builds professional  
communication skills and public health awareness.  
7. Implement Time Management Tools: Workshops on time management and productivity apps (e.g.,  
Forest, Pomodoro timers, Notion) should be introduced to help students regulate their social media  
usage and maintain academic focus.  
These recommendations aim to foster a culture of intentional and productive digital engagement across all  
departments. By aligning social media habits with academic goals, students can harness the full potential of  
digital platforms to support their learning and professional development.  
Limitations  
Although this study provides meaningful insights into the influence of social media usage on academic  
performance among students of Adamawa State College of Health Science and Technology, Michika, it is  
important to acknowledge several limitations that may have affected the scope and interpretation of the  
findings.  
First, the study relied on self-reported data for both CGPA and social media usage patterns. While this  
approach allowed for efficient data collection, it also introduced the possibility of response bias, as students  
may have overestimated or underestimated their academic performance or the nature of their social media  
engagement.  
Second, the research employed a cross-sectional design, capturing data at a single point in time. This limits the  
ability to establish causal relationships between social media usage and academic outcomes. Longitudinal  
studies would be more effective in tracking changes over time and identifying trends in digital behavior and  
academic performance.  
Third, the study was confined to one institution, which may limit the generalizability of the findings. The  
cultural, academic, and technological environment of Adamawa State College of Health Science and  
Technology may differ from other colleges or universities in Nigeria, especially those in urban centers with  
broader access to digital resources.  
Additionally, the study focused primarily on popular platforms such as WhatsApp, Facebook, TikTok, and  
YouTube. While these platforms dominate student usage, other emerging or niche academic tools may have  
been overlooked, potentially narrowing the scope of analysis.  
Finally, external factors that could influence academic performance, such as socioeconomic background,  
mental health, quality of instruction, and access to learning materials were not controlled for in this study.  
These variables may interact with social media usage in complex ways that were beyond the scope of this  
research.  
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Despite these limitations, the study offers a valuable foundation for understanding how students engage with  
social media and how such engagement relates to academic success. Future research should aim to address  
these constraints by incorporating broader samples, longitudinal designs, and more controlled variables.  
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