IMPACT OF SOCIAL MEDIA ON ACADEMIC

PERFORMANCE OF GRADUATE STUDENTS IN

KATHMANDU
Janga Bahadur Hamal*

Abstract
This study aims to identify the relationship of social media useon academic performance of
students. The study is based on 176 sample responses generated from masters’ level second
semester management students of different universities in Kathmandu. The study used structured
questionnaires which constituted multiple choice and Likert scale items for collection of cross-
sectional data. The study has used descriptive analysis, frequency responses, and Chi-square test
in order to identify significant differences in frequency of responses over different Likert scales
and association between the variables.The study showed that engagement in social media has a
negative relationship on academic performance of students. However, most students feel that its
use should not be stopped. The study thus recommends that students need to be informed about
pros and cons of social media, and the universities should engage students in teaching learning
activities through social media.
Keywords: academic performance, social media, student, study hour, test score.

Introduction
The technological and digital advancement of the world has helped the communication sector take
a major leap, as the different social networking sites have greatly facilitated in connecting people
(Kolan&Dzandza, 2018). Its rapid development cannot just be felt in day-to-day communication
of individuals but also in its high degree of penetration in wide array of sectors from education to
entertainment to conducting business. The platforms created by the internet, also known as social
media including Facebook, Twitter, Instagram, LinkedIn, YouTube, and many others, have
become a powerful tool in the 21st century as they are used for multitude of activities where
individuals create, share and deliberate on different available contents (Mahmud & Bukhari,
2019).Factors like convenience, flexibility, functionality, and free or marginal cost for use, has
increased the adaptation of social media by a phenomenal level (Brown, 2010). Today, social
media is considered to be an imperative aspect of individuals’ lives (Boyd & Ellison, 2007). The
platforms have indeed made it easier for people to make new connections, and exchange
information (Coyle & Vaughn, 2008). Attributable to the same, social media has contributed
immensely to the society by facilitating discourse on numerous important agendas that include,
but is not limited to, new trends, environment, politics, cultural backwardness, and many others
(Asur& Huberman, 2010).

*
Assistant Professor of Saraswati Multiple Campus (Management Faculty), Tribhuvan University, Nepal.
IJMSS, Vol. 2, No. 2, July, 2021 Janga Bahadur Hamal

Nowadays, majority of individuals, especially youngsters frequently use social media for
purposes like keeping in contact with friends and family, and learning. Thus, interaction in social
media has surpassed the different forms of communication that existed traditionally (Baruah,
2012). However, it has been identified that the use of social media has both advantages as well as
disadvantages. One of the most phenomenal achievement of social media has been regarding the
distribution of knowledge and information amongst a vast group of people which has indeed
increased the communication skills and learning skills of students and learners(Licardi et al.,
2007).The use of social media has become an integral part for both teachers and students in
exchange of knowledge and information. To validate the same, numerous studies have been
conducted that portray the benefits of social media on education. Yunus et al. (2012) identified
that participation on social networks like Facebook and Twitter helped students to improve their
vocabulary as well as writing skills. Likewise, Asad, Mamun and Clement (2012) revealed that
social networking sites helped students to exchange assignments, and resources and conduct
discussions on academic subjects. While at that, studies have also found social media to have
negative or absolutely no effect on education or student performance. Negussie and Ketema
(2014) concluded in their study that there is no significant relationship between time spent on
social media and students’ grade point average (GPA). Ahmed and Qazi (2011) also discovered
similar results. Mehmood and Tawir (2013) clarified the variation from their finding thatsocial
media networks and the internet can have both negative and positive effect on educational
performance of students.
The aforementioned studies distinctly illustrate the controversy regarding the effect of social
media on education. While some studies reveal phenomenal contribution of social media towards
improvement of academic performance of students, others show that it results in drop in student
grades and academic performance as a result of minimal time allocation for studies.With the
growing trend of use of social media in education, it is imperative to identify the effect of use of
social media or internet on educational performance of students. Its significance lies on
understanding the impact on learning skills to help generate policies by both schools and higher
education institutes that could facilitate in enhancing the learning ability and pattern of students.
Additionally, it is vital for making evidence-based decision not only by educational institutions,
but also by policy makers and guardians regarding the use of such social networking sites for the
purpose of knowledge and information dissemination.
Devi, Gouthami, and Lakshmi(2019), the knowledge regarding use of social media and its impact
is an imperative phenomenon that has insinuations for teaching as well as learning process of both
teachers as well as students. It is thus important to identify the gap, if any, in adaptation of social
media in terms of enhancing learning experience and leverage it to improve efficiency in
educational system. The research on such subjects can thus help to an extent to advance patterns
of sharing and exchanging of information, discussing and commenting on ideas, and creating new
knowledge. Simply put, it can enhance the learning experience as a whole.This paper thus aims to
identify the impact of social media with academic performance of students of graduate level under
management faculty in Kathmandu.

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Literature Review
Peter (2015) revealed that majority of students are addicted to social media and also suggested
that there should however be a balance between the use of social media and academic activities to
help mitigate the risk of downfall of academic performance. On the other hand, with the help of
cross-sectional survey and factor analysis Al-Menayes (2015) concluded that excessive use of
social media negatively impacted the academic performance of undergraduate students. Acheaw
and Larson (2015) showed that use of social media platforms had a negative and significant
relationship with academic performance of the students. The study recommended that students
should be encouraged to use the available internet as an alternative source of knowledge and
discouraged to overspent time chatting with friends.Mensah and Nizam (2016) revealed that
factors like time appropriateness, people-friend connection, nature of usage and health addiction
had significant impact on academic performance of students, while time duration and
security/privacy had no effect on academic performance. The study suggested that abnormal use
of social media by students, it is important for universities and colleges to educate the students on
positively using the platforms to enhance the academic performance.
Literature, however, also revealed positive impact of social media on student learning and
academic performance. A qualitative study conducted in Beijing Normal University, China in
students revealed that social media platforms are highly preferred by students of higher
institutions, and they further support the idea that social media contributed significantly to the
development of students’ academic life (Boateng &Amankwaa, 2016).The proper usage of social
media held significant promise to positively impact academic performance of students. The study
went on to acknowledgeas long as students are serious learners, social media re-engages them in
the learning process and enhances their academic performance (Onyeka, Sajoh&Bulus, 2013).
Teachers and students should alike avail social media platforms like Facebook, Whatsapp, Twitter
and Youtube as interactive forum for teaching and learning activities as they positively
contributed to the academic performance of students (Olowo et al., 2020).
The students using the social media platforms for academic purposes instead of non-academic
purposes, were found significantly greater and positive impact of the use of social media in their
academic performance compared to their counterparts. The study further suggested that if used by
educators and teachers as a tool to ease and improve learning environment, then social media
holds the promise to enhance students’ learning (Sivakumar, 2020). A study of undergraduate
level government college students in Kashmir found that these platforms greatly help students to
share knowledge and information which students had been using as a tool to enhance their
learning (both reading and writing) methods with significant benefit, implying a direct
relationship between the two (Palla& Sheikh 2020). In this way, the study highlighted the
importance of incorporating social media platforms in the pedagogical activities of students.

Methodology
The study has employed the cross-sectional and descriptive research design. For the same, the
target population of the study is the number of students studying in second semester of master’s
level under management stream in Kathmandu valley. The primary data was collected by
distributing structured questionnaire to 180 studentsduring October – November 2020, out of

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which 176 (98%) responses were recorded. Among the respondents, 29 percent of the respondents
were studying at TU affiliated colleges 34percent at TU constituent colleges, and 39 percent were
affiliated to other universities. The selection of respondents from various campuses, however,
were not significantly different (2 = 0.2621). The structured questionnaire included multiple
choice questions and Likert scale items. The sample students were masters’ level second semester
management students from 6 different colleges in Kathmandu. For the purpose of descriptive
analysis - frequency, percentage, mean and graphical tools have been employed. Likewise, in
order to identify significant differences in frequency of responses over different Likert scales and
association between the variables, the study has used Chi-square test. The identified findings have
been presented in the form of bar graphs, heat plots, density plots and tables.

Results
Descriptive statistics
A total of 176master’s level second semester management students participated in the survey. Out
of the total respondents, majority (57 percent) were male, whereas a significant number (43
percent) were female. More than 50 percent of the respondents were from outside Kathmandu
valley. The survey constituted of respondents who belonged to TU constituent colleges (39
percent), TU affiliated colleges (29 percent) and other colleges (32 percent). Majority of
respondents (36 percent) have used social media for three to six years. A significant number (34
percent) have used social media for six to nine years and 20 percent have used social media for
more than nine years. Only nine percent of the respondents have used social media for less than
three years.
Table 1
Profile of respondents
Demography Characteristics Frequency Percent
Male 100 57
Gender
Female 76 43
Inside Kathmandu Valley 85 48
Address
Outside Kathmandu Valley 91 52
TU constituent 68 39
University TU affiliated 52 29
Others 56 32
Less than 1 year 2 1
1-3 year 15 8
Use of Social Media 3-6 year 63 36
6-9 year 60 34
More than 9 years 36 20

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Popular Social Media Platform and their Usage

The results depicted that the most popular social media platform among students is Facebook,
followed by Instagram and Viber.Less than 10 percent students reported to be using other forms
social media except Facebook, Instagram and Viber.Facebook is the go-to social media platform
for majority of students (39.4 percent). It is followed by Instagram (19.4 percent) and Viber (18.1
percent). It further reveals that platforms like LinkedIn which have globally been known to
enhance professional networks of users have not gained ground among post-graduate level
students in Nepal.

Figure 1.Time of use of social media.

Figure1 shows that a major proportion of respondents have got into social media less than a
decade ago. A majority of respondents (36 percent) have been using social media for three to
sixyears and equally many respondents (34 percent) said that they have been using social media
for six to nine years. As many as 21 percent students responded that they have used social media
for more than nine years. Only 1.1 percent respondents have used social media for less than a
year. As depicted by the chi-square test (2 < 2.2e-16), there exists significant difference among
respondents who have been using social media across different times.
Likewise, the study also showed that majority of students (34 percent) use social media for 1 to 2
hours per day. Figure 2 shows that only 0.6 percent of the students do not use social media every
day. A significant number of students (22.6percent) responded that they use social media for more
than 3 hours per day.Figure2 reveals that majority of students in Nepal use social media every day
and it is an integral part of their lives. The chi-square test showed that there is significant
difference in the per day use of social media by different students. The chi squared value was 6.
513e-13.

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Figure 2.Per-day use of social media.

Preference of connection and impact on habit

The study revealed that a majority of the students, i.e. 58.4% preferred to primarily connect with
friends via social media platforms that they were using. A 19.5% of respondents shared that they
were using these platforms to connect with family members and relatives. Among them, 7.4%
reported to choose to be by themselves while being active in social media while the remainder of
the respondents were using these platforms to connect with colleagues or build new connections
with unknowns.
A 69 percent of respondents acknowledged that use of social media had led to some changes in
their habits. Among these changes, most significant were seen in two aspects – sleep cycle and
study. Out of 62% respondents who acknowledged this change in habit shared that they were
sleeping later after beginning to use social media. Similarly, 26% of those who acknowledged
change in habit reported that they felt most significant change in their study habit.

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Impact on study hours

Figure 3 revealed that social media engagement has led to a significant reduction in study time for
the respondents. While 2% of respondents were studying for 9-12 hours a day before they started
actively using social media platforms, now only 0.6% of respondents gives equally many hours to
studies. Similarly, while 42.5% of respondents were giving three to nine hours a day for studies,
not only 27.64% of respondents do so. On the other end of the spectrum, while only 55.4% of
respondents were spending less than three hours per day on studies, now the same has gone up to
71.76%. It should be noted here that the respondents’ distribution was significantly different over
different hours of class rangesfor both before (2 = < 2.2e-16) and after (2 = 2.2e-16) they started
becoming active in social media.

Figure 3. Impact of social media usage on study hours (before being active in social media, and
after).

Impact of Social Media onStudy

As reflected by the heat plot in figure 4, for most of the respondents (36.4%), the use of social
media moderately impacted their studies. However, a total of 59.5% respondents reported
that their study was either least affected or feebly affected or not affected at all by the use of
social media. The mean of the response on the scale of 1 to 5 reflectsa value of 3.14,
with a standard deviation of 1.3. The responses were also significantly different among each other
(2 = 9.887e-14).

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Figure 4. Heat plot showing effect of use of social media on study.

Effect of social media on academic performance

Figure 5represents the density plot showing the distribution of the percent decrease in academic
percentages due to the use of social media and the vertical line reflects the mean value.36% of
total respondents reported that use of social media had caused their academic performance to
decline by 0-5%. However, almost equally many, i.e. 33.7% reported that use of social media had
caused a decline of 5-10% on their academic performance, and another 15% reported a dip in
performance of greater than 15%. Overall, the study revealed that among the sampled students,
engagement in social media was having a negative impact on their academic performance.

Figure 5. Density plot showing effect of social media on student performance (percent).

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Impact of social media on test scores of students

Figure 6 shows the comparison between the test scores of the respondents by the grade that they
were enrolled in revealed that Bachelor 1st year students were securing lowest scores in their
exams. High school students were found to be securing higher marks at an average of 63% per
student. During undergraduate level, the mean score of students was found to be lesser than high
school level, and even within the undergraduate level, first year students were found to be scoring
lowest in their tests. This could partly be explained by the general trend in Nepal where students
from all over the country travel to major cities to pursue their higher studies, and in this phase,
they make the highest number of new friends. The impact of social media usage in study hours as
well as students’ preference of social media platforms and who to connect with in these platforms
corroborates this finding on impact of social media usage on test scores in light of thisgeneral
Nepalese context.

Figure 6. Impact of social media usage on test scores (by grade).

Overall impact of social media on academic performance of college students

The survey also asked students to share their reflections on the impact of use of social media on
their own academic performance. Students were asked to rank their reflection on a scale of one to
five where one signified that students strongly agreed with the proposition and five signified that
they strongly disagreed with it. Twelve propositions were offered to the students, including but
not limited to, social media engagement leads to drop in academic performance; social media
causes distraction leading to negative impact on academic performance; games and social

45
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MSS, Vol. 2, No.
N 2, July, 2021 Jangaa Bahadur Ham
mal

neetworks weakken the conceentration of students;

s sociaal media helpps enhance coonnections with
w
teeachers and classmates; stoopping use off social mediia would impprove academiic performancce;
soocial media im mproves readding skills; annd social media causes deeterioration oof grammar and a
sppelling. Meann values of sccores assign by b the studentts themselvess on these proopositions ran nge
frrom 1.38 to 4..51. Overall, thet result indiicates that moost of the colllege students tend to strong
gly
aggree that propper use of soccial media enhhances academ mic performannce. Howeverr, it can also be
obbserved that addiction
a to soocial media iss becoming a problem for it i currently afffectingstuden
nts’
accademic life negatively.
n M
Most of the college
c studen
nts find it harrd to concenttrate on studies
beecause social media offers a quick and pleasant distrraction in the form of varioous games, ch hat
w
windows, oppoortunities to post photos annd status updaates, etc. To soome, social mmedia providess a
veery useful plaatform to connnect with peeers and teachers and discuuss course andd test materiaals.
M of responndents are unsuure about wheether the use of
Most o social media has improvved their readiing
skkills or use of English lannguage, or acttually caused a deterioratioon of the sam me. That said, a
m
majority of thee students stroongly disagreee with the stattement that soocial media nnetwork sites are
a
peersonal/social and thus cannnot be used foor educational purposes.

Students’ peerspective on
o future use
u of sociall media
Evven though thhe responses reflect
r that thhe students’ academic perfo formance has been negativeely
im
mpacted by thhe use of sociaal media, 89 percent
p of thee respondents believe that tthe use of soccial
m
media should not
n be stopped altogether as a shown in figure
f 7. Thiss is an importtant finding and
a
beegs for a discoourse on how social media can
c be leverag ged to create a positive imppact on studen
nts’
accademic perfoormance if thee students are not
n readily wiilling to give upu the use of these platformms.
Thhese results support the neeed to reorientt existing teacching learningg practices and build new IT-
I
orriented teachinng pedagogy.

Yes No

11%
%

89%

Figuree 7. Willingneess to give up use of social media.

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IJMSS, Vol. 2, No. 2, July, 2021 Janga Bahadur Hamal

Discussion
The study has revealed that there exists a negative relation between the use of social media and
the academic performance of students, with more than 80 percent students reporting a decline in
their academic performance due to the use of social media. Similar findings were also identified
by Al-Menayes (2015) and Acheaw and Larson (2015). The negative impact can be attributed to
the use of social media platforms to build digital connections with acquaintances and share
updates about personal or general events rather than using available groups and forums to engage
in discussions with like-minded individuals or conducting other academia related activities
(Yunus& Salehi, 2012).
Similar pattern was evinced in thestudy, as itshowed that almost three quarters of the students
joined social media within the past ten years of conducting the study with the highest proportion
(36%) using it for three to six years. The two highest go-to platforms for students were Facebook
and Instagram.The amount of time spent by students on these platforms, when looked at in
conjunction with the impact of social media usage on their academic performance points towards
the fact that students have not been availing from the opportunities that social media offers to
enhance educational outcomes to its potential. The survey has revealed that students prefer to
limit their connection to friends and family, spend a significant amount of time on Facebook and
Instagram, and are compromising their sleep hours and study hours to make time for social media
usage. Currently, social media is acting more like a distraction in the form of opportunities to
share status, stories, post photos, play games, and chat. Very small number of students are using
social media as a means to connect with their educators. Half of the respondents acknowledged
that their academic performance has declined more than 5% since using social media. Sivakumar
(2020) in his study also demonstrated similar threats that could negatively impact the academic
performance of the students. Likewise, Peter (2015) also mentioned that students are addicted to
social media and thus creating the right balance between academic and non-academic use to
mitigate potential threat of academic performance degradation is imperative.
Having said that, strictly regulating the usage does not appear be the best move to improve
students’ learning. Even the go-to social media platforms like Facebook can be used as an
effective tool to complement classroom learning, and if done right, social media can be used as
added hours of learning (Moghavvemi&Salarzadeh, 2018). As students seem reluctant to give up
the usage in the future despite acknowledging that their indulgence on social media is causing a
negative impact in their studies, there is a need to incorporate use of social media into the
pedagogy to enable educators and students to harness the potential of social media in enhancing
the academic performance. Different scholars, like Mensah and Nizam (2016), Sivakumar (2020),
and Onyeka, Sajoh and Bulus (2013), in their research also suggested that in light of abnormal use
of social media, education institutes should engage in spreading awareness regarding proper and
positive use of such platforms such that the academic performance of the students can be
enhanced. Likewise, their findings also revealed that proper usage of social media where students
engage in learning platforms than other distractive materials on the internet, the academic
performance is bound to improve. Thus, both teachers as well as students should be educated and
encouraged to use interactive forum for teaching and learning activities (Olowo et al., 2020).
The potential improvement in academic performance by aforementioned suggestions is supported
by the fact that over 90% of students believe that the use of social media should not be stopped.

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Even though most of the students have not been able to benefit academically from social media,
they tend to believe that social media can contribute positively to learning.

Conclusion
From the survey of 176 students, it is seen that social media is having a negative impact on the
academic performance of students. Yet most students feel that its use should not be stopped.
Literatures support the possibility of leveraging social media as a complementary to classroom
learning. Hence, it now falls on the educators to work with the students to explore avenues for
incorporating use of social media into the pedagogy. The study suggests the student community to
be aware of the pros and cons of using social media as well as theyshould be engaged in teaching-
learning activities through the use of recent information technologies so that group as and project
work can be formulated in the curricula by the educators to enhance collaborative learning. The
study on undergraduate level students covering large scope of study would further recommend the
suggestions and ideas for innovative ideas to build-in use of social media in the pedagogy.

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