Effects of Social Media Engagement on Academic Productivity

Abstract

Use of social media among Pakistani secondary school students has also generated concerns regarding its effects on academic productivity. This research sought to evaluate the quantitative association between social media use patterns and academic performance among urban Pakistani secondary school students. A cross-sectional quantitative study was conducted among 800 secondary school students (grades 9-12) from five major cities of Pakistan using a stratified random sampling design. Data were collected using validated questionnaires for measuring levels of social media use and measures of academic productivity. Chi-square tests and correlation analyses were utilized for testing associations between variables. There were positive and significant associations between social media use levels and academic productivity (χ² = 47.83, p < 0.001). Students with high social media use (>4 hours/day) had significantly lower academic productivity scores than moderate and low users. Use of TikTok and Instagram had the strongest negative correlations with GPA (r = -0.42, p < 0.001 and r= -0.38, p < 0.001, respectively). Differences by gender were significant, with female students having stronger negative associations between social media use and academic performance. High use of social media is negatively correlated with academic productivity among Pakistani secondary school students. The results support optimal use guidelines of 2-3 hours per day to ensure social connectivity without affecting academic performance. Educational interventions aimed at digital wellness and time management are warranted.