Impact of social media on the academic performance of college students in Kashmir

Abstract

Purpose The use of social media is prevalent and having the largest number of members than any other online platform available on the internet. Members of all age groups use social media websites according to their needs. This study aims to investigate the impact of social media usage on the academic performance of college students in Kashmir. Design/methodology/approach A structured questionnaire was formulated and a survey was carried out to collect data from the undergraduate students of different government colleges in Kashmir. The questionnaires were distributed randomly among both, male and female of the first, second and third year students of different undergraduate programs. Findings The findings show a majority of the students use social media networking sites to fulfill their educational needs. YouTube is the most largely used social media network among undergraduate students. A majority of the students feel that social media networks are easy to use and they have been using these sites for the past three years. The use of social media greatly helps the students to share knowledge and information with others, to improve their academic grades and to improve their reading and writing skills. A majority of the students spend an hour in using social media networks. Students use their laptops, mobile phones and personal computers to access social media websites. Social implications This study will help to highlight the important role of social media networks in the pedagogical activities of students. Originality/value This study affirms that students do use social media networking sites for academic purposes, which is a good factor to improve their academic skills and grades. Teachers must encourage their students to make the best use of social media networking sites for recreational and academic purposes.

Effect of Social Media Use on Academic Performance among University Students in Bangladesh

“…In addition, the academic performance and career development of the students largely depend on the social networking sites [12,16,17] as they spend much of their time on these sites [18]. So, it is evident to say that social networking websites are playing a key role in the academic sector [18,19,20].…”

Assessment of Information and Communication Technology Competencies in Design-Based Learning Environments

“…This element is for improving learners' experiences of determining a solution strategy, which may be missing for a newly encountered problem. Video search engines, which improve critical thinking skills and in-depth learning (Clifton & Mann, 2011;Palla & Sheikh, 2020;Ruggieri, 2020), are appropriate for determining which solution strategy is the most suitable for the problem. Also, video search engines enable learners to engage in the learning environment while allowing them to see the elements of the environment in detail (Guo et al, 2014;Halpern et al, 2020).…”

“…Podcasting, Concept Maps, Virtual Communities of Practice (Besser et al, 2021), (Mitchell et al, 2021), (Moryl, 2013), (Novak, 1990), (Brown et al, 1989), (Brondfield et al, 2019), (Marzano & Miranda, 2021), (Shin & Jeong, 2021) c. Manipulation Space Simulation tools, Data Analysis Software, Electronic Spreadsheet Software (Jonassen, 1999) 2.Related Case Search Engines, Video Search Engines (Lazonder, 2001), (Mracek, 2019), (Clifton & Mann, 2011), (Palla & Sheikh, 2020), (Ruggieri, 2020), (Halpern et al, 2020),…”

“…Orthogonal and oblique rotation methods are (Dershowitz & Treinen, 1998) b. Problem Representation Podcasting, Concept Maps (Besser et al, 2021), (Mitchell et al, 2021), (Moryl, 2013), (Novak, 1990), (Brown et al, 1989), (Brondfield et al, 2019), (Marzano & Miranda, 2021), (Shin & Jeong, 2021) c. Manipulation Space Simulation Tools, Electronic Spreadsheet Software (Jonassen, 1999) 2.Related Case Video Search Engines (Clifton & Mann, 2011), (Palla & Sheikh, 2020), (Ruggieri, 2020), (Halpern et al, 2020) 3.Information Resources Search Engines, E-Museums, Online Questionnaires, RSS (Lazonder, 2001), (Mracek, 2019), (Çalık et al, 2016), (Neill, 2008) (Bozanta & Mardikyan, 2017), (Zhang et al, 2016), (Warschauer, 1995), (Cassany et al, 2019), (Kapoor et al, 2019), (Ngaleka & Uys, 2013), (So, 2016), (Bouhnik & Deshen, 2014), (El Mhouti et al, 2016), (Arroyo et al, 2020), (Bakla, 2020), (Gurung et al, 2016), (Savelyeva et al, 2021), (Lin et al, 2014), (Ishtaiwa & Aburezeq, 2015), (Duffy & Bruns, 2006), (Kim & Kim, 2020), (Li et al, 2021) (Trocky & Buckley, 2016), (Ioannou et al, 2015),...…”

“…(Jonassen, 1999) 2.Related Case Video Search Engines (YouTube, etc.) (Clifton & Mann, 2011), (Palla & Sheikh, 2020), (Ruggieri, 2020), (Halpern et al, 2020) 3.Information Resources Search Engines (Google, Yandex, etc. ), E-Museums, Online Questionnaires, Web Feeds (RSS) (Lazonder, 2001), (Mracek, 2019), (Çalık et al, 2016), (Neill, 2008), (Sue & Ritter, 2011) 4.…”