Impact of social media apps on student academic performance

See discussions, stats, and author profiles for this publication at: https://www.researchgate.
net/publication/360182469
IMPACT OF SOCIAL MEDIA APPS ON STUDENTSACADEMIC PERFORMANCE
Article in Jilin Daxue Xuebao (Gongxueban)/Journal of Jilin University (Engineering and Technology Edition) · April 2022
DOI: 10.17605/OSF.IO/7KVF6
CITATIONS READS
0 479
5 authors, including:
Sarfraz Nawaz Muhamad Izhar

Superior University Govt. Higher Secondary School Fazilpur (Rajanpur)
3 PUBLICATIONS 0 CITATIONS 1 PUBLICATION 0 CITATIONS
SEE PROFILE SEE PROFILE
All content following this page was uploaded by Sarfraz Nawaz on 01 February 2023.
The user has requested enhancement of the downloaded file.

Jilin Daxue Xuebao (Gongxueban)/Journal of Jilin University (Engineering and Technology Edition)
ISSN：1671-5497
E-Publication：Online Open Access
Vol: 41 Issue: 04-2022
DOI 10.17605/OSF.IO/7KVF6
IMPACT OF SOCIAL MEDIA APPS ON STUDENTSACADEMIC

PERFORMANCE
1SARFRAZ NAWAZ, 2MUHAMMAD WASEEMIQBAL, 3SYED PERVEZ HUSSNAIN

SHAH, 4MUHAMAD IZHAR and 5MUHAMMAD ZAHEER-UD-DEEN BABAR
1Ph.D Scholar, Department of Computer Science, Superior University, Pakistan, and Lecturer at Govt.
Graduate College Kamoki
2Ph.D. Computer Science, Assistant Professor at Superior University Lahore, Pakistan.
3Ph.D Scholar, Department of Computer Science, Superior University, Pakistan, and Lecturer in Lahore
Leads University, Pakistan

4Ph.D Scholar, Department of Computer Science, Superior University, Pakistan, and working as a Subject
Specialist (CS) Govt. Higher Secondary School, Rajunpur, Pakistan

5Ph.D Scholar, Department of Computer Science, Superior University, Pakistan
Abstract
The main purpose of this investigation is to decide the positive impact of social media apps on the
academic performance of students including Females and Males of Universities and Colleges. Based
on arbitrary sampling, a sample of 1500 students was chosen. A Survey-basedQuestionnaire was
utilized as amajor source for information collection. The 100% poll got back from the respondents on
which expressive statistics applied for information investigation. Results demonstrate that the impact
of social media apps can be positive as this examination decisively resolved the genuine impact of
social media apps. In the later time, it encourages the future career of students in Institutions. The
Social Media Apps(SMA) like Facebook, Whatsapp, YouTube, Twitter, and other social media apps
capture the consideration of students including females and males for study and influence decidedly
their scholarly grade considerations.
Keywords:Social media apps,Whatsapp, Facebook, Twitter, YouTube, impact, students, Arithmetic
Mean. Academic performance
1 INTRODUCTION
Social media is a term which is used as the medium of communication between peoples.
Now a days, social media is the most wonderful invention of communication between
peoples in internet technology[1]. Despite the fact that, there is loss of protection and
wellbeing, web-based media furnishes openings for interfacing with friends, classmates
and individuals with shared interest[2].
April 2022 | 177

ISSN：1671-5497
Vol: 41 Issue: 04-2022
Today, the internet has become the part of people’s lives. It is very hard to think that a
young man between 18 and 35 years age cannot leave without checking the updates in a
day regarding social networks. The modern digital era focuses on the current news, prac-
tices and tendencies. However, does this trend affect the student academic perfor-
mance?[3]
The Internet provided the platform for communication regarding government, businesses,
research companies, education institutions and other companies to connect with one an-
other. It provides a cheap medium for exchanging information among peoples and com-
puters regarding geographical limitation[4]
In this research, social media means social media websites such as Face-
book,Whatsapp,YouTube,Twitter etc., which are used to share data in the form of nu-
meric ,alphabetic ,alphanumeric ,image, video ,audio and other supporting files among
peoples.So,in this context, students are producers when students posted any message
and students are consumers when students read any message[5]
1.1 Problem Statement
In such manner that the examination researches the effect of online media sites on un-
derstudy scholarly execution somewhere in the range of 18 and 35 years in Colleges and
Universities.
1.2 Purpose of Study
The purpose of this study is to probe the impact of social media on student academic
performance in Colleges and Universities in connection with age limit between 18 and 35
years.
1.3 Research Method
First of all, the researchers collected the literature using relevant research papers. A sur-
vey is conducted on the basis of questionnaire. Responses of questionnaire are assessed
by SPSS tool and excel on the basis of statistical analysis. The researcher is to identify
the impact of social media on the students’ academic performances between 18 and 35
years age studied in Colleges and Universities.
1.4 Expected Outcome
Expected outcome indicate that the effect of social media web sites can be positive as in
this research closely determined the real effect of social media web sites.
April 2022 | 178

ISSN：1671-5497
Vol: 41 Issue: 04-2022
2 LITERATURE REVIEW
The study is conducted to investigate the impact of social media on student academic
performance in Colleges and Universities. A questionnaire based on survey of sample
size 300 is conducted. The questionnaire response was assessed by percentage, cumu-
lative percent, regression and coefficient of regression using SPSS tool. The results indi-
cate the positive impact of social media on student academic performance[1].
This research focuses to investigate the impact of social media on student academic per-
formance of India.A survey of sample size 100 isconducted on the basis of question-
naire.The Questionnaire responses were assessed by Pearson Chi Square using SPSS
tool.The results shows that students scoring 60-80% marks commonly used social media
web sites for entertainment[2].
The purpose of Study is to probe the impact of social media on student academic perfor-
mance of selected Colleges Students in Saudia Arabia. A survey connecting to question-
naire of sample size 70 is conducted .Questionnaire responses were assessed by mean
and average weighted mean by using SPSS software. The results depicts in terms of
positivity that 16.1% strongly agreed 60% agreed 21.7% neutral and 1.7% disagree of the
positive effect[3].
According to (AgwiUche Celestine et al.),research is conducted to explore the impact of
social media on student academic performance in Samuel Adegboyega University. A
questionnaire based on survey of sample size 166 was assessed by Analysis of Variance
method using SPSS software. The results show that p Value is 0.869 which indicates the
correlation between student activities on social media and their academic performance[4].
According to WaleedMugahed et al., The study is conducted to investigate impact of
social media use on academic performance among university students. The sample size
is 80 students. Responses from respondents based on questionnaire survey were as-
sessed by SPSS tool using Correlation coefficient method. The results show the positive
impact of social media on student academic performance among University students[5].
Researchers explore the impact of social media on student academic performance in
Higher Education. A survey is conducted based on interview of sample size 10.The results
shows that social media web sites are widely used by students for higher education[6]
Another study is conducted to explore the impact of social media on student academic
performance of University of Jordan. A survey is conducted by questionnaire based on
the sample size of 366 students. Linear Regression-test and ANOVA test were employed
by SPSS tool. The output shows the positive impact of social media web sites on student
academic performance at University of Jordan[7]
April 2022 | 179

ISSN：1671-5497
Vol: 41 Issue: 04-2022
According to Okereke,C.Ebele(Ph.D.) and Lucky U. Oghenetega(CLN),the purpose of

study is to scrutinize the impact of social media on student academic performance of Uni-
versity in Nigeria. Responses of Questionnaire based on sample size of 100 students
were assessed by percentage using SPSS tool. The results showed that 30.61% students
use social media web sites for academic purpose. These results depict the low perfor-
mance of students in Nigeria[8].
The researcher is to analyze the impact of social media participation on academic perfor-
mance in undergraduate and Post Graduate students. The sample size for this research
is 1960 students. The descriptive analysis results demonstrates that 21% students took
part in the Twitter based Continuous assessment activity and shows better academic re-
sults than whose does not participate in this activity[9]
The study is to probe the impact of social media usage on academic performance of Uni-
versity students. The sample size for this study is 191 students. A survey based on ques-
tionnaire responses was assessed by Pearson Correlation and sig. value using SPSS
software. The consequences manifest that utilization of social media has a converse re-
lationship with academic performance of students[10]
The grail of this study is to evaluate the impact of social media on the academic perfor-
mance of second year medical students at College of Medicine, University of Babylon,
Iraq. A survey was conducted by online Questionnaire of sample size 57 students and
responses from online questionnaire were judged by correlation and Confidence interval
using SPSS tool. The outcome communicated that forty two percent students have useful
effect on their student academic performance[11].
The target of this research is to explore the association between social media and aca-
demic performance with respect to Facebook. The analysis focuses on researcher’s ob-
servations and sites. The research stipulated that a great number of students are utilizing
social media web sites with more attention on Facebook, which in succession adverse
effect their academic outputs[12].
According to MoniaOueder and InamAbousaber, the research is to scrutinize the impact
of social media usage on student academic performance at Tabuk University Saudia Ara-
bia. The survey based on questionnaire was assessed by numbers of hours spent inquir-
ing the social media sites and academic performance for the students. The sequels con-
veyed that forty two percent students confirmed the positive impact of social media on
student academic performance. Furthermore, Youtube is the best social media web site
concerning positive student academic performance.[13]
The goal of study is to look over the use of social media and its impact on student aca-
demic performance at Ghana. Questionnaire responses of 1578 students were evaluated
by frequency distribution and percentage using SPSS tool. The out-turns conveyed that
April 2022 | 180
ISSN：1671-5497
Vol: 41 Issue: 04-2022
more use of social media web sites, the less academic performance of students will rec-
ord[14].
The Online Journal of Distance Learning and e-learning, April 2020 Volume 8, Issue 2
confirmed that the goal of study is togo into the impact of social media on academic per-
formance of school students in Cuddalore District. The one Thousand responses of ques-
tionnaire were evaluated by using SPSS tool. The outcome exposed that eighty percent
students answered in academic performance[15].
The outcomes show that there was a pessimistic connection between online media utili-
zation and helpless scholarly execution. Others factor like absence of time the executives
was featured as the justification powerless scholarly execution. In light of these discover-
ies, it very well may be Used to propose the fitting strategies for understudies in oversee-
ing and adjusting their time in online media without contrarily sway their scholastic accom-
plishment[16].
Our outcomes show the adverse sequels of web-based media utilization, recognizing di-
verse impact examples of web-based media on scholarly exercises and underline the
need to consider it and control the cell phone use in scholastic settings[17].Results ac-
quired show that online media determines emphatically and fundamentally community
learning with communication with peers, cooperation with manager, commitment, seen
convenience, and saw value[18].
3 METHODOLOGY
3.1 Problem Statement
The smart phones and enhancement in social media has a great impact on the people
now communicate on a daily basis. The use of social media web sites among the students
between 18 and 35 years age are growing exponentially and more popularity. Students
get addicted to the use of social media web sites as they engaged on one activity such as
Facebook and continue to engage in other activity such as Whatsapp for next moment.
Due to increased popularity of social media web sites, there are growing over the student
academic performance regarding social media web sites.
In this regard that the study investigates the impact of social media web sites on student
academic performance between 18 and 35 years in Colleges and Universities.
April 2022 | 181

ISSN：1671-5497
Vol: 41 Issue: 04-2022
3.2 Data Collection

As per this investigation, the essential information is utilized. Thenecessary information
for this analysis study has been gathered through a questionnaire in both scenarios phys-
ically and online Google generated survey form; the information of survey is collected from
1500 respondents. Furthermore, this gathered information lead this examination study to
the investigation of the effect of web-based media on understudy's College and University
execution. Simultaneously, writing audit of this examination study will gave the auxiliary.
Wellspring of auxiliary information, which is, accumulated from distributed examination
articles.
3.3 Research Questions
TABLE 1.
Research Questions
Facebook
Is Facebook positively affecting the academic performance of student in
Q.1
routine life?
Is Facebook provides efficient learning as Groups and Pages are created
Q.2
by Scholars on Facebook helps students in their study?
Is Facebook provides satisfaction as I timely submit my assignments
Q.3
whether spending time on Facebook?
Whatsapp
Is Whatsapp positively affecting the academic performance of student in
Q.4
routine life?
Is Whatsapp provides efficient learning as Groups are created by Schol-
Q.5
ars on Whatsapp helps students in their study?
Is Whatsapp provides satisfaction as I timely submit my assignments
Q.6
whether spending time on Whatsapp?
YouTube
Is YouTube positively affecting the academic performance of student in
Q.7
routine life?
Is YouTube provides efficient learning as YouTube Channels are created
Q.8
by Scholars On YouTube helps students in their study?
Is YouTube provides satisfaction as I timely submit my assignments
Q.9
whether spending time on YouTube?
April 2022 | 182
ISSN：1671-5497
Vol: 41 Issue: 04-2022
Twitter
Is Twitter positively affecting the academic performance of student in rou-
Q.10
tine life?
Is Twitter provides efficient learning as Tweets are created by Scholars
Q.11
on Twitter helps students in their study?
Is Twitter providing satisfaction as I timely submit my assignments
Q.12
whether spending time on Twitter?
Other Social Media Apps
Q.13 The other Social Media Apps are affective tool for E-Learning regarding
improvement of Academic performance of student?
Is the other Social Media apps provide efficient E-Learning tool for im-
Q.14 provement in Students’ Academic performance as compare to book read-
ing?
Is the other Social Media Apps providing satisfaction for improvement in
Q.15
academic performance of students?
3.3 Selection of Parameters
 Students of Colleges and Universities must be between age 18 and 35.
 Students of Colleges and Universities must be familiar with the use of Social me-
dia apps such as Facebook, Whatsapp, YouTube and Twitter. Etc.
 Students must be included 50% female and 50% male
 Adaptive Social media sites such as Facebook,Whatsapp,YouTube,Twitter and
other social media apps e.g.Google Class Room etc.
3.4 Equations
The followings equations are used to analyze social media apps statistically and find out
the desired outcomes.
Arithmetic Mean = ∑ 𝑓𝑥/ ∑ 𝑓 (1)
Where x is the midpoint of given interval and f is the frequency,
CAM= [AM (RQx) +AM (RQx+1) AM (RQx+2)]/ 3 (2)
April 2022 | 183

ISSN：1671-5497
Vol: 41 Issue: 04-2022
Where CAM is the Combined Arithmetic Mean and AM means Arithmetic Mean and RQ
is the Research Question , and x is the research question number whose values must be
equal and between 1 to 15.
4 SAMPLING AND EXPERIMENTATION

4.1 Sampling
1500 respondents including 750 Female (F) and 750 Male (M) were just understudies,
who filled a survey. The information gathered were painstakingly surveyed to the meas-
urable programming for example SPSS and the outcomes were taken, as they were
needed for the investigation of this exploration study. Judgment sampling has been uti-
lized for information assortment. Class intervals are the choices which are given in Ques-
tionnaire form X is the Mid-Point which is calculated by adding the lower and upper bound-
ary and divided by 2, and f is the frequency which shows the occurrences of responses of
students in given interval. Arithmetic Mean (AM) and Combined Arithmetic Mean (CAM)
are calculated by the sum of no. of observations and divided by total no. of observations.
4.2 Experimentation
Facebook Statistical Analysis of Q. 1
The Table 2 shows the Statistical Analysis of Q. 1 related to female students for Facebook
response.
.
TABLE 2
Facebook Analysis for Female Students of Q. 1
Class In-
x f fx
terval
0-25 12.5 225 2812.5
26-50 38 352 13376
51-75 63 143 9009
76-100 88 30 2640
Total (∑) 750 27837.5
Arithmetic Mean (AM) 37.12
April 2022 | 184

ISSN：1671-5497
Vol: 41 Issue: 04-2022
The Arithmetic mean of group data for Female on the basis of 750 respondents who filled
the Questionnaire form is 37.12.
The Table 3 shows the Statistical Analysis of Q. 1 related to male students for Facebook
response.
TABLE 3.
Facebook Analysis of Male for Q. 1
Class In-
x f fx
terval
0-25 12.5 270 3375
26-50 38 300 11400
51-75 63 135 8505
76-100 88 45 3960
Total (∑) 750 27240
The Arithmetic mean of group data for Male on the basis of 750 respondents who filled
The Table 3 shows the Statistical Analysis of Q. 2 related to Female (F) students for Fa-
cebook response.
TABLE4
Facebook(Female)Statistical Analysis of Q. 2
Class Interval x f fx
0-25 12.5 234 2925
26-50 38 294 11172
51-75 63 202 12726
76-100 88 20 1760
Total (∑) 750 28583
April 2022 | 185
ISSN：1671-5497
Vol: 41 Issue: 04-2022
The Table 5 shows the Statistical Analysis of Q. 2 related to Male (M) students for Face-
book response.
TABLE 5
Facebook Analysis for Male (M) of Q. 2
0-25 12.5 90 1125
26-50 38 345 13110
51-75 63 225 14175
76-100 88 90 7920
Total (∑) 750 36330
The Arithmetic mean of group data for Male students on the basis of 750 respondents
who filled the Questionnaire form is 48.44.
The Table 6 shows the Statistical Analysis of Q. 3 related to Female (F) students for Fa-
cebook response.
TABLE6
Statistical Analysis of Female of Facebook of Q. 3
0-25 12.5 300 3750
26-50 38 320 12160
51-75 63 80 5040
76-100 88 50 4400
Total (∑) 750 25350
April 2022 | 186

ISSN：1671-5497
Vol: 41 Issue: 04-2022
The Arithmetic mean of group data for Female (F)on the basis of 750 respondents who
filled the Questionnaire form is 33.8.
The Table 7 shows the Statistical Analysis of Q. 3 related to Male (M) students for Face-
book response
TABLE7
Statistical Analysis Facebook for Male (M) of Q. 3
Class
x f fx
Interval
0-25 12.5 360 4500
26-50 38 300 11400
51-75 63 45 2835
76-100 88 45 3960
Total (∑) 750 22695
The Arithmetic Mean (AM) of group data for Male on the basis of 750 respondents who
filled the Questionnaire form is 30.26. The Combined Arithmetic mean of Facebook for
Female is 36.343 and Male is 38.34.
WhatappStatistical Analysis of Q. 4
The table 8 shows the Statistical Analysis of Q. 4 of Whatsapp for Females (F) students.
TABLE 8
Whatsapp Analysisfor Females (F) of Q. 4
0-25 12.5 148 1850
26-50 38 200 7600
51-75 63 202 12726
76-100 88 200 17600
Total (∑) 750 39776
April 2022 | 187

ISSN：1671-5497
Vol: 41 Issue: 04-2022
The Arithmetic mean of group data for Female students on the basis of 750 respondents
who filled the Questionnaire form is 53.04.
The table 9 shows the Statistical Analysis of Q. 4 of Whatsapp for Male (M) students.
TABLE 9
WHATSAPP Analysis of Males (M) of Q. 4
Class In-
x f fx
terval
0-25 12.5 45 562.5
26-50 38 345 13110
51-75 63 135 8505
76-100 88 225 19800
Total (∑) 750 41977.5
WhatappStatistical Analysis of Q. 5
TABLE 10 WHATSAPP Analysis of Females (F) of Q. 5

Class In-
x f fx
terval
0-25 12.5 120 1500
26-50 38 200 7600
51-75 63 320 20160
76-100 88 110 9680
Total (∑) 750 38940
April 2022 | 188
ISSN：1671-5497
Vol: 41 Issue: 04-2022
TABLE 11
WHhatsapp Male (M) Students Analysis of Q. 5
Class In-
x f fx
terval
0-25 12.5 0 0
26-50 38 180 6840
51-75 63 270 17010
76-100 88 300 26400
Total (∑) 750 50250
Arithmetic Mean (AM) 67
the Questionnaire form is 67.
WhatsappStatistical Analysis of Q. 6
TABLE 12
Whatsapp Analysis of Female (F) of Q. 6
Class In-
x f fx
terval
0-25 12.5 130 1625
26-50 38 220 8360
51-75 63 220 13860
76-100 88 180 15840
Total (∑) 750 39685
Arithmetic Mean 52.91
April 2022 | 189

ISSN：1671-5497
Vol: 41 Issue: 04-2022
TABLE 13
Whatapp Analysis of Male (M) students of Q. 6
0-25 12.5 135 1687.5
26-50 38 135 5130
51-75 63 390 24570
76-100 88 90 7920
Total (∑) 750 39307.5
The Arithmetic Mean (AM) of group data for Male students on the basis of 750 respond-
ents who filled the Questionnaire form is 52.41.The Combined Arithmetic mean of
Whatsapp for Female is 52.62 and Male is 58.46.
YouTube Statistical Analysis of Q. 7
The table 14 shows the Statistical Analysis of Q. 7 of YouTube for Female students.
TABLE 14
Females (F) Students Analysis of YouTube of Q. 7
Class Inter-
x f fx
val
0-25 12.5 140 1750
26-50 38 170 6460
51-75 63 220 13860
76-100 88 220 19360
Total (∑) 750 41430
April 2022 | 190

ISSN：1671-5497
Vol: 41 Issue: 04-2022
The table 15 shows the Statistical Analysis of Q. 7 of YouTube for Male (M) students.
TABLE 15.
Analysis of YouTube Male Students of Q. 7
0-25 12.5 45 562.5
26-50 38 45 1710
51-75 63 315 19845
76-100 88 345 30360
Total (∑) 750 52477.5
TABLE 16
Analysis of YouTube for Female Students of Q. 8
0-25 12.5 30 375
26-50 38 130 4940
51-75 63 400 25200
76-100 88 190 16720
Total (∑) 750 47235
April 2022 | 191

ISSN：1671-5497
Vol: 41 Issue: 04-2022
The Arithmetic mean of group data for Female (F) on the basis of 750 respondents who
filled the Questionnaire form is 62.98.
The table 17 shows the Statistical Analysis of Q. 8 of YouTube for Male (M) students
TABLE 17
YouTube Male Students Analysis of Q. 8
0-25 12.5 45 562.5
26-50 38 45 1710
51-75 63 135 8505
76-100 88 525 46200
Total (∑) 750 56977.5
TABLE 18
Analysis ofYouTube FemaleStudents of Q. 9
0-25 12.5 190 2375
26-50 38 110 4180
51-75 63 300 18900
76-100 88 150 13200
Total (∑) 750 38655
April 2022 | 192

ISSN：1671-5497
Vol: 41 Issue: 04-2022
The table 19 shows the Statistical Analysis of Q. 9 of YouTube for male students.
TABLE19
Analysis of YouTube for Male Students of Q. 9
0-25 12.5 135 1687.5
26-50 38 270 10260
51-75 63 255 16065
76-100 88 90 7920
Total (∑) 750 35932.5
the Questionnaire form is 47.91.The Combined Arithmetic mean of YouTube for Female
is 56.59 and Male is 64.62.
Twitter Statistical Analysis of Q. 10
The table 20 shows the Statistical Analysis of Q. 10 of Twitter for Female (F) students.
TABLE 20
Twitter Analysis of Female Students for Q.10
0-25 12.5 320 4000
26-50 38 300 11400
51-75 63 110 6930
76-100 88 20 1760
Total (∑) 750 24090
April 2022 | 193

ISSN：1671-5497
Vol: 41 Issue: 04-2022
The table 21 shows the Statistical Analysis of Q. 10 of Twitter for Male (M) students.
TABLE 21 Twitter Analysis for Male Students for Q. 10
0-25 12.5 300 3750
26-50 38 315 11970
51-75 63 135 8505
76-100 88 0 0
Total (∑) 750 24225
Statistical Analysis of Q. 11
TABLE 22.
Twitter Analysis of Female Students for Q. 11
0-25 12.5 190 2375
26-50 38 300 11400
51-75 63 170 10710
76-100 88 90 7920
Total (∑) 750 32405
April 2022 | 194

ISSN：1671-5497
Vol: 41 Issue: 04-2022
TABLE 23.
Twitter Analysis of Male Students for Q. 11
0-25 12.5 135 1687.5
26-50 38 480 18240
51-75 63 90 5670
76-100 88 45 3960
Total (∑) 750 29557.5
Statistical Analysis of Q.12.
TABLE24.
Twitter Analysis of Female Students of Q. 12
0-25 12.5 425 5312.5
26-50 38 200 7600
51-75 63 125 7875
76-100 88 0 0
Total (∑) 750 20787.5
April 2022 | 195

ISSN：1671-5497
Vol: 41 Issue: 04-2022
TABLE 25.
Twitter Analysis for Male Students of Q. 12
0-25 12.5 300 3750
26-50 38 315 11970
51-75 63 135 8505
76-100 88 0 0
Total (∑) 750 24225
The Combined Arithmetic mean of Twitter for Female is 34.345 and Male is 34.67.
Other Social Media Apps Statistical (OSMA) Analysis of Q. 13
The Table 26 shows the Other Social Media Apps (OSMA) analysis for female students
of Q .13.
TABLE 26
Other Social Media Apps(OSMA) Analysis for Female Students of Q. 13
0-25 12.5 70 875
26-50 38 121 4598
51-75 63 380 23940
76-100 88 179 15752
Total (∑) 750 45165
April 2022 | 196

ISSN：1671-5497
Vol: 41 Issue: 04-2022
The Table 27 shows the Other Social Media Apps (OSMA) analysis for male students of
Q .13.
TABLE 27.
Other Social Media Apps(OSMA) Analysis for Male Students of Q. 13
0-25 12.5 0 0
26-50 38 270 10260
51-75 63 180 11340
76-100 88 300 26400
Total (∑) 750 48000
Arithmetic Mean (AM) 64
the Questionnaire form is 64.
The Table 28 shows the Other Social Media Apps (OSMA) analysis for female students
of Q .14.
TABLE 28
Other Social Media Apps (OSMA) Analysis for female Students of Q. 14
0-25 12.5 130 1625
26-50 38 130 4940
51-75 63 430 27090
76-100 88 60 5280
Total (∑) 750 38935
April 2022 | 197

ISSN：1671-5497
Vol: 41 Issue: 04-2022
The Table 29 shows the Other Social Media Apps (OSMA) analysis for male (M) students
of Q .14
TABLE29
Other Social Media Apps (OSMA) Analysis for male Students of Q. 14
0-25 12.5 45 562.5
26-50 38 225 8550
51-75 63 255 16065
76-100 88 225 19800
Total (∑) 750 44977.5
The Table 30 shows the Other Social Media Apps (OSMA) analysis for Female (F) stu-
dents of Q .15.
TABLE 30
Other Social Media Apps (OSMA) Analysis for female Students of Q.15
0-25 12.5 160 2000
26-50 38 210 7980
51-75 63 190 11970
76-100 88 190 16720
Total (∑) 750 38670
April 2022 | 198

ISSN：1671-5497
Vol: 41 Issue: 04-2022
The Table 31 shows the Other Social Media Apps (OSMA) analysis for male (M) students
of Q .15.
Table 31
Other Social Media Apps (OSMA) Analysis for male Students of Q.15
0-25 12.5 0 0
26-50 38 225 8550
51-75 63 315 19845
76-100 88 210 18480
Total (∑) 750 46875
Arithmetic Mean(AM) 62.5
The Combined Arithmetic mean of Student for Female is 54.56 and Male is 62.16.
5 RESULTS
5.1 Facebook
The Arithmetic Mean shows that Facebook positively affects the academic performance
of female and male students in routine life are 37.12 and 36.32 respectively. The arithme-
tic mean regarding Facebook efficient learning as groups and pages are created by com-
puter researchers helps female and male students are 38.11 and 48.44 respectively. The
arithmetic mean in connection with Facebook provides satisfaction as timely submission
of assignments along with spending time on Facebook of female and male students are
33.8 and 30.26 respectively.
April 2022 | 199

ISSN：1671-5497
Vol: 41 Issue: 04-2022
TABLE 32
Facebook Arithmetic Mean (AM)
FACEBOOK
Female (F) Male (M)

Q. 1 37.11667 36.32
Q. 2 38.11067 48.44
Q. 3 33.8 30.26
Fig.1 shows that positive impact of Facebook (FM) of Q. 1 is greater than male. Moreover,
the positive impact of Facebook (FM) of Q. 2 is less than male while in Q3 (FM) is greater
than male.
60
50
40
30 FACEBOOK Female
FACEBOOK Male
20
10
0
Q. 1 Q. 2 Q. 3
Fig. 1.Graph for Positive impact of Facebook Arithmetic Mean (AM)
April 2022 | 200

ISSN：1671-5497
Vol: 41 Issue: 04-2022
TABLE 33
Facebook Combined Arithmetic Mean (CAM)
FACEBOOK
Female Male
Q. 1,2 & 3
36.34 38.34
Fig.2 shows that positive impact of FACEBOOK (CAM) on female academicperformances

less than male in colleges and universities.
38.5
38
37.5
37
36.5 Series1
36
Series2
35.5
35
Q. 1,2 & 3 Female Male
FACEBOOK
Fig. 2.Graph for Positive impact of Facebook Combined Arithmetic Mean(CAM)

5.2 Whatsapp
The Arithmetic Mean shows that Whatsapp positively affects the academic performance
of female and male students in routine life are 53.035 and 55.97 respectively. The arith-
metic mean regarding Whatsapp efficient learning as groups and pages are created by
computer researchers helps female and male students are 51.92 and 67 respectively.The
arithmetic mean in connection with Whatsapp provides satisfaction as timely submission
of assignments along with spending time on Whatsapp of female and male students are
52.913 and 52.41 respectively.
April 2022 | 201
ISSN：1671-5497
Vol: 41 Issue: 04-2022
TABLE 34.
Whatapp Arithmetic Mean (AM)
WHATSAPP
Female Male
Q. 4 53.04 55.97
Q. 5 51.92 67
Q. 6 52.91 52.41
Fig.3 shows that positive impact of WhatsApp Female (F) students of Q. 4 is less than
Male Students. Moreover, the positive impact of WhatsApp (Female Students) of Q. 2 is
less than Male, while in Q. 3 female students are greater than male students .
80
70
60
50
40 WHATSAPP Female
30 WHATSAPP Male
20
10
0
Q. 4 Q. 5 Q. 6
Fig. 3.Graph for Positive impact of WhatsappArithmetic Mean (AM)
April 2022 | 202

ISSN：1671-5497
Vol: 41 Issue: 04-2022
TABLE 35
Whatsapp Arithmetic Mean (AM)
WHATSAPP
Female Male
Q. 4,5 & 6
52.62 58.46
Fig.4 shows that positive impact of WHATSAPP (CAM) on female student academic per-
formance is less than male in colleges and universities.
60
58
56
54
Series1
52
Series2
50
48
WHATSAPP
Fig. 4.Graph for Positive impact of Whatsapp Combined Arithmetic Mean (CAM)
5.3 YouTube
The arithmetic Mean shows that YouTube positively affects the academic performance of
female and male students in routine life are 55.24 and 69.97 respectively. The arithmetic
mean regarding YouTube efficient learning as groups and pages are created by computer
researchers helps female and male students are 62.98 and 75.97 respectively. The arith-
metic mean in connection with YouTube provides satisfaction as timely submission of as-
signments along with spending time on YouTube of female and male students are 51.54
and 47.91 respectively.
April 2022 | 203
ISSN：1671-5497
Vol: 41 Issue: 04-2022
TABLE 36
YouTube Arithmetic Mean (AM)
YOUTUBE
Female Male
Q. 7 55.24 69.97
Q. 8 62.98 75.97
Q. 9 51.54 47.91
Fig.5 shows that positive impact of YOUTUBE (FM) of Q. 7 is less than male. Moreover,
the positive impact of YOUTUBE (FM) of Q. 2 is less than male while in Q. 3 (FM) is
greater than male.
80
70
60
50
40 YOUTUBE Female
30 YOUTUBE Male
20
10
0
Q. 7 Q. 8 Q. 9
Fig. 5.Graph for Positive impact of YOUTUBE Arithmetic Mean

TABLE 37
youTube Combined Arithmetic Mean (CAM)
April 2022 | 204

ISSN：1671-5497
Vol: 41 Issue: 04-2022
YOUTUBE
Female Male
Q. 7,8 & 9
56.59 64.62
Fig.6 shows that positive impact of YOUTUBE (CAM) on female student academic perfor-
mance is less than male in colleges and universities.
66
64
62
60
58 Series1
56 Series2
54
52
YOUTUBE
Fig. 6. Graph for Positive impact of YOUTUBE Aombined Arithmetic Mean (CAM)
5.4 Twitter
The arithmetic mean shows that Twitter positively affects the academic performance of
female and male students in routine life are 32.12 and 32.3 respectively. The arithmetic
mean regarding Twitter efficient learning as groups and pages are created by computer
researchers helps female and male students are 43.207 and 39.41 respectively. The arith-
metic mean in connection with Twitter provides satisfaction as timely submission of as-
signmentsalong with spending time on Twitter of female and male students are 27.717
and 32.3 respectively.
April 2022 | 205

ISSN：1671-5497
Vol: 41 Issue: 04-2022
TABLE 38
Twitter Arithmetic Mean (AM)
TWITTER
Female Male
Q. 10 32.12 32.3
Q. 11 43.21 39.41
Q. 12 27.72 32.3
Fig.7 shows that positive impact of TWITTER (FM) of Q. 10 is less than male. Moreover,
the positive impact of TWITTER (FM) of Q. 11 is greater than male while in Q. 3 (FM) is
less than male.
50
45
40
35
30
25 TWITTER Female
20 TWITTER Male
15
10
5
0
Q. 10 Q. 11 Q. 12
Fig. 7. Graph forPositive impact of TwitterArithmetic Mean (AM)
April 2022 | 206

ISSN：1671-5497
Vol: 41 Issue: 04-2022
TABLE39
Twitter Combined Arithmetic Mean (CAM)
TWITTER
Female Male
Q. 10,11 &
12 34.35 34.67
Fig.8 shows that positive impact of Twitter Combined Arithmetic Mean (CAM) on female
student academic performance is less than male in colleges and universities.
34.7
34.6
34.5
34.4
Series1
34.3
Series2
34.2
34.1
TWITTER
Fig. 8.Graph for Positive impact of Twitter Combined Aritmetic Mean (CAM)
5.5 Other Social Media Apps (OSMA)
The arithmetic mean shows that Social Media apps are affective tool for E-Learning re-
garding improvement of academic performance of female and male students are 60.22
and 64 respectively. The arithmetic mean regarding Social media apps provides efficient
E-learning tool for improvement in academic performance as compare to book reading of
female and male students are 51.9 and 59.97 respectively.The arithmetic mean in con-
nection with Social media apps provides satisfaction for improvement in academic perfor-
mance of female and male students are 51.56 and 62.5 respectively.
April 2022 | 207
ISSN：1671-5497
Vol: 41 Issue: 04-2022
TABLE 40.
Other Social Media Apps(OSMA) Arithmetic Mean (AM)
OTHER SOCIAL MEDIA APPS (OSMA)
Female Male
Q. 13 60.22 64
Q. 14 51.91333 59.97
Q. 15 51.56 62.5
Fig.9 shows that positive impact of Other Social Media Apps (OSMA) for female (F) stu-
dents of Q. 13 is less than male. Moreover, the positive impact of Other Social Media
Apps for females of Q. 14 is less than male while in Q. 15 female students is less than
male students.
70
60
50
40 OTHER SOCIAL MEDIA
APPS Female
30
OTHER SOCIAL MEDIA
20 APPS Male
10
0
Q. 13 Q. 14 Q. 15
Fig. 9.Graph for Positive impact of Other Social Media Apps

Arithmetic Mean (AM)
April 2022 | 208

ISSN：1671-5497
Vol: 41 Issue: 04-2022
TABLE 41.
Other Social Media Apps Combined Arithmetic Mean (CAM)
Other Social Media Apps
Female Male
Q. 13,14 &
15 54.564 62.157
Fig.10 shows that positive impact Of Other Social Media Apps(OSMA) Combined Arith-
metic Mean(CAM) on female student academic performance is less than male in colleges
and universities.
64
62
60
58
56 Series1
54 Series2
52
50
OTHER SOCIAL MEDIA APPS
Fig. 10.Graph for Positive impact of Other Social Media Apps apps (OSMA)
Combined Arithmetic Mean (CAM)
April 2022 | 209

ISSN：1671-5497
Vol: 41 Issue: 04-2022
5.6 Combined Impact of Social Media apps on student academic performance

TABLE 42
Social Media Apps Arithmetic Mean (AM)
Positive Impact of Social Media Apps on Stu-

dents Academic Performance
Female Male
Q. 1 37.11667 36.32
Q. 2 38.11067 48.44
Q. 3 33.8 30.26
Q. 4 53.03467 55.97
Q. 5 51.92 67
Q. 6 52.91333 52.41
Q. 7 55.24 69.97
Q. 8 62.98 75.97
Q. 9 51.54 47.91
Q. 10 32.12 32.3
Q. 11 43.20667 39.41
Q. 12 27.71667 32.3
Q. 13 60.22 64
Q. 14 51.91333 59.97
Q. 15 51.56 62.5
Fig.11 shows the comparison between positive impact of Social Media Apps (AM) of fe-
male and male regarding all Research Questions.
April 2022 | 210

ISSN：1671-5497
Vol: 41 Issue: 04-2022
80
70
60
50 Positive Impact of
40 Social Media Apps
on Student
30
Academic
20 Performance
10 Female
0
Q. 1 Q. 3 Q. 5 Q. 7 Q. 9 Q. Q. Q.
11 13 15
Fig. 11.Graph for Social Media Apps Arithmetic Mean

TABLE43
Social Media Apps Combine Arithmetic Mean (CAM)
Positive Impact of Social Media Apps on

Student Academic Performance
Female Male COMBINED
Q. 1 37.12 36.32 36.72
Q. 2 38.11 48.44 43.26
Q. 3 33.8 30.26 32.03
Q. 4 53.03 55.97 54.50
Q. 5 51.92 67 59.46
Q. 6 52.91 52.41 52.66
Q. 7 55.24 69.97 62.61
Q. 8 62.98 75.97 69.46
Q. 9 51.54 47.91 49.73
Q. 10 32.12 32.3 32.21
Q. 11 43.21 39.41 41.31
Q. 12 27.72 32.3 30.01
Q. 13 60.22 64 62.11
Q. 14 51.91 59.97 55.94
Q. 15 51.56 62.5 57.03
April 2022 | 211
ISSN：1671-5497
Vol: 41 Issue: 04-2022
Fig.12 shows the comparison between positive impact of Social Media Apps of female
Arithmetic Mean (AM),male(AM) and Combined Arithmetic Mean (CAM) for Female and
Male (M) regarding all Research Questions.
80
70 Positive Impact of Social

Media Apps on Student
60
Academic Performance
50 Female
Positive Impact of Social
40
Media Apps on Student
30 Academic Performance
Male
20
Positive Impact of Social
10 Media Apps on Student
Academic Performance
0
COMBINED
Q. Q. Q. Q. Q. Q. Q. Q. Q. Q. Q. Q. Q. Q. Q.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Fig. 12. Graph for Social Media Apps Combined Arithmetic Mean (CAM
TABLE44
Social Media Apps Arithmetic Mean (AM) andCombined Arithmetic Mean CAM)
Positive Impact Of Social Media Apps On Student Academic Per-

formance
Arithmetic Arithmetic Combined
Social Media Sites Mean (AM) Mean(AM) A.M. Female
Female Male and Male
Facebook 36.34 38.34 37.34
Whatsapp 52.62 58.46 55.54
YouTube 56.59 64.62 60.60
Twitter 34.35 34.67 34.51
April 2022 | 212
ISSN：1671-5497
Vol: 41 Issue: 04-2022
Other Social Me-

54.56 62.16 58.36
dia Apps
Combined Arithmetic
46.8928 51.65 49.27
Mean (CAM)
Fig.13 shows the comparison between positive impact of Social Media Apps of female-
Arithmetic Mean (AM), Male Arithmetic Mean (AM) and Combined Arithmetic Mean (CAM)
of Female (FM) and Male (M) regarding FACEBOOK,WHATSAPP,YOUTUBE,TWITTER
andOther Social Media Apps (OSMA).
70
60 POSITIVE IMPACT OF
50 SOCIAL MEDIA APPS ON
40 STUDENT ACADEMIC
30 PERFORMANCE AM
20 FEMALE
10
0 POSITIVE IMPACT OF
SOCIAL MEDIA APPS ON
STUDENT ACADEMIC
PERFORMANCE AM
MALE
Fig. 13. Graph for Social Media Apps Arithmetic Mean (AM) and
Combined Arithmetic Mean CAM
6 Discussions
The examination is tied in with deciding the effect of most mainstream factor of present
day age social media apps utilization on the scholarly exhibitions of the students. What
initiates performed by students on these Medias and how much time they spent on these
social media apps in their normal life? First and foremost take an audit of the literature
from beforehand directed investigates identified with the examination. Then, at that point
distinguished the procedure to direct the examination and for the investigation of results.
April 2022 | 213

ISSN：1671-5497
Vol: 41 Issue: 04-2022
Then, at that point, instrument for information assortment is chosen. The instrument chose
was the survey with questionnaire, which contained the nearby finished inquiries, which
were embraced from the base examination, then, at that point change as indicated by our
exploration.
In the wake of choosing the instrument distinguished the objective population to lead the
examination. Target population chose was the students of University and Colleges. An
example of 1500 students was chosen for information assortment. From 1500 survey
questionnaires we got back 1500 survey questionnaires from respondents.
The reliability of the information was confirmed with descriptive statement which is given
on questionnaire. In the wake of checking the reliability disruptive statistic questionnaire
method applies for information investigation. Also, frequency distribution and Arithmetic
Mean were utilized to test the information. Overview showed Respondents most ordinarily
utilized YouTube, Whatsapp,Facebook, and twitter. While the greater part of the respond-
ent was concurred that utilizing these online media applications they well set up their home
academic assignment and propensity for these apps urge them to focus on their studies.
Students were concurred that it is their standard propensity to utilize these social Media
apps and they were additionally agreed that utilization of these social media apps impact
their scholastic performance positively.
7 CONCLUSION
The positive impact of Facebook on student academic performance of female and male
is 36.34 and 38.34 respectively. Moreover, the positive impact of Facebook on student
academic performance including female and male is 37.34.The positive impact of
Whatsapp on student academic performance of female and male are 52.62 and 58.46
respectively. Moreover, the positive impact ofWhatsapp on student academic perfor-
mance including female and male is 55.54.The positive impact of YouTube on student
academic performance of female and male are 56.59 and 64.62 respectively. Moreover,
the positive impact of Whatsapp on student academic performance including female and
male is 60.60.The positive impact of Twitter on student academic performance of female
and male are 34.35 and 34.67 respectively. Moreover, the positive impact of Twitter on
student academic performance including female and male is 34.51.The positive impact of
other social media apps on student academic performance of female and male are 54.56
and 62.16 respectively. Moreover, the positive impact of other social media apps on stu-
dent academic performance including female and male is 58.36.
The positive impact of all social media apps on student academic performance of female
and male are 46.89 and 51.65 respectively. Moreover, the positive impact of all social
media apps on student academic performance including female and male is 49.27.
April 2022 | 214
ISSN：1671-5497
Vol: 41 Issue: 04-2022
Utilization of these connecting social media apps has become the normal propensity for
understudy they spend the significant piece of their time on these apps for academic pur-
poses and furthermore focus on their studies. Students are a valuable resource of any
country. Through these social sites they accomplish their academic work with happiness.
8 FUTURE RESEARCH
As normal all studies have some future degree, the right now study was likewise not lib-
erated from that extension. First and foremost due to lack of time couldn't expand test size
from 1500 by expanding test size results might differ.
The worth of Arithmetic Mean demonstrates that there is limit and need of additional top
to bottom examination in this field. As, aside from these two principle factors x and f talked
about in this investigation there are some different factors included likewise which influ-
ences.
REFERENCES
1. Z. Amin, A. Mansoor, S. R. Hussain, and F. Hashmat, “Impact of Social Media of Student’s Academic
Performance,” p. 9.
2. M. Rithika and S. Selvaraj, “Impact of social media on students’ academic performance,” Int. J. Logist.
Supply Chain Manag. Perspect., vol. 2, no. 4, pp. 636–640, 2013.
3. G. M. Talaue, A. AlSaad, N. AlRushaidan, A. AlHugail, and S. AlFahhad, “The impact of social media on
academic performance of selected college students,” Int. J. Adv. Inf. Technol., vol. 8, no. 4/5, pp. 27–35,
2018.
4. A. U. Celestine and O. F. Nonyelum, “Impact of social media on students’ academic performance,” Int J
Sci Eng Res, vol. 9, no. 3, pp. 1454–1462, 2018.
5. W. Al-Rahmi and M. Othman, “The impact of social media use on academic performance among univer-
sity students: A pilot study,” J. Inf. Syst. Res. Innov., vol. 4, no. 12, pp. 1–10, 2013.
6. R. Boateng and A. Amankwaa, “The impact of social media on student academic life in higher education,”
Glob. J. Hum.-Soc. Sci., vol. 16, no. 4, pp. 1–8, 2016.
7. M. Maqableh, L. Rajab, W. Quteshat, R. M. Masa’deh, T. Khatib, and H. Karajeh, “The impact of social
media networks websites usage on students’ academic performance,” 2015.
8. C. E. Okereke and L. U. Oghenetega, “The impact of social media on the academic performance of
university students in Nigeria,” J. Educ. Pract., vol. 5, no. 33, pp. 21–24, 2014.
9. S. Santoveña Casal, “The impact of social media participation on academic performance in undergradu-
ate and postgraduate students,” Int. Rev. Res. Open Distrib. Learn., vol. 20, no. 1, 2019.
10. H. Hasnain, A. Nasreen, and H. Ijaz, “Impact of social media usage on academic performance of uni-
versity students,” presented at the 2nd International Research Management & Innovation Conference
(IRMIC), 2015.
April 2022 | 215
ISSN：1671-5497
Vol: 41 Issue: 04-2022
11. A. T. Alahmar, “The impact of social media on the academic performance of second year medical
students at College of Medicine, University of Babylon, Iraq,” J. Med. Allied Sci., vol. 6, no. 2, p. 77, 2016.
12. M. Habes, M. Alghizzawi, R. Khalaf, S. A. Salloum, and M. A. Ghani, “The relationship between social
media and academic performance: Facebook perspective,” Int J Inf Technol Lang Stud, vol. 2, no. 1, pp.
12–18, 2018.
13. M. Oueder and I. Abousaber, “A Study on the Impact of Social Media Usage on Student Academic
Performance: University of Tabuk an Example,” Am. Sci. Res. J. Eng. Technol. Sci. ASRJETS, vol. 40, no.
1, pp. 77–88, 2018.
14. M. Owusu-Acheaw and A. G. Larson, “Use of social media and its impact on academic performance
of tertiary institution students: A study of students of Koforidua Polytechnic, Ghana.,” J. Educ. Pract., vol. 6,
no. 6, pp. 94–101, 2015.
15. R. Sivakumar, “Effects of Social Media on Academic Performance of the Students,” Online J. Distance
Educ. E-Learn., vol. 8, no. 2, p. 90, 2020.
16. W. R. W. Othman, Z. Apandi, and N. H. Ngah, “Impact of social media usage on students academic
performance in Terengganu, Malaysia,” J. Appl. Environ. Biol. Sci., vol. 7, no. 5, pp. 140–144, 2017.
17. F. Giunchiglia, M. Zeni, E. Gobbi, E. Bignotti, and I. Bison, “Mobile social media usage and academic
performance,” Comput. Hum. Behav., vol. 82, pp. 177–185, 2018.
18. W. M. Al-rahmi, M. S. Othman, and M. A. Musa, “The improvement of students’ academic performance
by using social media through collaborative learning in Malaysian higher education,” Asian Soc. Sci., vol.
10, no. 8, p. 210, 2014.
April 2022 | 216
View publication stats

Impact of social media apps on student academic performance

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Impact of social media apps on student academic performance

Uploaded by

Copyright:

Available Formats

See discussions, stats, and author profiles for this publication at: https://www.researchgate.

IMPACT OF SOCIAL MEDIA APPS ON STUDENTSACADEMIC PERFORMANCE

Sarfraz Nawaz Muhamad Izhar

SEE PROFILE SEE PROFILE

The user has requested enhancement of the downloaded file.

IMPACT OF SOCIAL MEDIA APPS ON STUDENTSACADEMIC

1SARFRAZ NAWAZ, 2MUHAMMAD WASEEMIQBAL, 3SYED PERVEZ HUSSNAIN

Leads University, Pakistan

Specialist (CS) Govt. Higher Secondary School, Rajunpur, Pakistan

April 2022 | 177

April 2022 | 178

April 2022 | 179

According to Okereke,C.Ebele(Ph.D.) and Lucky U. Oghenetega(CLN),the purpose of

April 2022 | 181

3.2 Data Collection

3.3 Research Questions

Arithmetic Mean = ∑ 𝑓𝑥/ ∑ 𝑓 (1)

Where x is the midpoint of given interval and f is the frequency,

CAM= [AM (RQx) +AM (RQx+1) AM (RQx+2)]/ 3 (2)

April 2022 | 183

4 SAMPLING AND EXPERIMENTATION

April 2022 | 184

April 2022 | 186

April 2022 | 187

TABLE 10 WHATSAPP Analysis of Females (F) of Q. 5

April 2022 | 189

April 2022 | 190

April 2022 | 191

April 2022 | 192

April 2022 | 193

April 2022 | 194

April 2022 | 195

April 2022 | 196

April 2022 | 197

April 2022 | 198

April 2022 | 199

Female (F) Male (M)

Fig. 1.Graph for Positive impact of Facebook Arithmetic Mean (AM)

April 2022 | 200

Fig.2 shows that positive impact of FACEBOOK (CAM) on female academicperformances

Fig. 2.Graph for Positive impact of Facebook Combined Arithmetic Mean(CAM)

Fig. 3.Graph for Positive impact of WhatsappArithmetic Mean (AM)

April 2022 | 202

Fig. 5.Graph for Positive impact of YOUTUBE Arithmetic Mean

April 2022 | 204

April 2022 | 205

Fig. 7. Graph forPositive impact of TwitterArithmetic Mean (AM)

April 2022 | 206

OTHER SOCIAL MEDIA APPS (OSMA)

Fig. 9.Graph for Positive impact of Other Social Media Apps

April 2022 | 208

Other Social Media Apps

April 2022 | 209

5.6 Combined Impact of Social Media apps on student academic performance

Positive Impact of Social Media Apps on Stu-

April 2022 | 210

Fig. 11.Graph for Social Media Apps Arithmetic Mean

Positive Impact of Social Media Apps on

70 Positive Impact of Social

Positive Impact Of Social Media Apps On Student Academic Per-

Other Social Me-

April 2022 | 213