Foreign Literature

In the study conducted by Abdulqader and Almunsour (2020) and Bitherman and Frempong-

Kore (2021), students have increasingly turned to social networking sites (SNS) such as

Facebook and Twitter to foster connections for diverse purposes, including their university-

related endeavors (Hossain, 2017). Concurrently, amidst these societal shifts, numerous studies

have been undertaken to scrutinize the potential influence of social networks on student

academic performance (Abdulqader & Almunsour, 2020; Bitherman & Frempong-Kore, 2021;

Khan et al., 2016). This research landscape has prompted a thorough exploration, with scholars

delving into the intricate relationship between SNS utilization and its impact on academic

achievement and learning outcomes (Vakhitov et al., 2021).

Michikyan et al. (2015) discovered that more than 14% of Facebook posts revolved around

academic themes, suggesting a potential connection between students' academic performance

and their engagement with academic content shared by peers on the platform. In contrast, Khan

et al.'s (2016) investigation presents a divergent perspective, indicating that social media can

exert adverse effects on academic performance. Moreover, the study by Whelan et al. (2020)

highlights the negative impact of social media overload, revealing its correlation with hindrances

to academic performance. These findings underscore the nuanced relationship between social

media usage, academic content consumption, and its varying effects on students' educational

outcomes.

According to Salvation and Adzharuddin (2014) affirm that social media play a crucial role

in facilitating students' engagement in group discussions, enabling the exchange of ideas and

communication on academic tasks. Additionally, the integration of social media enhances

share lecture notes and tutorials (Ahmed & Qazi, 2014), potentially leading to improved grades

due to the accessibility of educational information. Deng and Tavares (2013) specifically

highlight the contribution of web-based discussions via social media to the development of

students' abilities and critical thinking. In comparison to face-to-face interactions, online

discussions provide a platform where students feel more confident expressing their opinions and

engaging in disagreements, ultimately contributing to better academic performance (Apeanti &

Danso, 2014).

The landscape of study habits is undergoing transformation due to technological

advancements. These habits encompass the practices employed by learners to enhance the

efficient acquisition of knowledge, including activities like summarizing, note-taking, outlining,

and information retrieval, reflecting a somewhat enduring approach to studying. Chand (2013)

emphasizes that study habits encapsulate an individual's inclination to engage in study

endeavors, whether in a systematic or ad hoc manner, demonstrating efficiency or inefficiency. A

dynamic personality is intricately linked to the cultivation of good study habits, offering the

promise of a bountiful harvest in the future. Moreover, study habits serve as a method through

which individuals receive the necessary input to fulfill their thirst for knowledge.

In the research paper titled "Impact of Social Media on the University of Wah Students'

Study Habits" authored by Samra Ameer and Dr. Wajiha Kanwal (2021), the primary objective

was to gain insights into the potential impact of social media on the study habits of University of

Wah students. The central research question focused on exploring the utilization of social media
technology for educational purposes and its potential influence on university students' study

habits. Employing a cross-sectional survey design, the researchers employed random sampling to

select university students.

The findings revealed that female students exhibited a higher propensity for using social

media for educational purposes compared to their male counterparts. This aligns with the

outcomes of a study conducted by Pempek et al. (2019), where female students were also

observed to spend more time on social media than their male counterparts. This suggests a trend

where female students at the university level tend to utilize social media for educational purposes

more actively than their male counterparts.

However, In a related study, Shopera (2017) conducted a quantitative analysis to assess the

level of social media addiction among University of Ghana students. Grounded in the Uses and

Gratification theory and Media Systems Dependency theory, the research aimed to determine the

existence and extent of social media addiction among students. The study involved a sample of

200 students from the four colleges of the University of Ghana, utilizing a self-administered

questionnaire comprising 13 items from the Internet Addiction Test (IAT) to measure social

media addiction levels. Findings indicated that nearly 19% of respondents fell outside the social

media addiction bracket, while only 1% exhibited severe addiction. The majority, constituting

80% of respondents, demonstrated moderate to mild addiction levels. Additionally, the study

highlighted WhatsApp as the most subscribed and frequently used social media platform, with a

significant number of students utilizing social media primarily for entertainment purposes.
 In the realm of accounting, international social media platforms serve as valuable tools for

communication and collaboration, facilitating a deeper understanding of the accounting policies

of multinational corporations. Accountants can leverage these platforms to familiarize

themselves with international accounting standards and diverse accounting methodologies

practiced across various countries. Social media proves especially beneficial when multinational

companies engage in collaborations with entities from different countries, enabling accountants

to access accounting materials on a global scale (Radhakrishnan et al., 2018).

Furthermore, accounting learners can find information about accounting professional

exams, download exam questions and books, communicate with teachers and mentors, and ask

questions on social media (Khan et al., 2016). Thus, social media provides an intermediary for

students and experienced people, facilitating students to seek help and advice from accounting

practitioners of different backgrounds and obtain accounting internship information.

In consideration of the aforementioned context, a country like Bangladesh, ranking second

in the number of active Facebook users, is advised to prioritize the utilization of various social

media platforms with a specific emphasis on educational objectives (Murad, 2017). While

existing studies have delved into the usage of social networking sites by students and their

impact on education (Sponcil & Gitimu, 2013), research in Bangladesh, particularly among

accounting students within the framework of information systems, remains limited.

The primary aim of this study is to evaluate the academic outcomes resulting from the use

of social media among accounting students in Bangladesh. To accomplish this primary research
objective, the study investigates the significant factors influencing students in Bangladesh to

engage with social media and assesses the impact of such usage on the academic achievement of

accounting students, as measured by Cumulative Grade Point Average (CGPA). This study serves

as a valuable initiative, enabling accounting students to discern diverse applications of social

media for academic purposes. The positive outcomes identified are anticipated to encourage

students to view social media as a formal learning platform, fostering effective accomplishment

of academic tasks (Gitimu, 2013).

Concerning social media use for the purpose of academic performance, Khanet al. (2016)

study of university accounting students revealed a significant association between social

media use and student grades. Different studies empirically tried to find the link between

university students social media use and academic performance.

In a comprehensive examination of Egyptian undergraduate students, the study conducted

by Sobaih, Moustafa, Ghandforoush, and Khan (2016) revealed the noteworthy impact of social

media on academic-related endeavors. According to the insights presented by González Canche

(2013), Facebook, along with other platforms in the social media realm, has not merely

facilitated but indeed ushered in a novel era of learning characterized by instantaneous and

meaningful interaction between faculty members and students. The study underscores the

evolving landscape of education, where these digital platforms play a pivotal role in fostering

dynamic and engaging educational experiences.

Commencing the cultivation of study habits is most advantageous during one's formative

years in school, a period marked by youthful impressionability. The learner's study habits play a

pivotal role in fostering the acquisition of relevant and practical knowledge. As asserted by

Bashir and Mattoo (2014), possessing good study habits constitutes a formidable asset for

individuals aspiring to achieve success in life. Palani (2012) further underscores the importance

of effective reading as a fundamental pathway to successful learning, emphasizing its intricate

connection with the entire educational process. Within this framework, Palani (2013) posits that

a thriving study habit is imperative for educational accomplishments.

However, Palani (2013) observes a diminishing value assigned to studying in contemporary

society, attributing this decline to the allure of television for both the young and the old. In the

realm of educational institutions, there appears to be an overemphasis on exam preparation as the

paramount objective of modern education. Crow and Crow (2017) contribute to this discourse by

highlighting the significance of pace in studying, emphasizing the reader's need to strike a

delicate balance between speed and precision, a calibration tailored to the specific subject matter.

The authors advocate for the incorporation of scheduled study times and the steadfast adherence

to established timetables as crucial components of effective study habits.

High School Students of ETTMNHS SY 2018-2019” by Jade N. Bacarisas (2019), Most of the

students cannot live without social media and that leads them to get lazy on the other things. On

that, we can already state that social media really has a big impact on every student, Camila

Dinero (2018). This research enables students to know the effects of the social media to the study

habit of every student. The researchers used a Quantitative Method where the study used a

Descriptive Design of research.

The participants of the study were the Junior High School students of the Emiliano Tria

Tirona Memorial National High School-Integrated Senior High School. Majority of the junior

high school students agree that the social media has a bad effect in every student because it

occupy their mind even in the middle of the class and affect their study habit that leads them into

poor academic performance. However, there are few students slightly agree that social media

does not affect their study habit.

According to the study of Glenn M. Castillas (2023), When social media plat-forms like

Facebook, YouTube, and Twitter ex-ist, our world is separated into online and of-fline

realms. Social media are online technolog-ical platforms that help to bring people to-gether

from all over the world. They are used to foster interpersonal relationships (Shensa A.et al.,

2015). In this study, a descriptive research design was used. Descriptive research design is a sci-

entific method that entails observing and de-scribing a subject's behaviour without influ-

encing it in any way (Simon, 2013).

Academic Perfor-mance of Nile University Students" by Mowafy (2018). Mowafy (2018) used

a split half test with odd and even numbered items to form the two halves of the survey to

assess the reliability of the research instrument, which was also de-termined by Osharive

(2015).

These findings corroborate Boyd's (2015) study, which found that middle and high school

students use social media to connect with one another as well as do homework and group

projects. This is supported by a study con-ducted by Lenhart (2015), which found that 92

percent of adolescents use social media on a daily basis, with 24 percent using it almost con-

stantly to share information with their classmates.

According to Wilbert Villaflor (2017), This research was conducted to determine what would

the impact of social media to the students. This study will help the students/parents to understand

the dangers or the effects that have in using social media sites, and also there has an advantage

using some social media that helps the students in their study. Lawson (2015) opined that,

academic habits can be thought of as effective routines for learning and they ultimately lead to

academic skills and abilities.

In the research conducted by Alma A. Aragdon and May V. Biagan (2023), the aim was to

scrutinize the impact of social media on the study habits of sixth-grade pupils in a public

elementary school in Camarines Sur, Philippines. Employing a Descriptive-Correlational

participants.

The findings derived from the variables examined indicated that social media exposure did

not yield a significant effect on the study habits of the pupils. This suggests that, despite

exposure to social media, the pupils were able to maintain their study habits effectively. It is

important to note that while this outcome may not be generalized to all contexts due to various

interconnected factors, it is recommended that further exploratory studies be undertaken. These

future studies should delve into other variables that were not addressed in the present research,

such as the pupils' adaptability to noise and distractions (Sheila Amoroso, 2023). Understanding

how pupils, despite the presence of distractions like social media, can maintain focused attention

on their primary academic tasks could provide valuable insights for enhancing educational

strategies.

As noted by Oxy (2017), students extensively utilize social networking sites and

applications, integrating them into their daily routines. Particularly, university students emerge as

prominent users within various age groups. However, this increased reliance on social media

comes with a downside, as highlighted by Smith (2017). Students, engrossed in these platforms,

tend to divert their attention from academic responsibilities, neglecting assigned tasks and

diminishing their in-person interactions.

The consequences of such behavior are significant, potentially exerting a detrimental impact

on grades and hindering the trajectory toward future career goals. The outcomes suggest a clear
link between overusing social media and compromised study habits across all student

demographics (Oxy, 2017).

In the study conducted by Yncierto and Soroño-Gagani (2018) titled "The Social Media Use

and the Study Habits of Millennials," an exploration was undertaken to understand the impact of

these technologies and their effectiveness within specific school conditions. The study

specifically aimed to delineate the extent of social media usage as a catalyst for enhancing the

study habits of Carolinians, focusing on a stratified, proportionate, and randomly selected group

of 50 Grade Ten students from the University of San Carlos, Basic Education Department-South

Campus in Cebu City, Philippines. Employing a descriptive survey research approach, the study

utilized simple percentage, mean, and standard deviation analyses, incorporating an adapted

survey questionnaire that underwent testing for face and content validity by Soroño-Gagani, F.

(2018).

Based on the findings of the study indicate that the use of social media, including frequent

visits to social networking sites via mobile phones, even multiple times a day or during the

weekend, did not exert a negative influence on the study habits and skills of Grade 10 junior high

school students at the University of San Carlos.

In a research endeavor conducted at a state university in Iloilo, the findings underscored a

substantial influence of social networking on the study habits and academic performance of the

respondents. This heightened influence is likely attributed to the pervasive accessibility of

gadgets, such as smartphones and other electronic devices equipped with mobile data and Wi-Fi
connections. The increased affordability and widespread availability of these gadgets in the

market further contribute to their impact (Judilla and Gemora, 2015).

Moreover, the establishment of effective study habits proves pivotal in reducing stress and

anxiety during examinations. Students who meticulously organize and adhere to their study

schedules tend to approach test-taking with confidence and composure, resulting in improved

grades (Ashish, 2013). Correspondingly, a study conducted by students at Davao Doctors

College revealed that the study habits of senior high students are influenced by factors such as

time management, study environment, and the use of social media, all of which subsequently

affect their academic performance (Arita et al., 2017).

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