The social media component has a central role in students' everyday lives, affecting their academic performance either negatively or positively. Whereas some researchers have noted that social media use promotes collaborative learning, engagement, and knowledge-sharing, others have highlighted its distractive and addictive nature that keeps students from performing well academically. The present study sought to look into the influence of social media on the academic performance of university students, particularly in comparing perceptions of this topic from both students and educators. This study followed a quantitative research design, in which structured questionnaires were used to gather data on a sample of 800 respondents (400 students and 400 educators) in Pune, India. The data were then analyzed using Independent Samples t-test and Chi-Square Test for Independence to respectively assess the differences in perceptions and to assess the relationship between patterns of social media use and academic performance. The results showed a statistically significant difference in the perception of students and educators, with educators holding broader views of the positive and negative attributes of social media influences on academic performance. High usage of social media was seen to distract students from academic engagement; purposeful use of the media for academic tasks was seen to foster engagement with study material and habit formation. In addition, according to the Chi-Square analysis, a significant association was found between social media usage patterns among students and academic performance.The conclusion drawn from the study is that, although social media can serve the purpose of an instrument for education, unregulated usage invites negative academic consequences. The recommendations for universities include formulating structured guidelines on social media use, digital literacy programs, and awareness campaigns designed to encourage responsible use of social media. Future research should focus on the qualitative as well as long-term effects of social media integration in education.
Inamdar et al. (Sun,) studied this question.