INFLUENCE OF FACEBOOK USAGE ON ACADEMIC PERFORMANCE AMONG STUDENTS IN PUBLIC SECTOR COLLEGES OF PESHAWAR DISTRICT

Background: Social media platforms, particularly Facebook, have become deeply integrated into the daily lives of students, influencing how they interact, learn, and manage their academic responsibilities. While Facebook offers opportunities for information sharing and academic collaboration, concerns have emerged regarding its potential to disrupt study routines, affect classroom attentiveness, and negatively influence academic performance. Understanding the relationship between Facebook usage and academic outcomes is essential to developing strategies for its constructive use in educational settings. Objective: This study aimed to investigate the impact of Facebook usage on the academic performance of female students in public-sector colleges in District Peshawar, focusing on its influence on study hours, classroom attentiveness, and overall academic outcomes. Methods: A quantitative, descriptive research design was employed, with data collected from 400 female Bachelor of Science (BS) students enrolled in Social Sciences and Natural Sciences programs. A simple random sampling technique was used to ensure representativeness across four public-sector colleges. Data collection was conducted through self-administered questionnaires using a 5-point Likert scale. Regression analysis and descriptive statistics were applied to assess the relationship between Facebook usage, study hours, classroom attentiveness, and academic performance. Results: Findings revealed that 65% of students acknowledged disruptions in study routines due to excessive Facebook use, while 58% reported difficulty maintaining focus during lectures. Approximately 72% believed that Facebook negatively affected their academic performance. However, regression analysis showed a weak but statistically significant negative correlation between Facebook usage and academic performance (r = -0.104, p = 0.038), with only 1.1% of academic performance variability explained by Facebook usage. Late-night usage was associated with decreased study hours and lower classroom attentiveness. Conclusion: While Facebook provides valuable academic resources, excessive usage disrupts study routines and reduces focus, indirectly impacting academic outcomes. Educational institutions should promote responsible social media use through seminars and structured academic engagement. Future research should explore broader populations and include qualitative analyses for deeper insights.