From Connectivity to Cognition: Analyzing the Effectiveness Social Media in E-learning Practices of High School Students in Cooch Behar District

Abstract Social media's explosive expansion has changed the face of education by creating new avenues for interaction, cooperation, and learning. With an emphasis on its effects on academic performance, learning engagement, and cognitive outcomes like critical thinking, problem-solving, and retention, this study investigates how well high school students in the Cooch Behar district use social media in their e-learning practices. Using a quantitative research approach, the study used a structured questionnaire that was given to 120 students and covered learning objectives, social media connectivity intensity, and demographic information. Regression analysis was used to examine the affects of social media use on learning engagement and academic performance, frequency and percentage distributions for demographic variables, and correlation analysis to investigate the relationship between social media connectivity and cognitive outcomes. The results showed that while connectivity showed a strong positive link with students' cognitive ability, social media usage significantly effects academic performance and learner engagement, accounting for approximately half of the variance seen. These findings demonstrate social media's increasing value as a teaching aid that fosters dynamic, resource-rich learning settings. The study concludes that social media use that is directed and intentional can improve student achievements, but it also highlights the necessity to balance social media use to prevent distractions.