Social Media Based Learning and Academic Performance: Examining the Role of Student Engagement Among Postgraduate Students in Shanxi, China

Purpose: This study examines factors influencing postgraduate student engagement and academic performance in social media supported learning in higher education in Shanxi, China. Research design, data and methodology: A quantitative approach was adopted. A pre-test using the Index of Item Objective Congruence was conducted with three experts, followed by a pilot study with 30 students to ensure clarity and reliability. Data were then collected from 500 postgraduate students. Non probability sampling was applied, including judgmental, quota, and convenience techniques. Confirmatory Factor Analysis and Structural Equation Modeling were used to assess reliability, validity, and structural relationships. Results: Social Media Use, Knowledge Sharing, Interaction with Lecturers, Perceived Ease of Use, and Perceived Usefulness all show significant positive effects on Student Engagement. Student Engagement also has a strong positive effect on Student Academic Performance. Knowledge Sharing and Perceived Ease of Use show the strongest effects, while Perceived Usefulness shows the weakest but significant effect. Conclusions: The findings confirm the central role of engagement in linking social media related factors with academic outcomes. They highlight the importance of meaningful academic interaction, efficient platform design, and knowledge exchange in supporting postgraduate learning. Strengthening these elements can improve engagement and enhance academic performance in digital learning environments.