Social Media Behaviour, Study Habits and Academic Achievement: A Statistical Study of College Students

The pervasive integration of social media into the daily lives of college students has sparked considerable debate regarding its influence on educational outcomes. This research paper explores the impact of social media usage on the academic performance of undergraduate students through a comprehensive statistical analysis. By examining variables such as daily screen time, platform preferences, and the specific nature of social media engagement (academic versus recreational), this study seeks to quantify the correlation between digital habits and academic achievement. The analysis reveals a dualistic relationship: while collaborative and academically oriented social media use can slightly enhance academic experiences by facilitating information exchange, excessive non-academic screen time is inversely correlated with students' Grade Point Average (GPA). Heavy usage, particularly exceeding three hours daily, frequently results in time displacement, multitasking distractions, and delayed academic tasks. Ultimately, this paper highlights the necessity of digital self-regulation, providing a data-driven foundation for educators and policymakers to develop effective interventions that promote healthy digital habits in higher education environments.