The Impact of Social Media on Academic Achievement of Open University (UT) Students

Abstract

This study explores the impact of the intensity of social media use on the academic performance of UTstudents. In the digital era, social media is increasingly used for academic activities, including finding references and collaborating. However, there are concerns that social media can interfere with students' learning focus. This study used a quantitative method with a survey approach on 25 UT students in archival science. Intensity of social media use was measured through a questionnaire, while academic achievement was measured using Grade Point Average (GPA).Correlation results showed a very weak negative relationship between intensity of social media use and GPA (r = -0.206), but it was not statistically significant (p = 0.334). Regression analysis showed that only 4.2% of the variation in GPA could be explained by social media use, indicating that other factors have more influence on students' academic performance. Although the results showed a small negative impact, this study highlights that social media can be an effective tool for collaborative learning, supporting Albert Bandura's Social Cognitive theory. Academic self-efficacy was also identified as an important mediator in maximizing the benefits of social media for academic achievement. This study recommends that education authorities encourage the purposeful use of social media to support academic performance, especially in distance education contexts.