Navigating the dual impact of social media on academic performance and social interactions in higher education

Abstract

This study investigates the influence of social media on academic performance and social interactions among master’s students at the University of Yaoundé I (UY1). Using a mixed-methods approach, the research includes a sample of 384 students across four faculties. Quantitative data was collected through a structured questionnaire, while qualitative data were collected through guided interviews. The findings reveal a complex relationship where social media serves both as a tool for improving academic performance and a potential source of distraction. Specifically, social media usage correlates positively with improved academic performance and facilitates social interactions. However, its effectiveness is dependent upon students' ability to manage distractions and leverage social media constructively. The mediating effect of social interactions on the relationship between social media use and academic success was significant, underscoring the importance of positive peer engagement. The study concludes that optimal use of social media, coupled with strategic educational interventions, can bolster academic outcomes. Recommendations include targeted workshops for students and educators to maximize the educational benefits of social media while minimizing its potential drawbacks.