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Ethics code: IR.ZAUMS.REC.1400.280
Abstract: (4 Views)
Introduction: With the increasing use of social networks by students, evaluating the effects of this phenomenon on academic performance is essential. This study aimed to determine the relationship between social network use and the academic performance of students at Zahedan University of Medical Sciences (ZAUMS).
Methods: This applied, descriptive-analytical study was conducted in 2024 on 383 students of ZAUMS. Data were collected using a valid and reliable researcher-made questionnaire. Data analysis was performed using descriptive statistics and Pearson's correlation test.
Results: The majority were undergraduate students (63.6%) and lived in dormitories (64.2%). WhatsApp, Telegram, and Instagram were the most used social networks, with the main motivations for use being entertainment (81.7%) and communication with friends. Most individuals (84%) used social networks daily, with an average of 3-4 hours per day. Based on Pearson's test, a significant inverse correlation was found between total mean grade-point average (GPAs) and the extent of social network use during the semester (p=0.022), membership in social networks before university entry (p=0.019), living in dormitories (p=0.031), and lower parental education level (p=0.010 for fathers and p=0.037 for mothers). In other words, students with higher usage, longer membership history, dormitory residence, and parents with lower education levels reported lower GPAs.
Conclusion: Excessive use of social networks is associated with a decrease in students' academic performance. Membership in these networks, dormitory residence, and lower parental education were also linked to poorer academic performance. Teaching time management and promoting purposeful use of these platforms are necessary to improve academic outcomes.
Methods: This applied, descriptive-analytical study was conducted in 2024 on 383 students of ZAUMS. Data were collected using a valid and reliable researcher-made questionnaire. Data analysis was performed using descriptive statistics and Pearson's correlation test.
Results: The majority were undergraduate students (63.6%) and lived in dormitories (64.2%). WhatsApp, Telegram, and Instagram were the most used social networks, with the main motivations for use being entertainment (81.7%) and communication with friends. Most individuals (84%) used social networks daily, with an average of 3-4 hours per day. Based on Pearson's test, a significant inverse correlation was found between total mean grade-point average (GPAs) and the extent of social network use during the semester (p=0.022), membership in social networks before university entry (p=0.019), living in dormitories (p=0.031), and lower parental education level (p=0.010 for fathers and p=0.037 for mothers). In other words, students with higher usage, longer membership history, dormitory residence, and parents with lower education levels reported lower GPAs.
Conclusion: Excessive use of social networks is associated with a decrease in students' academic performance. Membership in these networks, dormitory residence, and lower parental education were also linked to poorer academic performance. Teaching time management and promoting purposeful use of these platforms are necessary to improve academic outcomes.
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