Abstract

Due to the rapid development of the Internet and communication technologies, social media has become an essential part of our daily lives. It enables people to interact and share information without being limited by location or time. Consequently, social media's influence has extended to various aspects of society, including higher education. Students in higher educational institutions now utilize social media for both academic and non-academic purposes. Therefore, it has become crucial to understand how social media affects students' academic performance. Although many studies have explored the use of social media in higher education, there remains a significant gap in understanding its impact on students' academic performance. Existing literature indicates a lack of comprehensive models and frameworks to summarize this impact. Thus, the objective of this study is to examine and evaluate how social media influences on female students' academic performance of Khushal khan Khattak university. This study explores the perceptions of students from different academic years and faculties regarding the impact of social media on academic performance. The findings indicate a lack of consensus among students, with mixed beliefs and attitudes across various contexts and factors related to social media. The results suggest that perceptions may vary based on academic year, with potential changes over time. Additionally, the study reveals faculty-specific perspectives, indicating that academic disciplines may influence students' perceptions. Overall, the findings emphasize the complexity and diversity of these perceptions, highlighting the need for further research and tailored interventions to address students' specific concerns and challenges in different contexts. By understanding these perceptions, educational institutions can provide appropriate support and guidance to help students effectively navigate the opportunities and challenges posed by social media in their academic pursuits.