Abstract :

This study presents a comprehensive meta-analysis examining the impact of social media use on students’ academic performance. Drawing on a wide range of empirical studies conducted across diverse educational contexts, the analysis synthesizes findings to determine the overall relationship between social media engagement and academic performance. The methodology accepted in earlier studies (2011-2021) on the relationship between teacher and student was consistent with the purposes and effects on students’ academic performances. Literature rooted in the relationship between teacher and student: around 80 scholars’ articles, summaries, and guides were composed for analysis purposes. A sum of 18 articles was finally nominated for systematic review of the relationship between teacher and student. These include 15 quantitative and 3 mixed-methods articles. The results reveal a nuanced effect: while excessive and non-academic use of social media is generally associated with lower academic performance, purposeful and educational use can have a positive influence by enhancing collaboration, access to information, and engagement. The study highlights the importance of balanced and guided use of social media in educational settings and offers recommendations for educators, policymakers, and students to maximize its benefits while minimizing potential drawbacks.

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Keywords :

Academic Performance, Communication, education and training, enhancing collaboration, policymakers, Social Media

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