Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES RELATED

This chapter presents the literature and studies related to the present study. The researchers gathered

these selected related literatures and studies to guide them in formulating the conceptual information and

to support their claims in the study.

RELATED LITERATURE

Most users utilized social networking sites for chatting and downloading purposes only which affected

their academic performance negatively (Owusu and Agatha, 2017). This finding corroborates the

revelation of Mingle and Musah (2015), that most respondents in their study had experienced negative

effects such as poor grammar spelling, late submission of assignments, less study time and poor

academic performance.

Kirschner revealed that students who multi-task between social networking sites and homework are

likely to have 20% lower grades than a student who does not have a social networking site in visual

range. Kirschner believes that even running a social networking site on the background on a student's PC

while studying or doing homework could lower a student's grade. He believes that the problem is that

most people have Facebook or other social networking sites, their e-mails and maybe instant messaging

constantly running in the background while they are carrying out their tasks (Enriquez, 2010).

According to Astodello (2016), students should be encouraged to limit the time they spend on social

media sites and be advised to rather substitute those hours with reading some learning materials – short

stories, novels, etc. to improve their vocabulary. Since the use of social media sites had affected the

academic performance of students negatively, there is a need to introduce the students' other information

resources or materials that would motivate and help them perform well in their academics.

As indicated by Hay (2011), the more time spent on social networking sites, the less they may be good

for students’ social lives, in the way that it may cause them to be more illiterate; short forms, and even
the limited amount of characters one is allowed to type on certain statuses, don’t help expand the writing

portion of a student’s mind resulting in lower grade averages and less time spent on studies.

In addition, constant visitation to social sites can become very addictive and this is not a good thing

because it is sure to affect one’s academic performance. A greater part of students’ time is spent on the

social sites and they do not even have time for themselves let alone their studies. Being addicted to

social sites will turn students mind from important things like studies to trivial ones and this will tell on

their grades as they are most likely to experience a drastic drop in their grades. And it will certainly lead

to bad academic performance (MSBM, 2013).

Furthermore, a study conducted by Akhtar (2013), excessive usage of internet can become an addiction

especially among students and it can cause academic problems. The author suggested that internet

addiction can cause a fall in time spent on studies, major drop in grades, low interest in extracurricular

activities and lack of interest in classes.

Foreign Studies

According to Siddiqui and Singh (2016), examined both the positive and negative aspects of social

media. Students can make a group of their class on any social platform where they can discuss and

express themselves. They can share useful information by using that specific platform. They can explore

the opportunities for their future. But it also distracts students from their academics. Teenagers are not

completely aware of the terms and policies and that social platform. And they misuse it by creating fake

accounts for entertainment purposes and later on get addicted to it.

As indicated by Mingle and Adams (2015), arrived at the conclusion that other than the positive impact

of social media on student’s academics, it is unsafe from multiple points of view. It distracts students

from their studies and students get addicted to social networks unconsciously because of its extremely

user- friendly interface. And it later on affects the grades of students.

In addition, Paul, Baker, and Cochran (2012), composed an article named effect of online social

networking on student academic performance. The researcher’s results revealed a statistically significant

negative relationship between time spent by students on OSN and their academic performance. Time

spent on OSN is shown to negatively impact academic performance. As time spent on social networking

sites increases, the academic performance of the students is seen to deteriorate. This ties in well with the

findings presented by Kirschner and Karpinski (2010), which reveal that over-involvement or obsession

with social networking by students can have negative impacts on academic performance.

Moreover, a study conducted by Sharma and Vishvakarma (2016), presented a review on the effect of

social networking sites on academic performance. It reviewed the impact of social networking sites

(SNSs) on academic performance. The research provided the positive as well as the negative effect of

social media on academic performance of students. It asserted that the social media are sometimes used

for educational purposes and sometimes for non-academic purpose, which adversely impact on the

academic performance of the students.

According to Tamayo and Dela Cruz (2014), students with lower grades are frequent user of social

media while the occasional user tends to concentrate on school works and get satisfactory ratings. More

than 50% of the students performed below satisfactorily at school. Students diversion from school

activities to social media usage largely affect their academic performance. Students who participated in

the study rarely participate on class activities, perform well on class and attend class regularly.

Judilla and Gemora (2015), states that the extent of influence of social networking on students as an

entire group and regardless of age, sex, socio economic status, and educational attainment of their

parents was high. It also proved that the respondents’ study habits and academic performance were to a

high extent influenced by social networking. Most likely that this high influence may have been result of

easy access to and brought about by the accessibility of gadgets like cell phones with mobile data and

Wi-Fi connection. The affordability and availability of these gadgets in the market may have been

another reason. Likewise, this implies that students may have not realized that spending more time in

social networking could be a hindrance to a good academic performance. The findings mean that being

active in social networking could affect students socially, emotionally and academically. This may mean

that social networking could highly influence study habits and academic performance of students

negatively. Being involved in social networking can influence the students not to give importance to

their academic subjects.

In addition, a study conducted by Morallo (2013), social networking sites decrease students’ study time

and increase leisure time. They use social networking sites mainly for non-academic purposes or

entertainment activities and communicating with friends and classmates about school work and

assignments.
Research Paradigm

Independent Variable Dependent Variable

Academic Performances

Unrestricted Usage of Social Media - Written Works

Figure 2. The Research Paradigm Showing the Relationship

of the Variables in the Study

Figure 2 is the research paradigm of the present study showing the relationship of the variables involved.

The independent variable is the unrestricted usage of social media. The dependent variable is the

students’ academic performances. It was conceptualized that the unrestricted usage of social media has

an effect on the academic performances of the students.

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