Social Media’s Effect on Students’ Academic Performance

STAT 207 | Introduction to Statistics & Probability | Final Project

No Student Name ID Number Signature

1. Faya Mohammed Alabdulkarim 2230007193

2. Danah Khalid Alhugail 2230004674

3. Fatimah Ghassan Bukhamseen 2230002914

4. Shoug Mubarak Aldossary 2230002671

5. Sara Majed Alsaleh 2230002840

Group A
Instructor: Dr. Khadeejah Alhindi

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Table of Contents:

Abstract: ........................................................................................................................................ 3

Introduction:.................................................................................................................................. 4

Methods: ........................................................................................................................................ 5

Results: ........................................................................................................................................... 9

1) Variable analysis: .................................................................................................................. 9

1.1) Current GPA ................................................................................................................... 9
1.2) What techniques have you tried? .................................................................................. 9
1.3) Hours of social media ................................................................................................... 10
1.4) Most used apps ............................................................................................................. 10
1.5) Negative effect on academic performance ..................................................................11

2) Relationship Analysis: ........................................................................................................ 12

2.1) Hours of studying vs. Current GPA............................................................................ 12
2.2) Limiting social media usage vs. Feeling of worse attention span ............................. 14
2.3) Struggle with managing studying time vs. Missed deadlines or assignments ......... 16
2.4) Hours on social media vs. Current GPA .................................................................... 18
2.5) Social media usage for education vs. Hours spent on social media ......................... 21
2.6) Techniques to avoid using social media during studying vs. Current GPA ............ 23

Conclusion: .................................................................................................................................. 25

Appendix:..................................................................................................................................... 26

References: ................................................................................................................................... 28

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Abstract:

Social networking emerged in 1999 and quickly gained popularity, particularly among
young people. Since then, social media has become an integral part of the daily lives of its users,
providing an online platform that empowers individuals to create, share, and exchange information
and ideas, as well as enjoy endless entertainment. With the help of social media, people can connect
with friends and family, stay updated on current events, and promote their businesses. However,
excessive usage of social media can be harmful, especially for students.

We conducted a survey targeting college students to assess the impact of social media on
academic performance. The results were analyzed using statistical techniques, and we supported
our study by incorporating graphs and tables to illustrate our findings. We gathered the responses
of 102 individuals who participated in the survey. Some results were aligned with our expectations
of the study, while others were far from them.

To begin with, the majority of the students spend more than five hours a day on social
media. A high percentage of these students agree that social media negatively impacts their
academic performance, which leads them to try several studying techniques to avoid this
distraction. However, the study shows a weak linear relationship between students' current GPA
and the hours they spend on social media. Consequently, we could not conclude that there is an
association between students' current GPA and the hours they spend on social media.

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Introduction:

With the rise of social media platforms, such as TikTok and Instagram, many believe that
their influence has significantly impacted various aspects of modern life, including education. The
incorporation of social media platforms into daily routines has raised concerns about its effects on
academic performance among students. While social media offers numerous benefits such as
increased connectivity, easier access to information, and providing a voice to individuals to raise
awareness (Dalomba et al., 2022), its overuse may result to an addiction that can have negative
effects on students' academic performance. Lowered productivity, chaotic sleeping habits and
being distracted from one’s studies are some examples on the negative effects of social media on
a student’s performance. Furthermore, constantly being subjected to unrealistic standards on social
media may lead to increased stress and anxiety levels among students, and as a result, affecting
their academic performance. Because of this, we have conducted this study targeting university
students, to truly confirm if social media affects a student’s academic performance. In addition,
hopefully raise awareness towards the hours students spend on social media and its effects on their
studies.

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Methods:
• The questions:
1- What is your gender?
2- What is your age?
3- How many hours do you spend studying in a day?
4- How many hours do you spend on social media in a day?
5- How many social media apps do you use?
6- What is your most used social media app?
7- Do you struggle with managing your studying time?
8- Have you ever missed deadlines or assignments due to spending too much time on social
media?
9- What is your current GPA?
10- During an hour of studying, how many times do you check your social media?
11- Do you agree that social media negatively affects a student’s academic performance?
12- Do you think your attention span has gotten worse because of social media?
13- Have you ever used social media for educational purposes?
14- Do you try to limit your social media usage to improve your academic performance?
15- What techniques have you tried to avoid using social media during studying?

• Study site: Saudi Arabia

• Targeted audience: University students.
• Number of cases: Our dataset contains (102) individuals.
• Purpose: Study social media’s effect on students’ academic performance.
• Criteria for statistical significance: p-value < 0.05
• Collecting data: We used Google forms to conduct an online survey that doesn’t
display the email of the respondents to obtain privacy, then we spread the link
across different university groups on WhatsApp.

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 • Variables:

NO Variable Variable Type Values

1 Gender Categorical • Male

• Female
2 Age Quantitative • Number

3 Hours of studying Quantitative • Number

4 Hours on social media Quantitative • Number

5 Number of social media Quantitative • Number

apps used
6 Most used app Categorical • TikTok
• Instagram
• YouTube
• Snapchat
• Twitter
• Other

7 Managing studying Categorical • Yes

time • No
8 Missed deadlines/ Categorical
assignments • Yes
• No

9 Current GPA Quantitative • Number

10 Checking social media Quantitative • Number

during studying

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11 Negative effect on Categorical • Agree
academic performance • Strongly agree
• Neutral
• Disagree
• Strongly disagree

12 Worse attention span Categorical • Yes

• No
13 Social media for Categorical • Yes
education • No
14 Limit social media Categorical • Yes
usage • No
15 Techniques Categorical • Group Studying
• Time limit on social
media apps
• Keeping your phone
away while studying
• Studying techniques
(Pomodoro method)
• Other

Table 1: The variables in our study

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 • Analysis methods:
1) Relationship analysis:

Explanatory Variables Response Variables Graph Type

Struggle with managing studying Missed deadlines or

Two-way table
time assignments

Limit social media usage Worse attention span Two-way table

Hours on social media Current GPA Scatter plot

Hours spent on social

Social media usage for education Side-by-side Boxplot
media
Techniques to avoid using social
Current GPA Side-by-side Boxplot
media during studying

Hours of studying Current GPA Scatter plot

Table 2:The relationship analysis in our study

2) Variable analysis:
Variables Graph Type

Current GPA Histogram

Hours of social media Histogram

Preferred studying techniques Bar graph

Most used social media app Pie chart

Negative effect of social media on academic

Pie chart
performance
Table 3: The variable analysis in our study

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Results:
1) Variable analysis:
1.1) Current GPA

Figure 1: A histogram of current GPA

Based on the histogram in Figure 1, it is evident that the current GPA is skewed to the left.
The data collected shows a mean of 4.175, a median of 4.2, and a mode of 4.5. It can be concluded
that more than 20 students have a GPA of 4.5.

1.2) What techniques have you tried?

Figure 2: A bar graph of preferred studying techniques

The figure's bar graph displays the various studying techniques that students tried. It
shows that 13.72% of the participants tried group studying technique. 38.23% used keeping the
phone away while studying technique. 10.78% used other techniques that are not mentioned,
while 21.56% used study method techniques such as the Pomodoro technique. Additionally,
15.68% tried to limit their time on social media.

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1.3) Hours of social media

Figure 3: A histogram of hours spent on social media in a day

The histogram in Figure 3 illustrates the distribution of hours spent on social media in a
day. The graph is slightly skewed to the right, with a mean of 5.17. Both median and mode are
equal to 5. We observed that most people spend 5 hours on social media in a day.

1.4) Most used apps

Figure 4: A pie chart of most used social media app

From this pie chart in Figure 4, TikTok is the most popular social media app, representing
(43.1%) of the total usage. Following TikTok, Twitter comes in second with (14.7%), YouTube
follows closely with (13.7%), then comes Instagram with a score of (12.7%), while (11.7%)
preferred Snapchat, the remaining (4%) use other social media apps.

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1.5) Negative effect on academic performance

Figure 5: A pie chart of the negative effect of social media on student’s academic performance
The pie chart in Figure 5 illustrates that (44.1%) agree that social media negatively affects
a student’s academic performance. Additionally, both strongly agree and feel neutral received the
same number of responses as a result of (25.4%) for each. Conversely, only (5%) disagree with
this idea. There are no respondents who strongly disagree.

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2) Relationship Analysis:
2.1) Hours of studying vs. Current GPA

Figure 6: A scatterplot of hours of studying vs current GPA

Regression Equation: Current GPA = 4.120 +0.0151 Studying Hours

Figure 6 demonstrates a scatterplot of students studying hours and their current GPA’s.
There is a very weak positive linear relationship which is represented by the correlation r = 0.059
and 0.34% of the variation in the response variable is explained by the explanatory variable. There
is one possible outlier in the y-direction which shows the student who spends 2 hours studying and
has a GPA of 2.5. Moreover, it appears that there are two possible influential points for the students
who spend 10 to 11 hours studying and have a GPA between 4.4 to 4.5.

Regression inference: To apply regression inference the conditions must be examined first.

Figure 7: A normal quantile plot of the residuals for Figure 8: A residual plot of studying hours
studying hours

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 The normal quantile plot shown in Figure 7 shows an almost normal distribution shape, but
not exactly normal. The sample size in this study is 102 (n=102) however t procedures are strongly
against the departures from normality. Also, the residual plot shows a fairly equal spread among
the horizontal axis at 0 as shown in Figure 8. As all the conditions are satisfied, we can apply the
regression inference.

Significance Test for regression slope:

H0 : There is no relationship between hours of studying and the GPA (β1=0)

Ha: There is a positive relationship between hours of studying and the GPA (β1>0)

TERM COEF SE COEF T-VALUE P-VALUE

CONSTANT 4.120 0.106 38.76 0.000
HOURS
0.0151 0.0257 0.59 0.558
STUDYING
Table 4: Significance test for the slope of the relation between hours of studying and current GPA

The 95% confidence interval for the slope is: 1 = 0.0151±1.984 (0.0257)

SOURCE DF SS MS F P-VALUE
REGRESSION 1 0.0858 0.085817 0.34 0.558
ERROR 100 24.8941 0.248941
TOTAL 101 24.9799
Table 5: The ANOVA table of the relation between hours of studying and current GPA

According to the information provided by Tables 4 and 5 the p-value = 0.558 which is for the
two-sided test, and the p-value for the one-sided is one half of the two-sided test p-value making
p = 0.279. When comparing it with 𝛼 = 0.05 Significance level the p-value is greater (0.279 >
0.05). So, we conclude that we don’t have enough evidence to reject the null hypothesis (H 0) and
fail to prove the alternative hypothesis (Ha) that there is a positive linear relationship between
studying hours and current GPA which was clear from the scatterplot shown in Figure 6 As the line
is nearly straight along the horizontal axis.

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2.2) Limiting social media usage vs. Feeling of worse attention span
1) Observed counts

WORSE ATTENTION SPAN

LIMITING No Yes Total
SOCIAL MEDIA No 11 18 29
USAGE Yes 11 62 73
Total 22 80 102
Table 6: A 2x2 two-way table of limiting social media usage vs feeling of worse attention span.

When we asked the students in the survey if they limit their social media usage and if they
feel that their attention span got worse or better after doing so or not and the response are shown
in the two-way Table 6. According to the information provided in table there is 38% of students
that don’t feel that their attention span got worse given that they don’t limit their social media
usage. However, 62% of students feel that their attention span got worse given that they don’t limit
their social media usage. On the other hand, 15% of student don’t feel their attention span got
worse given that they limit their social media usage. However, 85% of students feel that their
attention span got worse given that limit their social media usage which might be due to other
factors.

Figure 9: The conditional distribution of the relation between limiting social media
usage and feeling of worse attention span

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 From Figure 9 it’s obvious that the conditional distributions of limiting social media usage
aren’t the same for both “yes” and “no”. So, we can apply the Chi-square test to prove that there
is a relationship between limiting social media usage and feeling of worse attention span. Firstly,
we must state the H0 and Ha for the two categorical variables of one population.

H0: There is no relationship between limiting social media usage and feeling of worse attention
span (The two categorical variables are independent)

Ha: There is a relationship between limiting social media usage and feeling of worse attention span
(The two categorical variables are dependent)

2) Expected count

WORSE ATTENTION SPAN

LIMITING No Yes Total
SOCIAL MEDIA No 6.25 22.75 29
USAGE Yes 15.75 57.25 73
Total 22 80 102
Table 7: The expected count of the relation between limiting social media usage and worse attention span

After conducting the expected count, which is shown in Table 7, it is obvious that it’s a 2x2
table with all four expected 5 and greater. Therefore, we can apply the Chi-square test after all the
condition were satisfied.

df= (2-1) (2-1) =1

x2= 6.413

P-value= 0.0011 < 𝛼=0.05, thus we have strong evidence to reject the null hypothesis H0 and
conclude the alternative hypothesis stating that there is a relationship between limiting social
media usage and feeling of worse attention span.

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2.3) Struggle with managing studying time vs. Missed deadlines or
assignments
1) Observed Counts:

MISSED DEADLINES OR ASSIGNMENTS

STRUGGLE WITH No Yes Total
MANAGING No 23 13 36
STUDYING TIME Yes 44 22 66
Total 67 35 102
Table 8: A 2x2 two-way table of struggling with managing studying time vs missed deadlines or assignments

The two-way table above displays the responses the students gave when asked whether
they struggle with managing their studying time and if they have ever missed deadlines or
assignments. It is clear to us that 63.89% of students haven’t missed any deadlines or assignments
given that they don’t struggle with managing their studying time, and 36.11% have missed
deadlines or assignments given that they are not struggling with their studying time. Furthermore,
66.67% of students haven’t missed any deadlines or assignments given that they do struggle with
managing their studying time, and 33.33% have missed deadlines or assignments given that they
struggle with managing their studying time.

Figure 10: The conditional distribution of the relation between struggling with managing studying
time and missed deadlines or assignments

It is clear from Figure 10 above that the conditional distribution is similar, but not the same.
Therefore, we will conduct the Chi-square test to verify whether there is a relationship between
the two categorical variables or not. Firstly, we will propose our hypotheses:

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H0: There is no relationship between struggling with managing studying time and missing
deadlines or assignments. In other words, the two variables are independent.

Ha: There is a relationship between struggling with managing studying time and missing deadlines
or assignments. In other words, the two variables are dependent.

2) Expected Counts:

MISSED DEADLINES OR ASSIGNMENTS

STRUGGLE WITH No Yes Total
MANAGING No 23.65 12.35 36
STUDYING TIME Yes 43.35 22.65 66
Total 67 35 102
Table 9: A 2x2 two-way table of the expected counts of struggling to manage studying time vs. missed deadlines and assignments

After calculating the expected counts shown in Table 9, we can see that all four expected
counts of the 2x2 table are greater than 5. Additionally, the calculated average of the expected
counts = 25.5, which is obviously greater than 5. Since all the conditions of the test have been met,
we can continue with conducting the test.

df = (2-1) (2-1) = 1

x2 = 0.080

P-value = 0.778   = 0.05, therefore we don’t have sufficient evidence to reject the null hypothesis
(H0) and we can’t accept the alternative hypothesis (Ha). Moreover, the test is statistically
insignificant, and we cannot conclude that there is a relationship between struggling with
managing studying time and missing deadlines or assignments.

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2.4) Hours on social media vs. Current GPA

Figure 11: A scatterplot of hours on social media vs. current GPA

Regression equation: Current GPA = 4.119 + 0.0108 Hours on social media

The students were asked about their current GPA and the time they spend on social media
with the intention of finding out if the hours they spent on social media had control over their
current GPA. Shown above in Figure 11 is the scatterplot of hours on social media vs. their current
GPA. A positive, weak, and linear relationship is noticeable. Also, the correlation between the two
variables is r = 0.045 and 0.20% of the variation in current GPA (response variable) is explained
by the hours spent on social media (explanatory variable). One possible outlier in the y direction
can be seen, which depicts a student that spends 6 hours on social media and has a 2.5 GPA.
Additionally, a possible influential point that represents a student that spends 12 hours on social
media and has a GPA of 3.84 can be seen.

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Regression Inference: The conditions that must be fulfilled to apply regression inference:

Figure 12: The normal probability plot of the residuals Figure 13: A residual plot of hours on social media
for Hours on social media

The normal probability plot of the residuals depicted in Figure 12 displays a subtle
curvature, suggesting that the responses may not exhibit a normal distribution around the line for
each x-value. Nonetheless, with a sizable sample size (n = 102), the t procedures remain robust
against deviations from normality. Additionally, as seen in Figure 13, the residuals are randomly
distributed around the horizontal line at 0 for all x-values, indicating uniform variation and
conformity to a linear model. Given that all conditions are met, we will proceed with the inference.

Significance test for the slope:

H0: There is no relationship between the hours on social media and current GPA (1 = 0)

Ha: There is a positive relationship between the hours on social media and current GPA (1  0)

TERM COEF SE COEF T-VALUE P-VALUE

CONSTANT 4.119 0.134 30.69 0.000

HOURS ON
0.0108 0.0241 0.45 0.656
SOCIAL MEDIA
Table 10: Significance test for the slope of the relation between hours on social media and current GPA

The 95% confidence interval for the slope 1 = 0.0108 1.984(0.0241)

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 SOURCE DF SS MS F P-VALUE
REGRESSION 1 0.0499 0.049891 0.20 0.656
ERROR 100 24.9300 0.249300
TOTAL 101 24.9799
Table 11: The ANOVA table for the relation between the hours on social media and current GPA

The p-value found in Tables 10 and 11 is equal to 0.656, but since the Minitab provides us
with the p-value for the two-sided test we must divide it by two, resulting in p-value = 0.328.
Comparing the p-value with the significance level  = 0.05, it is clearly greater. Consequently,
there is not enough information to reject the null hypothesis (H0) that denies there being a
relationship between the two variables, and we cannot accept our alternative hypothesis (Ha). As
well as the test being statistically insignificant.

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2.5) Social media usage for education vs. Hours spent on social media

Figure 14: A2 side-by-side boxplot of social media usage for education vs. Hours spent on
social media

The side-by side boxplot portrayed in Figure 14 compares hours spent on social media for
individuals who use it for education and for those who don’t. As shown in the graph, the
distribution of hours spent on social media among individuals who use it for education is right
skewed with mean (5.27) and median (5.0). Whereas The distribution of hours among individuals
who don’t use social media for education, is roughly right skewed with mean (4.46) and median
(5.0). We noticed that both the median (5.0) and the 3rd quartile (6.5) is the same for both groups,
however the 1st quartile for the individuals who use social media for education is (4.0) and for
those who don’t is (2.0). Depending on the interquartile range we can measure the variability of
both distributions. The individuals who use social media for education have (IQR=2.5) which is
much less variability than the individuals who don’t use social media for education (IQR=4.5).
There is one outlier among the individuals who use social media for education at (12.0). In
addition, the maximum hour spent on social media among individuals who use social media for
education is (10.0) hours, which is higher than the maximum of individuals who don’t use social
media for education (8.0) hours. Thus, we can conclude that there is higher variability of hours
spent on social media among individuals who do not use it for education.

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 NO YES
MEAN 4.46 MEAN 5.27
MINIMUM 2.0 MINIMUM 2.0
1ST QUARTILE 2.0 1ST QUARTILE 4.0
MEDIAN 5.0 MEDIAN 5.0

3RD QUARTILE 6.5 3RD QUARTILE 6.5

MAXIMUM 8.0 MAXIMUM 10.0
OUTLIER None OUTLIER 12.0
Table 12: Descriptive analysis of hours Table 13: Descriptive analysis of hours
spent on social media for individuals spent on social media for individuals who
who don’t use social media for use social media for education
education

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2.6) Techniques to avoid using social media during studying vs. Current GPA

Figure 153: A side-by-side boxplot of techniques to avoid using social media during studying
vs. current GPA
The side-by-side boxplot illustrated in Figure 15 compares the students GPA for each
studying technique used to avoid social media. Upon examination, we discovered that the group
studying technique has the highest median GPA (4.55) compared to the other techniques.
Furthermore, the second highest median GPA is (4.3) that belongs to the students who keep their
phone away while studying, which is greater than the students who use studying techniques
(pomodoro method) with median GPA (4.2). In addition, the median GPA of the students who time
limits their social media usage is (4.15), which is greater than the lowest median GPA (4.1) that
belongs to the students who use other techniques. Based on the interquartile range, we can say that
the GPA distribution for students who use the group studying technique has the highest variation
with (IQR=0.96) than all the other techniques. Since the mean and median GPA of students who
use other techniques are close and both the upper and lower whiskers have similar lengths, we can
say that the distribution is roughly symmetric. Whereas all the other techniques are left skewed
with a longer lower whisker and a median closer to the box’s highest value. Moreover, we noticed
an outlier with GPA (3.0) that keeps his phone away as a studying technique. Thus, we conclude
that group studying technique has a great effect on the GPA and varies more compared to the other
techniques.

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 Mean Minimum 1st Median 3rd Maximum Outlier IQR
quartile quartile
Group studying 4.36 3.2 3.92 4.55 4.89 4.9 None 0.96

Keeping your 4.22 3.3 4.0 4.3 4.5 5.0 3.0 0.5
phone away
while studying
Other 4.09 3.5 3.8 4.1 4.4 4.5 None 0.6

Studying 4.06 2.5 3.67 4.2 4.54 4.79 None 0.86

techniques
(pomodoro
method)
Time limit on 4.09 3.0 3.76 4.15 4.45 4.87 None 0.68
social media apps

Table 14: Descriptive analysis of the students GPA for each studying technique used to avoid social media.

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Conclusion:

In conclusion, we have discovered in our study that there is little correlation between social
media usage and the academic performance of university students. This study aimed to examine
the effect of social media on a student's academic performance and to investigate the relationship
between two variables. After analyzing the data, we found a significant relationship between
limiting social media usage and the feeling of a worse attention span. There is a higher variability
of hours spent on social media among individuals who do not use it for education. We found that
the impact on GPA varies greatly between group studying techniques compared to other
techniques. The weaknesses were that we could not find enough evidence to suggest the
relationship between struggling with managing studying time and missing deadlines or
assignments. Also, there is no relationship between studying hours and GPA, nor between hours
spent on social media and GPA. For future studies, evaluating the relationship between hours spent
on social media in a day and missing deadlines or assignments may give valuable insight into the
amount of time spent on screens that might affect student's ability to manage their academic
responsibilities effectively.

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Appendix:
List of Tables:
Table 1: The variables in our study ….…………………………………………………………...………7

Table 2: The relationship analysis in our study …………………...…………..................……..…… 8

Table 3: The variable analysis in our study …………………....................................…………….…8

Table 4: Significance test for the slope of the relation between hours of studying and current
GPA………………….……………………………………………………………………………………….13

Table 5: The ANOVA table of the relation between hours of studying and current GPA
………………………………….…………………………………………………………….……………....13

Table 6: A 2 x 2 two-way table of limiting social media usage vs feeling of worse attention
span………………………………………………………………………………………………………….14

Table 7: The expected count of the relation between limiting social media usage and worse
attention span……………………………………………………………………………….…….………15
Table 8: A 2x2 two-way table of struggling with managing studying time vs missed deadlines or
assignments…………………………………………………………………………………….……….….16

Table 9: A 2x2 two-way table of the expected counts of struggling to manage studying time vs.
missed deadlines and assignments………………………………………………………………………17

Table 10: Significance test for the slope of the relation between hours on social media and
current GPA………………………………………………………………….………………………….…19

Table 11: The ANOVA table for the relation between the hours on social media and current
GPA………………………………………………………………………………………………………...20

Table 12: Descriptive analysis of hours spent on social media for individuals who don’t use
social media for education……………………………………………………………….…….……….22

Table 13: Descriptive analysis of hours spent on social media for individuals who use it for
education………………………………………………………………………………………………….22

Table 14: Descriptive analysis of the students GPA for each studying technique used to avoid
social media.…………………………………………………………….……………………………….23

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List of Figures:
Figure 1 4 A histogram of current GPA……………………………………………………………………………………
9

Figure 2: A bar graph of preferred studying techniques. …………………………………………………………….. 9

Figure 3: A histogram of hours spent on social media in a day……...…………………………………………….. 10

Figure 4: A pie chart of most used social media app………………………………………………………………….10

Figure 5: A pie chart of the negative effect of social media on student’s academic performance ………………11

Figure 6: A scatterplot of hours of studying vs current GPA …………...……………………………………………12

Figure 7: A normal quantile plot of the residuals for studying hours. ………..……………………………………12

Figure 8: A residual plot of studying hours. ………………………...………………………………………………….12

Figure 9: The conditional distribution of the relation between limiting social media usage and feeling of worse
attention span…………………………………………………………………………………………………………...….14

Figure 10: The conditional distribution of the relation between struggling with managing studying time and
missed deadlines or assignments …………………………………………………………………………………………16

Figure 11: A scatterplot of hours on social media vs. current GPA ……………………….…………………….….18

Figure 12: The normal probability plot of the residuals for hours on social media ….…………….………….…19

Figure 13: A residual plot of hours on social media..….………..…………………………………………….………19

Figure 145 : A side-by-side boxplot of social media usage for education vs. hours spent on

social media…………………………………………………………………………………….…………………………...21

Figure 15 6: A side-by-side boxplot of techniques to avoid using social media during studying vs. current

GPA ………………………………………………………………………………………………………………………....22

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References:
Dalomba, F., Dalomba, A. the Author: Frances, Author:, A. the, Horowitz, K. J., Gandhi, T. P.,
& Morrison, R. A. (2022, March 1). Pros and cons of social media. Lifespan.
https://www.lifespan.org/lifespan-living/social-media-good-bad-and-ugly

The link to our online survey:

https://docs.google.com/forms/d/e/1FAIpQLSepqKdennnyj_e_JQJyGqW-
pclslZQsH7GMrNBPK5JKAn8PgA/viewform?usp=sf_link

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