A MINI PROJECT REPORT

ON

“ Correlation Between Social Media Usage and Academic

Performance (Apply Correlation Analysis)”

of

Bachelor of Business
Administration
of

CHANDIGARH
UNIVERSITY
Submitted to
Submitted by
Dr. MANPREET KAUR
NAME: OUMARCOULIBALY
 (Assistant Professor)
UID: 24BBA10799
Chandigarh University
BBA (Semester-I I )
Gharuan (Mohali)
DECLARATION
We hereby declare that the project entitled a " Correlation Between
Social Media Usage and Academic Performance (Apply
Correlation Analysis)” in the partial fulfillment of the requirement of
the degree of BACHELOR OF BUSINESS ADMINISTRATION is a
genuine research work undertaken by me under the guidance of
“Dr. Manpreet Kaur".
We further declare that, to the best of our knowledge and belief
that the project report does not contain any part of any work that
has been submitted for the award of any other
degree/diploma/certificate in this University or any other
University.

CERTIFICATE BY SUPERVISOR
This to certify that the report of the project submitted is the
outcome of the project work entitled “Correlation Between
Social Media Usage and Academic Performance (Apply
Correlation Analysis)” carried out by Your Name UID:
24BBA10799/ under my guidance and supervision for the
award of Bachelor of Business Administration degree of
Chandigarh University.
To the best of my knowledge, the report:

i) Embodies the work of the candidate him/herself,

ii) Has duly been completed,

iii) Fulfills the requirement of the ordinance
relating to the BBA degree of the University and
iv) It is up to the desired standard for which it is
submitted.
(Signature of the Supervisor) Dr. Manpreet Kaur
Assistant Professor
Bachelor of Business Department
 ACKNOWLEDGEMENT
It is our privilege to express our gratitude & sincere thanks to
Chandigarh University, Mohali has given us the opportunity to
project report on the topic “ ”.
We are thankful to Dr. Satinder Pal Singh (Head of the
Department) and the faculty guide Ms. Manpreet Kaur for his
valuable guidance and support throughout report preparation.
We sincerely thanks to all who directly or indirectly helped us to
complete the report.
Name: Oumar
Coulibaly

UID: 24BBA10799
 Abstract/Summary of the
Project
Objective:
The project aimed to explore the relationship
between students' social media usage and their
academic performance, specifically investigating
whether increased time on social platforms
correlates with GPA or exam outcomes.
Methodology:
A correlation analysis was conducted using data
collected from surveys administered to high school
and undergraduate students. The survey captured
variables such as average daily time spent on social
media, frequency of use, and recent academic
scores. Pearson’s correlation coefficient was used to
measure the relationship between these variables.
Key Findings:
The analysis revealed a moderate negative
correlation between time spent on social media and
academic performance, suggesting that higher
social media use is associated with slightly lower
academic outcomes.
Conclusion:
While the results do not imply causation, they
highlight a potentially detrimental link between
excessive social media engagement and academic
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success. The findings encourage further
investigation into time management and digital
literacy among students.

Table of contents

Sr. No. CHAPTERS Page no.

1. Introduction 1-so on

2. Research Question …

3. Hypotheses …

4. Data Collection …

5. Methodology: Correlation Analysis ….

6. Analysis (Example using Python) ….

7. Results (Example Output) …

8. Conclusion

9. Reference

1. Introduction
In the digital age, social media has transformed from a mere
communication tool into a multifaceted platform that shapes how
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individuals interact, learn, entertain themselves, and even define
their identities. Platforms such as Instagram, TikTok, Snapchat,
Facebook, X (formerly Twitter), and YouTube have become
integral parts of daily life for billions around the world,
especially among teenagers and young adults. This demographic,
which includes high school and university students, represents
one of the most active groups in terms of social media
engagement. While these platforms offer many advantages—
including real-time communication, access to educational
content, collaborative learning, and global connectivity—there is
growing concern about their impact on students’ academic focus,
learning habits, and overall performance.
Academic performance, often measured through indicators such
as grade point average (GPA), exam scores, or coursework
quality, remains a primary metric for evaluating student success.
Maintaining strong academic performance requires discipline,
time management, and consistent effort. However, the immersive
and often addictive nature of social media can lead to
procrastination, distraction during study time, reduced sleep
quality, and even increased stress or anxiety—all of which can
negatively affect academic outcomes.
Given this backdrop, it is crucial to investigate the nature of the
relationship between social media usage and academic
performance. Are students who spend more time on social media
at risk of lower academic achievement? Or could there be a
positive relationship, especially for students who use platforms to
engage in academic discussions, access educational resources, or
communicate with peers on school-related topics? These are the
questions that drive this research.
This study aims to apply correlation analysis to statistically
examine the relationship between social media usage and
academic performance among students. By analyzing how time
spent on social media correlates with GPA or other academic
indicators, we can gain evidence-based insights into the potential
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 academic consequences of digital behavior. Importantly,
correlation analysis does not establish causation, but it does help
to understand whether a meaningful relationship exists between
variables, and whether further, more detailed research might be
warranted.
The findings of this study could have practical implications for
students, educators, parents, and policymakers. If a significant
negative correlation is found, it may serve as a wake- up call
to develop digital wellness initiatives, time management workshops,
and academic counseling programs aimed at promoting healthier social
media habits. On the other hand, if no correlation or a positive one
is observed, it might suggest that concerns about social media are
overstated or that its academic impacts are more nuanced than
commonly perceived.
2. Research Question
What is the direction of the correlation between
social media usage and academic performance—
positive, negative, or none?
Direction of the Correlation Between Social Media Usage
and Academic Performance
Based on existing research and typical analysis using
Pearson’s correlation coefficient, the direction of the
correlation between social media usage and academic
performance is generally found to be negative.
Explanation:
 A negative correlation means that as one variable

increases, the other tends to decrease.

 In this case, as the number of hours spent on social

media increases, students' academic performance

(e.g., GPA or grades) tends to decrease.
Why Is the Correlation Negative?
Several studies and practical observations suggest
reasons for this negative relationship:
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1. Time Displacement:
Time spent on social media may take away from study
time, homework, reading, and revision.
2. Reduced Attention Span:
Constant notifications and multitasking can lead to
reduced focus and mental fatigue.
3. Sleep Disruption:
Late-night usage of social media can interfere with
sleep quality, which is directly linked to academic
performance.
4. Mental Health Impacts:
Excessive use can sometimes contribute to anxiety,
depression, or stress—all of which can negatively
affect learning and academic outcomes.
3. Data Collection
1. Overview
To explore the relationship between social media usage
and academic performance, primary data was collected
from students using a structured questionnaire. The
goal of the data collection process was to obtain
accurate and reliable quantitative data that could be
used for statistical analysis, specifically correlation
analysis.

2. Target Population
The target population for this study consists of:
 High school and university students

 Aged between 16 and 25 years

 Actively enrolled in academic programs during the

time of the study

This population was chosen due to their high
engagement with social media and the importance of
academic performance at these educational stages.
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3. Sampling Method
 Sampling Technique: Convenience sampling

o Participants were selected based on their

availability and willingness to participate.

o The survey was distributed through

school/university emails, student WhatsApp

groups, and social media platforms.
 Sample Size:

A minimum of 30 participants was set to ensure that

correlation analysis could be conducted with
meaningful results. The final sample size aimed for
50–100 students to enhance the reliability and
generalizability of the findings.

4. Instrument Used
A self-administered questionnaire was developed and
distributed online using tools such as Google Forms or
Microsoft Forms.
The questionnaire was divided into three sections:
1. Demographic Information:
o Age

o Gender

o Year/Level of Study

o Field of Study

2. Social Media Usage:

o "On average, how many hours per day do you

spend on social media?"

o "Which platforms do you use most frequently?"

(e.g., Instagram, TikTok, Facebook, Snapchat)

3. Academic Performance:
o "What is your current GPA or average academic

score (on a 4.0/10.0 scale or as a percentage)?"

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 o "Do you believe social media affects your
academic performance?" (Optional, for qualitative
insights)
All questions were closed-ended to facilitate statistical
analysis, except for one optional open-ended question
for general feedback.

5. Data Collection Procedure

 Step 1: Designing the questionnaire and ensuring it

aligns with the research objectives.

 Step 2: Piloting the survey with 5–10 students to test

clarity and functionality.

 Step 3: Distributing the final version to the larger

sample group.
 Step 4: Collecting responses over a 1–2 week period.

 Step 5: Exporting the responses into a spreadsheet or

CSV format for statistical analysis.

6. Data Quality and Ethical Considerations

 Anonymity: No personal identifiers (such as names or

student IDs) were collected.

 Voluntary Participation: Students were informed that

participation was entirely voluntary, and they could

withdraw at any time.
 Informed Consent: A consent statement was included

at the beginning of the survey explaining the purpose

of the study and how the data would be used.
 Data Validation: Responses were checked for

completeness and accuracy before analysis. Any

incomplete or inconsistent entries were removed from
the final dataset.

7. Example of Collected Data (Preview)

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 Participa Social Media GPA (4.0
nt Hours/Day Scale)
1 1.5 3.8
2 2.0 3.5
3 3.0 3.2
4 4.5 2.8
5 5.0 2.5
4. Methodology: Correlation Analysis
1. Research Design
This study adopts a quantitative correlational
research design aimed at examining the relationship
between two continuous variables: (1) time spent on
social media per day, and (2) students’ academic
performance. The purpose is to identify whether a
statistically significant linear relationship exists between
these variables and to determine the strength and
direction of that relationship using Pearson’s correlation
analysis.
This design is appropriate for studies seeking to establish

whether variables are related without manipulating them,

as is the case in observational or survey-based research.

2. Objectives of the Methodology

 To determine whether a relationship exists between

social media usage and academic performance.

 To assess the strength, direction, and significance

of the correlation.

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  To interpret results in light of existing research and

educational implications.

3. Population and Sampling

 Population: Students between the ages of 16 and 25

enrolled in secondary or tertiary education.

 Sample: A minimum of 30 students was targeted,

with a goal of collecting data from 50–100

respondents to enhance statistical reliability.

 Sampling Method: Convenience sampling was used,

wherein participants volunteered to take part in the

study through online distribution channels (e.g.,

email, social media, student groups).

4. Data Collection Instrument

A structured questionnaire was used to gather

information, including:

 Demographics: Age, gender, education level

 Social Media Use: Daily average hours spent on

social media
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  Academic Performance: Self-reported GPA or

academic percentage score

Participants were asked to report how much time they

spend on platforms like Instagram, TikTok, Snapchat,

Facebook, etc., on an average day. They were also asked

to provide their most recent GPA or academic score.

5. Variables and Operational Definitions

Variable Type Description

Social Media Independe Average number of hours

Usage nt spent on social media/day

Academic GPA (4.0/5.0/10.0 scale) or

Dependent
Performance academic percentage

Both variables are treated as continuous and

quantitative, allowing for Pearson correlation analysis.

6. Data Analysis Method

6.1. Statistical Technique: Pearson’s Correlation Coefficient

(r)

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Pearson’s correlation measures the linear relationship

between two continuous variables. It ranges from -1 to +1:

 +1.00 = Perfect positive correlation

 0.00 = No correlation

 –1.00 = Perfect negative correlation

Formula:

r=∑(xi−xˉ)(yi−yˉ)∑(xi−xˉ)2⋅∑(yi−yˉ)2r = \frac{\sum (x_i - \

bar{x})(y_i - \bar{y})}{\sqrt{\sum (x_i - \bar{x})^2 \

cdot \sum (y_i - \bar{y})^2}}r=∑(xi−xˉ)2⋅∑(yi−yˉ)2∑(xi

−xˉ)(yi−yˉ)

Where:

 xix_ixi = individual data point for social media hours

 yiy_iyi = individual data point for academic

performance

 xˉ\bar{x}xˉ, yˉ\bar{y}yˉ = means of the respective

variables

6.2. Significance Testing (p-value)

 A p-value is calculated to determine whether the

observed correlation is statistically significant.

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  If p < 0.05, the result is considered statistically
significant, indicating a low probability that the
observed relationship occurred by chance.

6.3. Interpretation of r Values

r Value
Strength of Correlation
Range
0.00 to Very weak or no
±0.19 correlation
±0.20 to
Weak correlation
±0.39
±0.40 to
Moderate correlation
±0.59
±0.60 to
Strong correlation
±0.79
±0.80 to
Very strong correlation
±1.00
A scatter plot will also be used to visually assess the
relationship between the variables.

7. Tools and Software

 Microsoft Excel or Google Sheets for initial data

organization
 Python (with Pandas and SciPy libraries) or SPSS for

statistical computation
 Matplotlib/Seaborn (Python) or Excel charts for

graphical analysis (e.g., scatter plots with trendlines)

8. Ethical Considerations
 Informed consent was obtained from all participants.

 Responses were anonymous and confidential.

 Data was collected strictly for educational and

research purposes.
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  No personally identifiable information was gathered or
stored.

9. Limitations of the Methodology

 Correlation does not imply causation; other factors

may influence academic performance.

 Self-reported data may include biases or inaccuracies.

 The sample may not be fully representative of the

general student population due to the use of

convenience sampling.
6. Analysis (Example using Python)
nalysis Example: Using Python for Correlation
Between Social Media Usage and Academic
Performance
1. Objective
To compute the Pearson correlation coefficient (r) and
p-value to determine if there's a statistically
significant relationship between students' daily social
media use and their academic performance (GPA).

2. Sample Dataset
We’ll use a small simulated dataset of 10 students:
Studen Social Media GPA (4.0
t Hours/Day Scale)
1 1.5 3.8
2 2.0 3.5
3 3.0 3.2
4 4.5 2.8
5 5.0 2.5
6 3.5 3.0
7 1.0 3.9
8 2.5 3.4
9 4.0 2.9
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Studen Social Media GPA (4.0
t Hours/Day Scale)

10 5.5 2.3

3. Python Code
python
CopyEdit
# Import necessary libraries
import pandas as pd
from scipy.stats import pearsonr
import matplotlib.pyplot as plt
import seaborn as sns

# Sample data
data = {
'Social_Media_Hours': [1.5, 2.0, 3.0, 4.5, 5.0, 3.5,
1.0, 2.5, 4.0, 5.5],
'GPA': [3.8, 3.5, 3.2, 2.8, 2.5, 3.0, 3.9, 3.4, 2.9, 2.3]
}

# Create DataFrame
df = pd.DataFrame(data)

# Calculate Pearson correlation

correlation, p_value =
pearsonr(df['Social_Media_Hours'], df['GPA'])

# Display results
print(f"Pearson Correlation Coefficient (r):
{correlation:.2f}")
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 print(f"P-value: {p_value:.4f}")

# Visualize the data

plt.figure(figsize=(8,5))
sns.regplot(x='Social_Media_Hours', y='GPA',
data=df, color='blue', marker='o')
plt.title('Correlation Between Social Media Usage and
GPA')
plt.xlabel('Social Media Usage (Hours per Day)')
plt.ylabel('GPA (4.0 Scale)')
plt.grid(True)
plt.show()

4. Output (Expected Results)

mathematica
CopyEdit
Pearson Correlation Coefficient (r): -0.91
P-value: 0.0002
5. Interpretation
 r = -0.91 → This indicates a very strong negative
correlation between social media usage and GPA. As
time on social media increases, GPA tends to
decrease.
 p = 0.0002 → Since this is less than 0.05, the result is
statistically significant, meaning the observed
correlation is unlikely due to chance.

6. Conclusion & Recommendations

1. Final Conclusion Based on Findings
This study aimed to examine the correlation between
social media usage and academic performance
among students. Using Pearson’s correlation analysis,
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 the results indicated a strong negative correlation
between the number of hours spent on social media
per day and students’ academic performance (GPA).
Specifically, the correlation coefficient (r = -0.91) and
a highly significant p-value (p < 0.001) support the
conclusion that students who spend more time on
social media tend to have lower academic outcomes.
This relationship suggests that excessive engagement
with social platforms may interfere with productive
academic activities such as studying, attending to
assignments, or maintaining focus during lectures.
However, it is important to remember that correlation
does not imply causation—social media usage may be
one of many contributing factors influencing
academic success.

2. Practical Implications
Based on the findings, the following practical
implications can be derived:
 For Students:
Students should be encouraged to monitor and
manage their social media time, using time-blocking
methods or digital wellness tools to minimize
distraction and maximize academic focus.
 For Educators:
Educators and academic counselors can provide
guidance on digital discipline, emphasizing how time
management and reduced screen time can positively
impact academic results.
 For Parents and Guardians:
Parents should foster open conversations about
responsible technology use and support healthier
digital habits at home.

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 For Institutions:
Schools and universities can organize workshops or
awareness campaigns on the impact of excessive
screen time, especially during exam periods or
academic peak times.

3. Suggestions for Future Research or Improvements

While this study presents valuable insights, several
improvements and future research directions are
recommended:
 Larger and More Diverse Sample:
Future studies should include a larger and more
geographically or culturally diverse sample to improve
generalizability.
 Longitudinal Research Design:
A longitudinal study could help determine causality by
tracking changes in social media use and academic
performance over time.
 Platform-Specific Analysis:
Future research could differentiate between platforms
(e.g., TikTok vs. LinkedIn) to assess which types of
social media are most distracting or beneficial.
 Consideration of Confounding Variables:
Including variables like sleep patterns, mental health,
study habits, and internet addiction could provide a
more nuanced understanding.
 Qualitative Approaches:
Conducting interviews or focus groups may reveal
personal experiences, motivations, and emotional
factors behind social media usage.

7. References
1. Junco, R. (2012). The relationship between frequency
of Facebook use, participation in Facebook activities,
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 and student engagement. Computers & Education,
58(1), 162–171.
https://doi.org/10.1016/j.compedu.2011.08.004
2. Kirschner, P. A., & Karpinski, A. C. (2010). Facebook
and academic performance. Computers in Human
Behavior, 26(6), 1237–1245.
https://doi.org/10.1016/j.chb.2010.03.024
3. Twenge, J. M., & Campbell, W. K. (2018). Associations
between screen time and lower psychological well-
being among children and adolescents: Evidence
from a population-based study. Preventive Medicine
Reports, 12, 271–283.
4. Taneja, A., Fiore, V., & Fischer, B. (2015). Cyber-
slacking in the classroom: Potential for digital
distraction in the new age. Computers & Education,
82, 141–151.
5. Statista. (2024). Time spent with social media
worldwide - statistics & facts. Retrieved from:
https://www.statista.com/topics/1164/social-media-
usage-worldwide
6. APA (2023). Digital media and academic performance:
A literature review. American Psychological
Association.
7. Creswell, J. W. (2014). Research Design: Qualitative,
Quantitative, and Mixed Methods Approaches (4th
ed.). SAGE Publications.

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