Social Media Impact on Level of Concentration of Secondary School Students

Abstract

Social media are interactive, internet-based technologies that allow users to create, share, and distribute content within virtual communities and networks. Social media sites provide opportunities for individuals to connect with friends, family and like- minded individuals.. As digital platforms increasingly permeate adolescent life, concerns grow about their potential distraction and cognitive overload. Using a mixed-methods approach involving surveys and focus group discussions, the research explores the correlation between time spent on social media and academic focus.This research explores the relationship between social media usage and concentration levels among secondary school students.The main objective of this paper is to find out the impact of social media on level of concentration of secondary school students of Aligarh district. It was found that the impact of social media is more on female students, students of class7th and 12th and between the age group of 14-15 years. Results indicate a significant negative impact on concentration.

Introduction

The study focuses on the impact of social media use on the concentration levels of secondary school students. Secondary education is a critical cognitive development phase, but the distraction caused by frequent social media notifications can hinder deep learning and focus. Social media platforms like Instagram, TikTok, and WhatsApp have become deeply integrated into students' lives, especially post-pandemic, raising concerns about their addictive nature and effect on academic engagement.

The literature review highlights mixed findings: excessive social media use negatively affects academic performance, psychosocial behavior, and mental health (e.g., anxiety, depression), while some studies note benefits in communication and lesson review. Overall, social media is described as a "double-edged sword" requiring cautious use by students.

The research problem is identified as excessive social media reliance reducing face-to-face interactions and classroom engagement. The study aims to examine social media usage frequency by gender, class, and age among secondary students. Hypotheses suggest females use social media more, Class 9 students are most engaged, and younger students (14-15 years) are more active on these platforms.

Methodologically, the study samples 50 students from Aligarh district using purposive convenient sampling, employing a questionnaire to measure social media's effect on concentration. Statistical analysis uses mean differences to determine significance.

Conclusion

In conclusion,this study examines the effects of social media use on the cognitive focus and attention span of secondary school students. A sample of 50 students was selected from different schools of Aligarh District for the study through purposive convenient sampling. In order to find out the significant difference mean was calculated. Data was analysed on the bases of gender, class and age group, it was found that female students are more frequently used social media in comparison to male students. While analyzed data on class wise it was depicted that the student s of class 7th and 12th are used more social media in comparison to other classes. In the last when researcher find out the impact of social media on the bases of age group it was found that the students who belong to the age group of 14-15 years are more attracted towards social media.Recommendations To mitigate the issues associated with excessive social media use, the following strategies are proposed: 1) Awareness Campaigns: Educate the community about the risks of excessive social media use. 2) Workshops and Seminars: Engage students in discussions about their social media usage motivations and associated risks. 3) Collaborative Efforts: Foster partnerships among local institutions to address excessive social media use. 4) Educational Programmes: Develop programmes teaching students effective time management skills for social media use.

References

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Copyright

Copyright © 2025 Ms. Shagufta , Dr. Afshan Anees. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.