Impact of Social Media Addiction and Procrastination on Academic Performance among Distance Learning Students and Non-Distance Learning Students.

Abstract

The study titled "A Comparative Study on the Impact of Social Media Addiction on Procrastination Among Distance Learning and Non-Distance Learning Students" explored the relationship between social media addiction and procrastination across two distinct student populations. It also evaluated levels of social media addiction and procrastination along with gender differences in these variables. The study followed a quantitative comparative survey design. The sample consisted of 130 students from Jammu district selected through purposive sampling, comprising Distance Learning students (n = 66) and Non-Distance Learning students (n = 64). Data were collected using the Bergen Social Media Addiction Scale (BSMAS) and the Procrastination and Precrastination Test Scale (PPTS). Mean, Standard Deviation, Pearson’s Product Moment Correlation, and Independent Samples t-test were used for analysis. Results indicated a statistically significant positive relationship between social media addiction and procrastination among Distance Learning students (r = .42, p < .001) and Non-Distance Learning students (r = .50, p < .001), suggesting that students with greater social media addiction tendencies also demonstrated higher procrastination tendencies . No statistically significant gender differences were found in social media addiction, t(126) = –0.07, p = .943, or procrastination, t(126) = 1.18, p = .239. Furthermore, no statistically significant difference was observed between Distance Learning and Non-Distance Learning students on social media addiction and procrastination. The findings emphasize the importance of addressing social media addiction and self-regulation difficulties among students irrespective of learning mode.