Internet Use, Social Networking and Academic Achievement Insights for Educational Technology in Undergraduate Learning

Abstract

This study explored the connection between internet usage, social networking practices, and the academic performance of undergraduate students, with the aim of generating insights for the use of educational technology in higher education. A total of 614 students from Thanjavur district, Tamil Nadu, were chosen through stratified random sampling to ensure balanced representation by gender, locality, subject stream, type of institution, and college category. Standardized instruments were applied to assess levels of internet engagement, participation in social networking services, and academic achievement. Descriptive results indicated moderate levels of internet use, social networking activity, and academic performance among the participants. Independent t-tests and ANOVA showed no significant differences in internet and social networking usage across gender, locality, and subject stream, while academic performance varied significantly by type of institution and college category. Correlation analysis revealed a strong positive association between internet use and social networking, whereas internet usage demonstrated a negative relationship with academic achievement. Social networking, however, showed no notable association with performance outcomes. Multiple regression analysis confirmed that internet usage, social networking, gender, type of institution, and college category were significant predictors of academic achievement, jointly accounting for 13.4% of the variance. The findings emphasize the dual influence of digital technologies in education: while internet and social networking platforms are embedded in students’ daily routines, their unmoderated use may hinder academic success. The results underscore the importance of cultivating balanced digital habits and developing institutional strategies that leverage technology effectively for undergraduate learning.