Scrolling vs. Studying: The Impact of Social Media on High School Students’ Study Habits in Erbil, 2024-2025
DOI:
https://doi.org/10.64048/hir.v1n2.002Keywords:
Social media, Study habits, Academic performance, Adolescents, Education, Digital distractionAbstract
Background and Aim: High school students are increasingly engaged with social media, which may influence their study habits, academic performance, and overall lifestyle. This study aimed to analyze the demographic patterns of social media use, its perceived impact on study habits, and the effectiveness of management strategies among high school students in Erbil.
Method: This cross-sectional study was conducted from 12th of July to 11th of November, 2024, in five public high schools in Erbil. Convenience sampling was used to collect data using a structured questionnaire. The questionnaire included demographic information and the Social Media and Study Habits Assessment Scale (SMSHAS), which measured distraction, lifestyle disruption, and academic outcomes. Statistical analysis was performed using SPSS version 29 (IBM Corp., Armonk, NY, USA). Descriptive analysis, chi-square tests, and one-way ANOVA were conducted to assess associations between social media use, demographic variables, academic indicators, and management strategies.
Results: A total of 500 students participated in the study. Most students reported daily social media use of 1–2 hours (37.2%) or 2–4 hours (34.0%), while 7.4% exceeded six hours. The most preferred platforms were YouTube (26.3%) and TikTok (25.7%). Negative impacts were common, with 73.8% reporting laziness, 62.0% experiencing sleep or eating difficulties, and 78.8% perceiving wasted time. Academic performance was significantly associated with daily usage hours (p < 0.001), as students using social media more than six hours daily had the lowest GPA (2.51 ± 0.79) compared to those using 1–2 hours (3.42 ± 0.58).
Conclusions: The study demonstrated that high school students in Erbil are highly exposed to social media, with significant negative impacts on study habits and academic performance, particularly among heavy users. Educational stakeholders and policymakers should promote awareness campaigns and encourage the use of effective management strategies to support students in balancing digital engagement with academic success.
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The data that support the findings of this study are available from the corresponding author upon reasonable request.
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Copyright (c) 2025 Shamsadeen Abdullah Mohammed, Helen Naif Ahmad, Mohammed Tayeb Sadeeq, Hardi Abdulqadir Hasan, Zakaria Tahsin khdir (Author)
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