This study looks at how social media use relates to academic performance in a sample of 217 students spanning higher secondary through postgraduate education, drawn from a larger pool of survey responses after duplicates and internally inconsistent entries were removed. Most respondents felt social media had worked against their academic performance, and that feeling was strongest among postgraduates (80.4 percent) and weakest among undergraduates (55.8 percent). Students who spent more than three hours a day on social media reported somewhat more negative impact than lighter users (69.3 percent versus 56.2 percent), but the gap was modest enough to suggest that time spent online, by itself, is not doing much of the explanatory work. Age was essentially unrelated to how harmful students perceived the effect to be. The central test of the study—a Spearman correlation between total scores on an adapted Social Media Use Integration Scale (SMUIS) and self-reported academic-performance category—turned up no meaningful relationship (Spearman rho of 0.006 and p value of 0.926). What did line up were the study-habit measures: assignment completion, attendance, and time management moved together and were negatively correlated with perceived harm. Taken together, the results point toward study discipline and everyday habits, rather than hours online or emotional attachment to the platform, as the stronger correlate of perceived academic harm.

Mantasha Khan, Pooja Ghanshyam, Shrawani Adbal, Diksha Bhadange, Suparna Deepak,"Correlation between Social Media Usage and Academic Performance among Students" International Journal of Advanced Multidisciplinary Research and Educational Development, V2(5): Page(671-676) September - October 2026. ISSN: 3107-6513. www.ijamred.com. Published by Scientific and Academic Research Publishing.