ANALYSIS ON SOCIAL MEDIA UTILIZATION, ENGAGEMENT AND ADDICTION AS PREDICTORS OF ACADEMIC PERFORMANCE IN MODIBBO ADAMA UNIVERSITY, YOLA

The rapid proliferation of social media platforms has transformed communication, information sharing, and social interaction among university students. However, concerns have emerged regarding its potential negative effects on academic performance through excessive utilization, high engagement levels, and addiction tendencies. This study examined social media utilization, engagement, and addiction as predictors of academic performance among undergraduate students at Modibbo Adama University, Yola. Data were collected using a structured questionnaire adapted from validated scales (e.g., Social Media Engagement Questionnaire and Social Media Addiction Scale) and students' CGPA records. Descriptive statistics, correlation analysis, and multiple regression were employed to analyze the data. Findings revealed a significant negative relationship between social media addiction and academic performance, while moderate utilization for academic purposes showed a positive association in some cases. Engagement levels had mixed effects, with active academic-related engagement predicting better outcomes and passive/recreational engagement linked to lower performance. The study concludes that unregulated social media use poses risks to academic success, while purposeful utilization can enhance learning. Recommendations include awareness campaigns, time management interventions, and institutional policies to promote balanced social media use among students.