Volume 2, Issue 1, 2011

The usage and implications of social networking Sites: A survey of college students
Jason Tham, St. Cloud State University, Dept. of Mass Communications, Minnesota, thja0905@stcloudstate.edu
Dr. Niaz Ahmed, Assistant Dean/Campus Director, Springfield College, Wisconsin, nahmed@spfldcol.edu
Abstract
This study examined the usage and implications of social networking sites among college students. A survey was
administered to a non-random sample of 445 college students on SNS use, perceptions of SNS communications, and
awareness of the impacts of SNS in academic performance and personal development. Data were collected from a
non-random sample of students at St. Cloud State University in Minnesota during the spring semester of 2011.
Results revealed that female college students spent more time on SNSs than male students. In general, for both
males and females, the time spent on SNS decreased as the age of the respondent increased. As for respondents
perception of the influence of SNS usage on their academic performance, significant differences were found in terms
of age. A greater number of younger students reported negative perception of the effect of SNSs on their academic
performance. Significant correlations were found between age and gender, and the influence of SNS on users
personal development. Results also revealed that there were significant relationships between users class rank and
field of study, and the influence of SNS. Positive correlations were found in SNS usage rate and students networking
with friends, family members, and professionals, while negative correlations were observed between SNS usage rate
and students search for volunteer opportunities, and awareness of others' improved search for a date. Positive
correlations were also found between age and students networking with friends, family, and professionals as well as
between age and awareness of others' experience of cyberbullying. On the other hand, a negative correlation was
found between age and users awareness of others improved search for a date via SNS. Data also revealed that
students perceptions of the influence of SNS were consistent with the actual effects as revealed by the findings.
Keywords: Social networking sites (SNS), academic performance, personal development
Introduction
In recent years, social networking sites (SNS) like Facebook, Twitter, Myspace, and LinkedIn have become the most
visited websites in the world, with Facebook topping the list. With over 90 million active users in 2009, Facebook
boasted an 85% market share at universities and colleges in the United States (Hendrix, Chiarella, Hasman, Murphy,
& Zafron, 2009). In 2010, Facebook increased its traffic by nearly 70% with more than 115 million unique visitors.
Myspace ranked second while Twitter soared immediately after it (Friedman, 2010; Nielsen Market Research, May 4,
2010). Today, Facebook has more than 800 million active users (Figure A).
Students are increasingly utilizing these social networks for friends news feeds, personal updates, events and
activities, notes, and messages. According to an extensive study by the Office of Communications (Ofcom) of the
United Kingdom, almost half (49%) of children aged 8-17 who used the Internet had set up their own profiles on a
social networking site (Ofcom, 2008a; Dowdall, 2009). Can the extensive use of SNS in the younger generation
affect students academic performance at school? Can the exaggerated usage of SNS influence the patterns of
communication among students, and their friends, and families?
Tu, Blocher, and Robets (2008) assert that Web 2.0 technology is shaping human communications and is impacting
how people present themselves in their interactions with one another. The linkage between individuals on SNSs has
opened up channels of communication with people one may not have the opportunity to meet face-to-face. The
voluntary messaging function, commonly known as status on Facebook and Myspace, or tweets on Twitter, allows
real-time instant messaging any time and anywhere in the world. In many occasions, one-to-many communication
pattern is observed if the users choose to invite their friends into a conversation loop or multiple mentions using the
@ symbol to include more than one recipient for a message.
What are the implications of increased use of SNSs in recent years among college students? Can students
academic performance be affected by the increased usage of SNSs which takes away considerable amount of time
for studying and completing assigned homework? Can the elevated use of SNSs affect the communication patterns
among college students and their friends and family members? In addition to these research questions, this study
examined the usage and implications of social networking sites among college students.

Literature Review
Though there are negative perceptions about the possible effects of SNS on students academic performance, some
studies showed that students found it quite appropriate for a teacher to use Facebook, and for teachers and students
to socialize by this means (Baran, 2010). Students also believed that such tools could allow them to share
knowledge in formal education contexts. Churchills study (2009) showed that the use of weblogs or blogs (social
publishing) in education facilitated a useful learning atmosphere.
Studies of adolescents use of SNS showed that their profiles contained a wealth of intimate, candid, and publicly
available information on a wide range of social issues. According to Williams and Merten (2008), university students
are often found to be obsessed with their Facebook profile or Twitter page. The researchers matched this path of
identity exploration and role experimentation to Erik Eriksons development stages (Erikson 1968). Eriksons theory
suggests that adolescents between the ages of 13-18 will experience a period of psychosocial crisis identity versus
role confusion. While undergoing this development stage, adolescents become conscious about sexual identity, peer
relationships and other social interactions. Willams and Mertne also suggested that the over-dependency on these
media may affect a students attendance at school (2008).
DeBell and Chapman (2006) pointed out that adolescents and young adults are the heaviest users of computers and
the Internet. SNS becomes the latest online communication tool that allows these users to create a public or private
profile to interact with people in their networks (Boyd & Ellison, 2008).

Figure A. Facebook statistics on October 16, 2011.

Since its establishment in 2004, Facebook has spread like wildfire throughout the entire globe. To date, there are
more than 800 million active users on Faxcebook. Statistics show that 75% of Facebook users are outside the United
States, and hence, Facebook has become a marketing tool for advertisers and marketers to reach overseas audience.
The current statistics also show that: (1) 50% of Facebook users log on in any given day, (2) an average user has
130 friends on their friends list, (3) there are 900 million objects that people interact with (including pages, groups,
events, and community pages), (4) more than 70 translations are available on Facebook site, and (5) there are more
than 350 million active users currently accessing Facebook via their mobile devices. As of January 4, 2010, there
were 26,075,960 users on FB who belonged to the 18-24 demographic, showing a 51.7% growth in number as
compared to January 4, 2009 (istrategylab.com, 2010). With this huge number of young users, it is presumed that
Social Networks may have some impacts on college students academic performance. lifestyle, and personal
development.

Research Questions
Based on previous research about students use of SNS, this study poses the following research questions:
RQ 1: Is there a statistically significant relationship between the use of SNS and college students academic
performance?
RQ 2: Are there any statistically significant relationships between the use of SNS and various facets of students
personal development?
Methodology
To address the research questions, a survey was group-administered to a non-random sample of 445 students at the
Saint Cloud State University campus in Minnesota. The population of this study included freshmen, sophomores,
juniors, seniors, and graduate students of all ages. The survey contained 11 closed-ended and two open-ended
questions.
Variables
SNS usage rates. The rates of SNS usage was defined by the self-reported amount of time students spent on SNS
(e.g. chatting, checking updates, messaging, browsing feeds, photos or videos). To measure the usage rates,
participants were asked questions about the average amount of time they spent with a logged-in profile during
different time periods.
Academic performance. The academic performance was defined by participants reporting of past semester
CGPA/GPA and their expected GPA for the current semester.
Personal development. Personal development of students was defined by the nature of networking, face-to-face
communication, management of daily schedule, public speaking skills, search for internships and jobs, and seeking of
romantic partners.
Results
The Statistical Package for Social Sciences (SPSS) was used to analyze the data for this study. The completion rate
of the survey was 89.9 percent. Approximately 53.3 percent of the respondents were males, and 46.7 percent
females. About 20.4 percent of the subjects were freshmen, 13.0 percent sophomores, 23.6 percent juniors, 26.5
percent seniors, and 0.7 percent graduate students.
Results (as shown in Figure 1) showed that 191 males used SNS, while 171 females used SNS. A total of 187 males
and 170 females identified themselves as Facebook users. About 43.7% of male respondents (N= 199) reported less
than one hour usage of SNS in a typical day, while 36.9% of female respondents (N= 176) reported 3-4 hours SNS
usage in a typical day. The difference between gender and rate of SNS usage was significant (p < .001). There was
also a significant difference (p < .024) between gender and the time spent on studying or revising academic-related
materials outside of class sessions. About 44.8% of male respondents (N= 201) indicated 1-2 hours of studying while
41.8% of female respondents (N= 177) reported 3-4 hours of studying outside of classrooms. Majority of male
respondents (58.4%, N= 202) and female respondents (63.1%, N= 176) reported taking 5-6 classes in a typical
semester.

SNS Usage

Comparison between genders

Male

Female

Freq. Count

Freq. Count

Less than 1 hour

87

43.7

43

24.4

1 - 2 hours

61

30.7

65

36.9

3 - 4 hours

28

14.1

48

27.3

5 - 6 hours

3.5

More than 6 hours

4.5

I do not use any SNS

2.8

X = 19.638 p < .001

Figure 1. Comparison of genders and rate of SNS usage.

All participants were categorized into two age groups: Group 1 (20 years and below), and Group 2 (21 years and
above). Results showed that 96.3% of Group 1 respondents and 94.8% of Group 2 respondents used SNS.
Statistical tests revealed a significant difference (p < .002) between age and the use of SNS. For the older students
(Figure 2), the frequency counts decreased as the amount of time spent with SNS increased. In other words, the time
spent on SNS decreased as the age of the respondent increased.

SNS Usage

Age Differences
Group 1 (20 and below)

Group 2 (21 and above)

Freq. Count

Freq.Count

Less than 1 hour

48

25.4

92

44.7

1 - 2 hours

70

37

62

30.1

3 - 4 hours

49

25.9

31

15

5 - 6 hours

4.2

2.9

More than 6 hours

4.8

3.4

I do not use any SNS

2.6

3.9

X = 18.895 p < .002

Figure 2. Comparison of age and rate of SNS usage.

As for respondents perception of the influence of SNS usage on their academic performance, significant differences
were found in terms of age (p < .013) as shown in Figure 3.

Perceived Impact of SNS on

Academic Performance

Comparison of age
Group 1 (20 and below)

Group 2 (21 and above)

Freq. Count

Freq. Count

Has negative impact

79

42.9

60

29.9

No negative impact

105

57.1

141

70.1

(-14.2)
Has positive impact

53

No positive impact

119

(-40.2)

30.8

36

69.2

159

(-38.4)
2

Negative: X = 7.129 p< .008

18.5
81.5
(-63)

Positive: X = 7.591 p< .006

Figure 3. Comparison of age and perceived impact of SNS on academic performance

A comparison was done between the reported hours spent on using SNS and the respondents GPA in previous
semester (spring semester 2010). Of 366 valid respondents to this item, 127 (34.7%) indicated they spent less than 1
hour using SNS and earned at least 3.01 GPA on a 4.00 grade scale. Alternatively, 4.4% of the 366 respondents
reported using SNS for more than 6 hours in a typical day and earned a 3.01 GPA in the same semester. In total,
66.4% of these valid respondents earned at least a 3.01 and above GPA in Spring semester 2010. Based on the
results, no significant relationship was obtained between time spent on using SNS and GPA earned in Spring
semester 2010. Similarly, of 390 valid respondents who reported their earned GPA for Fall semester 2010, 63.8%
indicated getting at least 3.01 GPA for that semester. There was no statistically significant relationship between SNS
usage and GPA earned in Fall semester 2010.
In terms of SNS usage and demographics, significant correlations were found between age and gender and the
influence of SNS on users personal development. As shown in Figure 4, age and gender were correlated with
networking, cyberbullying, and face-to-face communication.

Influence of SNS

Sig.

Awareness of others experience with

cyberbullying

.000

Networking with friends, family members,

and professionals

.008

Personal experience with cyberbullying.

.014

Decreased face-to-face communication

.031

Yes

No

83
54
59
71
174
171
164
163
22
17
19
16
33
46
37
38

96
146
130
101
11
19
25
4
159
179
170
154
125
139
141
111

Not
certain
9
5
10
3
4
16
11
8
7
10
11
5
30
20
21
26

Demographics
Age - Group 1 (Below 21)
Age - Group 2 (Above 21)
Male
Female
Age - Group 1 (Below 21)
Age - Group 2 (Above 21)
Male
Female
Age - Group 1 (Below 21)
Age - Group 2 (Above 21)
Male
Female
Age - Group 1 (Below 21)
Age - Group 2 (Above 21)
Male
Female

Figure 4. Demographics and SNS influence

Results also revealed that there was a significant relationship between users class rank and the influence of SNS.
The two strongest influences that relate to users class rank were: 1) Networking with friends, family members, and
professionals, and 2) Awareness of others experience with cyberbullying (Figure 5). More juniors and seniors
indicated that they found SNS helpful in networking with friends, family and professionals as compared to freshmen,
sophomores, and graduate students. On the other hand, more freshmen stated that they knew someone who
experienced cyberbullying as compared to sophomores, juniors, seniors, and graduate students. Data also indicated
that there was a significant correlation between students field of study and influence of SNS.

Influence of SNS

Sig.

Networking with friends, family members, and

professionals

.002

Awareness of others experience with cyberbullying

.001

Yes

No

82
52
95
93
1
49
22
29
26
1

7
4
4
13
1
38
35
70
85
2

Not
certain
2
2
4
10
1
4
1
3
5
0

Class
Rank
Freshman
Sophomore
Junior
Senior
Graduate
Freshman
Sophomore
Junior
Senior
Graduate

Figure 5. Class ranks and influence of SNS

Influence of SNS

Sig.

The use of SNS to search for internships

.008

Awareness of others experience with

cyberbullying

.012

The use of SNS to find a date

.015

The use of SNS to search for jobs

.037

Yes

No

Not certain

12
6
10
4
33
0
18
14
22
12
48
12
3
2
11
11
16
4
11
10
17
4
45
7

20
20
36
31
150
26
13
9
30
24
140
15
29
22
40
26
173
22
20
17
33
30
138
20

0
1
7
3
10
1
1
4
1
2
5
0
0
3
2
1
4
1
1
0
3
4
10
0

Field of Study
Education
Fine Arts & Humanities
Science & Engineering
Social Science
Business
Undecided
Education
Fine Arts & Humanities
Science & Engineering
Social Science
Business
Undecided
Education
Fine Arts & Humanities
Science & Engineering
Social Science
Business
Undecided
Education
Fine Arts & Humanities
Science & Engineering
Social Science
Business
Undecided

Figure 6. Field of Study and influence of SNS

Results of correlation tests also showed that there were significant relationships between SNS usage rate and the
variables of GPA , networking, search for volunteer opportunities, awareness of others search for dates through SNS,
and awareness of others experience with cyberbullying.

GPA achieved
Variables
Hours spent using SNS
Variables
Networking with friends, family members, and
professionals.
Search for volunteer opportunities
Awareness of others' search for dates

Pearson
Correlation
-.101

Sig. (2-tailed)
.047

SNS Usage Rate

Pearson Correlation

Sig. (2-tailed)

.113

.025

-.166

.001

-.154

.002

Pearson Correlation 0.05 level (2-tailed).

Figure 7. Field of Study and influence of SNS

Positive correlations were found in SNS usage rate and students networking with friends, family members, and
professionals, while negative correlations were observed between SNS usage rate and students search for volunteer
opportunities, and awareness of others' improved search for a date.
Positive correlations were also found between age and students networking with friends, family members, and
professionals as well as between age and awareness of others' experience of cyberbullying. On the other hand, a
negative correlation was found between age and users awareness of others improved search for a date via SNS.
Age

Variables

Pearson Correlation

Sig. (2-tailed)

Networking

.148

.003

Awareness of others' experience of cyberbullying

.144

.004

Awareness of others' improved search for a date

-.107

.033

Pearson Correlation 0.05 level (2-tailed).

Figure 8. SNS Usage Rate and Age

Data also revealed that students perceptions of the influence of SNS were consistent with the actual effects as
revealed by the findings discussed in the previous sections. About 45.2% thought that the use of SNS had a
negative impact on their life while 29.7% thought that the use of SNS had a positive effect on their life. Both forcedchoice questions were followed up by two open-ended questions (how and why). The responses to the open ended
questions revealed nine common themes as shown in Figure 9.

Themes

Impact of SNS
Has negative impact

Has positive impact

Freq. Count

Freq. Count

Time consumption/dependency

87

19.6

18

Self-control/discipline

47

10.6

Distraction

43

9.7

13

2.9

Friends/networking/connection

0.9

22

4.9

Assistance

0.4

24

5.4

News/knowledge/updates

1.3

Not relevant (to academic performance)

10

2.2

22

4.9

Relaxation/recreation

1.3

0.9

Communications
Total

0.4

14

3.1

201

45.2

132

29.7

Figure 9. Perceptions of the Impact of SNS

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Discussion and conclusions

This study examined the usage and implications of social networking sites among college students. Results found
that female college students spent more time on SNSs than male students. In general, for both males and females,
the time spent on SNS decreased as the age of the respondent increased. As for respondents perception of the
influence of SNS usage on their academic performance, significant differences were found in terms of age. A greater
number of younger students reported negative perception of the effect of SNSs on their academic performance.
Significant correlations were found between age and gender, and the influence of SNS on users personal
development. Results also revealed that there were significant relationships between users class rank and field of
study, and the influence of SNS. Positive correlations were found in SNS usage rate and students networking with
friends, family members, and professionals, while negative correlations were observed between SNS usage rate and
students search for volunteer opportunities, and awareness of others' improved search for a date. Positive
correlations were also found between age and students networking with friends, family, and professionals as well as
between age and awareness of others' experience of cyberbullying. On the other hand, a negative correlation was
found between age and users awareness of others improved search for a date via SNS. Data also revealed that
students perceptions of the influence of SNS were consistent with the actual effects as revealed by the findings.
This research was based on a non-random sample and thereby limiting the ability to generalize the results to the
larger population. Future research with a random sample could focus on additional dimensions of SNS usage and
students extracurricular activities, work schedules, and their interrelationships. This research has explored the issue
of social networks and its implications in terms of only a few variables. Future research could focus on a much wider
spectrum of dimensions relating SNS usage and its implications for the lives of all demographics.
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