This study aimed to investigate the association between social media usage and academic performance among FSR students at UiTM Seremban 3. A quantitative research design was employed, utilizing a survey method with a questionnaire distributed via Google Forms to 349 FSR students. The Bergen Social Media Addiction Scale (BSMAS), which consists of six items, was used to measure social media usage among students. Additionally, the Academic Success Inventory for College Students (ACICS) was used to assess Skills, Confidence in Abilities, Personal Adjustment, and Concentration and Self-Regulation, with a total of 19 items. Descriptive analysis was conducted to identify how social media usage affected FSR students at UiTM Seremban 3, and to pinpoint which aspects of academic performance were most affected by social media use. Data were analysed using SPSS software version 28.0. The results indicated that the most common reason students used social media was to forget personal problems, with the highest mean score (M = 3.36). For the second objective, the findings revealed that skills were the most affected aspect of academic performance among FSR students using social media. Furthermore, there was no significant difference (p-value = .361) between genders concerning academic performance factors, leading to a failure to reject the null hypothesis. Additionally, there was a significant relationship (p-value < 0.05) between social media usage and academic performance, with a negligible positive correlation (r = 0.188). These findings provide a deeper understanding of the relationship between social media usage and academic performance, highlighting that there are no significant gender differences in academic performance among students.
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