An Empirical Investigation of the Relationship Between Students' Digital Consumption Time and Their Academic Outcome

Abstract

This investigation aims to conduct empirical research on the role that absolute time on social devices has on academic performance as well as evaluate the interaction of social-economic factors in this respect.  An academic study was conducted to measure digital consumption time (the number of hours spent on the internet), academic performance (as reflected by cumulative grade point average), and the different socioeconomic aspects (such as age, number of family members, and monthly income). Analysis of data was done with the use of descriptive statistics, Chi-square tests, and Pearson's correlation analysis. The researcher showed a positive relationship between family income and academic performance. It was found that a statistically significant association between family income and CGPA occurred at a 5% level of significance. Furthermore, a considerable influence of the time spent consuming digital content on academic success was discovered at the 10% level of significance. It implies that moderate use of the internet may result in a higher-earned cumulative grade point average. However, other socioeconomic factors, including age, the size of a household, and the duration of time devoted to varied activities, did not demonstrate any significant correlation to academic performance. According to that study's findings, family income was identified as a major determinant of academic performance; extraneous youth's time spent on consuming digital media was found to be very crucial, though it plays a role of importance on a questionable scale. This supports the implementation of measures encouraging students to be involved only in positive digital activities while having the pupils of less privileged families given help. The academic scores in public sector universities can be ameliorated significantly by planning and implementing intentional programs that focus on leveling the socioeconomic imbalances and improving levels of digital literacy.