Abstract

The study aimed to explore the approach of university students using social media and its impact on their academic performance. Using a cross-sectional survey design and simple sampling technique, a questionnaire of two-hundred seventy items was distributed to undergraduates at three universities in Mogadishu Somalia. Data were examined using multiple linear regression analysis. The findings of the study revealed that approaches to using social media and collaboration with peers have no impact on students’ academic performance. However, the result identified there is a strong direct relationship between interactivity with teachers and students’ academic performance.

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