Social Media Platforms and their Effect on the Educational Attainment of High School Students in Libya: An Analytical Study

Abstract

This study aimed to investigate the impact of social media platform usage on the academic achievement of high school students amidst the contemporary digital transformation.

The study adopted a descriptive analytical methodology, applied to a sample of (200) male and female students, balanced between scientific and literary tracks to ensure the comprehensiveness of results. Data were statistically processed using (SPSS), revealing a state of 'intense “digital immersion" with (84.5%) of students spending between two to more than four hours daily on these platforms. 

The findings highlighted a fundamental paradox: while (81.5%) of respondents view these platforms as a "virtual teacher facilitating the understanding of complex subjects, (42.5%) acknowledged suffering from attention distraction due to constant notifications, and (53.5%) fell into academic procrastination. 

The study concludes that social media is a "double-edged sword"; it is an effective cognitive empowerment tool when used functionally and a source of academic failure in the absence of self-regulation. The study recommends integrating digital well-being and attention management skills into curricula, shifting from prohibition policies to strategies of humanization and purposeful educational integration.