The Effect of Social Networking Services (SNS) on the Academic Performance of Secondary and Higher Secondary Students in Bangladesh
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Grounded in a dual-pathway framework, this study investigates how social networking services (SNS) influence the academic performance of secondary and higher secondary students in Bangladesh. Specifically, the research evaluates the mediating roles of learning material utilization and SNS addiction, alongside the moderating effects of gender and educational level. Using a cross-sectional research design and stratified purposive sampling, data were gathered from students and examined through Partial Least Squares Structural Equation Modeling (PLS-SEM), with addictive behaviors measured via the Bergen Social Media Addiction Scale. The structural equation modeling results indicate that general SNS usage exerts no statistically significant direct effect on academic performance; rather, the relationship operates entirely through contrasting indirect paths, showing a significant positive mediation through learning material utilization and a significant negative mediation through SNS addiction. Furthermore, multigroup moderation analysis reveals that while gender does not significantly moderate the structural paths, educational level significantly moderates the relationship between learning material use and academic performance. These insights suggest that educational institutions and policymakers should design targeted digital literacy interventions that encourage the purposeful academic application of online platforms while proactively addressing addictive usage behaviors among students.
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