The Effects of Social Media on Reading Habits

Abstract

The study aimed to conduct a quantitative inquiry to understand the effects of social media on the reading habits of the students. The study explored the social media usage patterns and statistically analyzed the effects of social media on reading habits by applying descriptive and inferential statistics. A structured questionnaire was developed by analyzing the related literature and reliability test (Cronbach alpha) testifies that data collection instrument was stable enough to measure the phenomenon. Data collected from a sample of 430 students. The findings of the study revealed the positive effects of social media on reading habits. However, distraction during the time of the study noted as the adverse effect. There was a significant difference of opinion among males and females opinion in terms of certain effects. The study mentioned that Facebook, WhatsApp, Google+ and YouTube were used daily by the students. Most of the students were using social media technologies through cell phone. The study has theoretical implications for researchers and practical implications for academia, teachers, policy institutions, and higher education institutions.

Full text

Vol.21 Rafiq et al. (2019)
PAKISTAN JOURNAL OF INFORMATION MANAGEMENT & LIBRARIES (PJIM&L) 46
The Effects of Social Media on Reading Habits
Muhammad Rafiq
University of the Punjab, Lahore,
Pakistan
Email: rafiq.im@pu.edu.pk
Muhammad Tufail Khan
Government College University, Lahore,
Punjab, Pakistan.
Email: tufail.khan@gcu.edu.pk
Andleeb Asim
University of the Punjab, Lahore,
Pakistan
Email: andleebasim04@gmail.com
Muhammad Arif
Allama Iqbal Open University,
Islamabad, Pakistan.
Email: muhammad_arifpk@yahoo.com
The study aimed to conduct a quantitative inquiry to understand the
effects of social media on the reading habits of the students. The
study explored the social media usage patterns and statistically
analyzed the effects of social media on reading habits by applying
descriptive and inferential statistics. A structured questionnaire was
developed by analyzing the related literature and reliability test (Cronbach alpha)
testifies that data collection instrument was stable enough to measure the
phenomenon. Data collected from a sample of 430 students. The findings of the
study revealed the positive effects of social media on reading habits. However,
distraction during the time of the study noted as the adverse effect. There was a
significant difference of opinion among males and females opinion in terms of
certain effects. The study mentioned that Facebook, WhatsApp, Google+ and
YouTube were used daily by the students. Most of the students were using social
media technologies through cell phone. The study has theoretical implications for
researchers and practical implications for academia, teachers, policy institutions,
and higher education institutions.
Keywords: Social Networking, Web 2.0, Media Distraction, Facebook, Pakistan,
Punjab University.
INTRODUCTION
Social media defined as "a group of Internet-based applications that build on
the ideological and technological foundation of Web 2.0, and that allow the
creation and exchange of user-generated content" (Kaplan and Haenlein, 2010, p.

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61).Social media encompass a wide array of technological applications that enable
the user to create, manage, and share contents, post comments and engage in
discussions anywhere around the world in real time. The prevalent use of social
media such as Facebook, WhatsApp, Twitter, YouTube, and Instagram has grabbed
the attention of people all over the world. The splendid growth in social media
applications and increased adoption of the applications by people around the world
during the last few years have revolutionized how people communicate and share
information. Social media influenced the lifestyle of an individual, revolutionized
communication, collaboration, and creativity. It has many options and facilities on
the same channel for the user, such as texting, images sharing, audio, and video
sharing, fast publishing, linking with all over the world and with other social media
applications. The people use different social networking sites and are a member of
these sites considered it trend and style of today. The young adults particularly
students have embraced the social media very fast. The social media have positive
as well as negative effects on the reading habits of students.
Reading has been a great source of information and knowledge at all the
times and in all ages. Reading is one of the oldest cultures for human progress in
society. The ability to read and write is highly valued and essential for social,
cultural and economic advancement. The regular and systematic reading develops
the cognitive ability and improves communication skills. Reading habit is the most
fundamental skill that is necessary for the success not only for academic purpose
but for all walks of life.
Reading is the mental process of securing and reacting to an author's
message represented by written or printed symbols. To read one must
recognize words, know the meaning of words, understand the ideas
expressed by authors, since the mood and tone of selection, evaluate the
accuracy of the ideas and learned use or apply them (Pawar, 2007).
Reading helps to grasp the primary and essential details what author try to
convey and persuade them. Reading is not limited to the activity of reading as it is
the process of learning and perceiving knowledge from written words. Reading
develops the cognitive abilities. The cognitive means the intellectual powers of
understanding. "Reading involves meta cognition. Meta cognition is a higher order
of cognition, where an individual can use the constructed knowledge in mind to
evaluate and categorize the new information because information enters the mind
in random order" (Govindsamy, 2006). When we read, cognitive skills are used to

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understand, interpret and evaluate the information from written words for
productive use. Cognitive abilities develop an interest in the individual and force the
individual to know about unknown things.
"Reading habit is behavior which makes an individual to read a book for
knowledge or entertainment or just to pass the time" (Sherly, 2011) and it is an
essential element for the development of personality and intellectual capacities of
people. In addition to personal and mental developments, reading is access to
social, economic and civic lifestyles (Bano, 2011).
Reading habit is an active ability based on the constructing meaning and
gaining information from written text. Reading habit enhances the competencies of
comprehension and increases vocabulary. Reading habit increases intellectual skills
helps in producing ideas and evokes them to think. Regular reading enhances
creativity as it develops the imagination, increases our interest and provides
information from all around the world.
Statement of the Problem
The use of social media is extensively increasing worldwide, and the same
phenomenon exist in Pakistan. University students are the dominant segment of
the population of social media users. The use of social media is affecting the
students reading habits, and they spend much time chatting with friends instead of
reading (Shehu & Shehu, 2014). The primary purpose of this study is to expand the
previous research and to explore the effects of social media on the reading habits of
students.
LITERATURE REVIEW
The Information Communication Technologies (ICTs) has changed the
reading habits of individuals. These new devices of technology have become time
killing machines and eliminate reading habits. ICTs, particularly online technological
tools, have become part of a traditional reading culture (Olszak, 2015). Loan (2009)
considered the new technology like TV, radio, cell phones, computer, and the
internet have reduced the time for reading. However, Olszak (2005) saw the
integration of ICTs, particularly online technological tools, in traditional reading
culture as a sign of progress in different areas of education. Moreover, it is
necessary to use ICTs in schools for the enhancement and development of reading.
Cell phones are vital tools for accessing social networking sites (Hussain,
Loan, & Yaseen, 2017). However, in Pakistani study conducted in a small city (Shabir
et al., 2014) reported that the majority of students used social media in computer

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labs. Different studies noted positive effects of social media on reading habits.
Social networking sites used to gain knowledge, promote social political and
environmental awareness, share information (Hussain, Loan, & Yaseen, 2017), and
to connect with friends and family (Chander& Singh, 2017; Hussain, Loan, &Yaseen,
2017; Madge et al., 2009; Shabir et. al, 2014; Shehu & Shehu, 2014), educational
and self-learning purposes (Chander& Singh, 2017; Khan, 2012) WhatsApp, notably,
beneficial to keep in touch with friends and relatives especially who live far from
their homes. Influence of friends was the primary reason for the use of social media
(Khan, 2012). The respondents of another study of Pakistani origin, (Shabir et al.,
2014) agreed that social media were useful for socio-political awareness, knowing
about job openings, publishing articles, and enhance language proficiency and
communication skills. A British study of undergraduate students (Madge et al.,
2009) supported that Facebook was used for social reasons and not for formal
teaching purposes although it was sometimes used informally for learning purpose.
Junco, Heiberger, and Loken (2011) found through an experimental study
that Twitter increases the student’s engagement that may cause for higher grade
point averages (GPA). The faculty and students were highly engaged in the learning
process through communication and connection on Twitter. Many studies (Junco et
al., 2011; Madge et al., 2009; Olutola et al., 2016) reported that positive use of
social media improved the reading habits and academic performance of students.
On the other hand, Shabir et al. (2014) and Lubis et al. (2012) found that there was
no significant relationship between the use of social media and academic
performance.
The studies also reported the negative effects of social media use on reading
habits and academic performance of students. Students spent a vast amount of
time in checking social networking sites and make friends which can be detrimental
to their performance and reading habits (Wang, Chen, & Liang, 2011). Social media
is highly addictive in nature and youth seems stuck with their cell phones instead of
studying (Bhatt & Arshad, 2016). Social media use causes distraction in the
classrooms (Sharma & Shukla, 2016; Shehu & Shehu, 2014; Wang, Chen, & Liang,
2011; Yeboah & Ewur, 2014) and adversely affect the concentration in lectures and
study. Similarly, Chander and Singh (2017) and Shabir et al. (2014) mentioned the
misuse of personal information and breach of privacy are key drawbacks of social
media.
Kirschner and Karpinski (2010) noted that social media users spend fewer
hours studying than non-users. They noted that Facebook users studied 1-5 hours

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per week while non-users studied 11-15 hours per week. Yeboah and Ewur (2014)
reported that WhatsApp used for chatting with friends instead of academic purpose
in the majority of cases. Chats on social media were also spoiling the grammar and
sentences construction skills of students (Sharma & Shukla, 2016; Yeboah &Ewur,
2014). These two studies conducted in Africa and Asia and thus developing
countries or non-native English-speaking countries have this negative effect.
Research Questions
The study addresses the following research question:
1. What are the patterns of students’ reading habits?
2. What are the reasons for using social media among the students?
3. What is the frequency of use of social media?
4. What are the means of accessing social media?
5. How students perceive the use of social media effects on their reading
habits?
6. Is there any difference of opinion between male and female students
about social media effects on reading habits?
METHODOLOGY
The study opted for quantitative research design, and questionnaire-based
survey method was used to collect data. The choice of research design has opted
for the basis of the methodological dimensions of the already conducted research
on similar topics in which structured questionnaire was used to study the
phenomenon. The structured questionnaire was developed by reviewing the
relevant literature.
The population of this study consisted of 43000 students of the University of
the Punjab, Lahore, Pakistan. The University is the oldest and the largest University
in the country having five campuses, 13 faculties include more than 73 departments
and approximately 43000 on-campus students. The sample size online calculated as
381 by using sample size calculator available on https://www.qualtrics.com
/blog/calculating-sample-size/. The convenient sampling technique was used
because it was tough to get the list of the whole population that is prerequisite for
applying any probability-based sampling technique. The calculated sample size of
381 was increased to 430 to minimize the biases non-random technique. Thus, the
study conducted on a sample of 430 students. However, the researchers decided to
collect data from the students using the Punjab University Library. The decision to
collect data from the users of Punjab University Library was on the basis of strong

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understanding of the researchers that developing country like Pakistan where the
education system is a textbook based, the library users were the appropriate
sample units to include in the study.
Specific measures were taken to address the reliability and validity of the
research instrument. Cronbach alpha value of responses calculated on the
questions where statements given to rank on Likert type scale. The Cronbach alpha
value of a frequency of use of social media tools was .708 while Cronbach alpha
value of 24 statements about the effects of social media use on reading habits was
.836. These values confirm that the instrument was stable enough to measure the
phenomenon. The pilot testing conducted before the data collected from the
sample to check the validity of the questionnaire. The questionnaires distributed
among ten students in Main Library of Punjab University. Based on the pilot-testing
feedback minor changes were made in the final tool. Specifically, a few statements
edited addressed the effects of social media on reading habits. The data collected
for the pilot testing did not consider for the study. The study collected data from
430 students. However, 27 not properly filled questionnaires were discarded. Data
were organized and analyzed through IBM Statistical Package for Social Sciences.
Descriptive and inferential statistics were applied to draw inferences from the data.
Demographic Information
The demographic information includes gender, age and education level of
the respondents (Table 1). The ratio of male and female respondents was almost
equal. Among the respondents 74.4% belonged to 21-25 years of age group. In
terms of academic programs, 45% of the respondents were the students of four-
year bachelor degree program followed by 39% of masters, and 16% MPhil/Ph.D.
programs.
Table 1
Respondents Demographics (N=403)
Attributes
Freq.
Percentage
Gender
Male
197
48.9%
Female
206
51.1%
Age (Years)
16 – 20
66
16.4%
21-25
301
74.4%

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Attributes
Freq.
Percentage
26-30
30
7.4%
31-35
4
1.0%
35 and above
2
0.5%
Education Program
BS
181
44.9%
Masters
158
39.2%
MPhil
54
13.4%
PhD
9
2.2%
The Patterns of Students’ Reading Habits
Six statements were given to assess the patterns of reading habits of the
respondents. The findings (Table 2) shows that 40.7% of the respondents read-only
for preparing tests/exams assignments, 37.5% read to enhance the knowledge,
24.1% read other reading material to get more information on the topic taught in
classes, 22.3% of respondents read textbooks or recommended course material,
12.7% read for recreation, and 6.7% go through books after every lesson in class.
Table 2
The Patterns of Students’ Reading Habits (N=403)
Statements
Freq. (%)
I read only for test/exams/assignments
164 (40.7 %)
I read to enhance my knowledge
151 (37.5 %)
I try to read other reading materials to get more information on
the topic taught in class.
97 (24.1 %)
I read textbooks/recommended course material only.
90 (22.3 %)
I read for recreation.
51 (12.7 %)
I go through my books after every lesson.
27 (6.7 %)
Reasons for Using Social Media among the Students
The findings presented in Table 3 revealed the reasons of using social media.
The findings revealed that 42.9% respondents used social media to share world or
surrounding information of general nature, 36.7% of respondents used social media
to share and exchange academic information.

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Table 3
Reasons for Using Social Media among the Students (N=403)
Statements
Freq. (%)
Share world/surrounding information of general nature
173 (42.9 %)
To share and exchange academic information / material
149 (36.7 %)
Chatting with friends
133 (33 %)
Photo sharing
67 (16.6 %)
To communicate with teachers.
40 (9.9 %)
To create groups of like-minded individuals.
31 (7.7 %)
Frequency of Use of Social Media
The findings revealed the use frequency of different social media applications
(Table 4). It was found that most of the respondents (63%) used Facebook and
WhatsApp several times a day. Moreover, the mean values of WhatsApp, Facebook,
Google+, and YouTube revealed that the respondents used the technologies at least
once a day. Other tools used occasionally.
Table 4
Frequency of Use of Social Media (N=403)
Social
Media
Tools
Rarely
Occasionally
Once a
week
Once a
day
Several
times a
day
Mean
St.
Dev.
Facebook
29
34
12
65
253
3.90
1.373
WhatsApp
29
34
12
65
253
4.22
1.281
YouTube
56
48
62
121
104
3.43
1.374
Twitter
192
41
28
32
28
1.95
1.368
Instagram
154
36
27
41
50
2.30
1.565
Flickr
210
34
15
17
8
1.52
1.028
Google+
79
37
28
59
153
3.48
1.630
LinkedIn
198
39
28
13
13
1.64
1.110
Note: 1=Rarely; 2=Occasionally; 3=Once a week; 4=Once a day; 5=Several times a week.
Frequency of Use of Social Media Based on Gender
Independent sample t-Test was used to find the difference in the use of
social media between males and females (Table 5). There is a significant difference
between the options of males and females in terms of the use of Facebook,

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WhatsApp, Twitter, and Flicker. The mean score of males in terms of Facebook
(Male=3.98, Female=3.83), Twitter (Male=2.27, Female=1.65) and Flicker
(Male=1.61, Female=1.454) are higher than females. It reveals that the use of these
three technologies is higher among the males in comparison with females.
However, the use of WhatsApp is higher among females (Mean=4.38) than males
(Mean=4.05).
Table 5
Frequency of Use of Social Media by Gender (N=403)
Social Media Tools
Mean
T
Sig.
Male
Female
Facebook
3.98
3.83
1.139
.016
Whatsapp
4.05
4.38
-2.534
.009
YouTube
3.59
3.29
2.202
.192
Twitter
2.27
1.65
4.114
.000
Instagram
2.41
2.20
1.162
.410
Flickr
1.61
1.45
1.281
.010
Google+
3.59
3.38
1.190
.495
LinkedIn
1.72
1.57
1.166
.185
Means of Accessing Social Media
Table 6 revealed that majority of the respondents (71.5%) accessed the
social networking sites through cell phones and 37.5% respondents accessed social
media through personal computers. Among the respondents, 19.4% used university
labs or libraries, 0.2% used cyber cafes for accessing social networking sites.
Moreover, 19.1% used all the tools through cell phones, personal computer,
university labs library, and cyber cafes.
Table 6
Means of Accessing Social Media (N=403)
Access to Social Media
Freq. (%)
Cell phone
288 (71.50 %)
Personal computer
151 (37.50 %)
University lab/library
78 (19.40 %)
Cyber cafes
1 (0.20 %)
All of the above
77 (19.10 %)

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Perceived Effects of Social Media on Reading Habits of Students
The mean score was used to assess the effects of social media on reading
habits of the students by presenting 24 statements, out of these 24 statements, 14
were about positive effects, and ten were about the negative effects of social media
on reading habits. The mean score (Table 7) revealed that respondents showed
agreement with 14 statements. In these 14 statements, 13 related to positive
effects of social media on reading habits while one statement (I am easily distracted
by using social media when it is time to study; Mean=3.80) was about negative
effects. In terms of positive effects, the respondents agreed that social media
increase socialization that facilitates in study (Mean=3.81), information on social
media is easy to search and use (Mean=3.80), social media help to keep updated
with study-related projects/assignments (Mean=3.77), provide virtual access to
information (Mean=3.77), effective tool for exchange of reading material
(Mean=3.75), enable sharing reading material with the friends (Mean=3.71),
facilitate to get reading material speedily (Mean=3.68), helps to remain updated
with academic matters (Mean=3.66), offer ease in getting reading material
(Mean=3.64), enhance capabilities to read on screen (Mean=3.61), provide
opportunity of collaborative reading (Mean=3.57), and social media help to
exchange ideas immediately in group study (Mean=3.51). The mean score of
remaining ten statements, mainly about the harmful effects of social media, fall in
the category of neither agree nor disagree.
Table 7
Perceived Effects of Social Media on Reading Habits of Students (N=403)
Statements
Mean
Std. Dev.
Social media increase socialization with friends that facilitate
in study
3.81
2.153
Information on social media is easy to search and use
3.80
1.099
I am easily distracted by using social media when it is time to
study
3.80
1.224
Social media keep me updated with study-related
projects/assignments
3.77
1.020
By virtue of social media, I read much useful information
3.77
1.067
Social media provide virtual access to information
3.77
1.032
Social media can be an effective tool for exchange of reading
3.75
1.055

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Statements
Mean
Std. Dev.
material
Social media enable me to share reading material with the
friends
3.71
1.089
Social media facilitate me to get my reading material speedily
3.68
1.097
Social media keep me updated about my academic matters
3.66
1.086
Social media enable me to get my reading material with ease
3.64
1.089
Social media enhanced my capabilities to read on screen
3.61
1.225
Social media provide an opportunity for collaborative reading
3.57
1.045
Social media help to exchange my ideas immediately in group
study
3.51
1.155
Because of the use of social media, my reading habits have
been reduced
3.46
1.199
Social media enable me to communicate with my teachers
without time lag in study related issues
3.45
1.133
The use of social media decreases in-depth study
3.36
1.156
I may post/respond while I am doing homework
3.36
1.155
Social media is an addiction that harms my reading habits
3.34
1.208
Use of social media procrastinates my assignments
3.32
1.056
Social media negatively affect my reading habits
3.21
1.214
By using social media, I cannot concentrate on reading
3.09
1.224
Because of downloading and watching videos/music, I do not
find time to read
3.00
1.242
By using social media late night, make me late in class
2.92
1.336
Note: 1=Strongly Disagree; 2=Disagree; 3=Neither agree nor disagree; 4=Agree; 5=Strongly
Agree
Perceived Effects of Social Media on Reading Habits of Students by Level of
Education
Effects of social media on reading habits of students on the basis level of
education was analyzed through analysis of variance (ANOVA). It was found that
there is no statistically significant difference of means exist in all statements
excluding one statement “The use of social media decreases in depth-study”
relevant to effects of social media as shown. The students of BS program (mean
score = 3.50) showed more agreement to this statement (Table 8).

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Table 8
PerceivedEffects of social media on the reading habits of students by level of
education
Statements
Mean
F
Sig.
BS
Master
MPhil/PhD
I am easily distracted by
using social media when it is
time to study
3.87
3.77
3.75
.391
.677
I may post/ respond while I
am doing homework
3.34
3.34
3.48
.373
.689
By using social media late
night, make me late in class
2.99
2.84
2.94
.560
.572
Social media provide an
opportunity for collaborative
reading
3.52
3.65
3.51
.733
.481
Social media increase
socialization contacts with
friends that facilitate in study
3.83
3.81
3.75
.039
.962
Social media provide virtual
access to information
3.75
3.75
3.87
.398
.672
Because of downloading and
watching videos/music, I do
not find time to read
2.94
3.14
2.87
1.535
.217
Social media help to
exchange my ideas my ideas
in group study immediately
3.40
3.57
3.70
1.905
.150
Because of social media, I
cannot concentrate on
reading
3.13
3.06
3.06
.134
.875
The use of social media
decreases in depth-study
3.50
3.18
3.41
3.212
.041*
Social media can be an
effective tool for exchange of
reading material
3.75
3.74
3.78
.029
.971

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Statements
Mean
F
Sig.
BS
Master
MPhil/PhD
Use of social media
procrastinates my
assignments
3.35
3.29
3.32
.148
.863
Because of the use of social
media, my reading habits
have been reduced
3.43
3.57
3.32
1.152
.317
Information on social media
is easy to search and use
3.75
3.90
3.73
.980
.376
Social media enable me to
get my reading material with
ease
3.64
3.65
3.63
.011
.989
Social media facilitates me to
get my reading material
speedily
3.62
3.78
3.59
1.178
.309
Social media enable me to
share reading material with
the friends
3.64
3.81
3.68
1.111
.330
Social media enables me to
keep me updated with study-
related projects/assignments
3.67
3.84
3.90
1.674
.189
Social media enable me to
communicate with my
teachers without time lag in
study related issues
3.44
3.46
3.43
.024
.977
Social media negatively
affect my reading habits
3.28
3.16
3.10
.705
.495
Social media is an addiction
that harms my reading habits
3.39
3.29
3.30
.329
.720
Social media keep me
updated about my academic
matters
3.66
3.68
3.62
.064
.938
By virtue of social media, I
read much useful
information
3.78
3.69
3.90
.959
.384

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Statements
Mean
F
Sig.
BS
Master
MPhil/PhD
Social media enhanced my
capabilities to read on screen
3.67
3.54
3.60
.497
.609
*Results significant at .05 level.
Difference of Opinion between Male and Female Students about Social Media
effects on Reading Habits
The independent sample t-test was applied to investigate the effects of social
media on reading habits with respect to gender. The analysis (Table 9) revealed that
there was a significant difference in the perceptions of respondents based on
gender in 12 out of 24 statements. The females showed higher agreement with the
statements: use of social media provide virtual access to information (male=3.66,
female=3.87); information on social media is easy to search and use (male=3.64,
female=3.96); social media keep me updated with study related
projects/assignments (male=3.64, female=3.90); by virtue of social media, I read
much useful information (male=3.64, female=3.88); social media can be an effective
tool for exchange of reading material (male=3.62, female=3.87); social media
enabled me to share reading material with friends (male=3.58, female=3.84); social
media keep me updated about my academic matters (male=3.54, female=3.78);
social media facilitate me to get my reading material speedily (male=3.48,
female=3.87); social media enabled me to get my reading material with ease
(male=3.48, female=3.83); social media provide opportunity of collaborative reading
(male=3.38, female=3.74); social media enabled me to communicate with my
teachers without time lag in study related issues (male=3.26, female=3.62); and
social media help to exchange my ideas in group study immediately (male=3.17,
female=3.84).
Table 9
Difference of Opinion between Male and Female Students about Social Media
effects on Reading Habits (N=403)
Statements
x
T
Sig.
Male
Female
I am easily distracted by using social
media when it is time to study
3.72
3.88
-1.295
.197
Social media provide virtual access
3.66
3.87
-2.041
.042*

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Statements
x
T
Sig.
Male
Female
to information
Social media increase socialization
with friends that facilitate in the
study
3.64
3.97
-1.523
.136
Information on social media is easy
to search and use.
3.64
3.96
-2.965
.003*
Social media keep me updated with
study-related projects/ assignments
3.64
3.90
-2.509
.013*
By virtue of social media, I read
much useful information
3.64
3.88
-2.257
.025*
Social media can be an effective
tool for exchange of reading
material
3.62
3.87
-2.435
.016*
Social media enable me to share
reading material with the friends
3.58
3.84
-2.421
.016*
Social media keep me updated
about my academic matters
3.54
3.78
-2.261
.025*
Because of the use of Social media,
my reading time has been reduced
3.49
3.44
.381
.704
Social media enhanced my
capabilities to read on screen
3.49
3.72
-1.845
.066
Social media facilitate me to get my
reading material speedily
3.48
3.87
-3.685
.000*
Use of social media enabled me to
get my reading material with ease
3.44
3.83
-3.729
.000*
Social media provide an opportunity
for collaborative reading
3.38
3.74
-3.525
.001*
Social media is an addiction that
harms my reading habits
3.37
3.32
.415
.679
The use of social media decreases
in-depth study
3.35
3.38
-.290
.772
Social media negatively affect my
reading habits
3.27
3.15
1.062
.289
I may post/respond while I am
3.26
3.45
-1.587
.113

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Statements
x
T
Sig.
Male
Female
doing homework
Social media enable me to
communicate with my teachers
without time lag in study related
issues
3.26
3.62
-3.203
.001*
By using social media, I cannot
concentrate on reading.
3.23
2.97
2.161
0.31
Use of social media procrastinates
my assignments
3.20
3.44
2.234
0.26
Social media help to exchange my
ideas in group study immediately.
3.17
3.84
-6.046
.000*
By using social media late night,
make me late in class
3.05
2.80
-1.920
.056
Because of downloading and
watching videos/music, I do not find
time to read.
2.92
3.09
1.364
.173
Note: * results are significant at .05 level.
DISCUSSION
The findings of this study reveal that the respondents read mainly for the
preparation of tests/exams/assignments and knowledge enhancement. Social
media technologies are used to share information of general nature, academic
information/material, and chatting with friends. These reasons mentioned by more
than one-third of respondents. Among the respondents, 33% respondents used
social media for chatting with friends which is less than the study investigated by
Shehu and Shehu (2014) which was 60%.
The respondents (16.6%) used social media for photo sharing which is less
than the study conducted by Shehu andShehu (2014) which was 15%. The 9.9%
respondents used social media to communicate with teachers which is more than
the study conducted by Shehu and Shehu (2014) which was 5.5% but less than the
study conducted by Chander and Singh (2017) which was 14.34%. The 8.7% of
respondents used social media for other purposes. The 7.7% of respondents used
social media to create groups of like-minded people which is less than the study
conducted by Shehu and Shehu (2014) which was 15%.

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In terms of social media tools used, Facebook, WhatsApp, YouTube, and
Google+ were popular among the respondents, and they use these tools once a day
at least. However, 60% of respondents were using Facebook and WhatsApp several
times a day. The similar result about Facebook use was also reported by Khan and
Rafiq (2018) in Pakistan. The use of Facebook, Twitter, and Flicker was higher
among the males while WhatsApp was used significantly higher by females.
The findings revealed that that majority of respondents with the frequency
of 71.5% access the social networking sites through cell phones and personal
computers. Similar results observed by Shehu and Shehu (2014).
The study presented 24 statements about the perceived effects of social
media on reading habits to the respondents; 14 were about positive effects, and
ten were about adverse effects. The findings exposed that the respondents
perceived the effects of social media on reading habits positively. They were agreed
that social media technologies help in socialization that ultimately facilitate in their
study, and help them to remain updated with study-related projects/assignments,
enhance their capabilities to read on screen, provided opportunity of collaborative
reading, enables them to exchange reading material speedily and efficiently, and
support them to exchange ideas immediately in group study. Moreover, they also
consented that the technologies provide virtual access to information, information
on social media is easy to search and use and help to provide updated academic
matters. The negative effect that respondents agreed was a distraction at the time
of the study. Based on the findings, we may conclude that the social media
technologies have has positive effects on the students reading habits. However,
there is a need to address the distraction aspect of the social media applications
that may be overcome by training the students. The positive perceptions of the
respondents about the effects of social media call for policymakers, academia and
curriculum designers to integrate social media technologies in the academics and
campus life of the students.
Moreover, there were significant differences of perceptions among males
and females in 12 out of 24 statements. These all 12 statements are related to
positive effects. Thus, we may infer that the females have more positive
perceptions towards the social media than males. A further study may be initiated
to identify the reasons for the difference of perceptions. Moreover, no significance
was noted in terms of degree programs of the respondents.

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CONCLUSION
The findings of this study highlight both positive and negative aspects of
social media on the reading habits of students. The positive effects are that the use
of social media increases the socialization that facilitate the students in their study
and they find information on social media accessible to search and use. However,
the negative aspect is that students are distracted by the use of social media at the
time of their study. There are significant effects of social media on male and female
students. The female students are more agreeable than male students that the use
of social media facilitate reading by providing information with easily and speedily.
The technologies also provide collaborative learning environment to students. On
the basis of the study’s findings, it is suggested that the University should launch
mobile applications to engage students in reading and other academic activities.
Also, orientation programs about social media usage may be introduced the
University to highlight the positive aspects of social media and to promote reading
culture among the students.
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