DOI: https://doi.org/10.36347/sjahss.2026.v14i06.001

Pages: 208-218

This study explored the effects of time utilization patterns and social media usage on the academic performance of biology undergraduates in Bayelsa State. A descriptive-comparative research design was adopted for the study. The study’s population consisted of all biology undergraduates in tertiary institutions in the state. A simple random sampling technique was utilized to select a sample of 150 students who participated in the study. Three instruments were used for data collection, including the Time Utilization Pattern Scale (TUPS), Social Media Usage Level Scale (SMULS), and Academic Performance Scale (APS). The instruments were validated through expert review. The TUPS, SMULS, and APS had a reliability of 0.85, 0.79, and 0.81, respectively, using Cronbach's Alpha. Data was analysed using mean and standard deviation for the four research questions, and a t-test for the four null hypotheses at a 0.05 alpha level. The findings showed that both time utilization patterns and social media usage significantly affected students' academic performance, and that gender did not significantly affect students' achievement. It was recommended, among other things, that interventions be introduced to enhance students’ time Utilization patterns and reduce social media usage.