Impact of Excessive Usage of YouTube on Students Academic Performance: A Case Study of Mirpur University of Science and Technology (MUST)

Abstract

This study investigates the impact of excessive YouTube usage on the academic performance of students at Mirpur University of Science and Technology (MUST). A quantitative research design was employed, using a structured questionnaire as the data collection instrument. The sample consisted of 486 students selected through random sampling from various faculties. Data analysis was conducted using SPSS, including descriptive statistics and Pearson correlation analysis. Results revealed a statistically significant negative correlation between excessive YouTube usage and academic performance. Specifically, variables such as self-regulation, behaviour, purpose of use, and distraction showed moderate to strong associations with students’ grades. Self-regulation and behavioural factors were especially critical, with correlations of r = 0.63 and r = 0.75 respectively, indicating that students who exhibited poor time management and higher distraction levels reported lower academic performance. These findings underscore the importance of digital self-discipline and suggest that while YouTube can serve educational purposes, unregulated use significantly undermines academic success. The study recommends the integration of digital literacy training and time management strategies within university programs to mitigate these effects.