Abstract :
This study investigates the relationship between social media usage patterns and the academic performance of Grade X students in private secondary schools in District Central Karachi, Pakistan. Employing a quantitative descriptive survey design, data was collected from a sample of 120 students using a structured questionnaire. Due to the non-normal distribution of the survey data, non-parametric statistical tests including Spearman’s Rank Correlation, Chi-Square Tests of Independence, and the Mann-Whitney U test were utilized for analysis. The findings challenge the prevalent assumption that higher total screen time inherently yields lower grades; no statistically significant correlation was found between total daily smartphone usage and overall academic marks (rs = -0.036, p = .711). Instead, the nature of digital engagement proved to be the critical determinant of academic success. A highly significant association (?2 = 31.54, p < .001) was identified between how students manage social media notifications and their syllabus completion rates. Students who immediately checked notifications during study sessions were significantly less likely to complete their coursework on time. Furthermore, the data revealed a behavioural paradox: while nearly 60% of students admitted to academic procrastination due to smartphones, 76.7% demonstrated high self-awareness, acknowledging that reducing phone use would improve their studies. Gender was not a significant differentiating factor. The study concludes that task-switching and fragmented attention caused by digital intrusions during study hours are the primary threats to academic achievement. The research recommends implementing digital literacy and self-regulation training to bridge the gap between student awareness and behavioural control.