A Descriptive Study of the Effect of Study Hours on Academic Performance in Urban Areas

Abstract

Using two extensive secondary datasets containing more than 11,000 student records, the connection between study hours , social media use , and academic achievements are investigated through this study. Following data cleaning, the effects of study and screen time on test results were evaluated using regression analysis, descriptive statistics, and Pearson's correlation. While social media time had little to no significant impact, the results demonstrate a weak but significant positive link between study hours and academic performance. While social media use was not a significant predictor of results, regression analysis verified that study hours marginally raised scores. These findings reveal that moderate social media use does not always impair performance and that merely increasing study time may not guarantee greater achievement. The study understands the learning pattern of student and focuses on the management and study quality above time spent on study.