In the academic context, social networking sites (SNSs) have reshaped the way university students connect and communicate with each other, and the way they learn, thus influencing their identities and dimensions. This paper aims to investigate the impacts of SNSs use by students on their academic performance at the University of Taiz. A survey questionnaire was conducted to a total sample of 357 undergraduate students via personal administration and by an online platform to gather the initial information on their use of SNSs and the influence on their academic performance. The hypotheses of this study were studied and tested using descriptive statistics, regression model, T-test, and analysis of variance (ANOVA). The findings of H1 indicate that the impact of the use of SNSs on students’ academic performance was statistically significant Interaction with the teacher (II) Collaboration with coworkers (CC) Engagement (EN) and learning a cooperating (LC). Meanwhile, the results of H2 indicate no significant differences between the mean averages of the respondents’ answers for (purposes, the impact of the use of SNSs, and academic performance) due to gender, and age, respectively. Thus, using SNS as a learning tool has a great potential to improve students’ academic performance because it allows students to be more connected. Overall findings of this study indicate that the use of SNSs impact undergraduate students by factors are studied on academic Performance to some extent and suggested future strategies to enhance students’ awareness to manage their time, multitasking skills, and study activities to enhance their academic performance and achievements.
