This study examines the relationship between social media usage and academic performance among undergraduate university students. Using a cross-sectional survey design, data were collected from 320 students across three faculties using a structured questionnaire measuring daily social media use, self-reported study habits, and grade point average (GPA). Descriptive and inferential statistics, including Pearson correlation and multiple regression analysis, were used to examine the relationships among variables. Results indicate a statistically significant negative correlation between time spent on social media and academic performance (r = -0.34, p < .01), with study time mediating this relationship. Students who reported more than four hours of daily social media use showed significantly lower GPAs than those with lower usage levels. The findings suggest that while social media offers benefits for communication and information access, excessive use without structured time management may negatively affect academic outcomes. Implications for student support services and digital literacy interventions are discussed.