Efficacy of Combined Bromelain and Hyaluronic Acid as an Enzymatic Debridement Agent for Full-Thickness Burn Wounds in Wistar Rats (Rattus norvegicus)

Abstract

This study explores how social media use influences academic performance among final-year undergraduates at Universiti Malaysia Perlis. Three dimensions were examined: time spent on social media, social media addiction, and academic distraction. Using a cross-sectional survey of 235 students, data were analyzed through Pearson correlation and multiple regression. Results show that while all three factors individually correlate negatively with academic performance, only academic distraction remains a significant predictor when tested together. This highlights distraction rather than screen time or addictive tendencies as the most critical pathway through which social media undermines learning outcomes. The findings suggest that interventions should focus on reducing task-switching and off-task browsing during study sessions, rather than simply limiting overall usage. By identifying distraction as the key determinant, this study provides actionable insights for universities to design digital wellness strategies that help students balance technology engagement with academic success.