THE RELATIONSHIP BETWEEN SOCIAL MEDIA USAGE AND THE ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN EDO STATE

THE RELATIONSHIP BETWEEN SOCIAL MEDIA USAGE AND THE ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN EDO STATE

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1.1 Background of the Study

The increasing integration of social media into everyday life has significantly transformed communication patterns, information access, and social interactions. With platforms like Facebook, Instagram, Twitter, WhatsApp, and TikTok becoming ubiquitous, they offer unique opportunities for connection, expression, and learning (Ahmed & Qazi, 2019). The global influence of social media spans educational, social, and psychological domains, especially among adolescents who make up a substantial proportion of users (Alzahrani et al., 2020). For secondary school students in particular, social media serves as a double-edged sword, providing both educational resources and potential distractions that can affect academic achievement (Tariq et al., 2021).

In Nigeria, social media usage among adolescents has risen sharply due to advancements in mobile technology, more affordable internet access, and increased digital literacy (Ajao et al., 2018). Among secondary school students, social media is increasingly used not only for social engagement but also for academic purposes, such as group discussions, project collaborations, and accessing study materials. However, the influence of social media usage on academic performance remains complex and multifaceted. While social media provides new avenues for educational engagement and information dissemination, it also poses challenges related to time management, attention span, and potential overreliance on online interactions rather than traditional academic resources (Eze, 2019).

Studies have shown varied impacts of social media on students' academic performance. Some researchers argue that social media can positively influence academic achievement by promoting collaborative learning, improving student motivation, and fostering an environment for resource sharing (Mensah & Nizam, 2016). Through social media, students can access educational materials, engage in academic discussions, and communicate with teachers and peers outside the classroom setting. These platforms also provide instant access to information and updates, which may be useful for staying abreast of academic demands and research findings (Rahardjo et al., 2020).

However, the benefits of social media are counterbalanced by its potential drawbacks. Excessive use of social media can detract from productive study time, especially when students are drawn into non-academic activities such as chatting, gaming, or content browsing unrelated to schoolwork (Okeke et al., 2020). The distraction caused by frequent notifications and the urge to remain constantly connected may contribute to reduced focus on academic tasks, ultimately affecting students' ability to concentrate and perform well in school (Chukwuere & Chukwuere, 2017). This trend raises questions about the extent to which social media usage supports or hinders academic performance among students.

The rise in social media usage has coincided with a growing concern among educators and parents regarding its influence on students' academic behaviors. Many Nigerian secondary school students are active social media users, often spending multiple hours daily online, which may interfere with time dedicated to homework, reading, and preparation for examinations (Ajewole & Fasola, 2020). Research by Eke et al. (2022) suggests that the type and frequency of social media usage can impact academic achievement, with certain platforms associated with higher engagement and potentially improved performance, while others may have adverse effects due to high levels of distractive content.

The relationship between social media and academic performance is influenced by factors such as the purpose of usage, time management skills, and students’ ability to filter and prioritize relevant information (Rosenberg & Akinade, 2018). In this regard, it becomes essential to consider both the beneficial and detrimental effects of social media on students' academic outcomes. The rapid proliferation of social media has led to a more complex learning environment where students must balance digital engagement with academic responsibilities. Given the prevalence of social media usage among secondary school students in Edo State, it is critical to explore how this trend affects their academic performance.

1.2 Statement of the Problem

The increased use of social media among secondary school students has raised concerns about its potential impact on their academic achievement. While social media can serve as a tool for academic support by enabling access to educational content and facilitating peer interactions, it also presents challenges that may affect students’ focus and productivity. For instance, many students report struggling to manage their time effectively when engaged in social media activities, often at the expense of their academic responsibilities (Ugwoke et al., 2019). This trend is particularly concerning in the context of Nigeria, where educational outcomes at the secondary school level are crucial for further academic and career pursuits.

The specific problem this study addresses is the conflicting influence of social media usage on academic performance among secondary school students in Edo State. Despite the potential benefits of social media for learning, its pervasive nature can also contribute to academic distractions and reduced time allocation for studying and completing assignments (Bature, 2021). Prior studies indicate mixed results on the correlation between social media use and academic achievement, with some researchers emphasizing the negative impact of prolonged usage on students’ grades, while others highlight the role of moderated usage in enhancing academic engagement (Egbai et al., 2018).

The existing research gap lies in understanding the extent to which social media influences academic achievement in secondary school students within the specific context of Edo State. Given the rapid evolution of social media and its increasing integration into students' lives, it is imperative to assess whether its impact aligns more with beneficial educational outcomes or detrimental distractions. Therefore, this study seeks to investigate the relationship between social media usage and academic achievement among secondary school students in Edo State, examining factors such as frequency of usage, purpose, and the type of social media platforms used. Through this investigation, the study aims to contribute to ongoing discussions on the role of social media in shaping students' academic success or challenges.

1.4 Research Questions

This study seeks to answer the following research questions:

1. Is there a significant relationship between the frequency of social media usage and the academic achievement of secondary school students in Edo State?

2. What is the influence of different types of social media platforms on the academic performance of secondary school students in Edo State?

3. How does the purpose of social media usage (academic vs. non-academic) affect the academic achievement of secondary school students in Edo State?

1.5 Research Hypotheses

The following null hypotheses were formulated for this study:

Ho1: There is no significant relationship between the frequency of social media usage and the academic achievement of secondary school students in Edo State.

Ho2: The type of social media platform used does not significantly influence the academic performance of secondary school students in Edo State.

Ho3: The purpose of social media usage (academic vs. non-academic) has no significant effect on the academic achievement of secondary school students in Edo State.

1.6 Significance of the Study

This study is significant for several reasons. First, it addresses an area of growing interest and concern—namely, the impact of social media usage on the academic performance of secondary school students. With the widespread adoption of social media among adolescents, it is essential to understand how this trend influences academic outcomes and whether it serves as a positive resource for learning or as a distraction. The findings of this study could inform educational policymakers, school administrators, and teachers in Edo State about the implications of social media on students' academic performance. By identifying whether and how different aspects of social media usage affect academic success, this research could aid in the development of guidelines or recommendations for responsible social media use within the school environment.

Moreover, the study could be beneficial to parents and guardians, providing insights into how social media may impact their children's study habits and overall academic performance. Awareness of these effects may help parents and guardians to guide their children in managing social media usage in a way that enhances, rather than hinders, their education. Lastly, this research could serve as a foundation for future studies in other regions of Nigeria or among different age groups, contributing to the broader body of knowledge on social media's role in education and shaping interventions that optimize its benefits for students’ academic achievement.

1.7 Scope of the Study

The scope of this study is limited to secondary school students in Edo State, Nigeria. It focuses on examining the relationship between social media usage and students' academic achievement, specifically investigating how the frequency, type, and purpose of social media use impact academic outcomes. The study will not cover primary school students or tertiary-level students, nor will it include individuals outside of Edo State. The social media platforms considered in this research include popular ones among secondary school students, such as Facebook, Instagram, WhatsApp, and TikTok. Data will be collected from a sample of students in selected secondary schools within Edo State to gain a representative view of the population.

1.8 Definition of Terms

Social Media: Digital platforms or online networks that allow users to create, share, and interact with content. Examples include Facebook, Instagram, Twitter, WhatsApp, and TikTok.

Academic Achievement: The level of academic success or performance of students as measured through their grades, test scores, or other assessments in school.

Frequency of Social Media Usage: The amount of time or regularity with which students use social media platforms, often measured in terms of hours per day or frequency of log-ins.

Type of Social Media Platform: The specific social media platforms utilized by students, categorized based on their primary purpose (e.g., content sharing, messaging, photo sharing).

Purpose of Social Media Usage: The reason for using social media, classified as academic (for study purposes or school-related discussions) or non-academic (for entertainment, socializing, etc.).

 

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