Project – Effects of Social Media on Students Academic Performance in Social Studies in the Basic Education Schools
CHAPTER ONE
INTRODUCTION
- Background to the Study
Social media has increasingly become a dominant aspect of students’ lives, influencing how they interact, learn, and perform academically. According to Kaplan and Haenlein (2010), social media platforms such as Facebook, WhatsApp, Twitter, and YouTube have changed the dynamics of information dissemination and peer interactions. These platforms are particularly popular among adolescents who are in basic education schools, making them integral to students’ everyday activities. While social media offers opportunities for educational engagement, concerns have been raised about its potential to distract students from academic responsibilities.
Studies have shown that the use of social media can have both positive and negative effects on students’ academic performance. For instance, Junco (2012) found that moderate use of social media for educational purposes correlates positively with academic engagement. Tools such as online discussion forums and educational YouTube channels can reinforce concepts taught in Social Studies, making learning more engaging and relevant. However, the same study cautions that excessive use of social media for non-academic purposes, such as chatting or entertainment, negatively impacts students’ focus and academic outcomes.
In the context of Social Studies, which emphasizes civic responsibility, history, and human relationships, social media can serve as a platform for civic education and awareness. Ogedebe et al. (2012) observed that when guided appropriately, students can use social media to access current events, share insights, and participate in discussions that enrich their understanding of Social Studies concepts. Educational groups on platforms like Facebook or WhatsApp have been used to foster group collaboration and peer-to-peer support in assignments and project work, thus enhancing academic performance.
However, several scholars argue that the misuse of social media significantly hampers students’ academic achievements. Olubiyi (2012) notes that the addictive nature of social media often leads students to prioritize online interactions over academic tasks. This concern is particularly critical at the basic education level, where students are still developing self-regulation skills. The distractions caused by constant notifications, the temptation to multitask, and reduced attention spans have been cited as reasons for declining academic performance in subjects like Social Studies that require comprehension and critical thinking.
Furthermore, gender and age differences have also been identified as influencing how social media affects academic performance. A study by Asemah, Okpanachi, and Edegoh (2013) revealed that older students and females tend to use social media more responsibly for academic purposes compared to their younger or male counterparts. These differences suggest that targeted interventions may be necessary to ensure social media is used productively in enhancing learning outcomes in Social Studies.
In conclusion, while social media holds the potential to be a valuable educational tool in basic education, particularly for subjects like Social Studies, its impact largely depends on how it is used. There is a need for educational stakeholders to develop strategies and guidelines that encourage the academic use of social media while minimizing its distractive and potentially harmful aspects. Schools can play a key role by integrating social media into their teaching methods in a controlled and purposeful manner to optimize students’ academic performance.
- Statement of the Problem
In recent years, the rapid proliferation of social media has significantly transformed how students interact, access information, and manage their time. Platforms such as Facebook, WhatsApp, TikTok, Instagram, and YouTube have become integral to students’ daily routines, even at the basic education level. While these platforms provide opportunities for communication and access to educational content, there is growing concern among educators and parents about their impact on students’ academic performance, particularly in subjects like Social Studies that require critical thinking and a deep understanding of societal issues.
Social Studies is a foundational subject in basic education, designed to equip students with the knowledge, values, and skills necessary for responsible citizenship. However, the increasing engagement with social media often distracts students from their academic goals, limiting the time and attention they devote to studying and class participation. It has been observed in many schools that students tend to spend more time chatting, posting, and consuming entertainment content than engaging in academic activities. This trend raises concerns about declining performance in Social Studies, which relies on concentration, comprehension, and active classroom involvement.
Furthermore, students at the basic education level are still developing cognitive and self-regulation skills. Their ability to differentiate between productive and unproductive use of social media is limited, making them more vulnerable to its negative effects. This lack of discipline can lead to procrastination, reduced academic interest, and poor performance in key subjects. While some students may use social media to access educational content or collaborate on group assignments, many others use it primarily for non-academic purposes, leading to inconsistent academic outcomes.
Teachers have also expressed concerns about the behavioral changes observed in students who are heavily engaged in social media. These include reduced classroom participation, lack of concentration, and diminished reading culture. Such behaviors have direct implications for performance in Social Studies, a subject that demands active engagement with texts, discussions, and real-world issues. Without deliberate interventions, the misuse of social media may continue to undermine students’ academic development in Social Studies and other subjects.
Moreover, there is a gap in empirical data at the basic education level regarding the specific effects of social media on academic performance in Social Studies. Most available research focuses on higher education institutions, leaving a lack of targeted evidence and understanding within the context of basic education. This gap makes it difficult for educators, policymakers, and school administrators to develop informed strategies for managing students’ use of social media and integrating it effectively into the teaching-learning process.
Therefore, the problem that this study seeks to address is the uncertain and potentially detrimental impact of social media on students’ academic performance in Social Studies in basic education schools. It is essential to investigate the extent to which social media use influences students’ study habits, classroom participation, and academic achievement, and to identify possible solutions to mitigate its negative effects while maximizing its educational potential.
1.3. Aim and Objectives of the Study
The aim of the study is to examine the effects of Social Media on Students Academic Performance in Social Studies in the Basic Education Schools in Karu LGA, Nasarawa. The specific objectives are:
- To examine the relationship between social media usage and academic performance in social studies among students.
- To identify the most commonly used social media platforms by students in basic education schools.
- To assess the impact of social media distractions on students’ focus and attention in social studies classes.
- To explore the potential benefits of incorporating social media into the teaching and learning process in social studies.
1.4. Research Questions
The research questions are buttressed below:
- What is the relationship between social media usage and academic performance in social studies among students?
- Which social media platforms are most commonly used by students in basic education schools?
- How does social media distractions affect students’ focus and attention in social studies classes?
- What are the potential benefits of incorporating social media into the teaching and learning process in social studies?
1.5. Research Hypothesis
The hypothetical statement of the study is buttressed below:
Ho: Social media distractions has no significant effect on students’ focus and attention in social studies classes
H1: Social media distractions has significant effect on students’ focus and attention in social studies classes
1.6. Significance of the Study
This study is significant as it seeks to provide a deeper understanding of how social media influences the academic performance of students in Social Studies within basic education schools. In an era where digital technology and online platforms dominate communication and information-sharing, it is essential to evaluate how these tools are affecting young learners. Social Studies, being a subject that fosters civic awareness, critical thinking, and cultural understanding, could either benefit from or be hindered by the influence of social media.
For educators, the findings of this study will offer valuable insights into the behavioral patterns and academic habits of students as they relate to social media usage. Teachers can use this information to design better classroom strategies, integrating social media constructively into lessons, or applying appropriate classroom management techniques to curb its negative impact. This would enable more effective teaching and improved academic outcomes, particularly in a subject like Social Studies that depends on student engagement and contextual understanding.
School administrators and policymakers will also benefit from the study as it will highlight areas where interventions are needed to support academic performance. The results may guide the development of policies regarding the use of mobile devices in schools, the inclusion of digital literacy in the curriculum, and the establishment of controlled online learning environments. By understanding the nature of students’ interaction with social media, administrators can implement strategies that balance digital engagement with academic focus.
Parents and guardians will also gain from this research by learning how social media habits at home may influence their children’s academic life. Increased awareness can encourage parents to monitor and guide their children’s online activities more closely. The study may also provide parents with practical ways to support their children’s learning through technology rather than seeing social media purely as a distraction.
For students themselves, the study is intended to raise awareness about the potential impact of their social media habits on their academic progress. By understanding the consequences of excessive or unproductive use of social platforms, students can make informed decisions about how they spend their time online. This awareness could lead to better study habits, improved academic performance, and a more purposeful use of digital tools for learning.
Finally, the study will contribute to the existing body of literature on education and technology, specifically in the context of basic education in developing countries. While much of the existing research focuses on secondary or tertiary education, this study will shed light on the unique challenges and opportunities faced by younger students. Its findings can serve as a foundation for future research and innovations aimed at improving the quality of education in the digital age.
1.7. Scope of the Study
The study examines the effects of social media on Students Academic Performance in Social Studies in the Basic Education Schools in Karu LGA, Nasarawa. The study is limited to JJS 3 students in Karu LGA, Nasarawa.
1.8. Operational Definition of Terms
- Effects: Effectsrefer to the outcomes, consequences, or changes—whether positive or negative—that result from a particular action or influence. In this context, it means the impact or influence that social media usage has on students’ academic behaviors, habits, and achievement in Social Studies.
- Social Media: Social mediaare digital platforms and technologies that allow users to create, share, and interact with content and communicate with others. Examples include Facebook, WhatsApp, Instagram, TikTok, Twitter, and YouTube. These platforms are widely used by students for social interaction, entertainment, and sometimes educational purposes.
- Students: Studentsrefer to individuals enrolled in educational institutions for the purpose of learning. In this context, the term specifically refers to learners in basic education schools who are studying Social Studies as part of their curriculum.
- Academic Performance: Academic performanceis the measurement of a student’s progress and achievement in educational activities, typically assessed through test scores, class participation, homework completion, and overall grades. It reflects how well a student is meeting learning objectives in a specific subject, such as Social Studies.
- Social Studies: Social Studiesis an integrated subject area in basic education that includes the study of history, geography, government, culture, and societal issues. Its primary aim is to prepare students to be informed, responsible, and active citizens by understanding their environment and society.
- Basic Education Schools: Basic education schoolsrefer to formal educational institutions that provide foundational learning, typically covering early childhood, primary, and junior secondary levels. These schools aim to equip learners with essential knowledge and skills, including subjects like Social Studies, to support their overall development.