Utilization of Social Media on Academic Performance of Secondary School Students in Oshimili South Local Government Area, Delta State

Utilization of Social Media on Academic Performance of Secondary School Students in Oshimili South Local Government Area, Delta State

ABSTRACT

This study examined utilization of social media on academic performance of secondary school students in Oshimili South Local Government Area, Delta State. Four research questions guided the study. The study adopted descriptive survey research design.  The population of the study comprised of 3,319 male and female senior secondary school students in 13 public secondary schools in Oshimili South Local Government Area of Delta State. The sample of the study comprised of 209 male and female senior secondary school students selected through simple random sampling technique to represent the entire population in 11 secondary schools in Oshimili South Local Government Area of Delta State. The instrument used for data collection was a structured questionnaire. The instrument was validated by two experts in Measurement and Evaluation in Federal College of Education (Technical) Asaba. The researcher administered 209 copies of the questionnaire to public senior secondary school students in Oshimili South Local Government Area of Delta State and 208 were retrieved and analysed. Data collected were analyzed using frequency count, mean and standard deviation statistics. Findings of the study among others revealed that there are social media platforms used by secondary school students in Oshimili South Local Government Area. The study recommended among others that schools should conduct workshops to raise awareness about the benefits and risks of various social media platforms, encouraging students to use them responsibly and ensuring that their academic performance is not negatively impacted.

CHAPTER ONE

INTRODUCTION

• Background to the study

The 21st Century has been characterized with unprecedented increase in the technological advancement around the world. Among these are advances in Internet facilities, establishment of libraries, development of information technology, improvements in communications multimedia and social interaction. Adeniyi (2020) established that everybody needs information to reach his or her potential and that the more information that is available to a system about itself and about its environment the more reliable it becomes and the greater its chances of survival. One of the ways through which communication and information dissemination is made easy is through social media.

Social media is a group of internet-based applications that build on the ideological and technological foundations of Web 2.0, and that allow the creation and exchange of user-generated content. This emphasize the technological foundations of social media, specifically the influence of Web 2.0. This focus on technology reflects how the internet shifted from static websites to interactive platforms, enabling user-generated content. Their definition positions social media as more than just communication tools—it is a system where users actively create, share, and exchange ideas. This participatory nature empowers users, making social media a powerful force in shaping public discourse and influencing various sectors such as marketing, education, and politics. Carr & Hayes (2015) define social media as “internet-based channels that allow users to interact with one another and share content via community-based input, interaction, content-sharing, and collaboration. Kietzmann (2017) define social media as “a collection of software applications that facilitate interaction, content creation, sharing, and networking among individuals or groups. Social media is not just for personal communication but fosters collaborative communities, where users exchange knowledge, solve problems, and work together toward common goals. Their view underscores the role of social media in facilitating crowdsourcing and community-driven movements, which are critical in activism and social change. Tess (2018) defines social media as online environments that support the development of user-generated content and virtual social interactions. Tess focuses on the creation of “user-generated content,” which highlights how users contribute to the vast array of content available online. The “virtual social interactions” part of the definition acknowledges that many social connections have moved into the digital realm. This view points to the significance of social media as a place where individuals can form bonds without physical presence. Furthermore, it highlights the creativity and diversity of content, as users play a central role in shaping the online environment.

Additionally, social media is seen as platforms that offer adolescents and adults new ways to connect and share information via social networking websites, blogs, and media-sharing websites (O’Keeffe & Clarke-Pearson, 2016). This focuses on the demographic appeal of social media, particularly among adolescents and adults. It brings attention to the specific tools (social networking websites, blogs, media-sharing platforms) that facilitate content sharing and communication. The definition also hints at the evolving nature of social interaction, where digital spaces become the primary venues for communication. Social media offers flexibility in how users share their lives, through text, images, video, and audio, creating diverse forms of engagement.

Treem & Leonardi (2017) define social media as “technologies that facilitate the exchange of information and the creation of digital content in ways that enhance collaboration and communication between users. Treem and Leonardi focus on the technological aspect of social media that drives collaboration and communication. This definition underscores the role of social media as a tool that not only supports interaction but also enhances the efficiency of collaborative efforts. By improving communication processes, social media platforms play a key role in professional and organizational contexts as well. The emphasis on digital content creation further highlights the participatory culture that social media encourages, enabling users to both consume and produce content. Van Dijck (2018) defines social media as “platforms where users create and curate personal profiles, connect with others, and share content, often in real-time, across diverse forms such as text, image, video, and audio. Van Dijck’s definition highlights the personal aspect of social media, focusing on how users build and maintain profiles that represent their identity. The idea of “curating” content speaks to the growing trend of individuals controlling their online image and how they are perceived by others. The real-time nature of social media mentioned here also underscores its immediacy, allowing instant sharing and engagement with audiences. This has significantly changed how news is consumed and how individuals communicate, emphasizing the always-connected nature of today’s digital environment. Fuchs (2020) defines social media as “digital platforms that enable participatory communication and the sharing of content, where the production of media is decentralized and democratized. Fuchs focuses on the democratizing power of social media, highlighting how it allows anyone with access to the internet to become a content creator. This shifts power away from traditional media outlets and places it in the hands of everyday users, allowing for a wider diversity of voices and perspectives. The decentralized nature of content production on social media means that information is no longer controlled by a few gatekeepers, but can come from multiple, varied sources. This definition emphasizes the role of social media in fostering participatory culture, where users are not just passive consumers but active contributors.

On the other hand Sterling (2019) defines social media as “a collection of platforms designed to enable the dissemination of content and facilitate interactions between users, primarily through user-generated content. Sterling’s definition emphasizes the role of social media as a vehicle for content dissemination and interaction. The core function of these platforms, according to this definition, is to provide a space where users can not only share content but also engage in conversations, forming networks of interaction. This highlights how social media functions as a tool for both broadcasting information to large audiences and for creating small, personalized interactions. The focus on user-generated content reiterates that the strength of social media lies in its users’ active participation in creating and spreading information. Couldry & Hepp (2017) define social media as “digital networks that integrate various media formats, allowing users to share information, collaborate, and communicate in an interconnected online environment. Couldry and Hepp focus on the integration of different media formats—such as text, images, videos, and links—within social media platforms. This makes social media highly versatile, allowing users to communicate in multiple ways depending on their preferences and the nature of their message. The collaborative aspect mentioned in this definition also points to the role of social media in facilitating group work and collective problem-solving. By emphasizing the interconnected nature of these platforms, this definition highlights how social media brings together people from different locations, backgrounds, and interests, creating a global communication network.

Social media is becoming the most important tools for interaction among people, where everybody can share, exchange, comment, discuss and create information and knowledge in a collaborative way. Social media tools are rapidly changing the communications landscape, their emergence has impacted significantly how students learn and the way instructors teach. In today in educational settings, instructors, students and others collaborate on the tasks of knowledge construction. Social media tools created a platform for the improvement of the educational process. To enrich the learning and teaching process with text, videos, and audio materials, the social media tools are useful, also it supports learning process of students and supports teachers in addition to the evaluation process (Urista, 2018). College students have great interest in social media. For the purpose of the study, social media was defined as Facebook, YouTube, Blogs, Twitter, MySpace, or LinkedIn (Urista. 2018). Many current studies suggest that the high take up of social media applications as an addition to formal educational settings offers new opportunities for innovating and modernizing education institutions and for preparing learners for the 21st century (Redecker, 2019); Qualman,  2019). A primary reason to adopt social media in the classroom is because it is familiar to almost everybody and also because it doesn’t cost and requires minimal training. One of the largest surveys of social media in higher education to date shows that universities can lever social media into the classroom and ensure its used more than it is now (Qualman, 2019).

Some academic experts believe that social media can be used as an effective teaching tool in higher education because of its ease of use, ready availability, and individual affordability and network effects. Facebook has been used in university courses to facilitate teacher/student discussion, and wikis and blogs have been used to collaborate on projects and receive rapid feedback (Alexander, 2018). Some courses have also used in YouTube as a platform for students to create and share videos for their course (Johnson, 2018). In other courses, students have used Twitter to discuss course topics during class, with Tweets being displayed on a large screen to encourage cross group communication (Kurnia, 2021). Several scholars have theorized the pedagogical potential of using social media, such as social network sites, for learning (Greenhow, 2020, Halverson 2021; Crook, 2018; Halverson, 2021). They have emphasized the technology’s potential for supporting collaborative knowledge construction; accessing specialized just-in-time information, contributing to the hybridization of expertise; relational development and peer/alumni support especially in times of transition; academic help-seeking; social and civic benefits; and for blurring the boundaries between learning spaces, social spaces and leisure spaces which can also pose challenges to learning (Halverson 2021). Social media enable students to easily contact with each other with regard to their projects and assignments. Students also can work on group assignments from their home. When social media is used in pedagogy students who have difficulty in expressing their thoughts in the classroom can get involved in the learning process, it helps to build their confidence level as well. Any doubts can be clarified by posting a message through the social media. A site like Facebook, etc. help teachers to stay in touch with the parents or so to know the progress of their children. Students are learning the skill sets required for successful social networking. Social media also brings with it the freedom for learners to connect and collaborate outside of institutional boundaries as well as to gain practical experience for the workforce (Aghazamani, 2018). Students are also being taught new concepts like online privacy.

Academic performance on the other hand is the extent to which a student, a teacher or an institution has achieved their short- or long-term educational goals. Academic performance, according to Jam (2021) is the ability to study and remember facts and being able to communicate your knowledge verbally or on paper. Academic performance generally refers to how well a student is accomplishing his/her tasks. Academic performance is the outcome of education, the extent to which a student and lecturer or institution have achieved their educational goals. The influence of lecturers’ or teachers’ teaching effectiveness on the learning outcome of students as measured by student’s academic performance has been the subject of several studies (Adediwura & Tayo, 2020) and (Adu & Olatundun, 2021). The areas of students academic life influenced by digitalization of instructional delivery includes their rate of class participation, interest and motivation. Academic performance/achievement is the extent to which a student, teacher, or institution has attained their short or long-term educational goals and it is measured either by continuous assessment or cumulative grade point average (CGPA) (Robert, 2017). The student’s assessment is based on the scores or grades achieved in the different study courses during the school and college years. The measurement of student’s academic achievement on the basis of formative and summative evaluation. Academic performance can also be seen as the extent to which a student, a teacher or an institution has achieved their short- or long-term educational goals. Academic performance is the measurement of students achievement across various academic subjects. Teachers and education officials typically measure achievement using classroom performance, graduation rates and results from standardized tests. Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees represents academic achievement (Robert, 2017). The student’s academic performance depends on a number of socio-economic factors like student’s attendance in the class, family income, mother’s and father’s education, teacher-student ratio, presence of a trained teacher in school, sex of the student, distance of schools.

Academic performance is considered an intellectual competence indicator. Opinions vary as to why some students excel academically while others appear to be underachievers. As a result, many psychologists have consistently attempted to identify the major predictors of individual academic performance. Academic performance on examinations is the result of interactions among multiple variables such as learning. Learning occupies a significant role in the life of students (Mangal & Mangal 2017). It means the modification of behaviour (Dutt, 2017), that is measured using the yardstick of academic performance. People have different learning styles that are reflected in different academic strengths, weaknesses, skills, and interests. It has often been asserted that academic performance can be explained largely by factors such as individual initiative, effort, and merit (Mangal & Mangal 2017).

There are different social media platforms used by students which tend to influence their academic performance. Some of which according to Femi (2018) are Instagram – For sharing photos, videos, and stories, TikTok – Popular for short-form video content, Snapchat – Known for disappearing messages and multimedia sharing, Facebook – Used for connecting with friends, groups, and event planning, Twitter (X) – Microblogging and real-time updates, WhatsApp – Messaging app for group chats and multimedia sharing, YouTube – Video sharing and educational content, LinkedIn – For professional networking, especially for older students, Discord – Used for group discussions, gaming communities, and study groups, Reddit – A forum-based platform for discussions, learning, and sharing information, among several others. However, WhatsApp, Facebook and TikTok seem to be the most used social media platforms among students.

WhatsApp is as a mobile app that operates across different operating systems, allowing users to communicate via text, images, videos, and voice messages. Unlike traditional SMS, WhatsApp utilizes internet data, making it more cost-effective for multimedia sharing. The application’s simplicity and cross-platform capability have contributed to its global popularity as a messaging service. Montag et al. (2015) discuss WhatsApp’s social networking functions, which go beyond basic messaging. The app allows users to create groups for collective communication, update personal statuses, and share multimedia with multiple contacts simultaneously. By blending private messaging with these group features, WhatsApp enables a social networking experience on a personal scale. Bouhnik and Deshen (2014) consider WhatsApp an effective tool for educational purposes, especially in facilitating communication between teachers and students outside of formal classroom environments. Teachers can share study materials, assignments, and updates with students easily through the platform. Its collaborative nature also encourages students to engage in peer discussions, fostering a learning community through constant interaction. O’Hara, Massimi, and Harper (2014) describe WhatsApp as an instant messaging service that provides real-time communication, making it ideal for quick exchanges. The app’s read receipts and typing indicators enhance the conversational experience, creating a sense of immediacy and connection. It also supports multiple forms of media sharing, ensuring that conversations are dynamic and versatile. Singh and Srivastava (2020) explore WhatsApp’s use in business, particularly through its dedicated WhatsApp Business API. This service helps businesses interact with customers by sending real-time updates, answering queries, and marketing products or services. WhatsApp’s user-friendly interface and widespread reach make it a powerful tool for enhancing customer service and engagement, particularly in small to medium-sized enterprises.

Facebook is primarily defined as a social networking site (SNS) that allows users to create profiles, connect with friends, share updates, and engage with content. It serves as a virtual space for personal expression, where individuals can post photos, videos, and written updates to their network. The platform’s core functionality is built around social interaction and the exchange of personal experiences with both close connections and broader audiences. Tuten and Solomon (2017) describe Facebook as a highly effective marketing tool for businesses of all sizes. Through targeted advertising, businesses can reach specific demographics and engage potential customers directly. Facebook’s data-driven ad services allow companies to track user preferences, optimize content, and increase brand visibility through sponsored posts and promotional campaigns. According to Tandoc, Lim, and Ling (2018), Facebook has evolved into a significant source of news and information for many users. People increasingly turn to the platform not only for personal updates but also for real-time news, articles, and opinion pieces shared by news outlets or other users. The platform’s algorithm curates content based on user behavior, making Facebook a personalized news source that can shape public opinion. In their study, Zuboff (2019) outlines Facebook as a major player in the surveillance economy, where user data is collected, analyzed, and sold for profit. The platform captures vast amounts of user information, including behavior patterns, preferences, and interactions, which it uses to deliver targeted advertisements and customized content. This business model has raised concerns about privacy and data security, as Facebook profits from selling this data to third parties. As pointed out by Kim and Hastak (2018), Facebook fosters community-building by enabling users to create groups centered around shared interests, goals, or causes. These groups can range from small, private communities to large public forums where people discuss topics of mutual interest. Through group interactions, Facebook helps users form digital communities that extend beyond geographical boundaries, promoting social connectivity.

TikTok is primarily defined as a short-form video-sharing platform that allows users to create, upload, and view videos of up to 60 seconds. Its easy-to-use editing tools, filters, and effects enable users to produce creative and engaging content. The platform’s algorithm recommends personalized videos based on user preferences, making it highly addictive and interactive. Zhang (2021) describes TikTok as a social media platform that combines user-generated content with social interaction. It allows users to follow others, engage through likes, comments, and shares, and participate in viral trends. TikTok’s format encourages user engagement through challenges, hashtags, and collaborative features like “duets,” fostering a vibrant online community. As noted by Huang et al. (2021), TikTok has rapidly become a significant marketing tool for brands, especially targeting younger audiences. The platform’s short-form content is ideal for quick, attention-grabbing advertisements. With influencer partnerships, sponsored content, and branded hashtag challenges, businesses can leverage TikTok’s unique format to boost brand visibility and drive engagement. Vázquez-Herrero et al. (2020) highlight TikTok as a platform primarily focused on entertainment, offering a space where users can explore a wide variety of video content, including comedy, music, dance, and lifestyle. Its algorithm curates personalized content that matches users’ interests, creating a highly immersive entertainment experience. The platform thrives on viral trends, and its content is often humorous, light-hearted, and easy to consume. According to Zuo (2021), TikTok has become more than just a video app; it has evolved into a cultural phenomenon, shaping how younger generations consume media, interact with others, and express creativity. The platform’s global reach has allowed it to influence music, fashion, and social trends, becoming a key player in popular culture. Its capacity to launch viral trends has also made it a driving force in shaping internet culture and youth expression.

• Statement of the problem

In recent years, the widespread use of social media platforms among secondary school students has raised concerns about its potential impact on academic performance. While social media offers numerous opportunities for learning, collaboration, and access to educational resources, it also poses challenges such as distractions, misinformation, and overuse, which may hinder students’ academic achievements.

The use of social media by the students in at the secondary school level of education has become too high. They spend most of their time on social media. This has become a lifestyle of most students because it seems like they cannot do without social media.

Senior secondary school students have so much interest in the use of social media which is evident everywhere. They use it both positively and negatively. However, the level at which social media used for academic purpose remains a big question. This is because most students use social media to chat with friends, watch movies and learn some kind of societally unacceptable behaviours. This has led to the question of if social media is used in teaching subjects like accounting at secondary school level

In the context of Secondary school, where students are still developing time management skills and learning habits, the influence of social media on academic performance is particularly significant. However, there is limited empirical evidence on how secondary school students in different regions, including Oshimili South, balance their social media usage with their academic responsibilities.

It is against this backdrop that this study seeks to examine the utilization of social media on academic performance of secondary school students in Oshimili South Local Government Area, Delta State.

• Aim and Objectives of the study

The study seeks to examine the utilization of social media on academic performance of secondary school students in Oshimili South Local Government Area, Delta State. Specifically, the study seeks to:

1. Identify the social media platforms used by secondary school students in Oshimili South Local Government Area.
2. Examine the extent to which the use of WhatsApp influences their academic performance in Oshimili South Local Government Area.
3. Determine the extent to which the use of Facebook influence their academic performance in Oshimili South Local Government Area.
4. Evaluate the extent to which the use of Tiktok influence their academic performance in Oshimili South Local Government Area.
   • Research questions

The following questions were raised to guide the study:

1. What are the social media platforms used by secondary school students in Oshimili South Local Government Area?
2. To what extent does the use of WhatsApp influence secondary school students’ academic performance in Oshimili South Local Government Area?
3. To what extent does the use of Facebook influence secondary school students’ academic performance in Oshimili South Local Government Area?
4. To what extent does the use of Tiktok influence secondary school students’ academic performance in Oshimili South Local Government Area?
   • Significance of the study

The study would be of great benefit to students, teachers, school management, parents and futures researchers.

It helps students become aware of how social media usage can positively or negatively affect their academic performance. By understanding these dynamics, they can make informed decisions about how to use social media responsibly. The study highlights the importance of managing time effectively between social media use and academic responsibilities. Students can learn how excessive use of social platforms may lead to procrastination, distraction, or reduced study time. Social media can be a valuable tool for academic improvement when used correctly. The study might expose students to educational content, collaborative learning opportunities, and academic networking through platforms like YouTube, LinkedIn, or educational blogs. Understanding how to evaluate information found on social media helps students develop critical thinking and digital literacy skills, which are essential in navigating the vast amount of information online and avoiding misinformation. The study can also explore the emotional impact of social media, such as peer pressure, cyberbullying, or validation-seeking behaviors. Understanding these effects may help students develop healthier online habits that support both their academic and personal growth. By understanding the relationship between social media use and academic success, students can learn to create a balanced lifestyle that includes both productive use of technology and necessary offline academic focus.

The study can help teachers identify the positive ways students are using social media for academic collaboration, research, and study, and provide guidance on how to make the most of these platforms for educational purposes. Teachers can direct students to reputable sources and educational content available on social media. Teachers can learn how social media is influencing students’ learning habits, allowing them to adapt their teaching methods to better engage students. For example, integrating platforms students already use, like YouTube or WhatsApp, into lessons could make learning more interactive and accessible.  By understanding how social media affects students’ attention spans and time management, teachers can better advise students on balancing social media use with academic responsibilities. They can also introduce strategies to help students manage distractions and focus on their studies. Teachers can develop their own digital content or curate online resources to share with students via social media platforms. This can help bridge the gap between traditional classroom instruction and students’ digital lives, making learning more relatable and accessible outside the classroom. The study could reveal challenges such as cyberbullying, academic dishonesty, or the distraction of non-educational content on social media. Teachers can use these findings to address these risks, creating a safer, more focused academic environment by teaching students responsible and ethical online behavior. Teachers themselves can benefit from understanding how social media affects students. They can use this knowledge to enhance their professional development by staying updated on digital tools and teaching techniques that incorporate social media, making their teaching more relevant in the digital age. Social media can be a powerful tool for enhancing communication between teachers, students, and parents. Insights from the study can guide teachers in effectively using social media platforms to update students on assignments, clarify doubts, and foster an inclusive academic environment that extends beyond the classroom.

Findings from the study can guide school management in developing policies that address social media usage in a balanced way. They can create guidelines that promote the educational use of social media while minimizing its potential for distraction and misuse. Understanding how social media affects student performance can help school management allocate resources effectively. For instance, they might invest in training for teachers on how to incorporate social media into their teaching or provide digital literacy programs for students. Insights from the study can lead to curriculum development that integrates social media and digital tools, making lessons more relevant and engaging. School management can encourage teachers to use social media as a supplemental educational resource, promoting collaborative learning and communication. School management can use the study’s findings to design professional development programs for teachers. This could include training on how to use social media effectively in the classroom, teaching digital citizenship, and managing online interactions among students. The study can help school management identify the need for support services, such as counseling or workshops, to address issues related to social media, such as cyberbullying or social anxiety. By understanding the challenges students face, management can implement programs that foster a positive school environment. Insights from the study can aid school management in engaging parents and the wider community in discussions about social media’s role in education. They can organize workshops or informational sessions to educate parents about monitoring and guiding their children’s social media use. The study can provide a framework for monitoring the effectiveness of social media initiatives within the school. School management can assess how these platforms influence student performance and make data-driven decisions for ongoing improvements. Understanding the potential risks associated with social media can help school management prepare for and respond to crises, such as incidents of cyberbullying or privacy concerns. Having clear protocols in place can promote a safer school environment.

The study provides parents with insights into how their children use social media, including both positive and negative aspects. This understanding can help parents recognize the potential benefits of social media for learning, as well as the risks associated with its misuse. Parents can learn about effective strategies for monitoring and guiding their children’s social media use. The findings can encourage discussions around setting limits and establishing rules that promote a balanced approach to social media and academic responsibilities. The study may reveal ways students successfully utilize social media for academic collaboration and research. Parents can encourage their children to leverage these tools for study groups, homework assistance, and access to educational resources, enhancing their academic performance. Parents can gain insights into the importance of digital literacy for their children. Understanding how to navigate social media responsibly can equip parents to teach their children about online etiquette, privacy concerns, and critical thinking when assessing online information. The study can inform parents about potential risks associated with social media use, such as cyberbullying, distractions, and academic dishonesty. This knowledge enables parents to proactively address these issues and foster a supportive environment for open communication. By discussing the findings of the study, parents can initiate conversations with their children about their social media experiences. This open dialogue can help parents understand their children’s perspectives, establish trust, and provide guidance on navigating social media challenges. Parents can be encouraged to engage with school initiatives related to social media use, such as workshops or informational sessions. This involvement can foster a sense of community and collaboration between parents, teachers, and students in addressing social media’s role in education. Understanding the impact of social media on academic performance can motivate parents to be more involved in monitoring their children’s academic progress. They can encourage their children to prioritize schoolwork and seek help when needed, ensuring they stay on track.

The study serves as a foundational piece for future research on social media’s role in education. Researchers can build upon its findings to explore related areas, such as the long-term effects of social media use on academic outcomes, or how different demographics utilize social media differently. Future researchers can identify gaps in existing literature concerning the intersection of social media and education. The study may highlight underexplored topics, such as specific platforms’ effects, age-related differences in usage, or the impact of social media on different subjects or skills. The study may pave the way for more detailed investigations into causal relationships between social media usage and academic performance. Future researchers can employ various methodologies, such as longitudinal studies, to establish causality and understand the mechanisms behind observed effects. Researchers can use this study as a benchmark for comparative analyses across different educational contexts, regions, or countries. Such comparisons can yield valuable insights into how cultural or socio-economic factors influence social media usage and its impact on education. The topic invites interdisciplinary research approaches, incorporating perspectives from education, psychology, sociology, and information technology. Future researchers can explore how these fields intersect to better understand social media’s role in the educational landscape. Insights from the study can inform researchers interested in education policy. By analyzing the implications of social media on academic performance, future research can provide evidence-based recommendations for policymakers, educators, and school administrators. As social media platforms and technology continue to evolve, researchers can study emerging trends, tools, and apps that impact student engagement and learning. Future studies can explore how new technologies reshape educational practices and student interactions. Future researchers can refine or develop new empirical methods for studying social media’s impact on education. This could involve innovative data collection techniques, such as using analytics from social media platforms or conducting mixed-methods studies for a more comprehensive understanding. Researchers may investigate how social media influences community and parental involvement in education, building on the insights from this study. Understanding these dynamics can enhance strategies for fostering support systems that benefit students.

• Scope / Delimitation of the study

This study is focused on the utilization of social media on academic performance of secondary school students. The study is delimited to public secondary school students in Oshimili South Local Government Area, Delta State. With particular emphasis social media platforms, WhatsApp, Facebook and TikTok.

• Area of the study

The study was carried out in Oshimili South Local Government Area of Delta State. shimili South Local Government Area is one of the twenty-five Local Government Areas making up Delta state. It is situated in the Niger Delta Region/the South-South geo-political zone of Nigeria. It was part of the Asaba Division of the Southern Protectorate in colonial Nigeria and later a part of the Western Region following the delineation of the country into three Regions through the Richard’s Constitution of 1946. It later became part of the Mid-Western Region in 1963, and Mid-Western State in 1967. It became part of Bendel State and was carved out of the old Asaba Division in 1976 as part of Oshimili Local Government. It became Oshimili South Local Government in 1996 after the creation of Delta State from the defunct Bendel State in 1991.Oshimili South Local Government Area is a home of people of different walks of life such as civil servants, business men and women, and famers. The Local Government Area has a thick population of secondary school students with 13 public secondary schools. The high presence of public secondary school students makes the Local Government Area a suitable area of this study.

• Definition of Terms

Social Media: Social media encompasses various online platforms where users can create profiles, post content, and interact with others in real-time. These platforms are designed for sharing information, entertainment, opinions, and engaging in conversations across different formats like text, images, and videos. Social media has revolutionized communication, making it faster and more accessible, while also shaping digital marketing, politics, and public opinion.

Academic Performance: Academic performance is an indicator of how well students grasp course material and meet learning objectives. It is typically measured through assignments, exams, and participation in class activities, but can also include personal achievements in intellectual development. Consistently high academic performance is often seen as a predictor of future educational and career success, although other factors like creativity and emotional intelligence also play roles.

Secondary Schools: Secondary schools are institutions where students receive education following primary school, often split into lower (junior) and upper (senior) divisions. The curriculum in secondary schools is broader and more specialized, preparing students for tertiary education or the workforce. In many countries, students take national or regional exams during their secondary school years, which influence their future academic and professional paths.

WhatsApp: WhatsApp is a cross-platform messaging app owned by Meta that provides users with the ability to communicate through text, voice, and video messages. Its popularity stems from its ease of use, free international communication, and end-to-end encryption, making it a favorite for both personal and professional use. It also supports group chats and document sharing, further expanding its functionality as a versatile communication tool.

Facebook: Facebook allows users to create personal profiles, connect with friends and family, and share various forms of content like photos, videos, and updates. Over time, it has evolved to include features like marketplace, events, and gaming, becoming more than just a social network. It also serves as a platform for businesses, advertisers, and public figures to engage with audiences, making it integral to digital marketing and social engagement.

TikTok: TikTok is a rapidly growing social media app where users can create and share short, often entertaining videos ranging from 15 seconds to 3 minutes. It is particularly known for its creative tools like filters, effects, and music integration, allowing users to participate in viral trends and challenges. Its algorithm recommends content tailored to users’ preferences, making it highly engaging and influential in shaping modern pop culture.

Pages:  104

Category: Project

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Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.