TITLE PAGE

THE IMPACT OF SOCIAL MEDIA USAGE ON ACADEMIC PERFORMANCE:

A CASE STUDY OF SECONDARY SCHOOLS IN WANNUNE TARKA LOCAL
GOVERNMENT AREA OF BENUE STATE

BY

KAANAN DOOSUUR STELLA

COLL. NUMBER: 2015/SCS/570
COMBINATION: PHE.

A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF

EDUCATIONAL FOUNDATION AND MANAGEMENT, COLLEGE OF
EDUCATION KATSINA-ALA BENUE STATE IN PARTIAL
FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF THE
NIGERIA CERTIFICATE IN EDUCATION (NCE)

DECEMBER, 2018.

APPROVAL PAGE

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 This project has been read and approved as meeting the standard requirement
for the award of Nigerian Certificate in Education (NCE) in the Department of
Education Foundation and Management, School of Education, College of
Education, Katsina-Ala, Benue State.

__________________ ____________________

Mr. Amenger, H.S Mr. Mailumo, P.I

Project Supervisor Head of Department

Date_______________ Date________________

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 DEDICATION

This research work is dedicated to Almighty God.

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 ACKNOWLEDGEMENT

No man is totally independent and self sufficient in material, financial and

intellectual capabilities, he or she needs the assistance and contributions of others
to excel, it is with this believe that i wish to register my appreciation to the
following:
My profound gratitude and appreciation goes to my project supervisor,
Amenger H.S who took out time to read, supervised and edit this work in order to
give it the desired standard.
My appreciation in a special way goes to my parents Mr. Shiiwa Kaana
Joseph. Mrs. Kaanan Mnena Rebbeca and Mrs. Kaanan Anastasia for their
unrelenting efforts in ensuring I have a great future, I also register my profound
appreciation to my brothers ; Rev.Fr. Kaanan Solomon, Kaanan Jacob, Kaanan
Emmanuel. My sisters; Thomas Monica, Kaanan Blessing, and Kaanan Faustina
thank you all for your supports. I also want to in a special way appreciate the
support and tutorship of Rev. Fr. Gundu F Thank you father.
Finally I salute my freinds; Nyishagba Francisca, Ukewase Joy, Anyiman
Matthew and kumbur Benjamin for always been there for me in times of company,
encouragement and advice. God Bless you all. Amen.

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 Abstract
The purpose of this research study was to assess the impact of social media usage on
the academic performance of selected secondary school students in Wannune Tarka Local
Government Area of Benue The specific objectives was to identify the impact of social
media usage on academic performance of students in secondary schools in Tarka Local
Government Area; to find out if students are allowed the use of social media while at school;
and to it examine the level of positive / negative effects this has on their academic
performance, relating to examinations. A total of 300 respondents were randomly
selected from 5 biggest secondary schools in thee local government. Two hypotheses were
framed a 17 item questionnaire was drawn based on 4 points scale. Using simple percentages
and contingency chi-square (X), the data generated was creatively analyzed, interpreted and
discussed. The findings established that social media use negatively affected the academic
performances of students in the secondary schools in Tarka Local Government Area. It also
showed that there was significant difference in academic performances of students who
engage in the use of social media relating to their performances in summations. Based on
these findings, it was therefore recommended that governments at all levels and all
stakeholders of educational sector should as a matter of urgency and necessity make strict
rules and regulations concerning ownership and usage of Social -networking sites gadgets
such as phones, Ipads, Laptops, palmtops, etcetera, in order to limit students access to
social media and thereby achieve the desired academic performance of students while in the
school.

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TABLE OF CONTENTS
Title Page - - - - - - - - - i
Approval Page - - - - - - - - ii
Dedication - - - - - - - - - iii
Acknowledgment -- - - - - - - - iv
Abstract - - - - - - - - - v
Table of Content - - - - - - - - vi
CHAPTER ONE: Introduction - - - - - 1
1.1 Background of the Study - - - - - - - 1
1.2 Statement of the Problem - - - - - - 2
1.3 Objectives of Study - - - - - - - 3
1.4 Research Questions - - - - - - - 3
1.5 Research Hypothesis - - - - - - - 3
1.6 Significance of the Study - - - - - - 4
1.7 Scope and Limitation of Study . - - - - - 5
1.8 Definition of Terms - - - - - - - 6
CHAPTER TWO: Review of Related Literature - - 7
2.0 Introduction - - - - - - - - 7
2.1 Definition of Social Media - - - - - - 7
2.2 Extent of Social Media Usage - - - - - 8
2.3 An Overview of Social Media - - - - - 9
2.4 Students' Perception of Social Media - - - - 11
2.5 Social Medial and Academic Performance - - - 12

2.6 Theoretical /Conceptual Framework - - - - 13

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CHAPTER THREE: Research Methodology - - - 18
3.0 Introduction - - - - - - - - 18
3.1 Research Design - - - - - - - 18
3.2 Area of Study - - - - - - - - 18
3.3 Population - - - - - - - - 20
3.4 Sample and Sampling- - - - - - - 21
3.5 Method of Data Collection - - - - - - 22
3.6 Method of Data Analysis - - - - - - 22
CHAPTER FOUR: Data Presentation, Analysis and Interpretation
4.0 Introduction - - - - - - - 24
4.1 Data Presentation, Analysis and Interpretation - - 24
4.2 Discussion of Finding - - - - - - 33
CHAPTER FIVE: Summary, Conclusion, Recommendation and
Suggestions for Further Studies - - - - - 36
5.0 Introduction - - - - - - - - 36
5.1 Summary - - - - - - - - 36
5.2 Conclusion. - - - - - - - 36
5.3 Findings and Recommendations - - - - - 37
5.4 Suggestions for further Study - - - - - 38
References - - - - - - - - - 39

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 CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The growth of technology toward the end of the 20th century propelled by
the emergency of the internet, satellite, etcetera, led to what is called social media
which is a form of electronic communication that facilitates interaction based on
certain interests and characteristics. Social Medias are Media for social interaction,
using highly accessible and scalable publishing techniques that are web-based
technologies to transform and broadcast media monologues into social dialogues,
some of such are Facebook, Twitter, whatsapp and 2go social networking.
Good as the platforms of social media are to the development of socio-
political and economic well-being of the populace; its usage among the secondary
school age population is perceived to have negative consequences on thier
performances. This has been raised in different quarters as a serious concern for the
development of the generality of human society. Many schools prohibit the usage
of handsets in their schools in a bid to check the consequences of social media
usage by their students. There has been recently a public out-cry on the fall in the
standard of characterized is characterized by serious examination mal-practices in
the nations schools and institutions of learning, which are said to be negative
consequences of social media usage. Post primary schools in Tarka Local
Government Area of Benue State were not exceptional to this allegation. In fact
Benue State, which was carved out of the former Benue Plateau State in 1976 is
dried of vibrant productive industries to steer her economy. The only functional
industry that at the state is richly blessed with is Educational Institutions. These
institutions adorn the landscape of the state and are found in both the rural and
urban areas. Today, it is sad to note that the quality of products (students) turned

8
out from these institutions of learning especially from the post primary institutions
in the state is deteriorating at an alarming rate due to the menace of social media
and other social vices like cultism and examination mal-practice. Both government
and non-governmental agencies through print media, and electronic media and
other public for a decried this trend and lamented their impacts. This state of affairs
therefore, necessitates the investigation in to the : impact of social media usage on
academic performances of students in schools of Tarka Local Government Area of
Benue State.
1.2 Statement of the Problem
The central focus of school is the quality of the products it produces. But
with advancement in technology in this era, all human activities on earth have been
reshaped including communication. The world has become a global village where
the use of handsets, palm tops, computers and internet facilities are indispensable.
There has been a general complaint both by parents and Teachers concerning
students' usage of social media and the numerous means which they interact and
communicate online and how this trend impacts on their academic performances.
Many institutions have recently expressed concern over misuse of social media and
its effects on the academic performance of students Tarka Local Government Area
not exempted.
Hence, the researcher seeks to ascertain the Impact of Social Media usage on
Academic Performance of Secondary School students in Tarka Local Government
Area of Benue State, Nigeria.
1.3 Objectives of the Study
The study seeks to investigate the extent to which social media has been used and
its impact on students' academic performances of secondary schools in Tarka Local

9
Government Area of Benue State. The study focuses most especially on the
following objectives:
1.To identify the impact of social media usage on academic performance of
students in Secondary schools in Tarka Local Government Area.
2. To find out if students are allowed the use of social media while at school
3. To determine the level of positive/negative effects this has on their academic
performance, relating to examinations.
1.4 Research Questions
In order to guide and systematize the study, the following research
Questions are formed:

1. Does the use of social media affect the academic performances of students?

2. To what extent do the students engage in the usage of social media?

3. Does the use of social media affect their performance in examinations?
1.5 Research Hypothesis
Hypothesis, a factor proof of any investigation cannot be ruled out in a study, To
answer the questions raised by the research study, the following hypothsis are
framed:
1. The use of social media has no significant effect on students'
performance.
2. The use of social media has significant effect on students' academic
performances.
1.6 Significance of the Study
Fundamentally, it is essential we understand current usage and behavior and
identify potential problems so that they can be addressed. Secondly, Danah
BOYD gathered a collection of research about social net working sites that

10
lists approximately one hundred and fifty research papers, three books, and
seven research reports published in the years 2003-2010. (Boyd, 2010) None of
papers cover Africa. This shows a lack of research that concerns the African region
and especially Nigeria where this form of media is greatly used.
This research should provide useful data for media organizations, marketing
and product development professionals as well as educators as to they can
maximize social media for optimum benefit in their various fields.
Finally the research findings will attempt to come out with solutions on how
media usage could be effectively handled to curtail the issue of exam malpractice
and as a means to facilitate better academic performances of students in schools.
Such suggestions will act as reference materials for educationists.
Interestingly too, the research will create awareness on the part of the public how
social media is affecting the student's academic performance, since the
study will not relent in its efforts to determine the level students performance in
activities relating to examinations.
1.7 Scope and Limitation of the Study
This study focuses on the impact of social media usage on academic performance
of SSI to SS3 students in secondary schools. The study is to be conducted in five
selected secondary schools in Tarka Local Government Area of Benue State, Viz:
Government Secondary School, Wannune, Mbakor community Secondary School,
Wannune, TBT Secondary School Wannune, Sunshine Secondary School,
Wannune, and James Kuv Secondary School Wannune.
The research study is to carryout investigation in all secondary schools of
Government Area of Benue State as a case study. However, owing to financial
constraints, the researcher could not afford a thorough study of the whole area but
restricted himself to the five secondary schools with the largest populations. But it

11
is hoped that findings from the sample will constitute a representative opinion of
Tarka Local Government Area populace.
1.8 Definition of Terms
Social Media: 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.
Impact: Impression or effect of social media on students' academic Performance
in schools.
Facebook: Instant messaging (IM) is a form of real-time direct text-based
communication between two or more people using shared clients. The text is
conveyed via devices connected over a network such as the Internet.
2go: This is one of the social networking service and micro-blogging service that
enables users to send and read text based messages of up to 140 characters known
as tweets.

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 CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
In this chapter, the researcher intends to make a broad survey of the Various
views expressed by different authors on the impact of social media usage on
academic performances of students in secondary schools. On the whole the chapter
will discuss the following sub-headings:
2.1 Definition of Social Media
Social media has emerged as a term frequently used and variously defined to
describe different types of communication platforms and electronic interacting.
This research will utilize the definition of social media by Bryer and Zavatarro as
being "technologies that facilitate social interaction make possible collaboration,
and enable deliberations across stakeholders. (Bryer, & Zavattaro, 2011).
Utilizing this definition, social media include such tools as electronic blogs,
audio/video tools such as YouTube, Internet chat rooms, cellular and computer
texting, and social networking sites. While the entire previous tools can and do
facilitate interaction between and among users to various degrees, this research is
primarily concerned with the use of social media through social networking sites
(SNSs).
Just as the term 'Social Media' has obtained a fairly broad meaning, the term social
networking sites' (SNSs) generally refers to Internet-based location that allow
individuals and groups to interact. Social network sites specifically refer to those
Internet-based services that: promote online social interaction between two or
more persons within a bounded system for the purpose of friendship, meeting other
persons, and/or exchanging information; functionality that lets users create public
or semi-public personal profile pages that contain information of their own

13
choosing; serves as a communicate with other users; and contains mechanisms that
allow users to search for other users according to some specific criteria
(Zwart,Lindsay, Henderson, & Phillips, 2011; EU, 2009). Sites such as Facebook,
myspace, linked and Twitter are good examples of SNSs that meet the previously
stated criteria.
2.2Extent of Social Media Use
Internet use overall, and the use of social networking sites in particular, have grown
significantly since 2000 with some estimates of nearly 78% of adults using the
Internet regularly; 46% of American adults 18 and aig social networking sites; and
65% of teens age 12 to 17 using online social networks (Pew, 2009). In terms of
membership and daily usage, more recent estimates show Facebook as having over
750 million users worldwide; Linkedln over 100 million members; Twitter having
over 177 million tweets per day TouTube having over 3 billion views each day
(Chen, & Bryer, 2012). The use of social networking sites has been repeatedly
found to be the highest among those between the ages of 18-29 (Rainie, 2011);
while the fastest growing segment utilizing SNSs since 2008 has been among those
age 35 and older (Hamper, Sessions-Goulet, Rainie, & Purcell, 2011, p. 8).
Approximately 61% of teens age 12-17 utilize SNSs to send messages to their
friends on regular basis (Lenhart, 2009). Overall, it has been found that women
than men tend to utilize social networking sites to communicate information
(Hampton, Sessions-Goulet, Rainie, & Purcell, 2011) in terms of overall
popularity regarding usage, one recent survey conducted by Pew Research Center
found that Facebook is the most used (92%) followed by MySpace (29%), then
Linkedln (18%), Twitter (13%), and SNSs (10%) (Hampton, Sessions-Goulet,
Ramie, & Purcell, 2011).
Secondary School-Age Users

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As related to this exploratory study, the previous statistics indicate that social
media tend to have the highest usage rate among traditionally-aged college
students; that is, those under 30 years old. For younger cohort, groups below the
college level who incidentally fall in the age bracket of the secondary students, their
usage rate tends to be the highest. However, the issue is whether this usage among
secondary school students is having a positive or negative effect on the academic
performance of these students is yet to be determined.
2.3 An Overview of Social Media
According to Alfred, et al. (2006), communication is a basic human need
And for that reason, man has always found a means of meeting this need either
interpersonal or mass communication. Unlike in the past, the people of the world
are today living in a global village because of various breakthroughs in information
technology. According to a Canadian Professor of English Marshall Mcluhan, "The
world is now in a global village where the whole world is now compressed into a
single electronic chat room". Katz, (2009) opines that information that usually
takes many days or weeks to disseminate now takes second or minutes. It is now
possible for people to make interpersonal communication with others to get desired
information as quickly as possible from other areas of the country or from other
countries with the use of socialmmedia without leaving their immediate
environment.
The growth of technology toward the end of the 20th century propelled by the
emergence of the internet, satellite etcetera, led to what is called social media.
While social media on the other hand is a term in this present world which
encompasses the emergence of digital, computerized or networked interactive
information channel. It should be noted that social media is a form of
communication which facilitates interaction based on certain interests and

15
characteristics. Social media are media for social interaction, using highly
accessible and scalable publishing techniques. Social media use web-based
technologies to transform and broadcast media monologues into social
dialogues. Some of such are Facebook, Twitter, Eskimi, and 2go social
networking.
Facebook for instance, started as a local social network made for the students
of Harvard. It was developed by a sophomore, Mark Zuckerberg. facebook was
actually made by hacking Harvard's database containing identification images
of students. The initial idea was actually to compare the faces of students with
images of animals, for entertainment purposes. However, due to the potentially
damaging contents of the site, the creators decided to put it down before it caught
the attention of school authorities. The application was shut down, but the idea of
creating an online community of students came into existence. The platform was
then improved sooner than expected, Facebook was released in campuses other
than Harvard. Thereafter, high schools were already starting to get attracted to the
idea of having online communities, thus opening the website to the younger
population. In 2006, facebook.com ultimately offered the opportunity to the rest of
the world. As 2007 approached, the registrants reached an overwhelming roughly a
million dozen. Facebook has grown to become the biggest and popular social
networking site today with a population of above 500 million active users.
(Facebook Statistics, 2012). Also, 2GO, formally 2GO Travel, is a ferry company
which is based in Manila, Philippines and part of 2GO Group, a private company
owned by the government through the China-Asean Investment Cooperation Fund.
It is the largest ferry company in the Philippines with its main hub located in Eva
Macapagal Super Terminal in Pier 15 in the Manila South Harbor. Until 2012, 2GO
was known as Negros Navigation. It changed its name following a significant

16
realignment of ferry transportation in the Philippines which saw long-standing
companies Super Ferry, Cebu Ferries and Super Cat first merged into Super Ferry,
under the Aboitiz Transport System, and then purchased by Negros Navigation, in
December 2010, for US$105 million.
2.4 Students Perception of Social Media
Students perceive social media to be a tool for easy collaboration. whether students
are working together on a project for an online course or one in a traditional in-
class setting, social media makes it a snap to talk, share information and work, and
even produce multimedia presentations without having to set up meetings in
person, which can sometimes be hard with busy schedules. Aside from
collaboration, this type of social interaction it is argued can students to feel less
isolated and to develop a social network that can make them feel at home in their
school environment, which research has reduces drop-out rates.
Secondly, it is hotly contended that social media offers the students a chance to
learn essential technological skills. The modern workplace requires a pretty
thorough knowledge of a wide range of technical skills, even those related to social
media. When students get a chance to learn these skills in class in a relatively risk-
free setting, they will be much more comfortable applying them later on in the
workplace.
It is also opined that the students can get instant feedback concerning any
area of their study. With social media, friends, family, and professors can provide
insights throughout the process, hopefully leading to a better, more refined end
product.
Social media is also perceived to foster creativity. Social media opens up a
lot of avenues for studying and producing a project for a class. This may encourage

17
students to get creative and to think outside the box, and in an age where
innovation is highly prized, that kind of thinking can go far.
Finally, it is perceived to be an all inclusive platform where it gets students
more engaged. For some students, traditional classroom experiences CAN BE A bit
dull, whether online or off. Social media offers a chance to engage these students
through something they are already using, which for many, makes connecting and
learning a whole lot more interesting.
2.5 Social Media and Academic Performance
According to Jennifer L. Walsh (2012) of the Miriam hospital's centers for
behavioural and preventive medicine,
Most research on media use and academics has focused on
adolescents, rather than new college students, or has only examined a
few forms of media. So we -were curious about the impact of a wider
range of media, including activities like social networking and texting
that have only become popular in recent years, (pl64)
She furthered, "We also wanted to know how media use related to later school
performance, since there are not many longitudinal studies looking at media use
and academics."

Walsh and colleagues surveyed 483 first-year college women at a Northeast

University at the start of their freshmen year. Researchers asked students about
their use of 11 forms of media (television, movies, music, surfing the Internet,
social networking, talking on a cell phone, texting, magazines, newspapers, non-
school-related books and video games) on the average weekday and weekend
day during the previous week. In January and June, the participants reported that
their GPAs declined that semester, and they also completed surveys about

18
academic confidence, behaviors and problems. The study yielded some interesting
findings, Walsh said. In addition to data suggesting that college women use nearly
12 hours of media per day, researchers found that cell phones, social networking,
movie/television viewing magazine reading were most negatively associated
with academic outcomes, after accounting for their fall in academic performance.
To the question of exactly how social media use links academic performance?
"Walsh reported that he found those who spend more time using some forms of
social media reporting fewer academic behaviors. He asserts that such academic
behaviors like as incomplete homework, irregular attendance to classes, lower
academic confidence and other problems relating to academic performance such
lack of sleep and substance use.
2.6 Theoretical/Conceptual Framework
Under this heading, the researcher tries to describe the nature and scope of social
media with its working principles, in relation to the problems affecting
performances as well as the student’s academic achievement in the schools.
Social Media use has increased in recent years across all age levels. The Pew
Internet and American Life Project found that although 73% of teens the ages of 12
and 17 use social media, the rates of social media use are higher (83%) for young
adults between the ages of 18 and 29 (Lenhart, Purcell, Smith, & Zickuhr, 2010).
Due to age restrictions and limited access to social media, pre-adolescent students
do not appear to have the same level of social media use as older students (Lenhart
et al., 2010). In addition to the number of teens and young adults using social
media, two-thirds of adult internet users are also using social media (Madden &
Zickhur, 2011). Social media has also been implemented in academic settings to
motivate students to participate, share, and learn with other collaborators (Kabilan,
Ahmad, & 2010). Nelson Laird & Kuh (2005) found that students use

19
information technology regularly in both their academic and personal lives.
However, students use social media more than other course related technologies
they are already familiar with the features and settings (Appel, 2012).
Most researchers agree that knowledge not only exists in individual but also
in the discourse and interactions between individuals. Suchn interactions support
active participation, which is an essential element in student learning. Learners
need to develop skills to share knowledge and to learn with others, both in face-to-
face situations and through technology including social media. Kabilan et al. (2010)
found that to the students building learning communities by working
collaboratively to construct knowledge, social media serves as a tool to facilitate
the development of these learning communities by encouraging collaboration and
communication. Moreover, these interactions reinforce the achievement of
desirable learning outcomes (Yu etal.2010).
2.6.1 Characteristics and Problems of Social Media
Characteristics and problems of social media according to (Anderson & Raine,
2012) include the following;
 They Foster Creativity - Social media opens up a lot of avenues for
researching and producing a project for a class. This may encourage students
to get creative and think outside the box, and in an age where innovation is
highly prized, that kind of thinking can go far.
 They Enable More Students to Get Engaged - For some students, traditional
classroom experiences can be a bit dull, whether online or off. Social media
offers a chance to engage these students through something they are already
using, which for many; it makes connecting and learning a whole lot more
interesting.

20
  Yet while social media has been lauded for its ability to connect people from
all over the world, build friendships, support political causes, and even help
people find work, it has also been blamed for a whole host of social
problems. Some of which include;
 It shortens attention spans, makes the user become addictive, lead one from
one social media platform to another social group, and causes a marked drop
in academic performances of students.
 While studies have not revealed social media to be the societal evil that some
have played it up as being, that does not mean that it is not influencing how
one act and think, often in ways you may not even realize. It recently caused
most Nigerians to bath with salt purported to be a cure for Ebola Virus
Disease and this had its attendant health consequences as reported by
Professor Onyebuchi Minister of the Federal Republic of Nigeria in charge
of health.
 Social media also causes individuals to be constantly working on several
things at once and yet be inundated with the latest news, information, and
updates, whether they are important or not. Social media is exacerbating
these problems by being one of the most distracting and attention dividing
tool, especially since smartphones, laptops, tablets and other gadgets have
made it easier to bring these distractions with them anywhere.

2.6.2 Impacts of Social Media on Students' Academic Performances

While it is not uncommon to find studies with contradictory findings, what is
particularly relevant among the studies reviewed is the common finding of other
mediating factors that must be considered before any definitive conclusions can be
reached regarding the impact on academic performance. Examples of these

21
mediating factors include the frequency and intensity of social media usage; the
personality type of the social media user such as extroverted or introverted; the
socio-economic and cultural background of the user; the ability of the user to "self-
regulate" their behavior in terms of time spent on - and off - line; the differences
among the SNSs in terms of their content, purpose, and structure; and the academic
ability of the social media user.
There is potential for distraction. Social media can be a great tool for finding
information and working together but it can also be incredibly distracting. It is easy
to lose hours browsing through photos, tweets, and videos. which may reduce the
amount of time spent on educational tasks.
It may reduce more personal forms of communication. While social media
can be great for building connections, some still believe that one-on-one
discussions are far better for learning, support, and even discovering the best ways
to present yourself professionally. Some forms of social media may foster this kind
of interaction better than others.
Some believe it encourages poor writing. There is no doubt that more than a
few professors have seen "textspeak" show up in their students' academic papers
and research does suggest that those who use incorrect forms of grammar and
spelling on social media are more likely to do so in other venues, too.
It may compromise privacy. One of the biggest concerns with using social
media in the classroom has to be privacy. Students may not think to protect their
personal information when posting to social sites, especially in academic settings,
which could leave them open to judgment from employers down the line or even in
danger if classmates are violent.
With so much to gain and so many potential pitfalls, it can be confusing to
students whether to embrace social media or to shun it.

22
Walsh and her team of researchers noted that "given the popularity of social
networking and mobile technology, it seems unlikely that educators will able to
reduce students' use of these media forms," said Walsh. "Instead, professors might
aim to integrate social media into their classrooms to remind students of
assignments refer them to resources and connect them with their classmates."
Academic counselors might also consider assessing college students' media use and
encouraging them to take breaks from media, particularly while in class, studying
or completing assignments.

23
 CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction
This chapter presents the research methodology and specifically deals with the
following sub-headings; research design, area of study, population, sample and
sampling, instrumentation, validity of instrument, method of data collection and
method of data analysis.
3.1 Research Design
The design used in this study was the survey design which was non-experimental.
This design made exclusive use of research instruments such as the questionnaire,
oral interview and available relevant literatures. Tarkende (2007) opined that the
survey method is best in eliciting information from both classified and unclassified
population. This entailed, drawing a representative sample for the population and
studying it with the intension that inference will be consequently made and
generalized on the entire population. A questionnaire WAS produced and distributed
to respondents within the sample schools. Due to the experience of the respondents
in schools, they rated or answered the questions on the designed questionnaire.
The data collected wit this questionnaire was sorted out according to each
hypothesis earlier stated. It was then presented and tested with appropriate
statistical formula to obtain results inorder to answer the research questions and
hypothesis formulated in chapter one.
3.2 Area of Study
Tarka Local Government Area was one among the one hundred and eighty three
(183) local government areas created on the 1 st October, 1996 by Late General Sani
Abacha, Head of State and Commander-in-Chief of the Armed Forces of the
Federal Republic of Nigeria during his broadcast of the nation's 36 th independence

24
anniversary celebration. Tarka Local Government Area with headquarter at
Wannune - Mbakor was formerly part of Gboko Local Government Area out of
which it was created. The Tarka Local Government Area share boundaries with
Guma Local Government Area on the north, Gboko Local Government Area on the
south, Buruku Local Government Area on the east, while Gwer Local Government
Area in the west. With a population of about 69,000 people (National
Population Commission 2006), the local government can be described as the
seconds smallest local government area in Benue State. It consists of ten council
wards created from the former three districts of Mbaichoul, Mbalahan, and Mbajir;
all from Mbakor clan. The local government was named after a famous frontline
politician, the Late Chief Senator (Dr) Joseph Sarwuan Tarka who hailed from
Mbaichoul District of Mbakor. Though Tarka Local Government Area is small, it is
unique to the nation, Benue State and most especially to the people of Mbakor for
the importance they attach to their late son and his contribution towards the
development of Mbakor, Benue State and Nigeria in general. The people of this
locality are known as Mbakor, Tiv by tribe, hence their main occupation is farming.
The area experiences a tropical climate with two main season; wet (rainy) season
from April to October and dry season from November to March. The most variety
of food crops grown in this area are yams, cassava, beniseed, rice, sorghum,
potatoes, soya beans, groundnuts, etcetera.
The area of study, as however stated above is Tarka Local Government Area with
focus on five biggest secondary schools, namely: Mbakor Comm. Sec. Sch.
Wannune, Gov. Sec. School, Wannune, James Kuv Sec. School, Wannune, TBT
College Wannune and Sunshine Sec. Sch. Wannune.
3.3 Population

25
The population used for this study involved all the government approved secondary
schools in Tarka Local Government Area which comprised of all the and students.
There are seven (7) secondary schools in Tarka Local Government Area. Below is
the population for the study showing the school, number of staff and students:
Table 3.3.1 Population for the Study Showing Schools, Staff and Students
S/No SCHOOL No. of No. of Total
Staff Students
1. Mbakor Comm. Sec. Sch. 33 1,350 1,383
Wannune
2. Gov. Sec. School, Wannune 31 1,039 1,070
3. James Kuv Sec. School, Wannune 15 998 1,013
4. TBT College Wannune 15 998 1,013
5. Sunshine Sec. Sch. Wannune 09 378 387
6. Mbaigba Unity College Tarhembe 08 315 222
7. Dem Memorial Sec. Sch. 07 202 309
Wannune
Total 118 5280 5398

Source: Zonal Inspectorate Office Tarka Local Government Area, 2017

3.4 Sample and Sampling
The biggest five secondary schools were selected from the seven government
approved secondary schools in the local government area. From each sampled
school, a convenient number of members of staff and students were sampled by a
simple lot and draw method thus allocating all staff and students a chance to be in

26
the sample. Total number three hundred and ten (310) respondents were selected
from the five biggest schools as shown by the table below.
3.4.1 The sampled Schools and Respondents
S/NO School No. of Staff No. of Total
Students
1 Mbakor Comm. Sec. Sch. 25 37 62
Wannune
2 Govt, Sec. Sch. Wannune 22 40 62
3 James Kuv Sec. Sch. Wannune 08 54 62
4 TBT College Wannune 10 52 62
5 Sunshine Sec. Sch. Wannune 08 54 62
Total 73 237 310
Source; Field Work 2017
From the five biggest secondary schools listed in the table above, a simple random
sampling technique was adopted as been more appropriate and in this study. Since
the population structure was not complex and it gave room for equal and
independent chance of selecting members from each school, which was assumed to
be a representative status of the Tarka Local Government Area population.
3.5 Method of Data Collection
The data was collected using questionnaire method, observation, oral interview and
school academic performances records of the students. The selected schools were
personally visited by the researcher who administered the questionnaire and also
gave supplementary oral explanation to make sure that the respondents knew
exactly what they were expected to do. Being aware of how most people feel
reluctant to answer questionnaire, the researcher took five days to collect the filled

27
questionnaires. Through this strategy, three hundred (300) questionnaires out of the
three hundred and ten (310) distributed were retrieved and in good condition too.
While waiting for the collection of the questionnaires distributed, the researcher
went round the school interviewing staff and students and at the same time
observing students in classes how they responded to their teachers' questions,
especially as regards use of social media. The researcher also with permission of
the vice principals academics, collected data on schools yearly performances in
promoting examinations, that is those students that passed or failed in the schools.
3.8 Method of Data Analysis
The data was analyzed using tables of frequency and percentages as well is a non-
parametric statistical test, chi-square test was most suitable statistical parameter to
be used in analysis of the hypothesis because the variables to be studied here were
independent or unrelated to one another hence the frequency if one variable was
independent of all other variables. Since the researcher was interested in knowing
the inter-relationship between and among these variables.
The contingency chi-square test was the only suitable parameter to show
these relationships. All respondents were collected and the total scores of each item
individual schools were tabulated in form of distribution according to the stated
hypothesis.

28
 CHAPTER FOUR
DATA PRESENTATION, ANALYSIS, INTERPRETATION AND
DISCUSSION OF FINDINGS
4.0 Introduction
This chapter deals with the presentation, analysis and interpretation of data
obtained through the administration of the questionnaire. The data is carefully
sorted out and presented in percentages drawn up in tables.
4.1 Presentation, Analysis and Interpretation of Data
To begin the presentation and analysis, 310 questionnaires were
administered on the respondents. Out of these questionnaires only 300 were
returned. Thus, the analysis of this research work will be based on the returned 300
questionnaires.
Table 4.1.1 Sex of Respondents
SEX NUMBER OF RESPONDENTS PERCENTAGES
Male 180 60
Female 120 40
Total 300 100%
Source: Field Work
The table above shows the sex of the respondents, a total 180 males representing
60% of the respondents. While 120 females representing 40% of the total number
of respondents.

29
Table 4.1.2: Age of respondents
AGE NUMBER OF RESPONDENTS PERCENTAGES
10-20 150 50%
20-30 90 30%
30-40 30 10%
40-above 30 10%
Total 300 100%
Source: field Work 2017
The above table shows the age of the respondents in the research. Respondents
between the ages of 10-20 were 150 in number representing 50% of the entire
respondents. Those between the ages of 20-30 were 90, representing 30% of the
respondents, whereas those between the ages 30-40 representing 10%. Finally those
between 40 and above were also 30 representing 10% of the respondents.
The ages of the respondents sampled showed that those sampled were the relevant
subjects to be studied and secondly, they were matured enough to understand and
provide needed answers to the questionnaires.
Table 4.1.3: Marital Status of Respondents
MARITAL STATUS NUMBER OF PERCENTAGES
RESPONDENTS
Married 60 20%
Single 240 80%
Divorced - -
Total 300 100%
Source: Field Work 2017

30
The table above reflects the marital status of the respondents. Married respondents
were 60 representing 20% of the entire respondents. Single respondents were 240
representing 80% of the total respondents, whereas none was divorced. This shows
clearly that the majority of the respondents were of school age and so not married,
however few married representing the matured men and women who are the
teachers but were responsible enough to answer the research questions.
Table 4.1.4:Occupation of the Respondents
OCCUPATION NUMBER OF RESPONDENTS PERCENTAGES
Student 240 80%
Teachers 60 20%
Total 300 300%
Source: Field Work 2017
The table above shows that the respondents who are students are 240 representing
80% of the entire respondents, whereas those who are teachers are 60 representing
20% of the total respondents. This shows that those sampled are directly concerned
with the school either as learners (students) or as teachers and so therefore are
capable of answering the questions raised in the questionnaire.
Table 4.1.5: Educational Status of Respondents
EDUCATIONAL NUMBER OF PERCENTAGES
STATUS RESPONDENTS
SS1 90 30%
SS2 60 20%
SS 3 90 30%
NCE 30 10%
HND 15 5%

31
DEGREE & ABOVE 15 5%
Total 300 100%
Source: Field Work 2017
The above table shows that all the respondents were educated enough to make use
of social media. They were also capable of answering the questions in the
questionnaire.
4.1.1 Presentation, Analysis and Interpretation of Data Collected for the first
Hypothesis
Hypothesis 1
Ho: The use of social media has no significant effect on students' performance.
Table 4.1.6: Frequency distribution and percentages of respondents' opinions on the
effects of social media on academic performances of students.
S/N Problems Agreeing Disagreein Total
g
No % No % Resp.
1. Lack of skillful professional teachers to 194 64.7 106 35.3 300
fully engage the students in meaningful
academic activities.
2. Lack of commitment by teachers to 164 54.7 136 45.3 300
check the students' use of social media.
3. Easy access to social media facilities. 180 60.0 120 40.0 300
4. Lack of guidance and counselors in 164 54.7 136 45.3 300
schools to enable the students know the
negative effects of social media use
during school hours.

32
5 School lack laboratories and workshops, 180 60.0 120 40,0 300
if present they are ill-equipped thereby
the students are left to idle about with
social media.
6. There is no serious supervision of the 169 56.3 131 43,7 300
students regarding their usage of social
media.
7. Many students are in the habit of 172 57.3 128 42.7 300
avoiding social media use during school
hours.
8. The school lack recreational facilities 164 54.7 136 45.3 300
— like sports, literally clubs, etc which can
help put students away from social
media.
Total 1387 57.8 1025 42.2 2400
Source: Researcher's field work, 2017.
Table 4.1.6 showed the total number of respondents in agreement with regards to
the problems of social media as it affects the academic performance of students in
schools were 57.8%, more than the disagreement ones being 42.2%. The most
identifiable among this problem is the lack of skillful professional teachers
(64.7%), lack of commitment by teachers (54.7%). Others are easy access to social
media facilities (60.0%), School lack laboratories and workshops and where
present, they are ill-equipped (60%), there is no serious supervision of the students
regarding their usage of social media (56.3%) respectively. The school lack
recreational facilities like sports, literally clubs, etc which can help put students

33
away from social media (54.7%). However, that many students are in the habit of
avoiding social media use during school hours scores only (57.3%).

4.1.2 Presentation, Analysis and Interpretation of Data Collected for the

Second Hypothesis
Hypothesis 2
Ho: 2. the use of social media has significant effect on students' academic
performances.
Table 4.1.7: Frequency distribution and percentages of respondents' opinion
on the extent of students' engagement in the usage of social media as it affects
the students' academic performance in schools.
S/N Extent of Engagement Agreeing Disagreein Total
g Resp.
9. Examination/Test and Assignments are 118 39.3 182 60.7 300
not always been ignored
10. Class works are left undone because of 180 60.0 120 40.0 300
social media
11. The School's rules and regulations 163 54.3 137 45.7 300
concerning social media usage are
ignored.
12. The school's disciplinary measures 156 52.0 144 48.0 300
proved inadequate
Total 617 51.4 583 48.6 1200
Source: Researcher's fieldwork, 2017.

34
The data in the table 4.1.6 revealed the extent of students' usage of social
Media is it affected academic performance of the students in schools. The
researcher identified the key reasons as follows:
The teachers had ignored the techniques of observation, counseling, interviewing,
etc of the students which would have helped in curtailing the extent of social media
usage. Also, the inability to persuade the students to give attention to their class
works which were left undone because of social media was another cause. On the
other hand the study did not accept the assertion that Examination/Test and
Assignments were not always been ignored by students in the schools.
However, 51.4% of the respondents endorsed the fact that the extent of the
students' engagement in the usage of social media affected the students' academic
performances in the schools.

35
4.1.3 Presentation, Analysis and Interpretation of Data Collected
Table 4.1.8 frequency distribution and percentage of respondents' opinion on
whether the use of social media affects students' performances in
examinations.
S/No Activity Agreed Disagreed Total
Resp.
13. Students' performance in pen and paper 166 55.3 134 44.7 300
tests, exams, assignments or projects
work is poor
14. Most students indulge in cheating and 164 54.7 136 45.3 300
exam malpractices since they gave all
their time to social media without
studying their books
15. Majority of students lack knowledge of 180 60.0 120 40.0 300
subjects like typing, technical drawing,
woodwork and metal works
16. Most of the students have inability to 167 55.7 133 44.3 300
read, write or speak fluent English
17. Poor performance in practical aspects of 189 63.0 111 37.0 300
the subjects is predominant in the schools
since they lack laboratories and
workshops.
Total 866 57.7 634 42.3 1500
Source: Researcher's Fieldwork, 2017.
Table 4.1.8 indicated that 57.7% against 42.3% of the whole respondents

36
had a general consensus that students' academic performance was poor in all
activities relating to the three domains; cognitive, affective and psychomotor in the
schools.
Subsequent investigation revealed that about 55.7% respondents testified that most
of the students had inability to read, write or speak fluent English. 60.0% of them
affirmed that majority of the students lacked knowledge of pre-vocational subjects
like typing, technical drawing, wood work and metal works, etcetera. Students also
did not show buoyancy in practical aspects of the .subjects as accepted by 63.3% of
the respondents. Further investigation also found that the performance of students
in pen and paper exams, tests, assignments, etcetera, was extremely poor. The poor
performance in exams and tests triggered the indulgence of many students in
examination malpractices since emphasis were laid on exams and tests for
certification.
4.2 Discussion of Findings
4.2.1 Hypothesis 1: The use of social media has no significant effect on students
performance.
The analysis of the data for the hypothesis showed that the use of social
media has significant effect on academic performances of students in secondary
schools in Tarka Local Government Area of Benue State. This finding seemed in
line with the view of Walsh and colleagues who surveyed 483 first-year college
women at a Northeast University at the start of their freshmen year. The researchers
found that cell phones, social networking, movie/television viewing and magazine
reading were most negatively associated with the later academic outcomes,
accounting for the fall in academic performance. Thus, if this situation existed in
our schools, it may be that social media which was introduced in Nigeria through
the up-grading of the analogue telecommunications to the Global System for

37
Mobile communications (GSM) in 2001, to liberate Nigerians from the shackles of
the once powerful national telecoms monopoly of MITEL, has been hijacked or it
is wrongly being utilized to the detriment of national growth.
In relation to the finding also, Anderson, & Rainie, (2012) argue that with the
introduction of social media, one wonders what the social media effects on
students' writing will be. Students are learning a new kind of communication
through social media. Communication through social media can contain
misspellings, poor grammar and abbreviations and still be considered acceptable.
They furthered, social media has increased the need for fast information, whereas
writing too fast increases errors and gives less time to think. Students are quick to
post without revising or thinking about what they wrote. In addition, in using text
language - Abbreviations that are common in social media are frowned upon in
formal writing. Students must spell words completely and not use "text speaks" or
slang. This has contributed in no small measure to the general decline in academic
performance of the Nigerian school students in public examinations which cuts
across all levels of educational system.
4.2.2 Hypothesis 2: The use of social media has no significant effect of
students' academic performance.
The result of the study had revealed that the use of social media has significant
effect on the students' academic performance in schools. This finding is in
consonant with (Anderson, & Rainie, 2012) who asserts that the potential risks or
drawbacks identified with the use of social media include risks of psychological
disorders and health problems such as anxiety, depression, poor eating habits, and
lack of physical exercise; increasingly short attention spans and subverted higher-
order reasoning skills such as concentration, persistence, and analytical reasoning
among frequent users of social media; a tendency to overestimate one's ability to

38
multi-task and manage projects; and technology being seen as a substitute for the
analytical reasoning process.
This finding also found its way into the view of Abdulkadir (1996) who postulated
that the students performed academically poorly in schools due to extraneous
reasons, which social media can be accused of being one.
Finally, the research proved that there is a negative trend which must be
checked. This is relating to students' performances in examinations; Oyetunde, et al
(1999) asserts that students performed equally poor in all activities, although they
might have some minor differences in the performances of the students in the three
domains of cognitive, psychomotor and affective, but such differences were
insignificant. This finding was summed in their words,
"At all levels of the educational system, many students were unable to express
themselves orally in English and many more were unable to read or write"
This is in line with the observation of the researcher himself, when he observed that
in almost all the schools he visited, the majority of students were
responding to their teacher's questions with wrong answers during class activities.

39
 CHAPTER FIVE
SUMMARY, CONCLUSION, RECOMMENDATION AND SUGGESTIONS
FOR FURTHER STUDIES
5.0 Introduction
In this chapter, the researcher had provided the summary of the entire research
study and went on to draw some conclusions. Based on the findings of the study,
some recommendations as well as suggestions for further studies were also offered.
5.1 Summary of Findings
In this study, the following findings were made:
1. Social media use negatively affected the academic performances of students in
the secondary schools.
2. There was significant difference in academic performances of students who
engage in the use of social media relating to their performances in examinations.
5.2 Conclusion
The researcher intended to assess the impact of social media on academic
performances of students in Secondary schools in Tarka Local Government Area of
Benue State. In order to systematize and make the investigation thorough, the
research problems were broken down into components and studied one after the
other. These components included whether the use of social media affected the
academic performances of students, to what extent do the students engage in the
usage of social media, and whether the use of social media affect their performance
in examinations. The data compiled was analyzed using simple percentages and
chi-square (X2) test. The calculated values in all cases were compared with the
table value at 0.05 (5%) level of significance with appropriate degrees of freedom
(df) respectively.

40
5.3 Recommendations
Based on the findings of the study, the following recommendations are hereby
made:
1. Governments at all levels and all the stakeholders in educational sector
should as a matter of urgency and necessity make strict rules and regulations
concerning ownership and usage of Social networking sites gadgets such as
phones, Ipads, Laptops, palmtops, etcetera, by secondary school students in
order to limit students' access to social media and thereby acquire the desired
academic performance in school.
2. Since most students live off the school campus, parents should endeavor to
assist the school teachers in monitoring their wards at home in order to
check the extent to which they use the internet and social media services, so
as to allow them enough time to give attention to their assignments, home -
works and reading of their books.
3. The ministry of education should make it as a policy that all subjects,
especially the ones that will provide the students with affective and
psychomotor skills which are mostly neglected by teachers be offered in the
schools and should be properly cared for in terms of equipping them so as to
fill the vacuum of social media in the academic life of the students.
4. There should be proper supervision of both our schools to ensure that all
subjects in the curriculum are properly taught and that the students also give
proper attention without being distracted by social media-aiding gadgets
during school hours.
5. The Government should not forget that teachers are the determinant factors
in the education industry. As a result, government should ensure that the
working conditions of teachers whether employed by privately owned

41
 schools or government schools, are such that encourages and promotes
effective teaching/learning so as to enable the teachers to concentrate on
their professional tasks.
5.4 Suggestions for Further Research
It is suggested that further studies should be carried out using the same kind of
population and sample in other local government areas of Benue State to determine
the applicability and generalization of its findings.

42
 REFERENCES
Abddulkadir, D. (1996). "Review of some Salient factors which Enhance Better
Examination Performance of Secondary School Students", The Nigerian
Principal Journal ofANCOPSS, 5 (1), 50-53.
Aguilar-Roca, N. M.s Williams, A. E., & O'Dowd, D. K. (2012). The Impact of
Laptop - Free Zones on Student Performance and Attitudes in Large
Lectures. Computers & Education, 59 (3), 1300-1308.
Ahmed, I., & Qazi, F, T. (2011, June). A Look out for Academic Impacts of
Social Networking Sites (SNSs): A Student Based Perspective. African
Journal of Business Management 5 (12), 5022-5031.
Anderson, J. Q., & Rainie, L. (2012). Millennials Will Benefit and Suffer Due to
Their Hyper-Connected Lives. Washington, DC; Pew Research Center.
Boyd, D., & Ellison, N. (2007). Social Network Sites: Definition, History
and Scholarship. Journal of Computer-Mediated Communication.
Bryer, T., & Zavattaro, S. (2011). Social Media and Public Administration:
Theoretical Dimensions and Introduction to Symposium.
Canales, C., Wilbanks, B., & Yeoman, A. (2009). Facebook Usage in Relation to
Personality and Academic Performance. Modern Psychological
Studies, Spring.
Chen, B., & Bryer, T. (2012). Investigating Instructional Strategies for Using
Social Media in Formal and Informal Learning. The International Review of
Research in Open and Distance Learning.
Down, B. (2009). Schooling, Productivity and the Enterprising Self: Beyond
Market Values. Critical Studies in Education. 50 (1), 97.
EU. (2009). Safer Social Networking Principles for the EU. European Commission.

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Lenhart, A. (2009, April). Teens and Social Media: An Overview, New York Pew
Internet & American Life Project. New York.
Muodumogu and Oyetude (1999). Effective English Teaching in Primary and
Secodary Schools: Some Basis Consideration and Strategies.
Pew. (2009). Infographics. Retrieved 2012, from Pew Internet:
http://pewinternet.org/Infographics/Generational-Differences-in-SNS.aspx
Rainie, L. (2011, November). The New Education Ecology. PowerPoint
Presentation. Orlando, Florida.
Rosen, L. (2011, August). Poke Me: How Social Networks Can Both Help and
Harm Our Kids. Washington. DC: American Psychological Association.
USDOE. (2012). Digest of Educational Statistics / Fast Facts. Retrieved August
2012, from U.S. Department of Education: http ://nces. ed. go v/fastfacts.
USDOE. (2012). Ronald E. McNair Post-Baccalaureate Achievement Program.
Retrieved June 2012, from U.S. Department of Education:
http ://www2. ed. gov/programs/triomcnair/index. Html Zwart, M. d., Lindsay, D.,
Henderson, M., & Phillips, M. (2011). Teenagers, Lesal Risks and Social
Networking Sites.

44
 APPENDIX I

Department of Educational Foundation

And Management,
College of Education,
Katsina Ala,
Benue State Nigeria.

Dear Respondent,

LETTER OF INTRODUCTION
I am a student of the above named institution and department respectively, I
am carrying out a research on the "Impact of Social Media Usage on Academic
Performance - A Case Study of Selected Secondary Schools in Wannune Tarka LG.
as a requirement for the award of National Certificate in Education.
This is an academic research and all responses will be treated in confidence
and used only for the purpose of this research work.
Thanks

Yours Faithfully,

Research Student

45
 APPENDIX II
RESEARCH QUESTIONNAIRE SECTION 'A'
Tick the option that corresponds with your candid opinion for each of the following
questions below:
1: Sex: Male[ ] Female[ ]
2: Age 10-20[ ] 20-30[ ] 30-40[ ] 40-Above[ ]
3: Marital Status: Married[ ] Single [ ] Divorced[ ]
4: Occupation: Student[ ] Teacher[ ]
5: Educational Status: SS1[ ] SS2[ ] SS3[ ] NCE[ ]
Degree & Others[ ]
SECTION 'B' (INSTRUCTION: Tick the option that corresponds with your
candid opinion for each of the following questions below:
SA = Strongly Agreed SD = Strongly Disagreed
A = Agreed D = Disagreed
Does the use of social media affect the academic performances of students?
S/N Problem SA A D SD
1. Lack of skillful professional teachers to fully engage
the students in meaningful academic activities.
2. Lack of commitment by teachers to check the students'
use of social media.
3. Easy access to social media facilities
4. Lack of guidance and counselors in schools to enable
the students know the negative effects of social media
use during school hours.
5. School lack laboratories and workshops, if present

46
 they are ill-equipped thereby the students are left to
idle about with social media,
6. There is no serious supervision of the students
regarding their usage of social media.
7. Many students are in the habit of avoiding social
media use during school hours.
8. The school lack recreational facilities like sports,
literally clubs, etc which can help put students away
from social media.

47
 SECTION 'C'
To what extent do the students engage in the usage of social media?
S/N Problem SA A D SD
9. Examination/Test and Assignments are not
always been ignored
10. Class works are left undone because of social
media
11. The School's rules and regulations concerning
social media usage are ignored.
12. The school's disciplinary measures proved
inadequate

SECTION 'D'
Does the use of social media affect their performance in examinations?
S/No Problem SA A D SD
13. Students' performance in pen and paper tests, exams,
assignments or projects work is poor
14. Most students indulge in cheating and exam mal-
practices since they gave all their time to social media
without studying their books
15. Majority of students lack knowledge of subjects like
typing, technical drawing, woodwork and metal
works
16. Most of the students have inability to read, write or
speak fluent English

48
17. Poor performance in practical aspects of the subjects
is predominant in the schools since they lack
laboratories and workshops.

49