CHAPTER 4

DATA PRESENTATION, ANALYSIS AND DISCUSSION

4.0 Introduction
This chapter presents and analyses the data gathered during the study, and it will complete the
analysis by providing the findings. To enhance the readers' understanding, the data was
presented in tables, pie charts, graphs, and a descriptive framework.

4.1 Response rate

After the data collection this was the response rate for this research study. In relation to
instruments, 50 questionnaires per school were given to student at Hippo Valley School and
Mleme secondary school in Chiredzi district, Zimbabwe. The response rate is indicated in the
table 4.1 below for a total of 100 questionnaires distributed.

Table 4.1: Questionnaire responses

SCHOOL Distributed Returned Response
Questionnaire(n) Questionnaire(n) rate (%)

Hippo Valley High School students 50 50 100

Mleme Secondary School 50 50 100

Totals 100 100 100

Table 4.1 reveals that the response rate was 100%, indicating that every element of the sample
population answered the questions. According to Cress (2019), if the response rate is more than
50%, the result obtained is likely to be correct. The success in terms of achieving 100% response
was due to the researcher's timely appointments and the fact that the sample population was not
large, which allowed the researcher to clarify wherever there was a need for clarification.

Table 4.2: Responses on the prevalence of social media on students

Responding School Number of Number of Number of Percentage
 Students participants participants who participants who confirming
confirmed on the disagree about the the usage of
use of social media use of social media social media

Hippo Valley 50 50 0 100

Secondary School

Mleme secondary 50 48 2 96
school

Totals 100 98 0 96

The table 4.2 shows the number of participants who confirmed the use of social media at school,
Hippo Valley High school and Mleme Secondary school students. While those from Hippo
Valley all confirmed, not all of them from Mleme Secondary school did confirm.

This indicates that an average of 96 percent of the 100 participants who answered to the
questionnaire agreed on the use of social media specified in the questionnaire as well as those
that were not. According to Knowledge (2017), a majority of participants agreeing on a
phenomenon is sufficient to determine the current stance.

As a result, an average of 96 percent clearly demonstrates that the study schools, Hippo Valley
High school and Mleme Secondary school uses social media at school making the study schools
relevant to the research as the researcher aimed to determine how the use of social media impact
on students’ academic performance.

Table 4.3: Gender of Respondents of Students

Gender Frequency (n) Percent (%)

 Male 60 60
Female 40 40
Totals 100 100

The above indicates that 60 out of 100 participants, 60%, are males and 40% are females, which
correlates to the gender proportion in the industry of Zimbabwe which fluctuates around 2:7
according to ZIMSTATs (2020). This ensures symmetrical distribution of data minimising
biasness emanating from gender imbalances.

Table 4.4: Respondents’ Current Level of Education Students

Education Level Frequency (n) Percent (%)

Form one 20 20
Form two 22 22
Form three 26 26
Form four 32 32
Total 100 100

Students were asked to give their level of education. Table 4.4 shows majority 32 (32 percent)
students were in form four, 20 (20 percent) respondents were in form one, 22 (22 percent)
respondents were in form two while the remaining 26 (26 percent) were in form three of
education level.
4.2 RESPONSES TO QUESTIONS
4.2.1 Objective 1: Time spent by Students of Hippo high school and Mleme secondary School on
social media

Response towards time spent on social

media by students from both schools

8% Study hours
Holidays
20% Class time
40% Weekends

32%

Results in Fig 4.1 revealed that 40 (40 percentage) of the respondents used the social media on
weekends, 32 (32 percentage) of the respondents use social media during class time, 8 (8
percentage) respondents use social media during study hours while the remaining 20 (20
percentage) used social media during the holidays (weekends, school breaks and public
holidays).

The findings infer that most of the students in Schools in Chiredzi District, use social media on
weekends and during study time. This is in line with the findings of Rideout (2012) who
confirms that most of the useful time is spent by the younger generation on social media twice
the average amount of time spent in school each year.

The study endorses Choney’s (2010), declaration that Professors and economists are posing the
questions whether or not the grades of students would be impacted of heavy time consumption
on social media sites just because of the attractiveness of it. MehMood & Taswir (2013) backed
it, plus argued about technology use such that internet is one of the top-notch ingredients which
could wield power on the scholastic performance of students either adverse or positive.

Nader (2017) agrees that technological aspects of social media can greatly improve the learning
skills of potential students. Students can benefit in online tutorials, social responsibility in their
studies and resources available on the platforms. Students can also learn analytical skills various
topics which can sharpen their knowledge faster. Student can freely connect to present and future
prospects of careers and strategies in different trainings. Social media has many negative effects
like health problem, waste time and psychological problem.

4.2.2 Objective 2: Effect of Face-book, Twitter and YouTube on Students’ academic

performance

Students were asked to indicate the benefits of social media in their academic performance their
responses are as indicated in Table 4.22:

Table 4.5: Benefits of Social Media to Students Statement

Statement F(n) %

Social media gives me guidance for examination 25 25

I get academic reading materials related to school work from social media 12 12

My academic performance depends on social media 22 22

I make academic discussions with fellow students on social media 31 31

I learn a lot by listening to and watching social media. 10 10

TOTAL 100 100

Table 4.5. Majority 31 (31 percentage) respondents indicate most students make academic
discussions with fellow students on social media. 25 (27 percentage) respondents indicate that
students agreed social media gives guidance in examinations. 22 (22 percentage) respondents
agree that their academic performance depends on social media. 12 (12 percentage) respondents
accept they benefit in acquiring relevant information that assists them in their studies 10 (10
percentage) respondents also agreed that they get more knowledge by listening and watching
social media.

The findings show that more students make moot discussions with fellow students using the
social media and they believe that social media gives them guidance for examination. This
concurs with Oradini and Saunders (2008) who say it helps learners to be in learning
communities and social media deepens their learning knowledge. This influences their freedom
of expression and opinions in discussion forums, socialization and effective communication.
Contrary to this Lynette (2016) points out that its common knowledge that technology affects
learning of students. Researchers have confirmed that technology in social media in learning
institutions like high schools and colleges score lower grades. There is also this notion of where
many students open or subscribe to many accounts which brings confusion in sustaining them in
academic performance.

The results of this study seem to indicate that social media usage influence the academic
performance of learners. This supports several other findings by previous studies that social
media usage influences academic performance, however, many of these studies found an
undesirable effect of social media usage on academic performance. Ijeoma and Burke (2013), for
example, analysed the attitude of graduate understudies and degree of utilisation of social media
post and how this usage affects academic performance. Ijeoma and Burke (2013) discovered that
utilisation of social media adversely influences the academic performance of students and thus,
planned off programming ought to be introduced in the classes. This contradicts the results of
this study where students were fond of using social media for academic course appropriately.

Sonsona (2017) analysed the entwining intensity of media in today’s adolescence and the
innovative developments that acquired a specialty in their lives. Sonsona (2017) after their
investigation uncovered that the amalgamation of students’ exposure could help improve their
academic performance if proper search can be offered adequate consideration. Indeed, this
assertion was also confirmed by this study where social media usage positively affected their
academic performance. The findings of Munkaila and Iddrisu’s (2015) study were consistent
with the findings of this study. Munkaila and Iddrisu’s (2015) examined social media usage and
its impact on students’ academic work in tertiary establishments. In their study, they discovered
no association between students’ academic performance and utilisation of social media.

Similarly, Akanbi and Anyio (2014), who studied the effect of social media utilisation on Senior
High School students’ academic performance in Ilorin-West Local Government, Kwara State,
also revealed no connection between the use level of social media and academic work of
students. In the Ghanaian context, Owusu-Acheaw and Larson (2015) evaluated students’
utilisation of social media and its effect on students’ academic performance in Koforidua
Polytechnic University. The authors found the usage rate of social media spots had impacted the
academic performance of the participants adversely and consequently found immediate
connection between social media usage and academic performance. In contrast to this present
study, social media utilisation was found to have a direct impact on the academic performance of
SHS students.

4.2.3 Objective 3: Uses of and the gratification obtained from using social media

The researcher requested the students to give their gratification on uses of social media as
indicated in Table 4.6

Category F(n) %

Strongly Disagree 7 7

Disagree 3 3

Neutral 2 2

Agree 40 40

Strongly Agree 48 48

TOTAL 100 100

Table 4.6 indicates that 48 (48 percent) of students strongly agree that social media gives
satisfaction to their studies. 40 (40 percent) Agreed, 7 (7 percent) strongly disagreed and 3 (3
percent) disagreed that there is satisfaction, lastly 2 (2 percent) were neutral. The outcomes
designate that many students settle that social media satisfies them. This is in line with Neal and
Fulton (2017) who confirm that with any institution, it’s important to use the new technology
tools of social media compared to the traditional methodology which impedes opportunities in
learning activities. Social media have free web application that enhances communication and
learning in institutions. Dubanoski (2017) agrees that in most institutions students have
experienced positive impact from social media tools for learning which has enabled them to
carefully choose important information which can assist them in schools. They are able to utilize
valuable information through the availability of relevant resources on their platforms which are
readily available. Students are able to do their research effectively by using libraries in the
internet they can also be able to evaluate and synthesize the information easily.

4.3 SUMMARY OF THE CHAPTER

This chapter provided the researcher's results, followed by an analysis of each data point, as the
findings would be connected to past literature as cited in the previous chapter of this research
project. The next chapter will be on Summary, Conclusions and Recommendations.