JOURNAL OF EDUCATION & ENTREPRENEURSHIP

Formerly Journal of Educational Policy and Entrepreneurial Research

ISSN: 2408-770X (Print), ISSN: 2408-6231 (Online)
Vol. 5, N0.2, 36-46, 2018
https://doi.org/10.26762/jee.2018.40000013

Influence of Social Media on Psychosocial Behaviour and Academic

Performance of Secondary School Students

Talatu Ibrahim Umar and Murja Idris

Abstract
This study investigated the influence of social media on psychosocial behaviour and academic
performance of secondary school students. It was conducted in Batagarawa Local Government,
Katsina State, Nigeria. Two research hypotheses were formulated for the study, and descriptive
survey research design was employed. The target population consists of four secondary schools
purposively selected out of the seven public schools and 306 SSII students were randomly
selected for the study. Researcher-made validated questionnaire and academic performance test
in English Language was used for data collection. Collected data was analyzed using descriptive
statistics of mean and standard deviation. Null hypotheses were subjected to t-test of independent
samples. The study found among others that, social media usage has negative influence on
psychosocial behaviour and academic performance. It therefore recommended that parents,
teachers, educational psychologists should pay more attention to their student’s attitude on these
platforms and also educate them on time management as not to waste too much of their time
chatting, they should concentrate on their studies.

Keywords: Social Media, Psychosocial Behaviour and Academic Performance

Manuscript History
Received on 08th March, 2018
Accepted on 23th April, 2018
Journal of Education & Entrepreneurship

T here has been a growing concern over the past couple of decades regarding social media
usage among senior secondary school students, and its influence on their life and
education. Today’s younger generation is hooked on social media, and this digital
landscape has put increased pressure on teenagers. Formerly, communicating and free sharing of
thoughts between individuals was limited due to distances, but now even with the barriers of
nationality or religion, the flow of information and knowledge is still continuing through the new
globalization of social media. Social media refers to the means of interaction among individuals
young and old where they create, share, exchange, and comment within themselves using
different networks at their disposal. Oberiri and Greg (2017) observed that most utilized social
networking site was Facebook hence only very few students use the sites for academic progress
or development. While the most encountered problems are receiving unwanted comments,
pictures, and videos, however, the idea of social media was to keep this global world more
connected, but it has done more than that, it has become the fourth meal of the day for the
younger generations.

In todays’ society, social media has become a part of everyday lives. People access all types of
information with ease through the use of mobile phones and computers. Social media networking
sites like What Sapp, Facebook, YouTube are more and commonly in use by students across
Nigeria. Asdaque, Khan and Rizvi (2010) carried out a study using one hundred undergraduate
students of two federal universities in Pakistan. The study focused on internet usage and its
outcomes on academic performance, which revealed a negative relationship between the two,
even though the research was conducted within the same environment and setting. The social
media networking websites been used were not specified nor highlight at what time of the day is
it mostly used which resulted in poor performance among college students. A number of
researches that investigated the impact of social media usage has revealed that it add significant
value through the availability of materials online (Aligwe, Ugochukwu & Nwafor, 2017; Apuke,
2016; Fasae and Adegbilero-Iwari, 2016).

Psychosocial behaviour is seen as the response or reaction of how an individual behaves and
develop his/her relationship in the school environment or anywhere the person found him/herself
as a result of the use of mobile phones, IPads, tablets, laptops and other internet services.
Reasonable attention has been given to the negative side of social networking sites; such as
cyberbullying, parent-child interactions, internet addiction, and the influence of social media use
on sleep disturbance and academic performance. Suhail and Bargees (2006) conducted a study
on the effect of social networking in Pakistan using the internet effect scale (IES) to determine
the effect of some factors specifically that which includes behavioral issues, educational
problems, internet abuse, interpersonal problems, and psychological issues as well as its
consequences. The result of the studies showed that social media networking has both positive
and negative advantages on its users. The connectivism between spare times spent on the internet
showed tremendous impact, that the time spent on internet has affected students’ interpersonal,
academic, psychological and physical factors. Also, it recommended that the use of internet may
perhaps be used in enhancing academic performance among students.

Most adolescents’ come across different levels of negative experiences through SNSs, the
ferocity of online bullying is exacerbated, some adolescents may be more exposed to develop at-
risk indicators of internet addiction than others, while some may be experiencing other

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psychological symptoms and syndromes such as depression, ADHD symptoms or aggression

(Shapiro & Margolin, 2014). Akhtar (2013) revealed that immoderate usage of internet can result
to addiction among students, and it could lead to poor academic attainment. The author opined
that net addiction can cause reduction in time spent on studies, fundamental drop in grades, low
interest in extracurricular activities and loss of interest in lessons. Furthermore, net addiction
amongst adolescents has been related to psychological and intellectual problems which include
anxiety, despair and loneliness. Hence, other researches on social media networking have
depicted a superb academic interplay and have supported net utilization amongst students.
However, negative impact of social media has outweighed the tremendous aspects. Thus,
excessive utilization of social media has shown negative effect on student’s physical,
psychological as well as Family fitness. Furthermore, immoderate utilization has additionally
been related to sleep deprivation, insomnia and continual illnesses (O’keeffe and Pearson, 2011).

Social media sites offer students new opportunities and challenges for self-expression of
individual’s worth to the world (their likes & dislikes) and get immediate feedbacks. Most of the
students express their views to both the known and unknown recipients. They widely share their
views with varying degrees of accuracy, honesty and openness that have been private before now
or reserved for selected individuals. Students can also join internet or social groups reflecting
aspects of their personality they wish to discover or develop (Kolek & Saunders, 2008). With
respect to psychosocial development, the use of social media has influences matters such as
individuality formation and social skill advancement. A current study opined that social media
usage may have positive consequence, with how youth cope with emotional disturbance with
particular reference to grieving due to the passing of someone (Williams & Merten, 2009).
Anxiety about safety, health and balanced use of social media can be classified in three main
groups; worries about the exposition to unwanted materials, online victimization and the practice
of dangerous online behaviours.

There are positive aspects of social media use among students, and also there are equally as
many negative effects concerning the use of such gadgets. Since their introduction, social
networking sites have drawn the attention of many adolescents and university students as
observed by (Lenhart & Madden, 2007). The manner in which these sites are paving their ways
through the educational setting cannot be over emphasized, hence the belief that these sites have
even more potential for the improvement of teaching, learning and sharing of information among
learners as well as educators (Ferdig, 2007). Social media have positively impacted in so many
ways in human life thereby connecting millions of people from all over the globe; also the use of
these sites has another impact as an interactive world full of ideas, insight, and opinions. It acts
as an aid for school work, in the sense that students have a wide range of information, knowledge
and experience to learn from and to report on. Flad (2010) asserted that internet when used as a
tool, has many advantages in sharing and cognitive innovation among teachers and students.

Many parents are worried over their children’s habit on Facebook, WhatsApp, 2go, and other
social media sites because they are of the opinion that their children now hardly have time to
read, as reported by Flad (2010), social media networking do not only allow students to keep
profile and host of friends as well as followers but the sending of emails, messages, sharing of
videos and pictures at their fingertips. There has also been a concern on the possible effect of day

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time and sometimes all night browsing on the internet by students on their psychosocial
behaviours. Oji (2007) stated that the rate at which students are using internet for anti-social
means rather than academic grow is very alarming. Students used these sites for fraud,
pornography, blackmailing, racketeering etc. Moreover, many students currently lay more
emphasis on the availability of information on the social networking sites in order to get answers
easily, which causes low focus on learning as well as knowledge retention. Similarly, their
writing, and communication skills (personal and academic) have both been affected, as students
are attempting multi-tasking that is chatting while studying. Furthermore Bateman, Bonn, Curtis,
Shaw, & Simons (2016) reported four major advantages of social media site usage to include
enhancing relationships, motivating learning, availability of personalized course materials and
development of collaborative skills. It also decreases face-to-face interaction among these
students, lack emotional connection, facilitates laziness, and conveys inauthentic expression of
feelings, which may have led Bateman, Bonn, Curtis, Shaw, & Simons (2016) to suggest that
human behaviours are enhanced through basic social norms.

It has been observed that extreme usage of these networking sites tends to have negative
consequence on the student’s well-being, besides sleeping problems, despair, and dejection. Such
students also exhibits more of egotistic tendencies and other disorders related to personality,
including other antisocial behaviours as well as hostile tendencies. Frequent use of these sites
leads to addiction that inculcates bad habits, and also vulnerability to crime, these results from
lack of privacy, and insecurity activities such as hacking, blackmailing, racketeering, fraud,
impersonation, scam publishing, and blogs. Also, criminals like robbers can easily get
information on individuals’ activities via social media search, Sexual harassment and assaults
sexting or pornography (messaging or picturing sexual form), and cyber-bullying (the use of
electronic communication to harass an individual, usually by sending intimidating or threatening
mails) through social media network. Adolescents are mostly influenced by the type of social
media or network they subscribed to thus, Asemah, Okpanachi, and Edegoh (2013), asserted that
internet dependence significantly affect students’ academic performance and emotional traits
negatively. They reported that this negative influence is mostly on extreme users of internet and
not on all individuals.

Nowadays many secondary school students spend much time on social networking chatting with
friends while less time is spend on studying, which leads to distraction and lower performance in
terms of academic activities. Generally, students are sent to school to learn, but are exposed to
numerous experiences which impact on their behaviour. Among the aims of education is to effect
a change in behaviour in a desirable direction so that one behaves according to the accepted
values and norms of the society. Thus, learning is a behavoural change which reflects in
cognitive reasoning, physical development, manipulative skills, and growth in values and
interest. All these changes depend on individual difference, the home background and school
setting. Oluwatoyin (2011) stated that educators tend to look at social media as encouraging
negative conventional literacy abilities (writing, grammar, vocabulary) and will be largely
disruptive to learner’s reading skills needed within the school environment.

Students are developing competencies in “code-switching” (as an instance, the use of ‘time’
written as ‘tym’, ‘through’ as ‘thru’ and so forth) to enable the adaptation to unique web

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environments. Marsh (2012) additionally emphasized that social networking is the motive behind
frequently usage of terrible language mostly among students. The language used has become so
poor with many grammatical errors attached. In line with this, teachers are worried about the
adverse effect on writing skills as students are incorporating symbols and short form of instant
messaging into their school work. Farah and Yanda (2015) reported that, seven in ten adolescents
(73.3%) search the internet for social networking accomplishments in north- central Nigeria,
while more than half of the youths in the South-West, North-West and South-East geopolitical
zones, fewer teenagers in the South-South used the internet for the same motive. Teenagers
across Nigeria are with the habit of creating and chatting with associates using the social
networking platforms as against using them for their academic purposes.

Statement of the Problem

In modern day society, the use of social media among individuals is taking a vital part in students
live and there has been a wide spread abuse of its usage among students. Unfortunately, many
students have become fully involved in social networking almost all the time, while paying less
attention to their academic work by spending much time on the platforms, rather than studying or
interacting with individuals one on one. Active as well as frequent partaking on social media
may affect their studies, and may hamper their journey into the world of work. The situation is
alarming because, parents are so much worried about their wards habitual use of social media
sites, they become prone to spending time socializing which provide them the freedom to do
whatever they wish and to upload what they want, and talk to whom they want. The use of social
media by students while in the school (learning) is multitasking (the ability of doing several
things at the same time). This kind of engagement distract attention e.g. some students use social
media either for sending text messages, browsing or pinging while reading their books or doing
their assignments which affects their study habit. It has also become the habit of many students
while moving along the roads clutched to mobile phones without really taking any cognizes of
the immediate environment.

Another problem of students engaging in social media usage is detrimental to their progress in
school activities, these students prefer being in the virtual world than attending various
extracurricular activities such as academic clubs and societies, quiz competitions, debates, sports
etc. The students coupled with the adolescence stage are easily disposed to regular mood
fluctuations and self-control which really affect their looks and often produce disquiet or distress
about their personality as individuals, thinking persistently in this form may sometimes lead to
unhappiness. Many school teachers, and the society at large are getting worried, notwithstanding
that there are strict rules set or established by various school authorities on the improper use of
technological gadgets. It is on this note that this study was designed to examine the influence of
social media on psychosocial behaviour and academic performance of secondary school students.
The study specifically aimed to (i) investigate the influence of social media use on psychosocial
behaviour of secondary school students; (ii) investigate the influence of social media use on
academic performance of secondary school students.

Research Hypotheses
Based on the research objectives, the following research hypotheses were formulated to guide
this study;

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 Social media use has no significant effect on psychosocial behaviour of secondary school
students.
 Social media use has no significant effect on academic performance of secondary school
students.

Methodology
Research design
The description survey design was utilised for the study to investigate the influence of the
independent variable social media usage and psycho-social behaviour on the dependent variable
academic performance. Research design refers to conducting an investigation with the sole aim
of identifying the influence or relationship between variables, used in obtaining data to enable
the researcher test hypothesis or answer research question there by providing guide line for
conducting the research. According to Fraenkel and Wallen (2000) descriptive survey is a
process of gathering data to test hypothesis or to answer research question with regards to the
status of the subjects under investigation. This research design was adopted to allow the
researchers to get detailed information on the variables about the nature of the phenomena with
the aim of describing and understanding it better, from the point of view of the subjects. This
will also assist the researchers to draw meaningful conclusions.

Area of study
The study was conducted in Batagarawa, which is one of the local government areas in katsina
state, located in north-western part of Nigeria with its Headquarters at Batagarawa. The LGA
was established in 1991covering an area of 433 km2 with a population of 184,575 as at 2006
census. It consists of many villages under Mallamawa district in Katsina emirate. Most of the
higher institutions in the State are located in batagarawa .The people are mostly Hausa by tribe
and of Islamic religion. Their occupation is predominately farming and trading.

Population

Population of the Study

Gender
S/N Name of Schools Male Female Total
1 G.G.S.S.S Ajiwa 286 286
2 G.D.S.S.S Ajiwa 219 97 316
3 G.G.S.S.S Batagarwa 320 320
4 G.D.S.S.S Batagarwa 198 90 288
5 G.D.S.S.S Bakiyawa 81 34 115
6 G.D.S.S.S Dandagoro 248 156 404
7 G.D.S.S.S Tsanni 95 39 134
TOTAL 1,161 702 1,863
Source: Rimi Quality Assurance Education Office, Batagarwa L.G.A (2016)

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The population of the study comprises of all senior secondary school students two (SS2) in
Batagarawa Local Government Area. Which consist of male and female from the seven (7)
public schools, totally one thousand eight hundred and sixty (1,860 ), within the age bracket of
15 and 18 years with mean age of 16.7.There are one thousand one hundred and sixty one
male(1161) while the female are seven hundred and two (702).

Sample and sampling technique

The sample of the study consists of three hundred and six (306) students of SS2 both male and
female, there are one hundred and ninety and six (196) male and one hundred and ten (110)
female. This is in line with Research advisors (2006) which state that 306 are to be selected when
the total population is above one thousand five hundred. Purposive sampling technique was used
to select four schools so as to include the day schools that has access to internet usage, because
others are boarding schools and their students has no access to internet. Sample random sampling
was then used in selecting the final respondents that participated in the study.
Instrument for data collection
The research instrument used was a questionnaire, which is a list of items to be responded to by
the subjects to solicit for their views on a phenomenon (Fraenkel, & wallen, 2000). A researcher
made questionnaire titled “social media use on psychosocial behaviour of secondary school
student “(QSMUOPBS) consisting of twenty-two (22) items was developed by the researchers. It
was a 5-point likert scale from strongly agreed 5 point to strongly disagreed 1 point. While on
the academic performance a twenty (20) questions test was given to the respondents. The
reliability of both instruments yields a reliability co efficient of 0.76 and 0.81 respectively.

Validation of instruments
The questionnaire used for this study undergoes serious scrutiny by the researchers as well as
experts in the field of research methodology, for charity and comprehensiveness to ensure its
relevance and that it measure what it supposed to measure. Suggestions and observations made
were inculcated into the final copy used for the research work.

Results
Null Hypothesis Ho1: Social media use has no significant effect on psychosocial behaviour of
secondary school students

Table 1: T-test Analysis of Social Media Use on Psychosocial Behaviour of Low Influenced and
Highly Influenced Students
________________________________________________________________________
Variable N Mean Df t-value P-value Alpha Decision
Low Influenced 126 56.87
304 -9.459 0.00 0.05 Significant
Highly Influenced 180 72.00
*Significant at p< 0.05

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Results in table 1 indicates that 180 students are highly influenced while 126 are not influenced,
the p-value 0.00 is less than the alpha value of 0.05 at level of significance at a degree of
freedom of 304, as such the null hypothesis is then rejected. This clearly indicates that
psychosocial behaviour of secondary school students is highly influenced by the use of social
media sites.

Null Hypothesis H02: Social media use has no significant effect on academic performance of
secondary school students.

Table 2: T-test Analysis of Social Media Use on Academic Performance Test of Low Influenced
and Highly Influenced Students
Variable N Mean Df t-value P-value Alpha Decision
Low Influenced 126 24.33
304 9.035 0.00 0.05 significant
Highly Influenced 180 12.49
*Significant at p< 0.05

Table 2 indicates that the p-value obtained 0.00 is less than the alpha value of 0.05 level of
significance and a degree of freedom of 304, based on the influence of social media usage on
academic performance of secondary school students, 180 students are highly influenced with a
mean of 12.49 as compared to their counterparts that are low influenced with a mean of 24.33 as
such the null hypothesis is then rejected. This clearly indicates that social media use has
significant effect on academic performance of secondary school students.

Discussion of Findings and Implications

It was found that social media usage influences most of the students psychosocial behaviour
thereby they become addictive psychologically, while spending most of their time on internet
networking, resulting to the fact that less attention is been paid to other activities and aspects
that relate to their life this could also leads to negative outcomes. This is in line with the findings
of Musa (2015) that social networking sites have some effect on academic performance of
students as they spend most time on it. This often leads to multitasking, although social media
can help the students to socialize and enhances connectivity, but it also gives rise to
cyberbullying, glamorizes drug abuse and can sometimes make students unhappy, fear of
missing out, and lastly it leads to restlessness Oberiri and Greg (2017) also reported that the most
problems encountered in social networking usage are unwanted comments, photos, and videos.
It’s becoming more and more obvious how the use of social media among senior secondary
school students has become a trending issue. It has been seen that all around the students; the
pressure to be perfect, to look perfect, act perfect, to have the perfect group of friends, the perfect
amount of likes and followership, and the rest. Failure for the students to meet the ridiculous
levels, results in serious backwardness both academically and psychologically.

Another finding of this study revealed significant influence of social media usage networking
sites on students’ academic performance. The study of Bashir, Mahamood and Shfique (2008),
Asdaque, Khan, and Rizn (2010) corroborate this finding as they reported a negative effect of
social media usage on academic performance among students. While Suhail and Bargees (2006)

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negates this findings, since they find a positive relationship between time spent on the internet
and students interpersonal, educational, psychological as well as physical factors. Students can
also join internet or social groups reflecting aspects of their identity that they wish to explore or
deepen (Kolek & Saunders, 2008). With respect to psychosocial development, the use of social
media has influences matters with reference to self-esteem as well as social ability attainment. In
another study it was opined that involvement in media usage may affect the individual emotional
coping strategy positively as in grieving following the passing away of someone (Williams &
Merten, 2009). There are positive aspects of social media use among students, and also there are
equally as many negative effects concerning the use of such gadgets. Since their introduction,
social media sites have attracted a large number of participants within youths and undergraduate
students (Lenhart & Madden, 2007).

Conclusion
The study examined influence of social media usage on psychosocial behaviour and academic
performance among secondary school students. The increase in internet usage and advancement
in technology, social media networking will continue to be reckon with as part and parcel of
everyday life. Social media is a vast field of communication where barriers are fast fading while
the growing need for access to data is now of great significance. This will continue to influence
activities of adolescents and youths in particular within this global world. This unfortunately has
become detrimental to students’ academic performance and psychosocial behaviour, hence on
the other hand when put to proper use will enhance both. Therefore, it is imperative to equally
consider other variables to assess the correlation with social media usage.

Recommendations
Based on the findings of this study, the following recommendations were made;
- Parents and guardians should pay more attention to their children and wards usage of mobile
phones, and other internet services to ensure proper as well as positive utilization.
- Students need to be properly guided, and informed on the negative influence of social media
sites so that they mostly use them for academic progress in other to minimize the negative
aspects.
- Caregivers, guardians, educators and policymakers need to educate students on effective
usage and time management, thereby placing a check on students’ activities both in the
school and at home, in other not to spend valuable time on irrelevant activities while using
the social media.
- The school authorities should have a strict rule on the use of handheld devices during school
hours. Students should be taught the importance of using educative websites instead of
entertainment sites, and to explore the best practices of social media sites rather than the
negative side of it.
- Educational psychologists should get the students informed and warned about pornography,
sexing, cyberbullying, fraud, online theft so as not to fall victims or commit cyber-crimes and
to overcome identity crises.
- Teachers and school administrators should also inform adolescents the negative effects of
wrong usage of social media sites. They should ensure that when in school and particularly
during lessons, social media usage should not be allowed.

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About the Authors

Talatu Ibrahim UMAR, Ph.D, is a Lecturer in the Department of Education, Umaru Musa
Yar’Adua University, Kastina Kastima State, Nigeria.

Murja IDRIS (Mrs), is a Lecturer with the Hassan Usman Katsina Polytechnic, Katsina State,
Nigeria.

Cite Paper as;

Umar, T. I. and Idris, M. (2018). Influence of Social Media on Psychosocial Behaviour and
Academic Performance of Secondary School Students. Journal of Education and
Entrepreneurship. 5(2) 36-46. https://doi.org/10.26762/jee.2018.40000013

© 2018 the Author(s). Creative Commons CC-BY: This open access article is
distributed under the terms of Creative Commons Attribution 4.0 License. This permits
anyone to share, use, reproduce and redistribute the work without further permission provided
the person gives due credit to the work.

46 Umar and Idris