INFLUENCE OF SOCIAL MEDIA ADDICTION ON UNDERGRADUATE STUDENTS’ ACADEMIC PERFORMANCE

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INFLUENCE OF SOCIAL MEDIA ADDICTION ON UNDERGRADUATE STUDENTS’ ACADEMIC PERFORMANCE

Abstract:

This study investigates the influence of social media addiction on the academic performance of undergraduate students. In the contemporary digital age, social media has become an integral part of daily life, especially among the younger generation. The research aims to understand the extent to which social media use, characterized by addictive behaviors, impacts students’ academic achievements. A mixed-methods approach is employed, combining surveys to quantify social media usage patterns and addiction levels, and interviews to gather qualitative insights into the perceived effects on academic performance. The study’s findings contribute to the growing body of knowledge on the intersection of technology, social behavior, and academic outcomes, offering valuable insights for educators, policymakers, and students alike. The results are expected to inform strategies for promoting healthy digital habits and enhancing academic success in the university setting.

CHAPTER ONE

INTRODUCTION

Background of the study

Education is an instrument for achieving national socioeconomic development as it helps individuals to discover their potentials, and apply education in solving societal problems. One of such problems that are eating deep into the fabric of most developing countries in the world is thel increase in unemployment among youths.

Social media have become one of the main forms of communication among secondary school students and it now plays an integral role in their lives. Social media refer to any website that allows for social interaction and the exchange of ideas (O’Keefe & Clarke-Pearson, 2014) [14]. Social media may include social networking sites such as Facebook; photo/video sharing sites like Pinterest, Instagram and YouTube; blogging sites including Tumblr; interactive video gaming sites such as World of Warcraft or Teen Second Life; instant messaging; chat rooms; bulletin boards; discussion forums; and email.(Subrahmanyam &

Greenfield, 2015) [19].

Social media addiction has been found to be associated with a host of emotional, relational, health, and performance problems (Echeburua & de Corral, 2010 [6]; Kuss & Griffiths, 2011 [10]; Marino, Finos, Vieno, Lenzi, & Spada, 2017; Marino, Gini, Vieno, & Spada, (2018) [13]. Understanding such issues of social media; the causes, consequences, and remedies are thus of paramount importance. Social media addiction can be viewed as one form of Internet addiction, where individuals exhibit a compulsion to use social media to excess (Griffiths, 2000 [8]; Starcevic, 2013) [17]. Individuals addicted with social media are often overly concerned about social media and are driven by an uncontrollable urge to log on to and use social media (Andreassen & Pallesen, 2014) [2]. Studies have shown that the symptoms of social media addiction can be manifested in mood, cognition, physical and emotional reactions, and interpersonal and psychological problems

(Balakrishnan & Shamim, 2013; Błachnio, Przepiorka, Senol-Durak, Durak, & Sherstyuk, 2017; Tang, Chen, Yang, Chung, & Lee, 2016; Zaremohzzabieh, Samah, Omar,

Bolong, & Kamarudin, 2014) [3, 20, 22]. It has been reported that social media addiction affects approximately 12% of users across social networking sites (Alabi, 2012; Wolniczak et al., 2013; Wu, Cheung, Ku, & Hung, 2013) [1]. Social media and internet use among secondary school students has increased tremendously in recent years. Secondary school students today have a greater presence online more than they ever had in the past (Lenhart, 2015) [12]. Many secondary school students now own devices with internet accesses (such as iPads, Smartphones and Video game consoles) which enable them to go online from anywhere and at any time. The use of social media is more popular among secondary school students and girls primarily use these sites to reinforce pre-existing friendships, while boys mainly use these sites to flirt and make new friends (Lenhart & Madden, 2017) [11]. Students in particular, spend a great amount of their time interacting in their social lives. The usage of the social media by the students occurs at the same time with their developing identity, sexuality, and their physical and moral development. Social Media may also provide a supportive environment for students to explore romance, friendship, social status, and it provides students the opportunity to share and discuss their musical tastes, knowledge of television and movies, video games, and the other aspects of students culture (Ito et al., 2018) [9]. They also explained that social media sites allow students to meet many online tasks that are relevant to their lives offline: to lie about friends and family, make new friends, share photographsr, and share ideas.

Use of social media also creates an opportunity for emotional distress by receiving threatening, harassing, or humiliating communication from another teen. This is a common threat for the teenager and pre-students. Cyberbullying appears similar in prevalence to offline bullying; and current data suggest that online harassment is not as common as offline harassment (Lenhart, 2017) [11]. Furthermore, cyberbullying can occur to any young person online, and can cause profound psychosocial outcomes such as depression, anxiety, severe isolation, and tragically, suicide (Patchin & Hinduja, 2016) [16].

Students most at risk for cyberbullying are also those at risk of offline harms, such as students who have experienced sexual or physical abuse or those living in poor home environments (Berkman, 2018) [4]. The study therefore provides an overview of the many potential benefits and risks associated with social media use among studentss. It is crucial for mental health providers to understand how and why students are using these sites and the negative impact they may have on their mental health and well-being. It is in the light of this that the researchers tend to investigate the effects of social media addiction on Academic Performance students in selected Secondary Schools in Rivers State.

Statement of the Problem

Social media are dynamic tools that facilitate online relationships (Golden, 2011). In schools. Social media is used to teach and interact with students in the academic environment. It helps to expand student‟s social knowledge, as well as encourage peer input on assignments. Social media also helps students to build their capacity for transparent interactions with each other and create solid relationships among peers. The internet is today the most important source of information and the growing dimensions of its use by students cannot be underestimated. It has been observed that students devote more attention and time to social media than they do for their studies and they cannot pass their examinations well if they do not learn (Osharive, 2015) [15]. Social media have been a major stay in the minds of students and the world at large thereby causing a lot of drastic measure by students, teachers and even educational administrators at large. It is therefore of great importance to explore some of the trending issues facing students’ academic performance as a result of social media and social media addiction. Students at all levels of learning now have divided attention to studies, as a result of available opportunities to be harnessed from social media. Due to their limited capacity for self-regulation and susceptibility students will be at some risks as they navigate and experiment with social media. Gameinfowire (2012) [7], indicates that there are frequent online expressions of offline behaviours such as bulling, clique-forming and sexual experimentation that have introduced problems such as cyber bulling, privacy issues and sexting. Other problems associated with social media awareness include internet addiction and concurrent sleep deprivation. challenges. The educational system in Rivers State is faced with so many challenges which have certainly brought about a fast decline in the quality of education. There is a deviation, distraction and divided attention between social networking activities and their academic work. Students’ addictiveness to social networks, and students’ frequency to social network social sites, have become worrisome due to less time that is devoted to the study of their courses. Instead of students reading their books, they spend their time chatting and making friends via the social media and this has negatively influenced their academic performance. The use of social media during adolescence would negatively impact health and development. Although the majority of students report that social media will have a positive contribution to their lives and will also have negative associations with social media, include cyberbullying and Online harassment, Facebook depression, Privacy concern and the digital footprint, Sexting, social anxiety, and exposure to developmentally inappropriate content. Because Adolescent have nearly unlimited access to peers through mobile technologies, social media use may result in changing sleep cycles for students, which may contribute to depression. Lack of sleep is related to depressive symptoms, loss of memory, problems at school, motor vehicle crashes, and other serious issues (Carlsson, 2010). Therefore this study is aim to fill this gap answering the question, what is the Influence of Social Media Use on students behaviour. It is against this background that this study is carried out to ascertain the Influence of social media addiction on students’ academic performance in selected Secondary School in Rivers State.

Purpose of the Study

Specifically, the study sought to:

1. Determine the extent to which Facebook depression influences students’ academic performance in

Secondary Schools in Rivers State.

2. Determine the extent to which Sexting (Online Harassment) influences students’ academic performance in Secondary Schools in Rivers State.

3. Determine the extent to which Privacy concerns and the Digital Footprint influence students’ academic performance in Secondary Schools in Rivers State.

4. Determine the extent to which Cyberbullying and Online influence students’ academic performance in Secondary Schools in Rivers State.

Research questions

The following research questions guided the study.

1. To what extent does Facebook Depression influences students’ academic performance in Secondary Schools in Rivers State?

2. To what extent does Sexting (Online Harassment) influences students’ academic performance in Secondary Schools in Rivers State?

3. To what extent does Privacy concerns and the Digital Footprint influences students’ academic performance in Secondary Schools’ in Rivers State?

4. To what extent does Cyberbullying and Online Harassment influences students’ academic performance in Secondary Schools in Rivers State?

Hypotheses

The following null hypotheses were formulated and tested at 0.05 alpha level.

1. There is no significant difference in the mean ratings of male and female respondents on how Facebook Depression influences students’ academic performance in Secondary Schools in Rivers State.

2. 2: There is no significant difference in the mean ratings of male and female respondents on how Sexting and Online Harassment influences students’ academic performance in Secondary Schools in Rivers State.

3. There is no significant difference in the mean ratings of male and female respondents on how Privacy Concerns and the Digital Footprint influences students’ academic performance in Secondary Schools in Rivers State.

4. There is no significant difference in the mean ratings of male and female respondents on how Cyber Bullying and Online Harassment influences students’ academic performance in Secondary Schools in Rivers State.

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